From our Head of School

A vision of education grounded in faith, lifted by knowledge and propelled by hope. That breath of life still moves through our community today.

The word Inspired carries a weight far beyond its common use. Rooted in the Latin inspirare—to breathe into—it speaks of being filled with life, vision and the courage to see beyond the horizon. Across 140 years, countless lives have been shaped by this divine inspiration. And with each new generation, that breath grows stronger.

This edition of Inspired is a testament to that truth.

In these stories, you’ll see it in students who braved the Kosi to Coast expedition, learning that resilience is forged in the struggle. You’ll feel it in the creative energy of Treasure Island, where imagination became a vessel for truth. And you’ll witness it in our First Nations Strategic Plan and Restoration Action Plan—as we breathe new life into relationships and walk toward justice.

May this edition breathe life into where we are going, with faith unshaken and our greatest chapters yet to be written.

Julie McGonigle
Head of School

Founders’ wisdom sparks vision for First Nations restoration

St Andrew’s Cathedral School launches Restoration Action Plan and First Nations Strategic Plan.

St Andrew’s Cathedral School proudly celebrates 140 years this year, with our First Nations school, Gawura School, being founded much more recently – in 2007. Gawura School sits within St Andrew’s Cathedral School and is a dedicated First Nations coeducational Kindergarten to Year 6 day school. In 2020 we were incredibly proud to announce that Gawura School was named Australian School of the Year. 

Gawura School was formed from the realisation that mainstream education was failing First Nations students – too many were falling between the cracks – and it was the system which was the problem, and not the children.  

Following fifteen years of Gawura School operating, and with much learning, the School Council and Foundation Board wanted to cast a future vision, encapsulated in a Strategic Plan. In particular, the executive team and Gawura School teaching staff wished to explore the tangible measures of successful First Nations education outcomes. In addition, The Voice to Parliament Referendum in 2023 had served to highlight the ongoing difficulties faced by First Nations people. These challenges were not immediately visible or understood by many of the School’s primary stakeholders.  

The development of the Restoration Action Plan 

Following the request for the Strategic Plan, the founders of Gawura School, Pastor Ray Minniecon and Sharon Minniecon, highlighted to the School’s leadership and School Council, that before the development of the Strategic Plan, the most appropriate path would be to first deliver a Reconciliation Action Plan. 

Nationally, the issue of how to address the historical wrongs, the ongoing impact of colonisation and intergenerational trauma for First Nations people is difficult. At a local school level, it’s also a complex topic. Those in the predominant culture tend not to see their own privilege, and the impact of intergenerational trauma can present in First Nations communities in many different forms – this can often be not seen, minimised, dismissed or misunderstood. Therefore, it was a necessary first step to examine, reflect and consider what meaningful progress might look like – together. 

In response to Pastor Ray and Sharon Minniecon’s leading, it was agreed that the School would first develop a Reconciliation Action Plan. This process was led by Ms Jackie Isenegger, Director of Strategy and Marketing. Following cultural training with the Association of Independent Schools, Jackie formed an internal working group. Crucially, this group was able to leverage the wisdom and experience of a number of First Nations staff: Aunty Leanna Carr-Smith, Elder in Residence and Wiradjuri language teacher, Pastor Ray Minniecon, Sharon Minniecon and John Ralph, Head of Gawura School. 

“The First Nations community have endured generations of trauma and it’s hard to fully comprehend the lasting impact that has on their community.”

“Starting out on this journey, I don’t think any of us realised how individually impactful it would be. I experienced a personal revelation, when I had to confront how blind I was to my own privilege. The First Nations community have endured generations of trauma and it’s hard to fully comprehend the lasting impact that has on their community. I have been incredibly blessed to work on this project,” said Jackie Isenegger. 

What does the Restoration Action Plan say? 

During a series of workshops, the Reconciliation Action Plan Working Group came to understand that First Nations stakeholders didn’t feel the word ‘reconciliation’ was correct. The definition of reconciliation means to repair a relationship that’s been broken. Since there was no relationship to start with, ‘restoration’ was collectively viewed as a word that was much better at capturing the essence of what the group wanted to communicate. 

“Restoration offers hope for the next generation by laying a groundwork for a future where First Nations cultures, languages and lands are celebrated and protected.”

“Restoration offers hope for the next generation by laying a groundwork for a future where First Nations cultures, languages and lands are celebrated and protected. It envisions a society where young people, First Nations and non-Indigenous alike, can walk together in solidarity, understanding and respect,” said Paster Ray Minniecon. 

The Restoration Action Plan Working Group used the Uluru Statement from the Heart as their starting point. This document advocates a sequenced approach to achieving justice for First Nations peoples, beginning with truth telling. 

The Working Group co-designed the vision for Restoration, named A new story. The group came to the unanimous view that we would have to acknowledge that something was broken, before it could be fixed. A new story, plots a path from ‘Truth telling’ to ‘Recognition’, ‘Authentic healing’ to ‘Sacred space’, ‘A beacon of hope’ and ultimately to our motivation, in ‘Our faith’. 

Through the development of the Restoration Action Plan, three themes were adopted from the Narragunnawali Reconciliation Action Plan framework: ‘Relationships’, ‘Respect’ and ‘Opportunities’. This framework asks for us to plan actions in three significant areas: in the classroom, around the School and with the community.  

The development of the First Nations Strategic Plan 

The Working Group then turned their attention to developing the First Nations Strategic Plan, bolstered with the knowledge they had gained from developing the Restoration Action Plan. 

To support the process, Two Point Co., a First Nations consultancy was tasked with the development of an Insights Report and Aspirations Report. In addition, BMcD Consulting was appointed to survey and speak with non-Indigenous stakeholders.  

What does the First Nations Strategic Plan say? 

Following extensive stakeholder engagement, training, discussions and research, the First Nations Strategic Plan came to hold two central themes: Bridging Worlds and Building Futures. These twin themes underpin the entirety of the Plan: throughout our ‘People, culture and resources’, ‘Our practices’, ‘Our financial stewardship’ and ‘Our students and community’.  

The launch 

Together with the Restoration Action Plan, the First Nations Strategic Plan was launched to parents and students at the Evening of Celebration and Prize Giving on 5 December 2024. Community and donors received the documents at the Gawura Gathering on 28 March 2025. Following these events, the documents were distributed and discussed at a start-of-year Leaders’ Day, the staff Professional Development days at the beginning of Term 1 and at ‘Own Choice’ Cultural Awareness training conducted in Term 2.  

“Our First Nations partners have been extremely generous with their engagement. I’m proud of what both these documents say and the future they are building towards.”

“Our First Nations partners have been extremely generous with their engagement. I’m proud of what both these documents say and the future they are building towards,” said Dr Julie McGonigle, Head of School. 

What’s next? 

Following the development and launch of both documents, the School has identified a list of short, medium and long-term initiatives, some of which have already been actioned. 

Our hope is to continue to support our highly capable First Nations students – ensuring they are well prepared for their future, self-confident, standing strong in their culture, knowing their gifts and how to use them.  

The First Nations Strategic Plan is available on the website, and will shortly be joined by more material explaining the process and articulating measures, targets and initiatives. 

Our vision for the future 

The School’s hope is that the Restoration Action Plan will ignite a spark of change that builds momentum. We want to be a School and workplace known as a beacon of hope – showing it’s possible to create a better present, and future for everyone – regardless of their cultural background.  

Celebrating 140 Years: a Legacy of Light

2025 sees St Andrew’s Cathedral School mark historic milestone.

From humble beginnings in a borrowed Pitt Street schoolroom with just 27 boys, 22 of them choristers, St Andrew’s Cathedral School has grown into an exciting, vibrant, coeducational learning community. Proudly situated in the heart of the city, the School now educates over 1,400 students across Kindergarten to Year 12. Across every era – with changing buildings, uniforms, curriculum and culture – what has endured is a commitment to deeply valuing each student and helping them grow into hope-filled young people who embrace their gifts. 

A school with a song in its heart

Founded in 1885 by Bishop Alfred Barry, a scholar and visionary with a passion for education, St Andrew’s Cathedral School was established to support the Cathedral’s rich choral tradition. As the only Anglican choir school in Australia, its origins follow the thousand-year tradition of English song schools, where education and music are intertwined.

Following its founding, the School’s location moved around for decades, making homes in church buildings and offices across the city. This included a period in The Worker newspaper building during World War II, sharing floors with nurses and soldiers. Despite these challenges, the community endured, and in 1976, the School moved into its permanent home in St Andrew’s House, directly beside the Cathedral – a symbolic and physical reminder that St Andrew’s Cathedral School has always been, and still is, a city school with soul.

A community that reflects the city it serves

With students drawn from over 230 suburbs, St Andrew’s Cathedral School has become one of the most diverse independent schools in the country. The School became fully coeducational in 2008, reflecting a belief that a coeducational school helps students develop empathy, mutual respect and real-world readiness.

That same conviction underpinned the founding of Gawura School in 2007 – our Indigenous ‘school within a school’, providing culturally enriching, academically rigorous education for First Nations students in Kindergarten to Year 6. Now recognised nationally for excellence, Gawura School continues to shape the wider School community through truth-telling, reconciliation and shared learning.

“We want First Nations students at our School to flourish – enjoying the same opportunities as any other student in our School community,” said Mr John Ralph, Head of Gawura School.

“We have high expectations of our First Nations students, whose literacy and numeracy results are regularly above the national average. We want First Nations students at our School to flourish – enjoying the same opportunities as any other student in our School community,” he said.

Centred in tradition, ready for the future

The theme for this milestone year, Legacy of Light, captures the dual nature of St Andrew’s Cathedral School: a place grounded in history yet driven by vision. Legacy honours the resilience, creativity and character of generations of students and staff who have shaped the School. Light speaks to the School’s motto, Via Crucis Via Lucis (the way of the cross is the way of light), and the hope-filled education it seeks to offer every student.

“We see further today because we stand on the shoulders of giants and we honour the staff, students, parents and leaders who have gone before us,” said Dr Julie McGonigle, Head of School.

“We see further today because we stand on the shoulders of giants and we honour the staff, students, parents and leaders who have gone before us – they are the ones who built the stepping stones,” she said at the School’s 140 Year Celebration Commencement Assembly in March, echoing Isaac Newton and the medieval roots of Cathedral Schools. 

This is a fitting reminder of the legacy that has enabled generations to flourish.

Today, St Andrew’s Cathedral School is known for its dynamic blend of tradition and innovation. Students can still hear the choir rehearse beside the Cathedral, but they also explore design thinking in their personal projects, inquire into global issues through the International Baccalaureate curriculum and hike the Southern Highlands and well beyond as part of the School’s signature Outdoor Education programme.

Looking forward with faith and courage

Today, under the leadership of Dr Julie McGonigle, St Andrew’s Cathedral School continues to embrace change without losing sight of its purpose. It remains a school where faith and learning are interwoven, where academic excellence is pursued, alongside character formation, and where every student is known, valued and equipped to flourish.

In her assembly address, Dr McGonigle described St Andrew’s Cathedral School not as a towering Goliath but as David – faithful, agile and brave. It’s a powerful metaphor that captures both the School’s humility and its unwavering sense of purpose.

“For 140 years, this has been a school that requires faith. It’s not perfect – that’s reserved for Christ alone – but it has been called by God, to shepherd young people – with skilful hands and integrity of heart,” said Dr McGonigle.  

Across the School’s long and rich history, we have seen graduates go on to serve in government, medicine, law, music and the arts, science, education and more. Old Andreans include aviator Sir Charles Kingsford Smith, composer John Antill, Antarctic explorer Charles Laseron and award-winning violinist, Niki Vasilakis. In addition, there are countless others whose lives reflect the School’s ethos of service and excellence.

We are proud of our place in the city, our story and our students. We are proud to be a school where music and maths, prayer and philosophy, friendship and fitness all find their place. We are proud to be a school that says: you matter, because you are made in God’s image – and you are here for a purpose.

As we give thanks for 140 years, we step forward with courage, hope and a renewed commitment to carrying light into the next generation.

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Students undertake formative twenty-day Kosciusko expedition

When it comes to Outdoor Education, St Andrew’s Cathedral School experiences are unparalleled in their field.

Complementing our prime city centre location, St Andrew’s Cathedral School boasts an inspiring Outdoor Education programme, connecting our students with Australia’s wide, open spaces. This comprehensive outdoor curriculum has become a hallmark of a St Andrew’s Cathedral School education and a life changing experience for many of our students. Our specially trained Outdoor Education staff can end up mentoring and working alongside the same students over the course of a decade. 

The programme is designed to help our students develop character, resilience, confidence and leadership skills, for use both in the great outdoors and in their everyday lives – and that’s something we’re immensely proud of.

“As a Christian school we believe that each student is infinitely precious. Their worth is not simply measured by grades, achievements or awards. Our Outdoor Education programme allows students to really explore who they are, and grow their values and character – something we believe is immeasurably important on their journey to adulthood,” said Mr John Chapman, Head of Outdoor Education.

“Our Outdoor Education programme allows students to really explore who they are, and grow their values and character.”

The annual Kosi to Coast expedition

To round off the Outdoor Education programme, Year 10 students are offered a number of challenging camp options. A popular choice is the annual Kosi to Coast expedition, where students undertake a challenging journey, that can be as demanding as it is rewarding. 

Last year’s Kosi to Coast saw 57 students embark on this remarkable 20-day adventure. It took them from the summit of Mount Kosciuszko, through the rugged Pilot Wilderness and down the Snowy River to the Victorian coastline at Corringle.

The students were split into groups of no more than 12. Alongside two staff, this group became their community, support and in some ways, their family for the expedition. Two of the groups started on the same day, and following a two-day gap, the next two groups began. For the section of the journey that involved white water rafting, two additional instructors joined each group.

Exceptional character building experiences 

Prior to the expedition, the Outdoor Education department ran an information evening that provided details on what Kosi to Coast entailed. This included the goals and aims of the trip, and what equipment was required. Students were encouraged to practise carrying a heavy pack and breaking in their hiking boots.

For an expedition of this calibre, students need to bring an attitude of adaption – to surroundings, conditions, activities and weather. Leaders prepare the group to face at least one emotionally tough day on the hike: when personal motivation and morale can be low, and individuals are forced to draw on the strength of their companions, for camaraderie and support.

Ready, set go!

The 2024 group set off on a sunny Sydney morning in November, beginning their expedition with the two-hour drive to Kirrikee, the School’s Outdoor Education Centre in the Southern Highlands. Here they spent their first day preparing for the hike by carefully checking their equipment and packing their food. They left early on the second day for the five-hour drive to Kosciusko National Park.

The 20-day trip was split into two sections, with the first eight days of the trip being hiking, and the remaining days white water rafting and travelling back to Kirrikee.

As the National Parks and Wildlife Service had closed many sections of the park, the 2024 group had to deviate from the normal itinerary and instead started their hike at Charlotte Pass. They summitted Mount Stilwell before spending their first expedition night beside the bubbling waters of the Snowy River. 

Over the following days they walked the beautiful but challenging Main Range Track to the top of Mount Kosciuszko and traversed the Pilot Wilderness, taking in the iconic Cascade Hut and Tin Mine Hut. As the first part of the expedition drew to a close, the group made their way down the steep and challenging terrain of The Pinch. Most groups endured inclement weather on parts of the hike section, with rain showers, hail and high winds providing additional challenges.

At the half way point, the group arrived at the Pinch River Campground, in the Lower Snowy River area of Kosciuszko National Park. The following ten days saw the group white water raft down the Snowy River, all the way to the coast, stopping each night to camp and setting off early again each morning.

Life on the hike

On arrival each night at their respective campsites, students pitched their tents and prepared their food. They relaxed from the day’s endeavours and had a time of group reflection together. 

On the paddling section of the expedition, students were given the choice of sleeping under tarps or keeping their tents. All the groups opted for tarps as they provided greater airflow, are more efficient to pack down and allow for a different group dynamic. The challenge of tarps was the occasional bug that wanted to share the shelter, but students took this in their stride.

As there were no mobile phones, the groups kept themselves entertained. They sang songs and got to know each other more – as they hiked, splashed each other with water when it was hot, played games when they arrived at camp, told jokes and stories, made up nicknames and more.

Overnight solo

An unexpected highlight of the trip for many was the ‘solo’. Between the hiking and paddling sections of the expedition, the students took part in an ‘overnight solo’. Students were given a designated campsite, out of speaking range with other students, but within close enough proximity to staff to ensure safety. This is completed in the middle of the journey to provide an opportunity for rest and reflection. Students were given simple supplies to build their own shelter, food that did not need to be cooked, and they were briefed on ideas on how to use this time well.

“The feeling of contentment as you feel the spray from the rapids or the singing birds as you climb up a mountain. It was the wonder, curiosity and awe of God’s creation, and the potential the world has to offer. This expedition is a memory I will always hold on to, from the lessons, people, challenges, and connection to God – I genuinely loved the experience,” said Bella Isenegger, current Year 11 student, who undertook the expedition last year.

“This expedition is a memory I will always hold on to – I genuinely loved the experience.”

Students returned to Sydney on day 20, following a final night celebration at Kirrikee. Parents were met with a tired but happy bunch – a group of students only beginning to make sense of, and reflect on, all they had seen, experienced and felt. 

“Those I have spoken to have returned from the Kosi-to-Coast full of adventurous tales – deeply challenged in their character, self-reflective, grateful and just all-round more mature individuals. It’s such a formative experience and does a beautiful work in the hearts and minds of our students,” said Dr Julie McGonigle, Head of School.

From Ukraine, via Australia, and on to the world stage.

Internationally acclaimed pianist Alexander Gavrylyuk inducted into the St Andrew’s Cathedral School Hall of Honour.

At our annual Evening of Celebrating and Prizegiving (ECAP) in December 2024, the School was incredibly proud to induct Old Andrean (OA), Alexander Gavrylyuk (OA2002) into the St Andrew’s Cathedral School Hall of Honour. This is in recognition of his remarkable achievements and enduring legacy as one of the world’s foremost pianists.

Born in Ukraine in 1984 and holding Australian citizenship, Alexander (Sasha) began his piano studies at the age of seven and gave his first concert performance when he was nine years old. At the age of 13, Alexander moved to Sydney and joined St Andrew’s Cathedral School in Year 9 on a music scholarship. 
Alexander lived in Sydney until 2006. During that time, he won First Prize and the Gold Medal at the Horowitz International Piano Competition in 1999, First Prize at the Hamamatsu International Piano Competition in 2000, and the Gold Medal at the Arthur Rubinstein International Masters Competition in 2005. 

As a recitalist, Alexander has performed at renowned venues all over the globe, including Musikverein in Vienna, Wigmore Hall in London, Tokyo Opera City Hall, the Great Hall of the Moscow Conservatory and the City Recital Hall in Sydney.

He has appeared at many of the world’s foremost festivals, including Bravo! Vail, Mostly Mozart, the Ruhr Festival and the Kissinger Sommer International Music Festival. Alexander is currently Artist in Residence at Chautauqua Institution in the USA.

“Music comes the furthest in revealing that perhaps on a deeper level we are all quite similar: when the audience reacts in one wave of emotion – that to me is the most incredible and inspiring thing.”

“Not many things in this world can unite people – I think that music comes the furthest in revealing that perhaps on a deeper level we are all quite similar: when the audience reacts in one wave of emotion – that to me is the most incredible and inspiring thing,” said Alexander.

Alexander was invited to attend ECAP in December and his visit was a real honour. Following his induction into the Old Andrean Hall of Honour, he enthralled our School community in Sydney Town Hall with his spellbinding performance of Rachmaninov’s Piano Sonata No.2 in – Flat Minor, Op.36:11 Non allegro Lento. 
The Hall of Honour is reserved for those who exemplify the School’s ethos and achieve exceptional international acclaim. Past inductees include notable figures such as aviator Charles Kingsford Smith (OA1914) and opera singer Stuart Skelton (OA1986). Alexander now joins this esteemed group for his unparalleled contributions to music. 
 

“Music is the language of the soul and Alexander’s performance deeply moved the soul of our community.”

“Music is the language of the soul and Alexander’s performance deeply moved the soul of our community. It was a privilege to be in the presence of true musical genius. We are blessed to count him as one of our Old Andreans,” said Dr Julie McGonigle, Head of School.
 
All graduates of St Andrew’s Cathedral School are lifetime members of the Old Andreans Association. The OAA Council is made up of Old Andreans who are enthusiastic about keeping school connections active. They meet regularly to facilitate events, reunions and to support the Old Andrean and School community.

NSW state cricketer ups stumps to take on new role

David Moore joined the St Andrew’s Cathedral School sports department in 2025.

As a Christian school, we believe education is transformative – we’re always looking for ways to enrich and enhance the lives of our students. With that in mind, we’re very excited to have former Australian state cricketer, David Moore, join our staff team this year.

David played as a wicketkeeper for New South Wales and was then appointed the Head Coach of the NSW women’s side. Following that, he worked as a coach for several Premier Clubs in Sydney, including St George, Eastern Suburbs and Western Suburbs. In 2002, David was appointed as Senior Coach of the Commonwealth Bank Cricket Academy. He then went on to become Head Coach of the West Indies, for their tour of England. He was appointed as Head of Programmes at Bangladesh Cricket Board in 2022.

It’s from this rich background of professional sports and coaching that he joins our staff team, and we’re excited to see what he will do next for our budding young sportswomen and men. 

Tell us about your role. What does it involve?

My title is Head of High-Performance Athlete Development and Coaching, and there are several aspects to my role.

1. I’ll oversee the development and implementation of programmes for students who are high performing athletes in sport. This will also include providing programmes for parents of these elite athletes.
2. I’ll also work with our School sports staff to advance development programmes for our coaches. This will enhance the quality of coaching our students receive, which will, in turn improve their experience.
3. In addition, I’ll support Gawura School to develop quality sports and participation programmes, elevating the quality of their sporting experience.
4. Finally, I’ll support strategic planning for sport, as well as working with our staff to develop an integrated Junior and Secondary School sports’ pathway.

As you can see, it’s a lot! But I am excited about what we can achieve here, together. There’s so much potential, it’s really just about building on that.

What are your impressions of the School?

My new colleagues have been wonderfully welcoming and supportive. Everyone is keen to work collaboratively and to share their knowledge and skills. I know from experience that the School provides a warm, caring and pastoral environment for both students and staff. 

What are you passionate about?

What I really love is being able to help people to unlock their true potential – whether in sport, education or employment. I’m passionate about inspiring and enabling people to achieve their goals and aspirations.

“I’m passionate about inspiring and enabling people to achieve their goals.”

What made you want to work at St Andrews Cathedral School?

My daughter attended the School for Year 11 and 12 from 2020 – 2021. I saw the positive impact the School community had – on her growth and performance, so when the opportunity arose to work at St Andrew’s Cathedral School I was very excited to take it! I knew what sort of community it was and wanted to be a part of it.

How do you think your previous experience will transfer to St Andrew’s Cathedral School?

I feel that the three major components of my career have prepared me for this role -– education, high performance sports coaching and high-performance management.

I understand of the demands on St Andrew‘s Cathedral School students and that there needs to be balance between school work and sporting endeavours. 

In addition, I know what it takes to become an elite athlete and the commitment that is needed by both the students and the parents.

I’m able to support individuals and their families with individualised player and coach development programmes, and can implement strategies for sporting pathways, for both elite and non-elite participants.

What are your hopes for your time here?

My goal is that, in partnership with my colleagues, we can provide the best sporting experience for all students at the School.

What advice would you have for any students wanting to pursue a career in sport?

The first thing I’d advise is to find a good mentor that you can trust, to provide you with direction and tell you honestly about the positives and negatives of the sporting industry.

Secondly, do your research on the tertiary course that you wish to undertake, as all courses are not equal. 

Thirdly, look into the organisation you want to work for. Not everything that glitters is gold – working in the sport industry can be hard.

Finally, be willing to serve a quality apprenticeship and get good experience to ensure that you can move through the sporting system.

It was all hands on deck, for this year’s Major Drama Production

Landlubbers, wenches and buccaneers were treated to an unforgettable performance of Robert Louis Stevenson’s Treasure Island.

Our incredibly talented drama students once again wowed the School community with a lively and moving dramatic performance – this time bringing Stevenson’s classic tale of Treasure Island to life.

From 20 to 22 February, students took to the stage at the NIDA Playhouse, for the School’s biennial Major Drama Production. The story wove a rich tapestry of complex, beautifully flawed characters— ranging from the naïve to the villainous, the young and the old, the rich and the poor — all united by a single, all-consuming goal: the promise that treasure will solve their deepest troubles.

St Andrew’s Cathedral School has long been a leader within the independent school sector in performing arts. Giving students the opportunity to engage in practical theatre making in a professional setting is an important part of the life of the School and the development of our students. The involvement in theatrical productions supports students’ personal growth, through navigating the challenges these projects entail. Whether it’s acting on stage, designing the set or supporting from behind-the-scenes, the group has to learn to work together and overcome obstacles. 

“These formative experiences build a training ground for our graduating Year 12 Drama cohorts.”

“These formative experiences build a training ground for our graduating Year 12 Drama cohorts. They support them in pursuing acting careers in a tertiary context, at Australia’s leading acting schools,” said Mrs Dominique Haynes, Acting Director of Performing Arts.

Treasure Island offered a vivid snapshot of the underbelly of working-class Georgian England. The harsh physical demands of manual labour and the desperation to survive provided endless creative possibilities for building this world on the stage. From the shadowy Admiral Benbow Inn and the bustling Bristol Docks, to the imposing Hispaniola and the treacherous island itself, each setting pulsed with life and aggression, mirroring the characters’ relentless pursuit of gold and the fight for survival.

“As we embarked on bringing this story to the stage, we found that greed was the driving force behind every character’s actions. What begins as a quest for treasure quickly transformed into a haunting reflection of the lengths people will go to in their desperate desire for wealth,” said Mrs Ashleigh Chakarovski, Head of Drama and Director/Producer.

Students at the School can find themselves transformed by participation in our Performing Arts programmes. Success in drama, music and dance requires courage and persistence. Set design, props and lighting also provide an additional opportunity for students to support the production and learn new skills. The energy and dedication of the backstage teams, although not as visible, are equally important to the success of the production.

“I started doing drama in Year 5 and have never looked back. It brings me so much joy.”

“I started doing drama in Year 5 and have never looked back. It brings me so much joy and is such a true and beautiful form of artistic expression. But my absolute favourite part about it is the people you will meet. The theatre community fosters some of the kindest and most creative people you will ever meet and is also where I have met all my closest friends,” said Isaac Donlevy, Year 12.

“The cast was full of talented actors and actresses, who all inspired me to work my hardest, and perform my best, and for them I am forever grateful,” said Harriet Loe, Year 8.

With four performances, over 500 tickets sold, 36 brilliant actors, five dedicated crew members and a production team full of brilliant minds, this show was a real treasure.

“What a show! The characterisation, humour and storytelling were all captivating.”

“What a show! The characterisation, humour and storytelling were all captivating. I especially loved the fact that this production had such high number of substantial characters. It allowed a range of ages to gain the full experience of the stage. I was very impressed with the leadership the Year 12 students showed to the rest of the cast. Well done to everyone involved – especially Mrs Chakarovski and her team of staff and alumni who helped train, support, organise and coach our students right up to curtain fall on the final show. Bravo one and all,” said Dr Julie McGonigle, Head of School.

Congratulations to the wonderful student cast, crew and everyone who supported this tremendous production. Courage, open-mindedness and willingness to work together towards a common goal resulted in an amazing theatrical experience for the audiences. We hope they remember the magic of being part of a St Andrew’s Cathedral School Drama Production for years to come.

A community knitted together with love

To celebrate 140 Years of St Andrew’s Cathedral School, a spectacular display of crocheted and knitted squares has taken over the pillar outside the School.

This year, St Andrew’s Cathedral School proudly commemorates 140 Years. Multiple events and celebrations are planned to mark this historic anniversary, but the yarn wrap will probably the fluffliest.

Over the past few months, hundreds of squares have been lovingly made by students, staff, parents, grandparents and Old Andreans. They’ve come from all over Australia and the world. The squares have been used to create a striking artwork, wrapping the pillar outside St Andrew’s House.

The engagement with this initiative has been huge, and as a result, we’ve had enough squares to also wrap a pillar inside the Study Centre, and to create wall hangings for the foyer and Community Hub. There might even be enough squares left over to wrap trees at Kirrikee Outdoor Education Centre.

The inspiration behind the yarn wrap came from the brilliant mind of Ms Rachel Heriot, a Hessian and former staff member. Ms Lyn Jarvis, Director of Community Engagement, the Community Engagement Team and volunteers then helped to bring this idea to life. 

“This has been such an exciting project to put together and I’ve enjoyed working on it, from conception through to implementation. It’s a beautiful, physical representation of the love, diversity and togetherness of our School community,” said Ms Jarvis. 

This yarn wrap not only commemorates the anniversary of St Andrew’s Cathedral School, but also marks 140 years of high-quality education, friendship, community and a legacy of Life Giving Learning. 

“At St Andrew’s Cathedral School, we believe in the importance of celebration and this year we are delighted to be celebrating 140 years of the School’s life.”

“At St Andrew’s Cathedral School, we believe in the importance of celebration and this year we are delighted to be celebrating 140 years of the School’s life. This year we will take time to look back – to celebrate the light and to show gratitude to those who have invested so much of themselves to make this School what it is today. We are also approaching this new decade with a spirit of reflection and as such, we will learn lessons from the past that we may bring light to future generations. Thank you for joining us in our celebrations and for being part of our Legacy of Light,” said Dr Julie McGonigle, Head of School.

Celebrations will continue throughout the year – the 140 Year Commencement Assembly will be held on Monday 3 March and the Community Day (Fair in the Square) on Friday 19 September. More information and updates will be available on the 140 Year Celebration website.

The 2025 European Music Tour offered students an unforgettable journey through Europe’s musical heart

St Andrew’s Cathedral School Music students had the trip of a lifetime, performing in historic and prestigious venues across four countries.

The School’s 2025 European Music Tour was more than a series of performances – it was a transformative experience that revealed the power of music to connect hearts, cultures and generations. For 85 students and 11 staff from St Andrew’s Cathedral School, the 17-day journey across Germany, the Czech Republic, Austria and Hungary was a living classroom, where the historic resonated with the present and music became the common language.

Berlin was their first stage. Beneath the vaulted ceilings of the Berlin Cathedral, students offered a choral performance that echoed with wonder. But it was in the quiet power of a bilingual Lord’s Prayer, spoken together in native tongues, that many felt the first glimpse of music’s deeper purpose: unity. From morning devotionals and spontaneous performances, to student-led conversations with peers at the Berlin Cosmopolitan School, Berlin became a city not only of history, but of human connection.

In Leipzig, the story of JS Bach was brought to life. Performing at Thomaskirche, where the composer  worked as a Kapellmeister (leader of the chamber ensemble), students experienced the rare honour of sharing space with history. The Gewandhaus workshops, Mendelssohn House visit and Bach Museum tour gave insight into the lives of those who shaped the music they now sing. But more than that, it gave students the opportunity to reflect on their own place in music’s long tradition.

From the pastel streets of Prague to the grandeur of the Rudolfinum, the Czech Republic offered cultural treasures at every turn. Students explored vibrant Easter markets and soaked up the city’s artistic pulse, culminating in a memorable concert at the Czech Museum of Music. 

In Salzburg and Vienna, the experiences and adventure continued. The sound of sacred works soaring through Salzburg Cathedral, the energy of the Sound of Music tour, and the golden halls of Vienna’s Musikverein demonstrated places of both discipline and joy. A standout moment was the choral workshop with Erasmus Baumgartner of the Vienna Boys Choir, who responded enthusiastically to the students’ skill and commitment – a proud affirmation of their months of preparation.

The journey ended in Budapest, where the Franz Liszt Academy and the Kodály Institute brought the tour full circle, back to music’s educational roots. The final concert, performed in the historic Minorite Church, was not just a culmination – it was a celebration of how far the students had come. As they stood overlooking the Danube during their farewell dinner, there was a shared understanding: they hadn’t just toured Europe, they had grown within it.

The 2025 European Music Tour was a testament to the value of international arts education. It was about performance, but also perspective. From student reflections on perseverance, faith and creativity, to staff sharing stories of quiet leadership behind the scenes, this was a tour immersed in gratitude.

“I’m thankful and proud to have travelled with such wonderful students and supportive staff.”

“The 2025 European Music Tour was an unforgettable experience for the students fortunate enough to join. Workshops with world-renowned institutions and musicians developed our choral and orchestral skills, and the opportunity to perform in stunning and significant venues brought the whole process together. I’m thankful and proud to have travelled with such wonderful students and supportive staff who worked so hard for our success and enjoyment,” said Zara Wu, Year 10 student.

“Everyone who attended this year’s trip was transformed by the people and places they experienced.”

“International music tours are a cornerstone of the St Andrew’s Cathedral School music programme, allowing students to showcase and workshop their talents in some of the world’s most esteemed musical and cultural venues. Workshopping and performing in the conservatoriums, churches and concert halls where musical giants Bach, Mozart, Schubert, Mendelssohn and Brahms have gone before them has been a surreal, transformative experience to treasure for many years to come,” said Jen Nelson, Music Tour Director and Head of Music.

Heartfelt thanks go to the dedicated staff, conductors, logistics team and Hayllar Tour Managers who ‘orchestrated’ every detail. Their tireless support ensured that every note played and every step taken was part of something far bigger – a journey that will echo in the lives of these young musicians for years to come.

Raising funds and fostering social awareness in our students 

St Andrew’s Cathedral School’s Big City Make Off is back for 2025. 

Each February, Secondary School students from St Andrew’s Cathedral School take over the Cathedral, Chapter House and the School foyer with market stalls, raising funds for local charity, Rough Edges.  

The School’s Christian tradition means we have essential convictions about the dignity of every student, and every person – each one unique, loved by God and gifted for a purpose. These core beliefs inform how we wish to operate in the community – encouraging our students to help and have compassion for those struggling and less fortunate. 

Rough Edges is a faith-based, not-for-profit organisation that seeks to support people experiencing homelessness and marginalisation in Sydney, through its community hub and drop-in centre. It is St John’s Anglican Church, Darlinghurst‘s social outreach initiative.  

The Big City Make Off began as the Big City Bake Off in 2013. It was designed to be a creative House competition, to raise funds and awareness for Rough Edges. Each year, the event starts with a guest speaker from Rough Edges, informing students about the work the charity does, and sharing a Gospel message.  

The Big City Make Off is lead by the Heads of York and Westminster Houses. All the students at St Andrew’s Cathedral School are divided into houses and there are eight in total. The houses are named after English cathedrals. 

The event itself can be likened to The Apprentice television show – where teams must be creative and innovative to raise the most money.   

There are eight stalls in total, one for each house. They make and sell baked goods, treats and drinks. The stalls are themed, to attract attention and celebrate the values and attributes important to that House, like volunteering, conservation, fun, sport or childhood. 

“Each year the efforts seem to get better and better, and it’s a great way to learn about supporting a worthy cause, such as Rough Edges.”

“The annual Big City Make Off event is a highlight for many of our students as it allows them to really express their creativity. They make new friends and increase their leadership and teamwork experience. Each year the efforts seem to get better and better, and it’s a great way to learn about supporting a worthy cause, such as Rough Edges,” said Mr Brad Swibel, Deputy Head of School. 

This year, students from each of the houses dressed up in costumes and created their own unique, themed stalls. This year they raised a total of $4,364. 

“Durham’s theme for the Big City Make Off this year was Up – inspired by the heartwarming and adventurous spirit of the Disney film. Make Off is important because it’s a great way to encourage teamwork, creativity and friendly competition. By working to create a stall, the most important outcome of the event is the money we raise for Rough Edges and the people it helps,” said Alexandra Doulgeris, Captain of Durham House. 

Our students got really creative with their themed stalls. This year’s efforts included Charlie and the Chocolate Factory, Shrek and Sugar Rush.  
 

“Make Off is so important as it allows us to raise funds so individuals and families who face difficult circumstances can receive help and have access to a safe place and a meal to eat,” said Ruby Burton, Captain of Canterbury House. 

“Make Off allows us to raise funds so families who face difficult circumstances can receive help and have access to a safe place and a meal to eat.”

Throughout the year there are five house competitions. These all contribute points to the houses, and at the end of the year the house with the most points wins the Dean Pitt Shield. Watch out for news on the remaining competitions: SACS Factor, Swimming Carnival, Athletics Carnival and Debating. 

Well done to all our House Captains and students for their dedication and leadership. This much-loved event kicks off the year’s House competitions. It brings the School together in a competitive spirit, while also demonstrating service and compassion to the city’s most vulnerable. 

Walking where Dreaming began: Gawura School’s 2025 On Country Tour

Spanning seven days and thousands of kilometres, the tour took our students to the heart of Australia.

There are journeys that teach you something new — and there are journeys that return you to something ancient. For the First Nations students of Gawura School, the 2025 On Country Tour to Central Australia was both.

Spanning seven days and thousands of kilometres, the tour brought together students from Years 5 to 12 across Gawura School and St Andrew’s Cathedral School, tracing a path through the heart of the continent — from Alice Springs to the red earth of Uluru, through sacred sites on Arrernte and Luritja lands.

Led by staff and guided by Traditional Owners, the tour was designed not as a sightseeing trip, but as a rite of passage. Born out of recommendations from John Ralph, Head of Gawura School and supported by Aunty Leanna Carr-Smith, it’s part of a deeply considered response to the need for First Nations youth to reconnect with their culture, land and identity. The tour is now an annual offering for all Gawura School students to walk, learn and live On Country.

This year’s tour ran from Friday 11 to Thursday 17 April, 2025 and included Arrente (Alice Springs), Luritja (Lilla), Yankunytjatjara, Pitjantjatjara and Anangu Nations (Uluru), visiting the areas of Alice Springs, Lila and Uluru. 

Our Country’s geographical heart, cultural heart, spiritual heart, where The Dreaming began.

Former Elder in Residence, Aunty Leanna Carr-Smith, has long championed this trip, describing Uluru as “our Country’s geographical heart, cultural heart, spiritual heart, where The Dreaming began.” Her vision shaped this year’s tour, ensuring students could walk the lands of the Arrernte and Luritja people, and experience this sacred place firsthand.

For many students, this was their first time in Central Australia. The trip began in Alice Springs, where students explored the Desert Park and Reptile Centre, before taking in the glow of Parrtjima, a breathtaking light installation created by First Nations artists. Students described the displays as “hands on” and “incredible,” with highlights including sand painting and sensory light displays that brought Dreaming stories to life.

Day two saw students venture into the West MacDonnell Ranges, swimming at Ormiston Gorge, walking through Glen Helen and taking in the majesty of Ellery Creek Big Hole. Each stop carried the wisdom of Country and the deep-time stories that have shaped it.

“My favourite things have been the water holes like Ormiston Gorge and Ellery Creek Big Hole. I loved swimming in them and seeing how deep they go,” said Marlon Coulthard, Year 6 Gawura School student.

From Alice Springs, the group travelled to the remote outstation of Lilla, nestled near Kings Canyon in Watarrka National Park. There they were welcomed by Uncle Philip, Auntie Sadie and their daughter Vivian, who generously shared stories, rock art and sacred spaces. Around the campfire, students made damper, cooked kangaroo tail and practiced dot painting – not as tourists, but as family.

The following days brought new challenges including the 7km Rim Walk of Kings Canyon and nights spent in swags under stars that stretched endlessly overhead. With each step, students were walking more deeply into something that transcended the itinerary: belonging.

At Uluru and Kata Tjuta, the group stood in admiration. They traced the Mala Walk at the base of Uluru and journeyed through the Valley of the Winds. They listened to the silence between the rustling spinifex and felt the presence of Tjukurpa — the law, story and spirit that weaves through everything.

Aunty Gail Mabo, daughter of Eddie Mabo, joined the students on the trip.

“My favourite part of the trip has been spending time with the students. Also, the experience of coming out here to Alice Springs is wonderful. I’ve been able to go to places that I’ve never been, so it’s fantastic,” said Aunty Gail.

The On Country tour embodies Gawura School’s enduring purpose: Bridging worlds, Building futures. It reflects a vision where Christian faith and First Nations heritage are held together, with reverence and hope.

“Christian faith and First Nations culture don’t have to be separate pursuits – it’s not either/or. It’s Christian faith and First Nations culture. That’s what makes Gawura School so powerful – it holds both, and it offers something hopeful for everyone,” said Mr John Ralph, Head of Gawura School.

At the end of the trip, students returned not just with photos and souvenirs, but with something far more enduring: cultural pride, a deeper knowledge of self and a story they now carry forward.

“This is our Country’s spiritual heart,” Aunty Leanna reminded us. 

When our young people walk here, they don’t just remember the past, they find strength to shape their future.

From St Andrew’s Cathedral to Opera Australia, Richard Anderson (OA1989) has come back to his roots

Richard Anderson (formerly Craig) has long been associated with St Andrew’s Cathedral School, where his musical journey began. Joining our School as a chorister in 1984, Richard quickly established himself as a talented young singer, becoming a vital member of the Cathedral Choir. His time there included a standout moment in 1985 when he was part of the choir’s centenary tour to England, an experience that would have a lasting impact on his musical aspirations. Although he left at the end of Year 10 in 1987, his years at St Andrew’s Cathedral School laid a strong foundation for a career that would see him rise to the pinnacle of Australian opera.

Richard’s journey into professional music continued after his time at school, with his vocal training taking him to the Sydney Conservatorium of Music and the Canberra School of Music, where he honed his craft.

His big break came in 2003 when he joined the Moffatt Oxenbould Young Artists’ Development Program at Opera Australia. By 2009, he was a principal bass with the company, performing an impressive range of roles on the opera stage. His repertoire includes significant roles in Carmen (Zuniga), Die Zauberflöte (Sarastro), La Bohème (Colline), and Rigoletto (Count Ceprano), alongside performances in concert works such as Handel’s Messiah and Mozart’s Requiem. 

In 2025 he has been in high demand – performing no less than five roles for Opera Australia this year already – Zuniga (Carmen), Bartolo (Le Nozze di Figaro), Pandolfe (Cendrillion), Baron (La Traviata) and the Bass role in Mozart Requiem.

Anderson’s versatility is evident in his ability to perform in multiple languages and a variety of operatic styles. In one year alone, he took on 11 roles, including performances in Werther, Turandot, and Wozzeck. Despite the heavy demands of his career, Anderson remains grounded, thanks in part to his daily commute from the Blue Mountains. Living in Lawson, Anderson enjoys a peaceful lifestyle away from the bustle of Sydney, but the long train ride into the city is something he has come to embrace as part of the process. 

Richard said: “I always think there’s a magical transformation that happens between the person on public transport and the person who sings on stage,” noting the shift in mindset as he walks up the stairs to the green room or onto the stage.

For Anderson, the balance of living in the Blue Mountains and performing at the Sydney Opera House represents the perfect contrast—peace and serenity at home, and the excitement and challenge of the stage. 

“When you slide open those doors after a show and that beautiful cool air hits you, it’s a great thing,” 

The daily journey is a reminder of the dedication required to maintain such a high-profile career while staying connected to the simpler, quieter pleasures of life.

Recently, Richard has rekindled his connection with St Andrew’s Cathedral School by rejoining the Cathedral Choir as a permanent bass. This reconnection was further highlighted when he performed as part of the Old Andrean performance of One Day More at the 140th Assembly in March 2025. He also sang the Bass solo in the 2025 performance of Handel’s Messiah with the Cathedral Choir on Good Friday.  His return to the School, after many years of musical success, serves as a reminder of the importance of the foundations laid during his time there—foundations that continue to shape his career.

Richard is one of many Old Andreans who have appeared on the operatic stage – many of whom credit their experience as a Chorister as vital in their musical development. Other opera singers include Stuart Skelton (OA1986), Gregory Brown (OA1983), Simon Meadows (OA1989), Richard Hansen (OA2003) and Emma Charles (OA2007). 

Richard Anderson’s journey from St Andrew’s Cathedral School to the heights of Opera Australia, and his return to his roots in the Blue Mountains, is a testament to his dedication, passion, and deep connection to both his craft and his community.

Danica Bellchambers shapes the future of AI and women in tech

Danica Bellchambers (OA2005) is a proud Old Andrean and a shining example of the remarkable careers which can grow from a St Andrew’s Cathedral School education. Arriving in 2003, Danica was among the first cohorts of girls at the School. She not only embraced the academic opportunities but also helped shape the emerging culture for female students. She was a member of our School’s pioneering girls’ softball team – affectionally known as ‘The Angels’ — an experience that built her teamwork, resilience and determination – qualities that continue to define her today.

Danica has remained closely connected to the St Andrew’s Cathedral School community, volunteering for several years at the Old Andreans Association’s flagship careers event, Learning the Ropes. At this event she mentors and inspires current students preparing to navigate life beyond school.

Today Danica is the Head of AI Product at Nine Entertainment, where she leads the development and strategy for cutting-edge artificial intelligence solutions across one of Australia’s largest and most dynamic media networks. Her work explores how AI can enhance content creation, personalise audience experiences and drive innovation — blending data, creativity and business strategy in exciting new ways.

Danica’s professional journey began with a love of mathematics, which sharpened her logical thinking and problem-solving abilities. This led her into data science, where she uncovered insights from complex datasets, and ultimately into the fast-evolving world of AI. Along the way, she has earned three university degrees – the most recent focused on artificial intelligence, and has become a recognised industry leader.

In 2023, Danica was named a finalist in the B&T Women Leading Tech Awards in the AI Pioneer category, reflecting her outstanding contributions to innovation, research and the mentorship of future leaders. She was also a guest speaker at our 2024 International Women’s Day Assembly, where she shared career advice and insights on thriving in traditionally male-dominated fields.

Never stop learning; find a mentor; back yourself.

Beyond her corporate role, Danica volunteers with Statistics Without Borders, a nonprofit that applies data science expertise to serve communities and ensure the benefits of technology are used for the common good.

Danica’s message to young people — especially young women — considering careers in tech is simple but powerful: “Never stop learning; find a mentor; back yourself.”

With her rare combination of technical expertise, vision and commitment to giving back, Danica Bellchambers is not only shaping the future of AI but also paving the way for the next generation of Andreans to follow in her footsteps.