I S S U E 8 2 0 1 2

LIFE CHANGING: PAGE 4 BRIGHT SPARKS: PAGE 6 CHRISTIAN EDUCATION: PAGE 14 MORE SLEEP, SMARTER KIDS: PAGE 18

P 02 4959 9111 F 02 4959 9188 E office@charlton.nsw.edu.au

Email our Principal Sue Skuthorpe: principal@charlton.nsw.edu.au

Email Michelle if you would like to receive the College newsletters: michelle.thornton@charlton.nsw.edu.au

LIFE is the bi-annual publication produced for the families and wider community of Charlton Christian College.

Design Mezzanine-media www.mezzaninemedia.com.au

Editors Vicki Gunning and Michelle Thornton

Charlton Christian College 43 Fassifern Road Fassifern PO Box 605 Toronto NSW 2283

Welcome to the Semester 2 Issue of LIFE for 2012. We trust that you will enjoy the mix of articles and personal stories that this edition contains.

One of the great joys of working in a Kindergarten – Year 12 College is that we follow the growth and development of children all the way from Kinder through to their Year 12 graduation (we also love to keep in touch with students when they leave!) Thirteen years of schooling is a lot of years to get to know children personally and to help inspire and nurture them into the special people that God created them to be. This issue of LIFE shares the dreams of some of our present students and even staff. You’ll also read about students who have been at Charlton and what they are achieving now and also about others who are finishing at Charlton and planning their futures. As I write this welcome message I am reminded of the verse in Jeremiah that says “For I know the plans I have for you”, declares the Lord,

Welcome from the Editors

“plans to prosper you and not to harm you, plans to give you hope and a future”.

In this edition you’ll also read reflections from our Senior School boys about the mission trip that they went on earlier in the year and how life changing it was. One of our staff also writes her views about the true cost of Christian Education, a message straight from her heart.

In the following pages you will find photos, testimonies, insight and inspiration. Thank you for taking the time to read about some of the wonderful things that are happening at Charlton. We hope you enjoy it and keep it handy to show your friends when they visit!

We are always happy to receive your feedback. We’d love to hear from you by emailing us at marketing@charlton.nsw.edu.au

Vicki Gunning and Michelle Thornton

Our VisionCharlton 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.

College CornerstonesLove Demonstrating God’s love within a merciful and just community.

Integrity Building character and excellence through courageous discipleship.

Faith Growing a people of hope, freedom and wisdom through confidence in the Work of Jesus Christ.

Empowerment Developing a body of passionate and radical Christians, ready to transform their world.

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

03

Principal

Teachers: What would we do without them?

“Teachers who value their students will

seek to bring out the best in every student for the good of the

Community.”

In Australia, teachers are one of the most undervalued sectors in society. We forget the power they have in the lives of young people. We forget to let them know how much we appreciate them. We forget the hard work they do… because most people don’t realize just how hard they work.

Just flick through the pages of this Magazine. Who gives LIFE to these pages? Teachers do.

• Who went with these wonderful young men on their Mission Trip? Dedicated teachers!

• Who gives the vitality and exciting learning to the lives of our Kindies? Gorgeous teachers!

• Who spends hours of their own time preparing for the Musical? Amazing teachers!

• Who plans for, sets up, runs and cleans up after our Pl@yschool babies? Remarkable teachers.

• Who liaises with outside bodies, organising opportunities for our students? Devoted teachers.

• Who ensures that our students receive the best teaching and loving care? Enthusiastic teachers.

We must be careful not to take our teachers for granted.

In His teaching, Jesus placed a great responsibility onto teachers. Jesus is, without doubt, the best example of what a Christian teacher should be like. When he called his disciples he called them into a learning community, with him as their leader. A learning community is a group of people who work together in the task of learning. They have shared interests and values, and will all play a part in the teaching and learning process.

Everyone would agree that good training, effective teaching skills and a professional attitude are important characteristics for any teacher. However, they are not the only things that make a good teacher. Good teaching cannot be explained only in terms of skills and techniques; effective teaching comes from the heart of the teachers and their identity in Christ. Teachers who value their students will seek to bring out the best in every student for the good of the Community.

All of the good things that happen at Charlton are because of the enthusiastic and loving commitment of our staff. Not just teachers but admin staff, aides, maintenance and grounds staff, and even bus drivers.

In this year where we have taken a verse from the Bible about thankfulness, why not say thank you to a teacher or a member of staff who serves you and your child, whether at Charlton or at some other place of learning.

Sue SkuthorpePrincipal

03 ISSUE EIGHT 2012

While we were over in the Philippines we, as a

team, faced numerous challenges. Witnessing

such a diverse and different culture to our own

was massive for all of us. What little they had, but

yet were so happy really hit me hard and stopped

me in my tracks. It has taught me to not be selfish

but selfless, and that there is always someone

out there in need whether they are next door or

on the other side of the world. It has also taught

me to love and respect those Filipinos around me

because even though they have few assets, they

hold on to their love for one another.

By Logan Wiltshire

Life Changing

To me the Mission trip was one of the best overseas trips I have ever had. It had a great

positive effect on me. It made me realise that there

is more in your life than just possessions and that

you don’t need half the stuff that you have. It was

a great experience to have to see how a lot of the

world’s population live in poverty and also seeing

how happy they are with what little they have. By Hugh Evans

One of the best things from the trip has been

meeting and keeping in contact with the people

we met during our time overseas. It was an

incredible time and experience where relationships

were built which had a tremendous impact on

me and the team. It has challenged my view and

perspective on many things. It was awesome

how God worked so powerfully through us. The

intention was to be a blessing to the people but I

never expected for me to be blessed in the way

that I was in return.

By Ben Casey

The mission trip to Manila was unforgettable and life changing. The highlight of the trip and what changed me the most was the ability to meet and befriend new people who live completely differently to me. Through the experience of helping people I met, I have gained self-confidence and an idea about where God wants my life to go. The main lesson that I have learned from the mission trip to Manila was that I should be content with what God has blessed me with; because the majority of the people that I met in the city lived in poverty and yet were still joyful and grateful for all they had.

By Chris Hooper

It was a life changing experience for me in Manila,

meeting the wonderful people at King Solomon

Christian School International. I loved the talented

and entertaining youth group within the school

and it was amazing seeing how other people and

cultures live in the world. I can definitely say that

what we have here in Australia we should not take

for granted. I loved seeing the smiles on the faces

of mothers, fathers and children when we gave

them a small portion of rice that would last them

roughly a week. You could see that they were truly

blessed to have that. I now see a totally different

perspective of the world and how lucky we really

are in Australia.

By Zac Parker

For me the experiences and challenges we faced as a team overseas were both eye-opening and confronting. The relationships that were formed over there with the locals, and with each other, are unforgettable. Experiencing such a different culture and seeing what poverty has done to the Philippines changed my views completely of what we take for granted in Australia. We can do so much good for the people who are worse off than us through acts of service and selflessness. My relationship with God was strengthened through the trip and seeing just how happy everyone can be with so little, in such poor conditions, is truly inspirational. Overall the trip was a life changing experience that has left me with a heart to serve and help others.

By Simon Hickey

05 ISSUE SEVEN 2012

The impact on me was a saddening yet

strengthening one. Being able to actually

experience and interact with the people who live

in poverty and to see the lives they lead everyday

was extremely confronting and humbling. It made

me realise just how lucky and blessed I am. Being

on the trip really opened my eyes to just how

bad the conditions are that these people live in,

and it strengthened my resolve to do something

about it a lot further. Also, the relationships that I

developed have created a lasting emotional bond

to the people of the Philippines and their culture.

By Jackson Sheldon

After our stay in the Philippines, I have realised how much we take for granted and how much waste there is in Australia that could feed a nation. The happiness and love that the people have, considering their situation in life, is truly inspiring. It was humbling to see a family so grateful and happy after being given just one bag of rice. It was

wonderful just being around the youth and seeing how happy they are in their conditions. It’s truly an amazing place. Australia has a lot to offer in ways of wealth. It seems selfish not to do something.By Joel Sweetman

To me the Mission trip was one of the best overseas trips I have ever had. It had a great

positive effect on me. It made me realise that there

is more in your life than just possessions and that

you don’t need half the stuff that you have. It was

a great experience to have to see how a lot of the

world’s population live in poverty and also seeing

how happy they are with what little they have. By Hugh Evans

The mission trip was a life impacting experience,

not only for me but everyone in the group. I had

the honour of helping organise and run the mission

trip. This was an amazing experience for me. I

have been to the Philippines a number of times,

but this time was different as I had a firsthand

experience of seeing how the Philippines impacted

and changed the lives of the boys who came

with me. It was both a humbling and awesome

experience to see the guys step up, to see the

need in the Philippines, and become empowered

to try and fulfil it.

By Nic Snellgrove

Going on the mission trip was a great way to see

a different culture, one of third world poverty. This

mission trip has strengthened me in my Christian

faith and beliefs. I felt the presence of God many

times throughout the trip. It was awesome to

make new friends. This trip has opened my eyes

to what else is going on in the world and I feel

it has made me feel more appreciative of what I

have. I hope others also have an opportunity to

go to Manila because it will open their eyes and

strengthen their faith.

By Ben HobsonThe mission trip was awesome! I learnt so much about the huge differences in culture and about how little some people have and how lucky we are. It’s one thing to be told how lucky and rich we are and to see it on TV, but to experience it firsthand was something I’ll never forget. Despite their situation, the people are so happy and welcoming. It was crazy how hospitable they were to us even though they barely have enough for themselves. From this I learned to be happy with what I have and with my circumstances. I have also learnt not to take anything for granted, because no matter how bad I think something may be, there are people with much less who are much happier over in the Philippines.

By Jeiel Charlton

The Philippines Mission Trip was a life changing moment for me, and the other boys. The experiences that we all shared will never be forgotten. The Filipino culture was so welcoming and they were so happy with what they had. As clichéd as it sounds, what I brought back from the Philippines is to not take anything for granted. At their worst, the Filipino’s still had time to have a conversation with us. It was so great seeing how strong they are in their faith and just amazing to see God taking a rule in their lives. The trip was amazing. I’d do anything to go back again.

By Shane Smith

By Vicki Gunning Head of Junior School

There has long been debate over whether it is best for children to start school early or hold them back until they are older. This is often a difficult question, particularly for parents who have children with March, April, May or even June birthdays. How do you know when your child is ready for big school?

Many educators feel that for boys especially, it is best to hold them back until they are six. I, however, would argue this. I have experienced many times over, younger children, boys included, who are more than ready for Kindergarten before their fifth birthday. It can be a very tricky decision for parents because often the decision needs to be made several months before the start of the school year. It may be felt in August that a child is not yet ready. However, by the start of the school year in February, the child may have matured and developed to the point of being ‘more than ready’.

This year Charlton Christian College commenced a Kindergarten class known as ‘Bright Sparks’. The class was established in recognition that the age of Kindergarten children can vary by up to 18 months. The Bright Sparks program serves two purposes. It caters for children who are ‘school ready’, but are younger. The curriculum still focuses on Board of Studies kindergarten outcomes, but does so through a more play-based program. The class also caters for children who are assessed as being very bright and are therefore selected to commence formal schooling earlier than many other schools would allow.

At Charlton we ascertain a child’s ‘school readiness’ with a one-on-one assessment looking

at the child’s different levels of development in areas such as language, fine and gross motor skills, cognitive ability, auditory discrimination, self-help and social and emotional skills. It has become very clear to us that we cannot make a blanket statement as to what age children should be when they start school, or even have an Enrolment Age Policy. School readiness is not at all age dependent. Just as children lose their teeth at different ages, learn to ride a bike at different ages and become toilet trained at different ages, so too are children ready to start school at different ages.

Although the children in the ‘Bright Sparks’ class may be younger, we have found that they have still achieved very much on par with the older Kindergarten students. In fact, some of Charlton’s brightest kindergarten kids this year were the youngest. I strongly believe that if children are ready to learn in formal schooling then they shouldn’t be held back purely because of their age. I think each child has a peak readiness time for early learning. If this time isn’t utilised other problems can occur as a result.

Parents who were undecided about whether to start their child in formal schooling or not, have reported that the option of the Bright Sparks class made their decision a lot easier. Charissa Foster who started her daughter, Charlotte, in Bright Sparks this year says, “My daughter was getting bored with Pre-school. She was very eager to learn new things but was considered too young to start school. Bright Sparks has given her the opportunity to extend herself and she loves every minute of it. She has achieved so well. I am so pleased that I started her instead of holding her back”.

How do you know when your child is ready for big school?

How do you know when your child is ready for big school? Charlton Christian College is currently in

rehearsal for its third musical production, Peter Pan.

Mrs Tammy Perrim, the show’s Producer says, “It’s been two years since Seussical Jr and we are ready for our next adventure. We want to build on the momentum that was created through our last musical and keep the creative juices flowing.” Peter Pan was chosen for a number of reasons. Firstly, for its vibrant sets and colourful characters and secondly because it is an ageless story about adolescence.

It is about the struggle between childhood and adulthood and the demands and opportunities that both present. Wendy Darling represents all that’s good about being an adult: being in a loving, caring relationship; raising a family in a warm, nurturing environment; being responsible and contributing to a better society. On the other hand, Peter Pan represents all that’s good about being a child: adventure, fun, excitement and no responsibility.

These are issues children still face today. The excitement and sometimes trepidation associated with the unknown. As teachers we see it every day in the children we teach. In fact

it is for this reason that we believe in Middle School. Typically the Middle Schooling years is a time where children question the future, change friendships and feel emotional about the changes that are going on within them both internally and externally.

Preparing a musical production gives us a chance to study associated literature and discuss relevant issues as well as give our more creative students a chance to showcase and develop skills in the area of Performing Arts. It’s all linked. It all reflects the magnificent glory of God who is ultimately the greatest creative force in the universe and the greatest storyteller ever known.

Peter Pan the Musical will be showing in April 2013 in the new Charlton Multi Purpose Auditorium. Tickets will be on sale closer to the date. Please contact the Charlton Office for more information.

C O M I N G S O O N

Peter Pan the Musical will be showing in April 2013 in the new Charlton

Multipurpose Auditorium.

07 ISSUE EIGHT 2012

Ally Amos (Year 6)

What’s your dream?My dream is to help people and make them happy. A few years ago I found a relatively easy way for me to do both... just by cutting my hair!

How did this dream start?In 2009 when I was in Year 3, my Grandma found a newspaper article in a Coffs Harbour newspaper about a local girl who had a 30cm ponytail cut by Stephanie Rice – the ambassador of the Princess Charlotte Alopecia Foundation. The hair was donated to the foundation, which makes wigs for children suffering from alopecia, a disease causing hair loss and baldness. My hair was long enough to donate a 33cm ponytail so I thought I’d have a change and get the chop! It was an easy decision especially after getting on the foundation’s website and reading all of the stories of girls who were so grateful to have received wigs.

What are you currently doing to achieve this dream?At the end of August this year I had another ponytail cut. This time 40 centimetres. I have been telling everyone why I had such a dramatic haircut and encouraging my friends with long hair to do the same. I am now three years from my next “big chop”!

For more information you can visit the website: www.princesscharlottealopecia.com

Amelia Kelson (Year 11 )What’s your dream?My dream is to work in the horse industry and to learn and implement natural horsemanship techniques into both my interaction and relationship with horses. Natural Horsemanship focuses on working with horses in a caring way without the use of violence.

How did this dream start?I started riding horses when I was 9 years old and have always had a passion for horses. As I grew older and rode more and my experience increased I realised that with a lot of disciplines like dressage, you’re taught to ride a horse but not how to understand or connect with them. I started to want more than what many of my riding teachers could provide me with. I’d always known about Natural Horsemanship, but it wasn’t until recently that I realised this is the path I wish to take.

What are you currently doing to achieve this dream?I’ve done a lot of research and read a lot of Monty Roberts books. He talks about the importance of using non-violent techniques when handling horses and also about his discoveries of natural horse behaviour. Diamond Porter is located in the Hunter Valley and is well known for his Natural Horsemanship methods of training. With the help of staff at the College I have recently been in contact with him and have already begun training. I hope that this is an avenue I can follow when I finish Year 12 next year.

Cherie Snellgrove (Kindy Teacher)

What’s your dream?My ultimate dream is for all children to have the life that God created for them. To grow up with a family that loves and nurtures them. To be provided with opportunities for their gifts and talents to be recognised and developed, and for every child to be able to access quality education.

How did this dream start?I have always been a strong advocate for the rights of young children. It was the driving force in my decision to become an Early Childhood teacher many years ago. This feeling was amplified 6 years ago after a trip to the Philippines, where I came face to face with so many children living in incredibly poor situations. I think this trip left me beautifully broken for the poor.

What are you currently doing to achieve this dream?In 2013 my family will be moving back to the Philippines. In conjunction with KSCSI we will be establishing a “Safe House” for children. This will be a place where homeless children of all ages will be cared for and loved in a safe environment. Jesus loves children, all children. I want these children to know their worth to God; that they have been created with a purpose and that they are valuable and precious.

What’s yourDream?

The Architecture of Pedagogy Creating spaces to facilitate deep learning

By Fraser Hannam Head of Middle School

I am reminded of a story about a little girl fascinated as her mother cut the ends off a roast before placing it in an oven. When she asked her mother why, her mother informed her that her mother always cut the ends off the roast. Intrigued the girl went to her grandmother who told her she did it because her mother used to do it. “Perhaps it was something to do with sealing in the juices”, she offered. Finally the girl went to speak with her great-grandmother who told her she cut the ends off the roast as she only had a small baking tray. We need to be so careful not to do things just because ‘that’s the way we have always done it’.

Teachers will naturally teach the way they were taught as students. For those of my vintage this requires a rectangular classroom with a black board at one end and a teacher nearby preaching great truths, and students (desks in regimented rows) frantically attempting to capture the great orator’s wisdom on paper. The days of, “Well it was good enough for us so it is good enough for you”, are an archaic remnant of those times and certainly don’t belong in our modern, performance-inspired and accountability-driven classrooms. So how do we create a flexible 21st century learning space that engages students and where teachers can go wherever their imagination leads them unhindered by the constraint of walls? Essential questions are; what happens in the classroom? What shapes, sizes and building materials allow for flexible size options? What designs will help teachers to teach differently? How do we make learning student-centred rather than teacher-centred? How do we use technology differently? How do we stimulate deep learning?

Another question to consider is how do we do furniture differently? Steven Harris from Northern Beaches Christian School explains it this way, “If a student is comfortable then behaviour issues will go down and engagement and learning will go up.” Furniture and architectural space should facilitate ‘caves’ (where students can work independently), ‘mountain tops’ (to publish and share results with others) and ‘camp fires’ (where students can collaborate on projects). Of course in any room the major geographical centre will always be the ‘chalk’ board at the front with the teacher. By decentralising control we empower students to direct their own learning, stimulate peer interaction and make every area a learning space. I have seen schools where walls and even support columns are made of white board material for students to collect their thoughts on. Some schools have even introduced glass walls where students can apply temporary ‘paint chalk’.

Although we do not know how the future classroom will look, we can discern some major directions it will need to take.

“We need to stop teaching the students of the future using the habits of the past.”

It will:

• Need to bring the world into the classroom (podcasts of teachers, politicians, historians etc.).

• Need to take the classroom into the world (explore the Louvre Art Gallery in Paris; play chess with a student in Germany, visit the Australian War Memorial etc.).

• Take the teacher home (access teacher-made clips of introductory lessons, demonstrations of more practical classes, and of course having access to homework and assignment information.

The idea of ‘space’ is an interesting concept in itself. It involves three aspects: physical space (actual dimensions of the classroom), pedagogical space (room to engage students and stimulate deep learning) and virtual space (technological flexibility to connect with the world). The modern teacher will need to sync all three in order to be successful. I find it amusing when I go on conferences and I hear pastors and principals from poorer African countries appeal for building funding, their data projectors displaying an image of a leaky mud hut with a hundred children of various ages crammed in. My response is, “Why don’t you take them outside the hut in four separate groups? Who told you that ‘school’ had to be inside a four-walled room?” Invariably the response comes back, “White people said this is what school looks like!”

We need to stop teaching the students of the future using the habits of the past. It takes time to plan and extra money to build, but this is our dream for Charlton’s Middle school.

ISSUE EIGHT 20129

Jack Drayton’s Great, Great Pop, Charles Guy Holdaway, competed in the 1908 London Olympic Games, 104 years ago. He was an athlete who competed in the Steeplechase event. Jack showed his Year 2 classmates the official Olympic uniform his Great, Great Pop wore, along with his shoes and two other ties he wore to following Olympic Games where he was a journalist.

How Charlton celebrated

The Olympics

A mini Olympics was held in our new College Auditorium. Junior School classes rotated around a variety of activities, earning points to see who would be the bronze, silver and gold medal winners.

11

How Charlton celebrated

The Olympics

Various classes participated in some spectacular art and craft activities, which tied in nicely with their studies of the Olympics. Mrs Hayes Year 3/4 classroom housed the most spectacular Olympics display on the back wall of her classroom.

Junior School students participated in an Athletes’ Parade where they had to come dressed as their favourite Olympian or in sporting attire. This coincided with Book Week, the theme being ‘Champions Read’. Mrs Carter, the College librarian opened the ceremony and students paraded to ‘The Chariots of Fire’ theme song. Mums, Dads and Grandparents joined us for the occasion. A fantastic time was had by all, with some very creative costumes on display!

ISSUE EIGHT 201211

Our Multipurpose CentreJust marvellous!

The MPC is situated on the hill at the rear of the existing buildings.

The auditorium hosts a full size Basketball Court and has markings for a variety of sports.

A new music room at the rear of the stage with small practice rooms and a recording studio.

Stairway to heaven (oops), the MPC. Worth the walk!

Ideal for concerts, musicals and chapel services. Seating for up to 600 people.

Mezzanine seating is retractable and can seat 150 people.

The new canteen situated in a full commercial kitchen which is also used to run TVET Hospitality Courses.

Post Office Box 833 EppingNSW 1710 AustraliaPh 61 2 9868 4955Fx 61 2 9868 2624

www.stantondahl.com.audesign@stantondahl.com.au

stanton dahl & associatespty limitedABN 32 002 261 396

architectsstanton dahl

charltonchristian collegestage 1 & 2 BERhall & scienceblock

buildingperspectiveSK01

25/08/10

By Kristyn SnellgroveYear 10

I have always loved that Charlton is a K to 12 College. It means that we get to mix with kids of all ages. It’s a bit like a huge and noisy family. There are so many opportunities to get to know the younger students, whether it is through helping with reading, messy art activities or sport events. It‘s fun to hear the kindies scream out your name and then wave excitedly as they pass you on the way to Chapel or going to the gym.

This year our big Charlton family has grown even bigger with the start of our new weekly playgroup called Pl@yschool. Each Wednesday morning the College gym is home to the most adorable babies, toddlers and preschoolers. Together with their mums, dads, aunts and grandparents they join us for some creative art activities, songs, dancing and cool games.

I have been lucky enough to be one of the regular helpers at Pl@yschool. It has been such fun getting to know these cute little people and I get rewarded each week with lots of hugs and toothy smiles. I think it’s such a great way for the kids to get to know the staff and feel at home at the College before they even start Kindergarten. It’s also a perfect opportunity for older students who are thinking of pursuing a career working with children to practice their skills with some of our Pl@yschool cuties.

So if you are free on a Wednesday morning and have a toddler or preschooler come along and join in the fun. We’d love to see you there.

Post Office Box 833 EppingNSW 1710 AustraliaPh 61 2 9868 4955Fx 61 2 9868 2624

www.stantondahl.com.audesign@stantondahl.com.au

stanton dahl & associatespty limitedABN 32 002 261 396

architectsstanton dahl

charltonchristian collegestage 1 & 2 BERhall & scienceblock

buildingperspectiveSK01

25/08/10

ISSUE EIGHT 201213

Mrs Therésa le Roux, a Middle School teacher at Charlton began her teaching career in South Africa and immigrated to Australia 8 years ago. Raising two fine young boys, Therésa and her husband have worked hard over the years to provide their children with a Christian education, which they feel passionately about. Now with her eldest son, Nico completing his schooling this year, Theresa feels called to share about her views on the ‘cost’ of Christian Education.

Back in my early teaching days Christian values and principles were things no one had to think about. It was part of education! Then slowly, and very sadly, Christianity began to disappear from the classroom. If you wanted a Christian education for your child you had to move them to a school that was specifically Christian. Such schools were sometimes far from home. You also had to pay school fees, which was unheard of. The choice of education also cost in friendship and relationships, bringing a lot of uncertainty and sometimes doubt.

The beginning days of Christian Education were not easy. There was a cost for teachers too. Teachers in Christian Schools worked for less, were not in the standard superannuation or medical funds and did not receive housing subsidies or annual salary increases. They were not always sure if their job would be permanent because their job depended on parents who were willing to sacrifice extra luxuries in order for their children to have a Christian Education. As a young teacher in South Africa, I also recall that to be involved in Christian Education cost extra in time. Numerous letters and applications had to be written for the right to educate children in God’s ways. There was a constant battle with the established education authorities as well as local authorities. On top of this, there was also the disapproval we received from family and friends who did not approve of the ‘silly’

sacrifice made to leave your secure job and everything that came with that.

The Bible tells about four fine Jewish boys. Their names: Daniel, Shadrach, Meshach and Abednego. They were educated in God’s ways and never parted from what they were educated in. They did not eat from the food offered to idols and God blessed them with wisdom and insight abundantly. They did not worship the golden statue. Even when they knew the fate that awaited them if they did not. For Shadrach, Meshach and Abednego this involved a fiery furnace! God saved their lives and they surprisingly did not even smell like fire! Holding onto their education cost, but paid so much more.

Then there was Daniel who prayed to God three times a day, knowing that he would be thrown into the lion’s den for doing so. He did not break God’s law. He stayed true to the things he was educated in and it had a high cost. Instead of giving in to anything that would bring dishonour to God, Daniel, Shadrach, Meshach and Abednego risked their lives and by this actually saved their lives. They gained the favour of King Nebuchadnezzar and received the highest positions in the mighty Babylonian empire. How God honoured and blessed them for holding onto the principles they had been taught to be true. And all because of their education!

Samuel is another beautiful example of a child who held on to his education in such a way that God spoke to him, revealing knowledge that He did not reveal to the High Priest, Eli, at the time. The apostle Paul also knew the value of Christian education and that is why he told young Timothy to hold on to what he had learnt.

Proverbs 22:6 says “Bring up a child in the way he should go and whilst he is growing old he will not depart from it.” Is this not something every parent desires? At times, Christian educators and parents who send

their children to Christian schools are accused of protecting their children in an unhealthy way by keeping them away from the many sinful ways of a godless world. But where do you grow your most valuable bulbs? We care for them and grow them in the hothouse. It is no different with our most valuable assets - our children. Learning to count money in the bank, does not include first making you aware of fake money. You learn and know what the money notes feel like. The day you pick up the fake money note, you immediately know it is a fake note. This is what happens to children with a Christian Education too. Their education ensures that they are warned to recognize the wrong when they are confronted with it.

Today when I look back to a difficult beginning in Christian Education in South Africa, (then still called a Christian country), I know that Christian Education doesn’t cost - it pays! With my own son now having finished Year 12 and graduating from a Christian education I see the immense benefits. These are benefits that are well and truly worth the sacrifice and cost of school fees.

Biblical values and principles to live by, built into the lives of our youth permanently, are worth more than money can buy. A Christian education pays because students learn to appreciate God’s provision for all things and learn to understand the need for restoration of relationships in a fallen world.

Christian education pays when parents and teachers know the comfort and certainty of having been building an Educational Ark for God’s children before the flood comes. Christian Education pays much, much more… especially when we help our children receive citizenship in Eternity, knowing that life on earth does not last forever!

Surely Christian Education doesn’t cost – it pays.

CHRISTIANEDUCATION

By Therésa le Roux Middle School Teacher

Aiming HighThis year, three of Charlton’s Year 12 students have applied for acceptance into The Australian Defence Force Academy (ADFA). This is a military university located in Canberra. It offers courses in Arts, Business, Science, Technology, IT and Engineering. While students are studying they are paid a salary and undergo military training. After completing the degree program students are required to serve a minimum amount of time in one of the armed forces. ADFA also provides opportunities for leadership skills to be developed and there is an expectation of excellence in all areas.

The process to be accepted into ADFA is quite long and involved. A number of assessments are undertaken, as well as medical and psychological tests. If you are successful at this level you move onto the Officer Selection Board. This involves a five day stay in Canberra. The program includes tours of ADFA and further interviews. There is also the opportunity to be involved in a flight screening process to see if you would be suitable to be a fighter pilot.

Ben Graham was attracted to ADFA by the thought of being paid to study the degree he was interested in. He has been successfully accepted into ADFA to study as an Aerospace Engineer. Thomas Mitchell-Fuller is passionate about the military and is a wealth of information on the nation’s armed forces. He has also been successfully accepted into ADFA as a combat officer. This year Thomas also received a prestigious award from the Armed Services. He will study History in his Arts degree program.

Daniel Whear decided to join the armed forces after attending a ‘Canteen’ recreation day at the RAAF base at Williamtown. During the day he was given the opportunity to use a flight simulator and decided that he would love a career as a fighter pilot. Daniel is in the final stages of the selection process and hopes to be studying at ADFA in 2013.

All successful applicants undergo an initial six week program that restricts their access to family and friends and involves a rigorous physical and emotional program. After successfully completing this they move into the degree program and regular military training.

By Chantal Casey Head of Senior School

Hi Mrs Pendlebury!

Things have definitely progressed since I’ve finished school, and since I ran into you at Warners Bay.

Firstly, I must thank you for all the help you provided me in HSC English. Thank you for marking the many essays I emailed to you in the weeks leading up to the exams. I can, to some extent, understand what you may experience in marking students’ essays. I have been undertaking work experience at a publishing house in Gosford in past months. My work experience involves editing story submissions and media releases for a number of publications, including four newspapers and a magazine.

So far I have had six pieces published with my byline. Everyone from all parts of the media industry tell us journalism students to get as much work experience as possible and to seize every opportunity to get published.My first feature article has been published in the current issue of Central Coast Grandstand. The process involved in producing the story was a big learning curve for me. I had to find a sport, choose an organisation, contact them, spend the day at the event and then write the article. Despite the effort involved, flicking though the newspaper to see the article made all the work worthwhile.

Last week I started working as the (paid) journalist for the newspaper, ‘Wyong Regional Chronicle’. The current journalist is on holiday leave, so I’ll be working until the next issue is published. This is a fantastic opportunity for me, I have already been able to add the experience to my resumè.My work involved editing approximately 60 articles and media releases over four days. On my first day of work experience I edited only six articles. I am now able to edit between 15 to 20 articles during a working day.

The HSC is fast approaching, you must be very busy! I hope all is going well with your HSC students!Thank you again for your help and support, Mrs Pendlebury. Without your support and encouragement, I would likely not be in the place I am in now.

Kind regards,

Tanya McGovern

ISSUE EIGHT 201215

Somebody once told me that adolescence is the age when your children look at their shoes and grunt. That was probably an exaggeration – often parents are lucky to even get that much conversation out of them!

I’ve got to say though, adolescence really gets a bad rap. If right now we played a game of word association with the word “teenagers” I bet the first words that spring into your mind wouldn’t be words like “organised”, “reliable”, “rational” and “easy going”. Probably “moody”, “impulsive”, “self-centred”, “dangerous” and “frustrating” are more likely. But is adolescence really that bad?

My opinion is that if we can understand the biological processes that are happening during adolescence then we are less likely to have an apprehensive view of the teenage years. Adolescence is, after all, a process, a stage, a transition from being a child to being an independent adult. Adolescence is not the name of some other species of human being all together.

So let’s look at some of the processes that are going on in adolescence. More specifically, let’s focus on what is happening in the brain of your average teenager.

Like every other part of a teenager’s body it’s in a stage of growth. And just like a teenage boy’s feet and hands grow before the rest of his body does, some parts of the teenage brain are growing faster than others. The pleasure-seeking and emotional areas of the teenage brain are rocketing along at a fantastic rate. But unfortunately the part of the brain that controls decision-making and self-control is a good way behind. What this results in is a brain that operates like a V8 Super Car with bicycle brakes – it’s difficult to control!

On top of this the teenage brain is being bombarded with a range of wonderful hormones. Growth hormones, testosterone and estrogen are flooding through the teenage body. Besides the obvious sexual developments and pre-occupations that these hormones bring, they also further inhibit the decision-making part of the brain (which is already struggling) and increase aggression and irritability.

But that’s not all! Cognitive changes in the brain enhance abstract reasoning, which is a very important skill to develop. However, this form of thinking tends to make teenagers critical, idealistic and argumentative as they seek to think for themselves for the first time. It also causes them to think about their identity as a separate and individual person, which leads to incredible self-consciousness and insecurity at this age.

And I haven’t even touched on the social and emotional changes of adolescence!

So what to make of all of this? Well, firstly it shows us that your teenage child hasn’t transformed into a monster overnight – they are going through a growth process. All of these changes are vital to your child becoming an independent, well-adjusted adult. However, the side effects of these changes explain a lot of adolescent behaviour: moodiness, impulsivity, being seemingly self-absorbed, and wanting to be independent but having no idea how to do that properly. And these are the things that we need to keep in mind when we’re setting boundaries for them.

If you can, stretch your mind back to when you were a teenager. Try and see the world through your child’s eyes. It’s a confusing and emotional place! What they need is the loving wisdom of someone who has been there before, can empathise with their journey, and confidently guide them through it. They want to be spoken to with respect, to know that you get and care about how they feel, to be given more

responsibility but not more than they can cope with. They want to see how you manage stress and emotions well. They want to see how you will handle their

failures. They don’t need you throwing your hands up in the air because you just don’t know what to do with them anymore! That’s like going to the doctor and having them tell you that you’re too sick for them to fix – scary!

Teenagers aren’t monsters. They’re just going through a tricky growth process. The more we can stand in their shoes with the wisdom of adults the better we’ll be at helping to guide them through it all successfully.

By Asher MorrisonCollege Counseller

Parenting MattersTeenagers aren’t monsters

“Make the most of every

opportunity that you are given and try

some new things.”

What have you been doing since you left Charlton?After school I went straight to University and studied History teaching. This year, since finishing my degree, I have been working in full time ministry with ‘Student Life’ at the University of Newcastle. I am helping build a movement of Jesus’ disciples that are living out the Great Commission.

Where do you see yourself in five years?

Oh that’s a great question! In five years I’d like to be studying at Bible College part time, while working in either university or pastoral ministry. I’d be pretty stoked if I was married by then too!

What advice would you give to current students?

School really is one of the best times of your life. Make the most of every opportunity that you are given and try some new things. You never know when you’ll discover something new that you will love!

How would you describe your years at Charlton?

Whenever someone asks me about my high school I rave about how much I love Charlton. It was a fantastic place for me to spend my teenage years. I got a great education, was encouraged to try new things and developed some great friendships that I still have five years after graduating.

What’s one of your fondest memories?

There are lots of little things. For example, in Years Eleven and Twelve I loved being able to joke around with my class mates and teachers. Despite the importance of the HSC we still found ways to make class fun and enjoyable.

How did Charlton impact your relationship with Christ?

It was during my time at Charlton that I developed a real love for Jesus and the College was an environment that encouraged my growth. One thing I really enjoyed was the many opportunities to worship through music, including Chapel services and attending the Empowering conference.

What significant relationships eventuated out of your time at Charlton?

I met some great friends at Charlton including one of my best mates, Tom Bofinger, who is now also my housemate. Since leaving school I have also noticed that I have become friends with some of my teachers, who continue to encourage me greatly today.

Looking back with Benjamin Gray (ex-student)

In Retrospect

ISSUE EIGHT 201217

By Vicki Gunning Head of Junior School

Maybe your afternoon / evening routine goes a little bit like this...

You rush home after work, having stopped by the shops to stock up on some much needed supplies for the kids’ lunches the next day. This is after having already taken the kids to their weekly sport training or music lesson. No sooner are you in the door and you’re helping the kids with their homework while at the same time planning and preparing dinner. Perhaps, like me, you’re also multitasking by paying a few bills on-line and checking your email. Once dinner is finished and the kitchen is clean you organise the lunches and uniforms for the following day, put on a load of washing and do some quick housework so you at least feel like you’re making an effort to keep the house in some kind of tidy, working order. 7pm quickly approaches. All you want to do is boil the kettle and have a quiet sit down with a well-deserved cuppa. Instead you know that you should really start getting the kids ready for bed - that dreaded night time, bed routine! You know what I mean? You prepare yourself for the excuses that they’re not tired and haven’t finished what they’re doing yet. You know you’ll get resistance from them about having to clean their teeth. You read them a story, pray with them and finally, half an hour later, you can have a bit of quiet time to get on and do the things you need to do in your crazy, way too busy life! Sound familiar?

How easy it is to procrastinate in getting the kids to bed. After all, if the kids just stay up a little bit longer, it really doesn’t matter, does it?

Well actually it does.

There is an endless amount of research available that shows a strong and unarguable correlation between sleep and academic performance. A recent study by researchers at Tel Aviv University found that the performance gap caused by an hour’s difference in

sleep was bigger than the normal gap between a fourth-grader and a six-grader. This is another way of saying that a slightly sleepy sixth-grader will perform in class like a fourth-grader.

Many of our children are chronically sleep deprived. It is not widely recognised and appreciated just how critical quality sleep is for brain development and how it directly influences daytime functioning and performance, and even mood and behaviour.

Imagine too then, the impact of current technology on the sleep patterns of a teenager. Attention-stealing devices like televisions, computers, ipods and mobile phones can take a good chunk of the blame. Many teenagers these days feel the need to sleep with their phone next to their bed and are awakened at all hours of the night by the beep of a text message that they then feel they just have to respond to. What effect does this interrupted sleep have on their academic performance and ability to concentrate on their school work? Studies suggest that teenagers are more sleep deprived than any other age group. The average teenager needs just over nine hours sleep every night, even though the average teenager gets just over six hours.

As parents we worry about our children and protect them from situations that we think are harmful to them. We don’t let them swim alone or cross a busy street when they are little. We don’t like our children skipping meals or eating too much junk food. As parents we should also be concerned about the amount of sleep our children get each night.

Next time you baulk at that dreaded night time half-hour routine of getting the kids to bed on time, just remember that assuring your child gets a good night’s sleep may just help improve their grades and behaviour. Surely that makes it worth doing.

More Sleep Smarter Kids

It is not widely recognised and appreciated just how critical quality sleep is for brain

development and how it directly influences daytime functioning and performance,

and even mood and behaviour.

Fervent Footy State Metro Cup

What an INCREDIBLE DAY!

The Charlton Junior Soccer team (Years 3 and 4) travelled to Penrith to participate in the State Metro Cup Soccer Competition. The team was cheered on by about thirty energetic, supportive parents, uncles, grandparents and friends.

In their first game the team won against Cedars Christian College 1-0. They then went on to beat Maitland 2-0 and Greenacre 3-0. This meant that they had made it into the Quarter Finals. Yippee! Their goal was to get this far. After a very tough game they won against Rouse Hill Anglican 1-0. Charlton then had to play one of the largest schools, Northern Beaches, which went into extra time. After a gruelling match, Charlton claimed victory to progress to the Grand Final!

The boys had played 10 minutes extra time, had no rest and then went straight into the Grand Final head to head against Oxford Falls! The Grand Final was intense and the teams were locked at 0-0 until the last 2 minutes of the game when Oxford scored a penalty, followed by another quick goal. The game finished 2-0 to Oxford Falls.

Mr Lalor was even a tad emotional after his Grand Final speech to the team, feeling so proud of them. “Just seeing them celebrate after losing a Grand Final was something special to remember.”

The Charlton team also received the award for “Best Spirited Team” on the day.

Staff on top, yet again!

By Charissa Foster and Wade Warren

This year the second annual “Gorby Cup”, was held in honour of former student and friend, Mikhail de Bastos. Due to the wet winter we’d been having, instead of an outdoor football game, we held a Futsal game in our newly opened Multi-Purpose Auditorium. It was a great way to christen the new facility.

Both the teachers and the students had an amazing line up. The game kicked off at a lightning pace and after a few early chances for the staff the goal scoring began. The students tried to obtain a quick equalizer but were held scoreless for most of the first half thanks to some outstanding goal-keeping from Pete Thornton, swatting away the ball as if it were a mere fly.

The crowd were kept entertained throughout the match with commentary

from Shane Smith and Jeiel Charlton, who also wooed the audience with their masterful singing and guitar skills.The final score was 9-4 to the staff. Man of the Match was Peter Thornton and the ‘Mikhail de Bastos Fair Play Award’ (named such due to Mikhail’s outstanding conduct both on and off the pitch with whomever he was in contact with), went to Andrew Smith for always acting with integrity and playing in the true spirit of the game.

It was a great game with both players and the crowd participating with great enthusiasm and passion for football. It was truly a memorable occasion to honour the life of the very talented and gifted, Mikhail de Bastos.

Sailing Success

Sam Booth (Year 9) has been sailing for the past seven years. He started when he was 8 years old, inspired by his father and grandfather who were both sailors. They encouraged Sam to join their passion for the sport.

Sam currently sails a ‘Sail Laser 4.7’, which is a single handed boat and is achieving very well at both local and national levels. He currently sails in the NSW Sailing Team which is sponsored by the NSW Institute of Sport. Training can be quite demanding, sailing from Sydney every second

weekend regularly, and every weekend when there’s an upcoming regatta. Sam also sails locally for the South Lake Macquarie Amateur Sailing Club.

Once 16, Sam hopes to be chosen for the Australian Sailing Team Development Squad (Australian Institute of Sport) and then into the Australian Sailing Team to train for the Olympics.

Some of Sam’s recent achievements include:

Coast Championships last season 2nd place

National Titles last Christmas in Junior Division – 6th place

‘Sail Sydney Regatta’ in May – 7th place

Club Championships 2012 – 1st in Summer Point Score and 1st Overall Point Score

NSW Youth Championships 2012 3rd place

“I love the joy of going out there in the wind. I love the speed and also the pain in my legs”.

ISSUE EIGHT 201219