Junior School

Junior School Embraces full Coeducation

2022 sees the Junior School reaching full coeducation after being the first section of the School to begin the transition back in 2018 with the arrival of Pre-Kindergarten and Kindergarten girls.

The Junior School now has 33 classes, every one of them with girls'. Together in learning, together in life is alive and well and the students have embraced the changes over the last four years. The percentage of girls in each year group has been increasing each year and we now average 40% of girls across the Junior School. In Kindergarten and Year 1, we currently have just over 49% of girls in each grade which augurs well for the future. Barker's Enrolments team have done a remarkable job in such a short space of time. The first Year 6 cohort of seven classes, also provides the first Junior School female leaders. This is a significant milestone. Captains – Emma Lukell and Henry Brown Vice-Captains – Tia McIntosh and Cooper McNaught Each of the six Houses also has a coed leadership team. Byrd – Bree Hirst and Oliver Toy Flinders – Ivy Wu and Tristan Tilley Hillary – Amelia Huang and Jericho Alley Mawson – Matilda Davy-Griffiths and Zack Yerbury Scott – Angela Li and Thomas Griffiths Tasman – Ines Lai and Tom Evans The face of Junior School sport has also adapted to the changing environment with Netball, Girls’ Football, Hockey, Girls’ Basketball, Girls’ AFL, Girls’ Touch Football and Girls’ Tennis all joining the list of IPSHA sports on offer to female students. Additionally, many girls have chosen to play traditional Junior School sports alongside the boys, a number of those girls playing in the top team. Barker Dance provides access to auditioned competition groups within the Junior School for boys and girls. There are also programs for all levels of dancers from beginners in the Ignite Co-curricular program. K-2 Hip-Hop, Theatre Jazz, Ballet, Lyrical Dance and Years 3-6 Hip-Hop are all options for our enthusiastic dancers. We are working in partnership with REDed (Raw Energy Dance Education), and last year we entered online eisteddfods and competitions with the auditioned troupes. Hopefully, our groups will be able to compete face-to-face this year. Coeducation is a powerful strategy to foster equity, justice, kindness and respect amongst students. It is the future of work and of a more cohesive society. It provides full access to the Barker experience for all students and their families in one place, promoting harmony and a rich and vibrant academic and cocurricular life for our students. The journey to full coeducation may have been realised, however, we want to continue to develop and evolve, ensuring that we offer experiences for all students that allow them to develop their skills and passions in a safe, supportive environment. We want to celebrate growth and achievement and continue to build a respectful and compassionate community where young people grow up together and appreciate the differing viewpoints, knowledge, understanding and giftings that each other brings. I am confident that we are making tracks in this direction in the Junior School.

Martin Lubrano Head of Junior School

Connecting Community to Thrive

The Australian Student Wellbeing Framework (ASWF) has progressed the vision of Australian schools as “learning communities that promote students’ wellbeing, safety and positive relationships so that students can reach their full potential”.

Student wellbeing has been defined as a “positive sense of self and belonging and the skills to make positive and healthy choices to support learning and achievement, provided in safe and accepting environments for all students”. At the core of the Barker College model of wellbeing is the Christian and spiritual framework upon which all aspects of an individual student’s welfare rests. The purpose and principles that connect wellbeing in the Junior School ensure that Barker College continues to offer an education underpinned by our Mission, Vision and Values that enables each individual and our broader community to thrive. Wellbeing programs, key language and skills are explored with teachers to develop understanding and prepare us all to live them out in words and actions, cultivating learning communities for all to learn and grow. In Pre-K to Year 6, the class teacher is the first and foremost key point of care with all staff responsible for student care. The Junior School Executive Team supports staff and oversees the care and wellbeing programs in consultation with the Junior School Student Support Team. It is our heartfelt motivation to see the children find their safe place in the classroom ad partner in the creation of affirmative, responsive environments that promote a strong sense of belonging and self-worth. As the year begins, new characters move into the circle of care, while others move out as they become a little less connected to the experience of each day to make way for new partnerships with teachers and peers; all the while the children benefit from the consistent care of family and close friends. The relationships with classroom teachers are critical in the circle of care. It is within the classroom where we aspire to see our students thrive, as circles of care work together to create learning communities where the wellbeing of each student and the learning about wellbeing is supported with intent.

The Barker College School Counsellors are a wonderful asset in our circles of care. During 2021 we welcomed Dr Kathryn Rayner, while this year Hilary Tucker has joined the team. Our counsellors are available to meet with students for a range of reasons from small to complex and support students throughout their schooling. The School Counsellors provide important support to our circles of care across the Junior School Community. We are excited by the possibilities, and it is a privilege to introduce Katie and Hilary. Hilary Tucker is a Clinical Psychologist Registrar and experienced teacher. Her professional experience extends across roles in eMental health, private practice, and schools, with a special interest in anxiety disorders, mood disorders, parenting, academic difficulties, ADHD, ASD, OCD and trauma. Hilary is most looking forward to working collaboratively with the Barker community to support students to enjoy the most out of their Barker experience. Dr Kathryn (Katie) Rayner is clinical psychologist with 10 years’ experience working with children, adolescents, and families in private practice. She has particular interest and experience in assessing and treating eating disorders and body image issues, anxiety disorders and mood disorders. She completed a PhD at Macquarie University on the role of peer influence in the development of eating disorder symptoms in adolescent girls. Katie places high value on the use of evidence-based practice that is tailored to individual’s need and circumstance. She is excited to be working in a school context and very much looking forward to supporting students, teachers, and families in the Barker community.

Martin Conway Junior School Director of Students

Jumping Into Learning

An exciting new collaborative partnership for our Indigenous campuses

What do you think of when you hear the term ‘Closing the Gap’? Are you reminded of the historical injustices that have created a disparity between the educational outcomes of the privileged settlers and our First Nations brothers and sisters? Or does the phrase make you feel uncomfortable, part of a ‘deficit discourse’, where the real achievements of Aboriginal and Torres Strait Islander Australians are overlooked or not fully appreciated and acknowledged? At Barker, we honour the strength and capabilities of all our students. We recognise that reconciliation involves the provision of high-quality education for all. This means that a priority for our Indigenous campuses is the development of strong foundational skills in Literacy and Numeracy from Kindergarten to Year 6, instilling a confidence and desire to learn. Closing the gap is a genuine priority and something that we strive towards each day at Dhupuma, Darkinjung and Ngarralingayil Barker. This year, we are embarking on an exciting new journey towards further developing the Literacy and Numeracy standards at our Indigenous campuses. Through partnerships with MultiLit and Good to Great Schools, we endeavour to deliver the very best evidence-based programs to our students. The programs are founded on the principles of the Explicit Direct Instruction model. There is overwhelming research supporting this effective and efficient method of instruction. While we are focused on lifting Literacy and Numeracy standards at our Indigenous campuses, we are also very aware that our underlying foundation is the special cultural identity of our Aboriginal community members. Our shared vision of learning from one another continues to guide our teaching and learning, as we look to grow in understanding and harmony. It is our hope that these new learning partnerships will further empower our students towards a truly reconciled future together.

Katie Carruthers Darkinjung Barker Teacher

News from the Northern Territory

It is great to see our students' smiling faces back in the classroom and their eagerness to learn remains the same.

We have some new ideas and routines for our classroom this year and we can already see the positive impact this is having on their learning. As students arrive to school they have a checklist they must complete. This includes one-on-one learning with any of the teachers in the classroom. Some students spend 30-40 minutes on their learning before school even begins. We always complete our Literacy and Numeracy throughout the day and the Djamarrkuli have this routine perfected. Some new and exciting learning adventures we are introducing this year include Drumcorp (bucket drumming) which involves fitness, rhythm and dance. The students have already completed some lessons and we can already feel that this will be enjoyed by all. Other activities include learning to touch type and health lessons that are run through the local Miwatj Health Clinic. But most importantly, Learning on Country lessons have begun. The Yolngu people still use the bark from the trees to create their beautiful art pieces. Valerie, one of our talented support teachers and an extremely great artist, took us out bush and showed us the process of removing the bark from the tree and how to dry it over a fire. We now wait for the drying process before the Djamarrkuli can create their own paintings. We are also delighted to have our school bus which enables students to attend school. Check out the artwork on our bus! Attendance rate this Term have been incredible with many students at School well over 80% on days. We are so proud of the children.

Lori Cross Dhupuma Barker Teacher Tom Spencer Dhupuma Barker Teacher

Welcome New Staff

A warm welcome to our new staff at Darkinjung Barker and Ngarralingayil Barker.

We are very fortunate for their amazing knowledge, commitment to education and the variety of skills they bring to our campuses to assist children reach their goals. They are looking forward to many wonderful years at Barker and we are very excited to have them with us! Annelise Pearce Operations Manager Aboriginal Campuses I am a Worimi Gumbaynggirr woman from the Mid-North Coast and have held several operational roles in schools in both Sydney and Melbourne. I grew up in a regional community and attended a small school very similar to Darkinjung Barker and Ngarralingayil Barker. I understand the support our vibrant school community needs to provide every opportunity to students. I am a supporter of the South Sydney Rabbitohs, I enjoy swimming at the beach and walking my very best friend, ‘Lenny’. Donna Andrews Classroom Teacher K-2 Darkinjung Barker I am thrilled and feeling extremely blessed to be working at Darkinjung Barker with the beautiful Kindergarten to Year 2 students. I live on a farm with my family and I treasure our special times together. Growing up on the farm, I have had many pets including donkeys, camels, horses, cows and even a pet kangaroo called Matilda! My favourite thing to do in the whole wide world is to teach! I have lived here on Darkinjung country for most of my life and have been fortunate to have taught in several schools in the area for the past 20 years. I enjoy working together to ensure each student thrives at school and is feeling great about themselves and their learning journey.

Valissa Stewart Learning Support Teacher – Ngarralingayil Barker After spending much of my childhood playing ‘schools’ with my little sister, I became a primary school teacher back in the last century! I have held a wide variety of teaching positions from remote Northern Territory primary classrooms to teaching adults English in Mexico and Indonesia. I am passionate about keeping the spark for learning and life alive for all our students. I love camping and any kind of craft, but especially basket weaving. Kylie Walmsley Classroom Teacher K-2 - Ngarralingayil Barker I held a long-time desire to become a teacher – with “classrooms” being my favourite childhood game. It took a while to reach that dream, but I never gave up on it and took the opportunity to graduate as a teacher at 40! With four children and two stepchildren, ranging from five to twenty-seven, life is rather busy! When time allows, I love reading, travel, and coffee catch-up with friends. I also love a good Netflix binge from time-to-time. I am really excited to be working at Ngarralingayil Barker and have already had a wonderful start to the School year! George Huitker Service Learning Consultant After 32 years of teaching at Radford College in Canberra, I decided the time had come for a sea change. For the last 11 years, I had served as Director of Service Learning and have decided to pursue work in this field as a consultant. This year, I hope to open the Australian Centre for Service Learning and spread the word about safely, carefully and compassionately reaching out to others, particularly in these challenging times. I am thrilled to be working with the amazing students and wonderful staff at both Darkinjung Barker and Ngarralingayil Barker on Tuesday each week and I'm sure this will be a highlight of my working week. I play in a band called Junk Sculpture - known for their energetic shows and tours of rural communities. I hope there will be room to bring my passion for both music and service to the School.

Mandy Shaw Director Aboriginal Campuses

Pre-Kindergarten Education

Pre-Kindergarten is a different learning space to the traditional classroom. At three, four and five years of age children are full of wonder and curiosity, often seeing the world around them differently.

In Pre-Kindergarten, educational experiences are fluid and malleable. Planned provocations are derived that seek to stimulate students' imaginations. The learning space is tailored to unique styles and interests of the individual. This enables students to explore with purpose and share their findings with peers. Through this, Pre-Kindergarten develop social skills with their peers and teachers, while also developing a connection to their learning space. This assists the learner to feel safe, happy and confident to take on challenges without fear. Furthermore, creative and imaginative skills are developed by allowing learners to use the indoor and outdoor space freely, adapting and using materials in ways not always typical to their purpose. Children are able to explore safely within a framework that embraces diversity, allowing imaginations to explore without traditional parameters. Communication is a critical part of the PreKindergarten learning space. Initially, communication is centred around expressing immediate needs. As communication skills develop, students are encouraged to share their understanding and thinking to explore ideas and concepts openly with their peers. In doing so, they support the learning of others' language development and cognitive growth. International mindedness, a foundational understanding of the Primary Years Programme (PYP), is encouraged within Pre-kindergarten. This supports shared commonality; an understanding that we are accepting and respectful of other cultures and beliefs and that we have a sense of connection to them and also to the world around us. By the end of Pre-Kindergarten, Barker students have a strong sense of identity, feel connected to their world of family and friends, are confident within themselves and their spaces to seek out learning in areas of interest. We want them to be involved and curious about the world around them without inhibition. The ultimate aim is to build skills in cognition where the child learns to think critically, and problem solve using an approach that works for them. These are skills that will support them for the rest of their lives, helping them to seek and make meaning of the world.

Sabrina Shields and Holly Renton Pre-Kindergarten Teachers

Recognising Our High Achievers

As is the School’s custom, Barker was delighted to welcome back our distinguished achievers from the Class of 2021, recognising their outstanding results and contributions at a special School Assembly.

Speaking at the Assembly, Phillip Heath, acknowledged the many additional demands that were placed on the Class of 2021, yet despite the challenges, this cohort achieved some remarkable results. “This group of students has set a very high standard for what can be achieved by the rest of us,” Phillip Heath said. “The Class of 2021 managed and surpassed the challenges presented to them and we are delighted and proud that a third of the students in this cohort received early entry offers and almost all students received their first choice in the UAC process.” In his address to the Class of 2022 at the Assembly, 2021 School Vice Captain, Harry Breden, congratulated his peers and shared some of his wisdom with the current Year 12s. “Now that lockdowns are looking like a thing of the past, I hope that you will have a relatively normal Year 12,” Harry said. “Make sure you set a goal for what you want to achieve this year and then strive towards that. I found the goals I set helpful for staying motivated.” Harry also encouraged the students to use all the support that Barker offered and believed that a big reason for his success, was asking for feedback from his teachers. In his concluding remarks, Phillip Heath said, “each student has showed enormous courage to achieve what they have. They represent the 340 other students of the Class of 2021 and we give thanks to the Lord for the blessings they have given to the School and wish them every success.”

Julie McAllister Editor

Growth and Improvement in the Classroom

The College of Teachers (CoT) initiative was introduced in 2015 by the Head of Barker College, Phillip Heath. It aims to inspire teaching quality and continuous professional learning, realising the Barker mission of ‘inspiring every learner, every experience, every day’.

This year, Jacqui McLachlan, a longstanding Barker staff member of 22 years, has commenced in a new role at the School working closely as Lead Coach alongside Len Nixon and Sarah Clifton, to develop CoT particularly as part of a teachers’ professional development. The main goal for CoT will be to enhance student outcomes in the classroom and encourage teachers to start conversations about their approach to teaching. “It’s also seen that coaching conversations can enhance student learning so we can take our conversations to the classrooms and also coaching conversations to teaching. Everybody can learn – students and teachers, by these collaborations and conversations,” stated Jacqui. Len explains the initiative and what he is looking forward to the most, including asking the ‘why’ questions of teaching staff to allow for growth and improvement in the classroom. “The College of Teachers aims to have everyone, including the Senior School and Junior School staff, as members of the CoT. The vision is to place the teaching fraternity at Barker in a position to become an even better teacher. The emphasis is on growth, capacity to teach, building better relationships with students but also staff,” said Len Nixon. Sarah believes that within the positive model introduced, it will be important to follow up and ensure that teachers know they have the environment to explore any doubts or thoughts through asking questions. “It’s a positive growth model to enhance teaching and student learning outcomes - taking away the fear of having conversations about their teaching with student learning as the main objective. "We are forever learning. We have programs which support our new staff but coaching for everyone will improve teaching. Trying something new is an important part of teaching and coaching can support that" Sarah said. Len adds that the CoT will assist teachers in being able to have that relationship and connection to someone outside their own department. “In a time where there are shortages of teachers in particular areas, if the School is known for having a supportive environment based around coaching, then that may lead to a degree of competitive advantage in the marketplace. That’s what we want to be known as, supportive. The wisdom with the coaches we have, and the coaching champions, it adds enormously to the credibility of the School. In terms of impact, what we want to do is create a risk-free factor. In other words, look at the way you teach and then go and try something new and then have a chat to the coaches. That’s what we are doing,” said Len.

Hannah McGrory Social Media Coordinator

Senior Weekend Away

The Chaplaincy department was thrilled to begin their year by taking 220 students away on the annual Senior Weekend Away.

The weekend is a program that has been running at Barker for more than 40 years and is designed as an opportunity for our incoming Year 10 cohort to meet one another, to learn more about Barker and to introduce them to some of the staff members who will be assisting them in their Senior School journey. An outstanding team of Year 11 and 12 leaders committed to planning, preparing and running the events across the weekend. The leadership of this fantastic team allowed for the weekend to run smoothly, for students to be welcomed enthusiastically and provided a space for the Year 10 cohort to ask questions of their peers. For the second year, the camp was run on two separate days, allowing for the greatest number of students to attend the Senior Weekend Away in Barker history. After a wet summer we were blessed with exceptional weather making the paint war, get to know you activities, sport and swimming even more memorable. The Chaplaincy team also ran welcome sessions that introduced students to aspects of the Senior School including how the Christian faith helps to shape the culture and character of the students at Barker. The Chaplaincy department hope and pray that the Senior Weekend Away provided students with the opportunity to develop new friendships, and also ‘taste and see’ that the Lord is good (Psalm 34). After a year truncated by lockdown it was wonderful to see students connect personally and build community in this very tangible way.

Rev Peter Tong Senior Chaplain