In our 20th year, staff member Cade Bonar, reflects on his time at the College.

In our 20th year, staff member David Elley, reflects on his time at the College.

“A community is a group of people who agree to grow together,” Simon Sinek

It has been a wonderful start to 2023, with students and staff returning to the College refreshed and eager to connect and learn. Parent Welcome (Primary) and Meet the Mentor (Secondary) evenings are valuable opportunities to connect with community and learning – and we appreciate the time and commitment of staff and parents in attending these evenings. As Week 4 ends, we hope that school and home schedules and routines are starting to settle for students, while a sense of belonging and an enthusiasm for learning is continuing to strengthen.

The phrase “it takes a village to raise a child” originates from an African proverb and is relevant as we strive as a St Andrew’s community to empower our students, from Prep through to Year 12, with an enduring curiosity for learning, a strong sense of self-efficacy, the capacity to achieve and flourish in their daily lives and the skills and capabilities to walk confidently into their futures.

Numerous studies identify that quality teaching is the most significant in-school factor affecting student achievement, and staff at St Andrew’s were fortunate to commence this year with a presentation by Jan Owen AM about preparing our young people to thrive in the new work order. Through 2023, staff will be continuing to cultivate a culture of thinking in our classrooms and focusing on refining and improving teaching practices based on existing and emerging research and evidence.

Another significant influence on student learning and growth is parental engagement and support. Completing a synthesis of factors affecting student achievement, Marzano (2000) concluded that one third of the variance in student achievement could be predicted by factors relating to students’ home environment. Interestingly, the kinds of parent engagement and behaviours that most influence students’ achievement might not be what you expect. In two separate meta-analyses (Fan & Chen, 2001; Jeynes, 2007), parental expectations and the consistency and regularity of communication supporting high academic aspirations was found to be significantly influential for student learning and achievement (surpassing the impact of monitoring homework or supervising free time).

Families have an important role in helping children to become confident and motivated learners. In encouraging and supporting your child/ren in their learning, it is important to share your high aspirations for their learning, encourage and develop in them an internal desire to learn, persist and strive for their personal best, and regularly share in the joy of learning. We encourage you to focus on the process of learning and growth, rather than on results and achievements alone, by helping students develop consistent study and reading habits, encouraging thinking, wondering and asking of questions, and regularly talking about school and learning with your child.

Finally, as a parent, I understand the frustration in enquiring about the school day and being met with a younger child’s “I don’t know” or a more adolescent “fine”. Open-ended and specific questions will require children to think and should elicit more than a one-word response, so I leave you this week, with a variety of starter questions suitable for various ages that might provide some insight into your child’s learning:

What did you enjoy most about school today?

What did you learn today that you didn’t know before?

What was the most interesting new thing you learned today?

What was something that challenged you to think today?

What was something that puzzled you today?

What made you feel most proud of yourself today?

What subject/topic are you most interested in at the moment?

Of course, in a learning and caring community, a question for any day is, “What was the kindest thing you did for someone else today?”

References:

_{Fan, X., & Chen, M. (2001). Parental Involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review , 13(1), 1-22.}

_{Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary student achievement: A meta-analysis. Urban Education , 42(1), 82-110.}

_{Marzano, R.J. (2000). A new era of school reform: Going where the research takes us. Aurora, CO: Mid-continent Research for Education and Learning.}

In our 20th year, Foundation staff member, Nicola Britten, reflects on her time at the College.

Before starting at St Andrew’s, I was working as a Teacher Aide at Noosa District State High School in the Special Education Unit. I heard from one of my colleagues that she had enrolled her son at this new school called St Andrew’s Anglican College at Peregian Springs opening in 2003 and that I should try to get a job there. I put in my application and hoped for a permanent position. I was successful with the application and asked if I would like a permanent position of 19 hours a week and six months in, the hours were increased to 38 hours.

Back in 2003 there were two teacher aides - one in Prep and me for Years 1 to 7. This meant I was very busy helping all the classes. As well as in the classrooms, I organised stationary, readers, did all the photocopying and laminating, took photographs. Some of the off-campus adventures were – a bus trip to Hervey Bay on a whale watching excursion with Years 2 and 5, music performances in Brisbane, visiting a farm at Gheerulla and surf awareness at Noosa Beach.

Moving through the years I continued working as a teacher aide but moved around - to Learning Support and then back to the classroom. During this time, I fell into organising the Textbook Hire. Then there was the move to Educational Support Officers which saw me moved into the Copy Room. My passion was working with the children so once again I was applying for a job in Learning Support at St Andrew’s. This role took me into Secondary for a couple of years, but my preference has always been Primary. We had many teacher aides completing their placement at St Andrew’s and I was there to guide and assist them through their placement.

My biggest achievement is working with children who struggle with their schoolwork. These children work so hard to make a small improvement. It is a beautiful moment to watch them have that lightbulb moment, to see the improvement in their reading – from individual words to stringing a fluent sentence together, writing a few words to writing many sentences, able to complete their times table grid. I’m grateful to be a part of one of our student’s journeys who struggled with reading in Year 2 and graduated with amazing grades. She thanked me at the Walking Out Ceremony for helping her in Year 2 with her reading.

A couple of memories from the first year was the school purchased a roll laminator to do posters etc. Steve Robson came into the room and was very excited. His Year 5 class had each made a poster and thought we should test out the laminator. He starts putting them through and leans over to see them come out the other side.  Fortunately, I saw his tie about to be laminated and got him out of the way. Very close near miss.

Another memory was when I helped organise an excursion to a friend’s dairy farm in Gheerulla for Prep. The students had never been to a dairy farm before. They were to see the cows being milked, help bottle feed some calves and then have scones with jam and cream with fresh milk.

Anyone who was at the school in the early year would know that our pioneering spirit was strong. Everyone had to help each other and it was a very tight team. My children were too old to go to school at St Andrew’s, but they were a great age to help. If there was an after-school event they were there helping. On occasions when they weren’t at school, they even came in to read with children in the classroom.

I love working with my colleagues and with the students. It is what has kept me here for 20 years. I feel proud to be a part of the growth in the College from 161 students, 16 staff and 4 buildings to what we have today. I look forward to seeing the completion of the College campus knowing that I was there at the very beginning.

It will be interesting to see where the College will be in another 20 years. What subjects will be taught? How will classes be delivered? I wish it all the best.

At the end of 2002, I was hoping to get a job at St Andrew’s and thought that I could work there for maybe 10 years. Present day, I have completed 20 years at the school and looking forward to retirement one day.

After a two-year hiatus, St Andrew’s Anglican College has relaunched its GAP Year program - Beyond.

Three Scottish GAP-year students, Ailsa, Caitlyn and Rachel have arrived at the Peregian Springs – based school to assist around the College. In return, three 2022 St Andrews graduates, Abi, Lucy Stephenson and Jimmy Rudkin have moved to Scotland for 12 months to work at one of two prestigious partner schools in Edinburgh: ESMS and George Watson's College.

With visions of Australia filled with moster-like spiders and snakes at every corner, Australia has thankfully not been what the three Scottish girls expected so far.

Despite an early incident with a cockroach, and a brush with the Queensland sun, sport-loving Rachel is now embracing the vastly different fauna, sunscreen and is now looking forward to lots of new experiences.

“I'm most looking forward to being able to work with new people and explore a new lifestyle and way of living such as checking under my pillow for spiders and not having to layer up with jumpers and jackets to simply leave my house,” she said.

“I’m especially excited to be  training with a new swimming squad and be  able to work closely with the sports department as I love all sports. I’m also excited to learn more about AFL and seeing what  it is all about.

“Since arriving in Australia the gappies and I have been especially amazed at how friendly and kind every  single person has been to us and how welcoming everyone at St Andrews has  been towards us.”

After her GAP year, Rachel, who is also a national-level swimmer, is hoping to study Business and marketing at Edinburgh University and continue her swimming career within their high performing programme. Caitlin will study Medicine at university, and Ailsa aims to study English Literature and Politics at University of York in England.

A GAP year is when a student takes a break from their formal education to pursue other interests or experiences and gain new perspectives, learn new skills, and real-world experience before entering higher education.

The highly successful GAP year program has been running at St Andrew’s for more than 8 years, headed by Mr Tim Barrett.

“Our Beyond program is designed to connect our students with information and opportunities related to post-year 12 travel and education,” Mr Barrett said.

“Our long-standing partnership with ESMS and George Watson's College provides our students with unparalleled access to resources and experiences that will help them to experience the world, develop their intercultural understanding, and grow skills that will assist them in their chosen future endeavours.

“It also helps empower students to take ownership of their own life direction and to improve their knowledge and skills relevant to their potential vocation and go on to make informed decisions about their future career plans.”

In our 20th year, Foundation Principal and current Council member, Sue Simon reflects on her time as Principal, establishing the College and ongoing involvement as a Council member.

FAVOURITE MEMORIES FROM YOUR TIME?

Favourite memories? It is extremely hard to choose as there are so many. Having the privilege of leading the College in the early days has been the honour of my career, and my time in this role was filled to the brim with happy memories and proud moments. Now, as a member of Council, I remain proud both of what the College has been and what it has become. What it is yet to become fills my heart with anticipatory interest and, no doubt, an abundance of further pride.

I offer a few examples of that very special time, which for me began twenty one years ago. I was appointed mid-2002 to recruit staff, enrol students and do anything that needed to be done to help the College Council establish this brand new College in the six months leading up to its opening.

The College motto and logo
The lightbulb moment came at a Development Meeting (comprised of Council members plus prospective parents) held in the year before the school opened – when, after much brainstorming by everyone in the group, Council Chairman, Father Richard Gowty, said ‘Vision’, and I said ‘Spirit’. That was it…… Vision and Spirit was going to be the way forward for our new College. It just felt right. After that, Amanda Thompson’s amazing design for the logo also felt just right. We were all very proud.

Staff pioneers
Every one of the early staff members was an absolute trojan. For example, I can still picture them helping to unpack the school desks and other furniture on the morning that students were coming in to meet the teachers. Talk about a tight deadline which had been caused by delays in the building program! The staff formed a formidable bucket brigade / human chain handing chairs from one to another from the delivery truck right up to the classroom doors.

Also, we all shared a staff room the size of half a classroom and got to know each other really well during that time! The first end of year staff ‘thank you’ lunch organised by the parents was a lavish affair despite our humble accommodation – and really reflected the deep appreciation of the parents for the sterling efforts of our foundation staff.

Amazing parental involvement
The first Parents and Friends’ meeting early in the first school term was held outdoors on the only available venue large enough – the car park next to the temporary admin building – under floodlights specially hired for the event. I’m sure that all present hoped there would be better days ahead! The very first St Andrew’s Ball at the Bli Bli castle, complete with Scottish traditions of sword dancing, kilts, haggis and “Oh aye, the noo” type of conversations over dinner, heralded future social events that would bring the parents together during these early days of the College. The Mela Festival in 2006 was another chance for the parents to work with students and staff for our first multi-cultural arts festival.

Getting to know students
With the smaller numbers of students in the first few years, it was relatively easy to find ways to get to know everyone. I loved the morning teas that I invited students to in my office. I always got them to tell me something interesting or unusual about themselves that would help me remember them. I heard about spiders the size of saucepans, strange names of pets… you name it… I was also the art teacher across the years in 2003, and brought my Labrador puppy, Rupert, to class for students to draw. As the first four years in the life of St Andrew’s rolled on, our student numbers grew at twice the speed at which our projections and business case scenarios had indicated, which was a testament to the reputation that had been established by the College’s academic progress and its enviable school culture. However, in 2006, I still had to find ways of engaging with 750 students rather than the 161 we had commenced with. Book Week was always a mighty hit for everyone – teachers and students alike… I have some crazy photos that show Princess Smartypants arriving at Assembly on the back of one of the Dad’s Harley Davidson, very colourful swimming carnival outfits, and one as a sweet Dorothy in the Wizard of Oz (along with countless little girls all dressed exactly like me). Dress ups were always a bonding time – so important in our developing College.

Growing community spirit
The first year, Mr Robson suggested that we all – staff, students, parents and families - enter the Noosa Fun Run… We all did and won the prize for the largest school group entrant, even though we were probably the smallest in enrolment size. That was the beginning of a great tradition that helped to grow community spirit. Our first Foundation Day was another milestone for the College community and that was the year that the Diamond Dash was inaugurated. But in those days, it was simply a dash around our two Primary buildings. A lot of spirit and fun though.

WHAT DO YOU LOVE ABOUT ST ANDREW’S?

I love that its strong and positive individual and community areas of focus have been there right from the start and continue today. There is a consistent message that it is good to strive for the very best that we can be – both individually and collectively – and to recognise and celebrate achievement in inclusive ways that in themselves act as inspiration to others. It remains a friendly and happy place to be a part of, and is a-buzz with ideas, new possibilities and encourages change in good ways.

I love that the College, under Rev Chris Ivey’s much longer leadership and example, has perpetuated many of the ideals that were foundational to the College from its inception. However, it has also appointed many more incredible staff who have all contributed so many unique gifts, and it has grown, blossomed, and changed as it has had to. It has graciously moved from Pioneer, to Settler, to Flourishing stages of existence.

WHAT WAS THE MOST CHALLENGING THING ABOUT STARTING A NEW SCHOOL?

I was actually very nervous that the buildings were not going to be ready in time for the start of that first term in 2003, and that all the lovely new staff I had appointed and excited students I had enrolled would think that this new school they had put their trust in, was going to be something of a fizzler….. We had been holding Pre-opening Sausage Sizzle Mornings (complete with jumping castle) on the grass verge next to Peregian Springs Drive on the first Saturday of each month in the lead up to January. We had Father Richard (Council Chairman), other Council members, John Slater (Architect), some of the new staff and myself all in attendance to answer questions. Plus, there was a poster of the Master Plan on display, so every prospective parent could see what was envisaged in the ‘as yet un-tamed’ scrubland before us. We had experienced delays in the building program due to bad weather, and Glen Rohrig, the builder, had reassured me that all would be alright…. But when anyone asked, ‘Are you sure it will all be ready in time for the opening in January?’ I must admit, took a deep breath, hoped I wasn’t lying and tried to sound as enthusiastic as possible when I answered in the affirmative. What a relief it was when we could eventually move from our temporary office in Peregian Beach, onto the College site with a few weeks to spare.

PROUDEST MOMENT AS PRINCIPAL?

At the assembly at the start of that very first morning, I outlined to students what was going to be happening at the Official Opening of the School that very afternoon. Archbishop Phillip Aspinall was coming, as were other Anglican Church representatives, many local and state dignitaries and politicians, their families and friends, and, of course, the media, including Channel Ten News and the press. Picture me, with 161 students that I did not know very well yet, and who didn’t know each other at all, hoping that they were going to embrace this high-stakes opportunity to show the world what a great College St Andrew’s was going to be. Or were they going to sit there, mute and as suspicious as recent arrivals to a new institutional phenomenon can be? Well, I plucked up courage, took yet another deep breath and asked them if they were going to help me and the staff make this a wonderful start to our College. I was extremely proud when they not only put up their hands in agreement but cheered and whooped a resounding echo around the undercover area.  And I was even prouder when the Official Opening went off so well, with students and staff participating as if this had been their school for many a long year.

WHAT DO YOU HOPE FOR THE FUTURE OF ST ANDREW’S?

As a member of the College Council now, I share my fellow Council members’ – and the staff’s – deep interest in blue sky thinking about what is possible in the future. Changes to how we learn and teach are forever in our minds along with ensuring that we encourage developments that enhance the learning experience in ways that are protective of established effective approaches but are perhaps more relevant to students today. This is the continual juggling act of good educationalists.

My hope for St Andrew’s is that its academic mission flourishes, its spiritual and cultural legacy is preserved and built on, and that the nurturing of student wellbeing and a positive mindset continue to be motivations for all who teach, learn and have the privilege of being associated with the special place that is St Andrew’s.

ANY OTHER SPECIAL STORIES YOU WOULD LIKE TO SHARE?

In the lead up to the start of the College, we had a temporary school office above a surf shop in Peregian Beach - a idyllic location in the popular Peregian Square, although there wasn’t a lot of time to skip off to the beach to eat my sandwiches for lunch! It proved to be a hectic time, but an essential one in that we – myself and the first staff of the College - Robyn Stainkey, my PA, Toni Williams, the Business Manager, and Kathy Wone, our Admin Officer – had a chance to get to know the local community. Baked Poetry was our go-to café when we did have the chance to enjoy lunch - and it is still pleasing that I can order the same goat’s cheese and roast vegie dish when I take a walk down memory lane these days! The highlight of those days, however, was interviewing students for enrolment, and I came up with the brainwave of making a very ordinary small office look more ‘school-like’, by displaying the drawings of the children who had come in for interview. I asked them to draw a picture of what they wanted their new school to be like. Soon enough, the garish yellow walls of our cramped conditions came alive with the creativity of my future students, and I could start to be excited for them – and for us all.

What inspired you to nominate for Captain?

LM: I have always felt so proud to be a St Andrew’s student and was inspired to make a greater contribution to the life of the College through the role of Captain.

JL: I applied for College Captain because I want to leave a positive mark on the school before graduating in 2023, and I want to know that I have helped encourage the already existing great community of St Andrew's.

LL: Since arriving at the College in Year 7, I have always accepted every opportunity that comes my way, no matter my knowledge or skills in that area. By nominating for the position of College Captain, I saw the opportunity to influence all students to do the same, to take part in all aspects of St Andrew's life, and to be humble while doing so. I also saw the leadership position as an opportunity to build the College community further, where there is no division, each student feels accepted, and is proud to wear the St Andrew's uniform.

WM: I was inspired to nominate for captain to lead the St Andrew's community in the upcoming year and to leave a positive mark on the school but also for the challenges that would present themselves throughout the year.

What does being a leader mean to you?

LM: To me a leader is someone who listens to those around them, showing kindness and compassion always, while also being able to stand up for what they believe is right. A leader is able to make a difference by inspiring those around them through their actions and attitude.

JL: I believe being a leader is more so about leading from the back, rather than the front. I push myself to encourage everyone from the ground up, so I can help them become the best version of themselves.

LL: I strongly believe that a leader does not celebrate their own achievements, but conversely uses them to encourage others to succeed. A leader is consistent and disciplined in their treatment of others, showing everyone respect regardless of their position, role, or title. A leader has the confidence to listen to those who are not in leadership roles across the school community while being a voice for all.

WM: For me, being a leader means you are someone people can look up to and talk to, as well as being able to create a positive change within the community.

What do you love about St Andrew's?

LM: From the very first moment I became a St Andrew’s student in Year 7, I have always loved the vibrant and inclusive community that St Andrew's provides. The positive and supportive relationships between the staff and students is what I believe makes St Andrew's such a special community to be a part of. Every individual has a sense of belonging and feels valued by the people around them.

JL: I’ve been at St Andrew's for my whole life, and I’ve enjoyed every day of schooling here. I really enjoy spending time at the school because the community is so kind and caring, which has helped me become a better version of myself.

LL: Before joining St Andrew's in Year 7, I would continually look up to my sisters who were a part of the College community, and couldn’t wait to become involved across the sport, music, and art faculties by trying new experiences. Opportunities are constantly being presented to us, and I love the support and encouragement from my peers and teachers. This support and encouragement contributes to the sense of belonging to a team, all working together to achieve our ambitions.

WM: I really love the sense of community within St Andrew's, no one is afraid to try something new and there is such high participation throughout the school, especially on our carnival days and inter house competitions.

What do you hope to achieve?

LM: I would love to leave a legacy that inspires both my own peers and younger students within the College to be the best versions of themselves and encourage each student to pursue their passions whatever they may be. I would also love to further build upon the connections between older and younger students and continue to develop the spirited culture that is so much a part of the College life.

JL: I believe the St Andrew's community is already very strong and supporting of everyone in it, and my goal is to help encourage that more into the future.

LL: Since accepting the leadership position, we have already been successful in implementing a Buddy Program for the Secondary School, commencing a trial run in Term 4. I am extremely passionate about this program as I believe it provides students the opportunity to build relationships with students in younger and older cohorts and will ultimately achieve a more unified College community.

WM: I hope to achieve better connections throughout the grades within the Secondary school as well as continuing to grow the culture within the school, especially with it playing such an integral part of our community.

If you were Prime Minister, what would you change?

LM: The wellbeing of the Australian people in all areas would be a priority to me. I would work to shorten the gap between the wealthy and poor by providing all Australians with affordable housing and stronger job and work opportunities. I would also ensure Aboriginal, and Torres Strait Islanders achieve proper recognition in our Constitution.

JL: I would reduce the amount of coal mining in the country, and make renewable energy compulsory for everyone.

LL: If I were elected as Prime Minister of Australia, the first issue I would address would be endeavouring to mitigate the poverty crisis currently affecting 13 million Australians. Prominent issues influencing this crisis include, unemployment, inequalities in the structure of society, education opportunities, housing, infrastructure, and health care services, therefore by strengthening and targeting these factors, I would hope to see the poverty rate decrease.

WM: If I were Prime Minister, I would propose initiatives to further help Australia families that are struggling to compete with rising food, fuel and housing costs.

Our Primary School sported their best robes, pyjamas and ugg boots to raise funds for The Pyjama Foundation who help support children in care.

Thank you to our community for supporting this fundraiser and helping us raise $770 for the Pyjama Foundation!

Who on earth gets to school at 5am??? Year 6 had the delightful experience to rise early on a wintery, dark and cold morning on either the Monday or the Wednesday of Week 1, Term 3- headed to Canberra, dressed in our formal uniforms, ready to learn all about our Australian Capital City, in particular, how our government system works.

Once we loaded the bus with our bags and waved a sleepy ‘bye’ to our parents, we were off to Brisbane airport full of excitement for what lay ahead. Checking in our bags (each group of 60 students) went without a hitch, much to our teachers’ great surprise, as did the flight to Canberra. But what we stepped out to on that cold but sunny Canberra tarmac took us all by surprise – IT! WAS! FREEZING!

Over the three days, we had many wonderful and memorable experiences. The bus and our bus driver (Mark) were great and the karaoke was super fun on the bus (go DJ Fraze-dog!) For one of the groups, one song in particular was a favourite…..Year 6……… “Tell Me Why?”……

Throughout the trip, our favourite five places were Questacon because of the inventions activities and freedom; the AIS with its brilliant activities - especially the Sportex and having the freedom to explore all of them by choice; Government house was truly unique and an eye-opener, because of what we saw inside and outside the magnificent house and from what we learned about the role of our Governor General; the War Memorial was a huge highlight because of the interesting facts and learning opportunities given to us of Australia’s war history; and of course, Parliament House because we learnt how Parliament works here in Australia.

Breakfast and dinner were great, lunch was okay and the morning and afternoon teas were also fine – there was no shortage of food, that’s for sure! It kept us all warm and energised to keep everyone going on our very long days.

The accommodation was comfortable, warm and toasty, although some people had squeaky doors and beds. However, we all had enough space for three or four people in each room with our own bathroom – absolute LUXURY!

Though we could have wished for more free time, we were very busy learning, eating, looking out for each other and having a great time. There was not a second to miss our families and before we knew it, we were back on that plane, then bus heading home.

We would like to thank our families for allowing us to go, thank the staff and tour guides who helped us everywhere throughout our trip, and the biggest shout-out of all AND a HUGE THANK YOU must go to the College staff who gave up time away from their own families to look after us for those three days.

Written by Jess H, Gemma J, Oscar M and Rorke R

1st Place – Sunshine Coast Regional Champions

Primary Social Science – Year 5 - Eloise, Lucy, Clementine Year 6 - Telahlee, Leni, Shaya & Harvey

Primary Language Literature – Year 5 - Evie, Lilah, Lilou, Addison, Charli Year 6 - Zara, Sophia

Primary STEM – Year 4 - Flynn, James Year 5 - Charlie Year 6 - Lincoln, Orlando, Henry, Kashyap

Secondary Social Science – Year 7 - Molly, Charlie, Emily, Matias Year 8 - Sally, Sascha Year 9 Evelyn

2nd Place – Honours

Primary ARTS – Year 4 - Sabine, Indigo, Lucia Year 5 - Mia, Sienna, Tillie, Grace