From our Head of School

From our Head of School

Naming this magazine, Inspired, was a risk. The etymology of the word, first points to the Latin term inspirare and then on to the Greek and Biblical term pnein, both of which mean to be filled with the breath of or moved by the Divine.

Yet, when you read what comes next, you will realise it is a risk worth taking. St Andrew’s is no ordinary school; it is an inspired school.

In the truest sense of the word, it is a school that is filled with and moved by the spirit of God.

We call it ‘the SACS spirit’. It is the feeling in the School that you cannot articulate. It is the binding force that grows our community, that lifts our heads up, that fills us with joy, that moves our creativity and that makes the education that occurs immeasurable.

In this issue of Inspired, all of that is on display; whether it is providing growth opportunities for girls in rugby or for Junior School students in this year’s major production of the Pinocchio musical; and the way in which our students are able to develop their learning skills through our Visible Literacy programme; and much more!

Paving the way for girls in rugby

Paving the way for girls in rugby

In 2021, a trailblazing Year 7 student by the name of Georgia put her hand up to play in the St Andrew’s Cathedral School Under 13s Rugby team. Given the high profile success of the Australian women’s rugby sevens team, this should not have come as a surprise. But to make this possible Director of Sport and Co-Curricular Education, Mr Ric van Wachem, needed the approval of the Independent Sporting Association (ISA).

By Amy Malpass Hahn

“Georgia had been playing rugby her whole life and, of course, we wanted to offer her the opportunity to play for St Andrew’s Cathedral School,” he said.

“Based on the rules set out through NSW and Rugby Australia, which made no mention of it being a boys’ only sport, we made the case to the ISA and were able to go ahead.”

With Georgia playing for the team in 2021, she and St Andrew’s Cathedral School paved the way for future female students and competitor schools alike. This past year, St Andrew’s Cathedral School was delighted to have four girls playing rugby for our competitive teams, which we trust will only continue to grow.

“I really wanted to try something new, so I just signed up for rugby when I saw it was an option,” Elyssa said. “My favourite part is the sportsmanship, which is just amazing.”

Three students in Year 7 – Olivia, Flora and Hania – are members of this year’s Under 13s, with Elyssa playing for the Under 15s. Elyssa particularly impressed the coaches, having never played before, but making the decision to try her hand in the game in the final year that’s possible for girls to play mixed rugby. Having been to the park with her father to practice and putting in time in the gym, she felt ready.

“I really wanted to try something new, so I just signed up for rugby when I saw it was an option,” Elyssa said. “My favourite part is the sportsmanship, which is just amazing. Being part of a rugby team, you get a deeper connection with everyone – even if you were not friends before – because you need to communicate and work together to score a try.

Now at the end of the season, Olivia has clearly enjoyed playing the game. “I really love rugby – it’s such a kind, supportive and lovely team,” she said. She is also keen to encourage other girls to play, with the hope of an all-girls team in the future. “When I was in Year 5, I knew nothing about rugby, but I saw Georgia playing and I thought, ‘Hey, I’d like to do that!’” Olivia said. “It’s so easy to pick up the game and while it might seem scary at first, it’s really not. So, for any girls who are thinking about it, I’d say, go for it!”

Adding to the sentiment, Hania said “I’m so happy I joined. It’s so much fun and after we win the games, it’s such a joyful and happy experience. I’d love to see more girls playing.”

Coach Richard Butler said he is really proud of the girls for setting such a fantastic standard in the School and across the broader Association.

“I hope this is just the beginning,” he said. “Moving forward, we’re looking to put forward a rugby sevens team in the school summer sport programme, bringing together girls with similar passions from schools across the city.”

Congratulations to these remarkable athletes, and we look forward to seeing you all on the field!

My Son Pinocchio Jnr: an extravaganza of musical magic

My Son Pinocchio Jnr: an extravaganza of musical magic

When the curtain opened on our Junior School and Gawura production of Pinocchio at the 500 seat Concourse Theatre in Chatswood, audiences were treated to a beautifully re-created world of fairies, the enchanting puppet star and gorgeous Italian streetscapes.

By Gavin Hanbridge

Over 300 students took to the stage with an impressive range of songs to engage both the ears and the heart: from the lyrical Empty Heart and the famous When You Wish Upon a Star, to the upbeat melodies in Rise and Shine, and the frenetic pace of Toys. This show had it all!

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With an amazing score by Academy Award winning composer Stephen Schwarz, the story rolled out across the stage with stunning backdrops and set pieces, crafted by illustrator Alison Smallwood and print specialist Janet Chakar. The resplendent costumes created by designer Suzanne Wilding Hart evoked the Victorian era setting of the original story.

The addition of the dance troupe to this year’s musical showcased different talents that enriched the storytelling on stage. Under the experienced guidance of choreographer, Rebecca Cavenagh, students with dance and acrobatic experience added starlight sparkle, marionette quirkiness, and carnival flair to the production.

Grandparent Annie Goodrich commented on what an impressive Junior School production it was. “It was a fantastic production, I love that all the students and staff are involved,” she said.

The colour and fun of the production also represented a journey of self development for our students. The Junior School and Gawura 2023 production was a wonderful culmination of hard work, teamwork, and laughter; just the right combination to challenge and inspire the students.

Director, Ben Milis said the musical was a great opportunity for many students who have not been part of a production before to take on smaller roles that develop their confidence.

“Helping students realise and maximise their potential is always exciting, especially when you think back to the first rehearsal and realise how far they have come,” Ben said.

All students in Years 3 to 6 were involved, meaning a large number of students had the chance to be in this major production. Rev Emma Newling, Junior School and Gawura Chaplain and the 2023 Producer, reflected that the musical made a great contribution towards student character development. “It’s a time when students have to be courageous and step out of their comfort zones, not everyone likes being on stage, or feels comfortable dancing!” she said.

Having such a large number of students on stage needs a big support crew and Rev Newling says one of the best things about being the Producer was working with a huge range of people from across the school community. “I love being involved in an activity where I see a different side of the students I teach. I also really enjoy working with teaching staff, parents, and support and operations staff, as part of a huge team. Everyone has a part to play in supporting the cast to have a great experience.”

“It’s also a great space for students to see what self-control and persistence can produce, and to celebrate each other at the end of the production. Parents often comment that the musical production is something their child will always remember from their primary years.”

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Mr Milis said that beyond developing confidence, was the challenge of acting, dancing, and singing all at once. “Having to combine all three elements at the same time is excellent for brain development,” he said.

Along the way the children also learned teamwork in spades. From sitting patiently in rehearsals and waiting their turn, to cheering on their friends, the whole rehearsal and production process involves understanding that each person is part of the bigger picture.

“One of the brilliant things about Pinocchio as a musical is that it requires both major and minor characters to tell the whole story,” Mr Milis explained. “I really emphasised this to students, and encouraged them to remember that we all play an important part and we need each other in order to bring the story to life.”

As a parent, Rev Newling thinks that the different angle of My Son Pinocchio Jr taps into the (almost) universal experience of parents. “The story explores Geppetto’s misplaced expectations of his son, Pinocchio, and follows Geppetto on a journey of discovering his son ‘for real’. Along the way he realises that neither of them is perfect, but their relationship is worth treasuring,” she reflected.

Thank you to everyone who came and supported the show! We certainly hope to have inspired the next generation of students to be courageous and take to the stage in 2025.

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Great summer reading ideas

Great summer reading ideas

Kathryn Eyre, Head of Library (7-12 & IB Extended Essay Coordinator), is very passionate about reading – as you’d expect of someone in her role.

With summer on its way, she has given her reading picks for Junior, Middle and Senior College.

By Layla Harris.

“My biggest recommendation is to just READ! Read to your kids, read with your kids, read around your kids…make full use of school and public libraries and bookstores.”
– Kathryn Eyre

Our Visual Arts students create powerful art

Deep themes and innovation creating powerful art

Over the course of Year 12, Visual Arts students in both the HSC and International Baccalaureate (IB) programmes are encouraged to dive deep into topical issues affecting them as they utilise these ideas as motivations and themes for their art.

By Layla Harris.

An area of particular focus that emerged in exhibitions by our Year 12 students has been the impact of people on Australia’s biodiversity and environment. Many students exploring this theme have crafted their art utilising recycled materials.

“We knew from the beginning of Year 11, that this year group were a keen group of art lovers and very talented,” said Mrs Cheryl O’Mara, Head of Visual Arts. “They have gone above and beyond expectations.”

One student who has taken themes of sustainability to the next level is Oliver Hill. His textile piece titled Consequences explores the consequences of human actions on the biodiversity of nature. Oliver said his work is inspired by Japanese artist Hiromi Tango and includes the weaving of plastics with natural items such as pine cones.

“I have used recycled materials and textures in wrapped form to represent the gradual loss of beauty in our oceans coral due to society’s waste,” Oliver said. The juxtaposition of white plastic cutlery and straws with vibrant yarn creates an innovative sculpture.

“I hope that when people view my artwork, they begin to understand the damage we are inflicting on our natural environment and destroying what sustains us and holds us together,” he said.

The breadth of mediums student’s used is evidence of the creative freedom they were given in developing their Year 12 Major Works. The result has been unique and powerful art.

Student Peter Kelsey says he applied a gothic lens to his sculpture work Perfect Picks.

“I chose to explore how western society has become accustomed to consuming fruit only when it is picture perfect,” he says. Peter’s work, made from silicone moulds and resin depicts the waste generated by the fruit and vegetable industries, as imperfect items are discarded.

“My work imagines a bleak alternate future where certain species of fruit have been completely lost to human access as a result of the processes of genetic modification and conglomerate scrutiny,” he said. “I want my viewer to understand the effects of their own hands as they select the most aesthetically pleasing pieces and leave the remainder to rot.”

The intricate apocalyptic art created by Peter presents the bigger issues explored by our students within Visual Arts. “This year our students have created art works in a variety of expressive forms that cover poignant issues concerning the environment, global food shortage and beyond,” said HSC Visual Arts Teacher Mrs Sue Salier.

Tackling deep societal issues has extended into the work of IB Visual Arts Student Charley-Raya Powell in her exhibition Mental Health Cycle. “I have used my artmaking as a form of therapy to allow myself to express my emotions in a controlled setting,” she said.

Charley-Raya’s work follows a journey of emotions within the cycle of mental health, from pain to anxiety and finally ending in hope. Her canvases and their colour pallettes explore the motif of emotion as viewers are transported through red rage, black loneliness and joyous blue to understand the duality of happiness and sadness experienced as part of mental health.

“I wish for these artworks to envelop the viewer and create a reality that transcends them into the emotions displayed on the canvas” said Charley-Raya.

Year 12 IB Visual Arts Teacher, Mr Richard Welk who has taught the subject at St Andrew’s Cathedral School for over five years described the new directions the students of the 2023 cohort have traversed.

“The themes explored were highly personal this year, from the temporariness of time and life itself, to using abstract forms to express personal challenges,” he said. “It has been a pleasure to watch our young artists on these journeys.”

Art Express nominations and selection

Congratulations to Samuel Mackenzie, Rove Miller, Liv Morrison, Olivia Phoon and Jemima Steele for their Art Express nominations – and to Samuel and Olivia for being selected as part of the 2023 HSC Showcase season!

Art Express is an annual series of exhibitions of exemplary artworks created by New South Wales Visual Arts students for the Higher School Certificate examination.

Year 10 passion projects

Year 10 passion projects: self-development, skills and staying positive

There was certainly a buzz in the air at the Personal Projects Exhibition in Term 3, with a wide variety of projects, from mechanical devices, models, crafts and fashion design.

By Gavin Hanbridge

Every student in Year 10 at St Andrew’s Cathedral School is tasked with completing a project of their choice that captures their interests, talent and learned skills. Most of all, it challenges them to think in new ways and overcome challenges.

The Middle Years Programme (MYP), provides students with a way to see the connections between their otherwise disconnected subjects. It’s an essential skill for completing a self-guided project that transcends typical subject boundaries. The MYP empowers students to take on a project of significant scale.

A big part of it is staying positive throughout the project and seeing it through to the end.

Mrs Karen Hajj, Assistant Head of Mathematics Administration, said that through personal projects the School is aiming to develop the character of each student.

“It’s a really natural way to show evidence of that,” she aid. “It’s a display of what they’ve done.”

“They are encouraged to choose something they love and have fun with it.”

On one of the tables a black plastic turtle with eyes of silver slowly maneuvered its way across the surface. It’s creator Arrabella Simpson has done other robotics projects, but this time says she wanted to make an animal that could walk.

“I firstly CAD (Computer Aided Design) modelled it and then 3D printed the parts,“ she says. “There are 250 lines of code powering the robot.”

At another table in the exhibition, a continuous stream of people flicked through brightly coloured books. The difference from a usual book stall was that these books had all been made by hand, by Year 10 student Darcy Redican.

Darcy was fascinated by the process of book binding and set herself the challenge of learning how to do it. Along the way, she says she learned a lot about the history of how books have been put together.

“I went into a lot of depth on how books were made,” she says, pointing out the materials traditionally used in making books.

For Oliver Wells, his inspiration came from the cook-it-yourself restaurants he tried on a recent trip to Japan. The hibachi grill he manufactured sits gleaming in front of him.

He praised the facilities at St Andrew’s Cathedral School for assisting him to complete the project.

“There are two workshops and lots of materials and the teachers helped me a lot with designing this,” he says.

A shared language of literacy

A shared language of literacy yields dramatic results

A new inter-disciplinary initiative has been introduced in the Secondary School that focuses on improving and expanding literacy skills for students. Known as ‘Visible Literacy’ it aims to ensure a shared language around writing structure across faculties, in order to deepen learning and improve student writing.

By Layla Harris

Driven by St Andrew’s Cathedral School’s Ms Estee Stephenson, Head of Gifted Education and English teacher Mrs Lizzie Skipsey, the programme initially began in 2022 for Middle School students and was so successful, it expanded to Year 10.

The Visible Literacy project was born from the realisation that students were taught a range of strategies to structure writing across different faculties, but this often confused students changing from class to class.

“It has dramatically improved the written output of our students and they are engaging with writing tasks in a more critical manner,” says Ms Stephenson.

Mrs Skipsey says Visible Literacy seeks to unite the teaching and learning of key literacy skills, chiefly around writing, but particularly regarding using a shared language.

“It is important because by using the same terminology across multiple subject areas, students’ cognitive load is reduced,” she says.

Ms Stephenson says the value of Visible Literacy extends beyond students to their teachers.

“In HSIE, teachers are more confident in teaching the mechanics of writing, rather than just focusing on structure,” she says.

“It complements and enhances what English and HSIE teachers are already doing in the classroom by streamlining ideas, scaffolds and language,” says Mrs Skipsey. “This ties in neatly with the increased focus on grammar in the new NESA version of the Australian English curriculum, being implemented in 2024.”

Ms Estee Stephenson and her Year 9 students

Year 9 student Keet said Visible Literacy has helped her avoid plagiarism and create quality notes that were easy to read.

“I have used these strategies to study for assessments, get myself in the right headspace when studying and reduce procrastination when studying,” she says.

This sentiment was echoed by Stephanie, a Year 9 student, who said the programme clarified the structure of paragraphs which then allowed her to write essays and analytical paragraphs across all of her subjects and during assessments.

“I like that it breaks down essays into more manageable sections and helps build up my literacy skills,” she says.

Prior to introducing Visible Literacy to St Andrew’s Cathedral School, Ms Stephenson and Mrs Skipsey completed comprehensive training provided by the book The Writing Revolution taken from the philosophy of Dr. Judith C. Hochman. Hochman’s world-renowned philosophy offers a method to teach writing to students in the early years through a variety of activities and steps with the aim of establishing strong foundations.

Ms Stephenson and Mrs Skipsey utilised elements of Hochman’s teaching to create a Visible Literacy plan catering to St Andrew’s Cathedral School students and staff alike.

A passion for education and good governance

A passion for education and good governance

The School Council has a new Chair, Mr Michael Winram. Michael’s connection with St Andrew’s Cathedral School runs deep, as this Old Andrean (OA1997) served on the School Council from 2011 to 2019 and has now returned as Chair.

By Gavin Hanbridge.

He is an administrative lawyer who brings a wealth of experience with a particular focus on the environment, education and governance. Not shy of hard work, he will also be Chair of the Council’s Strategy and Vision Committee as well as serving on the Governance Committee.

Michael has a passion for schools and using his well-honed skills to serve the community as a whole. We sat down with him to find out more about his role, his career and what drives him.

Why did you want to be on the School Council?

St Andrew’s Cathedral School and Gawura are unique in that they offer an education focused on academic, artistic and athletic excellence but also character development. This offering is transformative. I am excited to be part of a School that embraces the complexity of the future with hope and courage. I hope I can contribute as the Chair by bringing a focus on matters of strategic importance to both schools.

How do you see your role as Chair?

The role of the Chair involves overseeing the governance of both schools. A key part of the role of Chair is fostering a positive culture and ensuring that our Head of School is well supported. As an administrative lawyer, my legal practice has focused on the principles of good decision making generally. I hope that my experience might be of some assistance to advance an already thriving school.

Tell us about your work in the education sector

I’m committed to the education sector and have been since I commenced work as a lawyer. I started law in a practice that focused exclusively on education law. I have undertaken risk assessments, drafted policies, advised on governance and assisted school principals and boards on a range of issues.

I have also written papers for the Education Law Association and presented at numerous conferences, particularly around a school’s duty of care.

What other work have you done in the community?

I was involved in the establishment of the Horizons Family Law Centre in 2005, a non-profit legal service that provides assistance to people experiencing domestic violence and family breakdown. Horizons was created to fill a gap between those that did not qualify for legal aid but could not otherwise afford a lawyer.

We have recently shifted our focus to helping families in crisis remake themselves. In doing so, we also recommitted to our model of partnering with local churches so that every person who met with a lawyer, also met with their local church pastor. We now operate out of five locations and have purchased an office building in Parramatta (which was funded by our donors). My contribution has primarily been around governance and strategy.

How has your experience of being a student at the School shaped your ongoing commitment to it?

I started at the School in 1991, as a student that lacked focus. My parents chose St Andrew’s Cathedral School in order to try to resurrect my schooling – which is precisely what occurred. I also remember distinctly the Christian input I received. For example, I can still recall lessons from the then Rev Abbotsmith and can recite poems that he wrote for us to learn the scriptures. My experience as a student, coupled with the nine years I spent on the Council, has resulted in a deep love for our culture and community and a passion for our purpose: to offer life giving learning.

How will your experience working with Indigenous communities as a lawyer assist with your work with Gawura?

My work with Indigenous communities has been a pleasant surprise. I started four years ago offering pro-bono work to some Indigenous groups on the south coast. That has resulted in being asked to lead a native title claim for a group of the Wiradjuri people in the west near Mudgee. I have learnt so much about both the tangible and intangible culture of our First Nations people and how their connection as a people has endured for centuries. I now have a much greater appreciation for their history and connection to Country.

I have always been an advocate for reconciliation. However, having sat with Indigenous elders, and listened to their stories, I have a much greater understanding of how important Gawura is. It offers a hope for a better future for our Indigenous students. Equally, though, it also offers an opportunity for our non-Indigenous students to benefit from the richness of Indigenous culture.

Gawura is truly a blessing to our whole school community.

Practical experience gives valuable insight for parents

Practical experience gives valuable insight for parents

After working as a teacher in the Junior School of St Andrew’s Cathedral School for eight years, Claire Linnett has recently embarked on a new journey at the School, as the Junior School Enrolments Specialist. We caught up with Claire to hear about her new role and the enrolments process at the School.

By Layla Harris.

How did your journey at St Andrew’s Cathedral School begin?

My journey began nearly ten years ago when I was doing my final placement of my Education Degree. It was a sliding doors moment as I had been offered two different schools to do my practicum at and I am eternally grateful that I was guided to select St Andrew’s Cathedral School. Shortly after my practicum concluded, Rhonda Robson, the Head of Junior School extended a job offer to me, and the rest is history.

Tell me about your new role. What does it involve?

I oversee the entire enrolment process for students from Kindergarten to Year 6. I’m involved in every step of the way, including accompanying students to their classrooms on their first day. It’s a truly rewarding experience to connect with the families and learn about their unique stories. My favourite aspect of this role is extending enrolment offers to students and witnessing their excitement as they eagerly anticipate joining our school.

“It’s a truly rewarding experience to connect with the families and learn about their unique stories.”

How has the transition been from working as teacher to now being in Enrolments?

Initially, I had concerns about missing the direct interaction with students in the classroom. However, in this role, I still have ample opportunities to engage with students, particularly the newcomers to the Junior School.

I’m fortunate to have the chance to become acquainted with all the new students and their families who join us. I make it a point to stay informed about the activities and experiences of the Junior School students, consistently interacting with them and enquiring about their day. This role truly offers the best of both worlds, allowing me to balance administrative responsibilities with meaningful interactions with our young learners.

What encouraged you to join the Enrolments team?

Having been a part of the St Andrew’s Cathedral School community for more than eight years, I have cherished my time teaching in the Junior School. However, I reached a point where I was seeking a fresh challenge. Yet I didn’t want to part ways with the School that I love. I recognised the substantial advantages of taking on a specialised role spanning Kindergarten to Year 6 as someone who has worked in the classroom. My background in Public Relations and Communications further facilitated a seamless transition into this role.

“I recognised the substantial advantages of taking on a specialised role spanning Kindergarten to Year 6 as someone who has worked in the classroom.”

What do you love most about St Andrew’s Cathedral School?

This question is easy one to answer – the community! As well as being a staff member, I also have two daughters in the Junior School and love being a part of the parent community. Working alongside our exceptional teachers, who invest immense time and care in our students, is a source of great joy for me. Their dedication is truly commendable. Additionally, I’m continually amazed by the uniqueness of our students. They come from various backgrounds and areas across Sydney, and we often refer to them as well-rounded due to their rich and diverse experiences. This diversity is a hallmark of our community and adds to the richness of our school environment.

In what ways does your background in teaching assist you in your current role?

In my daily interactions with families, my teaching background, parent perspective and Junior School experience play a crucial role, enabling me to provide first-hand insights into the School’s offerings and ensuring I support families to find the right school for their child.

“Connect with people you know who have children attending our school and attend some of our events to get a firsthand feel for our community.”

What advice would you have for parents who are beginning their enrolment journey at the School?

If you’re considering whether St Andrew’s Cathedral School is the right fit for your family, we encourage you to come and experience the School in action. Connect with people you know who have children who attend the St Andrew’s Cathedral School and come to some of our events to get a firsthand feel for our community. As you explore this decision, here are some questions to ponder:

Do our values align with yours?
What are you looking for in a school?
Are the educational offerings a good fit?
And is there a sense of belonging?

In the words of Nelson Mandela, “Education is the most powerful weapon which you can use to change the world.” I believe that choosing the right school is a vital part of that educational journey.

<i>Going the distance</i> in Senior College teaching

Going the distance in Senior College teaching

Going the distance in Senior College teaching

A St Andrew’s Cathedral School alumni, Bindi Jarvis juggles a variety of roles within St Andrew’s Cathedral School, from managing the Year 10 Personal Project to teaching Aboriginal Studies in the Senior College and she recently embarked on the 2023 History Tour to Europe. We sat down with Bindi to hear more about her diverse roles and what it’s like teaching at her own school.

By Layla Harris.

How did your journey at St Andrew’s Cathedral School begin?

I started working at the School as a casual teacher in 2015 while I was finishing my Master’s Degree. After two years of teaching in the UK, I came back in 2019 as a Humanities teacher and I’ve been here ever since.

You have been instrumental in introducing Aboriginal Studies in the Senior College, how did this begin?

As a student at St Andrew’s Cathedral School, I spent a week in Gawura for work experience, and really enjoyed it. When I returned as a staff member, I started doing two afternoons a week at Homework Club, tutoring the secondary Gawura Scholarship students. When we introduced Year 9 Aboriginal Studies in 2022, I was asked if I’d be interested in teaching it. I have now taught that class for two years and am introducing Aboriginal Studies as a HSC subject in 2024.

“It’s been a privilege to be able to teach students about the world’s oldest living culture. Teaching students about the rich traditions, histories, and perspectives helps students appreciate the diversity, growth and depth of Aboriginal cultures.”

What have you enjoyed most about teaching Aboriginal Studies?

It’s been a privilege to be able to teach students about the world’s oldest living culture. Teaching students about the rich traditions, histories, and perspectives helps students appreciate the diversity, growth and depth of Aboriginal cultures. The topics we study often challenge conventional perspectives and encourage critical thinking. Exploring issues such as colonialism, land rights, and cultural preservation can stimulate meaningful discussions and empower students to think critically about social justice and equity. As a teacher, it’s incredibly rewarding.

You also recently became the Year 10 Personal Project Coordinator, what does that involve?

The Personal Project is a culmination of the Middle Years Programme (MYP) experience. Every student in Year 10 completes a project of their own choice over the course of a year. As Coordinator, I communicate with parents, plan and run sessions for students and help support the eight Personal Project Supervisors. The highlight is the Personal Project Exhibition in Term 3, where students have an opportunity to showcase their project to their peers and parents.

I have enjoyed getting to know different students, their interests and see the exciting and original projects that so many of them create as part of the Personal Project.

What made you want to get involved in the coordination of the Personal Project?

I was asked to be a Supervisor in 2019 when it was introduced, and have done it every year since. I have enjoyed getting to know different students, their interests and see the exciting and original projects that so many of them create. It’s a great opportunity to work with students in a different context.

You have juggled all of this with organising the Year 11 History Tour, what has been the most exciting part of organising the History Tour?

I teach both HSC Modern and IB History, so I am excited to take the students out of the classroom to see history in real life! Seeing the World War I battlefields in person is much more meaningful than reading about casualty numbers. This year there is a student coming on the tour who has a relative buried near the Somme in France, and we are lucky to be able to visit the grave, so students can have a personal connection to the places they visit.

“I am excited to take the students out of the classroom to see history in real life!”

Why is it important for our students to pursue their passion on international tours? What do you think they take away from it?

For many of the students coming on the trip, it will be their first time overseas without parents, so its an important opportunity for the students’ personal growth and independence. They also get an opportunity to gain more insight into the topics they will be studying in Year 12 as they visit and analyse different historical sites. International tours give students a better understanding of the world around and is important to a global education.

You are also an Old Andrean, do you find it beneficial to be working at your own school? What do your students think of it?

For the most part, students are very interested in the fact that I went to St Andrew’s Cathedral School, the students and I can bond over the fact that we all had Mr Boddy as a Science teacher! There is a photo of me as a student on display somewhere in St Andrew’s House (I won’t reveal where) and I always send students on a scavenger hunt to try and find it at the start of the year. I have a great understanding of the culture of the School, and spending a lot of my day in lifts in both buildings is completely normal to me!

Passion for programming ignites

Passion for programming ignites

Our Deputy Director of Technical and Applied Studies (TAS), Mrs Amanda Hogan is passionate about all things computer programming and coding! We sat down with her to hear about her passion for technology and the future of code.

By Layla Harris.

What are you passionate about?

I’m passionate about teaching programming to both students and teachers, unlocking hidden potential in learners with special needs and getting more girls into computing. I think technology has the ability to make our world a better, more equitable place. It also has the potential to do the opposite, so we need more people with a humanist perspective on technology.

“I think technology has the ability to make our world a better, more equitable place. It also has the potential to do the opposite, so we need more people with a humanist perspective on technology.”

What would you say is your favourite area in the technology department?

Definitely attending MakerSpace on a Friday afternoon in the Design Centre. It’s so amazing to see what our students put their time and energy into when no one is asking them to or grading them. There is always a flurry of activity and I love the creative ideas our students have.

Recently you presented at the PyCon Australia Conference in Adelaide, tell us about that!

Python is a programming language. It’s the best learning language that allows for the addition of new functionality in whatever you’re designing. I have been a teacher of programming for some time now but that doesn’t make me a developer. I took a chance this year and applied to talk at the Python Developer’s Conference on an idea that I had for a project. It was a bit of a long-shot. My idea was to use code to analyse the linguistic complexity of pop song lyrics. I did not expect it but I got accepted! I had to work really hard and build the project in Python. Then I presented my idea to the big room at PyconAU which is the Australian Python Developer’s Conference in August this year. It was an amazing experience!

Amanda Hogan presents “Are we singing sillier?” at the 2023 Australian Python Conference

What is the future of the SACS Technology department?

We are an amazingly diverse department with tonnes of subjects that appeal to all the practical interests that St Andrew’s Cathedral School students have. We are looking forward to continuing to punch above our weight in the HSC, International Baccalaureate Diploma Programme (IBDP) and the various competitions we enter throughout the year. We also look forward to upgrading our spaces in the near future to do an even better job of supporting our students and their learning.

First year reflections

First year reflections

By Lyn Jarvis.

How did you first hear about St Andrew’s Cathedral School and what motivated you to enrol your daughter?

Our daughter attended Claremont College which we loved and friends had told us that the culture at St Andrew’s Cathderal School was very similar, so that is how we first became interested. We wanted coeducation and the opportunity to study the International Baccalaureate (IB). We were also really impressed by Dr McGonigle.

What were your first impressions of the School?

It was a friendly place and we thought the facilities were great when we went on the tour. Everything was really well-organised and there was lots of communication. There seemed to be an understanding of parents’ perspectives.

What challenges did you face as newcomers to the School? Who helped you overcome them?

The biggest challenge for us was not knowing people. The WhatsApp group for the year group organised by the Association of Parents and Friends (P&F) has been really useful, with parents jumping in and helping you learn what is happening. We went to the picnic for students and parents before the year started, and that was a good chance to meet people, as is the sidelines of winter sport. We’ve been to a few events such as the Showcase and the Year 7 parent social evenings. The other parents have been very friendly.

Has your daughter settled in – and has she made friends?

Yes, she has settled in really well to Year 7. The Tutor Group is organised with some students from our local area and she has made lots of friends. She’s doing well with her schoolwork and the Middle Years Programme (MYP). It’s been a very smooth transition to St Andrew’s Cathedral School which we are delighted about.

What has been the highlight for you for the year?

The highlight has been the smooth transition. We really found that fantastic. In terms of events, we really enjoyed Showcase. The standard of music from all of the students was incredible. It really was a professional performance.

“The highlight has been the smooth transition. We really found that fantastic.”

What else have you enjoyed or has been helpful?

The information session on study techniques was interesting. It’s fantastic that they are doing this in Year 7, understanding how to learn. By the time students get to Year 12, they will be experts. We never had that when we were at school and so we wasted time doing all the wrong sort of study. The Friday weekly digest is very helpful and informative and gives you a weekly progress report so you can discuss how school is going with your child.

Do you think the vertical design of our high-rise campus in the city has influenced your daughter’s experience?

She has become so much more independent this year and we think that’s from being in the city. She organises herself to meet up with friends and the transport to and from. She loves the rooftop and spends most of her free time there with her friends. That’s where she hangs out.

“She has become so much more independent this year and we think that’s from being in the city. She organises herself to meet up with friends and the transport to and from. She loves the rooftop and spends most of her free time there with her friends.”
Betty and Anthony Preshaw – Year 7 Parents

Betty, what was important to you about volunteering at Grandparents’ Day?

I thought it was a good opportunity to meet other parents and be part of the community. It was also a good chance to take some photos of Simona with her grandparents. It was busy but I enjoyed it. It was so well organized.

What advice would you give to a new family starting at St Andrew’s Cathedral School?

Get involved so you can meet people. Get onto the WhatsApp group as soon as possible and go to as many events as you can. Welcome in the Square on the first day is good as was the welcome night where we could meet teachers and other parents.

In profile: Matthew Garrick

In profile: Matthew Garrick

Journalist and author, Matthew Garrick (OA2003), arrived at St Andrew’s Cathedral School in 2001 and showed plenty of promise in English and Visual Arts. He went on to study journalism at the University of Canberra in 2004, graduating with a Bachelor of Digital Communication and Media in 2007.

By Richard Hansen.

Matt cut his teeth in the industry by moving across the Nullarbor to Western Australia, first working in a local newsroom in Albany and then for 6WR Waringarri Radio in Kununurra.

After a brief stint overseas, he has been based in the Northern Territory since 2012, and in northern Australia since 2009, his passion and focus are on issues affecting the Top End and Darwin, Central Australia and Northeast Arnhem Land.

Formerly Features Editor at the NT News, he has lived in East Arnhem Land where he worked for the ABC, as a freelancer and as the editor of the local paper, the Arafura Times. He is now an award-winning writer and ABC News journalist based in Darwin.

In addition to his news reporting, Matt’s first book, Writing in the Sand, is an authorised biography of the ARIA Hall of Fame inductees Yothu Yindi. Matt has been following Yothu Yindi’s story since his dad took him as a kid to see them play in Sydney’s Centennial Park. He has written about the band extensively, formed close relationships with members and their families, and has worked as the band’s media coordinator and authorised biographer.

To see some of Matt’s work as an ABC journalist, click here

To purchase his book, click here

Matthew Garrick (OA2003) reporting for ABC Darwin

In profile: Chelsea Pitman

In profile: Chelsea Pitman

Back when Commonwealth Games gold medallist Chelsea (OA2007) arrived at St Andrew’s Cathedral School in Year 10 in 2004, she displayed considerable sporting prowess in netball and basketball.

By Richard Hansen.

Chelsea was one of the few students to earn a ‘Gold Pocket’, an honour reserved for students who have received international recognition in their chosen discipline, after selection in the U17 Australian netball squad.

Chelsea spent four years here, which was unusual at the time as we only had girls in the Senior College. She completed the HSC Pathways programme, designed for students participating in ‘highly demanding activities’ including professional sports.

Chelsea made her international debut for the Australian Netball Diamonds in the 2011 World Netball Championships. The Diamonds won the final 58-57 to claim the Gold with Chelsea playing a major role in the Australian victory.

She represented Australia throughout 2012 but five years later switched allegiances and was selected to play for England, qualifying through her Yorkshire-born father. She made her second international debut for England in 2017 and was part of the England team which won the gold medal at the 2018 Commonwealth Games, defeating her old team Australia in the final.

In September this year, Chelsea announced her retirement after the 2023 Netball World Cup. She finishes her international career as a Commonwealth Games gold medallist, a two-time World Cup representative and an incredibly proud Old Andrean.

See Chelsea’s announcement of her retirement on her Twitter page. https://twitter.com/i/status/1703695356696125731

Stay connected with our schools

Stay connected with our schools

Discover what’s been happening and what’s coming up at St Andrew’s Cathedral School and Gawura by visiting us online at the links below.

Discover the breadth of activities occurring across St Andrew’s Cathedral School. Follow our Facebook page, which contains all our recent news and updates.

SACS Facebook

SACS Instagram

Find out what school activities and events you can get involved in by checking our events page!

What’s on

The OAA connects former students with the School and each other by organising reunions and social gatherings. Follow our Instagram page for all the latest news.

Old Andreans Association Instagram

Discover what’s happening in the life of our Kindergarten to Year 6 First Nations school and how you can get involved.

Gawura Facebook

From our Head of School

From our Head of School

Paving the way for girls in rugby

Paving the way for girls in rugby

My Son Pinocchio Jnr: an extravaganza of musical magic

My Son Pinocchio Jnr: an extravaganza of musical magic

Great summer reading ideas

Great summer reading ideas

Recommended Reads – Secondary Years 7-12

Recommended Reads – Junior Years 4-6

Our Visual Arts students create powerful art

Deep themes and innovation creating powerful art

Art Express nominations and selection

Year 10 passion projects

Year 10 passion projects: self-development, skills and staying positive

A shared language of literacy

A shared language of literacy yields dramatic results

A passion for education and good governance

A passion for education and good governance

Practical experience gives valuable insight for parents

Practical experience gives valuable insight for parents

Going the distance in Senior College teaching

Going the distance in Senior College teaching

Passion for programming ignites

Passion for programming ignites

First year reflections

First year reflections

In profile: Matthew Garrick

In profile: Matthew Garrick

In profile: Chelsea Pitman

In profile: Chelsea Pitman

Stay connected with our schools

Stay connected with our schools