​Our Year 9 class is currently enjoying the wonders of Far North Queensland. Our campsite on the edge of Lake Tinaroo is beautiful and we have the whole place to ourselves. We walked through rainforests, saw turtles and swam in the crystal blue waters of a volcanic crater lake and drove through misty mountains and the highest town in Australia to see a big waterfall and enjoy some hot springs. 

After leaving the Atherton tablelands and it’s lush cool climate the class headed out to Laura and it’s dry and hot weather where we have seen some amazing rock art. After spending a night sleeping under the stars we rose early and drove down to Mossman where we spent the day immersed in local indigenous culture and visited the shoreline and Mossman Gorge.

With the solstice upon us we prepared a winter festival for the Far North Steiner School and the students  helped the little ones with a beautiful spiral walk accompanied by some singing.

We are off to the Daintree today. Spirits are high and everyone is stepping up to support each other and make the most of this wonderful adventure.


Luke Wigmore
Year 9 Guardian

The 2021 Marine Studies class, as part of the Marine Craft Construction module, planned, designed and built a new school boat. The design is a flat-bottomed punt with a glass panel in the floor for benthic (seafloor) survey work, and perfect for diving, fishing and snorkeling. So we now have our old school boat, Kylam, for boating skills training, skurfing and towing the underwater manta-board (fun), and our new research vessel for all things Marine Studies. Big thanks to our current Year 12 marine students.
​
Greg Shanahan and Nick Thorne
Marine Studies

​After the floods, some of our High School students were left with feelings of powerlessness and a lack of purpose. Many had been helping with the clean-up in Mullumbimby and Lismore and felt conflicted by coming to school, when there was still so much work to be done in the community. We came up with the idea of an exhibition fundraiser, to be held tomorrow night in the School Hall.

The exhibition includes artworks by Year 10 and 11 students to be auctioned, with all proceeds going to flood relief. The title ‘Ground’ refers to the longing for stability and healing after the experience of chaos and upheaval. Doors open at 5pm, followed by the High School music showcase, Shearwater Live, at 5.30pm. Cakes and coffee available. We very much look forward to seeing you there to support our wonderful and talented High School students.

Siobhan Hungerford-Gerth
High School Teacher

​Lachie's Year 8 Science class has been learning all about energy. They have been investigating the different types of energy, energy transformations, energy efficiency and the law of the conservation of energy, and investigating the advantages and disadvantages of renewable and non renewable energies, within the context of solving real world problems. For their major assessment task the class attempted to solve the problem of heat loss by applying their knowledge of heat transfer to the construction of a homemade thermos, with several students succeeding in keeping water at 75 degrees celsius for 20 minutes.

​Lachie's Year 10 Science class has started a unit on genetics by investigating how traits are passed from one generation to the next. The students obtained DNA by performing an experiment that allowed them to extract it from the nucleus of strawberry cells.

​​Last month, Louka McAllister received an HSC ATAR of 97 - the highest ever awarded to a Shearwater graduate, with two Band 6 results (indicating a mark over 90) and five Band 5s, or equivalent. 

After two years immersed in the full spectrum of academic subjects - Physics, Chemistry, Advanced and Extension Maths, and Advanced and Extension English 1 and 2, as well as Business Studies “just for fun”, Louka is enjoying a big breath out this year - getting his hands dirty, working for a friend’s roofing business and saving some money for travel, before starting a university Science degree in “Physics, Maths or both”.

He laughs when I ask about the roofing and admits he learnt a thing or two apart from advanced calculus, during his 15 years at Shearwater.

"I’m probably not the most handy person but I know my way around a little bit. I definitely enjoyed subjects like metalwork and woodwork in the younger years of High School. Even though I didn’t end up pursuing those subjects, it was a good opportunity to explore them and get some more skills."

With offers of places into Bachelor of Science degrees at his two universities of choice, Louka is pleased with his HSC results. “The only thing I was a bit disappointed about was that I had really high Band 5s, just missing out on a Band 6, in three subjects,” he says.

Like so many before him, Louka says “the camps!” when asked about his best memories of Shearwater. “They were just amazing life experiences,” he says. “And at the end of the day, I don’t think I was worse off for missing out on time in the classroom.”

“I did consider going to another school at the end of Year 10. The big thing that kept me here was actually the Vanuatu camp! And also the relationships. I think we have a much tighter-knit class community than a lot of other schools and I really enjoy that. And the relationships with teachers are a lot closer and more personal.”

Louka’s maths teacher through High School, Oren, described the class as “pure joy”. “There was a culture of diligence, hard work, laughter and friendship that deepened and grew,” he said. “By the end of Year 12, the class had achieved the best HSC maths result ever recorded at the School.”

“At Shearwater, you get a lot of education that’s not just in the classroom,” says Louka. “But you can also do really well academically here. If you’re willing to put in the work, you’ll get a lot of support from your teachers.

“I also definitely prefer the smaller class sizes. Most of my classes were around eight people, which, means you get a lot more one-on-one time."

With a well-trod trail between Shearwater and Melbourne, Louka says he’s likely to land in that southern city next year.

“The plan was always to go to Melbourne because that’s where I want to live. From Melbourne Uni you can walk to the MCG! Also Melbourne Uni is the best ranked for Science. But the Bachelor of Science and Bachelor of Advanced Studies degree at Sydney Uni is also really good, so I still haven’t quite made up my mind."

His sights set on a career as a research scientist, with postgraduate study and possibly a PHD, Louka is nonetheless open to whatever the exciting world of acadademia sends his way. 

“I always thought I was interested in pure maths but there are a lot of new areas in maths that are really interesting. I found out the other day you can do mathematical biology, where they map tumour growth in brains…”

We will be sharing more stories from our Class of 2021 (and other Shearwater alumni) over the year, and we congratulate them all on their achievements, and wish them well on their onward journeys.

The shearwaters gathered and looked to the sky
On hearing their guide in the winds that swept by
They answered as one as their wings stroked the air,
And set out on a journey they all would share.

(From Shearwater’s school song, Shearwater Pacifica)
​

​This year, our High School students, from Class 7 to Year 11, will be engaged in a series of wellbeing programs, starting with a Talking Consent Workshop by Jane McGowen in Term 1. 

During the workshop students will be focussing on the understanding, defining, and negotiating of consent. This sensitive information will be delivered in a facilitated environment of cohesion and positivity. The workshop is designed so that young people should feel empowered to seek healthy relationships and look after each other, whilst also understanding and identifying risks. In addition, the aim is for students to become more self-aware so that they may have a sense of preparedness as they grow and change.

The understanding and knowledge provided by Jane's workshop will be utilised consistently and frequently in both Guardian time and the classroom. Jane will also be sharing the program with parents and carers, via a Zoom information session, details of which will be provided.

In Terms 2 to 4, students will be engaging in programs on social interactions and bullying, social media safety and becoming familiar with the law.

Marie Perry
High School Wellbeing Coordinator

The Shearwater Certificate is a pathway offered to Year 12 students at Shearwater that provides an alternative to the HSC, allowing students the freedom to create a unique learning experience for themselves, following their passion and creating a project of personal interest. Do not let the word freedom fool you. The Shearwater Certificate is a rollercoaster ride.

This year there were five students who undertook the journey, Tula Tansley-Beckerman, Judah Tsadik, Gemma Susanna-Davies, Aurora Bodhivajra and Charli Gaiter-Thompson.

The learning that comes out of undertaking a year-long project is invaluable, and the skills these students have developed will serve them well in the future. They have learnt things no textbook can teach, and no exam can assess. They have learnt to believe in themselves, to communicate clearly, to think critically, to problem solve, to ask for help when it’s needed, to get up and keep going when things are hard, to support others and work together.

The Shearwater Certificate can be done as a 120 or 240 hour program, in conjunction with three or four HSC subjects. Year 12 is challenging at the best of times but I think we would all agree that this year has been particularly difficult. It has presented these students with new challenges, unique to these times. When they presented their proposals a year ago none of us knew what this year would be like, that we would have an extended lockdown and limited access to external facilities among many other things.

The students presented their work, comprising displays and speeches, last week, and although we couldn’t invites their families and community to the event, due to COVID restrictions, it was still a beautiful conclusion to the process. These students deserve to be congratulated and celebrated. They have demonstrated resilience and determination and I am so incredibly proud of them, and very grateful to have been part of their journey as their supervisor.

Anna Delzoppo
Shearwater Certificate Supervisor

Congratulations to Year 11 Textiles student Gypsy Hunter who was recently awarded third place in the Senior Category of the international Wool4School student design competition. Entrants were asked to design an outfit, made primarily from wool, which was versatile, protective, dynamic and functional, to aid in commuting and traveling, under the theme ‘Wool on the Go’.

The SRC have been up and running through Semester 2 and despite lockdowns, we have been able to do some leadership workshops, establish what we love about the school and also work out what we want to see improved and how we might help make that happen. Many ideas have been discussed such as dress code, student events, classroom comfort, better signage and wellbeing services. Small actions have been taken to help make sure students' voices are heard and supported. One issue we discussed was the number of students coming to school without breakfast. The solution — Breakfast Club! 

We canvassed teachers that had experienced breakfast clubs at other schools to find out what worked and what didn’t. The SRC developed a survey which was filled in by over 70 students. The results surprised everyone. On that particular day, we found that just under half of our students were coming to school without breakfast. The reasons ranged from having to leave too early for the bus, to making them feel sick on the winding road to school, through to being in too much of a hurry, forgetting or just not feeling like it first thing. Some were getting something at school if they had time but many buses arrived too late to go to the canteen and some students didn’t have money with them. That very afternoon, after tallying up the surveys, we heard that due to staff shortages, the canteen would not be opening the next day. Breakfast Club (and now Lunch Club) were going to have to happen very quickly!

We purchased supplies that afternoon and had some basics ready to go at 8.30am the next day. Toast, tea, cereal and fruit were all on the menu. At lunchtime, the cooking elective baked some sausage rolls and pasties we were able to give out to those who were hungry or hadn’t brought lunch. We managed to do this for each of the three days the canteen was not able to open. Over 100 students accessed the service each day and overall it seemed a great success.  

The SRC would like to thank James and all the teachers and students who supported them to make this idea a reality in such a short timeframe. The canteen will be open every day between now and the end of term and the SRC will take on board all that was learnt from the trial and see if it’s something they will propose in some form  next year. In the meantime, it’s a good reminder to make sure students are coming to school with food in their bellies ready to learn, and with enough food to last them for the day. We are lucky to have such a wonderful canteen and thank Steve and the crew for the wholesome and affordable options they provide every day.  

Sarah Ndiaye and the SRC

​Our Class 7 students had the opportunity to experience the illustrious silk paintings and picture books of local author and illustrator, and former teacher, Kim Toft, this term.

Kim guided the class through the process of story-boarding, providing inspiration for the classes' Indonesian assessment task, in which they are creating an advanced pictorial based on the life of a family member of their grandparents' generation. 

Emily Joy
LOTE Indonesian Teacher

It’s a wrap! Another wild ride on the WAVE magical carpet. Somehow at this supremely unpredictable time on our planet, we managed to pull off another incredible Wearable Arts performance event last week.
 
Although it was disappointing not to have our sponsors, families and other members of our community here to see the show in person, the footage is in the editing suite as we speak, and we hope to be able to release the video of the event by the end of term. Stay tuned!
 
In the meantime, we hope you will join us in applauding our wonderful winners. We had so many students get involved in this year’s costume comp and the judges professed their job was not an easy one!
 
The winners of WAVE 2021: My Message to You are:
 
 
Overall Grand Winner
Gold Sponsor James Hardware Mitre 10, Mullumbimby
Mixed Messages by Susan Germann
 
Directors Prize
Silver Sponsor Chincogan Real Estate, Mullumbimby 
Help by Jimmy & Milika (Year 10 Shearwater) 
 
Section 1 (My Message to You) Winner 
Silver Sponsor Crystal Castle
Alien Princess to Earth by   India Giannoni  (Year 12 Shearwater)

Section 2 (Silhouette Creations) Highly Commended  
Sponsored by Mullum Co-op  
The Bitch by Ruby, Aneeka, Marley, Gemma, Marco & Scarlett (Year 9  Shearwater)
 
Section 3 (How I Feel) Winner
Silver Sponsor Crystal Castle
High Priestess by Tiehj Kerry
 
Section 4 (Horns, Helmets and Masks) Winner
Bronze Sponsor Westpac
Horndusa by Eloise Gallea 

Section 5 (Flora Fabulous) Winner
Bronze Sponsor Tinker, Tailor, Dancer, Trader/Archer The Store
Gondwana Reverie by Rosie Hamilton
 
Emerging Artist
Sponsored by Mullumbimby Chamber of Commerce
Shining Knight in the Mist by Marshall Peach
Warrior by Junah Robins (Year 8 Shearwater)
 
Creative Use of Materials
Bronze Sponsor Baxter & Jacobson Architects
COVID Waste by Maya Chaffer (Year 8 Shearwater)
 
Student Encouragement Award
Bronze Sponsors Westpac & Tinker, Tailor, Dancer, Trader/Archer The Store
Encrusted by Olive Morris (Year 9 student)
Message from Water by Hannah McIntyre (Year 7 Shearwater)
Exhaustion by India, Zoe, Anouk & Zemmer (Year 9 Shearwater)
Fighting Flames by Anouk, Darcie, Lekha, Amani, Grace, Scout & Natasha (Year 8 Shearwater)

​Last term, our Year 12 Modern History class took a trip down to Coffs Harbour for an HSC study day. After learning so much rich content over the course of this year, it was important for us to go and cement our knowledge and see it all from different perspectives.

We woke up very early and began our drive as the sun rose. As a small class of four students, this was a great opportunity to create lasting interpersonal bonds; which were only strengthened on the six hours we spent on the road.

While attending the various seminars, we were able to interact with other Modern History students and discuss our opinions on the impending HSC exams (and share our nerves!). We attended several lectures on the units we had previously studied with Nikki;  including Japan, Germany, the Atomic Age, and the Conflict in the Pacific. The lecturers were eccentric, to say the least, however they provided many helpful tips on study habits and marking criteria, along with a range of key points about our units of study.

After the lectures, we took a brief detour to visit the heart of tourism in Coffs Harbour — The Big Banana! This was a little element of fun intertwined into a generally serious and studious day. Despite being a long day, this excursion was educational and useful to us as Modern History students. It was an opportunity to bond with Nikki and each other, and to revise material that may have been less prominent in our minds over the course of this information-dense year.

Anji Conroy
Year 12

We were contacted by Byron Shire Council recently and offered the opportunity to feature the artworks of our some of our amazingly talented High School students as part of a street art project. The theme was people and places of the Shire. The current COVID lockdown has prevented the opening celebration from going ahead. But the artwork is up and it looks great. So next time you're in town, stop and have a look. You will see these masterpieces, created by students from Years 7, 8 and 9. Congratulations to Zen Giannoni, Maya Chaffer, Sol Bailey, Macushla Bere, Aimee Green, Zoe Newell, Ella Bowen Piercy, Zemmer Arbiv and the Year 8 collective, and thank you for sharing your creative work!

We feel so grateful to have had our Class 7 Dance main lesson at the start of this term. There's something special about dancing together that can't be easily replicated on Zoom! Hopefully our Class 7s are taking the skills they learnt and teaching their families some new moves during this latest lockdown.

The lesson was divided into three parts — theory, choreographed dance and fitness. Clare looked at various forms of dance from a theoretical perspective, focusing on Hip Hop. William took the fitness, stretching and strength-building component, and Renee helped the students choreograph a dance in small groups. She was ably assisted by India Grant, a former Shearwater student and dance teacher who has recently returned from  working in London.

The highlight of the lesson was a performance of choreographed pieces in small groups. According to Renee,  “The Year 7 group had an outstanding dance performance. We were blown away with their enthusiasm, attitude and group camaraderie. Each group choreographed their own expression of dance, which highlighted their strengths of creative thinking and working so well together. A massive congratulations to all of those who gave it a go, and in turn, realised they have got the groove inside of them”.
​
Many thanks to Renee and India, and to all the students who dared to bare their souls and dance with such grace, beauty and courage. As we reflect on the year during this challenging period, this surely has been a highlight for many.

William Keyte
Class 7 Teacher

 
Our Year 10 students have recently spent a term investigating some of the chemical and physical properties of alcohol. At Shearwater, Year 10 chemistry is about demystifying this substance that many teenagers are rightfully intrigued by. 

We began with grapes! The students spent a morning feeling what it might have been like in a rural village at grape harvest time. How many of us have the opportunity to feel grapes between our toes? The strong inner structure of the grape demands a lot of force to crush it. How much sugar do you think is in a litre of grape juice and how can you tell? To find out the students measured the density of the juice with a hydrometer and were surprised to find that their juice contained as much as 250g of sugar per litre. That’s a lot of sugar!

They added the fungus that we know as yeast and waited patiently for the fermentation to happen. Those little dry granules of yeast really didn’t look like mushrooms but they certainly transformed the sugar into alcohol.
No one was particularly impressed with the wine but then we weren’t stopping there, that was just a means to obtain a much purer sample. After understanding that alcohol and water have different boiling points they were able to fractionally distil a much purer alcohol sample. How pure? Well, to determine this they went back to density – that had worked for sugar. This time though they first needed to make an instrument that could float in the alcohol and calibrate it with solutions of known percentages.

Glass blowing the hydrometer was a challenge but fun regardless and they soon recognised their samples were between 80% and 90%.

What to do with this precious material? Burn a little of course! It burns with a beautiful ghostly blue flame – hard to see in the light. It was way too precious to waste it all like this though the thought of that did appeal to some students. We used the remainder to extract the essence from calendula flowers, exploiting the solvent and preservative properties of the material we were now calling ethanol, to make a tincture.

A project was beginning to take shape. What else do plants have to offer besides sugars? A walk around the farm took us to the herb and fragrance gardens and we came back with lavender, lemon myrtle and tea tree.

Using a steam distillation method we were now able to extract fragrant essential oils and hydrosols from the plants that might be useful in making a product.

Using some of the remaining ethanol and butyric acid (found in breast milk, parmesan cheese, body odour and vomit) we synthetically produced a chemical that smells like pineapple but in a ‘fake pineapple lolly kind of way’, according to one student. This really brought home why those little bottles of essential oils cost so much – ‘so many leaves distilled and so few drops of oil gained’ according to another. It also reinforced why cheap food and cosmetics used artificial flavours and fragrances. It was so easy and cheap to make so much.

After purifying some bees wax and learning about emulsions, we combined a high quality carrier oil with our wax, hydrosol, essential oils and calendula tincture to make a hand cream of the finest quality ingredients.

As for me, I love teaching this unit. It’s fun and it really looks like you imagine chemistry to look – lots of glass tubes with exotic liquids dripping from them. The students thought so too. We are slowly perfecting the hand cream, perhaps you’ll be the lucky recipient of a bottle sometime.
 
Gerard Braithwaite
Science Teacher

Dance has existed as a vital part of every known culture throughout time. It is a distinct form of nonverbal communication that uses the body as an instrument of expression, articulating the culture and society from which it emerges. In Year 9's recent Dance unit, we focused on Latin American Salsa and contemporary Hip Hop. We studied the different cultures these dances developed out of and linked the two through a growing  understanding of the need for dance in oppressed societies, specifically Cuba and the Bronx in New York.

Learning to dance and learning through dance allows students to apply their own experiences through a different language. Students learn to express ideas creatively as they choreograph, perform, and analyse dance as works of art.

At Shearwater, we focus on three main strands through our schooling: beauty, truth, and goodness. Between  the ages of 14 to 21 the focus of our education is truth. At this stage of development, we see in our young people a righteous indignation for the wrongs in the world, specifically when faced with injustice, unfairness, and hardships that they themselves may not have previously understood. Through the study of oppression in Cuba and African-American communities in the US over the  the past 100 years, Year 9 have come to understand the power of dance and the freedom that it brings.
 
Siobhan Hungerford-Gerth
High School PDHPE

In the High School here at Shearwater, we strive to offer our students unique learning opportunities that go beyond the subject syllabus content and align with their stage of development. We know that the 14year-old is developing their sense of self and their capacity for thought. So, our Year 8 students engage in a personal interest project (PIP) and embark on an individual learning journey. This path of discovery enables them to feel a sense of ownership over their learning, as they follow their own passions and engage with the wider community, seeking mentorship from people with related skills and interests.

Students learn how to plan, research, execute and document a project. They learn the value of good time management and communication skills. They build resilience through sustained will activity and having to overcome obstacles. Currently we have many different projects on the go, due to be completed and presented on August 24th. These include a magazine, jewellery, tarot cards, clothes, a novel, books with illustrations and creative writing, a bed, a skateboard, a table, photography, painting, drawing, ceramics, a guitar, refurbished bikes, a bike ramp, learning new skills, a cookbook, a podcast, an online course, embroidery, farm renovation, a custom computer, a Lego diorama, a golf book, an environmental film, chest rub, a quilt, crochet, a bushwalk, a custom basketball jersey, a mirror and many other wonderful things.

As a teacher, it is very inspiring to see young people taking responsibility for their learning and working through challenges to find creative solutions. Although I look forward to seeing the finished products and hearing the students speak about their PIPs, the journey is so much more valuable than the end result. My hope for these amazing young people is that they learn from this experience and move forward with a stronger belief in themselves and their capabilities; that their love of learning is nurtured and that a curiosity in the world and connection to the community is fostered.

In the woprds of Rudolf Steiner, “our highest endeavour must be to develop free human beings who are able of themselves to impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of responsibility – these three forces are the very nerve of education.”​

And, in the words of the students:
“I have found PIP really exciting and when I get past obstacles I feel a sense of accomplishment.”
“I tried something I wouldn’t have otherwise for PIP and I have really enjoyed it.”
“If you put so many hours into something you love it is worth it.”
“Getting everything together on time is a bit challenging but it’s a good experience for future events and teaches you to keep going when things are hard.”

Anna Delzoppo
Year 8 Guardian