Port Adelaide Greek Cultural School opened its doors to the Greek community in the 1960s and, unlike most ‘ethnic schools’ in Australia, its student enrolments have been increasing annually far beyond expectation.
Last year in particular, the school witnessed a 40 per cent increase in enrolments, raising the number of children from 100 to 140, at all levels from Reception to Year 12 (SACE).
“Parents bring their children to our school because they recognise the importance of learning the Greek language and culture,” says school principal Helen Iliou, who last year replaced retiring principal Andreas Botsaris, after 30 years of teaching and leading the school.
“As for the increase, that’s a result of the collaborative effort of all past and present principals as well as staff,” she says, “who have always worked as a team towards a common goal − to preserve the Greek language and to keep our culture and heritage alive not only for our children but also for the generations to come.”
The school operates with eight experienced Ethnic Schools Accredited teachers who are passionate about teaching children the Greek language and culture, two dance instructors and parish priest Reverend Father Ioannis Choraitis, who teaches religious studies.
“Everyone is dedicated and committed to building the best possible learning opportunities for our students, both in and out of the classroom, and we consider ourselves extremely lucky to have such a diverse range of teaching resources available for the children to use on a weekly basis,” continues Ms Iliou in an interview with Neos Kosmos.
As part of the curriculum, the school provides many educational and social programs that involve students in many cultural activities and keep things exciting and interesting, encouraging them to participate in the classroom.
The students of Port Adelaide Cultural Greek School actively participate in all the major cultural events of the community, whether they are contests, school activities or dance performances.
“The extracurricular activities are absolutely crucial in keeping the children’s interest alive, but what is also important is that our children learn the language and culture through building lifelong interpersonal relationships among each other. We particularly encourage the idea of friendships and a sense of belonging,” says Ms Iliou.
According to the principal, herself an old scholar from the age of seven, keeping the heritage and language alive reinforces the child’s sense of identity.
“Children benefit tremendously from learning to value their roots and their culture. They should be taught that we are all different and that differences must not only be accepted but also celebrated.
“Their culture and language is something they have to take pride in and use in order to communicate with their grandparents and their extended families who can only speak their native language. That’s how family bonds are strengthened.
“Furthermore, people who are bilingual have a great advantage over people who only know English. Learning the language gives children better opportunities for studying, working, travelling and succeeding in their professional life,” Ms Iliou continues.
Funded by the government and supported by the Parish of the Nativity of Christ and a number of tireless volunteers who continuously offer their time for the benefit of the children, the school is certainly one of the very few in demand (Greek schools) in Australia.
“What’s the secret?” I ask.
“I don’t believe there is a secret,” she says.
“Where there’s a will there is a way and ultimately it all comes down to how much you want it.
“At the end of the day, it all depends on the importance a family places on the preservation of its ‘Greekness’. If parents work hard at home and the educators put their love and heart in what they teach in class, then the children will feel safe and eager to learn and flourish within a ‘family-like’ school environment.”
The school’s challenge from here onwards is to continue to maintain the wonderful reputation it has built through the hard work of all involved.
“Everyone who has been involved at Port Adelaide Greek School has had a strong connection to the school and its community and even though many have moved on, the bond and love will always remain. That in itself is certainly rewarding enough for us all, here at Port Adelaide Greek Cultural School,” concludes Iliou.
In the meantime, looking at the success and ‘modus operandi’ of this role-model school, one thing is certain; when all parties decide to work together towards a common goal, freed from personal agendas or self-interest, the result can be beneficial and rewarding for the entire community, at a time when ethnic schools are becoming something of an endangered species in a multicultural country like Australia.