St James’ Anglican School launched its 10-Year Anniversary celebrations with a community sundowner for over 900 people.
The sundowner was the perfect way for the community to come together to reflect on what the school has achieved over the last ten years and celebrate the extraordinary students, families and staff who make St James’ such a special place.
Following a special opening reflection from Principal Adrian Pree and Acknowledgement of Country from Derek Nannup, St James’ talented students wowed the crowd with incredible musical performances, while others had a blast playing soccer and vortex.
Another special highlight was the launch of the 10-Year Anniversary Newspaper, SJAS News, sharing the inspiring journey of the school’s first decade.
The hard-working journalists from the SJAS News
St James students worked hard to keep almost 1000 guests happy
Cobram Anglican Grammar School has introduced state-of-the-art KUKA robotics, providing students with access to industry-standard technology and expanding educational pathways across the region.
Cobram Principal, Mr Keith Willett, highlighted the importance of adding future-facing machinery to the school’s Technology curriculum.
Mr Willet said, “We can now offer educational pathways for all students, whether their goals are university-oriented or focused on practical, applied learning. Our teachers and students are excited to use this technology to develop essential skills such as coding and programming.”
KUKA robotic arms, widely used in industries reliant on automation, are equipping students with valuable, future-ready skills. Technology teacher, Mr Anthony McConnell, emphasised their relevance in a constantly evolving workforce. He said, “Many industries already use KUKA robotics and we’re seeing an increasing number of students interested in career pathways that involve engineering, robotics, and coding.”
The introduction of KUKA robotics marks a significant step in preparing Cobram students for future career opportunities in technology-driven industries.
Exciting developments are underway at Georgiana Molloy Anglican School as the school community continues to grow and evolve.
In Week Term 1 2025, earthworks commenced for three brand-new General Learning Areas, designed to create dynamic and flexible learning spaces.
With enrolments on the rise at Georgiana Molloy, these new classrooms will provide much-needed space while promoting an engaging and modern educational environment. Located near the Year 12 Hub, the new Senior Learning Area will enhance the experience for older students, offering a dedicated space that supports focused study and collaboration. The inclusion of operable walls will allow for adaptable learning setups and additional exam space, easing demand on existing facilities.
Plans for the Senior Learning area
The School has welcomed a record intake of Year 7 students in 2025, making the new classrooms an essential addition to accommodate the growing community.
This project, with an expected completion date in August this year, is an exciting step forward for Georgiana Molloy.
As well as celebrating 10 years of being in the city and 600 student enrolments across Years 7-12 in 2025, St George’s Anglican Grammar School is branching out to a new nearby campus.
The bigger, purpose-built campus will take vertical schooling to the next level in WA – with Stage One to open at the start of Semester Two. Five state-of-the-art Science laboratories will spring to life, along with a Performing Arts floor with new dance and drama spaces, a music recording studio, rehearsal rooms and lots of space for collaboration and performance. There will also be a bespoke Maths teaching floor, and new electives offered including Food Technology, Woodwork and Mechatronics.
St George’s Principal Tina Campbell on a site visit at 441 Murray Street
The additional campus will include a second canteen with an outside courtyard, a Year 12 common room and multiple outdoor areas for students of all year groups. With 441 Murray Street located only 700 metres away from the current location at 50 William Street, students will initially divide their time between the two campuses.
“We have trialled the route at various times of the school day, and it is a six-minute walk from the main school building,” Principal Mrs Tina Campbell said.
“We will most definitely be interacting much more with the city from Semester Two, and with so much on the calendar, it is an exciting time to be part of this school community,” she said.
The 10 Year celebration JCdecaux Posting on a Perth city bus
To celebrate 10 years in the city, St George’s has planned several key events including the launch of the school’s first-ever parent association, Friends of St George’s. New traditions such as an annual Parent Sundowner at 441 Murray St and celebratory badges, are among an array of initiatives. Recently, bright red bus backs and an inner-city billboard declared: “10 Years in the City and Loving It’’ with students thrilled to be part of the promotion.
Mrs Campbell said that while St George’s was growing, it would remain true to its foundation of being a close-knit community in the heart of the City of Perth.
St Mark’s Anglican Community School officially launched Stage One of its ambitious Master Plan upgrade at a special Turning of the Sod ceremony. The event marked the beginning of a transformative decade of campus development.
Esteemed guests gathered at St Mark’s school grounds on Wednesday, 12 February, for the special ceremony. Mrs Lynne Thomson, Chair of the AngliSchools Board; The Reverend Peter Laurence OAM, AngliSchools Chief Executive Officer; local Member for Hillarys, Caitlin Collins; as well as School Council and Executive members, project managers, architects, and builders witnessed the memorable moments that will shape the future of St Mark’s.
Stage One of the Master Plan will see the replacement of 30-year-old existing infrastructure, and the construction of new Middle School changerooms, as well as modern grounds and maintenance facilities.
This initiative underscores the school’s commitment to enhancing its facilities as it approaches its 40th Anniversary next year, and beyond to its 50th Anniversary in 2036, ensuring an exceptional learning environment for students from Kindergarten to Year 12.
“Reaching this milestone has been a collaborative effort,” said Principal Steven Davies. “The School Council, School Executive and staff alongside students and parents have worked closely together, engaging in discussions, exploring ideas, and setting priorities for the future of St Mark’s.”
While Stage 1 may not be the most high-profile aspect of the 10-year project, Mr Davies emphasised its significance: “This first stage might not be the most glamorous, but it is absolutely essential. By providing upgraded changerooms for our Middle School students, and new facilities for our grounds and maintenance team, we are unlocking the potential for future developments.”
Looking ahead, planning and background work has already begun on Stage 2, which will see the construction of a state-of-the-art Sports Centre featuring a double court, changerooms, a signature indoor high ropes course, and dedicated learning spaces. The new facility will also serve as a much-needed venue to accommodate the entire K-12 school community for assemblies and events.
From its humble beginnings with just 240 students and 19 staff, St Mark’s has grown into a thriving community of 1,900 students and 250 staff. The launch of this Master Plan signals an exciting new chapter in the school’s journey.
“The work we begin today is about more than just buildings,” said The Reverend Peter Laurence OAM, Chief Executive Officer of AngliSchools. “It represents the beginning of a new era that will carry St Mark’s into the next 40 years and beyond.”
As part of the rebrand to AngliSchools, we have been updating our policies to reflect the new visual identity. This also presents a great opportunity to remind you of the full suite of policies available to you.
Access to Policies Everyone has access to the Policies; however, if you’ve forgotten your password or missed the original access email, you can reset it easily. Simply visit Portal Login – AngliSchools and select “Forgot your Password” to regain access.
PoliciesTypes There are a variety of specific and general staff policies under the following categories:
Chaplaincy and Worship
Child Protection
Curriculum
Finance
Governance
Human Resources
International Operations
Planning and Development.
Training The portal also contains a number of webinars on a variety of topics, such as:
Mandatory Reporting
Work Health and Safety
Psychosocial Hazards.
We are in the process of adding further content to the training section.
By Ms Karen Potts, Director of Risk and Compliance
Q: How did your career path lead to you joining Peter Moyes?
I taught in South Africa in the early part of my career. When I immigrated to Australia in 2015, I accepted a position at Guildford Grammar School as Head of Henn’s House. I then joined the AngliSchools family in 2019, as the Dean of Student and Staff Wellbeing at Trinity Anglican College in NSW. I moved back to Perth as Deputy Head of Secondary: Pastoral Care at Swan Valley Anglican Community School where I remained until taking up my current position at Peter Moyes Anglican Community School in January 2025.
Q: What have been your first impressions of the Peter Moyes community?
It is clear me that Peter Moyes is intentional in placing the student experience at the heart of what we do. It is important that each individual is catered for and that each student and staff member feels a sense of belonging. I have certainly been made to feel very welcome by the staff and the students of the school. I am very grateful to Doug Swingler (former Head of Secondary and then Principal at Peter Moyes) who shared with me a paper that he wrote with Allan Shaw (PMACS foundation Principal) in 2005. The paper highlights the process they followed to establish culture at the school, and the values which underpinned the process through explicit teaching and modelling at all levels. It is clear to me that the school was built on these shared values, and this continues to drive our culture.
Q: What do you hope to achieve in the role of Head of Secondary?
I hope to be able to build on the remarkable work that has been done so far. This means being able to contribute to the continuation of the strong culture and an environment that is clearly driven by Christian values towards personal excellence. This is a place where everyone should feel that they belong and are provided with every opportunity to succeed. It is important that we retain this culture as we move forward in changing societal and educational paradigms.
“I hope to be able to build on the remarkable work that has been done so far at PMACS,” said Mr Field
Q: What is a key value that drives you?
Compassion. I pride myself on being a servant leader which necessitates the ability to see other perspectives and to recognise the impact of personal circumstances, for students, staff and our wider community. The safety and routines we strive to create for students and staff in the hours they are at school, do not necessarily mirror their experiences outside of school. Equally, not every experience at school is the same. I always try to let this guide my interactions with others and the decisions I make.
Q: Tell us one of your favourite things about Peter Moyes
I have already mentioned the culture here. We are also busy, which is great. There is always something happening, which means we are a vibrant community. We have so many staff who seek to improve the students’ daily experience by willingly and energetically creating meaningful activities in and out of the classroom. The students, in turn, are embracing those opportunities.
Q: What do you enjoy doing outside of work?
My partner and I have two daughters who are both at university, so any time I can spend with them is precious. I also enjoy being outdoors whether it is riding my bike, going to the beach or playing a bit of golf.
Article by: Jason Kidd, Head of the Music Department at John Septimus Roe Anglican Community School, explains the positive effects that music education has on children’s brain development.
Of all the arts, music is unique, providing extrinsic benefits that positively impact children’s cognitive, motor and emotional development and allowing them to grow creatively and reach their potential. According to neurologists, music ‘literally “lights up” the brain like no other human activity’. It has long been believed that music experiences, particularly engaging and meaningful music education, have shown benefits beyond purely musical skills, including in other learning areas.
Neuroscientists have noticed differences in the brain structure and brain functions between musicians and non-musicians and that actively engaging in music-making changes the brain in several ways. Music education’s neurological benefits translate into learning benefits in several ways, particularly Executive Function (EF), a set of skills pertaining to goal setting and problem-solving, as well as maintaining attention. A large amount of the literature suggests that these neurological benefits result in increased academic achievement, particularly in mathematical skills, literacy and language skills.
John Septimus Music students perform at a music galaA jazz night performanceWind instrumentalists play jazz
The Effects of Music Education on Brain Development
Music education appears to lead to increases in many areas of the brain. Evidence in the literature suggests that music education has a positive effect on the development of the brain through increased grey matter, the area of the brain responsible for many significant functions of human life, including movement, emotions and memory. In addition, increases in grey matter density in regions responsible for motor, auditory and visual skills, compared to students who received no musical training, have been observed. This ability of the brain to change its structure, including the ability to increase the amount of grey matter, is referred to as neural plasticity.
Studies show that neural plasticity can occur after short periods of music education, but a greater degree of plasticity can be seen after more extended periods of engagement with meaningful music education. It has been found that music learning in early childhood had positive effects on the brain that lasted into adulthood. Engaging in music experiences also allows the brain to mature faster, developing the prefrontal cortex, an area responsible for cognitive processes known as Executive Functions (EF) (including inhibitory skills such as the ability to control one’s attention and emotions, improved working memory, the ability to be more cognitively flexible, and to have strong logical reasoning).
Music and Academic Achievement
Studies have shown that students who participate in music education achieve greater academic gains in numeracy and literacy compared to their peers who do not. In fact, research indicates that students highly engaged in music education can be up to a year ahead in these subjects, outperforming even those who receive other academic interventions.
Students rock out at a Roachella event
Numeracy
Recent research has found there to be common ground between math and music, in terms of content and concepts, and that engaging in music education benefits learning in numeracy in several ways. For example, studies found that rhythmic tasks allow for exploring patterns and developing algebraic skills. Music activities have also been shown to support mathematical memory skills such as timetables and numbers, the development of spatial skills and geometric concepts, and composing in music allows students to practice mathematical concepts such as fractions, patterns, and lapsed time. Music education allows students to improve mathematical skills associated with patterns and spatial reasoning and an improved understanding of proportion (including ratios, subdivision and fractions). This results from the need to practice these skills as a vital element in understanding rhythmic notation. It is interesting and important also to note that this improvement in musical skills is not only evident in neurotypical students or those who are already performing well academically. Students with diagnosed Developmental Dyscalculia (DD) and those identified as at risk of low mathematical achievement have had more remarkable improvement in mathematical skills after an intervention in music education than their peers who received further mathematical support.
Literacy
Researchers have identified skills developed through music education that are paralleled in literacy, including phonological awareness, identification of sight words, orthographic and phonemic awareness and reading fluency. This is most likely because music and reading language use similar auditory cues, decoding symbols representing sound, and both require focused active listening and auditory memory. Research suggests that musicality is a natural skill for the brain, and the same skills are vital for acquiring and processing language. The brain does not treat language and music as strictly separate domains but rather treats language as a special case of music.
Reading development has been improved, including in children at risk, for primary-aged students as young as seven years through engagement in music education. Studies have found that the spelling abilities of children with dyslexia were improved through rhythm-based tasks. Early music education intervention may help avoid literacy difficulties, as early music education experiences have a greater impact on academic achievement in literacy than early reading experiences.
In addition to the benefits for brain development and academic achievement, music also builds a sense of belonging, discipline and increased confidence, and perseverance that enhances any neurological benefits. It is these non-academic outcomes that must also be celebrated.
The value of other areas of The Arts should not be devalued, as it could be argued that any of The Arts could also be associated with improved IQ and academics. However, a recent review of 199 studies shows no causal relationship between arts education and increased academic achievement, apart from in Music. Researchers well understand that the benefits of Music are unique among The Arts. However, if music education is not delivered by an expert teacher in a way that is engaging, imaginative, nurturing of confidence and creativity, and involves sound pedagogies, it will be superficial and not deliver the benefits that this article has outlined. References: Music and the Brain – JSRACS
Peter Carnley Anglican Community School Junior School students have been taking part in afternoon Bush Chapel services.
These services blend the beauty of outdoors with a worship to God. The special initiative encourages students to connect with nature in the Junior School Nature Play area, a beautiful, peaceful setting to explore our Anglican identity.
With open discussions as a part of each service, students are encouraged to share their thoughts and deepen their understanding of faith in a natural setting. Bush Chapel continues to be a meaningful way for students to connect their hearts with the world around them.
Each Bush Chapel service focuses on a different theme, with the most recent service centred on beauty. Students were invited to be still and take a moment to listen and admire the beauty around them – the towering trees, the delicate insects, the vast open sky. It was a moment for everyone to pause, listen and appreciate the intricate details of God’s creation. Students shared what they observed such as the patterns in the bark, the rustling of the leaves beneath their feet and the varying shapes and sizes of rocks surrounding them.
Bush Chapel takes place in the Junior School’s Nature Play area: an area usually filled with activity, noise and play. In Bush Chapel, students recognise the importance of slowing down, listening and taking time to be still and pray. They actively responded to the reflective atmosphere, understanding that Chapel is different from playtime – it is a sacred moment to connect with faith and be closer to God.
From Ms Kathryn Paul, Director of Teaching and Learning
Curriculum Updates In Western Australia, the School Curriculum and Standards Authority (the Authority) are hosting online meetings to support teachers with the implementation of the Western Australian curriculum for Pre-primary to Year 10 English and Health and Physical Education.
Pre-primary to Year 10 English and Health and Physical Education are the first two learning areas in the Western Australian Curriculum and Assessment Outline to be revised, as part of adopting and adapting the Australian Curriculum version 9 to the Western Australian context. Schools are required to teach the revised year level curriculum for English and for Health and Physical Education in 2025.
The purpose of the Authority’s meetings is to:
familiarise schools with changes to the Authority website for the learning areas
outline key curriculum changes
provide teaching and learning support
discuss opportunities for assessment and reporting of student progress.
These one-hour online meetings will support schools in implementing the mandated curriculum for English and Health and Physical Education.
Staff can register for one of the online meetings via the Authority’s link here.
Prayer Spaces in Schools: Religious Educators’ Professional Learning Day
On Thursday, 20 March, we were delighted to host Phil Togwell, International Director for 24-7’s Prayer Spaces in Schools, here from the United Kingdom. Phil and Sue Allison, National Coordinator of Prayer Spaces in Schools Australia, ran a practical seminar and workshop for our Religious Educators and School Chaplains at AngliSchools’ Head Office.
The Professional Learning workshops were highly engaging and interactive, where participants explored what prayer spaces are, and considered the theology and values on which prayer spaces are built. During the practical workshop, participants had an opportunity to try out practical prayer spaces and consider the versatile ways in which prayer spaces could be incorporated into our schools.
For further information on creating spaces in schools where students can pause to reflect or pray, and also for downloadable prayer activities, please visit Prayer Spaces In Schools
WA Melbourne Assessment Network Meetings 2025
The Term 1 WA Melbourne Assessment Network Meeting was held on Friday 21 March at The Studio School in Fremantle. This Network creates the opportunity for school leaders and teachers involved in either a New Metrics partnership or the Melbourne Assessment Community (MAC) to connect, share and grow the valid assessment and recognition of complex competencies in their school communities.
The Network meets once a term, and the focus at our meeting for Term 1 was on Credentialling. The meeting provided an opportunity to visit and tour The Studio School to see New Metrics in action, as well as hear from a variety of schools and speakers with a spotlight on assessment, moderation, credentialling, and New Metrics Pilot Programs for 2025.
Save the date for our next WA Melbourne Assessment Network Meeting from 2:00pm – 4:00pm on Wednesday 18 June at AngliSchools’ Head Office. Invitations will be sent to the Project Leads in each Network school early in Term 2.
Image: WA Melbourne Assessment Network cross-sectoral meeting held at The Studio School.
On Friday, 21 March, the Frederick Irwin Anglican School community gathered to celebrate the official Commissioning of the new Early Years and Administration Centre at the Halls Head Campus. This event marked a significant milestone in the School’s ongoing growth, with the state-of-the-art facility set to provide outstanding opportunities for students and staff alike.
AngliSchools CEO, The Reverend Peter Laurence OAM, officially opened the new building, accompanied by a blessing from the Bishop of Bunbury, the Right Reverend Ian Coutts. Their presence, alongside members of the School Council, AngliSchools representatives, staff, students, and others who are involved in the project, highlighted the deep sense of community that Frederick Irwin is known for and reinforced the School’s strong Anglican roots and values.
Following the formal proceedings, guests toured the new facilities, gaining firsthand insight into the thoughtful design and the positive impact it will have on students.
Principal Mrs Tracey Gray expressed immense pride in the hard work and dedication of everyone involved in bringing this vision to life. “This building is not just a structure, it represents the commitment of our staff, the enthusiasm of our students, and the unwavering support of our school community. Seeing this project come to fruition is a testament to what we can achieve together.”
Head of Primary at Halls Head Campus, Mrs Sue Kirke, commented on the ingenuity of the modern learning spaces, “This new facility includes modern learning spaces designed to inspire creativity and exploration. The inclusion of contemporary technology and flexible learning environments ensures the School continues to provide high-quality education.”
As the Commissioning concluded with a final blessing by the Bishop, the sense of pride and was unmistakable. This commissioning is more than just an opening event—it is a celebration of growth and faith.
An Easter message from The Right Reverand Dr Ian Coutts, Anglican Diocese of Bunbury.
It was a privilege to be present at St George’s Cathedral for Anglischools 40th Anniversary celebration on 7 March, with representatives from all the schools across our three dioceses.
Earlier this year I was in our link diocese, Kapsabet in Kenya, where I visited a number of their Anglican schools. School days are long in Kapsabet, and many students are boarders. Many of the Primary students had never seen a white person before, so I was unwittingly something of a novelty.
What was so moving, was seeing how important education is in Kenya, in contrast with how variable the facilities for teaching and learning were. Blackboards rather than whiteboards predominated. If a school had half a dozen computers for 750 students, that was a bonus. Kitchens and dining rooms catered for hundreds of students daily, often without any tables or chairs, and with very limited fare. Yet the enjoyment and challenge of school was as evident in these students, as it is in the students at our AngliSchools back home.
Easter is the most significant Christian celebration of the year, for we believe Jesus Christ rose from the dead, and thereby proved he was indeed the Son of God, and that there is eternal life, and we can enjoy a relationship with God who loves us.
Arts Graduates from AngliSchools across Western Australia are shining on the world stage this year.
Swan Valley’s Musical Marvels
SVACS Alumnus Grace Trainor is living in Sydney to study at NIDA
Seven Swan Valley Anglican Community School alumni were accepted to study Performing Arts at tertiary institutions in 2025. Six students are at WAAPA, the Western Australian Academy of Performing Arts, including Finley Hearn, who is studying as a vocalist in the WAAPA Bachelor of Jazz. Jason Grobbelaar is pursuing a Bachelor of Music (majoring in Jazz Performance), with the electric bass as his chosen instrument.
2024 Head Prefect and Dux Runner-Up, Grace Trainor, was accepted to study a Diploma of Musical Theatre at the National Institute of Dramatic Arts (NIDA) in Sydney. It is exceptional for a student straight out of school to be accepted into NIDA. “The course is extremely demanding – but there’s nothing I’d rather be doing,” said Grace.
All three students credit their teachers and friends at Swan Valley for inspiring and guiding them.
Grace said, “Swan Valley’s amazing Music and Drama Department fuelled my ambition and dreams throughout my time at the school. Their kindness and passion taught me what a safe and nurturing industry the Arts could be.”
Trinity’s Ballerina
Trinity congratulates alumnus Skye Vanderhoek
Trinity Anglican College is thrilled to celebrate the incredible achievement of Skye Vanderhoek, who recently had the opportunity to perform at the world-renowned Royal Opera House in London. This prestigious event was part of a production honouring the life and legacy of legendary Italian ballerina Mara Galeazzi.
While in London, Skye trained under Mara Galeazzi herself, alongside her dance coach Tim Podesta, a former member of The Australian Ballet and a highly respected figure in the dance community. Skye will continue performing in “Echoes in 8”, a production directed by Peter J Adams and choreographed by Tim Podesta. This unique performance captures Mara Galeazzi’s legacy and will debut in Australia before touring Europe, ultimately being adapted into a film.
John Septimus Roe’s Opera Newcomer
James Pinneri is a JSRACS alumnus Class of 2016
John Septimus Roe Anglican Community School alumnus James Pinneri was nominated for Outstanding Newcomer (Musicals & Opera) at the 2024 Performing Arts WA Awards.
James completed his schooling at John Septimus Roe, performing lead roles in school musicals and singing in the school Chapel and Secondary Choirs. After graduating, he earned a Bachelor of Music in Classical Voice Performance from WAAPA, performed with the West Australian Opera Chorus, and recently joined the Pacific Opera Studio in Sydney for a prestigious Young Artist Development Program.
To our incredible teachers, we thank you for your dedicated nurturing of young talent, with outstanding results.
St Mark’s Anglican Community School students were brought to tears by The Periscope Crew’s ‘truly inspiring’ documentary Everywhere.
In February, the Year 12 English class had the privilege of hosting documentary-makers The Periscope Crew, and their visit was nothing short of extraordinary.
Through their remarkable film, Everywhere, The Periscope Crew opened students’ eyes to the profound stories behind the World Transplant Games, and the life-changing impact of organ donation. Their work also sheds light on the challenges faced by individuals living with disabilities, showcasing resilience, creativity, and the power of storytelling.
Everywhere is a locally produced documentary that has gained global recognition, and St Mark’s was thrilled to include it in their English curriculum this year. The Periscope Crew shared invaluable insights into the art of documentary filmmaking – exploring its purpose, conventions, and how it brings important values to life. From understanding cinematic techniques to the emotional depth of storytelling, students gained a deeper appreciation for this impactful medium.
Students said:
“This film showed a point of view no one has ever shown me before. It opened my eyes, and I want to become a donor.”
“I don’t cry often but you got me twice. Beautiful!”
“It was great to see inclusivity throughout the film. And you all worked so hard!”
“I liked how the crew and the athletes inspired each other.”
“I would love to help out the crew in any way in Perth or around the world.”
“The film was motivating for both disabled and non-disabled athletes, to keep working towards their goals.”
“I admire the people of the Games, who show how capable they are post-transplant and also honour their donors and donor families.”
The experience left an indelible mark on the school community, and the School can’t wait to welcome The Periscope Crew back to St Mark’s next term.
John Wollaston Anglican Community School students are set to represent Australia at an international robotics championship in the USA.
Seven innovative students have earned themselves a place at the 2025 FIRST® Lego League World Championships in Houston, Texas, in April this year.
The John Wollaston team – made up of Year 12 student Cheria, and Year 10 students Oviya, Alexis, Charles, Tom, Brandon and Mulder – were overall winners at the FIRST® Lego League National Championship at Curtin University in December, 2024. They will now head to Houston as the only team to represent Australia in the 2025 World Championships.
With approximately 50,000 attendees from more than 80 countries, the FIRST® Lego League (FLL) World Championship, is an international youth robotics competition and an annual celebration of science, technology, engineering, and mathematics (STEM). The championships are part of the international For Inspiration and Recognition of Science and Technology (FIRST®) movement.
Teams engage in research, problem-solving, coding and engineering as they build and program a LEGO robot that navigates the missions of a robot game.
STEM is a fun way to learn at JWACS
Student, Cheria LeVaillant (Year 12), said the Lego league is so much more than just robotics and LEGO. “The league is a fantastic opportunity to express yourself and to learn new things in a safe, fun place, with others who are just as curious and creative as you are. It allows you to challenge yourself, persevere, turn your ideas into reality, work with others and continuously improve with each competition,” she said.
STEM teachers, Mrs Chrisna LeVaillant and Mr Stephen Fox, said they are so proud of the students’ dedication, with many hours spent team building, robot-building, coding and researching their projects.
Mr Fox said, “I’d like to extend my heartfelt congratulations to our Lego Robotics team, The Narwhals, who have been selected to represent Australia at the FIRST® World Lego Championships in Houston in April. They achieved this feat by demonstrating wonderful core values of teamwork, inclusion and innovation, as well as outstanding planning, design and programming skills.
The Narwhals have the support of the School staff and community
“At the World Championships they will compete with students across the four domains of Gracious Professionalism, Innovation, Robot design and Robot game. As a community, we wish them every success and support in their endeavours” he said.
Principal, The Reverend Tim Russell, said, “We are incredibly proud of our Science program at John Wollaston. Our students have some wonderful opportunities to engage and learn within our excellent facilities, which are enhanced by industry-leading teaching staff, and supported through a variety of curricular and cocurricular programs.
“Our whole community is behind the First Lego League Team, we congratulate these seven remarkable students, and their dedicated teachers, for an extraordinary effort in making it to the Lego Championships, representing both Australia and John Wollaston Anglican Community School!”
You can support the students as they fundraise for their upcoming adventure through Containers for Change – simply provide the team’s unique member number C11547574 at a refund point when returning your containers.
Peter Carnley Anglican Community School Junior School students recently participated in their annual Learner Strengths Day to demonstrate their Learner Strength Attributes.
Classrooms came alive with energy and enthusiasm as students from Pre-Primary to Year 6 worked on set STEM challenges. The Learner Strengths are an important part of the Junior School Philosophy and underpin the set work. Students develop capabilities in Strength of Heart, Strength of Growth, Strength of Mind, Strength of Collaboration and Strength of Self.
The Learner Strengths are celebrated at the Junior School assemblies, with a special song, and the specific Learner Strengths areas displayed throughout the school in every classroom.
On Learner Strengths Day, students were also challenged to be sustainable and use materials that were recycled from home. Students worked in teams to complete and test their solutions, some with more success than others!
There was much excitement as the Pre-Primary students cheered each other on in their egg drops, the Year 6 students got desks and hands dirty working out how to filter water, and the Year 5 students emulated nature to create nesting boxes for black cockatoos. Other highlights included discussions of incline and friction in Year 1, spaceship designs in Year 2, and necessary features of natural environments in Year 3.
A report session was held at the end of the day for students to reflect on their process and their learning. The activities encouraged students to stretch their thinking, challenge themselves and engage in problem solving tasks.
