Week 8, Term 4, 2025 | Friday 28 November

Celebrating Growth and Elevating Our Sporting Programs in 2026

As a proud and leading member of the TAS community, our commitment to sport remains clear: participation matters. We want as many students as possible involved in our programs, enjoying the benefits of teamwork, fitness, and personal growth.

This philosophy has helped us achieve remarkable growth across all TAS and Junior TAS activities, a challenge we gladly embrace. We are one of only three TAS schools to field every team in every division every season, with plenty of Shield level teams also participating.

In 2025, our success speaks for itself. Champion TAS School status in rugby, netball, and athletics, along with the First XI Cricket premiership and First VII Netball premiership, are achievements worth celebrating.

Looking ahead to 2026, we are sharpening our focus on building capacity within our coaching teams. Every training session and every match day should be the best it can be, and that means investing in the development of our coaches. Great coaching creates great experiences, and we want every player, from the Firsts to our Year 3/4 teams just starting out, to feel supported, challenged, and inspired. We have begun recruiting new coaching staff from inside and outside the school for our 2026 seasons and this work will continue over the holiday break. Through this proactive recruiting we will attract outstanding coaches and managers for every team. This is essential to ensure that our students continue to thrive in an environment that values both performance and participation.

We are proud of our re-emergence in rugby, cricket, and tennis, where strong performances and renewed energy have set the tone for future success. Looking ahead, we aim to consolidate our progress in hockey, touch, basketball, and volleyball, ensuring these programs continue to grow in strength and competitiveness. Athletics continues to set the standard in performance and engagement. Football has become of our highest participation sports, and in 2026 we will invest heavily in coaching and development to translate this enthusiasm into more competitive results on the field.

With growth comes opportunity – and responsibility. Every sport matters, and every player deserves the best possible experience.

Canterbury is a destination school for students who have high aspirations for their sporting achievements. With the appointment of Nathan Burgess as our Head of Athletes and Coaching, we have somebody with specific experience in athlete development, mentoring and pathways planning. Nathan has already begun to make an impact with our athletes across a range of sports.

Finally, we’re excited to announce the return of the parent-led BBQ for TAS home games in 2026, along with a new tradition: a relaxed family BBQ and informal awards function at the end of the last home game of every TAS season. These events will be a wonderful way to celebrate our community and the achievements of all our teams.

The quality of our sporting programs remains, unashamedly, one of my most important priorities as Principal of Canterbury, which balances a culture of very high participation with outstanding performance and culture.

Our 2026 Junior School Speech Day

What a fantastic occasion was our Junior School Speech Day; it was a true celebration of the wonderful year our Years 3–6 students have had. As families gathered on Tuesday morning, we came together to honour the commitment, and spirit of our students across every dimension of their Canterbury education. Each name called was a testament to perseverance, effort and courage, qualities that reflect the Four Dimensions of a Canterbury education.

We were particularly proud to award five Gold Colour Badges. Gold Badges are the highest all-round honour and points are accumulated over many years. It is fitting that these recognitions are presented at Speech Day. These badges can be worn on students’ ties in Year 7 to recognise their Junior School achievements. Congratulations to Vienna Lee, Sophia Burton, Owen Lahrs, Margaret Savage and Lekith Sudhakaran.

Equally inspiring were our Major Award winners: their dedication across academics, co-curricular endeavours and character growth stands as a shining example for all.

Junior School Arts Person of the Year: Samuel Oxenbridge

Marjorie Wade Memorial Shield for Junior Sportsperson of the Year: Jesse Pickvance-Hall

Junior School Spiritus Award: Sophia Burton

Spirit of Canterbury Award Year 5: Tate Huth and Keenan Ries

Spirit of Canterbury Award Year 6: Aisha Singleton and Karta Watkins-Rameka

The Beenleigh Rotary All Rounder: Ashley Anderson

Dux of the Junior School: Eugene Kim

Fortior Quo Paratior Award: Margaret Savage

None of this would be possible without the support of our families. Thank you for entrusting us with the privilege of guiding, encouraging and celebrating your child’s journey. Your presence at Speech Day and other events is highly valued.

To our young performers, athletes and scholars: We see you. We celebrate you. And we honour the growth, resilience and joy you bring to our school community every day.

Celebrating Our 2026 Year 6 and Year 9 Leaders 

We are delighted to announce the appointment of our 2026 Year 6 and Year 9 student leaders. These students have been chosen not only for their academic and co-curricular achievements but also for the character and values they consistently demonstrate. Their leadership will play a vital role in shaping the tone and culture of our school community in the year ahead. 

Student leadership is more than a badge or a title – it is an opportunity to serve, inspire, and model the qualities that make our Canterbury community such a special place to be. Our four core values – Integrity, Respect, Gratitude, and Effort – are the foundation of this leadership journey. Integrity reminds us that true leaders act with honesty and fairness, even when no one is watching. Respect ensures that every voice in our community is heard and valued. Gratitude fosters a spirit of appreciation and humility, encouraging leaders to acknowledge the contributions of others. Effort speaks to the perseverance and commitment required to lead by example, especially in challenging times. 

As these young leaders step into their roles, we encourage them to embrace these values wholeheartedly. Leadership is not about perfection; it is about growth, service, and making a positive difference. We look forward to seeing the impact they will have on their peers and the wider Canterbury community. 

Congratulations to all our new leaders – we are proud of you and excited for the year ahead! 

Year 6 Leaders

School Captains

Tate Huth & Heidi Lintott

Vice Captains

 Community: Keenan Ries

Competition: James-Brave Newsham

Spirituality: Macey Chenouda

House Captains

Becket: Emily Meredith & Emily Brown

Cranmer: Dejan Radovanov & Oliver Buckley

Goldsworthy: Lewis Musk & Edward Ayres

Kime: Leila Dubiczki & Eloise Cue

Ramsey: Kiana Idewa Gede & Hunter Passmore

Temple: Xavier Conde Teixeira & Hayden Lim

Year 9 Leaders

Student Parliament Chairs:

Faith Weier & Harry Burkitt

Global Engagement Captains:

Kavin Velu & Sidney McMahon

House Captains

Becket: Quinn Lockhart (Community) & Lily Prewett (Competition)

Cranmer: Evie Schelbach (Community) & Coda Lahrs (Competition) 

Goldsworthy: Kassiyus Anapa (Community) & Lyvea Boulton (Competition) 

Kime: Emma Blackman (Community) & Ava Bjerring (Competition) 

Ramsey: Chelsea Barsby (Community) & Bear Newsham (Competition)

Temple: Lucas King (Community) & Hunter Pukallus (Competition)

Developing Student Leadership and Student Voice

At Canterbury, student leadership continues to thrive through meaningful opportunities that build confidence, character and a strong sense of service. This term, our focus on leadership through mentorship has empowered students across the Junior and Senior Schools to step into leadership with purpose and pride.

Leadership Through Mentorship:

Our Year 5 and Year 8 students have taken significant strides in developing their leadership skills as part of the rigorous selection process for the 2026 Year 6 and Year 9 Student Leadership Teams. Many students applied for formal leadership positions, and it has been inspiring to listen to their reflections on personal growth, resilience and the value of serving others.

As part of the Year 8 program, students were matched with a Year 11 Student Mentor. These mentors have met regularly with their mentees, offering guidance, encouragement and honest feedback. In addition, Year 11 students participated in dedicated leadership workshops to strengthen their mentoring skills and learn how to give back to the College community. The relationships formed throughout this experience extend well beyond Term 4, fostering a culture of connection and support across year levels.

Our 2026 Year 12 Student Leadership Team has also played a valuable role in developing younger leaders. They have led practical sessions with Year 5 students to help build confidence in public speaking and share strategies for leading within their classrooms and broader communities. These interactions highlight the powerful impact of peer-to-peer leadership.

Amplifying Student Voice Through Student Parliament

This week, students gathered for the final Student Parliament meeting of the year, a platform that continues to amplify student voice and encourage active citizenship. Representatives reported back on their proposals, shared new ideas and engaged in thoughtful discussion about opportunities to improve College life.

I would like to congratulate our dedicated Student Parliament Chairs, Grace McIntyre and Milla Smith, on their outstanding leadership this year. Their growth into confident, organised, and articulate leaders has been evident in every meeting. Grace and Milla guide each session with poise, ensuring every student has a voice while fostering lively and productive debate. I hope you enjoy reading their yearly review of the initiatives our Student Parliament has led throughout the year.

2025 Student Parliament Recap

The Student Parliament has been an incredible opportunity for students to make a positive impact on our school, with many proposals discussed and passed throughout the year. We tackled issues important to students, such as the colour, design, and practicality of the school uniform. After extensive discussion and feedback, this topic remains under consultation. Meanwhile, several other proposals have successfully become part of Canterbury life.

This year, we introduced the Sporting Wheelies program for Year 11 students. Through this program, students learned how to move and play a variety of sports in wheelchairs, giving them not only the experience of using a wheelchair but also an appreciation of the wide range of sporting opportunities available to wheelchair users.

The Push Up Challenge and associated lunchtime activities were also implemented, motivating students to be more active and more aware of mental health. We supported several other mental health initiatives, including promoting Running Club and Campus Connections.

Student Parliament founded the Canteen Committee, which contributed healthier meal choices and explored strategies to reduce canteen lines. We also continued our support of the Sustainability Club and the C4C program. Our members volunteered their time for all house led community service projects, including the weekly Reading Club and harvesting rosemary sprigs for the wider community at the Beenleigh ANZAC Day March.

Earlier in the year, we passed a motion to introduce the Kokoda Challenge as an optional program for Senior School students. We also reviewed the school bell songs and helped develop the new playlists. Many new ideas were proposed at our final meeting and will be supported further next year. One of these was “Big Sister Pouches,” designed to assist female students by providing sanitary products and words of affirmation from their peers. We passed a motion to fund a 2026 trial of Big Sister Pouches, along with a proposal to strengthen connections between incoming Year 7 students and older Senior School students.

Student Parliament offers valuable experiences for all students. Meetings are held at lunchtimes and are open to all students from Years 5 to 12 to attend and share proposals. Our elected members continue the meetings in Lesson 5 to work through actionable items. Participating in Student Parliament provides opportunities to develop skills, collaborate, and learn from others. Serving as Co-Chairs this year has strengthened our public speaking, decision making, confidence, and time management skills. Learning how to call a vote during a heated discussion is a skill we will not forget. As Year 9 leaders, we valued working with students from across the school, which helped us build connections beyond our own year level. Our roles allowed us to create proposals, write agendas, chair meetings, present treasury reports, and review minutes, basically running things without letting them descend into chaos.

We would like to sincerely thank Michael Wilkinson for his service as Secretary this year, and Sienna Crawford and Corey Bertsch for their work as Treasurers. We are also grateful to Mrs Von Kanel, Mrs Anderson, Father Dan, and the many staff members who attended Student Parliament meetings. Mrs Von Kanel’s encouragement, guidance, and patience have helped us grow not only as leaders but as individuals.

We are truly grateful for the opportunity to lead the 2025 Student Parliament and for the positive impact this experience has had on our journey.

Digging Into Discovery: Year 3 Scientists Explore Soil!

Written by the Year 3 Teachers

This term, our Year 3 students have been budding geologists as they explored the fascinating world of rocks, soils, and minerals. Their learning journey has focused on understanding that different soils have different properties and that these properties affect how well plants grow. This real-world connection has kept students highly engaged, especially as many enjoy gardening at home and love hands-on investigations.

To bring their learning together, students recently completed a soil separation test, a practical investigation designed to help them determine which soil type would be most suitable for growing a particular plant in our case, carrots! Using clear jars, water, and carefully collected soil samples from different areas of the school grounds, students shook, observed, and recorded how the soil settled into layers. They examined the amounts of sand, silt, clay, and organic material, comparing each sample to the needs of a healthy vegetable garden.

Through this investigation, students learned why soil matters. They discovered that carrot plants grow best in loose, well-draining soil, and they were able to use their scientific observations to justify which location would make the ideal carrot patch. Their excitement and curiosity were evident as they discussed predictions, analysed results, and shared recommendations.

Parents can continue this learning at home by encouraging children to identify soil types in their own backyard or by involving them in simple gardening tasks such as planting herbs or vegetables. These shared experiences not only reinforce classroom learning but also build confidence and curiosity in the world around them.

Our Year 3 scientists have certainly shown that great learning can grow from the ground up!

Term 4 CaRE in the Senior School

The Term 4 CaRE program has seen students across Years 7 – 11 explore different aspects around Resilience and Healthy Lifestyles. Exploring resilience and healthy lifestyles helps students build the skills they need to cope with challenges, manage stress, and maintain a positive outlook. By understanding these concepts, students learn how to make strong choices that support their physical, emotional, social, and even financial health. These lessons empower young people to develop confidence, form healthy habits, and navigate the ups and downs of life with greater independence and self-awareness. Tying these lessons to real world issues makes the learning meaningful and equips students to handle these pressures with confidence and clarity.

Term 4 CaRE Themes

Year 7 Theme: Thriving Through Change: Building Strength, Smarts and Support in Year 7 (Conflict, Peer Pressure and Vaping)

Year 8 Theme: Unpacking Digital Citizenship and AI

Year 9 Theme: Year 9 Outdoor Education Rites of Passage & Community Engagement

Year 10 Theme: Financial Literacy and Driver Education

Year 11 Theme: Healthy Lifestyles – Navigating Relationships

Year 10 RACQ Driver IQ Presentation

On Monday 24 November, Year 10 students participated in the RACQ Driver IQ Presentation, a program designed for young people who are beginning, or have already begun, their Learner Driver journey. Currently, 53% of our Year 10 cohort hold their learner licence, making this learning particularly timely and relevant. The session focused on proactive strategies to help Learner Drivers and their supervisors boost the required 100 hours of driving practice in purposeful and meaningful ways. Students were encouraged to view every drive as a personalised learning opportunity and to reflect on what it means to be a supportive and responsible passenger so that everyone arrives home safely. We extend a big thank you to Dave Terry from RACQ Education for delivering an engaging and interactive workshop.

Choosing a Gratitude Mindset

The Christmas season is often filled with joy, excitement, and celebration, but it can also be busy and overwhelming. In the midst of all the activity, it’s easy to lose sight of the things we are most thankful for. Over the coming weeks, as we move into this busy period, it would be great if as a community we could reflect and focus on gratitude as we finish the year.

The Resilience Project encourages a simple yet powerful shift with Gratitude: moving from “I have to” to “I get to.” This small change in language can transform how we experience everyday tasks and help us appreciate the moments we often take for granted.

Here are some examples to try at home:

• I get to wash the dishes.
• I get to make breakfast for my family.
• I get to walk the dog and enjoy the outdoors.
• I get to spend time with my siblings

Family Challenge: Throughout the coming weeks, replace “I have to” with “I get to” in your conversations. Notice how this shift changes your perspective and talk together about how it feels to approach daily tasks with gratitude, especially during Christmas, when acknowledging the small things can make the season even more meaningful.

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