We all love a story of heroism. For millennia, the hero narrative has been hardwired into our society—from stories told around fires to being recounted in great novels and blockbuster movies.
The narrative often starts with an unassuming individual who is pulled from a quiet, obscure life. They must navigate the challenges and pitfalls of their quest, succeed against all odds, and in doing so, change or save (or both) the world. Tales like Frodo in The Lord of the Rings, Luke Skywalker in Star Wars, or Harry Potter fit into this mold, and we love them. These characters’ stories are extraordinary, even though they start in ordinary lives. We love these tales because we identify with, and project ourselves into, the role of the hero.
However, I’ve been reflecting on a different form of extraordinary. It shares the same humble beginnings, but I believe it has the capacity to make deep and lasting change for the good—though not in the same way as the hero narrative. This kind of extraordinary is often missed because, if we’re not looking for it, these moments can easily pass us by. Once the extraordinary moment has passed, the hero slips back into regular life.
I’d like to share some stories from around our school to illustrate this point. A couple of weeks ago, the IPSSO sports finals were held, and I had the opportunity to attend a few games. It was a great term for Primary sports, with three of our teams making it to the finals. These teams had played consistently well all term, and some were undefeated right up to the finals. Sadly, all three teams lost by small margins. Only the winning teams were to receive medals. Just before the medal presentation for AFL, one of our students approached the coordinator with an unexpected request: “Could our team (who had just suffered a loss) present the medals to the members of the winning team?” The answer was “of course,” and those present witnessed one of the most gracious medal presentations you could ever see.
Here’s a very different situation. Earlier this year, a student made a poor choice regarding their conduct at school. As a result, they found themselves in a difficult situation, meeting with the Deputy. Through our disciplinary and restorative process, this student chose to accept responsibility for their actions, acknowledging that their conduct had negatively impacted others. Despite the personal cost, they made a stand to do what was right.
A final example. In another competition, our Primary cricket team arrived back at school at the end of the day. As they stepped off the bus, other students were waiting in the bus bay for their rides home. Over the microphone at bus bay, the teacher asked how they had gone. They responded that they had come second, proudly wearing their medals. Spontaneously, high school students began applauding them. Soon, the Primary students joined in, and the applause continued until the last team member had made their way through bus bay.
I’m thankful that I work in a school where these sorts of incidents occur, and in one sense, they are ordinary. Our Carey Attributes speak directly to these values. Yet, when seen from a different angle, they are also quite extraordinary. These small acts of kindness, humility, and courage remind us that real change doesn’t always come from grand gestures, but often from quiet, everyday decisions to do what is right.
This creates injustice for others. I think this image captures that sense very well.
Unfortunately, we often see the negative effects of self-interest play out in various ways. It frequently arises when we exercise our personal freedoms without regard for the well-being of others, placing our own desires above the needs of those around us. This kind of self-centered behavior leads to injustice, as others bear the cost of our actions. I think this image captures that sense very well.
The difference between a moment of injustice or heroism can be quite small. This difference is determined by how we view situations, the value we place on other people, and how we choose to respond.
I’m inspired by the way our students can be extraordinary in very ordinary moments. The way they exercise encouragement, compassion, justice, and integrity. For each of the examples shared, these moments could easily be lost in the busyness of school life and go unnoticed. However, when such incidents happen frequently enough, and in enough places across our school community, they begin to characterise our culture. It is a culture that reflects the character of God, and His character is indeed extraordinary.
This will be my message to Year 12 next week as we celebrate their graduation. In many ways, they will experience success this year and in the years to come. However, my encouragement to them will be to find success in using what they have learned and been given, to benefit others. To be extraordinary in ordinary places—like their homes, workplaces, and beyond. To serve their family, friends, and even strangers. This is the real and true narrative in which they can be the hero.
God bless,
Keith McMullen
Principal
“He has shown you, O mortal, what is good. And what does the Lord require of you? To act justly, and to love mercy, and to walk humbly with your God.” Micah 6:8
SLC 2025
The Years 6-11 Leadership Assembly was held on Monday, 9th September where the Student Leadership Council for 2025 were announced and presented with their leadership badges.
