Week 5, Term 1, 2025 | Friday 28 February

Canterbury Colours: Striving for Excellence 

At Canterbury, we take pride in offering our students diverse opportunities to engage in a broad range of activities. These experiences are structured within the four dimensions of a Canterbury education: Academics, Sport, The Arts, and Service & Leadership. It is our expectation that every student actively participates across these dimensions, ensuring they develop into well-rounded individuals who are truly world-ready.

To recognise and celebrate students’ dedication and achievements, we have the Canterbury Colours system. In the Junior School, students work towards earning a Colours badge, while in the Senior School, Colours are embroidered onto blazers, with Gold being the highest honour. This system acknowledges sustained commitment, excellence, and leadership across various activities. At Canterbury College we believe that students should participate in three co-curricular activities per year, with at least one season of JTAS/TAS sport.

Striving for Canterbury Colours is about more than just recognition, it represents the pursuit of personal growth, resilience, and a strong sense of community. By participating in a wide range of experiences, students build essential skills such as teamwork, perseverance, and adaptability. These qualities not only enrich their school journey but also prepare them for future success.

To further support student engagement, we are developing a system where students can actively check their Canterbury Colours points balance on MyCC. This system will provide real-time updates on progress and achievements and is expected to be accessible by Term 2 this year.

We encourage every student to embrace challenges, set ambitious goals, and make the most of the opportunities available at Canterbury. Every step taken towards achieving Colours is a step towards personal excellence and lifelong success.

More info: Link to Colours System on MyCC

Why Sooner is Better: The Power of Early Intervention

Early intervention in schools plays a pivotal role in addressing educational challenges along with fostering and supporting long-term success for students. Research has consistently shown that providing support in the early years of a child’s education can prevent future learning difficulties, improve academic outcomes, and promote positive social-emotional development.

In Australia, data highlights the significant benefits of early intervention programs. The Australian Early Development Census (AEDC) reveals that approximately 22% of children in Australia start school with developmental vulnerabilities, particularly in areas such as language, cognitive skills, and social-emotional development. These early challenges can impact their ability to succeed academically, and if left unaddressed, may lead to long-term difficulties, including lower levels of high school retention and more limited career options.

Schools must intervene early when it is apparent that a child is having difficulty engaging in learning in a way that is developmentally appropriate. In the Junior School, beginning this process will involve a teacher talking to parents or caregivers about ways to assess the specific needs of the child. Once consultation has occurred, teachers will develop and deliver tailored support. Here at Canterbury College, this support can take many forms including targeted literacy and numeracy programs, individual curriculum plans, providing a range of adjustments in the classroom or in the playground, and social skills training, all of which are designed to bridge gaps before they become insurmountable.

Studies by the Australian Council for Educational Research (ACER) found that children who received early intervention are more likely to experience better academic performance in later years. For example, students who are supported in the early stages of learning to read are more likely to continue their literacy development and become proficient readers, which is essential for overall academic success.

As always, the key to providing the best outcomes for our children is to work with us in a positive and supportive home school partnership. If you have any questions at all, your teacher will be happy to talk to you.

School excursions are often remembered for their excitement and the lasting impressions they leave. They offer a wealth of academic benefits that extend beyond the classroom, providing students with hands-on learning experiences that connect theoretical knowledge with real-world applications. For instance, a visit to a historical site can bring history lessons to life, while a trip to a science museum can deepen understanding of scientific concepts through interactive exhibits.

When students are exposed to new environments and challenges, they are encouraged to think creatively and adapt to different situations. This can foster a deeper understanding of the subject matter and improve their ability to apply knowledge in various contexts.

At Canterbury, we are dedicated to offering these enriching opportunities, understanding that they foster not only memorable moments but also significant learning experiences that contribute to our students’ academic development.

Senior Psychology Excursion – Wednesday 26 February

Year 12 Psychology students engaged in an immersive experience at the UQ Integrated Pathology Centre where they viewed specimens to identify injuries or diseases affecting the brain. Topics explored included Alzheimer’s disease, Parkinson’s disease, brain stem injuries, the lobes of the brain and affiliated diseases/injuries, lobotomies, institutionalisation in Queensland and broader mental health issues. This experience provided an opportunity for students to develop a deeper understanding of the brain, and the mind-opening application of their studies in Psychology.

Miss Amanda Klaer
Senior Psychology Teacher

The Importance of Outdoor Education: Year 7 and 10 Experiences

Over the last two weeks, Canterbury students in Years 10 and 7 have been immersed in their Outdoor Education experiences. Later this term, Students in Years 5 and 6 will be heading off on their Outdoor Education adventure. At Canterbury, students in Years 3 to 11 are involved with Outdoor Education ranging from two to three day experiences. At a time where many Australian schools are reviewing their Outdoor Education programs and reducing offerings, Canterbury is continually reviewing programs and looking at opportunities and experiences which further strengthens alignment with the THRIVE Framework.

But why is Outdoor Education important?

For students, the ‘fun factor’ of the activities engages them, while also presenting students with opportunities to demonstrate critical thinking, problem solving, teamwork and resilience. There are also opportunities on each Outdoor Education experience, where students are having to step outside their comfort zone and tackle an activity which requires them to accept and embrace challenge, show courage and reflect on their achievement.

Outdoor Education also allows Canterbury Staff to witness the ways in which our students demonstrate the many gifts and talents they possess in a new environment. From caring and supporting team members, preparing and cooking meals, singing songs on a long walk back to base camp and the spontaneous discussions which are had with students, it very quickly reaffirms just how amazing our Canterbury students are.

For Parents and Carers, many jokingly share just how quiet the house will be for the student’s time away. However, witnessing students return home with improved problem-solving skills, confidence, and a greater appreciation for the natural environment as well as comforts that are provided for them at home are just some of the benefits that Outdoor Education provide

More info: MyCC News OR Website News

Navigating the Digital Classroom: A Parent’s Guide to OneNote

At Canterbury College in Years 4-12, we leverage OneNote to enhance the organisation and efficiency of our students’ learning experiences. Think of it as a digital binder where students can store all their class materials, notes, and homework. OneNote supports text, images, handwriting, and multimedia content and can be accessed from any device. This means no more lost work, as everything is stored in one searchable place.

OneNote also facilitates easy collaboration. Students can work together on group projects in real-time and teachers can provide immediate feedback by commenting directly on student work. Additionally, OneNote supports different learning styles with visual, audio, and interactive content.

OneNote offers a variety of writing and drawing tools with many colours and styles. Handwriting has been shown to positively impact understanding, making it an important skill to maintain. Students can also record lesson activities as photos or videos, making it easier to review and remember what they’ve learned.

The pages can be customised with lines, grids, or colours of choice, catering to different learning preferences.

Furthermore, OneNote includes learning tools that assist with reading, such as a picture dictionary, speech-to-text, and text-to-speech features. These tools make learning more accessible and engaging for all students.

At Canterbury College, your child’s OneNote experience is divided into three main parts: the Content Library, where teachers post lessons and resources; the Collaboration Space, for group projects and discussions; and Student Notebooks, with private sections for individual work. Each part helps create a comprehensive digital learning environment that promotes organisation, creativity, and academic growth.

To see OneNote in action, just ask your son or daughter to show you their notebooks and how they use them in class. For any questions about classroom use, please contact your child’s teacher.

Year 6 CaRE

Our newly reformed Character and Resilience Education program places a strong emphasis on helping students develop healthy relationship skills. In collaboration with the Bridge Builders program, we are focusing on key strategies for staying calm and resolving conflicts effectively.

So far, students have learned that emotions can be powerful, often influencing thoughts and behaviours without them realising it. By recognising specific feelings and learning how to manage them, they gain a crucial life skill—remaining calm in social conflicts.

Students now understand that calming down allows them to stay in control, make thoughtful choices, and respond to others in a kinder, more constructive way. Some effective strategies they have practiced include deep breathing, taking a short walk, counting to ten, drinking water, washing their face, or simply removing yourself from the situation.

Through open classroom discussions, peer collaboration, and guided learning in the Bridge Builders program, students are developing the confidence and skills to navigate conflicts in a calm and positive manner.

Year 4 RaVE

So far this term in RaVE, students in Year 4 have been looking at the Concept of Jesus as a central figure to Christian faith. Through the use of the scripture passage found in the Gospel of Mark where Jesus speaks to the faith of Children, students explored the notion that Jesus loves everyone. Students explored how this connects to our school values and what relevance this has for us in a modern world. Students have had in depth conversations around the school values and how important values are when we are part of a thriving community.

In the coming weeks, Year 4 will begin a deep dive into the Christian faith and the sacred texts which hold the fundamental teachings and beliefs of Christians around the world.

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