Week 4, Term 1, 2025 | Friday 21 February

Community Service, Social Justice and Personal Growth 

I had an interesting conversation with some parents late in 2024 regarding the role that service and social justice activities should play in our Colours system. One parent believed that service, by its very nature, is an act of generous hospitality and therefore students shouldn’t receive official recognition. It was the view of the second parent that as a key element of life at Canterbury, to receive Colours points for volunteering in service or taking part in social justice advocacy events, is antithetical to the essence of service and leadership. 

I must admit, I could definitely see both points of view. 

We do encourage our students to accumulate Colours points from service, social justice and leadership activities, and we urge students of all ages to find something they’re passionate about and to make a contribution, inside the school or in the community. Some of these initiatives have national and global impact. 2024 School Captain, Lilly Rider’s role in promoting the Orange Sky Laundry charity over the past four years saw her recognised in the Australia Day honours this year. 

However, I’m positive that Lilly also didn’t need or want the recognition – her impact helping others and making her community stronger and better – was enough reward. 

And so, it would be the case that for every act of volunteering in the community, marching on Anzac Day, promoting a social justice cause, House service partnership, collecting for a charity, coaching a sporting team or arts ensemble or participating in the Duke of Edinburgh Awards Scheme, students don’t expect something in return. 

But we do decide to honour that contribution, as we do with academic achievement and co-curricular participation, with points towards their badge or blazer Colours.   

And the enthusiasm that our students show for taking part in these types of activities reveals something about what is special about Canterbury. Not only do our students and parents see the benefit in personal growth across all four Dimensions of Canterbury life, but they also want to make a positive impact on their community.  

The opportunities at Canterbury continue to grow every year and now exist in the Junior School as well through Mrs Joelene Anderson’s role as Coordinator of Community and Service Learning.

Across the College, our Director of Student Development, Mrs Amanda Von Kanel, oversees all student leadership, service, social justice, entrepreneurship and leadership development activities.

If you would like to find out more about how our service projects empower young people to make a difference while building empathy, resilience, and communication skills please reach out to one of the below key contacts: 

Joelene Anderson (Prep to Year 6) –  

Amanda von Kanel (Senior School) –

Morgan Watt (Year 12 Service Captain)

Our Senior School Heads of House are also available to answer questions about their house service initiatives.

More info: MyCC News

One of the most rewarding aspects of academic leadership is observing great teaching and learning in our classrooms. Canterbury prides itself on its high expectations culture and I have had the pleasure of visiting classrooms over the past week to witness this firsthand. 

Year 1 (1SAS with Mrs Slade): 

I was welcomed into a vibrant classroom where Year 1 students were deeply engaged in a lesson on living things. They were required to determine whether the various images depicted were living or non-living things. It seemed a simple enough task until the teacher instructed them to apply the criteria to each image including nutrition, reproduction, growth, and movement. The students’ understanding and enthusiasm were impressive. 

Year 5 (5.1 with Mrs Crooks and Mr Wheatley): 

In our new Year 5-6 HEART and STEM model, Mrs Crooks introduced mental math strategies for subtracting double-digit numbers. Students confidently applied strategies like partitioning and using a number line. I recognised partitioning but required a student to expertly teach me how to use a number line to subtract. The seamless transition to Mr Wheatley’s class demonstrated their understanding of their new classroom routines. He provided direct instruction on the various conjunctions used for compound sentences requiring students to then actively engage in independent work. 

Year 12 Specialist Mathematics (Mr Pollock) 

I was thoroughly impressed by the academic rigour and student engagement. The complexity of the material was evident, however, the students interactions were particularly noteworthy. Two students engaged in a respectful debate over the best approach to solve a difficult problem, constructively challenging each other’s methods. This approach not only demonstrated their critical thinking skills but also the value of collaboration. 

Your children are challenged every day at Canterbury. This hard work, though sometimes uncomfortable, fosters growth, learning and confidence. I witnessed smiles, perseverance, and genuine joy for learning in every classroom. 

The Power of Giving Back: How Community Service Transforms Students 

At Canterbury, service and leadership are deeply interconnected. Our student leaders serve their community, and through service, they cultivate leadership skills and step outside of their comfort zones. Throughout the year, students in each House group take on leadership roles by guiding their peers in chosen service projects. Our 2025 focus will be on acts of transformational service, where students lead and learn by doing. 

Currently, Temple students are spearheading the Team Green Community Garden Project, an initiative that will transform the Bolton Clarke Retirement Community gardens. It has been inspiring to see students leading lunchtime sessions with Junior School students and painting planting pots, while older students plant seedlings and coordinate the gardening project.

Next month marks the start of the Rosies Youth Engagement Program, providing Year 12 students with the opportunity to participate in Rosies Street Outreach shifts. Rosies is an organisation that supports individuals experiencing homelessness, loneliness, or social isolation in our local area. Through this program, students serve as guest volunteers, working alongside Rosies adult volunteers and Canterbury College staff.

As some Year 12 students reminded me this week, community service at Canterbury is an opportunity— one they choose to embrace. Their words highlight the true essence of giving back. By stepping outside their comfort zones and dedicating their time and energy to others, our students embark on a journey of growth, connection, and purpose—one act of service at a time.

More Info: MyCC News

Let’s Get Organised 

As we reach the midpoint of Term 1, students should be settling into their new routines. This is the perfect time to encourage them to take responsibility for their daily organisation. While it’s natural to want to help, giving children small organisational tasks fosters independence and resilience. 

Developing these skills starts in the Early Learning Centre and continues through to Year 12. While responsibilities will differ across year levels, instilling independence is key.

For Prep to Year 2, students can: 

• Pack and unpack their lunchbox each day. 

• Place their formal hat with their bag in the morning. 

• Carry or wheel their own school bag to and from the car. 

In Years 3 and 4, students can:  

• Follow a set homework and reading schedule.  

• Choose and pack their own lunch.  

• Organise their school bag each morning.  

• Lay out their uniform the night before.  

Years 5 and 6 are crucial for developing independence. Students can:  

• Create and manage their own schedule, balancing school and activities.  

• Pack their own bag, including lunch, HPE gear, and devices.  

• Charge their laptop overnight.  

• Email or ask teachers for clarification when needed.  

By senior school, students can:  

• Maintain an assessment calendar to stay on top of deadlines.  

• Take responsibility for communicating with staff when they have concerns.  

Start small—introduce one or two responsibilities at a time to avoid overwhelm. When mistakes happen, support students in resolving them while reinforcing the importance of being organised and prepared. These habits will serve them well into adulthood. 

Academics at Canterbury

The year began on a high note as we welcomed back and celebrated our 2024 graduates at the Scholar’s Assembly. We also honoured our First in Subject winners and GPA Big Improvers. What an inspiring way to start the year!

As we look ahead, there are plenty of opportunities for students to get involved and showcase their talents. Competitions like the Inter-House and Inter-School Maths Competitions, as well as the Public Speaking Competition are sure to bring out the best in everyone. We’ll also have the chance to work towards a meaningful cause through the MS Readathon, and of course, we look forward to recognising more academic achievements at Speech Night. These events are vital to our Canterbury community, and we’re committed to increasing participation and engagement this year.

As Academic Captain, a key initiative I lead is Taipan Tutors. A before school service that provides a welcoming space where students can receive academic support from teachers and student tutors. My goal is to foster an environment where everyone can thrive. Moving forward, the Taipan Tutors and I aim to target specific year levels and subjects, particularly during peak assessment periods. These tailored sessions will help boost confidence and performance in assignments and exams.

I look forward to a year of growth, competition, and academic success for everyone!

Year 7 CaRE

In Year 7 CaRE, students have been immersed in the theme of ‘Beginning the Journey’. Just like a traveller sets out without knowing exactly what they will encounter, students begin their transition to Senior School with mixed emotions. It’s the initial step that sets everything in motion where students will enjoy success, learn from the things that have not gone exactly to plan, and explore new ideas, all while learning to work with their team. ‘Beginning the Journey’ also represents potential—the endless opportunities that lie ahead, where students create a sense of direction, purpose and excitement about the future.

In CaRE lessons students have been reflecting on who they are and the values which are important to them. Students have been working on their letters for the Year 7 Time Capsule which will be buried at the end of Week 6 in the garden outside the Year 7 Hub. The letters contain reflections on their likes and dislikes, and goals for Year 7, while also looking to the future. The time capsule will be opened in 2030, the cohort’s senior year, and will be used as a reflection piece in their final school year. 

In Week 5, the Year 7 cohort head off to Kenilworth for their Outdoor Education which embeds Rites of Passage work into the various experiences. Students will have to navigate separation from their community and take on challenges both individually and as a team. The final element to this experience is the Returning Ceremony where students are honoured by their teachers, as well as parents and carers. The Returning Ceremony symbolises that the transition period for our Year 7 students is now complete and that they are now integral and valuable members of the Canterbury Senior School Community.

Year 2 RaVE

Over the past few weeks our Year 2 students have been deeply engaged in their Religious and Values Education (RaVE) lessons, exploring familiar symbols within their classrooms. They have been learning about the significance of the Prayer Table, The Cross, and Bible, which are symbols of the Christian faith. The students have shown great curiosity and enthusiasm in understanding these symbols and their meanings.

A significant focus has been on the College Prayer. The students have been discussing why we have a College Prayer, what it means to them personally, and its importance to the College community. These discussions have been insightful, with students sharing their thoughts and feelings, fostering a deeper connection to their faith and the school.

This week and next, the students begin to delve into the overarching question, “Who is God?” The students used the story of creation to explore this question and consider their own and their family’s ideas about God. Through discussion and comparison of the different beliefs people can have about God the students can develop respect for the different beliefs people have.

Overall, the RaVE lessons have been a journey of discovery and reflection, helping Year 2 students to connect more deeply with their faith and the symbols that represent it.

Term 1 Assessment Calendars 

Junior School 

Year 4 

Year 5 

Year 6

Senior School – MyCC – Senior School Academics 

Year 7 

Year 8

Year 9

Year 10

Year 11

Year 12

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