In our family we have regular conversations about deadlines, timelines, where do you need to be… and this will be a common discussion within many households, especially with the return of community sport and our own APS training. The most recent lockdown and varied restrictions have made me think about the real reason we teach; to provide children with the skills and knowledge to grow into young men and women of character. Who also have the drive and tenacity to excel, who can make the world a better place and a more spirited and respectful community.

One of these vital soft skills is the ability to meet deadlines - to plan and accomplish your goals within time limits.  After all, a goal is just a dream with a deadline. In a real-life situation, you cannot miss deadlines. Get the paperwork in too late – the excursion/camp might not happen. You have not fuelled the vehicle on time –  it does not leave. The analysis of the blood data is too slow – a patient may not get the right medications. The I.T. system has not been fixed – Zoom or Teams may not work. Deadlines are not just there to annoy and inconvenience, they serve a purpose to enable students to flourish within a learning environment.

“If we didn’t have deadlines we would stagnate.” – Walt Disney

The Education Endowment Foundation (EEF) is a charity that assesses all international peer reviewed evidence on teaching 5–16-year olds. It collates this evidence and provides insights into implementing teaching and learning strategies. The EEF places feedback as the highest impact strategy that teachers can employ, with an estimated impact of eight months. In other words, a student who received targeted, constructive feedback on how to improve their learning will be eight months ahead of a comparable student who does not receive adequate feedback.  Consequently, the drafting process is extremely important. It is why teachers spend time chasing students to meet draft deadlines, so we can provide as much support and feedback as we can. Failure to meet these deadlines directly harms a student’s ability to grow, improve and prosper.

“We all need people who will give us feedback. That’s how we improve.” – Bill Gates

Learning to meet deadlines is an exceptionally important life skill, and therefore we take them seriously at the College. Nevertheless, this is not an easy task. Even adults need help to defeat the lurking procrastination, so here are a few tips on how to make meeting deadlines easier for students of all ages:

1. Make a commitment. A goal or aim makes everything easier, commit yourself to handing in your drafts a day early.

2. Plan the timeline early. Break them down and set mini goals. Completing assignments in small, easy to digest, chunks will make a large task seem achievable.

3. Take initiative early. Be open to ask for help and accept help.

Did you notice each of the tips used the word ‘early’. Teachers and staff are there to help - so, ask them. Take their advice on board but do not be scared to ask more than one person. Different perspectives will help you understand more and may bring a different viewpoint to your work.

Deadlines are not just there to make life difficult; they are there to ensure the world keeps going and people keep growing and learning. Treasure them, respect them and make sure you meet them.

“Deadlines concentrate the mind. But deadlines should not be dogmas.” - Ashraf Ghani

Simon Edgar
Head of Junior School

On behalf of Mr Sole, it gives me great pleasure to recognise the achievements of students in the Senior School who have completed either the Bronze, Silver or Gold Duke of Edinburgh Award in 2021.

Each level of the Duke of Edinburgh award, Bronze, Silver and Gold, requires commitment - a minimum of three months for Bronze, and 12 months for Gold - to voluntary service, physical recreation and improving your skills. Completion of the award also requires taking part in an adventurous journey which could involve kayaking the entire navigable stretch of a river, an extensive sail across an ocean or climbing mountainous peaks. The Duke of Edinburgh Award requires determination, perseverance and commitment and is looked upon favourably by both future employers and universities. It is an opportunity to be pushed outside of your comfort zone and really challenge yourself to achieve something incredible.

Congratulations to all students who have achieved either the Bronze or Silver Duke of Edinburgh Award. Particular mention should be made of the Gold Duke of Edinburgh Award, as it is rare that a student will complete the Gold Award whilst still at school - this is truly an incredible achievement.

Achieving the Gold Award requires a great deal of effort, commitment and perseverance. In addition to achieving their Bronze and Silver Award, those in pursuit of the Gold Award are required to commit to 12 months of physical recreation, developing a skill, service in your community as well as taking part in a four day, three night adventurous journey and a five day, four night residential project. In the words of His Excellency the Honourable Paul de Jersey AC, 26th Governor of Queensland, "Reaching the pinnacle of the Duke of Edinburgh Award system is testament to their integrity, dedication, tenacity and courage." A huge congratulations to Matthew Hickey for this impressive achievement.

In 2021, the following students received the Duke of Edinburgh Bronze Award:

James Beh
Eric Zhou
Jojo Hou
Magdalena Kolarich
Mingqian Zhou
Dean Tuesley
Oliver Game

In 2021, the following students received the Duke of Edinburgh Silver Award:

James Hickey
Alex Roberts
Bita Shahidzadeh Mahani

In 2021, the following student received the Duke of Edinburgh Gold Award:

Matthew Hickey

For all students who are pursuing either Bronze, Silver or Gold Award, we wish you the best of luck. If you are interested in the Duke of Edinburgh Award, please contact Mr Andrew Sole, Head of Outdoor Education, ASole@abpat.qld.edu.au. 

Charlotte Brook
Head of Senior School

Crystals are everywhere. We often don’t even realise that we use crystals everyday. Salt, sugar, diamonds and emeralds are crystals. LCD computer and television screens work because of the many tiny crystals inside.

In Term 2, students competed against each other to make the biggest and best crystals to enter into the Banjo’s Science Club Crystal Making Competition and the Royal Australian Chemical Institute Crystal Growing Competition. Each week, students needed to record observations and modify their method in order to produce larger, better quality copper sulphate crystals.

The winners of the Banjo’s Science Club Competition Crystal Growing Competition this year include:

Hrishi Modi- Best Clarity
Matilda Grant – Most Original
Zack Jennings – Largest Crystal
 
These students' entries were then forwarded to the RACI QLD Crystal Growing Competition for further judging.

In the last week of Term 2, Year 11 and 12 students competed in the RACI Titration Competition. Titration is a compulsory practical in Unit 3 Topic 1 Equilibrium - Volumetric Analysis. Students who prepare for the Titration Competition gain confidence in the laboratory skills necessary to conduct volumetric analyses, and in the analysis of the data obtained. The analysis to be conducted involves preparation of a standard solution of potassium hydrogen phthalate (KHP) which is provided, standardisation of a solution of NaOH, and titration of a second sample of KHP. Judging is on the basis of the values reported for the amount of KHP in the Unknown Sample. 

Soraya Comley received a Credit Award for this competition with the concentration of her unknown KHP sample being only 1.18% higher than the actual concentration.

The school theme for National Science Week 2021, was 'Food: Different by Design'. It honours the United Nations International Year of Fruits and Vegetables and the International Year of Creative Economy for Sustainable Development. As such, the Science Ambassadors decided that a strawberry DNA extraction was an apropos activity. Students in Years 7-11 treated strawberries with a detergent and a salt solution in order to release the DNA from the cells. Ethanol was then used to precipitate the DNA and make it visible.

Banjo’s Science Club activities and challenges will continue each week through to the end of term. 

Robyn Dewar
Science Teacher

This term in Year 5 Technology, students have been focusing on the design technologies and developing their understanding of the STEAM design processes, skills, techniques and evaluative thinking. Working collaboratively to explore how to organise and plan various designs and reflect on their constructions is an important part of the process. Using various construction materials, students set out each week to define problems and create solutions to address selected challenges. They have enjoyed exploring how design representations have function and purpose, and in so doing have developed skills and techniques to carry out STEAM building challenges based on scientific understandings.

Students have followed planned processes to keep records of their thinking and observations whilst carrying out tasks and built up a portfolio of work. They have engaged in designing creatures, focusing on the structural, behavioural and physiological adaptations that allow the selected creature to survive within their natural or future habitat. The Technology unit will culminate in students designing, creating and evaluating a selected challenge from their portfolio of creations, completing all aspects of the design process and providing detailed reflections each step of the way.

Year 5 Staff
Georgina Burrows, Caitlyn Sterry, Genevieve Whittington and Dean West

Gold Coast Eisteddfod Results

Recently at the Gold Coast Eisteddfod, Year 8 student Sunny Lui performed brilliantly and claimed two bronze medals - one in the Non-classical Woodwind/Brass Pop/Jazz (20 Years and Under) competition, and also in the 13-15 years Woodwind/Brass Solo, and a 4th position in 15 years and Under Woodwind/Brass Championship. Sunny would like to thank his teacher, Mr Fletcher and Mrs Lass for her piano accompaniment. 

April Chen (Year8), has recently participated in the Gold Coast Eisteddfod for piano. She was awarded three medals and a trophy. April received 1st Place and the trophy for Under 14 years 20th Century or Current Composer (excluding Australia); a 2nd placing for Solo under 20 years Associate & Licentiate Diplomas, as well as 2nd place in the 13-15 year Championships. She has also received Honours for her 2020 AMEB Grade 8 Piano exam.

If anyone in our College community is interested in a copy of the 2018, 2019 or 2020 yearbook, The Banjo, we have a limited number of copies available for collection from Reception.

Congratulations to our Week 7, Term 3 Bumper Sticker Winners!

Julie Kurtev

Paul Murphy

To be eligible to enter, simply get the new College bumper sticker from Administration, place it on your rear window and register your car in the competition here:

collegebumperstickercompetition@abpat.qld.edu.au

Include your car registration number, name, email and phone number.

Our lucky winners each receive $100 off their school fee invoice for the following term! At the end of Term 3, all of our weekly winners will be invited to an afternoon tea where someone will win FREE* tuition for their eldest child for Term 4 2021! 

Don't delay, get your bumper sticker today!

(*tuition fee only)