It is essential that all schools provide a supportive learning community where all students feel and are safe. Students have a fundamental right to learn in a safe, supportive environment and to be treated with respect. School staff, parents and the local community also have the right to teach, work and participate in an environment that is safe and supportive.  This is what we provide to an excellent level and continue to strive to improve at A.B. Paterson College.

I vividly remember my time at primary school and high school. Who were the teachers which I respected, listened to and ultimately thrived under? They were the teachers who took the time to get to know me, my interests, my concerns, my strengths and weaknesses. What we do at A.B. Paterson College is – ‘know the child'. This fundamentally forms the strong connection between student and teacher which then incorporates the parents to make a strong community.

Students play a powerful role in the development and maintenance of a safe school. They can make a positive contribution to the wellbeing of all students in the school, their families and members of the broader community. Through assuming ownership for their own safety and wellbeing, as well as that of others, students develop a sense of connectedness and add meaning and purpose to their lives. The opportunity to exercise decision-making and to have ownership of their learning helps students to develop personal and social capability, one of the general capabilities specified within the Australian Curriculum.

Student resilience and wellbeing are essential for both academic and social development and this is optimised by the provision of safe, supportive and respectful learning environments. Schools share this responsibility with the whole community. Not only do confident, resilient children with a capacity for emotional intelligence perform better academically, these skills can also contribute to the creation of strong social bonds and supportive communities and also the maintenance of healthy relationships and responsible lifestyles.

Within the Junior School we have dedicated SELF time each week. SELF stands for Social Emotional Learning Fundamentals which is our dedicated student wellbeing program. Throughout 2020 all the Junior School teachers have been reviewing, auditing and re-writing these programs of work to ensure they are as up-to-date as possible, incorporating the most current research, therefore creating a contemporary program which addresses student needs.  

The Australian community rightly expects all education systems and leaders to take every available measure to ensure the safety of students and the broader school community and to protect and support them. The Melbourne Declaration on Educational Goals for Young Australians (2008) affirms this. We at A.B. Paterson College use all available resources and support networks to ensure the continuing safety of all students in our care. As part of our ongoing focus on student wellbeing which aligns with the College’s strategic intent and is explicitly addressed through the strategic pillars – in particular, those pillars of ‘Education and Care’ and ‘College Community’ - we effectively nurture wellbeing through establishing and maintaining core positive relationships with students, staff and the wider community. 

Our fundamental role as teachers is to know each of our students as well as possible. That is what is entrenched at A.B. Paterson College!

Simon Edgar
Head of Junior School

The Class of 2020 is truly like no other - we were the first year of compulsory Prep, the first official year of Year 7 being Senior School, and the first cohort that will be assessed under the ATAR system. Now, a cohort of so many firsts is about to take our last steps of our final year at the College.

I don’t imagine anyone could quite have anticipated how this year has gone. In some ways, we are incredibly lucky to have only had 49 days of quarantine this year compared to other states and countries now, but amongst the uncertainty, we couldn’t help but wonder exactly how things were going to change. Regardless, we found new ways to connect online, through new initiatives with the College or coming together as friends. In the absence of routine, the guarantees of school life, amidst the great unknown we all became just a little bit more grateful for the people around us. 

Having an occasion to be able to celebrate in these times is something that has been few and far between, so for our last term at the College, we made sure to make the most of every moment we had left. Our celebrations began with the Pity Party, a celebration organised by the College Leaders back in Term 3, before class celebrations, themed hair days for the girls, and crazy socks came into play for our final week. Perhaps a highlight for our grade was the heated Students vs Teachers Volleyball game last week, with some spectacular dives, spikes and quicks bringing us to an excellent victory for our extraordinary cohort. 

Even though the next few weeks will be extremely difficult with our external exams rapidly advancing, the light at the end of the tunnel is within reach. We are so close to the end, and I would like to take a moment to thank every member of the College community for their support of our cohort over the years. Without you we could not have made it this far, and I look forward to taking these last few steps with you backing us every step of the way. Here’s to the Class of 2020!

Sascha Lawton
College Captain 2020

This term, our youngest students have suddenly realised they only have five more weeks before they are no longer ‘Preps’. As is evident in their demeanour, they are starting to feel many different emotions. 

Our job as teachers is to help the children deal with these emotions by preparing them for the transition to Year 1. We do this by focusing on many different key areas such as routines, behaviour management, expectations, developmental needs, predictability and independence, all within a secure environment. 

When focusing on routines we make sure to maintain strong communication between the Prep teachers to provide cohesion and structure. We use this solid communication to create rules and expectations for the children, which they have an active role in establishing for themselves. These guidelines do not change and should be embedded in the children’s minds prior to starting Year 1. As the children have created the rules and expectations, it makes it easier for them to comprehend and take ownership of their own behaviour management. 

What better way to observe the children’s developmental needs than to have them learning through the College’s Teaching for Understanding (TfU) framework. Each aspect of learning is developed to cater for differentiated learning and individual expectations. As this is embedded across the College, the children will always know how their teaching and learning will be conducted, regardless of who teaches them in subsequent years. This creates predictability and confidence for the students when they first walk through the doors to their Year 1 classroom.

Over the year, we have been giving the children opportunities to show their self-regulation and develop further independence, from the sense of achievement which comes from mastering shoelaces, to letter formation and recognition in their literacy activities; they have developed a sense of belief and confidence which they will use each and every day in Year 1. 

We wish you well for the future Prep 2020 students!

Peter Nicholls
Teacher - Prep

Last weekend, 16 - 18 October, seven Years 10 and 11 students took part in a Silver Duke of Edinburgh camp. Unlike the more traditional expedition-oriented camps which have been based in the rainforests and bushland surrounding the Gold Coast, this year’s Silver camp took place on the Gold Coast as part of an Urban Exploration.

For one student, Hayden Lee, this was his qualifying camp, whilst for the remaining six students (Alex Roberts, Benjamin Elphick, Bita Shahidzadeh Mahani, Charles Morris and James Hickey) this was a practice camp with their qualifying camp taking place in Brisbane later in the term.

Students explored the city environment for three days, working on personal projects on urban related topics. These included an industrial architecture project exploring the hidden and abandoned railway tracks, seating provision for the Gold Coast community, the impact of modern buildings on traditional architecture in the suburbs, and how international culture has impacted on the cuisine habits of Gold Coast residents.

All seven students had a great time and the group dynamics, team spirit and enthusiastic approach to the weekend activities was excellent. The weather was sunny and hot all weekend. Students camped at the College where they cooked their evening meals and prepared their breakfasts and packed lunches. Lunch times were often spent in the beautiful parks and gardens of the Gold Coast. 

A number of suburbs were explored as part of historical and cultural visits, with students taking notes and recording what they saw with both video and still photographic images to create a comprehensive journal documenting their chosen topic.

Notable highpoints for the students were a visit to the Home of the Arts (HOTA), Q1 building and a morning spent exploring China Town.

Andrew Sole
Head of Outdoor Education

For 30 years, A.B. Paterson College has been welcoming our grandparents and special friends to campus for Grandparents’ Day celebrations, and without a doubt this day is a highlight of the school year!

In 2020, while not on campus, our grandparents are certainly in our hearts and in our thoughts. 

Thank you to every grandparent who has shared in the wonderful learning journey of our students over the years. We cannot wait to welcome you back to our College as soon as possible.

On Sunday 25 October, 2020 we would like to wish you all a very Happy National Grandparents' Day!!

Things are growing and down the hatch they are going! This week the Busy Bees (Years 2 - 3) used their senses to track down different edible plants in a herb hunt. A few brave gardeners dared to try the peppery arugula - it wasn’t for everyone. Surprisingly the kale was a hit (no excuse now kids)! Green Thumbs (Years 4 - 6) worked hard to train the tomatoes and plant some new arrivals of a paw paw tree, dragon fruit and more herbs courtesy of some wonderful A.B. parents.

Daisy Ross
Teacher - Year 2

Mia Maratos (Year 9) and her Runaway Bay Little Athletics team mates got to demonstrate their athletics prowess to a national audience last Monday when 'Sunrise' weather reporter, Sam 'Mac' McMillan broadcast live from the Runaway Bay Little Athletics Centre. 

Queensland based athletes Sally Pearson, Matthew Denny, Jaryd Clifford and Kelsey-Lee Barber were also in attendance throughout the morning. Being a keen hurdler, Mia was thrilled to spend time with her idol, Sally Pearson.