ASCENT Anglican School Awards

The inaugural ASCENT Anglican School Awards honoured the outstanding achievements of our schools, leaders, educators and staff across the K–12 sector.

The ASCENT Anglican School Awards celebrate the transformative work being done within our Anglican community, specifically work that inspires students, strengthens school culture, and reflects our shared values of faith, learning, and service.

By recognising excellence in leadership, teaching, and innovation, we affirm the profound impact Anglican educators have on the lives of young people and the broader community.

The ASCENT Anglican School Awards reflect the diversity and strength of our schools, and the commitment to nurturing students in a holistic environment grounded in Christian faith and good character.

2026 Ascent Anglican School Awards

West Moreton Anglican College

Winner – Agricultural Excellence (Amanda Vernon)

Signature Program or Project

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The Program of Excellence at West Moreton Anglican College is a distinctive, whole-school initiative that exemplifies sector-leading innovation, impact and sustainability. Located in Karrabin, the college’s distinctive position at the interface of urban and rural communities uniquely enables the program to connect primary production with consumer understanding, bridging the divide between rural agriculture and urban food systems. The program embeds authentic, industry-aligned agricultural learning across the curriculum, developing ethical, capable and resilient young people prepared to lead within a sustainable Australian agricultural future. Explicit alignment with the Australian Curriculum (ACARA Version 9) ensures academic rigour while advancing the college’s Anglican mission and strategic vision.

St Margaret’s Anglican Girls School

Winner – Ray Geise

Hall of Fame

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For more than half a century, Ray Geise OAM has modelled extraordinary commitment, service, and leadership within Anglican education and the wider community. Now 94, Ray continues to work tirelessly to serve others, embodying the values, humility, and purpose that have defined his life’s work. Ray’s association with Anglican Schools began in 1969, at The Hutchins School at Hobart, St Paul’s School at Bald Hills, and later at St Margaret’s, where he served for 23 years (1993–2016). His teaching portfolio (History, French, Indonesian, RVE and Accounting) reflected an extraordinary pedagogical depth and subject expertise. Ray’s most profound legacy at St Margaret’s was his revitalisation of the Duke of Edinburgh Award and establishment of the Toc H Club, both of which continue to enrich the school’s service culture today. Ray’s leadership has been nationally acknowledged. His honours include the Order of Australia Medal (1996) for service to Toc H and the community (he was chair of Toc H Australia for 22 years), the Australian Cadet Forces Service Medal, the Centenary of Federation Medal (2002), and his appointment as a Knight of Honour of the Order of St John of Jerusalem (2010).

The Southport School

Winner – Kerrie Aquilina

Contribution to Learning Awards – Senior Leaders

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Deputy and Curriculum Leader Kerry Aquilina was nominated for this award in recognition of her extraordinary commitment to curriculum planning and the pursuit of quality teaching and learning outcomes. Her strategic vision, deep pedagogical knowledge, and tireless dedication have transformed the way curriculum is designed, delivered, and evaluated across TSS. At the heart of her leadership is an unwavering belief that high-quality curriculum is the foundation of student success. Central to her success is her exceptional ability to build capacity in others. She recognises that sustainable improvement depends on empowered teachers.

St Margaret’s Anglican Girls School

Winner – Ponytail Project

Archbishop's Award - High Impact Service-Learning Initiative

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The Ponytail Project is a student-led initiative empowering young women to make a visible, meaningful contribution to the fight against cancer. Students volunteer to cut their ponytails as a symbol of solidarity and compassion, raising funds for cancer research and support services and donating their hair to be made into wigs. The grassroots movement has become a cornerstone of St Margaret’s service-learning program, inspiring leadership, empathy and faith in action. The Cancer Council Queensland was so impressed by the initiative it approached the school to formally adopt it as one of its official signature fundraising programs. Last year, 1,700 people and 88 schools took part, donating 410 metres of hair and raising $1,110,780.

St Aidan’s Anglican Girls’ School

Winner – Lauren Rankin

Contribution to Learning Awards – Middle and Senior School Teachers

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Lauren Rankin demonstrates strong subject-specific pedagogical knowledge to design high-quality learning experiences grounded in evidence-based practice. She establishes clear learning intentions and success criteria and sequences lessons purposefully to build clarity and confidence. Through explicit teaching and targeted worked examples, she reduces cognitive load and supports deep understanding. She promotes engagement through collaborative learning, effective questioning, and meaningful discussion. Students revisit key ideas through spaced practice and retrieval routines, while metacognitive strategies such as goal setting and reflection help them take ownership of their learning. Her high expectations communicate belief in every student’s potential and encourage students to engage confidently and purposefully.

St Margaret’s Anglican Girls School

Winner – On Being Human Program

Archbishop’s Awards Most Engaging Religious Education Initiative

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Schools are communities of human formation. They are places where we gather with people who are not like us to learn, grow, build connections and tell a common story. In response to the rise of generative Artificial Intelligence (AI), and the questions of what it means to be human, and how we nurture and maintain healthy culture, St Margaret’s has reimagined its Religion and Values Education program as “On Being Human” (OBH). In doing so it recognises that RVE is the exploration of what it means to be human, with all its complexity and dimensions. The program has retained the ethos of the Anglican tradition and continues to nurture the faith and spirituality of young people, through the lens of what it means to be human well.

St Aidan’s Anglican Girls’ School

Winner – Catherine Grant

Contribution to Learning Awards – For Primary and Early Childhood Teachers

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Catherine Grant creates a warm, engaging, and nurturing primary classroom where students feel safe, valued, and excited to learn. Her learning environments are intentionally designed with hands on materials, visual supports, and rich provocations that promote curiosity, independence, and deep engagement. Catherine responds thoughtfully to diverse learning needs, including those of students with complex learning profiles, ensuring that every child can access learning meaningfully. Her inclusive approach fosters strong student–teacher relationships and cultivates a sense of belonging that strengthens both wellbeing and academic growth. Catherine recognises families as essential partners in each child’s learning journey. She communicates regularly with parents, offering updates, learning strategies, and opportunities to engage meaningfully in classroom experiences. Her collaboration with families of students with diverse learning needs has strengthened home–school alignment, ensuring developmental and academic progress is well supported.

West Moreton Anglican College

Winner – Amanda Dawson

Early Career Teacher (First 5 Years)

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Amanda Dawson is an outstanding Early Career Teacher. Amanda consistently demonstrates exceptional teaching practice. She consistently strives for innovative pedagogical practices that lead to increased student engagement. She utilises both an explicit teaching model to hone key skills in her discipline of Visual Art, and an enquiry-based model to activate student creativity. After Amanda taught Year 7 Visual Art for just one term in 2023, the subject selection process resulted in the Year 8 elective having two full classes; something that had never occurred previously. Amanda obtained mentorship to rewrite the Middle School Art Program using new and innovative approaches. She understands and utilises approaches that lead to student engagement where students are not just participating but investing in and owning their learning.

St Margaret’s Anglican Girls School

Winner – Gidhal, Mulu Maguydan and Yumi KaiKai, Yumi Stories

Best Reconciliation Initiative

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Over the past seven years, St Margaret’s has created three publications profiling stories of community and culture of our First Nations students. St Margaret’s commitment to reconciliation is a living, evolving journey. These publications have amplified First Nations voices, deepened cultural understanding, and fostered authentic relationships across many communities. First Nations students have felt more seen, more understood, and stood taller in the knowledge we remain steadfast in our vision to honour their stories and continue our collaborative learning and reconciliation journeys.

Anglican Church Grammar School

Winner – Trent Goodrick

Contribution to the School Community

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Trent Goodrick’s contributions embody the spirit of the Contribution to the School Community Award. His commitment to the school’s mission, significant impact on student wellbeing and culture, exceptional leadership, service beyond his role, and collaborative approach have enriched Churchie’s community. Trent leads by example with integrity, faith, and humility, inspiring students and colleagues alike.

Award categories

Category winners will receive a trophy, a certificate and $1,000.

Demonstrated commitment to the school’s mission and values.
Significant impact on either student wellbeing, school culture, or operations.
Leadership, initiative or advocacy in the school community.
Consistent service beyond role expectations.
Collaboration with stakeholders to enhance school life.

Innovation and originality in concept and execution.
Clear alignment with the school’s strategic goals or values.
Demonstrated positive impact on student learning or wellbeing.
Sustainability of the initiative.
Evidence of collaboration across departments or community.
Strong evaluation and reflection practices.

Active engagement with Aboriginal and Torres Strait Islander communities.
Promotion of cultural understanding, respect, and historical truth.
Implementation of programs aligned with Reconciliation Action Plans (RAPs).
Evidence of mutual benefit and deep collaboration.
Measurable outcomes in education, wellbeing, or community cohesion.
Inclusion of Indigenous voices in planning and delivery.

Excellence in teaching practice and student engagement.
Contribution to school culture and professional learning communities.
Initiative in curriculum development or pedagogy.
Demonstrated reflective practice.
Positive relationships with students, families, and colleagues.

Minimum of 10 years of distinguished service.
Exceptional and enduring contribution to education or school governance.
Recognized leadership, mentorship, or innovation.
Influence beyond the school—regional, national, or sector-wide.
Embodiment of school values and professional integrity.
Inspirational legacy for future educators.

Creative and inclusive approach to Religious Education curriculum.
Promotion of Anglican identity and ethos.
Integration of faith with contemporary issues and student interests.
Evidence of student-led inquiry or reflection.
Contribution to spiritual formation and respectful dialogue.

Student empowerment and leadership in service activities.
Demonstrated community impact and reciprocal benefit.
Ethical and faith-based foundation for service.
Reflection and evaluation embedded in the learning process.
Alignment with Anglican Ethos.

Strategic leadership in improving teaching and learning outcomes or student well-being or the empowerment of staff through professional learning.
Measurable impact on student achievement, or student wellbeing, or staff engagement.
Implementation of evidence-based school improvement plans.
Evidence of building capacity in staff through their leadership.
Recognition by peers as a thought leader in education.

Excellence in subject-specific pedagogy and student engagement.
Differentiation and support for diverse learners.
Contribution to whole-school initiatives or curriculum design.
Mentorship of colleagues and early career teachers.
Use of data and feedback to improve learning outcomes.

Creative and nurturing classroom environment.
Strong foundational literacy and numeracy instruction.
Engagement with families and community.
Evidence of professional growth and reflective practice.
Contribution to team teaching or cross-curricular projects.