The three-bedroom, three-bathroom townhouse has high-end finishes such as stone countertops and soft-close cabinets that add to its modern, executive style. It also features spacious indoor and outdoor living spaces, a multi-purpose room and a large balcony.
The townhouse is within walking distance of Harris Farm Markets and is located in the sought-after suburb of Clayfield, close to Brisbane’s CBD.
The transaction highlights the strong demand for townhouses in Brisbane, which agents say are popular because of their relative affordability compared to houses.
Broncos rising star Kobe Hetherington
The purchase follows Hetherington’s appearance with the Brisbane Broncos against the Penrith Panthers in this year’s NRL Grand Final. Although the Panthers won the match 26-24 to complete their three-peat, Hetherington’s new townhouse gives him a cause for celebration.
With more than 50 NRL games under his belt, Kobe Hetherington is one to watch for the Broncos faithful. The son of former Australia and Queensland representative Jason Hetherington, Kobe won the Broncos Rookie of the Year award back in 2021.
How did you learn your times tables? Many adults today, recall having learnt all of them ‘off by heart’, through rote memorization, but there is a strong argument to support that a more ‘meaningful’ approach will have greater long-term benefits.
Rote learning is simply a way for the brain to store data short-term and does not require a deep understanding of a concept. In order to commit all 144 times tables to long-term memory, they must be accessed, repeated, and tested frequently.
What we have learnt over the years, is that learning in meaningful ways, is far more effective.
At NumberWorks’nWords, we know that true mastery of a concept (the times tables in this instance), requires a higher order thinking, which in turn leads to the formation of new neural pathways. The brain’s ability to make connections in this way is referred to as neuroplasticity.
A highly effective approach to the teaching of mathematics is called Cognitive Guided Instruction (CGI). Like Bloom’s Taxomony (Benjamin Bloom 1956), it focuses on ‘conceptual understanding’ over ‘process’ and suggests learning without understanding, limits a child’s ability to problem solve and apply what they have learnt to new situations.
So let’s return to the task of learning the
Times Tables and explain how, at NumberWorks’nWords, we do this in a more
meaningful way.
Our program incorporates a range of strategies when learning the times tables, so children are afforded the opportunities to make connections in their understanding of number and number properties, patterns, place value, operations and more.
Our comprehensive visual and interactive resources, used in
conjunction with concrete materials, written representations and most
importantly, explicit teaching, empower our students to make connections
in real and relevant ways.
When something ’clicks’ for a child, it is like it is locked in.
Suddenly, the steps make sense and the new piece of information is
literally attached or connected to something permanent in the brain.
Recalling and using this information becomes fluid and purposeful,
and enables the child to understand the concept, rather than simply
following a process that has no meaning.
When teaching the Times Tables, we always start with the easiest patterns (x1, x2, x10, x5) then move onto the progressively more difficult (x3, x4, x9, x11, x6, x7, x8, x12). The accepted standard of fluid recall is to be able to solve each table in 3 seconds or less.
Below are some strategies that you may find
helpful, as your child masters each of the times tables.
1X
The number always stays the same. Explaining this as ‘one group of’
something, helps the child to see that there is a conservation of number
and that the ‘one group’ does not change.
2X
Some children may not initially see that the 2 times table is the
same as the addition doubles strategy. Once this connection is made, the
2x process is often understood in a different perspective and it alters
the way the brain arranges the numbers.
Using visualisation also helps, eg 2×3 or 2 groups of 3 is like an
insect’s legs (3 on each side), 2×4 is a spider’s legs, 2×6 is a carton
of 12 eggs in 2 rows.
3X
Children learn to skip count in 3s and also learn an addition
strategy called ‘count on’ which means you put the large number in your
head and count on up to 3 steps forward, eg if you know 3×3 =9, then
4×3= 9 count on 3 more, hence 9 (big number in your head) count on
10…11…12 (the answer).
4X
Once a child masters the 2X tables, then the 4X is simply double the
2X. eg. 2×7=14, so 4×7= double 14 which is 28. This is particularly easy
when there is no need to bridge the tens.
If the child does need to bridge the tens, the connection to place
value and partitioning become important eg 2×8 can be considered as
5+3+5+3 which the child could then put the ‘friendly’ numbers together
and mentally arrange them as 5+5+3+3 = 10+6.
5X
Children learn to skip count in 5s orally because they can quickly learn the pattern of the words. Reciting the pattern is actually a quick and efficient way to get an answer to a 5X table, so this is an easy connection for children to make.
Photo Credit: Pexels/
X6, X7, and X8
I group these together because it allows children to see that they
are not as difficult as they may have first thought. Once the child
masters the earlier tables (x1, x2, x3, x4, x5, x9, x10, x11), it means
they can turn them all around to solve any table that includes a 6, a 7
or an 8.
Making this connection straight away, means children will more
readily apply the learnt strategy, now in a meaningful way to the more
‘difficult’ tables.
I often explain to students who are learning their tables with us,
that there is a useful strategy, or pattern to almost all of them.
However, there is a small list of specific tables that I recommend
they do commit to memory. When children realise that the list is so
small, it makes the overwhelming task of learning (memorising) ‘all’ of
the tables, seem very easy indeed.
6×6=36
6×7=42
6×8=48
7×7=49
7×8=56
8×8=64
9X
Not everyone is aware of the many strategies and patterns that exist
in the 9 time tables. Firstly, the 2 digit answers in every instance
(1-10) always appear as the same combinations of digits ie 2 and 7 go
together to make 3×9=27 as well as 8×9=72, 3and 6 go together as 36 and
63 etc. The added clue is that the 2 digit combinations actually add to
make 9, so this helps the child to remember which ones go together.
When presented with a 9 times table, eg 9×8 the child can think that
10 x 8 would be 80, so 9×8 will start with a 7 and the number that goes
together with 7 is 2. The answer is 72.
Then of course there is always the ‘using the fingers’ strategy. By
counting off the 10 fingers 1 to 10, simply curl over the finger
represented in the 9x fact. (See image below)
10X
It is important for children to understand why the zero goes on the
end of any number that is being multiplied by 10. The pattern of simply
‘adding’ a zero is easy, but again the risk is that children will simply
follow a process without really attaching any meaning to it. Using
language like ‘adding’ can actually confuse many children with the
process of addition and of course that is not what is happening here.
When children make the connection to the changing place value of the
digits, they will realise that the original number is now 10 times
bigger! When learning to multiply by ten, children need opportunities to
manipulate and arrange concrete materials and to see the process
visually, before they can understand what is happening.
The learning of concepts such as fractions, decimals will be so much
easier once children have this fundamental understanding of the 10 times
tables.
Photo Credit: Pexels/August de Richelieu
11X
The obvious pattern in the repeated digit makes the 11s easy to
recall, but again, it is important to develop this understanding through
cognitive guided instruction (so the child knows the answer is the
combination of the already learnt 10x fact plus the 1x fact)
12X
Like the 11s, the 12 times tables are the combination of the already learnt 10x fact and 2x fact.
At NumberWorks’nWords we know that mastery of the Times Tables is a fundamental core skill. We focus on core skills and the teaching of meaningful strategies, because it is proven that the more connections children make as they learn each table, the more readily they will be able to apply their understanding to each new mathematical problem in the future.
This competition is proudly sponsored by NumberWorksnWords in Clayfield. Every entrant will receive a free evaluation and a free lesson. All entrants will go into a draw, the winner will receive a whole term’s tuition, worth $650.
TO ENTER: Simply pass the problem below onto your child and ask them to solve it. Then complete the entry form below it. Competition closes on October 17, 2023.
Did you know that the first two owners of Stanley Hall in Clayfied had untimely deaths in the family at the estate, until one succeeding owner brought his Melbourne Cup-winning luck to the place and broke the morbid streak, even entertaining the then Prince of Wales (eventually King Edward VIII) as a guest in the stately home?
Before it became part of St Rita’s College, Stanley Hall was home to various distinguished persons in Clayfield. Learn about how it went from a home with an unlucky reputation, to the home of a wealthy industrialist at the top of Clayfield’s social set, to becoming the heart of St Rita’s College today.
Original Owners
The grand Queenslander was built in 1886 for produce dealer John William Forth, who had purchased the property the prior year.
However, tragedy struck the Forth family soon after. In 1886, their 20-year-old daughter Clara passed away. Later that same year, John Forth was killed in a tragic accident on the estate. Whilst helping transplant trees, one of the trees fell on him.
Interior of Stanley Hall at Clayfield, date unknown (Photo credit: State Library of Queensland)
After John’s untimely death, the grieving Forth family moved back to their Wickham Terrace home in 1887. They leased Stanley Hall to stockbroker John Wilson as the grand estate held too many sad memories.
Succeeding Occupants
External view of Stanley Hall, date unknown (Photo credit: State Library of Queensland)
In August 1888, the estate was sold by Mrs Selina Forth to subsequent landholder Herbert Hunter, a Western Queensland pastoralist and horse racing aficionado.
He purchased Stanley Hall for its convenient location near Eagle Farm racetrack, using the grand home as his Brisbane residence.
In 1890, a second storey was added to the Queenslander by architect George Henry Male Addison. A timber coach house and stables were also erected to accommodate the extended Hunter family – Mr and Mrs Hunter, their five sons, and three daughters.
In 1901, Mrs Hunter unexpectedly passed away from heart failure. A few years later in 1905, their eldest son William Miles Hunter died at age 38 from heat apoplexy.
Drawing room at Stanley Hall during E. G. Blume’s occupancy, ca 1910
By 1910, Mr Hunter finally sold the estate to wealthy pastoralist Edward Goddard Blume, who was known for owning a string of stations, principally sheep, throughout Queensland and New South Wales.
Edward Goddard Blume at a ball for the Prince of Wales in Brisbane, 1920 (Photo credit: State Library of Queensland)
Like Mr Hunter, Mr Blume had won many Melbourne Cups and Caulfield Cups. Mr Blume purchased the neighbouring property as well, expanding the grand estate to 12.5 acres.
HRH Prince of Wales on “Ladomond” in Ascot Racecourse, 1920 (Photo credit: Queensland State Archives)
Mr Blume, well known in Queensland social circles, entertained the Prince of Wales (later Edward VIII) at Stanley Hall during the royal’s visit to Brisbane in July 1920.
Part of St Rita’s College
In the early 1920s, Mr Blume subdivided and sold off most of the grand estate, retaining just 4.5 acres containing the main house. In 1926, this remainder was purchased by the Sisters of the Presentation in Queensland for £22,000.
The Presentation Sisters operated a convent and primary school on adjacent land. They converted Stanley Hall into a boarding and secondary school for girls, now the St Rita’s College, which opened in September 1926.
www.stritas.qld.edu.au
Over the years, the school expanded with new buildings to accommodate growing enrollment. The first new structure was erected in 1939, and in 1968 the old kitchen and service wing was demolished for a new classroom block.
St Rita’s College has built an impressive legacy since its founding in 1926. Once a private haven for Brisbane’s elite, it is now an esteemed educational institution shaping Queensland’s future female leaders.
Stanley Hall stands as a testament to the school’s proud history and heritage. For over a century, its graceful architecture has sheltered the dreams and accomplishments of thousands of students.
A church conversion located on Bonney Avenue in Clayfield has hit the market. Renovated and restored, the heritage-listed property offers a distinctive living opportunity.
The home, situated at 221 Bonney Avenue, boasts three bedrooms, and three bathrooms. Surrounding the abode are nine-metre-high ceilings, plus an outdoor area with a plunge pool and mezzanine level.
The charming home not only stands out for its internal and external features but also for its history as a church. The church home was originally built in 1889. The first to live on the property were Toni and Patrick Flinn.
To Mrs Flinn, the home still exudes the essence of a church with its nine-metre high ceiling, and the well-designed floorplan. As you enter, the vastness of the space remains, and you can still admire the original hammer trusses that date back to the 1800s.
As much as the Flinns loved the serenity and calmness of their church home, they have decided to downsize and relocate to Teneriffe.
A Ray White real estate agent representing the property at 221 Bonney Ave, Clayfield, emphasised the property’s unique attributes as a key factor contributing to the campaign’s success.
He mentioned that many downsizers have shown interest in the property due to its low-maintenance features. Moreover, he expressed his confidence in the stability of the Brisbane property market, noting that with interest rates remaining steady, he anticipates a notable uptick in activity.
Looking ahead, he expressed optimism about the market’s prospects for the remainder of the year. The home has been listed for sale with offers sought above $2.2 million.
Located in the highly desirable Eagle Junction catchment area, this church to home conversion property provides convenient proximity to the city, a mere 10-minute drive away, the airport accessible within 15 minutes, and the Gateway Motorway reachable in just 10 minutes.
Catholic primary schools are facing a significant challenge as the competition for enrolment spots at prestigious high schools prompts more Queensland high schools to incorporate Year 5 and 6 classes into their offerings. Consequently, primary school cohorts beyond Year 4 are experiencing a notable decline, including St Agatha’s Primary School in Clayfield.
Recently, prominent independent secondary schools, including Brisbane Girls Grammar School, have expanded their enrolment options to include Year 5 and 6 classes. It caused many parents unwilling to take the risk of their children losing a spot at their high school of choice to pull their kids out of primary school early, despite having to pay thousands of dollars more in fees.
Looking at these Catholic primary schools’ annual report, the growing trend has led to a significant decline in the number of enrolments beyond Year 4, including St Agatha’s Primary School in Clayfield. The school observed a sharp decline in enrolments, dropping from 53 students in Year 4 in 2021 to just one student in Year 5 the following year. Notably, this decline coincided with neighbouring schools like St Rita’s College introducing Year 5 classes and other schools embracing a coeducational model.
Founded in 1925, St Agatha’s School is a co-ed Catholic Primary School located 6 km from Brisbane GPO, serving 345 students aged 4-12. With 13 class groups, it offers inclusive mixed-ability education. Drawing students mainly from nearby suburbs which are mostly residential, including Clayfield, Hamilton, Nundah and Ascot.
Brisbane Catholic Education, however, is pointing out that despite the trend, more students are still joining their schools overall. This is because more primary schools are now taking in prep students, particularly in the inner-city area where prep class enrollment has experienced a marked increase. One expert’s analysis noted that when secondary schools expand their offerings, smaller schools are confronted with mounting pressure and challenging choices about their sustainability beyond Year 4.
Also, the notion of an early transition to high school is becoming more and more common among parents who seek reassurance that their children will secure spots in their preferred schools without any uncertainty or missing out. And this is supported by the idea that starting in Year 5 can be beneficial to the child as they go in a more gradual adjustment instead of sudden immersion.
Teachers, parents, and administrators know that the education system is under stress. It has been for a long time and is only getting worse. Meanwhile, technology outside the traditional classroom is improving by leaps and bounds.
Julie Christophers had been a teacher for 25 years. She trained as a literacy and numeracy specialist, which led to a range of roles including support teacher, working with children with special needs, and twice as an Acting Principal.
In 2016, Julie left teaching, disillusioned with a curriculum that had become so overcrowded, that students were no longer afforded the time to consolidate their understandings.
“Even with my years of experience, I didn’t feel I was able to make a positive difference anymore.”
“Later that year, I accepted a position to manage the Ashgrove Centre of a company called NumberWorks’nWords. Within the first week, I was absolutely blown away! Students were engaged, excited and enthusiastic about learning and the results they were achieving in every lesson, confirmed to me that this was what I had been missing!”
“I remember thinking, “If every classroom could look like this, education would be revolutionised in Australia.”
Clayfield & Mount Gravatt
After a few months, Julie was so convinced that she and her husband invested in opening a NumberWorks’nWords in Clayfield which then led to opening another in Mt Gravatt a few years later.
“It’s just been so rewarding because I can see the immediate difference we are making.”
What makes it different?
Whilst the education system, even in the private sector, struggles to get the ratio of students per teacher to less than 1:25, the NumberWorks’nWords ratio is 1:3.
Every child works on their own individualised and tailored lesson plans. The proprietary software is an incredible resource, much like a dynamic textbook of modelled examples and interactive learning opportunities, but the most important difference is that every child has the support of a tutor in the teachable moments.
“The key difference our system offers is that the students need to prove they have mastered what they are working on before they move onto the next concept, skill or level. Schools simply can’t afford the time to do this for every child and in the classroom there are few resources to help individual students catch up.”
Julie’s two centres have produced a long list of great stories, like the Grade 9 boy who had failed Maths and English for many years at school. After one term at NumberWorks’nWords, he passed both subjects. By the second term, he averaged B- and by the third term, he got an A in an assignment, something his parents could not believe.
NumberWorks’nWords specialises in Maths and English tuition for children aged Prep to Year 10. Whether students are requiring intensive catch up, support to keep up or challenging extension, NumberWorks’nWords helps them achieve their goals.
Free Assessment
NumberWorks’nWords Clayfield offers a free assessment for new students. The software is used to compile a baseline report reflecting how the student is tracking against the curriculum.
“The assessment allows us to identify individual needs, which we can then explain in a detailed report for parents during the evaluation session.”
Julie is currently running a monthly competition on Clayfield News where all entrants receive the assessment plus the first lesson free, with no further obligation, it runs during the last 10 days of each month, look out for it.
Julie also writes a column offering support and advice for parents to help their children get the best educational outcomes.
“It never ceases to amaze me how quickly a child’s confidence returns when they know they have the support they need.”
Julie’s passion and indeed NumberWorks’nWords mission, is to make a positive difference in the lives of children. The results in her Clayfield and Mt Gravatt centres are speaking for themselves.
NumberWorks’nWords Mount Gravatt is a proud Promotional Partner of Clayfield News.
Tired of long waits for doctor’s appointments, high out-of-pocket costs, and a fragmented healthcare experience? A new monthly membership program offered by Clayfield GP clinic Evercare aims to provide a solution.
Located at Junction Road, Evercare has introduced this innovative new membership-based model for patient care just last month.
As of July 2023, patients now have the option to pay a daily membership fee of $45 per month or as little as $1.50 daily for priority access to doctors, appointments, after-hours care and more through the Evercare app.
Photo credit: Evercare/Facebook
Evercare’s membership program provides patients with an effective way to manage their primary healthcare expenses.
Members gain access to a general practitioner who serves as both a medical provider and trusted confidante. Through the Evercare app or in-clinic visits, members can readily connect with their assigned GP to address their healthcare needs.
How It Works
Photo credit: Evercare/Facebook
The $45 monthly membership fee offered by the Clayfield GP clinic is paid one month in advance at the time of joining and on the 1st of each month thereafter. Members can book their first appointment right away. The membership can be cancelled at any time.
For a first appointment, members will need to come into the Evercare clinic and complete a Baseline Health Check, unless they already have telehealth eligibility with their selected GP. If members prefer a telehealth first appointment, that option is available for an out-of-pocket charge.
At the time of the first appointment, whether in-clinic or telehealth, the member’s designated payment method will be charged the standard Medicare rate. Within 24 hours, Medicare will refund this amount in full, leaving members with no out-of-pocket costs for standard appointments as part of the membership.
Law enforcement agencies successfully tracked and apprehended three juvenile suspects involved in the alleged theft of a black Mercedes. The incident unfolded in the Clayfield and Ascot areas, following a collaborative effort between aerial and ground units.
The chain of events began on Friday, 18 Aug 2023, at 10:50 p.m. when Polair, the Queensland Police Service’s airborne support unit, initiated the tracking of a black Mercedes believed to be stolen. The vehicle was reported missing from Mein Street in Hendra, approximately 48 hours earlier, on Thursday, 17 Aug.
Polair’s advanced tracking capabilities guided police officers on the ground as the stolen Mercedes navigated through the M1 northbound and the intricate backstreets of Clayfield and Ascot. The pursuit led the authorities to Dublin Street in Clayfield, where the vehicle came to a stop. At this point, three young males were spotted leaving the vehicle and entering nearby residential properties.
Responding swiftly, multiple police units, including the dog squad, converged on the area. Two of the suspects were successfully apprehended at the intersection of Liverpool Street and London Road in Clayfield. However, the third youth reportedly managed to evade capture by driving away in the stolen Mercedes.
The pursuit continued as law enforcement officers engaged the fleeing vehicle. Utilising strategic measures, the police executed a successful tire deflation device deployment along the Inner City Bypass. This led to the immobilisation of the stolen Mercedes and the subsequent arrest of the driver.
The Queensland Police Service said the detained individuals were male juveniles. A 16-year-old from Cherbourg was charged with unlawful use of a motor vehicle and attempting to enter the dwelling with intent at night. His case is set to be heard in the Murgon Children’s Court.
Additionally, a 16-year-old from Wynnum West is facing charges of entering a dwelling with intent to commit an indictable offence, unlawful use of a motor vehicle, and attempting to enter the dwelling with intent at night. His case is scheduled to appear in the Brisbane Children’s Court.
The third suspect, a 15-year-old from Pallara, was charged with entering a dwelling and committing an indictable offence, unlawful use of a motor vehicle, and driving without a driver’s license. His appearance in the Brisbane Children’s Court is expected at a later date.
As investigations continue, law enforcement authorities are urging anyone with information related to the incident to come forward. Tips and leads can be submitted through the online suspicious activity form on the Queensland Police website or by calling 131 444. Individuals wishing to provide anonymous crime information can also contact Crime Stoppers at 1800 333 000 or report online at www.crimestoppersqld.com.au.
Did you know that over 60% of all English words have been borrowed from Greek or Latin roots? In the vocabulary of the sciences and technology, it rises to over 90% because during the Middle Ages, Latin was the language of scholars and educated people.
Many children and even adults struggle as they are learning English if they are unfamiliar with the Greek and Latin roots that have so greatly influenced the evolution of our words.
I
am passionate about supporting students to be well versed in their knowledge
and use of the Greek and Latin roots, for they serve 3 key purposes.
Comprehension
Being able to recognise derivational roots within a text allows for a greater depth of understanding. Comprehension is supported when an unknown word can be broken down to its parts. eg. In simple terms, if you know that the Greek root ‘psych’ means mind and the Latin root ‘ology’ means study of, then the meaning of the word ‘psychology’ is easy to determine.
Spelling
Being familiar with Greek and Latin roots provides the building blocks for accurate spelling. While many roots have been adapted over the years, there are common patterns and recognisable features that support the spelling of many multisyllabic words.
Writing
Good writers need to have a mastery of their language in order to articulate and express ideas and emotions, elaborate and describe settings and characters and persuade and encourage their readers to move or question or feel etc.
When a writer has an appreciation for the diverse vocabulary available to them, they can make the most effective word choices. The English language has an unusually large number of synonyms, due to the that fact it has been influenced by several different language groups. English writers should take advantage of this.
