I S S U E 9 2 0 1 3

ACTS OF SERVICE: PAGE 5 YOU CAN DO IT: PAGE 8 PETERPAN REVIEW: PAGE 10 LIFE AFTER HSC: PAGE 15

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 1 Issue of LIFE for 2013. We are excited to bring you this next edition as there is always something unique and ultimately fulfilling about working in a place where dreams are brought to life.

We are blessed at Charlton with a wonderful community of staff, students and parents who come from a variety of backgrounds. We hope that as you flick through these pages that you will see some of the wonderful ways that God is using these people and growing us all, as we serve him together.

God doesn’t promise that life will be easy, but He does promise to sustain us and strengthen us, teach us and guide us on this journey we call life. We hope this edition

Welcome from the Editors

will encourage and inspire you to grow in your relationship with your family, your friends, the community you live in and most of all, your relationship with your Creator and Saviour, Jesus.

This year marks our 15th year of serving in our community. Please make plans to celebrate our anniversary with us in September, as we look ahead to many more, wonderful years with you and your children. For anyone reading not familiar with Charlton, please contact us if you would like more information.

As always, we are 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.

Our Chief during the production of Peter Pan

Our Charlton Motto is Equipping for

Life; A life of Love, Integrity, Faith and

Empowerment within a Christian learning

community.03

Welcome from the

PrincipalWhat a joy it was to welcome our first HSC cohort to Charlton back in 2006.

A great deal of planning, prayer and preparation went into the final decision to go ahead with this vital area of schooling under the leadership of Mr Iain Wallace, the Head of Senior School.

Operating as a K-10 school had advantages but something was missing:

• The maturity that the older students provide to the Senior School

• The role models that Years 11 and 12 provide for younger students

• Theopportunityforspiritualgrowthanddevelopmentasstudentsmoveoutofthetoughjuniorteenyears

• HSCstudentssettinganexampleofhardworkandstrivingforexcellence.

The first HSC group was a pioneering team who moved forward into a new type of HSC which we called A Focussed Approach. There were very few schools teaching that way at the time; mostly small schools who found that it was possible to offer a wider range of subjects with a lower financial output. Now with a combined cohort of over 100 students we still believe that the advantages of our focussed approach outweigh the more traditional style of preparation for the HSC. Interestingly, many mainstream government schools are now using the ‘compressed’ system and the Board of Studies has recognised it as a valid approach to study.

We have had some wonderful students graduate from Charlton. Our Graduation Ceremony is a particularly moving celebration and I have been honoured to present words of encouragement to each of the graduating groups.

At Charlton, we now ask ourselves, “What would we like a graduate of Charlton to ‘look’ like?”

• Obviously we would like our graduates to be Well-educated. That is our key responsibility as an educational community.

• As well, we would like our students to be life-long learners. People who see the need for continuing their learning in every area of their lives.

• We would like our students to have a deep understanding of the Gospel of Jesus Christ and be ready to answer God’s call on their lives.

• Our graduates need to be people of integrity and love because that will stand them in good stead in every area of their lives outside of our safe school environment.

• We would like our young people to be servant-hearted; people who look out for the needs of others, not just their own needs and desires.

• A Charlton graduate should be persevering; not afraid of hard work and doing his or her best.

• There are many more distinctives we could wish for our young people, but if we can send them out with hope and a sense of empowerment, then we will feel that, with God’s help, we have succeeded.

Our Charlton Graduates, like their teachers, are not perfect. But they are fantastic and we love them deeply.

I look forward to encouraging another team of Graduates from Charlton in September because I know that they are well ‘equipped’ for life beyond school.

Sue Skuthorpe Principal

03 ISSUE NINE 2013

By John Casey & Lily Christie (Year11Students/ChapelBandMembers)

The Chapel Band is a team of students in the College who have been playing in Middle School and Senior School Chapels for many years. The team is very committed, meeting every Wednesday at lunchtime, to either practise, or worship and pray as a team.

Psalm 33:3 says ‘Sing to him a new song; play skilfully, and shout for joy.’TheChapelBandverymuchusestheirgiftsandstrivestoworshipGod,inexcellence,asthisversecommunicates.

‘Limitless’ is a word that comes to mind when we picture the vision God has given us for the Chapel Band. Our desire is that if every single person who has an opportunity to hear the band could come into the presence of God and have one moment, just one encounter with the Spirit, that would be incredible. For this to happen a bold, selfless team which is ready and willing to serve is required. To worship in Spirit means to worship regardless of your circumstances. Sometimes that’s not easy, especially in front of your peers and when there are other important demands on your time.

As a creative team, the Chapel Band is always itching to go further and doesn’t like staying in its comfort zone for too long. The band members are very talented and come to the team prepared, by learning songs in their own time. The Chapel Band is a great opportunity for young musicians to play in a safe environment and learn skills about playing

Using God Given Gifts to Worship

in a band. Members also realize that being in this band is not just about music, it is also a great opportunity to learn about worship in all areas of life and to grow in faith. Lily Christie, Emily Czadrik-Spicer and Jackson Cassidy are the worship leaders who are accomplished singers with a passion to lead people into God’s presence. Other members include Emily Charlton on keyboard, Simon Hickey on bass, Jacob Crawford on guitar, Daniel (Todd) Theodoulou on guitar and John Casey on drums. All are highly committed members who constantly serve the College by using their musical talent to glorify God.

The current band has also served at several school camps. Earlier this year they had the opportunity to play at the Middle School Empowering Conference which was held in Charlton’s new MPC building. This was a two day conference which hosted over 400 students from Christian schools all around the Hunter Region. The band also got to work with the sound and production teams, which was another great experience. This Conference definitely had an impact on the members. They have said, ‘At Empowering we could relax and enjoy worshipping and enjoy Gods presence.’ Also, ‘It was a fabulous experience.’

The current band appreciates the foundation handed down by past Charlton students and, as Senior School students, are very aware that their time is almost up. They would love to raise up younger musicians and give them the opportunity to carry on the baton. The Chapel Band’s goal is to demonstrate what a life lived with Christ looks like, as we know that worshippers aren’t ‘musicians’ but worship is a way of living as talked about in Romans 12. The band members all love using the gifts God has given them to glorify Him. Our ultimate desire is that at the end of each performance people would walk away saying how great God is rather than how great the songs were.

While acting and singing are important aspects of any school musical production, just as important is the costuming, which helps provide colour, ambiance and theme on the stage.

In an incredible display of service and commitment, the Year 10 Visual Design students created and made all of the Indian and Mermaid costumes and head wear for ‘Peter Pan’. They also designed, and during the Production, applied all the body adornment decoration and make up. That amounted to over thirty costumes, each of which included multiple pieces. They began work in Term 4 last year and worked hard right up until performance week.

Year 10 Visual Arts students painted a 3.6m x 2.4 mural of the Dali winged ship.

During production week, for all six performances, they helped with costuming the Indians and Mermaids and did all their hair and makeup for them.

Year 11 Visual Design students created the entire look of the foyer and it was spectacular. It was transformed into a magical wonderland with set displays, lighting, murals, magic trees and props.

Our Hospitality students ran the food fair. They sold lolly bags, ice creams and drinks as well as Peter Pan cupcakes, which were made by the students.

What a blessing our students were, to give of their time and use their talents in these ways, so willingly and earnestly.

By Donna McLean SeniorSchoolTeacher

Year 11 Visual Design students

created the entire look of

the foyer and it was spectacular.

05 ISSUE NINE 2013

gifts

giftsphysical touch

physical touchwords of affirmation

quality time

quality time

quality time

acts of service

By Vicki Gunning HeadofJuniorSchool

words of affirmation

Is Your Child’s Love Tank Full?

As parents we all love our children, but have you ever asked yourself whether you express your love to your children in a way that they really feel and understand?

Dr Gary Chapman, in his book ‘The Five Love Languages of Children’, speaks about how each child expresses and receives love through one of five different communication styles (‘love languages’). These are: Quality Time, Physical Touch, Acts of Service, Words of Affirmation, and Gifts. Although children need to be spoken to in each of these love languages, there’s one love language that meets their deepest emotional needs and should be used with them more often. Dr Chapman talks about each person having a ‘love tank’ that can run dry very easily. The fastest way to refill it is by using that person’s preferred love language.

Junior School teachers at Charlton realise that it’s not just parents who can benefit from knowing

a child’s love language. Teachers will often take the time to establish what love language is received best by the children they teach. Some children thrive on an encouraging word (Words of Affirmation) or by the teacher taking a genuine interest in the details of their weekend soccer game (Quality Time). Other children prefer the teacher to be in close proximity helping them with something (Acts of Service). Children with a love language of physical touch might stay on task better if their teacher gives them a gentle pat on the shoulder. However, if a child’s love language is ‘gifts’, then a pick from the treasure chest box, or a sticker on their work is a sure way of making that child feel loved and valued.

We asked some of our Charlton staff with Junior School children what their child’s love language is.

Why not work out how you can best fill your child’s ‘love tank’?

By Fraser Hannam HeadofMiddleSchool

Men are from Mars?Understanding, Communicating and Mobilising the Men in your life.

MEN ARE FROM MARS, WOMEN ARE FROM VENUS.

Serious?...no. But Dr John Gray author of the book “Men are from Mars, Women are from Venus” was not too far off. We are different and it takes a deliberate effort to create and continue to build quality into the relationships you have with the males in your life. Several years ago I gave a presentation on understanding how to educate boys. Several female teachers went home skeptical about the efficacy of my suggestions. They returned after the Christmas holiday and thanked me for improving their marriage! Perhaps one or two of the following points might improve some of your relationships with the significant men in your life?

FIDDLING

Boys can fiddle and still be concentrating, as long as they maintain eye contact (how else do you explain the television remote?). Fiddling keeps the right side of the male brain entertained. When the female is at rest her brain is 90% electronically active. The male’s brain drops to 30% and the body sends a message to avoid complete shutdown (e.g. “tap a pen”). Females may often see this as a sign of disrespect. The reality is the boy is probably trying to stay focussed. A stress ball for boys can be a great listening device as long as they are still giving you eye contact. Alternatively, asking the boy who is distracted to get something will wake them up. The boy will be active and alert again and settle better.

GETTING THE MESSAGE ACROSS

Sometimes boys are labelled as troublesome when it is just an auditory processing (listening) problem. By the age of 8 males process a portion of 11 words. For each year after males add 1 word. By the age of 8 females process a portion of 15 words (in 2/3’s of the time a male would). For each year after females add 1.5 – 2 words. In addition, girls talk at a rate of 6000 words a day, boys at only 2000 words. As 70% of messages are auditory, many boys will miss them. Similarly 70% of all messages are communicated through body language, which boys do not read as well as girls. In simple terms: girls can’t expect to communicate with boys in the same way they would with other girls, not if they want to get the message across.

TIPS for the successful delivery of instructions to those from Mars:

Attract their attention (wait for eye contact)

Use short sentences (pausing in-between)

Wait 20 seconds and repeat the instruction

Be patient

MULTIFUNCTIONING (NOT)

A girl sees 18 degrees more with her peripheral vision than males (which is often why women notice things not done or out of place around the house first. Males may need their attention to be drawn to it). Boys are singularly focused. This ‘focus’ extends to other areas and highlights the true perception that boys cannot multifunction as well as girls.

For example, if teachers tell their students to “take their seats” before Chapel as its time to start, many boys engaged in conversation, or otherwise distracted will not hear. But play the same song each week prior to starting for approximately 3 minutes and most boys will be seated and switched on ready to start by the time the music has ended (no guy can be pre-occupied for a full 3 minutes on anything!)

Trial the above suggestions on the Martians in your life. Your relationship is worth the investment!

07 ISSUE NINE 2013

‘YOU CAN DO IT’ is now at Charlton!

Catastrophy Scale

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We’re very excited that Charlton is now a ‘You Can Do It’ School.

During Staff Professional Development Week at the beginning of the year all teaching and support staff were trained to implement this program in the College.

This program is Australia’s leading social and emotional learning program for promoting student achievement and well-being.

The program has been introduced into the College in various ways. In the primary years this program is taught as a lesson once a week, which integrates beautifully into the subject area of Personal Development/Health. In the secondary years, the program was introduced as part of the camp program in Term 1, and is then being integrated through different subject areas.

Walk through Charlton classrooms and offices and you will see “Emotional Thermometers’ and ‘Catastrophe Scales’. These help children and teenagers think more about their emotions and the way they react to certain situations.

You’ll also notice coloured charts and posters which are a visual reminder to the students of the five keys of the program. Having a common language to use across all classrooms, with children of all ages, is part of the success of the program.

Visit Kindyland and you might be lucky enough to see some of our loveable puppets in action, such as Connie Confidence, Gabby Get Along, Pete Persistence, Oscar Organisation and Ricky Resilience teaching our Bright Sparks and Clever Kindy children about the program keys.

Earlier in the year Junior School launched the program by wearing coloured T.shirts, floating coloured helium balloons and enjoying coloured ice-blocks.

The ‘You Can Do It’ website if full of positive testimonials from teachers, students and parents. We look forward to witnessing the same kind of success here at Charlton as the program is implemented further and becomes a driving force behind our College culture.

By Vicki Gunning HeadofJuniorSchool

The 5 Keys of YCDI Education are:

1. Confidence (academic, social)

2. Persistence

3. Organisation

4. Getting Along, and

5. Resilience.

Central to the development of these 5 Key Foundations is instilling in young people 12 Habits of the Mind, including:

1. Accepting Myself

2. Taking Risks

3. Being Independent

4. I Can Do It

5. Giving Effort

6. Working Tough

7. Setting Goals

8. Planning My Time

9. Being Tolerant of Others

10. Thinking First

11. Playing by the Rules, and

12. Social Responsibility

GYM MENTORING

By Mr Joe Haig Gym Program Coordinator

If you visit our new Multipurpose Centre at lunchtime on Tuesdays or Thursdays you will find a group of our Senior School students puffing and sweating as they make use of the new gym equipment our Parents’ Association purchased earlier this year.

There are several benefits of the strength and fitness program at Charlton. We want to engage our Senior School students and use the program to keep them on track. Often it is young male students who lose their way academically and behaviourally because they don’t think ahead about the consequences of their actions. As we establish mentoring relationships in the context of a fitness program, we hope it will become an additional way to support students through their final years of their school journey.

Gym mentoring ties in well with the ‘You Can Do It’ program introduced in the College this year. It relates particularly with respect to confidence, persistence and resilience. Physical training forces us to be honest with ourselves since results are so easily quantified. For example, maybe your best time is 12.8 seconds to run 100 meters. Or you know that you can lift 60kg, but not 65. This unequivocal feedback forces trainees to develop a positive, healthy approach to goal achievement. It’s futile to wish you were stronger or faster, or to make excuses, or to feel sorry for yourself, so you learn that the best approach to training is to accept the reality and work hard if you want

to change it. In a culture where young people tend to be cushioned from criticism, training can provide the opportunity for helpful life lessons.

The later teenage years are a great time to start an exercise routine. This is a particularly easy time to make strength and fitness gains due to the abundance of anabolic hormones that the adolescent body produces. In this regard it is also the easiest time to learn lessons associated with exercise and fitness. It is also a period when young people make conscious and unconscious decisions about values and lifestyle and a training program can help with this. Young people often have disrupted or irregular sleep patterns or begin to develop bad eating habits as well, but when you work towards the goal of becoming stronger you notice that there are lots of factors which influence your success. Exercise has also been shown to be effective in managing depression, which is an issue that affects an increasing number of young people. Exercise is only one piece of the puzzle. Diet and rest are equally as important.

“Continuous effort - not strength or intelligence - is the key to unlocking

our potential”. Winston Churchill

ISSUE NINE 20139

Corina Barry:

Fantastic performance and

loved the entry welcome.

It was great that it was in

our own hall. Thanks Mrs

P, Mr N and team for the

opportunity for our kids.

Karen Buchanan:

I was very impressed. I

especially liked the aerial

acrobatics.

REVIEWREVIEW

11

Sue Jenkins:As with everything that happens at Charlton the quality of the musical was incredible!!! The teachers, staff and children gave their absolute best to produce a very enjoyable family evening. It was so much fun to walk into the school. Thanks to all that put in countless hours after school to make the musical happen; your extra work didn’t go unnoticed. Congratulations Charlton. Can’t wait for the next musical.

Vickie Best: Absolutely loved it from

the first moment we arrived at school; the ambience was amazing

as we walked up to the Hall. The show was amazing. Everything was

top notch!!! Many thanks to everyone involved - a

great achievement to everyone.

Claire Greenfield:

When arriving at Charlton

the mood was set.

Beautiful setting peppered

with Peter Pan aspects

made it all the more

intriguing and the show did

not disappoint at all. Every

aspect showed immense

attention to detail, from

the sets to the costumes

to the foyer! Very proud

to be associated with this

school and the quality it

produces and encourages.

Can’t wait until the next

one! A massive pat on

the back to the dedicated

teachers who go above

and beyond!

ISSUE NINE 201311

KIM FARNHAM

I have been teaching since 1985 when Mrs Skuthorpe first employed me as an English/History/French teacher at Mayfield Christian Community School (now Hunter Christian School). I love teaching and have been blessed with a wonderful career and ministry in Christian Schooling. I also love being a Mum and I have two beautiful daughters. Danielle is 22 and Nicolette is 19. My husband and I have been happily married for 29 years. We live at Eleebana and attend Macquarie Life Church. I am passionate about Christian Education and enjoy educating, inspiring and encouraging young people to help them follow the wonderful plan that God has for their lives.

MARK WILTON

I am husband to my beautiful wife Anne and father of three awesome kids. We live in Charlestown and go to C3 Victory. I was born in Sydney and experienced my early years as the son of a soldier and so I lived in many places in Australia. My family eventually moved to Lake Macquarie. During my early teaching career I taught at Cessnock High and Northlakes High School. More recently I have worked at Belmont Christian College teaching Science and Biblical Studies for nearly 20 years. In the short time that I have been at Charlton I have been amazed at the commitment of the staff. It is great to be a part of a team that wants to build into the lives of children and teenagers and help them become all they can be in the Lord. I feel blessed to be able to teach in this school and look forward to being a blessing to others.

MATT GEACH

After leaving high school, I completed a Bachelor of Industrial Design before working for a number of years as a Graphic Designer and Freelance Artist. My wife Vicki and I have two children, Toby and Ella. For the past decade I have worked in various roles in government and private schools here in NSW and Queensland. Last year I was fortunate to gain plenty of work throughout the year at Charlton and felt that God was calling me to this school. I am thoroughly enjoying the variety of subjects I am teaching this year in Middle and Senior School. I have been involved with Rathmines ‘Thrive’ church for many years, particularly in the Men’s group which has allowed me to establish lifelong friendships in our church community.

MATT DOEL

I live in Charlestown with my wife Skye of 16 years, and our two young daughters Caelan (8) and Tahlei (5) and four chickens. To be perfectly honest, working as a teacher in the public sector I always thought private schools had an unfair advantage, and that my children would remain in State schooling... change... I want my two young daughters to be at Charlton! The atmosphere here is one of fun and support for both staff and students. It’s a refreshing change. I spent the past 3 years at Toronto High and before that; 7 years at Stewards School in Harlow, England. From day one at Charlton I was plunged into the rigors of set designing for ‘Peter Pan’, which was a great and enjoyable challenge. I consider myself blessed to be here and look forward to a very productive time here at Charlton.

Welcome Meet Some Of Our New Charlton Staff

NAOMI LAWRENCE

I am married with two children. My husband is a graphic designer and multimedia lecturer at the University of Newcastle and my two children (aged 10 and 12) currently attend Jesmond Public School. I taught at Jesmond Public School for 7 years and am now a Junior School teacher at Charlton, this year teaching Year 1. We live on a three acre property in Shortland and enjoy the best of both worlds with a bit of country in the suburbs. We attend New Vine Church in Maryland where we are involved in leading a home group. Our desire is to go on a mission trip as a family to West Timor next year to work with a Compassion project and meet our two sponsor children and their families.

CHEREE DRISCH

I’m one of the new English teachers here at Charlton. I was born and raised in Victoria, before making the move interstate to attend Avondale College from which I graduated last year. My journey with Christ has been an adventure which has taken me overseas to Thailand and Cambodia for mission trips. These trips strengthened my faith and relationship with Christ and led to my baptism on 3rd September, 2011. I feel very blessed to be working at Charlton and look forward to an exciting year. I am also excited to say that I’m engaged and getting married this December.

Ross Clarke Groundsman

Ross Clarke is a beloved groundsman at the College. The staff respect him, the students love him. He’s an extremely hard worker, a gardening guru, a mentor to some of our troubled teens and a man who adores his family and lives out his faith in Christ. Ross has an inspirational story. His life was broken, even toxic. But then he found God. Ross’s story is first one of survival, then salvation. His story is a reminder that the scars of our life do not need to hinder us. God forgives and he overlooks our background. Ross tells his story...

I was born in Tascot on the Central Coast. As a young boy I attended the Salvation Army so I had a limited but early understanding of God. When I was 8 years old my Mum and Dad divorced. I was very angry about this and my behaviour showed it. Life became very difficult and I found I virtually brought myself up at that point. I didn’t attend school much and when I did I was more interested in being the class clown. Consequently my grades reflected this. I was in trouble all the time; there was no parental support and no boundaries.

I continued to tag along to the Salvation Army services with my Dad, (mostly to gain attention). However, one day in a service I found myself giving my life to the Lord. I still recall the feeling of immense happiness I felt on the way home that day. However, this happiness was short lived. When I told my mother and brother that I was now a follower of Jesus they laughed and told me to go and live with my father. I was turned off Christianity from that point on. I always knew God was there, but didn’t want to be different from the family I lived with.

Life was a struggle. When I was just 10 years old I became involved in occasional drinking and marijuana. As soon as I got my first job at 14, my ability to source these items became even easier. I look back now and realise how quickly I grew up. I had a lost childhood. At the age of just 15, I moved into a house with people twice my age. Here my heavy addictions took hold. I worked at Gosford until I was 18. I met my wife, Leanne and a year later we had a baby boy. By the age of 20 I was married; a husband and a father, living in a caravan at Mannering Park. I worked at the power station. Family life didn’t change my patterns of behaviour. I was still heavily drinking and into drugs. I gave up work. My lifestyle was incredibly damaging.

Leanne and I had another two children (boys).We were now living in Toronto. For the first time, I began to worry about my drug addictions and what I was doing. I had an incredibly supportive, caring wife and loved my children but I suddenly found myself questioning my future and the environment I was exposing my wife and children to. I knew my life style wasn’t right. Looking back now I realise that the introduction I had to God during my early years was what was prompting this change of heart. God was speaking to me and during the next few years I thought about God more often.

At the age of 40 I had had enough of my toxic life. I was getting more depressed about what I was doing and had thoughts of suicide. I watched my boys grow into teenagers and knew that they too were taking drugs. I could see what it was doing to them. It broke my heart and terrified me, along with the immense guilt I carried. One particular day I found myself on my knees

crying out to a God that I knew loved me and cared for me, despite the lifestyle I had lived. This was the turning point for me. On this day, I got up and walked away from my old life and the drug trade completely.

My wife and I started going to a church where the Pastor, Kel Rayner, had come from a similar background as myself and had successfully faced these demons. He was confident he could mentor and support me through this difficult stage of my life as I re-established myself and began living a Godly life with Jesus at the centre. I received a great deal of support from many people. Of this I am so grateful. Leanne and I attended Kel Rayner’s church for almost 6 years before we moved on to Thrive Church at Rathmines where we still worship.

Today, I thank God for the part he plays in my life and the lessons I have learnt. I have no doubt that if I hadn’t turned towards God I would be dead. I am thankful to my family, friends and committed Christians who never gave up on me. I thank God that he is a healing, forgiving God who loves me despite the scars my life carries.

Ross has an inspirational story.

His life was broken, even toxic.

ROSS’ STORY

ISSUE NINE 201313

The Senior School at Charlton offers students a wide variety of electives from Year 9 through to Year 12. Each year students from Year 9 and 10 choose two Board of Studies electives and then on a Friday afternoon have the opportunity to participate in an Interest Elective. Long running popular electives include, Marine Studies, Music, Food Technology, Design and Technology, Information Software Technology, Visual Design and Physical and Sport Studies. Many of these lay a good foundation for further study in the HSC. The Friday afternoon Interest Electives include activities such as Outdoor Recreation, Cook Up a Storm and Sport Intensive. Depending on the year group we have, other options include Film, Dance, and Construction.

In the final years of schooling, students at Charlton have a wide range of options. This ensures that no matter what path a student wishes to pursue post school they are well-catered for. For students pursuing an academic pathway leading to university study there are many subjects that can be completed to achieve an HSC.

Physics, Chemistry and Biology are popular for students wishing to enter university study in Science or medical fields. Engineering Studies, coupled with high levels of Mathematics and a Science subject prepare students wishing to pursue a variety of Engineering Degrees. Not to be forgotten the humanities are represented in the study of Modern and Ancient History and Geography. Society and Culture and Studies of Religion also prove to be very popular subject choices. Business Studies, Legal Studies, Food Technology, PDHPE and Community and

Family Services are also offered each cycle of the HSC at Charlton

Practical subjects which still contribute towards an ATAR such as Music, Visual Arts and Design and Technology see students completing a major work as part of their overall HSC. Students who choose to study English Extension 2 complete a major work rather than sitting an exam. Over the last few years students have chosen Extension 1 English and Mathematics. This year we have students completing Extension 2 in English and Mathematics. Charlton is very fortunate to have four highly qualified mathematics teachers, all of whom have done at least three years of Mathematics in their degrees. Many schools across the state struggle to have one teacher who has more than first year university maths in their degree.

The introduction of TVET Retail and Hospitality at Charlton provides industry based skills for students who wish to follow a less academic pathway. These courses provide an excellent foundation for work placements and further study at TAFE colleges. Non ATAR subjects such as Visual Design and Sport, Lifestyle and Recreation make completing the HSC a reality for some students. For students wishing to complete a language, the College supports them as they study through the Open High School.

Each year a good deal of thought and planning goes into offering a wide range of subjects tailored to the needs of the particular cohort. Having a highly qualified staff allows us to offer a diversity of subjects as a stepping stone to our students’ future career paths.

A Host of Options By Mrs Chantal Casey Head of Senior School

Hospitality

Duke of Edinburgh

Legal Studies

Biology

Music

Physics

Engineering

PDHPE

Surfing

Gareth Duquemin

I completed my HSC at Charlton last year. The structure of the focussed program at Charlton was helpful as it prepared me for university as the workload is condensed into a shorter time frame (e.g. a Semester is 12 weeks). At university you have an intense few months when assignments are due all at the same time.

I am currently studying a combined Bachelor of Laws/Bachelor of Commerce Degree at Newcastle university which involves studying Tort Law, Microeconomics and Accounting. During this time, I also work part-time 3 days a week as a manager at Dominos, Toronto. When I complete university I hope to pursue a career in Accounting with a large multi-national corporation.

University study provides a very different lifestyle which seems confusing at first, especially finding your way around a large university campus. However, I eventually adjusted and figured out where my lectures and tutorials were located! It’s also been great to link up with other students at university as part of the Peer Mentoring Program. Contacting students in the year above me, who were previous students at Charlton and are completing the same course as I am has also been very useful.

Rachel Gray

I graduated in 2009, after completing all of my high school years at Charlton – which feels like a lifetime ago! At first I was sceptical of the focussed HSC program but I stayed at Charlton and completed half of my HSC subjects this way. Looking back, I’m glad I stayed at Charlton to do the focussed HSC. It did have some downsides, like four periods of English in one day, but overall it evened out the hard work and stress over two years. This meant that while friends from other schools were sitting six HSC exams within the few weeks, I only had four, which meant way less pressure on me.

I feel that this reduced pressure and stress meant I was able to better prepare myself for the exams and achieve the ATAR required for the university degree I wanted. I’m now in my fourth and final year, completing a Bachelor of Speech Pathology at Newcastle University and loving it!

Keiran Seaman

I finished school at Charlton in 2010, and I’ve often been asked about the focussed HSC system and “how I found it”. I remember as my final exams approached I was extremely grateful that I’d already completed two HSC subjects and my friends from other schools wished they had had the same opportunity. The focussed approach allowed me to pour more energy into the remaining subjects and I’m sure that my marks benefited for it. I achieved the ATAR I needed for a first round offer into the University of Newcastle Studying a Double Degree in Business/Commerce, which I accepted. Now in my third year I’ve found that I was well prepared for the challenges of not only university but all aspects of life, including work and moving out of home.

The motto of Charlton is ‘Equipping of life’. Looking back, I’ve realised that in my time at Charlton I was valued, stretched and taught to excel at every opportunity. My time at Charlton was critical to so many of the successes that I’ve achieved over the past three years. I’m currently working at the Newcastle office of Forsythes Financial Planning while simultaneously completing my degree, as well as a Diploma in Financial Planning. I know firsthand that your children will be valued at Charlton and they’ll be challenged and equipped to excel.

Biology

“in my time at Charlton I was valued, stretched and taught to excel at every opportunity.”

Life After HSC

Physics

Engineering

PDHPE

Surfing

Sarah Crawford

I commenced my HSC at Charlton in 2007, completing the focussed program in 2008. I was part of the second year to go through the HSC, still guinea pigs at that stage. This approach was great and doing subjects in a focussed manner prepared me well for the structure of university.

Now as a teacher myself, I have taught in several other schools, and have seen quite a few differences with HSC students. I have seen students throw away Year 11 because they feel it’s not important. Then, when they wish to do well in Year 12 they have fallen behind and then have had to drop down classes or drop classes completely. I have also seen the stress for Year 12 students when they have 6 HSC exams to study for!

When I finished at Charlton I studied Mathematics teaching at university. I finished last year, graduating in April. Woohoo!

I am currently working at Toronto High School. I did my internship there in Term 3, 2012 before receiving a casual block in Term 4. I was then offered a year of full time maths teaching this year. It’s very different from Charlton, but I love the kids there and I’m really enjoying getting to know them better.

ISSUE NINE 201315

I had a 15-year-old boy in my office the other day talking about his goals for the future. He told me that he was going to be a professional surfer. “Great!” I replied, “That would be such an awesome job.” But since I am not a professional surfer myself I asked him how one goes about becoming a professional surfer. He had no idea but was certain that he didn’t need to finish school to become a professional surfer. I asked about training and practice and competitions but it transpired that my future Kelly Slater didn’t even have a surfboard yet. He’d just borrowed one of his mates one afternoon at the beach last summer. Still, he was sure that would be the career that he would end up in.

Somehow...

Sometimes kids seem to think that a great future is just waiting out there ready to plop into their laps sometime between Year 10 and the summer after they finish their HSC. It’s like some kids make wishes about their future but never any goals. Attributes like worth ethic, persistence and organisation have been swapped for a dangerous philosophy of ‘wishful thinking’.

Now I’m not saying don’t let your kids dream. Of course you should! But there is a difference between working towards a goal and a wish. A goal should inspire you to work hard. A wish is something that you wait to happen to you and inspires laziness. There is a big difference.

So let me share some ideas with you to help protect your child from the paralyzing ‘wishful thinking’ philosophy.

Start with finding out what your child’s dreams are for their future. Research that dream together, find out who are the success stories in that field, and then research how they got to where they are now. Start to draw a ladder of steps towards the end goal. Show them how each little goal leads a step closer to them finally achieving their dream. Then reward each step in the right direction.

Your child will need to develop a good work ethic. A good work ethic is something that most of us develop over time and practice, so give your kids a head start by setting them a study routine. Besides helping them get everything done a good routine helps kids learn about achieving small steps along the way to a long term goal, such as knocking over part of their assignment and not rushing frantically to get it done the night before. It also helps kids learn that often we need to do hard work before we get to enjoy ourselves.

Sometimes kids with the ‘wishful thinking’ mentality can miss the joy of the journey. Help your kids to enjoy the fruits of working hard by rewarding effort and working well. Try and catch your kids out working hard with random rewards of both praise and a special treat. And help your kids to enjoy the intrinsic rewards of their effort by having reflective conversations when they have achieved a step a long the way by saying things like, “It feels good to finish things on time doesn’t it?” or “You must be proud of your efforts.”

I know that sometimes, no matter what positive strategies you put in place for your child to improve their work ethic, you just won’t be able to get them to work. That’s okay, because this can often be a great opportunity to let your kids learn from failure.

If your child refuses to work then let them feel the natural consequences. Set aside study time when they are expected to study. If they choose not to, then that’s their choice. But make that choice as crummy as possible. Make it so that there is no TV, computer games, calls to friends and the like during this time period. If they don’t want to study – fine. But don’t provide a fun alternative by default.

When it comes time for your child to hand in that assignment that they haven’t done - don’t protect them. Let them feel the natural consequences of not having worked hard. Let them get that ‘D’ on their assignment. Let them get that afternoon detention.

But remember, there is no need for you to double up on punishment for failing at home. Just reflect on the cause and effect briefly and leave it at that. “I guess that’s what happens when you don’t study”. Sometimes a little failure is all that’s required to break down the ‘wishful thinking’ mentality.

“let me share some ideas with you to help protect

your child from the paralyzing

‘wishful thinking’

philosophy.”

By Asher MorrisonCollege Counseller/Psychologist

Parenting MattersTackling the ‘Wishful Thinking’ Mentality

“Make good study and work habits at school

as this will make further studies and

life in general easier.”

What have you been doing since you left Charlton?

I am now studying a Bachelor of Exercise and Sport Science. I am also currently an intern Strength and Conditioning Coach with the ARU (Australian Rugby Union). I presently work with the Newcastle Wanderers Rugby Union Club as their Strength and Conditioning Coach and recently undertook a role as the Strength and Conditioning Coach at the Hawthorne Academy. Here we aim to develop the elite 19-24y/o players in the Newcastle Hunter region into Super 15’s Rugby players.

I am also lucky enough to be competing internationally in Power lifting, having represented Australia twice, my third time this June in Russia. To date I have set in excess of 20 National records, 4 Oceania records, 4 Commonwealth records, 2 World records and 1 unofficial World Record in Power Lifting.

What advice would you give to current students?

Make good study and work habits at school as this will make further studies and life in general easier. You may not have amazing staff and fellow students helping you along the way once you graduate, so make the most of it now.

Any final thoughts?

Whether you are planning on going on to study at University or TAFE or are going into a trade, just do your best as God asks of us.

How would you describe your years at Charlton?

Charlton was a huge life experience for me. After moving from a public school, it was a huge shock (positively) to the system. Throughout my Charlton journey the staff were always a positive influence on my life. Mr Scott Logan, in particular, was a great role model for me. My years at Charlton were always enjoyable, being surrounded by awesome friends in a Christian environment.

What’s one of your fondest memories?

Though there are many! My Year 12 muck-up day would be one.

How did Charlton impact your relationship with Christ?

Charlton was and is the reason I have a relationship with God.

What significant relationships eventuated out of your time at Charlton?

I still keep in contact with many staff members such as Scott Logan, Wade Warren and Pete Lalor. Due to my small year size I still have a strong friendship with a few of the boys from my year, but because of the career paths many of my friends have taken, we only get to meet up occasionally.

Where do you see yourself in 5 years?

I would like to be working overseas as a Strength and Conditioning coach, competing at a world level in Power lifting and aiming to take out a World Open title by the age of 25.

Looking back with Cameron McKenzie (ex-student)

In Retrospect

ISSUE NINE 201317

Year11student,JakeFairhalliscurrentlycompetingfortheEdgeworthEaglesUnder19’sintheNBNStateLeaguecompetitionasgoalkeeper.JakebeganplayingfootballintheUnder5’steamfortheWestlakesWildcats.Fromtheverybeginningheaspiredtoplayasgoalkeeper.

Hewasalwaysanactivechildsohisparentsintroducedhimtosports.JakecreditshissuccessinfootballtohisparentsaswellasMrCossgroveandthedevelopmentprogramshehasparticipatedin,suchastheJohnnyWarrenprogram.Jake’slongtermgoalistoplayfulltimeasaprofessionalintheA-LeagueandisinspiredbyplayerssuchasMarkSchwarzer,PeterSmeichelandAnteCovic,allbrilliantandhighlyrespectedgoalkeepers.

Jaketrains4timesperweekandplaysagameontheweekends.Hisachievementssofarinclude:

•PlayingfortheMacquarieRepresentativeSquad

•RepresentingNorthernNSWintheNationalFootballTournamentandearningplayerofthematchagainstVictoria

•RepresentingTHACCCSA(Taree,HunterandCentralCoastChristianSchoolsAssociation)

•PlayingStateLeagueforMacquarieasaJunior

•Playingtwogamesforunder23’sandonthebenchfor1stgradeNBNforEdgeworth(2012)

•PlayeroftheTournamentHCCFinQueenslandUnder18’s(2012)

•JakehasqualifiedfortheNSWChristianSchoolsTeamandalsocompetedattheNationalChristianSchoolsGamesattheGoldCoastinMay.

Jakeiscommittedtohisschooling,lovessurfingandenjoyslifeingeneral.Jakeisaveryhumble,kindandhelpfulstudent.Healwayslooksoutfortheneedsofothers.WelookforwardtoseeingJakecontinuehispursuitstowardshisdreamofplayingfootballprofessionally.

TheEmergingJetsisaground-breakinginitiativeforthesport.TheprogramisunderpinnedbytheNationalbody(FootballFederationAustralia),theMemberFederation(NorthernNSWFootball)andthelocalA-Leagueclub(NewcastleJets).Theintegrated,talentedplayerpathwayprovidesasuccinctandclearlydefineddevelopmentprogramforplayersfromasyoungas8yearstotheNationalYouthLeague,A-LeagueandW-League.

Therearetwophasestotheprogram.TheseareSkillAcquisition(under13,FoundationPhase)andGameTraining(13–18years,Performancephase).

BaileySnowden,inYear4atCharltonhasbeenselectedinthe10yearsBlueteamandiscoachedbyPaulOrdonezGomezalongwith12otherboys.Thisteamplaysinthe11yearsStateYouthLeaguealongwiththeother10yearsRedEmergingJetsteam.Thiscompetitiondoesnotencouragecompetitiveness.Itisinsteadbasedoncreatingagoodfoundationoffootballandintroducingthefourfunctionalgameskillsintoagamescenario.Theseskillsare:StrikingtheBall,OnevOne,FirstTouchandRunningwiththeball.

TheEmergingJetssquadstrainthreetimesaweek.Theyalsoplayweekendfixturesandhavetheopportunitytoparticipateindifferentchampionshipsandtournamentsthroughouttheyear.Thecombinationofgoodcoachingandhighlevelcompetitionhelpstoprogressandchallengetheplayersconstantly.

ItisagreatachievementtobeselectedintheEmergingJetsprogram.CongratulationstoBaileyforbeingchosenandwewishhimallthebestwiththerestoftheseason.

Bailey Jets to New Heights Jake Fairhall Watching the Goal

INTERVIEW WITH BAILEY

WhatitisliketobeselectedinthefirstEmergingJetsTeam?

Itwasabitscaryatfirstbecausethecoachesareprettystrictwithtrainingandrules.Butwhenyougettoknowthecoachesandyourteammatesit’snotthatbad!Wealsohavetoplayagainstotherrepteamsandsomeofmyfriendsareonthoseteams.

WhatwasitlikeparadingaroundHunterStadiumduringhalftimeattheJetsgame?

Itfeltreally,reallyscarybutIwasveryexcitedandwegottomeetalltheJetsplayersafterthegame.Weevenhadafrostyconefightafterthegame!

Whatareyourgoalsthisyear?

Toplaymybestandgetselectedfortheteamagainnextyear.Also,tomaketheStateRepresentativeteamwhenIgotoSydneywiththeJetstoplayagainstotherrepteams.

WhatisthebestthingaboutbeingintheJetsteam?

Gettingtoplayforthebestteamandmeetingamazingpeople.

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ISSUE EIGHT 201219

CHARLTON CELEBRATES

15 YEARS!

BLACK TIE & BAREFOOT

Ball TO BE HELD IN CHARLTON CHRISTIAN COLLEGE AUDITORIUM SATURDAY 14TH SEPTEMBER 2013

Ladies leave your heels at home and gents straighten those bow

ties and pick your favourite socks as it’s time for Charlton’s

first ever Black Tie and Barefoot Ball to celebrate their

15 year anniversary!

6.30pm for 7pm start Cost: TBA,

includes canapés, dinner and entertainment

For ticketing information please contact Amanda on

0414 705 305.

1 2 3 4 5

Ball Room StepsITEMS FOR

AUCTION