Lifemagazine

Love. Integrity. Faith. Empowerment.

I S S U E F I F T E E N / 2 0 1 6

Welcome to Life MagazineAs someone who has been on staff at the College for 12 years, I can testify to its strengths and its weaknesses (no school is perfect). I have seen its peaks and troughs, but mostly I have seen it flourish as a community and am excited about what lies ahead.

I (Michelle) am about to head off on Maternity Leave and am thrilled to introduce Rebecca Craig to our readers.

Rebecca has been at the College as our Marketing Manager for a year now, but regardless of my 12 years or her 12 months, one thing has stood out for us both...

The staff at Charlton genuinely care about their students. They genuinely care about the families and the school community as a whole. They genuinely care about each other. It’s a rare position to be in, but one that is a blessing.

Education is about so much more than academics and good grades. Whilst those things are important, we believe it’s also about having positive role models and good values. It’s about learning acceptance, tolerance, perseverance and resilience. It’s about teaching students to believe in themselves, and in each other. To respect others and to work hard and to not just work hard at their grades, but on being the best version of themselves that they can be. We believe that a great education will equip your child for life.

If you would like to book a tour of the College, or know more about how Charlton can equip your child for life, please give us a call or come and see us.

Michelle Thornton & Rebecca CraigEditors

Life Magazine is the bi-annual publication produced for our families and wider community of Charlton Christian College. To susbscribe to Life Magazine or our fortnightly Newsletter email office@charlton.nsw.edu.au

LIFE Magazine Editors & DesignersMichelle Thornton & Rebecca Craig

43 Fassifern Road Fassifern NSW 2283p. (02) 4959 9111 e. office@charlton.nsw.edu.auwww.charlton.nsw.edu.au

Our Mission | Charlton Christian College will strive to provide Christ-focused education of excellence, within a positive, creative and caring community.

Our Vision | Charlton Christian College aims to provide affordable Christian education which develops all students in a Godly way towards a perceptive, critical (discerning) and compassionate understanding of the society in which we live. We aim to help our students to develop ‘wisdom’, which can be described as the ability to look at and respond to LIFE from God’s perspective. We believe that this is best achieved through grounding in the Word of God toward a lifestyle which expresses the values and attitudes contained in the Bible.

Our Cornerstones | Love. Integrity. Faith. Empowerment.

As I read through the interesting articles which have been put together for this Semester’s LIFE Magazine, I am increasingly aware of the importance of role models.

Parents are the earliest role models in the life of a child. Parents are responsible for establishing the moral compass children develop which will serve them throughout their lives.

When parents share their modelling with teachers who also have a strong moral compass, a child is more likely to embed that approach to life into their hearts and minds so that when “anti” role models come along they are less likely to follow their negative examples.

Social media promotes these “anti” role models whose antics may include being aggressive toward paparazzi or admitting to abusing illegal drugs. Unfortunately, because these are the public figures who get the most attention, young people will take a great deal of notice of them.

Extended family and close friends are all telling a story to your children of what it means to be successful or to have fun. Heavy drinking; sport with no boundaries; prejudice and racist attitudes; stealing from a workplace; are all negative lifestyle options which can impact a child or young person’s attitude to life.

School teachers with integrity who lead your children with compassion and respect can counter some of these attitudes, but when families, school and Church, if you are involved, all work together, our children are much more likely to grow into mature and productive members of our society who in turn lead their families and workplaces with a sense of humility and dignity.

Watch over your children. Lead them with uprightness and love and as the Bible says: Good people live right, And God blesses the children Who follow their example Proverbs 20:7

Blessings

Sue SkuthorpePrincipal

From the PrincipalHow important is a Role Model

in your child’s life?

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During the April school holidays, four people from Toronto Baptist Church teamed up with Global Interaction to visit a small island in Indonesia to observe and experience firsthand what it’s like to be a missionary in South East Asia. The team included Charlton’s Senior School teacher Mrs Duquemin, 2014 graduate Hugh Evans and former staff member, Carol Stewart.

The team witnessed the many hardships missionaries face living and working alongside the local people on a daily basis. They spent time with each missionary group listening to their stories, praying with them and being part of their day.

Challenges FacedThe very hot humid conditions each day, dressing appropriately to show respect to the local culture with temperatures over 32 and humidity over 90 percent. Being sick with diarrhoea for a good part of the trip. [Anne Duquemin]

One of the things that I found most challenging was not being able to easily communicate with the local people. Most people could speak a little English but not enough to understand what you wanted most of the time. [Hugh Evans]

Highlights of the tripVisiting an International Christian School and Café Oz; established by missionaries, but built for the community with young people being trained up to run it. On a more personal level, catching up with teachers alongside whom I had worked in Sydney; walking up a volcano; and experiencing the local culture. [Anne Duquemin]

We were invited to have lunch in the middle of a rice paddy owned by the family of one of the local language teachers. His family prepared the food and we had to eat it with our hands. Before we ate lunch we left Anne and the other ladies at the small sun shelter and explored the fields. It was quite amazing seeing all of the work that went into the building all of the rice terraces. [Hugh Evans]

In what way did you see God at work?One of the workers we met over there was in his mid 20’s. He had become a believer in the last 5 years, had only been over there for 5 months, but could already speak the local language quite well and was eager to further his faith. To see the passion he had to spread the word with everyone and anyone while he was learning the local language was amazing and inspiring. He encouraged me to continue to further my faith in God. [Hugh Evans]

We witnessed the parable of the sower being worked out, where the seed is being sown into well prepared soil, is germinating and growing and we wait to see the reproducing of a faith community in a context different from our own. [Carol Stewart]

Global Interactions

‘How beautiful are the feet of those who bring good news!’Romans 10:13-15

At just 10 years of age Paige went on her first international mission trip to serve at a school in Vanuatu for four weeks.

This trip sparked a desire in Paige’s heart to serve the poor and at the young age of 17 has now completed ten trips in total.

Paige is currently studying for her HSC and is Captain at Charlton Christian College. Unlike most teenagers though, she works in the afternoons to save up enough money to visit Gentle Hands, an orphanage in the Philippines, during each school holidays.

The Orphanage is home to 110 children from infants to young adults, many of whom have been abused, neglected or are simply broken physically and emotionally.

Paige is involved in teaching these young people social and self-esteem skills, raising the toddlers and has even nursed malnourished children from near death back to full health. She has experienced more than most at such a young age and is always committed to providing 24/7 support whilst she is there.

Paige was nominated for the 2016 Young Citizen of the Year at Lake Macquarie’s Australia Day Awards. She is saving to visit the Philippines again during the July school holidays.

Upon completing her HSC later this year, Paige hopes to attend Bible College then pursue paediatrics and midwifery at University with the expectation of using these skills overseas.

To keep in touch with the work Paige is doing, you can follow her on her blog: faithbeyondtheborders.wordpress.com

On a Mission to ServeBY MICHELLE THORNTON

‘My life changes dramatically each trip and I am more than blessed to hold little ones close to my heart, hand in hand as

they heal - emotionally, physically and mentally”

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Over the past one hundred years the nature of the workplace has changed dramatically and the jobs of the future remain largely unknown. So shouldn’t our teaching be evolving too?

Our collaborative classrooms exist because we desire to provide the best possible learning experiences and environment for our students.

Advantages of Co-Teaching• The explicit teaching of 21st Century skills such as collaboration, inquiry and self-management.• More flexible grouping structures so teachers can cater for a wider variety of student needs.• Flexible learning spaces. Students have choice over where they physically learn and who they collaborate with. We are all different!• Maximising the strengths and passions of different educators.• Teachers engaging in constant professional development as they learn from one another, as well as observing and reflecting on their practice.

A Day in the Life of a Collaborative Teaching and Learning Classroom“Riiiinng”… and the learners are streaming in. One teacher is on the floor introducing the new topic. Jimmy needs to debrief a personal issue and Sarah has three notes and last week’s homework to hand in (and there are 10 other students in the line behind them). Despite this, the learning ball continues to roll with my teaching partner down on the floor. The students and I join in when we’re done. I bring a second example to the current class discussion and encourage Jennifer to take initiative to manage her distractions.

The learners turn to each other to share their ideas.I take the lead directing the teaching and my teaching partner withdraws.

My partner capitalises on a spelling mistake I’ve made to teach the students about learning from mistakes and having a growth mindset. I model perseverance, humility and teamwork.

Time to get into learning teams... Students gather around writable surfaces, but they only have one pen! Teachers are roaming between teams which

are standing around tables, reclining on the floor or huddled around soft furnishings. A culture of taking turns, sharing the pen and asking probing questions is growing steadily. We stop and reflect on how our teams are functioning; sharing strengths and weaknesses, distributing praise liberally for the collaborative skills on show.

“Ding Dong,” the timer sounds. “Time to transition!” I call. Learners rotate to their next station. My teaching partner is guiding an extension group where her passions lie while I explicitly teach skills using hands on materials in alignment with my skillset and previous experience.

The whole class re-gathers to the floor to collectively reflect on the content of our learning experiences. Each teacher highlights quality efforts and growth areas from groups they observed. The class celebrates and makes a team plan for how we’ll improve next time.

After school my co-teaching partner and I pull a chair up to a jelly bean table and talk through the day that’s been. New plans are created and refined.

TEAMTEACHING

By Mr BurnsJunior School Teacher

Two Generationsof Schooling

Leah Pascoe commenced her schooling at Charlton Christian College as a Year 7 student, back in 1999. This year however, she and her husband walked through the gates of the College with five year old son Morgan, ready for his first day of Kindergarten!

Leah reflects on what life was like at Charlton as a student and what it means to now have her son enrolled at the same College 17 years on.

‘School at Charlton was a lot of fun! In the very early days due to our small class sizes we went on excursions what felt like every week. I don’t ever remember being scared

to start at a new school. The College only had about 80 students across three classes when I began, which made things a whole lot less intimidating.

It’s very obvious to me that God has blessed Charlton as a school, which is evident in the growth. I believe the beautiful thing about the College, is that even though it has grown so much it hasn’t lost its sense of community which I believe was, and is, such a valuable part of what Charlton Christian College represents.

I have so many fond memories of my schooling at Charlton. When I was in Years 7 and 8 the whole school would pile into

one classroom to have chapel once a week. Every Wednesday we would pile into a bus and travel to Hunter Christian School to use their woodwork and science facilities and one time my best friend accidentally set the science bench on fire. I also have some fond memories of Mr Feeney’s lame jokes.

I feel blessed that my son Morgan is able to go to a school where I know that like myself, he will get more than just an education. He will build great relationships with other students and teachers, grow in his faith and learn more about himself, all within a safe nurturing environment.’

Leah Pascoe commenced Year 7 \ 1999

Morgan Pascoe commenced Kindy \ 2016

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Equippingfor Life

The teachers at Charlton always encouraged me to believe in myself. I was motivated, challenged and supported throughout my education which

has equipped me for life and my future career in nursing.Ebony Jobse [2006-2012]

Emily Shultz[2013-2015]

Graduating from Charlton in 2015 marked the end of a chapter in my life and the

start of a new one. Last year I became a youth leader at Kingdom Generation, the

youth ministry of C3 Hope, and have begun full time study

at Avondale College doing a Bachelor of Arts, majoring

in International Poverty and Development studies and also

Psychology.

I aspire to change the world wherever I can. I get passionate wherever I see

brokenness and that is what I want to spend my

life changing. I want every opportunity that I can get to

understand what can be done to make positive changes in our world. This is why I

do youth, as every single kid needs to know their worth and

that they’re loved.

I love the idea of working for an organization or in government, getting research and resources

to the right places to enable change to happen.

I’m so grateful for the way that attending Charlton shaped my life. The opportunities I was

presented with, gave me the chance to step up and through

that figure out my strengths and weaknesses. I also can’t

go without acknowledging the commitment of the teachers

and their willingness to nurture us and see us reach our

potential. Even now I know that I still have their support.

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Holly Watts [2010-2015]

I graduated in September 2015 from Charlton and received an offer to study a Bachelor of Biomedical Science at the

University of Newcastle. Since leaving Charlton I have started

university and have begun to adapt to a wider world.

Even at this point, almost half way through the first year of my degree, I still don’t quite know what my career will

be. In an ideal world I would love to become a researcher

in infectious diseases and epidemiology, or even take a

step into practicing medicine.

Charlton was a part of my life that I will never forget. I still try to be involved in some aspects of the College life and enjoy the community.

Charlton Christian College provided a supportive

environment involving caring teachers and accepting

students. I was taught that, while my education was

important, my development as a person was more so. At university I still use many of

the personal and educational skills I took away from my

years at Charlton.

Emily Charlton[2007-2014]

I graduated from Charlton in 2014 and am now half

way through my second year of the Bachelor of Design

(architecture) at the University of Newcastle.

I currently run a private tutoring business, which I

began in 2012, teaching Maths and English to students from

Year 2 through to Year 12. It’s tricky to manage on top

of full time university studies and other commitments but I value the opportunity to help students achieve their best.

More recently I received the position of Student

Ambassador for my degree. I help market UoN as well as encourage and support

students on the path towards the Bachelor of Design. Speaking at Expos and

engaging with students and parents at events and careers

nights is great fun.

For me Charlton was a loving, nurturing and positive social environment.

I’m still in good relations with staff and teachers. My

experiences at Charlton have instilled in me the value of a strong sense of community

and camaraderie, which helped me in developing respectful and friendly relationships. I learnt a lot about myself,

invaluable study skills, how to manage my stress, and also where my true passions lie.

Kenrick Everett[2009-2014]

Kenrick commenced university studies in Engineering

at UoN while in Year 8 at Charlton Christian College.

He completed three subjects, one in each of Years 8, 9 and 10 gaining High Distinctions in all three. He only stopped University studies in Year 11 and 12 as they had no more Engineering subjects for him to study through the Gifted and Talented program. He

is now in his second year at the University of Newcastle

full-time, studying a Bachelor of Engineering Honours

(Computer), and has continued achieving at an outstanding

level.

Earlier this year, Kenrick won the award for best results

in First Year in Engineering. His award was sponsored by Engineering Australia.

Following this, he has been placed on the Dean’s Academic Merit List at UoN

for outstanding results. Kenrick hopes to complete a double degree in Computer Engineering and Software

Engineering.

Having the opportunity to

do the university courses through the Gifted and Talented Program at Charlton has helped me to go further in my

studies and get me to where I am now.

[ Claire ]

What an amazing and entertaining show

It was so professional and creative!!

[ Natalie ]

Absolutely LOVED the show

[ Megan ]

We have such talented children

in our school. [ Phil & Jenny ]

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Gifted and Talented ProgramC MPASS

Year 7 and 8 students can discover a world of opportunities in the new and exciting Middle School Compass class. This class is made up of the top academic achievers who are hand selected by a panel of staff. These are students who exhibit giftedness, or have developed talent in specific areas that would greatly benefit by engaging in enrichment programs outside of the Board of Studies curriculum requirements.

Students enjoy a rich learning environment that is both challenging and stimulating. They can follow areas of interest inside a passion project, develop deep thinking associated with problem-based learning, investigate STEM (Science, Technology,

Engineering and Mathematics) programs, compete in academic competitions, and engage in other specifically designed programs that enable them to reach their potential and cater to their specific needs.

Gifted and talented students exhibit behaviour that can often be overlooked in an educational setting. Like all students, they need to be challenged and stretched to achieve their full potential. Schools invest a great deal of time and resources into supporting the learning needs of students at the lower end of the academic scale. But what about those to whom learning comes easy?

The metaphor of the compass imbues a sense of purpose and

intentionality of direction for these students, encouraging them to explore, engage and experience, leading to a sense of empowerment and responsibility for achieving their own unique God-given potential.

Here is what some of the students involved in the Compass program are saying:

“The Compass class is both entertaining and engaging. It combines deep thinking and ethical reasoning. In its totality it expands our horizons in all types of subjects, including one of my favourites: computer coding.” Ryan, Year 8

“Compass is a great way to extend my knowledge on things that aren’t taught in the

curriculum and allows me to improve my knowledge and thinking skills. I’m looking forward to solving challenges and learning more.” Jessica, Year 8

“It makes you think, if that’s your thing. It’s worth working towards. I look forward to the possibility of expanding my knowledge in all fields.” Anthony, Year 7

“The Compass class is an extra-curricular class that focuses on helping students excel in their learning and gifts. It is not for the weak-hearted. It is fun and challenging.” Genya, Year 8

In 2017 we intend to expand the Compass program to include Year 5 and 6 students. It is a great time to be involved in learning at Charlton!

” T h e C o m p a s s c l a s s i s a c h a l l e n g i n g e n v i r o n m e n t . I t g i v e s u s a c h a n c e t o m a k e n e w f r i e n d s a n d d i s c u s s t r i c k y s i t u a t i o n s .

I a m e x c i t e d f o r t h e f u t u r e o f t h i s c l a s s a s t h e r e a r e s o m a n y o p p o r t u n i t i e s ” [ Lauren - Year 8 ]

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It was incredibly exciting to launch our new wellbeing program with Year 9 this year. The program is known as the Invictus Wellbeing Program (www.theinvictuswellbeingprogram.com) and has been developed by Joshua Brown from Macquarie College.

It is heavily based on the scientific work of Dr Martin Seligman who has put together a model for personal wellbeing. His model is known as the PERMA model and examines five areas he considers to be integral to our wellbeing. They are positive emotions, engagement, relationships, meaning, and accomplishment. We believe each finds its foundation in our faith in God.

The program has a curriculum that the students follow which encourages them to examine the five areas of the PERMA model in their own lives as well as the integration of practical events. It has been broken into four topics, one for each term: Journey, Network, Master and Serve with each culminating in a special, climactic event to celebrate the students’ accomplishments.

The Invictus Program also gives students the opportunity to receive a gold, silver or bronze level Invictus award, depending on their level of involvement. This award has been endorsed by Lake Macquarie City Council and is gaining traction with a number of schools.

We believe that this program will greatly benefit our students, by helping them to develop a set of skills and strategies to manage their internal world so they can be truly effective in their outside world.

I am incredibly excited about the benefits to our students participating in the Invictus Wellbeing Program. It equips them with a series of self-management and awareness skills that will prove invaluable in life after school. I am also passionate about showing the students how to find true joy, purpose, meaning and accomplishment in a life with Christ.

In today’s current mental health environment, equipping teenagers with a set of skills to manage their own emotional health and mental wellbeing will set them up for an incredible future.

Dear friend, I hope all is well with you and that you are as healthy in body as you are strong in spirit

3 John 1:2

InvictusMr Nathan Welburn

Senior School Teacher and Invictus Coordinator

VOCATIONAL

EDUCATION

TRAINING

At Charlton we are very excited about the possibilities provided by our new initiatives available through the VET Network. During 2015 Charlton identified a niche in the marketplace for Vocational Education and Training (VET) delivery and introduced our new partnerships program.

As a 21st century focus we began networking with the family of Independent Schools in the regional area to deliver a service initiative combined with critical thinking.

Networking with these schools began with Avondale School and St Phillips Christian College in early 2016, where we introduced Certificate II in Automotive and Certificate III in Entertainment. 2017 will see an expansion of this program introducing an extensive list of VET courses to Year 11 students.

The Cluster School Network provides for our students a centre of excellence and learning, offering industry standards across the full spectrum of ATAR and Non ATAR VET courses. The VET department at Charlton aims to foster a culture of learning that supports the sharing of excellent practice whilst creating professional development opportunities with our partner schools. This also means that students can be involved in a Trade School experience without the restriction of cost.

One of the NSW Government’s major innovations in recent years has been to provide even more opportunities for VET in NSW schools, and to broaden the provision of VET delivered to school

students in Years 11 and 12. A key priority of the NSW Government’s Plan is for 90% of 20–24 year olds to have attained a Year 12 or AQF qualification at Certificate III or above by 2020. Charlton is helping to fulfil that vision.

HSC VET students can now work towards an accredited qualification, the HSC, and entrance to university. Evidence indicates that Year 11 and 12 students who undertake VET as part of their HSC have better job prospects than those who do not.

Vocational learning helps secondary students explore the world of work, identify career options and pathways, and build career development skills.

BENEFITS • Dual accreditation HSC units and National Accreditation.• Nine courses offer ATAR HSC • Enroll in Certificate II in Hospitality Kitchen Operations 2017, combining with Certificate II in Hospitality Food and Beverage 2018, providing specialization with the potential for awarding 6 HSC Units towards the 10 required for HSC.• Direct employment into industry.

ADVANTAGES • Enroll in off campus VET courses over a 2 year period.• Choice of three VET courses overall offering 6 HSC Units in their Pattern of Study.• Choice of two VET courses at off campus locations• First VET course subsidised by AIS

• Fee reduction for subsequent VET courses enrolled at off campus locations• Charlton provides transport to off campus locations• Tertiary Education entrance for Diploma and Advanced Diploma Certificates • Transition to University with a guaranteed entry including credits towards Degree

2017 COURSES • BSB20115 Cert II in Business Services• CPC20211Cert II in Construction• CUA30415 Cert III in Entertainment Industry• UEE22011 Cert II in Electro technology • SIT20416 Cert II in Hospitality Kitchen Operations• SIT20316 Cert II in Hospitality Food & Beverage• ICT30115 Cert II in Information Design Technology • MEM10105 Cert I in Metal and Engineering• SIR20212 Cert II in Retail Services• CHC30113 Cert II in Child Care• SIS20115 Cert II in Sport and Recreation • AUR20712 Cert II in Automotive

At Charlton Christian College we recognise that our students (and their families) come to us with a diverse range of abilities and interests. The VET Department at Charlton is a key initiative for ensuring that all Charlton students have the opportunity for academic studies, non-academic studies and every level in between.

at Charlton

Studying Automotive at Charlton has given me the opportunity to do something that I’m passionate about

VOCATIONAL

EDUCATION

TRAINING

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Studying Automotive at Charlton has given me the opportunity to do something that I’m passionate about

w i t h

Mrs Yvonne CrawfordCollege Psychologist/Counsellor

The older I get the more quickly time seems to fly. I remember as a child how time seemed to take forever to pass, waiting to get that one year older. It seemed like an eternity between birthdays. Now, I look back and think, how quickly time can pass - where did all those years go?

Time is something that we can tend to take for granted. Yet once spent it cannot be re-lived and when looking to the future, tomorrow is not even guaranteed. We cannot stop time or manufacture it, but we can make choices about how we spend it. We can choose to use our time for all sorts of purposes from working and studying to resting and socialising or following our interests. But if we are not careful, our time can be dominated by what “seems” important, or urgent, resulting in our time being robbed from what really “is” important: our relationships and in particular, our relationships with our children.

So what is it that our children need from us? They need our time, not just quality time, but consistent deposits of time. They are continually growing and changing and need our constant attention to their physical, emotional, intellectual and spiritual growth. They need to know that we value them by our demonstration of love, discipline and role modelling. They need to learn about themselves and how to relate to others and the world they live in. Such learning does not happen in isolation, nor is it achieved through crash courses. It requires our consistent input over time through repeated practice, with encouragement and correction.

Through the different stages of life children need to learn how to deal with all sorts of experiences. Whether it’s navigating challenges, coming to terms with disappointments or celebrating strengths and achievements. All are character building opportunities. During these times they learn best when we are involved with them as we teach them about things like self-control, boundaries, respectful relationships, values, and empathy.

Children can have lots of things to play with and lots of things to do. But they don’t need busy schedules or lots of entertainment. They need our ongoing investment of time. This is not about adding to the schedule, but strategizing with the schedule. It requires us to make the best of our involvement with our children’s everyday activities, by prioritising and planning. It will also involve some sacrifice on our part as there are always competing forces, like our tiredness or our own personal interests.

Here are some examples of what to do using our every-day routines.

Meal times - regularly sit down at the dinner table together and share stories, experiences and opinions.

Bedtime - have story-time with younger children and late night chats with our teenagers.

Hobbies - watching their weekly football games, dance performances or whatever it is they like to do, tells them we value them and are interested in them.

Celebrations - birthdays and anniversaries with family and friends shows them we value individuals and relationships.

Holidays - longer trips or weekends away create special memories with different experiences away from the usual home routines.

Choose spontaneous moments to talk with your teenager - while travelling in the car, playing a board game with the family, watching their favourite TV show, playing x-box with them, making time to visit and/or help with school activities, or just doing activities with them like basketball, craft or walking the dog.It basically means getting involved at their level, and grabbing these moments to enjoy their company, to encourage and teach, and especially to listen to them.

We cannot neglect a relationship and expect to make up for it with the random “special time” or compensate with gifts. Sometimes we do this because we can feel inadequate or just don’t know how to deal with certain situations. That’s OK, but don’t let that put you off. There’s lots of resources out there in the form of courses, books, family, friends and programs that can help us along.

Over time, consistent attention or neglect in our relationships will have a cumulative effect. By choosing to invest consistent deposits of time into our children we create opportunities to know them, and for them to know us. This helps them to know themselves better and have a greater appreciation of their sense of belonging and direction in life. The best thing is that it helps them learn to experience satisfying relationships, not only with others, but with us as well.

Time deposits

“How did it get so late so soon?

It’s night before it’s afternoon.

December is here before it’s June.

My goodness how the time has flewn.

How did it get so late so soon?”

Dr Seuss

How would you describe your years at Charlton?My time at Charlton was filled with a wide range of experiences; good times, bad times, hard times, joyous times. For me Charlton wasn’t just a school, it became a home away from home. I liked it because it was a small school and suited where I was at in life and I always had great support from the teachers. I wasn’t the best at writing and English so I needed extra help with assignments and exams. I was provided with great special education assistants. It also provided me with some great sporting opportunities. I played representative cricket and through the “private school” system I was able to play State Cricket and travel around NSW. Overall my time at Charlton was pretty good.

What’s one of your fondest memories?When I got to play my HSC music composition for Presentation Night at the Town Hall in front of the whole school! That was a thrill! I knew then I was meant to perform on stage. I loved every moment of it!

How did Charlton impact your relationship with Christ?I wasn’t saved when I went to Charlton but being there exposed me to Christ by hearing messages at Chapel and singing the songs. I did Christian study classes so I got to learn about the Bible in those classes. I got to go to many Christian conferences as well like ‘Empowering’ where multiple Christian schools attended. Charlton was where I met the person who officially introduced me to Christ. It wasn’t until after I finished school that I got saved.

Any significant relationships from your time at Charlton?My music teacher Miss Donnelly has helped me so much with my music career and she is a great friend of mine to this day. One of my best friends now also went to Charlton with me. Mrs Thornton is fabulous too and is a great friend!

What have you been doing since you left Charlton?Since leaving Charlton I have obtained qualifications as a sound technician and have been working in that field for the past four years. I also pursued music and became a drum tutor and now work at The Green Room in Warners Bay.

I am a paid composer and producer, working with local artists as well as recording and producing my own music. I am also a performing artist and drummer. This year I have been asked to run a drumming group at Glendale High School under The Green Room, which I am very excited about. I currently have a group of sixteen girls and boys in Years 7 and 8 at a variety of skill levels.

Where do you see yourself in 5 years?In 5 years I see myself having completed further study at Uni, gaining my Bachelor of Music and Arts. I would like to have released at least two albums of my original music and would like to be working on film projects composing music.

What advice would you give to current students?Firstly, keep in mind that there is a life after school and that school is such a small part of our lives. Secondly, in saying that, don’t waste your time at school. Get everything out of it you can but don’t stress yourself out over it. It’s not worth it. As long as you do your best and give everything a good shot you will be sweet. Once you know what career path you would like to take, go hard after it. Even if it seems hard and impossible, it’s not! Just go for it. Ask your teachers’ advice, ask them as many questions as you can, as this equals knowledge. Be the best version of yourself. Don’t try and be someone else because you can only be you! Be nice to everyone because you don’t know what they have been through in their life. We all have troubles in life so don’t make people’s lives extra difficult. Take that same energy you would use to put someone down and build them up instead. Be the most encouraging person in the room.

In Retrospect

‘Be

of yourself’the bestversion

Looking back with past Charlton Student

Hayley Bannon

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At just 10 years of age, Terangimarie Moanaroa has broken three NSW swimming records, two of which had been held for 20 years and now has her sights set on Olympic dreams.

She began swimming competitively when she was six years of age and now trains with the gold squad amongst 15 to 17 year olds at Coughlan’s Swim Centre at Warners Bay. Terangimarie trains hard from 5am to 7am three days a week, but she and her family are committed to the early morning routine. “Swimming is something that I enjoy. I have to be competitive about it, and intend to increase my training regime as I get older, but I always try to have fun”, Terangimarie said.

Earlier this year Terangimarie was selected to compete at the 2016 Speedo Sprint Series Finals where she earned gold in 50m butterfly. She then went on to compete at the Combined Independent Schools (CIS) Competition at Homebush, followed by PSSA (Primary Schools Sports Association) where she earnt her place at Nationals in September. Terangimarie won two medals at PSSA and is Charlton’s first ever Primary student to qualify for Nationals.

Whilst her focus now is on representing NSW at the SSA Primary Swimming Championships in Darwin later this year, her long term goal is to qualify for the 2020 Olympics in Tokyo.

Leisel Jones was selected for the Australian team at 14 years of age and has, alongside fellow Olympians Kate and Bronte Campbell, inspired Terangimarie to dream big.

When asked what advice she would like to offer other students, Terangimarie said, “Try your best and God will do the rest. God’s always there by your side, through the good times and the bad times.”

“My family are very supportive and are always encouraging me to try my best. It’s something I’ve tried to do for my friends. I love encouraging them and seeing them improve”.

I grew up in a sporting family. My parents played mixed netball and indoor cricket and my dad played football (soccer) and coached teams in the Christian Churches comp. My brother is into extreme sports, competing in BMX racing and motocross and my sister has played soccer and netball throughout the years.

I first started playing netball when I was 7, following in my mum and sister’s footsteps. I quickly learnt to use my height to my advantage and in the first year of playing I scored the very first goal that our team had ever scored! Our supporters on the sideline erupted with cheers and although we were losing terribly, this taught me that winning wasn’t everything and that it was important to persevere and have fun! The other team couldn’t understand why we were so excited about losing! We were just so happy we had scored a goal!I’ve played indoor netball for the last 15 years, (sometimes two nights a week) and I’ve also played in an outdoor team in Newcastle with my sister for about 5 years.

I love seeing our students learn through sport. It’s such a great metaphor for life and teaches so many skills that you can use every day; patience, teamwork, discipline, self-belief, respect for others and resilience are only a few. I get so excited seeing our students smiling and happy to participate in sport. I have been coaching/managing Charlton’s Metro Cup Netball Gala Day teams (with the assistance of some lovely parents) over the past 7 or 8 years. This year, I am so thrilled to see our Stage 2 and 3 children given an opportunity to compete in the Macquarie Shield Netball Competition every Friday afternoon in Terms 2 and 3.

Although I am netball-mad, I also enjoy watching many other sports and look forward to seeing our kids grow our sporting culture here at Charlton.

Coach Profile

with Katrina Searle

Junior School Learning Support

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