Week 5, Term 4, 2025 | Friday 7 November

What Is the Ideal Size for a School?

As Canterbury continues its steady but intentional growth, many families have asked: What is the optimum size for a school like ours? It’s a thoughtful question, and one that deserves a considered response in both educational and financial terms.

We are on track to reach approximately 1700 students across ELC to Year 12 in 2026. This is not a random number; it’s a strategic target that reflects our commitment to balancing scale with community. It allows us to offer a broad and diverse range of academic, co-curricular and character, leadership and service programs, while still knowing each student by name and need.

Some days when I look out over a whole school assembly, I get a sense of the scale of the school we have become. We have chosen to grow in recent years, but to also be realistic about the rate of growth. This means that we still have much more demand for places than we have available. Even by TAS standards, we are actually still on the smaller end of school sizes.

In the education sector, there’s no one-size-fits-all answer to the question of school size. However, research and experience suggest that for primary schools, the sweet spot is often around 700 to 800 students. This size supports specialist programs and peer diversity, while preserving personalised relationships and routines. In secondary settings, a slightly larger cohort, between 950 and 1250 students, is probably ideal. It enables breadth of curriculum and co-curricular offerings without losing the intimacy of a connected community. I’m conscious of the fact that across Brisbane, it is not uncommon now to see secondary schools of 3500+ and primary schools, some in our area, of 2000+, many of which are crammed into sites a fraction the size of Canterbury (31 hectares, if you’re interested!)

However, Canterbury does need to be large enough to offer specialist staff, diverse subject choices and rich co-curricular opportunities, yet small enough to maintain a strong sense of belonging and connection.

Canterbury’s master planning has always been guided by these principles. While our site could accommodate more than 2000 students, our current goal is a stable enrolment of around 1850 by 2030. This ensures we continue to grow with purpose, not just scale. It also means we can preserve the culture and character that make Canterbury unique, where every student can thrive across the Four Dimensions: Academics, Sport, Performing Arts and CLS (Character, Leadership and Service).

As we look ahead, our focus remains clear: to build a school that is large enough to inspire, and small enough to care but with all the infrastructure here that we need for our students to thrive in a very different educational environment that will evolve in the decades to come.

The Crafting of 2026 Class Lists in the Junior School

This time of year, it is very normal for some parents to begin to think about what class their child might be placed in for the following year. In this edition of Canterbury Weekly I thought it would be timely to talk about what the important educational considerations are when forming a class.

Each year, our teachers and school leaders spend many thoughtful hours developing class lists for the following school year. We have just begun this process now. The process is much more than simply dividing students evenly—it’s about creating balanced learning communities where every child can thrive academically, socially, and emotionally.

Teachers consider a range of factors when forming class groups. Academic balance is key—ensuring that classes include a mix of abilities so that students can learn from and support one another. Social dynamics also play a major role; teachers work to separate combinations that may cause distraction while keeping together friendships that promote positive learning, collaboration and confidence.

Behavioural and emotional needs are equally important. Teachers consider which students might benefit from particular teaching styles or environments, and they strive to distribute students requiring additional support evenly across classes. Gender balance, leadership qualities, and special learning or other requirements are also taken into account.

Ultimately, creating class lists is a collaborative and carefully considered process. While you may not see every factor at play, our parents can trust that each decision is made with students’ best interests in mind. The goal is always to create safe, inclusive, and engaging classrooms where every child has the opportunity to succeed.

Queensland All Schools Touch Tournament Success 

Last weekend, Canterbury College fielded two teams at the Queensland Primary All Schools Touch Tournament held at Redlands Touch Association. The tournament proved to be a showcase of skill, teamwork, and determination from our Open Girls and Open Boys touch football teams. Both teams delivered outstanding performances, qualifying for the Shield Round.

Our Open Girls Team demonstrated exceptional grit and talent. Their journey culminated in a fiercely contested quarter-final, where they were narrowly defeated 2-1 by Fairholme College. The girls should be incredibly proud of their achievement and the spirit they displayed on and off the field.

Our Open Boys Team went from strength to strength, showcasing tactical brilliance and unwavering teamwork. Their efforts were rewarded with a 2-1 championship win over Clover Hill State School in the Shield division, earning them the title of Shield Champions. This accomplishment highlights the depth of talent and dedication within the team and reflects the positive culture fostered by our coaching staff.

Additionally, I acknowledge the efforts of all coaches involved in the tournament, particularly Tait Rolfe, Nathan Burgess, Monique Charlton and Amy Pettit for ensuring that our teams were adequately prepared and creating such a positive environment.

Finally, I also extend my sincere thanks to the parents, grandparents, and supporters whose encouragement and presence throughout the weekend made a meaningful difference to our students. I acknowledge the time and effort invested by everyone involved as your support was invaluable.

Reflections as Year 9 Student Leaders

The role of a Year 9 leader has been one of incredible growth, teamwork and connection. As we look back on our time as student leaders, we reflect on the leadership legacy we have built together as a group. We hope the legacy we leave behind is one of kindness, connection and a school community where everyone feels their voice matters.

When we first began, many of us thought leadership was mostly about responsibility. We saw the role as organising events, helping teachers and representing our year group. But as the year unfolded, we discovered that true leadership is really about people: listening, supporting and using our voices to bring others together.

Throughout the year, we have had many opportunities to connect with each other, with students from different year levels and with our community. Whether we were helping to plan assemblies, leading activities and service opportunities or simply checking in on classmates, we saw how small acts of kindness and teamwork could make a big difference.

Using our voices to connect has helped us grow in confidence and empathy. We learned that leadership is not about standing out but about reaching out, creating spaces where everyone feels valued and heard. Communication has played a huge role in this journey. By learning to listen carefully, speak thoughtfully and share our ideas clearly, we have built stronger relationships and a more united school community. Every conversation, no matter how small, reminded us how powerful words can be when they are used to encourage and include others.

We are so grateful for the chance to serve as Year 9 leaders and for the support we have received from our school community. This experience has shown us that connection is at the heart of leadership, and it is something we will carry with us into the future.

By Kyla Diesing, Mujtaba Shah and Georgia Dunstall

An Update from the Year 5 Team!

What have we been learning in HEART?

HEART students have enjoyed engaging critically with their class novel and are developing analysis skills to evaluate the effectiveness of writers’ and illustrators’ strategies to position their readers. Reflecting on the journey of our first HEART year, students have thrived with the extra responsibility, organisation and adaptability skills which have developed in this new format for Canterbury students. HEART in year 5 has provided students with the necessary skills to develop independence as learners and the teachers are so proud of their progress.

What’s going on in STEM?

In STEM this term, Year 5 students have been busy (in fairness, when aren’t we?)! Mathematically, we have acknowledged algorithms with algebra, delved deeply into data and will soon sort our assumptions about shapes and space. Scientifically, we have shone a torch on our understandings of the physics behind light, illuminating our knowledge to the point of transparency.

All alliteration (and puns) aside, the STEM program this year has been a very positive journey. As students prepare themselves for the rigours of secondary schooling, the Year 5 students will leave this year with a greater sense of responsibility, resilience and adaptability. Onwards and upwards for the Year 5 cohort as they continue their journey towards being World Ready!

Preparing for Year 6 Leadership!

Beyond our classroom walls, last week the Year 5 cohort recently gathered in Nabei to listen to the short-listed aspiring 2026 Junior student leaders present their leadership speeches to Mr Walker, Mrs King and Mrs Roman for consideration to hold a leadership position next year. Students spoke with confidence and promise, clearly articulating their leadership vision with strong links to the Canterbury Values of Effort, Integrity, Gratitude and Respect.

We look forward to seeing our Year 5’s prepare to step up as leaders of the Junior School in 2026!

Celebrating our Year 12s

As we approach the final weeks of the academic year, our students are entering a crucial period of assessment and examinations. One focus in recent weeks has been firmly on our Year 12 cohort as they complete their External Assessment (EA) exams. We are incredibly proud of how our students have prepared for and approached their Modern History, Legal Studies, French and Japanese examinations, demonstrating the dedication and resilience that exemplifies the Canterbury College spirit.

Celebrating Our Japanese Language Legacy

As we support our Year 12 Japanese students through their final examinations, we do so with mixed emotions, knowing that this marks the conclusion of an era for our school. This year’s cohort represents the final group of Japanese language students at Canterbury College, bringing to a close a cherished chapter in our school’s history. Canterbury College has maintained a proud and long-standing association with Japanese language education and cultural exchange. Our connection with Japan has enriched countless students’ lives, providing them with linguistic skills, cultural awareness and unforgettable experiences that embody our World Ready philosophy.

Our most recent tour to Japan in 2023 stands as a testament to the value of these international connections. Forty-three students—drawn from Japanese, Senior Geography and Senior Economics classes—immersed themselves in Japanese culture, exploring the country’s stunning landscapes, savouring its culinary traditions and experiencing the renowned hospitality of the Japanese people.

Through our World Ready lens, students examined how Japan addresses contemporary challenges in urban planning, sustainability and natural disaster preparedness, while deepening their understanding of the economic relationship between Australia and our second-largest trading partner.

The undeniable highlight was the time spent with students at Mikunigaoka College in Osaka. Our students participated in authentic Japanese school life, joining cultural and sporting clubs including kendo, calligraphy and baseball. These personal connections created lasting friendships that transcend language and geography.

As we farewell Japanese from our curriculum, we celebrate the lasting impact it has had on our school community. Our commitment to Asian language learning continues to flourish, with our Mandarin programme experiencing strong growth and our inaugural Senior Mandarin cohort set to commence in 2026. Looking ahead, we are excited to be preparing for our next Global Studies tour to Spain, with parent information meetings approaching. We extend our best wishes to all our Language and Humanities students as they approach their final assessments in the coming weeks.

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