Vision Splendid Issue 69 Dec 2017 - abpat.qld.edu.auabpat.qld.edu.au/resources/documents/7/859/Vision Splendid. Dece… · 06-07 Four exceptional young women Nominated in the Empowering

Issue 69 Dec 2017

A.B. Paterson College

Vision Splendid

Registered by Australia Post Publication No. 100000142

Vale!

Vision Splendid page 2

Vision Splendid is produced quarterly by A.B. Paterson College.

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Vision Splendid

Contents

12-13

10-11

04

22-23

FEATURES

02 Vale! The pictures tell their own story of our

farewell to the Class of 2017. Wishing you every success and happiness in the future.

04 Do you have a Growth Mindset? Believing, understanding and accepting

that you can grow your brain’s abilities builds persistent and resilient learners.

05 Principal’s Comment

06-07 Four exceptional young women Nominated in the Empowering Young

Women’s Award for their leadership and community commitment, our four young leaders discuss their journey.

08-09 Mitchell Maddren’s heart doesn’t beat, it revs

On the brink of snatching the Australian Formula Ford 1600 series championship, an horrific crash threatens to rob Mitchell of his dream.

10-11 Giving back What are you doing for others? College

staff live the values of the school by working together to help local charitable organisations.

12-13 On Broadway, they say there’s always magic in the air

Treading the boards in Disney’s The Little Mermaid, the cast and crew feel the magic in the air of a much-loved musical.

14-16 Keynote Address – A.B. Paterson College Speech Night 2017

Old Collegian, Dr Mark Power, encourages a lifelong quest of learning and self-improvement.

17 On the move Familiarity with new routines, new

teachers and new classrooms is a vital part of the Junior School transition process for 2018.

18-19 Investigating natural disasters the STEM way

Five challenges in two days see young scientists exploring the real life situation of an earthquake or fire.

20-21 Bureau of Magical Things What an amazing opportunity on set and

backstage for a group of students eager to learn the craft of film and television.

22-23 Hot off the press is The Write Stuff Entering the world of publication, this

competition inspires its participants to produce a short novel in a day.

18-19


Why do some people achieve their potential whilst others do not?

This is a great question and, for many people, the answer is mindset. Some people are more determined when faced with challenges. They work through problems and persevere, rather than giving up. This year, as part of the Pastoral Care program, teachers have been working with our students to teach them strategies and skills which will help them become persistent and resilient learners.

Having been introduced to the concept of Growth Mindset in April 2016, Junior School students participated in a range of activities to help them learn more about it, and to encourage them to try to display a growth mindset in school and at home. This year, our students have been taught how their brains work, and how new connections are formed when we try new things and practise them over and over. They have also learnt about famous and influential people, who have succeeded due to having a growth mindset and not giving up on their goals. More recently, our students have also been introduced to Angela Duckworth’s recent research on Grit, which teaches them to persevere

and work through strategies as a way of achieving their learning goals. We have had Pastoral Care lessons, Circle Times and assemblies about growth mindset but, most importantly, teachers and students have embraced the language and way of thinking that promotes using a growth mindset in all lessons.

Some key aspects of Growth Mindset at A.B. Paterson College

• We remember it’s always OK to make mistakes – we learn from them.

• We never give up! We try a different approach, or use a different strategy.

• We learn from each other – our friends often make the best teachers!

• We don’t compare ourselves with others, but we do learn from others.

• We challenge ourselves – which really helps us make progress.

• We take risks – we don’t limit ourselves by taking the easy option.

• We join in as much as possible – and we learn much more by being involved.

• We remember that mastering something new feels so much better than doing something you can already do.

• We remember that the brain is making new connections all the time – the only thing you need to know is that you can learn anything!

Through learning about growth mindsets, we have seen a huge difference in the way our students approach challenge, embrace their mistakes as

part of the learning process, value the importance of effort, respond carefully to feedback, and take inspiration from others. This will help them to achieve,

not only with us, but also in their future lives as adults.

We are very excited about the prospect of nurturing a Growth Mindset culture at A.B. Paterson College.

Leanne Clark – Year 1 teacher


From the PrincipalFOCUS

How often do we look into our past and realise how fast time has gone?

The Year was 1994 and Nelson Mandela was elected President of South Africa; Kurt Cobain committed suicide; the O.J. Simpson trial commenced; the movies Shawshank Redemption, Forrest Gump, Pulp Fiction and Disney’s The Lion King hit the big screen; the first Play Station was released; and the World Wide Web was launched following the first International Conference in Geneva

Little was known about the technology then, and I am sure that few could have imagined the advances and possibilities that are now available to us, and the amazing changes and advances that await us still.

Advances in science and technology sometimes occur at such a remarkable rate that we have no time to ask the question: Just because we can, does this mean we should? Nor does it allow time for a genuine debate in society about how we will use and engage in this space. I am all for advances in technology when the applications have been thoroughly explored and the possibilities considered, but sometimes our technology advances at a far faster rate than the maturity of society as a whole.

Take for example the problems associated with so many of our young children given unfettered and unsupervised access to social media. We provide this technology to our children, and then wonder why they experience bullying through social media. Did we stop to think of the implications and the possible solutions in advance? Children do not understand the complexities of social norms at such a young age, and

simply do not have the cognitive nor the emotional growth to manage some of the situations they find themselves in.

The World Wide Web has many wonderful attributes, but we have used this technology as another mechanism or vehicle to hurt others, to spread malicious lies, and leave anonymous and cowardly criticisms against others. What do we teach our children when we voice absolutely any opinion we have without consideration for others, without any thought of our own bias, the fact that we might indeed not know all the facts, or do so anonymously as a form of shaming, ridicule or payback?

We have come a long way since 1994 in many ways, and in many ways we have gone backwards. It is so disappointing to see the decline of honour, decency, and integrity in so many people in our world, and to see the reach that such people seem to have. The time has come for society to stand and make a clear statement that anonymity in such online behaviour is unacceptable; to make clear that if you have an opinion, put your name to it; and for all people to be held accountable for the manner in which we speak about and against others; and to be held accountable when we speak an untruth.

This is the world our children are about to enter and I wonder if we have laid the best path for them as a society? Given the increases we see in anxiety disorders and mental health issues in Australia, our engagement with each other needs to come under greater scrutiny, and acceptable behaviour needs to be defined and enforced.

I am so proud of the behaviour and conduct of our students, who understand the importance of regulating their own conduct, and who actively engage with others in a constructive and positive manner. They give me hope that they will handle the complexities of our technologically-enriched lives so much better than our generation. There is much we can learn from them.

I commend this edition of Vision Splendid to you. As you read the many stories contained herein, I ask you to reflect on the character of the young people in our College and, like me, I hope you will be proud and filled with hope.

I hope that you will also look at the way in which so many adults in our society behave, and that somehow you too may help correct the behaviours evident which erode the very heart of community and friendship. Technology has the potential to both enhance and erode our lives. We must learn to use it for the advancement of all, and not as a unilateral mechanism for the propagation of our unfettered opinions.

Brian Grimes

Principal


Now in its third year, the annual Gold Coast Women in Business Awards profile, recognise and honour exceptional female achievers; those successful businesswomen, innovators, community achievers, and rising young visionaries who are making a difference in our City. “These awards encourage ambition, empower confidence and inspire new female leaders now and into the future while providing a unique platform for both personal and business growth and profiling.”

(Source: http://wibaa.com.au/goldcoast-2/. Viewed 22 November 2017)

Our four exceptional young women were nominated in the Empowering Young Women’s Award category, open to high school students, that honours significant leadership potential and outstanding qualities and performance. Here is their story.

Nomination by Amani Bean

Being nominated for the Women in Business Empowering Youth Award was truly an honour. This category was for high school students who showed a high calibre of leadership and commitment to the community. I found out that Ms Sheehy had nominated me for leadership

and community service reasons, and I was shocked that out of all the amazing talent in our cohort, I was one of the girls chosen. Writing an application was quite easy for me. I had a story to tell and being able to share it was a pleasure; a story about what makes me who I am today and the amazing woman who inspired me – in my case, my Grandmother. After submitting our applications and receiving back an email to come in for an interview, we were all amazed that we had made it that far… however, our interview times were the same day as QCS!

Interview process by Vanessa Mihov

The interview process for the Women in Business Award nomination was a rewarding experience, as it gave us the opportunity to reflect and showcase our achievements and experiences of the last few years of Senior School. We were required to create a portfolio of our awards and accomplishments that focused on community service, academic achievement, sporting successes, and any demonstrations of exceptional leadership by high school students in the Gold Coast community. Of course, many of us found this to be a difficult task, as we were required to talk about ourselves and be able

to convince judges why we were worthy of the award; however, this was also a very worthwhile experience to prepare us for the future beyond school, where we will have to be able to talk about our achievements and ourselves in a convincing manner. Creating this portfolio of awards and certificates made me realise how many opportunities the College has given me, and I am particularly grateful for this. The involvement in community service and co-curricular activities that has been fostered within the ethos of our College has allowed me to showcase my leadership, which helped in the preparation of my portfolio.

The Gala Lunch by Amy Wilson

The Gala Lunch took place on Friday, 20 October, at The Star Gold Coast. This was such a beautiful and prestigious venue in which to be recognised and acknowledged for our contribution to the wider community. As we met other attendees, the number of inspirational and successful people who surrounded us was overwhelming. We found that as we interacted, we became more empowered and motivated to not only continue our service and current involvements, but also to do more and to explore other options in our lives. This feeling continued as each

Four exceptional young women


?award was presented, and as individual key achievements and summaries were read out; it gave each of us new ideas about what the future may bring for us all. Furthermore, the women present ranged in age, race and profession, which I believe not only created a stronger community environment, but also gave each of us motivation and focus towards our futures. For as long as we continue towards an area we are passionate about, we will be successful and fulfilled, and that was the main message I took away from the experience.

Opportunities and Reflection by Ailish Hohendorf

The Gold Coast Women in Business Awards is an incredible recognition of all the hard work demonstrated by many of our outstanding, local business women. Just being nominated is an incredible honour in itself, and receiving an award is an even greater honour and a tremendous achievement. The opportunities presented to nominees and awardees is exceptional: assisting with recognition re job

applications, work experience and even future employment in the ever-growing business industry. I have no words to express the honour and appreciation I feel to have been nominated for this prestigious award, and I would definitely recommend all young women and aspiring business leaders to’ give it a go’. The event in its entirety is a wonderful opportunity to build connections with many successful, inspirational and empowering women in business. Their stories and their success were a great motivation for me and the other girls to continue in our service and community involvement, as well as exploring different avenues and taking on each and every opportunity that may come our way. Coming away from this event, I am encouraged that if I am passionate, then I will succeed. It was a truly uplifting and inspirational experience.

Congratulations to Amani and Amy who were finalists in their award category, and to all four of our exceptional young women for their continuing inspiration and leadership in our local community.


With bulging layers of bandaging wound around his head, holding stitches in place, and fresh burns scarring his face, Mitchell Maddren squeezed into his helmet.

As the early leader in the 2017 Australian Formula Ford 1600 Series, Mitchell was desperate to convince race marshals that he was fit to compete, less than 24 hours after an horrific crash. Mitchell's Championship quest had been thrown into a spin, just moments into the second race.

“First corner, I got taken out and driven over and was in a bad accident. The car was actually on top of me, and the exhaust was next to my face and burning it,” Mitchell recalls.

“I was quite stunned. I didn’t really believe what had happened until the car was on top of me. I was trying to get the car off me, but I couldn’t. It was daunting.”

Rescue crews battled to extract Mitchell, before he was raced to hospital – his Championship dream all but dashed. Then, a stroke of luck revived his chances and desire to get back behind the wheel. Officials had red-flagged the race, meaning no points were awarded to any competitor. If only he could recover in time to compete the next day, he could still win the series. But it wasn’t only Mitchell’s body that had been battered. His car was in pieces. It would take a Herculean effort to get both Mitchell, and the car, race-ready by the next morning.

Father, Brett, and his race crew quickly swung into action. Friends drove overnight to deliver Mitchell a new helmet, to replace the one badly damaged in the accident. As he focused on his own recovery, his dedicated team spent every spare second rebuilding his car. Would it last the distance? Would Mitchell last the distance?

Mitchell Maddren’s heart doesn’t beat, it revs


Brett recalled, “We didn’t even know how he was going to get his helmet on. His face was so bandaged up.”

Not wanting to let down his team, a determined Mitchell ignored the pain and pleaded his case to race marshals.

“I was thinking about all the effort we put into it. We had stayed the night to rebuild the car. After that incident, I just really wanted to make the journey worthwhile and put all my effort into it.”

Not only did Mitchell race – he won! The 2017 Australian Formula Ford 1600 Series Championship was his!

The dream of that dare-devil six year old – tearing around the carpark in a go kart Santa had delivered – had been realised. Since that Christmas Day, 13 years ago, Mitchell’s mother, Fiona, has been holding her breath.

“My mum doesn’t enjoy going to the racing, because normally something happens and there’s a crash. She’s always on edge when I’m racing, but she’s always relieved when I get back. She’s believed in me since I started.”

Inspired by his father’s Group C racing days, Mitchell’s motorsport career began when he was just seven. After karting for eight years, Mitchell moved

into Formula Ford cars, before his A.B. Paterson College peers were even old enough to hold a learner’s permit.

“It’s the adrenalin rush you get when you’re racing, the excitement when you’re going 230 km/hr down the straight, into the corner. You get addicted to it and just want to do it more.”

For the past few years, Mitchell has juggled his hefty Senior School workload with training commitments, spending around six hours a week completing lap after lap in a racing simulator. Having just completed his Year 12 studies, Mitchell is now keen to attract major sponsors, and progress through the ranks.

“My main priority is racing, but – if that doesn’t come through – I want the option to go to university, to do a Bachelor of Business. The dream would be to race overseas, probably in Europe.”

It sounds as though mum, Fiona, will have to endure many more sleepless nights.

From A.B. Paterson College – best of luck, Mitchell!

Tamara HamiltonManager of Marketing and Public Relations


Giving back…Martin Luther King Jr. said it best.

Life’s most persistent and urgent question is, ‘What are you doing for others?’

At A.B. Paterson College, we often ask our students to consider the needs of others, for example, through our community service programs, our Service-learning projects and our fundraising efforts. At the start of 2016, I spoke to Principal Grimes and asked if there was an opportunity for our staff to consider taking action to answer the question posed by Martin Luther King Jr. That is, could we explore the notion of our staff doing something to assist others in school time? Not only to act as role models for our students, but also as a means to give back to the College and wider College Community… Mr Grimes was open to the suggestion and 2016 saw the introduction of the Staff Community Service morning.

October 2017 saw the return of this Community Service event on an even bigger scale than that of 2016! All staff at the College, from those in the Early Childhood Centre through to grounds, accounts and teaching staff, registered to take action and assist the College or a community organisation. We were fortunate to partner with a number of notable charitable organisations for this special event which included: The Salvation Army; Arundel Park Riding for Disabled; Gold Coast Project for Youth Homelessness; Orange Sky Laundry; The Pyjama Foundation; Wildcare Australia; and Rize Up Australia, to name but a few.

Volunteer activities included sorting clothing items for The Salvation Army, spending time with those dealing with homelessness, making Joey Pouches for orphaned animals, and setting up a home with Rize Up Australia for a family leaving refuge.

Feedback regarding the Staff Community Service morning included:

The community service event is a great initiative.

The concept of helping others is excellent and I hope we can continue.

A wonderful morning spent with colleagues working together to assist others in need.

This was thoroughly satisfying. I felt that my small contribution would certainly benefit others. Thank you for a very productive and worthwhile activity.

Great opportunity for staff to live the values of the school. In promoting care, integrity, and community as a school - including all staff - we truly show that we believe in our values.

Volunteering has been found to be reciprocal in nature; that is, it is beneficial to those being assisted, and it is beneficial to the benefactor or the volunteer. Essentially it’s a win-win, (Waters and Jach, 2016) but it doesn’t

stop there. Jeanne Segal, Ph.D. and Lawrence Robinson (2017) note that, "Volunteering and helping others can help reduce stress, combat depression, keep you mentally stimulated, and provide a sense of purpose.” Jaime Kurtz and Sonja Lyubomirsky (2008) state that it is possible to improve our happiness levels through intentional activities; that one of the fastest ways to improve mood is to do something altruistic or kind for someone else.

Just as we ask our students, and our staff, ‘What are you doing for others?’ I challenge you to ask yourself the same question, and to consider the point made by Audrey Hepburn: As you grow older, you will discover that you have two hands — one for helping yourself, the other for helping others.

References:

Kurtz, Jaime L., and Lyubomirsky, Sonja. (2008). Towards a Durable Happiness. In: Pursuing Human Flourishing. Pages 21 – 36.

Jach, H. and Waters, L. (2016). Article: Why giving is good for the soul. Accessed 29 October 2017. https://pursuit.unimelb.ed.au/articles/why-giving-is-good-for-the-soul

Segal, J. and Lawrence Robinson, L. (2017). Volunteering and its surprising benefits. Accessed 9 October 2017. www.helpguide.org/articles/healthy-living/volunteering-and-its-surprising-benefits.htm

Toni KirtonDirector of Positive Education and Leadership



On Broadway, they say there’s always magic in the airThe College Musical is an annual highlight for the many students who are involved in the performance and production of the show. For staff and audiences, it is a delight to see so many of our students treading the boards, singing with gusto, creating amazing sets and props, leaping and turning, and sharing their many talents with family and friends. For many, this is the opportunity of a lifetime, and the comments below certainly reflect the joy and camaraderie that students experience through participation in an A.B. Paterson College Musical.

In all my time in musicals, I have never experienced such a strong sense of family with my fellow leads and members of the chorus, dancers, band and crew. It was an incredibly amazing opportunity to feel so interconnected with everyone on the stage and one that I won’t soon forget. Bailey Eales (Sebastian)

The 2017 A.B. Paterson College musical was definitely the highlight of my year. I have been in previous musicals throughout my schooling life and I can say that this year’s production was one of my favourites. I will forever cherish all the memories we have created during rehearsals and production week. The show turned out to be amazing and I can’t wait to visit next year as a graduate to see the next musical. Alice Kang (Princess, Gull, Chorus)

I think what drives me most to be part of the musical are the seniors. They are always happy to talk to you. They treat the show like Broadway and approach it with such professionalism. They are all amazing performers and I was so fortunate to get to perform with them. Alastair McNamara (Sailor, Chorus)


I loved musical! I got the chance to make friends with students outside my year level and make memories with them. I enjoy performing a lot and the musical was so much fun, as I was able to help backstage as well. The cast, crew and teachers all share a common love for musical and they were all such fun people - I loved being surrounded by a happy atmosphere. Akina Kinja (Aerialist)

The Little Mermaid was my fourth College musical and was by far my favourite. The dance numbers were energetic and fun to perform. Through this experience, I was able to get to know and grow stronger bonds with some of the younger and older students. As I choreographed a few routines in this musical, I was able to expand my choreography skills. Thank you to the Arts department for making another musical enjoyable and one to remember. Bayley McGuire (Chaines Dancer)

The Little Mermaid was definitely the highlight of my year! I am so grateful to have had the opportunity to not only play my first-ever major-lead role, but to also have made so many life-long friends along the way. I have learnt so much through this journey; it was truly an amazing and unforgettable experience! Jasmine Liew (Adella)

This being my second musical in backstage, I realised quickly it was more elaborate than last year’s and definitely far more enjoyable. My favourite part was seeing the set come together with the acting scenes, and understanding how to utilise the whole stage to tell the story of The Little Mermaid. Patrick Pantillano (Stage Crew)

I have been participating in the school’s musicals since 2010 and I can say that by far The Little Mermaid has been the most enjoyable one. I loved getting to know people, and was able to build

friendships with the Junior School students and see their excitement at

being in a school musical. In a normal school day, I rarely get to the see them! I can definitely say that the musical has been one of the highlights of my year, and I highly recommend it to anyone considering auditioning in the future. Nikki Wallis (Ariel)

I really enjoyed how everything came together, and the experience that I got from the different things that I was able to do both on the stage and in the orchestra pit. I also loved how everyone was so excited, and it was like there was a buzz in the air. Another thing that I loved about it was how we got to learn a lot of skills and how the real world works on Broadway. Dean Tuesley (Chorus, Pit Percussion)

Sharyn Walker-JoyceHead of The Arts


It is a great honour to be invited to be your keynote speaker tonight. I am only too aware of the pre-eminent members of the community that have come before me as keynote speakers in the past, and so I thank you, Principal Grimes, and the entire College Community for this fantastic opportunity and privilege.

There is a real sense of déjà vu tonight. I had the honour to be the keynote speaker at the A.B. Paterson College Speech Night in 2005 when, rather alarmingly, at least to me, the graduating class of 2017 hadn’t even started school yet! As coincidence would have it, on that night in 2005, Australia was playing Uruguay for a place in the 2006 Soccer World Cup, which we won. Maybe this is a

Keynote Address – A.B. Paterson College Speech Night 2017


good omen for tonight’s match with Honduras? I’m recording it, so please don’t tell me the score.

On that November evening 12 years ago, I looked out over the Speech Night audience that filled the Gold Coast Arts Centre, and I proudly marvelled at how the College had grown from its humble beginnings in 1991, when I joined the foundation Year 9 class. You can then imagine my feelings of pride and awe, standing here tonight in the wonderful Dunlop Multi-Purpose Centre, at how much further this school has progressed and developed.

A.B. Paterson College, you have done so well. You have come so far. You are a true success story. Congratulations.

My memories of the foundation years of A.B. Paterson College are strikingly vivid to this day. I remember the few demountables that constituted the primary school, and a small building that housed the entire high school, not to mention the computer lab, library, and teachers’ room. All of this was on reclaimed farmland in the middle of nowhere, in a brand new development called Arundel, which back then was a collection of half finished cul-de-sacs and only a few scattered, mostly half-built houses.

Despite the small size of that school, in true Mark Power style, I still managed to make an early impression. Keen to make new friends on my first day at a new school, I managed to spend the first 30 minutes sitting in the wrong classroom. I made myself comfortable sitting with my Year 7 colleagues, instead of the Year 9 class, which was in the classroom next door. Only after the teacher addressed the Year 7 class did I realise my mistake, and I made a mad dash to my new Year 9 class, somewhat red-faced. It wasn’t my idea of an ideal start at a new school.

It would have been hard to predict at that time that I was to be the College’s first dux and OP1 recipient. That alone should be testament to the miracles that A.B. Paterson College can produce! You’ll be happy to know that I recovered and, as you can see by my

efforts tonight, I made my way here successfully without getting too lost, despite the school being considerably larger today.

As part of my preparation for tonight’s address, I reviewed the speech I gave 12 years ago. That speech highlighted the importance of setting goals, dreaming big, and not giving up when you fail – all worthy points. I emphasised how there are many potential pathways to get to where you’re going in your chosen career, be it with an apprenticeship, a university degree, a trade or whatever, and that not achieving your desired OP at the end of Year 12 does not spell the end, and that there are countless other possible ways to succeed.

I was tempted to repeat that speech tonight, which would certainly have made my life a lot easier, not to mention the fact that an entire generation of students have graduated since then – so, in effect, it would all be new material. However, it’s 2017, not 2005. With emerging technologies such as Artificial Intelligence and automation, I feel we’re on the cusp of massive societal change, and we all need to work out a way to navigate a path through these unchartered waters. This is all the more pertinent for the youth of today.

I would like to talk to you all tonight, therefore, about the importance of lifelong learning and continuing education. In the 23 years that have transpired since my last day of Year 12 in 1994, I have witnessed massive technological change, in my personal

life and, especially, in my chosen career.

Prior to becoming a Radiologist, during my first degree, when I studied Radiography at QUT in Brisbane, the internet was in its infancy. At the campus I studied at, you put your name on a waiting list to access the only computers that were connected to the “web”. Now, half of you are probably on the internet on your phones right now, depending on how boring you’re finding my speech. Please don’t tell me the score!

I have witnessed so much change in the field of Medicine. In 1990, one year before A.B. Paterson College opened its doors, the human genome project set an ambitious goal to identify and map all of the genes in the human genome – to map our DNA. It was finally completed 13 years later, in 2003, when I was in my third year of medical school. The advances in medical science that have transpired on the back of this since then are mind-boggling, but still pale in comparison to the advances that will take place in 10, 20, 50 or even 100 years from now.

We are entering a new dawn of medicine, down to a cellular and molecular level, with personalised medicine, based on an individual’s genetic make-up, about to become the norm. This was the stuff of science fiction when I was a medical student.

As a student of Radiography in the mid-1990s, I learned to perform brain scans on what were back then called CAT-Scanners, which took more than 30 minutes to complete, and the quality of these images was questionable at best. Nowadays, our modern CT scanners can complete whole body scans in seconds, saving many lives on a daily basis, due to the accessibility, accuracy and speed of these amazing machines. Even these will be obsolete, however, in a decade or two.

The images our modern scanners produce are so exquisite and accurate, that we can now use 3D printer technology to “print” a new knee or hip, or tissue with in-built blood vessels, even a new skull bone! This is one of


?many examples where I have truly witnessed the coming of age of my chosen medical specialty.

Even in the past few years alone, some of the modern medical equipment that is at my disposal for the minimally invasive surgical procedures I perform as an Interventional Radiologist, allows me to do things that were not even possible four or five years ago. I am now able to treat cancers of the lung, liver and kidney using a small needle inserted through the skin, or through a tiny catheter inserted into a blood vessel in the groin or wrist.

It is all truly amazing and very exciting.

With all of these examples, of course, comes the need to stay up-to-date, or risk being left behind or, worse still, replaced. This is deemed so important in the medical field, that each medical specialty from Physicians, to General Practitioners, to Surgeons, as well as Radiologists, all have to prove that they participate in Continuing Medical Education programs in order to stay registered. This requirement, however, is not just for doctors, it is compulsory for many professions and trades, including your teachers sitting here tonight. It is now widely accepted that continuing professional development is an essential component of staying up-to-date in countless professions.

Your journey of learning doesn’t end here, it’s only beginning. Take every opportunity throughout your lives to learn more and know more. Never stop learning. Never stop improving yourselves. I know I certainly haven’t stopped, and won’t for decades to come. I certainly don’t plan to be replaced by an algorithm any time soon.

In my position as a Consultant Radiologist at St George Hospital in Sydney, I am the Director of Training for the Radiology Trainees – I am responsible for the teaching and education of 10 Junior Doctors, who are learning to become Radiologists. It is through this role over the past three years that I have come to realise how challenging it is to be an educator. I have developed a newfound respect for, and appreciation of, the amazing job our teachers do – thank you all for shaping the minds of our future generations.

To this very day, as part of my life-long learning journey, the techniques for study and learning I acquired at A.B. Paterson College have served me well through the years, and will continue to do so. After graduating from the College, I have completed more than 15 years of formal education and training to get to where I am today.

During these sometimes gruelling times, I have come to realise that the most important thing I learned at A.B. Paterson College was not the facts, figures or lists, but rather the skills to learn, and continue to self-educate and improve myself. A.B. Paterson College laid down the most solid foundations

for my future achievements, and I will be eternally grateful to my past teachers, and to the College, for setting me on the path I am on to this day.

To the Class of 2017, as a group of 17 and 18 year-olds about to graduate, with your whole lives ahead of you, thinking about independence and freedom, I don’t expect you to be thinking much about this right now. But I can tell you tonight that, as a 41 year old with three young children, the oldest about to start school, 1994 literally feels like yesterday and that life moves so fast.

Before you know it, you’ll be 41, too.

Perhaps then you’ll think back to tonight, and reflect on a few things – that A.B. Paterson College really did set you down the right path in your life and career; that 41 isn’t so old after all; and, maybe, if Australia can finally follow through and actually score a goal, you’ll remember tonight as the night we made it through to Russia 2018.

What I’m truly hoping you all take from tonight, however, is that learning and self-improvement doesn’t end at Year 12, or when you earn your apprenticeship, university degree or trade qualification. It’s a lifelong quest.

Enjoy the journey.

Good luck to you all. I can assure you that A.B. Paterson College has set you down the right path towards your future successes, both in your chosen careers and, more importantly, in life.

Thank you.

Dr. Mark Power BAppSc, MBBS, FRANZCR.Keynote Speaker, Speech Night 2017


By the beginning of Term 4, planning for the new school year is well underway. It is at this time, we are looking at teacher placements, developing new class lists, planning upcoming programs, and looking at general changes to the appearance of the classrooms and grounds. With all of this planning underway, one of the important factors that is always considered amongst these priorities, is the transition of our students to the new school year, to their new teacher and new classroom.

We know that for many students, the change from one year level to the next, and from one teacher to the next, can cause some uncertainty or sometimes anxiety. To ensure we support our students in the process of change, a number of events happen at school.

Firstly, early in Term 4, students are asked to nominate a friend that they would like us to place them with in the class they will be in the following year. In addition to this, a program of transition classes are organised for the end of the school year. These include opportunities to meet with new teachers in their new classrooms, experience a taste of the kind of lessons the students could expect the following year, and involvement in team-building activities.

For our Preppies, the transition program also includes arranging for them to move their morning tea and lunch routines into the May Gibbs Courtyard, and having their playtimes on the oval. For our Year 6 students, they experience a program of events that includes learning about their new timetable,

lockers and home rooms. We want to make sure all of our students are familiar with their new routines long before they arrive on day one of the new school year.

Parents play a vital role in supporting the smooth transition of their child to their new class and year level. Positive, open discussion about the changes in which their children can ask questions is essential. Involving the children in the preparation activities for the new year, such as packing school bags and getting new uniforms ready well in advance, also helps to settle any first day nerves that might appear before starting school.

Karen RomanAssistant Principal: Junior School

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The annual A.B. Paterson College STEM Challenge took place on 23-24 November at Griffith University. Encompassing students from schools throughout Queensland, and one from Victoria, the two days tested their problem-solving and teamwork skills, as well as their scientific and mathematical knowledge.

Unfortunately, every year in Australia and around the world, we see devastation from the forces of nature. Scientists work tirelessly in the pursuit of predicting, of early warning, and the prevention and reduction of impacts. The students this year looked at some of the ways in which scientists assist the public and members of the emergency services in preparing and assisting when disaster strikes.

The two days revolving around the theme of Natural Disasters saw students investigating a number of different disasters, including earthquakes and fires. To do this, students were split into groups that contained students from different year groups and schools. Each group took part in five challenges, where they gained points which contributed to their overall score.

State-of-the-art facilities at Griffith University were used to run the five

challenges, allowing students to experience high-level scientific and mathematical procedures.

Students were given a bag of goodies, including a ruler from TI-Nspire, playing cards from the STEM network, a disaster management pack from the Gold Coast City Council, a water bottle from Griffith University, and an A.B. Paterson College puzzle and pens

The groups looked at how to make materials more flame resistant – important for firefighters when tackling bush fires. They looked at self-contained breathing apparatus, and used biology and maths to work out how long a tank would last them in adverse conditions. They built a shake table to simulate an earthquake, and then designed and built a tower and measured how much force could be applied before it collapsed. They made a smoke detector, and worked out a plan for installing smoke detectors in a house, based on the new regulations. They also looked at the cost of different detector types and worked out the most cost effective solution. With TI calculators, they completed some activities on coding – this linked in with how warning messages are sent out to everyone.

Investigating natural disasters the STEM way


Once again the students were able to conduct the challenges in a university setting. The two day event culminated in a lecture about cyclones and, of course, our STEM events would never be complete without a science show from our own Dr John Thomas and Sidney Hooker (Griffith University – Science on the Go program).

Thank you A.B. Paterson College for organising such a fun and exciting STEM challenge. Our students have had a fantastic two days. They have made new friends and really enjoyed the challenges, as well as the food! The event is very well organised and run and we would love to come back next year! Liza Callaghan, Assisi Catholic College

STEM allows us to apply our previous knowledge to real life situations, which is really fun. Riley Collier, Year 8.

It has broadened my knowledge of real life applications of STEM in a fun experience. Joanne Quach, Year 10.

An enriching experience to support the younger students in their growth and learning with the many aspects of the scientific field. Hannah Janetzki, Year 11 Helper.

I learnt a lot about the different subjects in STEM and learnt more real life skills that aren’t taught in a regular classroom. Brooke Readshaw, Year 7.

As always, the Mathematics and Science Faculties spent many, many hours planning the STEM initiative for 2017, and have continued the legacy of delivering two days of activities that stimulated some incredible thinking, which generated unbelievable ideas.

The College hopes that we have also inspired some of the students to pursue a career in a STEM- related field – for there can be no doubt that the future is an exciting one and that much of that future will be determined by students of STEM! Richard Worsey - Director of Teaching and Learning

Elizabeth Manson & Jasmine LangeSTEM Challenge Co-ordinators


Bureau of Magical Things


Just days after the closing night of our College production, I was thrilled to accompany many other Film and Television, Music, Drama, Dance and Visual Art students to visit the set of the Bureau of Magical Things television show – an amazing opportunity. Producer, Jonathan M. Shiff, who has previously worked on iconic Australian television shows, including H2O: Just Add Water, graciously took two hours out of his day to be the personal guide and mentor for the students, just days before the set was due to be packed down. Prior to entering the studio, we had the privilege of viewing a final cut of the trailer, even before it was pitched to international television executives in countries as far away as Germany! Without spoiling anything, the cast of local and interstate actors combine to tell the tale of the magical mishaps between a fairy and an elf, in what will no doubt be another success story for Mr Shiff.

On set, we were given a realistic view of the industry across many areas. We were able to watch the actors rehearse and deliver lines and block movements, talk to the producer about the design and creation of the set, explore the inner-workings and attention to detail required of the wardrobe department, and understand the organisation and meticulous processes utilised behind the camera by directors and crew. In addition to this, we were given an insight into how each magical creature came to be, with a little help from the hair and make-up department, and a series of interesting and detailed prosthetic elf ears. The cast and crew were very generous with their time, and we were able to ask lots of questions about each department, so as to gain more of an insight into the production process and the roles of each person on set.

Jonathan Shiff then led a discussion about the film and television industry with our group. It was so interesting to hear of his experiences with previous shows, including failed pitches, ratings disappointments and job changes, all of which preceded many of his outstanding achievements. After discovering new talents and working

with up and coming artists, including Liam Hemsworth and Margot Robbie, he was certainly able to provide us with an understanding of the frustrations and set-backs that can be part of a career in the creative industries. He was able to remind us all, however, of the persistence and resilience required to achieve success in such a competitive industry, whilst motivating us to pursue our passions in what could be a thrilling and creative vocation. By being on set and watching a real-life television show in production, we were also able to see just how many diverse and interesting career options exist in this industry. From the caterers, designers and administration team, to the actors, camera operators and directors, it was clear that everyone on set was part of an amazing team with a shared vision of their ultimate goal.

On behalf of everyone that came along, we would like to thank the cast and crew who were exceptionally accommodating and very friendly. Indeed, they even encouraged all of us to stop by and potentially gain some invaluable work experience. We have a sneaking suspicion that this decision may have been swayed by our spontaneous rendition of Under the Sea, after discovering that the leading lady’s favourite musical was Disney's The Little Mermaid. Thankfully, many of our musical cast and crew were on hand to surprise her with a performance as a ‘thank you’ for letting us view some of the filming occurring on that day.

Overall, every one of us was remarkably grateful for this opportunity, particularly in light of the fact that most of us are hoping to pursue a career in Arts, Film, TV and New Media. Again, we would like to express our sincere gratitude and thanks to Jonathan Shiff, as well as to the cast and crew of the Bureau of Magical Things, for allowing us this small glimpse into the amazing world of film and television, and for encouraging each of us to practise our craft until we achieve our artistic potential.

Simone Everingham – Year 11 & Sharyn Walker-Joyce – Head of The Arts


Hot off the press isThe Write Stuff

This behind-the-scenes glimpse of The Write Stuff competition provides an insight into the journalistic world of working to a deadline, combined with the creative flow of a seasoned novelist and artist, as competitors collaboratively produce a short novel in a single day.

The Write Stuff is an Academic Talent Development (ATD) faculty initiative, in partnership with the Arts and English faculties, for students in Years 4-9, who have a talent and passion for writing and/or visual art. This program provides students with an amazing opportunity to engage, enrich and extend their

thinking, and to work collaboratively in teams to brainstorm, plan, write, illus-trate and publish a novel in ONE DAY.

Recently, the 2017 The Write Stuff com-petition was held. This day challenged, excited and inspired its participants by giving them the time and resources to unleash their creativity. Students were asked to write a chapter book by choos-ing from the following requirements:

- scenario prompts - two human and one non-human

character - five essential advanced vocabulary

words

Most importantly, plots were required to be original to encourage unique thought and creativity. It was a challenge that was just as much about imagination, creative writing and visualisation, as it was about time management and communicating effectively in teams.

Participants developed their skills to produce quality images for their book and gained a deeper appreciation of the process of book cover design, artistic techniques and the intricacies of collaborative decision-making.

Hot off the press isThe Write Stuff

Preparation

To best prepare the participants for the challenge of producing a highly engaging and meaningful story in one day, various workshops were held on story mapping, story writing, and the stages of editing and elements of art.

Writing workshops. Groups collaborated outside of these workshop times to continue brainstorming and planning via a Google document.

Editing workshops. Editors and writers honed in on the distinction between editing and proofreading, and developed their knowledge about effective story editing.

Artist workshops. Artists went through the elements of book cover design, visual art techniques relevant to creating mood and interest for stories of various genres, and use of new media techniques.


Editing

More than a human grammar and spell-checker, the editor in the team continuously touched base with all of the writers and chapters written to ensure the plot, character development and writing style was on track and consistent throughout the story.

Final edit and proof read

All team members were involved during the final edit before publication, to ensure the overall quality of the narrative, that the vocabulary was rich and expressive, as well as ensuring the chapters flowed together seamlessly.

Competition Day

Writing Room - Story Mapping - Writing

Primed with scenario prompts, chosen genre, characters and plot points, par-ticipants arrived at 8am to receive their official briefing of the challenge and the mystery vocabulary to incorporate into their story. The competition writ-ing room was a hive of activity, with lively team brainstorms, story mapping and assigning of writing roles.

The writing process required not only creative and consistent writing style, but endurance of focus and commitment to collaboration.

The Art Studio

The Art Studio was the centre of creative discovery and learning, as artists executed their ideas using various media, and had access to personalised workshops to extend their skills and range of art techniques.

Publication

The publication phase of the day was reminiscent of a frenzied newspaper room, racing towards the print deadline. The satisfaction of teams holding the final product in their hands was palpable.

The calibre of the art work and writing of all books produced was of an exceptional standard.

Thank you to Mardi Bolton for the co-ordination of The Write Stuff and the collaborative partnerships. Special thanks to Barry Voevodin and Tammie Gilbert, designer of writing prompts and scenarios, for their significant investment of time and specialty subject expertise to guide the students through this enriching opportunity.

Kymberly HamptonAcademic Talent Development Teacher


bond.edu.au/Experience-Days

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Over the course of the year we offer experience days for Year 10, 11 and 12 high school students who want to learn more about a particular career.

Experience days are a great way to interact with academics, participate in workshops, access our state-of-the-art-facilities, tour the campus and learn more about student life.

We offer a range of experience days including architecture, communication and digital media, business and hotel tourism management, sport, health, psychology, and more!

So what are you waiting for? Live a day in the life of a Bondy through our degree specific experience days offered throughout 2018, and find out if your preferred degree is really for you!

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RANKED #1 IN AUSTRALIA FOR STUDENT EXPERIENCE*

Documents

Vision Splendid Issue 69 Dec 2017 - abpat.qld.edu.auabpat.qld.edu.au/resources/documents/7/859/Vision Splendid. Dece… · 06-07 Four exceptional young women Nominated in the Empowering