Week 5, Term 3, 2025 | Friday 15 August

Service at Canterbury – the beating heart of our College

This week our College rallied behind Cranmer House’s charity partner, Shave for a Cure and the Ponytail Chop, and what a brilliant moment it was. Students and staff stepped forward with courage, generosity and good humour, raising funds, donating hair, and sharing stories that put faces to the fight against cancer. At the last Assembly, guests from Cancer Council helped our young people connect their actions to real families, and our seniors modelled leadership that younger students could follow. The focus paired joy with purpose and reminded us that service begins when gratitude overflows and effort becomes action.

As an Anglican school, one of our core duties is to form Christian people who “love their neighbour” in practical ways. Service is not an optional extra; it is one of our Four Dimensions and a vital part of what it means to be World Ready. Gratitude teaches us to see each day as gift; effort calls us to steward that gift for the good of others. When we serve together, we learn that character is forged in consistent, ordinary acts that make an extraordinary difference.

Our Houses each carry a distinct service priority that gives every student a pathway to serve.

Temple focuses on intergenerational connection through the Bolton Clarke Community Garden project. Year 12 students plan and lead, Years 9 to 11 take on weeding and planting, and Years 7 and 8 grow seedlings, with lunchtime programs that link Senior School leaders to Junior School gardeners. CaRE lessons help students reflect on why this work matters and how to serve with humility and perseverance.

Goldsworthy builds a culture of reading and relationship across year levels. Senior students buddy with Junior School classes, lead CaRE lessons about literacy and empathy, and sustain a Reading Club before school and at lunch. Selected students also participate in The Smith Family’s Student2Student reading support, strengthening confidence for younger learners and offering an accessible, weekly habit of service.

Becket partners with Rosies Friends on the Street, coordinating donation drives for hygiene items and noodles, packing care bags with handwritten notes, and hosting volunteers on campus so students can hear first hand about dignity, accompaniment and hope. Our Craft Collective adds warmth with handmade blankets, and cross-campus “Milo lunches” build understanding between year levels while supporting Rosies’ outreach.

Kime leads our partnership with Orange Sky. Students learn from social enterprise founders about compassionate problem-solving, take up the Sudsy Challenge to raise funds and awareness, and run CaRE lessons that explore homelessness with respect and practical concern. Senior leaders steward the timeline of term events so that every student can contribute meaningfully.

Across the year we also come together in whole-school efforts such as the Anglicare Easter and Christmas appeals (this year to be the major priority for Ramsey House in Term 4), ANZAC commemorations, and service opportunities that connect learning with life. These moments invite families to join us, adding your encouragement to the gratitude and effort our students are already showing.

Thank you to every student who shaved, chopped, packed, planted, donated, read, listened, knitted and led. Thank you to families who cheered from the sidelines, donated supplies and modelled quiet faithfulness at home. May we keep choosing gratitude in every season, and effort in every task, so that the habit of service becomes the heartbeat of our community and prepares our young people to be truly World Ready.

Guest Speakers inspire Real Conversations on Relationships and the Digital World for our Year 7-10 Students

Last week, our Year 7-10 students had the privilege of hearing two exceptional presentations from speakers who addressed some of the most pressing challenges facing young people today. As Head of Senior School, I witnessed firsthand the impact these presentations had on our students, and I believe it’s important to reflect on the valuable conversations they sparked.

Daniel Principe, a renowned speaker who works with schools across the nation, delivered a powerful presentation that confronted the complex realities of our digital age. His message resonated deeply with our boys as he addressed the toxic influences that permeate their online world – from harmful stereotypes to the objectification of women and girls, from unrealistic expectations fueled by pornography culture to the manipulative tactics of toxic influencers.

What struck me most about Daniel’s approach was his ability to meet our students where they are, acknowledging the bombardment of harmful messages they face daily through social media, advertising, and online content. Rather than simply warning against these influences, he empowered our young people to think critically about what they consume and how it shapes their worldview. His emphasis on aspiring to healthy relationships built on mutual respect and empathy provided a positive framework for navigating these challenging waters.

The complementary presentation by Peer Power, delivered separately to our female students across each year level, took a deeply personal and introspective approach. Their facilitators guided our girls through an examination of their own value systems, encouraging them to consider the deeper purpose – the ‘telos’ – behind their choices and relationships. This philosophical dimension added crucial depth to the conversation, moving beyond surface-level discussions to explore the fundamental ‘why’ behind our actions.

What I found particularly valuable about the Peer Power session was its focus on alignment – challenging students to honestly assess whether their current actions are taking them toward or away from their ideal relationships. This kind of self-reflection is essential for adolescents who are constantly bombarded with external pressures and conflicting messages about relationships, self-worth, and identity.

The timing of these presentations couldn’t have been more appropriate. Our students are growing up in an unprecedented digital landscape where the lines between reality and artifice are increasingly blurred. They face pressures that previous generations never encountered, from curated social media personas to the instant accessibility of harmful content. These speakers didn’t shy away from these uncomfortable realities but instead equipped our students with tools for critical thinking and self-reflection.

I was very reassured by the way in which our students responded to the presentations and engaged with the discussions.  There was sufficient trust in the room that our students were comfortable to ask questions or suggest ideas which were taken seriously and listened to without judgement, so that genuine reflection and learning could occur.  This was a great indication not only of the quality of the presenters but also of the maturity of the students themselves.

Whilst inevitably we will face some difficulties particularly as we negotiate the changing digital world together, we can be confident that we are developing the right knowledge, skills and mindsets in our students that they will need in order to do this successfully.

Building Resilience Through GEM

At Canterbury, we are proud to be part of The Resilience Project, a program dedicated to teaching positive mental health strategies to children through simple, evidence-based practices. In the Junior School students engage in one CaRE (Character and Resilience Education) lesson each week where they engage in activities and learning to support the development of emotional literacy and social skills. In second semester, we focus on teaching the concepts of GEM: Gratitude, Empathy, and Mindfulness. These three pillars are proven to build resilience, improve wellbeing, and support emotional development in children.

Research, including a recent independent evaluation by Monash University, shows that a long-term, whole-school approach to wellbeing, like TRP leads to meaningful and lasting improvements in students’ mental health. When schools and families work together to embed GEM into daily life, the benefits are even greater.

Here are 3 easy ways to practice GEM at home:

1. Gratitude Jar – Each evening, have your child write or draw something they’re grateful for and place it in a jar. Review them together weekly.
2. Empathy Chats – Ask your child how someone else might be feeling in a situation and what they could do to help.
3. Mindful Moments – Try a short breathing exercise or guided meditation together before bed to calm the mind.

For more information, including at-home activities and access to TRP Podcast: https://theresilienceproject.com.au/at-home

Year 12 – Study Week and Trial exams

The last few weeks for Year 12 students have been busy with students finalising internal assessments in all subjects, attending QTAC meetings with Mrs Clarke and/or starting preparation for their external examinations in Term 4.
The following weeks will have a different structure for these students.
Week 7 is a study week, designed to prepare students for the trial exams. In this study week, all students will attend a compulsory 2-hour tutorial session for each general subject plus they have the option to attend up to 2 optional sessions for each subject. A detailed plan will be provided to students next week on what each session will cover so that they can adequately prepare for the exams ahead.
The trial exam block will occur through Weeks 8-10 and follows the structure of the external exam timetable, allowing students to experience the flow of their exams and potential pinch points where they have exams close to each other. Results for these exams will be provided through MyCC for students to understand their performance but also be able to structure their study schedules.
Throughout both the study week and the trial exams, a study room will be provided for students. They may use this space to meet up with peers for study sessions or to perhaps organise a time with their teacher to review content prior to their exam.

Attendance is only required for when students have a compulsory tutorial session, an exam or a session for an applied or Diploma subject.

Some quick tips for students to assist with their preparation and performance over the coming weeks:

• Looking after yourself is important, this includes ensuring plenty of sleep, a good diet, movement and mindfulness for managing stressful situations.
• Organisation, set up a study planner that incorporates the Learner’s Toolkit strategies.
• Manage distractions when studying, find a quiet space that allows you to focus on the task.

For further information on these weeks and the remainder of year 12, please refer to the letter sent at the start of term by the Head of Senior School, Mr Nick Stansbie and Head of Teaching and Learning, Mrs Rebecca Adamson.

ELC – Year 2 Athletics Carnival

On Wednesday, 13th August, students from the Early Learning Centre through to Year 2 participated in the annual Athletics Carnival, held on Oval 1. This event provided a valuable opportunity for our youngest learners to engage in physical activity, develop fundamental movement skills, and experience the joy of friendly competition in a safe and supportive environment.

Throughout the day, students took part in a range of age-appropriate events including sprints, relays, obstacle courses, and ball games. The carnival was designed to promote confidence, cooperation, and a sense of achievement with every child encouraged to participate to the best of their ability.

A particularly commendable aspect of the day was the outstanding contribution made by our Year 11 Sport and Recreation students, who assisted with the organisation and facilitation of the event. Their leadership, maturity, and positive engagement with the younger students were exemplary. Whether guiding groups, demonstrating activities, or offering encouragement, their presence greatly enhanced the overall experience for all involved. Additionally, I want to acknowledge the efforts of our Hospitality students and staff, who catered the event with professionalism.

I also wish to extend my sincere appreciation to all teachers and learning assistants who supported students throughout the day. Their tireless efforts in guiding, encouraging, and caring for each child were instrumental in creating a positive and memorable experience for all.

Finally, I also acknowledge the following students who were recipients of the Spirit Award for demonstrating sportsmanship, resilience, respect and effort throughout the day:

• Reggie McNamara
• Everleigh McGuinness
• Aura Dawes
• Emily Cheney
• Harshaan Dandyan
• Brooklyn Cameron
• Mileah Suckling
• Zahra-Deane Tuhoro
• Elora Parker
• Elle Petersen
• Mila Gilchrist
• Sophie Brass
• Jackson Webberley
• Margo Radke

Cranmer House:

Building House Spirit

This year, our Cranmer student leadership team set a powerful theme for our house: “Keep Showing Up.” Simple words, but a guiding principle for persistence, commitment, encouragement, and being present – for yourself, for your friends, and for Cranmer as a whole.

Cranmer students have shown resilience, unity, and spirit. It has been great to see our Year 7 wolves thrive in Senior School, overcoming nerves and finding their place in our Cranmer family.

Our house spirit has inspired a brand-new tradition – the Cranmer Cup. Taking inspiration from the Canterbury Cup, this event brought our form classes together in fun, friendly competition. We had the chance to lead, earn points, and encourage their peers. Now, whenever Mr Turner mentions Cranmer Cup points, a wave of friendly competitiveness sweeps through the house.

One tradition making a comeback is our War Cry Committee. Our new war cry is nearly ready to debut. Hallie and Hudson are leading the way and sharing the Cranmer war cry spirit across the Junior School.

Service in Action

As part of the Cranmer House Service Initiative, our students led an inspiring assembly and Senior School CaRE lessons last week, exploring empathy through the lens of cancer awareness. Through storytelling, discussion and meaningful activities students demonstrated their commitment to supporting those impacted by cancer – patients, survivors, and their families.

Late last year, we asked the Cancer Council how Cranmer could support their cause. The answer was clear – promote awareness, build empathy, and take action. One of their requests was for hair donations to create wigs for people undergoing cancer treatment.

At assembly, we celebrated Elissa, Olivia, Amelia, Avnoor, and Mr Turner, who bravely went first and each donated over 20cm of hair to create wigs. Kevaan, Mr Powell, and Mr Penny, who also courageously braved the shave.

Cancer Council Loud Lunch

Adding to the excitement, yesterday saw our Rock the Chop and Shave the World Loud Lunch with over 45 students and staff volunteering to donate their hair for wigs, shave their heads and support this important cause. This event brought together the whole

school in a vibrant celebration of generosity and community spirit. The day was filled with music, laughter, and plenty of hair hitting the floor.

Thanks to the incredible generosity of students, staff, families, and friends, we raised over $20,500 and are proud to deliver over 90 platted ponytails for wig creation! The ongoing encouragement and participation from our Canterbury community was truly inspiring.

The Cranmer Way

From academics to the arts, sport to leadership, and service to community spirit, Cranmer House continues to grow and inspire. I love reminding my peers that every Cranmer student matters – each one contributing to what makes our house special.

Australian Maths Competition

Last Thursday, 20 eager Canterbury mathematicians from across Years 7-12 flexed their problem-solving muscles in the Australian Mathematics Competition (AMC), run by the Australian Mathematics Trust.

This competition is internationally recognised and has been held annually since 1978, with students from over 30 countries involved. Students answer a set of 30 questions online in the Junior, Intermediate and Senior Divisions. The competition provides the opportunity to test critical thinking skills against others from around the country. There is an emphasis on problem-solving and the questions are designed to be fun and accessible. Around 50% of participants qualify to receive a Certificate of High Distinction, Distinction or Credit. All other competition entrants receive a Certificate of Participation or a Proficiency Certificate.

We await our 26 students’ results with anticipation!

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