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.

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

Dr Julie McGonigle
Head of School

This year’s Big Questions event tackled one of the most provocative questions of our time

The Big Questions series at St Andrew’s Cathedral School is a community seminar series launched in 2023. It was designed to stimulate deeper thinking on topical societal issues through conversations with experts and members of the School community. These interactive forums are meant to challenge students to think critically about complex topics – fostering curiosity and encouraging reimagining the world. 

On Thursday 28 August, our community gathered in the Chapter House for this year’s Big Questions, asking: How do we make sense of Trump?

School Captain Ruby Buckman, opened the evening and framed the question by saying, “As students we are genuinely seeking to understand what we need to learn at this cultural moment, so that we can lead with hope both now and into the future.”

We were privileged to welcome Nick Bryant, award-winning author, broadcaster, former BBC foreign correspondent and St Andrew’s Cathedral School parent, who drew on decades of reporting from Washington, alongside his academic expertise in American politics, to offer profound insight into one of the most contested figures in modern politics. 

Nick reflected on the political, cultural and social currents that created the conditions for Trump’s rise, including long-running debates around identity, inequality and leadership. Drawing on his own encounters with Trump and his experience covering multiple election cycles, he spoke about the challenges of understanding such a complex figure.

In conversation with Dr Julie McGonigle, Head of School, and guided by questions from our students, we explored not only the story of one political figure but also what his rise reveals about leadership, democracy and the shifting forces shaping our world.

“This was such a fantastic and thought-provoking night for our students. You could see they had put a lot of thought into their questions beforehand and that collectively, they wrestled with the real-life issues being discussed.”

“This was such a fantastic and thought-provoking night for our students. You could see they had put a lot of thought into their questions beforehand and that collectively, they wrestled with the real-life issues being discussed. Our vision for these events is that they will foster more socially and politically aware citizens who can engage in the world with informed opinions, rather than simply following the crowd,” said Deputy Head of School, Mr Brad Swibel.

It is a world that urgently needs wise and thoughtful leaders – young people who are not only informed, but also courageous, compassionate and discerning. That is the heart of St Andrew’s Cathedral School: creating spaces where students wrestle with complexity, think deeply and practise the art of respectful dialogue. In doing so, they begin to grow into the leaders our time so desperately requires.

“Evenings like these are fundamental to our pursuit character development.”

“Evenings like these are fundamental to our pursuit character development. By teaching ‘character in action’ we create an environment for students to grow morally, spiritually and intellectually, so they can flourish individually, in community and in society,” said Dr McGonigle.

The discussion closed with a hopeful reminder that Australia can be a paragon of democracy, from compulsory voting and Saturday elections, to the simple symbolism of the democracy sausage, showing that civic participation can be both meaningful and accessible.

We are deeply grateful to Nick for his insight, to our students for their courage in questioning and to all who joined us for an evening of reflection, challenge and inspiration.

Fair in the Square brings 140 years of community spirit to life

Held once every ten years, the Fair returned for the first time since 2014, marking a joyful highlight of the School’s 140th anniversary celebrations. Students, staff, families and Old Andreans joined together in the heart of the city for a day that captured the energy and community spirit that defines St Andrew’s Cathedral School.

The Square buzzed with excitement from morning to afternoon with rides and games, live performances, a petting zoo, delicious food stalls and the ever-popular Dunk Tank. It was a celebration that brought every part of the School together, from Junior School to Senior College.

A special feature of the day was the 140th Pop-Up Museum: Celebrating Our Heritage, where visitors could step back through the decades and see how the School has grown and changed since its founding in 1885. The exhibit included photographs, artefacts and stories from students and staff past and present, a fitting reminder of the strong traditions that continue to shape the School’s identity today.

Music was a constant feature throughout the day, with bands, choirs and ensembles performing on the main stage beside George Street. The variety of performances reflected the depth of musical talent within the School and added to the lively, festival atmosphere.

In a moment that perfectly symbolised transition and togetherness, our Year 12 students returned from their Seven Bridges Walk, a beloved rite of passage marking the end of their schooling years. Their arrival coincided with the height of the celebrations, greeted by cheers, hugs and applause. After crossing the city’s bridges, they returned to the heart of their community for one final celebration, a fitting close to their own chapter in the School’s 140-year story.

One Year 12 student reflected that the atmosphere “felt like the whole school was celebrating together – it was such a full-circle moment after our Seven Bridges Walk.”

“It felt like the whole school was celebrating together – it was such a full-circle moment.”

Everywhere you looked, there were reminders of what makes St Andrew’s Cathedral School unique. Parents and staff worked side by side at stalls, alumni reconnected over coffee and students laughed as they queued for the Meltdown ride or Mini Putt Putt Golf. It was not only a fair, but a living portrait of what the School stands for: community, shared joy and enduring connection.

As Head of School Dr Julie McGonigle reflected in her message for the 140th year, “Celebration is a discipline. Whilst that may seem paradoxical, in today’s busy world, stopping to look back, to see the good, to show gratitude to those whose shoulders we stand on, is a lost art.”

The Fair embodied that spirit: a pause to look back, a day to look around and a light cast forward toward the generations to come.

The Fair was made possible through the incredible efforts of our Community Engagement team, parent volunteers, students and staff who dedicated countless hours to planning and preparation.

After 140 years, the spirit of St Andrew’s remains as vibrant as ever – a community where the way of light continues to shine through generations.

Year 11 student writes and co-directs a theatrical triumph

The theatre curtains rose on the opening night of Clear Illusion on a wintery Friday in June. This original, student-created drama was written and co-directed by Year 11 student and 2025/26 School Captain, Lachlan Sparshott.

Set in wartime London and packed with courtroom twists, Clear Illusion kept the audience on edge from the opening scene to the finale. Lachlan not only penned the gripping script but led rehearsals, guided performances and refined the story throughout the process, resulting in a gripping whodunnit. 

His leadership brought a layered, ambitious production to life – supported by a cast and crew of passionate peers. From the powerful performances on stage to the technical lighting, costumes and sound design, the entire evening was a showcase of our students’ talents.

The creation of Clear Illusion happened almost by accident. Waiting in an uninspiring foyer of an overseas hotel, Lachlan found himself with time to kill. The idea for the play had been on his mind since watching Agatha Christie’s Witness for Prosecution, which exemplified the riveting nature of court room dramas and the perfect, tension-building drama. Lachlan put pen to paper and that was the beginning of what would culminate in a rich theatrical production.

“I really enjoy the process of writing scripts. As a bit of a whodunnit nerd, I loved diving into writing one of my own.”

“I really enjoy the process of writing scripts. As a bit of a whodunnit nerd, I loved diving into writing one of my own; there’s something really fun about the trickery and intrigue involved in showing different perspectives. How a story alters, based on different perspectives was something we wanted to explore. Bringing that to life on stage was amazing”, Lachlan said.

The process was anything but straightforward. The play required multiple rewrites, discarded endings and long periods of reflection, before the plot actually began to take shape. Multiple edits from Lachlan’s friends, Year 11 students Martha Way Stamatellis and Mika Chin helped Lachlan hone the story and make the plot seamless. 

Martha Way Stamatellis reflected on the unique journey of self-direction and independency. 

“Being a part of the show was an incredible experience. I am very proud of Lachlan.”

“I was a Co-director and Head of Crew for the Clear Illusion production. Being a part of the show was an incredible experience. I had the opportunity to watch my friends and peers create a performance that both told a story and highlighted the immense talent that the students at our School have to offer. I am very proud of Lachlan,” Martha said.

When writing Clear Illusion, Lachlan was also able to draw on his past experience of writing a play for his Personal Project, a major self-directed research project each student undertakes in the completion of the Middle Years Programme. In Plain Sight acted as a test run, informing Lachlan’s understanding of how to balance acting, directing and backstage process. It also allowed the team to move from a light story into a more complicated, twist-filled drama and they were able to draw on their prior experience of working in the School’s Black Box Theatre.

Mika Chin describes the inspirational vision of Lachlan and the success of Clear Illusion.

“Lachlan made the whole process so enjoyable. It was magical. It came to life under his direction.”

“Regardless of the setbacks and hard work, I would definitely do it all again! Lachlan made the whole process so enjoyable. It was magical: watching how he took the play and developed it into art. It came to life under his direction,” Mika said.

Head of Drama, Ms Ashleigh Chakarovski was supportive of the project from day one. She provided the professional teaching support needed for the students to really excel. 

“It has been such a privilege to watch Lachlan develop his skills and go from strength to strength in his writing and directing. He has learnt so much through this process. In addition, he has been able to bring so many of his fellow students along on this journey with him,” Ms Chakarovski said.

A huge congratulations to the incredible team behind the production including Mika Chin, Yuze Ding, Izzy Darge, Martha Way Stamatellis, Ally Rose and Pyari Qureshi. 

Betrayal, illusion and the pursuit of justice – thank you to everyone who supported this unforgettable piece of theatre. We eagerly anticipate what Lachlan will write next!

Co-curricular activities get an exciting new boost

St Andrew’s Cathedral School places great value on co-curricular activities. The areas of Sport, Music, Drama, Outdoor Education and the plethora of other exciting opportunities outside the classroom, all play a crucial role in our students’ lives. Each of these diverse opportunities engage and challenge students to explore their gifts, follow their passions and develop expertise and character, no matter what age or stage they’re at.

With that in mind, St Andrew’s Cathedral School has launched a new role to support the broad and growing co-curricular space. Mr Selwyn Wu has since been appointed and will take up these new duties in October 2025. 

Importantly, Selwyn recognises true education extends far beyond the walls of the classroom. While academic instruction lays the foundation for knowledge and skills, it is often through experiences outside the classroom – such as cocurricular activities – that students develop resilience, empathy and a deeper sense of self. The insights and maturity gained through these moments often circle back into their learning – enhancing their ability to collaborate, think critically and approach problems with creativity and emotional intelligence. 

When students are encouraged to connect their personal development with their academic journey, they become more engaged, reflective learners – better equipped not only to succeed in school but to thrive in life.

Tell us about your new co-curricular role. What does it involve?

The role of Deputy Co-curricular has been created to bring the various components of co-curricular activities together, so that the experience for students is more cohesive and accessible. My hope is that students will be able to enjoy more of the opportunities we offer, without having to miss out on one for the other, wherever possible.

“My hope is that students will be able to enjoy more of the opportunities we offer.”

I’ll be working closely with the talented and passionate staff who lead these programmes, as well as directly with students themselves. Together, we’ll create spaces where students are encouraged to grow, challenge themselves and support one another. I want to see St Andrew’s Cathedral School students stepping into these opportunities with courage and curiosity, developing attitudes and character shaped by deep engagement and reflection.

Time and again, I’ve seen students discover something profound about themselves – moments that become core memories or stepping stones to greater things. Whether it’s their first abseil, nervously singing in a packed Town Hall, or taking place in their first interschool debate, these experiences leave lasting impressions and help shape who they are becoming.

My hope is that every student finds a place of connection and joy in our co-curricular life—where they feel seen, stretched and inspired to grow.

What do you enjoy about working at St Andrew’s Cathedral School?

One of the things I’ve most appreciated about the School is the breadth of opportunities I’ve had to grow and contribute as an educator. I became a teacher to have a positive influence on young people and the School has allowed me to fulfil that purpose in many different roles. 

“I’m passionate about seeing students flourish in their own way. Every student is uniquely gifted in both ability and character.”

I’m passionate about seeing students flourish in their own way. Every student is uniquely gifted in both ability and character, and I love that the School offers such a wide range of opportunities.  Whether in the classroom, concert hall, canyon, court or centre stage – we allow each young person to explore, grow and thrive in their own journey.

From a professional perspective, at St Andrew’s Cathedral School I’ve had intentional leaders who have recognised strengths in me that I didn’t yet see in myself, and that support has kept me motivated and growing as an educator.

This School is a vibrant, fast-paced environment where the work is incredibly rewarding but also complex and demanding. The way staff collaborate, support each other and remain committed to the shared goal of shaping students’ learning and character is both humbling and inspiring. 

How long you have worked at the School and what were your previous roles.

I’m currently in my 23rd year as an educator at St Andrew’s Cathedral School – pretty much half my life has been spent within this remarkable learning community! 

After teaching in London, I joined St Andrew’s Cathedral School and have since taught across Kindergarten to Year 6 in the Junior School, been part of the Gifted Programme and spent a few years teaching Design and Technology in the Middle School. 

Along the way, I’ve led the Junior School and Gawura School Sport and PE programme and also delivered the Technology curriculum. 

More recently, I’ve had the privilege of serving as Deputy of the Junior School, supporting the Junior School and Gawura School community in both pastoral care and administration.

What are some highlights from your time at the School?

Some of the standout memories for me include travelling to the Northern Territory with Junior School students in 2007 and 2008, joining the 2023 Nepal Expedition and taking part in the 2025 European Music Tour. 

“There’s something uniquely powerful about sharing experiences outside the school routine – when students and staff alike step up, look after one another and grow together.”

There’s something uniquely powerful about sharing experiences outside the school routine – when students and staff alike step up, look after one another and grow together.

What do you hope to achieve in this new role? 

My goal is to support, encourage, and strengthen the School’s co-curricular programmes so that staff and students can collaborate in ways that nurture character, resilience, and authentic relationships. These programmes are not just activities—they are vital spaces where students engage hands-on, explore deeply and grow meaningfully.

“Each co-curricular opportunity is designed to foster growth and experience while building strong relational connections.”

Each co-curricular opportunity is designed to foster growth and experience while building strong relational connections that in turn, enrich classroom learning. When students experience challenge, teamwork and joy in these settings, they develop skills and dispositions – like perseverance, empathy, and self-awareness – that translate directly into their academic lives.

Ultimately, I hope every student feels drawn to these programmes and finds a place of belonging and purpose. By encouraging participation across a wide range of experiences, we aim to cultivate a holistic, joy-filled school journey where the journey is about growth, connection and the confidence to bring their whole selves into every learning space.

What does life outside the School look like for you? 

My wife and I have two children who both attend St Andrew’s Cathedral School, which makes for a fun and meaningful overlap between home and school life! 

As a family, we enjoy travelling, sharing meals and spending quality time together. We’re also active in our church community, where we serve together as a family music team – each swapping between bass, piano, guitar and drums to make a joyful noise!

When I have downtime, I try to stay fit (shout-out to the School gym!), and music is a constant companion – everything from Radiohead and orchestral works to musical theatre is on regular rotation in our home. 

And… I genuinely enjoy vacuuming! 

Theatrical performances welcomed audiences to Wonderland!

The Junior School and Gawura School production of Disney’s Alice in Wonderland JR delighted audiences across three magnificent performances at the start of September. Their whimsical portrayal of Lewis Carroll’s story of adventure and self-discovery was a joy for all. From the frantic White Rabbit, the Tweedles’ comedy duo and the discombobulating discourse of a host of Wonderland characters, our young performers captivated their audiences.

The shows took place at The Concourse theatre in Chatswood, with three performances in two days. The musical involved all 307 students from Year 3 to 6! Our students and staff ably moved between School and the theatre by train, learning to navigate the city’s public transport as well as their respective dramatic roles.

Led by Coordinator of Musical Theatre, Mr Ben Milis, Junior School and Gawura School Head of Music, Mrs Kate Robertson, Junior School and Gawura School Chaplain, Mrs Emma Newling and Junior School Teacher, Rebecca Cavenagh, the staff pulled off a tremendous feat. Together, with a small but dedicated group of parent volunteers, and through the generosity of our wonderful sponsors, students were challenged, encouraged and supported, as they took to the stage in a professional theatre to transport their audiences to Wonderland. 

“I was amazed at our students – their wisdom and maturity was inspiring.”

“I was amazed at our students – each time we asked something new of them, they always rose to the challenge. From learning lines, traversing public transport or immersing themselves in their characters – their wisdom and maturity was inspiring,” said Ben Milis.

The original Alice’s Adventures in Wonderland, by Lewis Carroll, was first published in 1865. With its fantastical tales and riddles, it became one of the most popular works of English-language fiction. The story centres on Alice, a young girl who falls asleep in a meadow and dreams that she follows the White Rabbit down a rabbit hole. She has many wondrous, often bizarre adventures with thoroughly illogical and very strange creatures, often changing size unexpectedly. 

“I loved seeing how our students made this classic story their own. Although the story was written 160 years ago, it was still as lively, funny and idiosyncratic as Carroll first intended,” said Mrs Kate Robertson.

Being involved in a musical production of this magnitude offers a rich educational experience for our students, providing multiple opportunities for both academic learning and character development. It challenges them and promotes personal growth – something that can only be fostered in an environment outside of the usual classrooms.

“Being involved in a musical contributes to our whole-person approach to education.”

“Being involved in a musical contributes to our whole-person approach to education; it is a fantastic combination of personal responsibility and teamwork, of challenge mixed with creativity, and that makes it both a lot of fun and an excellent learning experience for all involved,” said Mrs Emma Newling.

The story of Alice reminds us how powerful curiosity, creativity and a willingness to embrace the unexpected can be.

Bravo to our incredible cast and crew, you have made us so proud!

A journey of thirteen years, a legacy of 140

In the year St Andrew’s Cathedral School celebrates its 140-year anniversary, ten graduating students stand out for an extraordinary reason. Known as the Ultimate Andreans, they are among the rare few who have completed their entire school journey, from Kindergarten to Year 12, at our School.

For many reasons, the number of Ultimate Andreans is usually small. Families move, circumstances change and the path from K–12 is long. That is why this year’s group of ten is remarkable. It is the largest in recent memory and, in its own way, a reflection of the School’s enduring identity. A place where students can grow, discover themselves and belong for the full span of their schooling.

For Orlando Lennon, the journey has been defined by music.

“I’ve been a chorister at St Andrew’s Cathedral for my entire time at the School,” he reflected. 

“I’ve loved being involved in that unique aspect and I’m grateful for all the staff and teachers who have supported me through my time here. It feels very special to graduate on the 140th year of the School, which was originally formed to educate choristers.”

“I’m grateful for all the staff and teachers who have supported me through my time here.”

His story captures the deep connection between the School and its founding purpose. Established in 1885 by Bishop Alfred Barry, the St Andrew’s Cathedral School followed the English choral school tradition of providing education for Cathedral choristers. Out of the first 27 students, 22 were choristers – embedding music and worship into the fabric of the School. That tradition continues today, making St Andrew’s Cathedral School the only Cathedral Choir School of its kind in Australia.

The ten Ultimate Andreans began Kindergarten in 2012 when our Junior School had only recently expanded to include K–2. Their classrooms were bright, open clusters that encouraged collaboration, with teachers introducing Smart Boards and iPads to nurture creativity and problem-solving from the earliest years. At the same time, Gawura School was growing into an established part of the community, reminding all students that education is both personal and cultural. Outdoor education, through early trips to Kirrikee, pushed these students to build resilience – cooking on campfires, sleeping under the stars and abseiling down sheer rock walls.

At the Junior School and Gawura School farewell to Year 12 this September, the Ultimate Andreans were each presented with the Ultimate Andrean Medal. In that moment, thirteen years of memory was distilled into a single symbol – silver, engraved and heavy with meaning. For Aliyah, the medal also carried an acknowledgment of her Gawura School journey, weaving her cultural story into the broader tapestry of the School.

Other students, like Dennis Cosmetatos, reflected on how leadership shaped their years. 

“My time at St Andrew’s Cathedral School offered me lots of opportunities to try out things I never thought I would.”

“My time at St Andrew’s Cathedral School offered me lots of opportunities to try out things I never thought I would,” he said. 

“A highlight for me was being the Captain of Salisbury House. This gave me a window into what is involved in leadership and challenged me to grow.”

For Connor Nelson, his memories of the School are infused with deep gratitude.

“I am so thankful for all that St Andrew’s Cathedral School has done for me.”

“I have adored being a student here. Growing beside my peers, with amazing teachers and communities to support me has been incredible. I am so thankful for all that St Andrew’s Cathedral School has done for me. I’m confident that legendary teachers like Mr Wu, Mr Body, and Dr Collier will have their legacy continued by the next generation of staff, spearheaded by Dr Mc Gonigle, who has embedded the phrase ‘You matter’ into an entire generation of students. Thank you to everyone who has helped make this school such an incredibly place,” he said.

Ten students. Thirteen years. One School. In its 140th year, St Andrew’s celebrates not just its history, but the people who carry it forward. The journeys of the Ultimate Andreans reminds us of the enduring light of a St Andrew’s Cathedral School education.

Science students make their mark on national and global stages

In the space of just a few weeks, achievements across computing, physics, astronomy and biomedical research have shown how deeply curiosity and innovation are woven into the fabric of learning at our School.

When the conversation turns to rocket science, it’s not often that a high school student is part of it. Yet Year 12 IB Physics student Owen Davies has done just that, recreating experiments originally performed by NASA in expensive wind tunnel facilities, with little more than a hair dryer, a force sensor and some 3D-printed nose cones.

NASA and SpaceX have invested heavily in optimising rocket nose cone designs. The problem is simple in theory but complex in practice: too pointed, and the rocket becomes unstable; too blunt, and drag forces waste fuel. NASA’s wind tunnel tests produced a mathematical model of how drag changes with cone angle, which Owen set out to test in a school setting.

He built his own scaled-down “wind tunnel” and tested a series of cones he had printed at different tip angles. Each was attached to a force sensor, with air blown directly onto it by the hair dryer. Astonishingly, Owen’s results matched NASA’s findings almost exactly, despite the far lower speeds and cost of his set-up.

“It’s remarkable, that with a bit of initiative and 3D printing, we can mimic, in a school setting, the outcomes from experiments NASA have performed in multi-million dollar wind tunnel facilities.”

“It’s remarkable, that with a bit of initiative and 3D printing, we can mimic, in a school setting, the outcomes from experiments NASA have performed in multi-million dollar wind tunnel facilities,” said Dr Andrew McGonigle, Scientist in Residence, who previously contracted with NASA. 

“To see a student produce results that align so closely with these outcomes shows just how far our students are stretching their scientific capabilities with real experimental ingenuity.”

For Owen, the project is both a validation of his method and a glimpse into the way science is about testing ideas with creativity, not just resources. His work also exemplifies what is happening across St Andrew’s Cathedral School science classrooms: students taking bold ideas and putting them into practice, producing results that stand up on the wider stage of scientific inquiry.

The same spirit of innovation is evident in computing, where Year 12 student Arabella Simpson is set to showcase her Raspberry Pi Bird project at the PyConAU Python Developer’s Conference in Melbourne. Selected as one of only seven high school students across the nation, Arabella’s presentation will be streamed to developers and computing educators across Australia. While her work will be shared in a recorded video, Arabella will also join the conference live for questions. 

“Arabella’s project is well above high school computing level. I am very proud.”

“Arabella’s project is well above high school computing level,” said Deputy Head of Technological and Applied Studies, Mrs Amanda Hogan.

“I am very proud.”

For fellow Year 12 student Amelia Woodyatt, science has been a pathway from the classroom to a university conference stage. She was invited to present her HSC Science Extension research at the [EX]plore Science Extension Conference at Macquarie University, marking the first time a St Andrew’s Cathedral School student has reached this level. Amelia’s research explored the link between diagnosed Metabolic Syndrome and post-operative pulmonary complications in surgical patients, a question that demanded both rigorous scholarship and sophisticated statistical analysis. Her presentation was awarded third place for best use of statistics, recognition that underlined the calibre of her work.

The conference also proved inspirational for the Year 11 students considering taking Science Extension in 2026, who attended to observe. They listened to talks, examined research posters and engaged with scientists working at the forefront of their fields. One student reflected that the day had “broadened my perspective on what science can be,” while another noted that it “gave me ideas for future research projects.” Such experiences show how individual achievement feeds back into the school community, sparking new ambitions and widening horizons.

Achievement has also come on the global stage. Year 11 students Oliver Patrick, Yuze Ding and Martin Norman have progressed to the final round of the International Astronomy and Astrophysics Competition (IAAC), a demanding contest that challenges students to engage with real research and advanced astrophysical reasoning. Reaching the final means their work now sits alongside some of the top young scientific minds worldwide, a feat that speaks to both their persistence and their passion for science.

Taken together, these stories suggest more than just a string of successes. They reveal a culture where students are trusted to ask complex questions, to engage with material well beyond the curriculum and to test themselves against the standards of professional scientists. In physics, biology, computing and astronomy, their work is being recognised for its depth and originality -and in the process, they are redefining what it means to be a high school scientist.

As these students look ahead to life beyond school, their achievements stand as an inspiration to the younger years following behind them. Science at St Andrew’s Cathedral School is not only preparing students for exams but cultivating the kind of curiosity and resilience that drives discovery. In that sense, each accolade is more than an award, it is a sign of the bright futures our students are building and the impact they are already beginning to make.

Changemakers explore storytelling, culture and creativity in New Zealand

The 2025 Innovation and Changemakers: Storytellers Tour took a group of St Andrew’s Cathedral School students on an unforgettable journey through Auckland, Rotorua and Matamata – exploring how stories shape identity, culture and change.

Led by Ms Estee Stephenson, Head of Gifted Education (Secondary), the international tour was designed to stretch thinking, inspire creativity and deepen cultural understanding. Across workshops, performances and cultural encounters, students discovered new ways to express ideas, connect with others and see the world through the lens of storytelling.

After arriving in Auckland, students took in the sweeping views from the Sky Tower before diving straight into their first creative challenge – a writing workshop at Massey University led by poet and educator Johanna Emeney. Under Johanna’s guidance, they experimented with creative non-fiction, blending personal experience with imagination. 

“The workshop opened the door to my imagination and allowed me to write about things that matter to me,” said Oscar, while Vanessa reflected that she enjoyed “learning how to use real-life experiences and make them universal through creative writing.”

At the Media Design School, students turned from words to worlds, exploring the craft of digital storytelling through textures, lighting and design. Guided by industry professionals, they learned how small creative choices can bring entire universes to life.

“It was amazing to work with such inspiring and knowledgeable facilitators”

“It was amazing to work with such inspiring and knowledgeable facilitators,” said Meera.

The afternoon took them behind the scenes at Wētā Workshop Unleashed, where they stepped into movie sets and creature studios from The Lord of the Rings, Avatar and The Chronicles of Narnia, discovering how fantasy becomes tangible through artistry and imagination.

Beyond creative industries, the tour offered profound cultural learning experiences that invited students to reflect on the importance of identity and tradition. At Te Puia | Te Rā in Rotorua, they explored the geothermal valley, watched the mighty Pōhutu geyser erupt, and met Māori artists preserving traditional carving and weaving. Their guide, Manaia, shared stories of his tā moko, a sacred tattoo representing his mother’s love and guidance, leaving a lasting impression on many.

One of the most powerful moments of the tour came at Te Papaiouru marae, where students were welcomed through traditional protocols, shared a meal with their hosts and took part in haka and poi performances. When one of the students stood to thank the hosts in te reo Māori, it was a moving expression of connection, courage and gratitude – a moment that captured the very heart of the experience.

Students also delved into New Zealand’s layered histories, exploring 19th-century settler life at Howick Historical Village, investigating early encounters between Māori and Europeans at the Auckland Museum, and analysing historical storytelling through primary sources at MOTAT, the Museum of Transport and Technology. Each experience encouraged them to think critically about whose stories are told, and how.

The journey ended in true cinematic style with a visit to Hobbiton Movie Set in Matamata, where students wandered the rolling hills of the Shire, explored hobbit holes and enjoyed a Middle-earth feast complete with roast vegetables, carrot cake and the famous Hobbiton ginger beer. 

“I really enjoyed feeling like I was inside The Hobbit movie,” said Kaylee, while classmate Ameline described it as “temporarily entering the magical world of the Hobbits, and then feasting like one!”

Throughout the tour, each student developed an Innovation and Changemakers Inquiry Project, exploring a personal question linked to the theme How do stories shape identity, culture, leadership and change? Their final presentations showcased creativity, empathy and critical thought – connecting lessons from creative writing, design, history and culture to real-world issues and personal passions.

Ms Stephenson reflected on the power of the experience:

“Many students reflected on how Māori culture is visible and celebrated throughout New Zealand, drawing meaningful comparisons with the experiences of First Nations peoples in Australia. Student reflections often turned to how they can foster awareness, inclusion and cultural pride within their own community.”

The tour was more than a week of sightseeing – it was a journey of discovery, creativity and connection. Students returned home not just with memories, but with a stronger sense of purpose: to use their voices and ideas to lead with empathy and imagination.

“I’m deeply grateful to our school for investing in gifted education experiences that go beyond the classroom.”

“I’m deeply grateful to our school for investing in gifted education experiences that go beyond the classroom,” said Ms Stephenson. 

“They nurture empathy, leadership and purpose in our young people,” qualities that will shape the changemakers of tomorrow.

Walking through history – European History Tour 2025 

After 17 unforgettable days abroad, the 2025 European History Tour students have returned home –- a little jet-lagged, but full of wonderful stories. Their journey took them across three countries and more than two thousand years of history, from the ruins of ancient Rome to the battlefields of the Somme. 
 
The adventure began in Rome, where the group wasted no time hitting the cobblestone streets after landing. Piazza Navona was their first stop, followed by the Pantheon, where they were lucky enough to secure last-minute tickets to see Raphael’s tomb. There were coins tossed at the Trevi Fountain, ten thousand steps logged and even one birthday celebrated, mid-flight!. 

Students traced the footprints of the ancient world at the Colosseum, Palatine Hill and the Roman Forum, before exploring the Vatican’s treasures –- including Michelangelo’s ceiling in the Sistine Chapel (and, allegedly, one photo too many from Ms Jarvis). Their final night in Italy ended fittingly with pizza-making in Sorrento, overlooking the Bay of Naples, after climbing Mount Vesuvius. 

“Seeing Pompeii was a dream come true. Getting to see the site that I will be studying will really help my understanding “

“Seeing Pompeii was a dream come true. Getting to see the site that I will be studying will really help my understanding and knowledge of course content in my final senior HSC years,” said Year 11 student Jacob Partington. 
 
From sunnylit Italy, the tour shifted to more solemn landscapes in Germany. In Munich, students visited Dachau Concentration Camp and the Nazi Documentation Centre –- a confronting but powerful experience. Later, they walked the streets of Berlin with local guide Jo, visiting landmarks like the Brandenburg Gate, the Berlin Wall and the Memorial to the Murdered Jews of Europe. 

“The Berlin Bunker museum helped to reveal the true horror and tragedy of Nazi Germany and the Holocaust,” said Jacob.  

“Seeing other sites, like the concentration camps, also revealed how shocking the event was.” 

The group also visited Nuremberg’s historic courthouse, where the post-war trials were held, and explored Cold War sites like Checkpoint Charlie and the East Side Gallery. A highlight for many was seeing how Berlin’s vibrant street art now transforms places once marked by division. 
 
The final leg of the journey took students to Paris and the Somme. After visiting Versailles, Napoleon’s tomb and Montmartre, the tone shifted as they travelled north to the Western Front. At the Australian National Memorial in Villers-Bretonneux and the Sir John Monash Centre, the students paid tribute to those who fought and fell –- including the great-great uncle of their teacher, Mr Miller, whose grave they located at Heilly Station Cemetery. 

There, among the fields of northern France, the lessons of history felt personal. 

For the teachers who led the trip, seeing students experience history first-hand was deeply rewarding. 

“Seeing students engage with the places and stories we’ve studied in class was incredibly rewarding”

“Seeing students engage with the places and stories we’ve studied in class was incredibly rewarding,” said Ms Bindi Jarvis, HSIE Teacher and History Tour Co-ordinator.  

“Standing in the Colosseum, walking through Dachau and visiting the battlefields of the Somme made history come alive in a way no textbook ever could.” 

Jacob agreed that the friendships formed and shared experiences made the trip even more memorable. 

“Going on tour with classmates and friends made the trip that much more enjoyable –- spending time eating together, walking in foreign cities and connecting with each other in our favourite historical fields is a key part of enjoying History Tour.” 

Seventeen days, sixteen cities and countless memories later, the European History Tour returned home –- their footsteps echoing with the stories of those who came before. 

Middle School students lead a recycling revolution

Australians currently recycle 63 per cent of their household waste, but Ava and Alec Chakar, siblings in Year 8 and 9, set out to help students at the School do even better! Having developed the idea for a St Andrew’s Cathedral School Recycling Hub, they pitched their idea to Head of School, Dr Julie McGonigle last year. Now they’ve brought this wonderful initiative to life.

Alec and Ava first got their idea after seeing the Recycling Hub at Marrickville Metro Shopping Centre. Following some initial research, they were surprised to discover that many Australians are confused about recycling.

To develop their proposal for Dr McGonigle, they first presented their concept to Head of Gifted Education, Ms Estee Stephenson and Gifted and Talented Teacher, Ms Angela James. These two teachers provided valuable and constructive feedback, and ongoing support throughout the process. They encouraged Alec and Ava to consider the feasibility of their concept and guided them in costing the project before their meeting with Dr McGonigle.

“Alec and Ava had a passion for their vision, right from the very beginning of this project. It was wonderful to see them develop and refine their idea,” said Ms Stephenson.

Dr McGonigle encouraged Alec and Ava to share their plan with Deputy Head of School, Mr Brad Swibel and Property and Facilities Manager, Mr Darrin Parsons – both of which would be able to help Alec and Ava make their vision a reality.

“It was a heartwarming moment for both of us, as it reflected the effort we had put into the presentation.”

“After hearing our concept, Dr McGonigle was incredibly supportive, telling us that she loved our project. It was a heartwarming moment for both of us, as it reflected the effort we had put into the presentation,” said Ava.

The project was not without its challenges. The initial six months involved lots of research to inform the ideation process. Alec and Ava learned all they could about recycling – they researched everything from bin sizes to the types of items they wanted to recycle, and even designed the actual Recycle Hub in a 3D model.

From the process, they learnt to persevere and to be courageous. They discovered the importance of never discounting an idea and that hard work pays off. Throughout the process they were inspired to persevere – with the thought that, ‘simply by changing daily habits, we can make a real difference to the environment and give back to society’.

The St Andrew’s Cathedral School Recycling Hub was officially launched on Monday 11 August with a ribbon cutting ceremony, followed by a special assembly in St Andrew’s Cathedral.

“Ava and Alec have been teaching us that recycling saves space, water, energy, biodiversity, money, air quality and trees. It just makes sense. Well done on championing your idea,” said Dr McGonigle.

Students at the assembly heard from special guests Programme Manager for Return and Earn from Environmental Education NSW, Mr Jules Laurent and Director of the Australian Wildlife Society, Mr John Creighton. Money generated from the Return and Earn programme will go towards our koala corridor fund at Kirrikee, the St Andrew’s Cathedral School Outdoor Education campus. 

“After all our hard work, it was incredibly rewarding to finally see our vision take shape right before our eyes.”

“The best part of the project was witnessing the Recycle Hub come to life, from the carpentry being built to the background decals being installed. After all our hard work, it was incredibly rewarding to finally see our vision take shape right before our eyes,” said Alec.

The Recycling Hub is situated on Level 4 of St Andrew’s House. Let’s all get involved by recycling our cans, bottles, eyeglasses, batteries, books, stationery and more. 

Upon asking Alec and Ava for their advice for other students perusing a vision, Ava was keen to emphasise the importance of believing in yourself.

“If you have an idea, be brave and trust yourself. Don’t be afraid to ask for help.”

“If you have an idea, be brave and trust yourself. Don’t be afraid to ask for help and seek guidance from teachers or mentors who can support you,” said Ava

Congratulations Ava and Alec, on having the courage to propose your idea, the perseverance to problem-solve it and the persistence to see it through!