Week 3, Term 3, 2025 | Friday 1 August

Canterbury’s Musical Excellence Shines at Customs House 

On Sunday 27 July, the magnificent Customs House Brisbane was filled with the extraordinary talent of our Canterbury musicians, whose performances confirmed why our College has established itself as one of Queensland’s leading schools for music.

It is often said that it takes 10,000 hours of dedicated practice to achieve true excellence. Judging by the calibre of what was heard on this stage, many of our students have already exceeded that mark. Their precision, passion, and artistry revealed the extraordinary commitment and passion that defines our music program.

The program featured a stunning array of works, from Baroque brilliance to contemporary classics:

Ritornello 
Johann Sebastian Bach – Brandenburg Concerto in G major, BWV 1048: i. Allegro

Isabella Oxenbridge (piano) 
Robert Schumann – Piano Sonata No.2 in G minor, Op.22: i. So rasch wie möglich

Susie Kim (viola)
Sergei Prokofiev (arr. Vadim Borisovsky) – Dance of the Knights from Romeo and Juliet

Pneumatix
Franz Doppler – Andante et Rondo, Op.25 

Voila Viola
Charles Dancla (arr. Peter Martin) – “Ah! Vous dirai-je, Maman” Variations, Op.161

Trio Bellissimo
Paul Schoenfeld – Café Music: ii. Rubato, iii. Presto 

Canterbury String Quintet
Astor Piazzolla (arr. Bernard Rofe) – Preparense

George Li (cello)
Fritz Kreisler – Liebeslied, Liebesfreud

Haydn Li (violin)
Carlos Gardel (arr. Augustin Hadelich) – Por Una Cabeza
Manuel de Falla (arr. Fritz Kreisler) – Danse Espagnole from La Vida Breve

Cantabile
Ernani Aguiar – Salmo 150
Francis Poulenc – Ave verum Corpus
Clara Schumann (arr. Brandon Williams) – Er ist Gekommen in Sturm und Regen
Kevin A. Memley – If I Were the Velvet Rose
Rupert Lang – Cantate Domino 

The 200 strong audience experienced a rare treat, with Donizetti’s O mio Fernando performed by internationally-acclaimed mezzo soprano and 2017 Canterbury alumnus, Alla Yarosh. It was a performance which captivated and enthralled the audience. I wish everybody could have seen it.

The depth of talent across our ensembles was breathtaking, from the refined strings of Ritornello and the Canterbury String Quintet, to the vibrant vocal power of Cantabile. Together, they demonstrated not just technical mastery, but the kind of artistry that stirs the soul and lingers long after the final note.

Behind these achievements lies a culture of high expectations, collaboration, and a passionate pursuit of excellence. Our students’ willingness to give countless hours to their craft reflects a level of dedication that sets Canterbury apart. It also underlines why we are increasingly recognised as a destination school for talented and aspiring young musicians across Queensland.

We congratulate every performer for their remarkable contribution and extend our gratitude to our dedicated music ensemble leaders and coordinators, whose expertise and mentorship are shaping the next generation of extraordinary performers.

At Canterbury, music is more than a cocurricular pursuit; it is a calling, a community, and a celebration of what young people can achieve when passion meets purpose.

The Learner’s Toolkit: Connect It  

‘Connect It’ is an effective learning strategy designed to help students make meaningful links between ideas, concepts, and experiences. It encourages learners to activate prior knowledge, reflect on what they already know and build connections to new learning. This strategy supports deeper understanding and long-term retention by making learning more personal and relevant.

A common way students begin using ‘Connect It’ is with a brain dump, a quick retrieval activity (mentioned in The Canterbury Weekly in Term 2) where they write down everything they know about a topic. This helps them to recall existing knowledge and identify gaps. From there, they can revisit class notes and activities to fill those gaps.

One of the most powerful ways to strengthen these connections is by explaining their thinking to someone else. When students talk through what they know, they clarify ideas, identify gaps, and reinforce learning. This process helps them connect new information to familiar experiences, making learning more memorable.

How Parents Can Support ‘Connect It’ at Home:

• Encourage your child to begin with a brain dump to activate prior knowledge.

• Support them in expanding their ideas by adding definitions, examples, and diagrams.

• Suggest using a graphic organiser, such as a mind map, to visually link concepts.

• Invite them to explain or teach you what they’ve written or drawn. Ask follow-up questions to prompt deeper thinking and help them make further connections to what they already know.

By engaging in these conversations and encouraging your child to articulate their understanding, you are helping them consolidate their learning. This not only builds confidence but also enables them to identify areas that may need further attention.

Supporting your child in using the ‘Connect It’ strategy at home reinforces the learning that takes place in the classroom and contributes to a more thoughtful, reflective approach to homework and study.

Academic Events Thank you

I would like to sincerely thank the many parents for attending our recent academic events, including the QTAC Information Evening and the Subject Selection Evening. Your presence and active involvement in these important milestones reflect the strong partnership we share in supporting your child’s educational journey. These events are designed to provide clarity and guidance during key decision-making moments, and your engagement helps ensure that students feel supported both at school and at home.

We deeply value the collaborative relationship we have with our parent community, and we look forward to continuing to work together to help every student thrive.

The Power of High Expectations  

At the heart of every thriving school community lies a shared belief that every student is capable of achieving great things. High expectations are not about pressure, they’re about possibility. When we set the bar high, we communicate to our students that we believe in their potential, their resilience, and their capacity to grow. Our students in the Junior School are always encouraged to give their all in all aspects of school life by; taking on a new JTAS sport or trying a different strategy to solve a mathematics problem, our staff encourage and foster a ‘give it a go’ mentality.  

In Years 4–6, students are at a pivotal stage of development. They are discovering who they are as learners and as people. By maintaining high expectations, we help them build confidence, independence, and a strong sense of responsibility. Whether it’s in the classroom, on the sports field, or in social interactions, our expectations shape their mindset and their outcomes. Our HEART and STEM programs in Years 5 and 6 have played a big part in supporting this growth. We’ve seen students become more independent, organised, and thoughtful in the way they approach their work and their relationships. In our Years 4-6 wellbeing classes, we’ve also been focusing on emotional literacy. Students are learning to recognise and name their emotions, and more importantly, reflect on how their reactions can shape the outcome of a situation. It’s been really powerful to see them pause, think, and take responsibility in moments that really matter. 

But high expectations only make a difference when they’re matched with the right support. It’s not enough to hope students will rise to the challenge, we must guide them, encourage them, and celebrate their progress. This means providing clear goals, consistent feedback, and a safe environment where mistakes are seen as stepping stones to success.  

As educators and parents, our role is to model perseverance, curiosity, and kindness. When we expect the best – not perfection, but effort and growth- we inspire our students to aim higher, think deeper, and become the best version of themselves. 

Our Year 11 Students had a blast on their Leadership Retreat!

On Monday 28 July – Tuesday 29 July, Year 11 students headed to Luther Heights, Coolum as part of the Year 11 Leadership Retreat. Situated on the hill between Pt Arkwright and Coolum Main Beach, students and staff were treated to picturesque views of the coastline, as well as fun and engaging activities which required students to work collaboratively and support one another as well as step out of their comfort zone.

Students embraced the central theme of moving from their comfort zone to their growth zone through various activities ranging from the Flying Fox and High Rope Style Challenge Courses to Team Initiative activities. Students were also involved in a presentation from guest speaker, Seamus Evans who presented to the students early on the first day to kick off the theme of the camp. One of the highlights of the retreat was perhaps the Talent Show and the Beach Frontier games where the Year 11 cohort showed that their connection and support for one another is truly evident.

A special thank you must go to Mrs Amanda von Kanel, Mr Tory Mills, Mrs Jennifer Russell, Mr Hayden Turner, Mr Nic Aldridge, Mr Glen Walker, Mrs Holly Westphal, Ms Tegan Sutton, Miss Chloe Ward and Fr Dan Talbot for their efforts and support of the students in the lead up and while on the retreat.

Here is what the students had to say:

‘This retreat was sure a pleasant experience! I’ve had opportunities where I can step out of my comfort zone and achieve more as an individual and with my group. Many activities highlighted the importance of leadership by taking care of everyone in the group and stepping up when needed.’ (Henry Z)

‘My favourite part of the retreat was certainly the Talent Show, bringing everyone together as a cohort and really creating a fun and inclusive atmosphere among everyone. The talent show definitely had a lot of people step outside of their comfort zones one of them being myself, not wanting to step on that stage and have nothing to do with it, but by the time we got called to go on stage nothing has ever felt as enjoyable and as rewarding as that, doing things on the stage that I could have ever imagined. Something I learnt at retreat was to always think smart and positively even in negative situations, with multiple team building challenges and overall having an awesome time even when feeling uncomfortable.’ (Bentley H)

‘One thing that tested my nerves was the high ropes course but ended up being a huge confidence boost. I didn’t expect to connect so easily with others, but retreat gave myself and others a chance to make new friendships and strengthen old ones.’ (Jasmine F)

Year 5 Update: A Term of Discovery and Deep Thinking

This term, Year 5 students have embarked on an exciting journey through history, science, and mathematics, diving deep into the stories of our past, the particles of our present, and the numbers that help us make sense of the world. With curiosity as their compass and hands-on learning as their guide, it’s shaping up to be a term full of rich discoveries and meaningful connections.

This term in HEART, students in Year 5 will be delving into the fascinating and complex history of Australian colonisation. They have begun investigating Australian Colonisation from a variety of perspectives; Irish Migrants, Female convicts, Chinese miners and first nations people. Year 5 will be writing historical narratives from the perspectives of these people who played significant roles in colonisation and evaluating their influence on the development of the Australian Colony we live in today. As part of their integrated unit, the students in Year 5 will be travelling back in time as they visit the Eureka Goldfields on their excursion in week 5. Here they will get a firsthand insight into what life was like for people working on the goldfields, the challenges, hardships, successes and realities of a working-class life. Hopefully for our students, hard work and determination in the goldfields pays off, and our year 5 students strike Gold. EUREKA!

In Stem this term, Year 5 have been delving into the world of Chemistry – atoms, molecules, particles, molecular energy, solids, liquids, gases, matter. So much wonderful new learning for the students that can be done in a hands-on and practical way. They investigated the impact of heat on the particle movement in a liquid by adding food colouring to water at different temperatures. They discovered the warmer the water, the quicker the food colouring spread throughout it. This is because heat increases the movement of the particles. As mathematicians, Year 5 students are deep diving into fractions. They have discovered that when working with fractions they need quick and efficient recall of multiplication and division facts as well as factors and multiples. They will extend on this unit by connecting fractions to decimals and for the first time at school, percentages.

As always, Year 5 continues to impress us with their curiosity, enthusiasm, and growth mindset. With big ideas to explore and new skills to master, this term is all about thinking deeply, learning broadly, and striking gold in every sense. We can’t wait to see what they discover next!

Year 9–10 Dance Students Share Moving Stories Through Choreography  

As part of their Moving Stories unit, Year 9–10 Dance students created original choreographic works inspired by personal experiences, or the stories of others. Each piece showcased their ability to communicate meaning and emotion by selecting and manipulating the Elements of Dance using choreographic devices learnt in class.  The students demonstrated creativity, sensitivity, and courage in sharing stories that mattered to them—resulting in powerful and heartfelt performances. A small selection of these works will be presented at Dance Spectacular later this term.  

Spark students explore the laser cutter  

This term, our talented Grade 5 and 6 Spark students have been diving into the world of design and technology in the Senior school Tech workshops. They’ve been using cutting-edge software to create imaginative designs, which are then brought to life on the Laser cutter using vibrant acrylic plastic. The final creations are transformed into colourful keyrings—ready to be showcased and sold at the upcoming Spark Expo.  How many will you collect?  

Art Club 

Dedicated Years 7-9 Art students have been attending art club each week and have been challenging their skills to create a resolved painting in watercolour or acrylic paint. There are a variety of creative themes and styles being explored, with many refining and improving their painting skills.  Once complete, these artworks will be displayed in an exhibition. Stay tuned to see these amazing artworks on display!

Film Excursion to Warner Brothers Movie World  

On July 22nd, our Year 10 and 11 Film, Television and New Media students embarked on an excursion to Movie World. As part of the day, students attended a seminar exploring the intersection of film and television franchises with the experience economy. The session highlighted how modern media institutions use multiple platforms to create immersive experiences that encourage audience participation and engagement.  Following the seminar, students toured the park, observing how genre conventions were used to appeal to different audiences across various attractions. They also examined how iconic Warner Bros. franchises—such as Superman, Batman, and The Wizard of Oz—were integrated into the park to foster interactive and memorable experiences.  

And yes, they did get to enjoy a few rides along the way!  

Senior Music Excursion to see Jesus Christ Superstar 

Shannel Almario, Yr 12 Music Student 

The Senior Music excursion to see Jesus Christ Superstar at the Lyric Theatre (QPAC) was an unforgettable experience for the Year 11 and 12 Music students. The production amazed us with its powerful storytelling and outstanding musicality. Two standout moments were Overture/Heaven on Their Minds and Gethsemane, where the vocal performances were genuinely incredible – the emotion, technique, and expression shown by the cast were next-level. For the Year 12s, having studied Gethsemane in class made the live performance even more impactful. We had analysed the sheet music in detail, exploring how musical elements and compositional devices like dynamic contrast, modulation, vocal phrasing, and word painting were used to communicate meaning. While we had listened to many recorded versions to support our analysis, nothing compared to experiencing it live. The improvised vocal moments brought a fresh and personal touch to the song, making it feel even more intense and emotionally charged. 

The instrumental parts also stood out, adding layers of intensity and showcasing the incredible skill of the musicians. Overall, the excursion gave us a valuable insight into the world of professional performance and left us in awe of the talent and artistry we witnessed on stage.

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