It is good to be back with you in the life of our faith communities. I am so aware that this year has not turned out as any of us would have wanted or expected. We live in testing times. COVID-19 has had both a global and local impact, affecting whole societies, our families, and individuals everywhere; threatening our lives and livelihoods and causing us to rethink the ways we live and interact. The present crisis has shaken the foundations of how we live, and it has impacted upon our faith and our religious practice.
In the imagery of this week’s Gospel which is the account of Jesus calming the storm when the disciples are out on their boat on the Sea of Galilee, we could call COVID-19 the head-wind that is still blowing strong in our midst. The human family is in a time of tribulation. The crisis brings fear and exhaustion and worry about the future. We think of and pray especially for those communities in Australia who are in lockdown again.
The parallels of the present situation with this Sunday’s Gospel are striking. If we place ourselves within it, we may find inspiration in the present time to deepen our faith and find hope, and also the resilience to help us keep walking through this difficult, uncertain, shifting situation. This Gospel account is sometimes called “the icon of Peter’s faith” as he wrestles with doubt and jumps out of the boat to go to the Lord Jesus, and maybe in this “icon” we see something of our faith and the struggles we go through. Peter starts to sink, as does the boat he and the disciples are in, and so Jesus calms the storm to save them. The boat is often said to be an image of the Church and at times it has felt as though we were sinking. Who saves the boat? It is not the skill and efforts of its crew, but rather the presence of Living God and the disciples’ faith in Christ. It is an encouraging episode in which God speaks to the storms of our lives to help us keep walking in faith, and so experience calm, no matter what strong wind blows in our direction.
I hope you have found the booking system for Mass easy to use, and phone bookings through the parish office can be made. Soon to make things easier for everyone, I would like to trial a rolling register in which you can hold a permanent booking without the need to go online or phone each week. If you are certain that you (and your family) will always go to a particular Mass (like 6pm Mass at St. Francis Xavier or 11am at St. Patrick’s) then you will be able to advise the office and only let us know if you cannot make it so that seat can be offered to someone else. I will have more information about this way of booking in the near future. My thanks to all who have put in so much effort with registrations and cleaning after Masses. Without those people giving so generously, Mass would not be able to continue. If you can help, please tell the person responsible for registrations at the door. May the Lord bless us in the week ahead,
In Christi, Fr. Don.
WEEKEND MASSES Link for weekend Mass bookings: https://www.trybooking.com/BKA... If you are unable to book on line please phone the numbers listed below. Or to book for St Patrick’s, St Francis Xavier, St Mary’s and St Michael’s 0460 423 603 or 4957 4807 from 9.00am to 3.00pm Monday to Friday
PLEASE NOTE The online booking times: Open Sunday evenings and close 9am Friday, the day prior to the weekend masses
MASS TIMES Saturday: 5.15pm St John’s church, Walkerston 6.00pm St Mary’s church 6.00pm St Francis Xavier church 6.30pm Holy Rosary church, Marian Sunday: 7.00am St Patrick’s church 7.30am St Francis de Sales church, Finch Hatton 9.00am St Francis Xavier church 9.00am St Michael’s church, Sarina 11.00am St Patrick’s church 6.00pm St Patrick’s church (only Sunday night Mass in Mackay) Reconciliation is available by appointment only. Please phone the Cluster Office on 4957 4807.
Principal - Janelle Agius
On a knead to know basis
Emelia Jackson wins MasterChef 2020 (Channel 10)
"Occasionally I read an article on education that really is a must read for every parent. I didn’t watch a whole lot of MasterChef but I watched the final. The following article sums up the knowledge, skill and resilience you need to be truly creative. It almost inspired me to unplug the microwave and cook."
MasterChef is more than just a reality show – it also has some valuable lessons for students and teachers. What does MasterChef 2020 have to do with school? More than you'd think…
The show's Grand Finale took place last night, with Emilia and Laura vying for this year's trophy. As I was watching the season, I've noticed some things about the show that are relevant to education – and which parents should keep in mind as they follow their children's educational progress.
So what lessons are there in a reality cooking competition that follow through to the classroom? The first three relate to the importance of having a knowledge rich curriculum if we want students to think creatively and critically. The second three relate to the role schooling plays in personal and moral development.
Creativity requires knowledge
When contestants are shown the ingredients they have to work with, they have little time to make up their mind what they are going to cook. Within a short period, they must come up with a range of possible ideas that could work, and then select one.
The range of possible ideas depends on what you know about the ingredients: how they taste, the different ways they can be cooked and how long that takes, what flavours go with what. If you don't have that background knowledge in your long-term memory, you're cooked. Creative thinking is not just a case of 'making stuff up' – it requires you to know things.
Critical thinking also requires knowledge
The judges must make fine distinctions of quality between dishes that, to untrained taste buds, are pretty much the same. They must fairly compare dishes that have different ingredients and cooking methods. This takes expertise, wide and deep knowledge and experience.
But while Melissa, Jock and Andy might be good at judging food, you wouldn't expect them to be good judges of a diving competition or ask them to decide who should get the Miles Franklin Award. Critical thinking is mostly subject specific. But all good critical thinkers have some things in common, such as paying attention to the relevant details and knowing the right questions to ask.
Order and proportion are the essence of beauty
"The flavours are beautifully balanced," the judges often said in praise of a dish. The beauty was in the balance of flavours, the way they worked together as a unity, not just a collection. This meant that the ingredients had to be in right proportion so that a sauce didn't "overpower", or the texture of the puree was "not too grainy".
In other words, there is virtue in things being done the right way in the correct sequence, and even the most creative dishes have to observe these principles of good order and proportion. Dishes were described as "a work of art", meaning not only was it visually appealing but it expressed culinary order and beauty. Again, one can't apply these principles unless you have both theoretical and practical knowledge of them.
You can still win when you lose
Many in education worry about the psychological impact on students who don't meet expected standards, about them being 'branded a failure'. Whether a person is a failure depends on how they respond to failure. For me, whether Reynold won or not, the fact that he chose to cook in a high-risk elimination episode – the same type of fish that he cooked disastrously in an earlier season, leading to his elimination – spoke of his resilience and willingness to learn from his mistakes rather than let them defeat him.
A key question for parents/guardians and teachers is how we build resilience in our children and young people so they can experience disappointment and failure without being crushed by it, and adapt to the randomness and unfairness of life and get up when they are knocked down.
Competition encourages excellence
"These guys are all excellent cooks, so I have to bring my best game to the kitchen today." A cliche perhaps, but cliches become cliches because they have an element of truth to them. When we really want to win a prize that others are also striving to win, it pushes us to work harder and smarter. It encourages us to learn more, to develop and refine our skills, to do the best we can.
"You have to ask yourself: is this dish worthy of a final?" All of the dishes prepared by the cooks who made it into the final weeks of competition were good. Many were great. But fewer still were 'finals-worthy'. People rise to a challenge that is within their ability to meet.
Culture is important
Finally, what distinguishes MasterChef from other cooking shows is the supportive culture created between the contestants. While they are competitors, they are also colleagues. They want to do their best, but they also want the others to do their best. This is not about "beating" others or tearing them down. It's about building everyone up and developing everyone, not just in terms of their cooking knowledge and skills, but so they also grow as people. That kind of culture is something every school aims to achieve.
Source: opinion piece by ACARA CEO, David de Carvalho, published in The Daily Telegraph, Sydney 21/7/2020
Mr Jim Ford - Principal
Year 10 Graduating Students Gift
Every year, our graduating class of Year 10’s purchase a gift for the school. Funds are sourced from the College Student Representative Council (SRC), and is often supported by our Parents and Friends Association (P&F).
This year the students are sourcing a piece of Mathematical/Astral artwork called an Armillary Sphere which will be mounted in the school grounds. The spheres were first developed by ancient cultures that pre-date algebra and who were very sophisticated in their knowledge of Geometry.
Photo: John Ward - Gnomonist, hard at work making precise components of the sphere
Mr Jim Ford received an award during Catholic Education Week in recognition of 21 years of commendable and dedicated leadership to Catholic Education.
With almost 15 years as current Principal of Mercy College and six years previously as Deputy Principal at Emmaus College Rockhampton, Mr Ford's contribution as a leader in Catholic Education is significant.
Recognised for his unquenchable thirst for knowledge and excellence, he strives to provide the highest standards of Catholic education to students and staff. He leads by example and recognises the importance of effective teamwork in promoting Catholic Education within the wider community. We thank Mr Ford for his 21 years of dedicated service.
Photos: Mr Jim Ford, Principal being presented with his award by Mr Michael McCusker, Assistant Director – Schools North Catholic Education Diocese of Rockhampton
Activities
Assistant Principal Welfare - Chris Sorbello
Bikeathon Update
As you may be aware this year we are trialing an online registration as opposed to a lot of pressure put on students and parents to seek out sponsorship and donations from local businesses, family, friends and neighbours. The registration fee to attend the Bikeathon or to simply donate $20.00 to the P&F. We are encouraging parents/guardians to use this online registration process as we trial its simplicity and effectiveness. For those who do not wish to register their child electronically, please bring your $20.00 to the Finance Office in an envelope clearly labelled with your child’s Name, Homeroom, Year level and if they are riding or walking.
Once you have registered online and payment is complete you will receive a ticket for your child to bring on the day.
We are hoping this school community event is as successful as possible as we slowly see things moving toward normality in our area. We are asking parents/guardians to support this event and encourage their child to attend on Sunday 30 August so we have as many participants actively riding or walking. If your child doesn’t have a bike, walking one lap of the course is an option so nobody is excluded from the event because they don’t own a bike. The course will be shorter this year with one lap for walkers being 10 kilometres and 3 laps for riders totaling 30 kilometres.
There will still be an option this year if any parents/guardians wish to donate through their family business to the P&F. Further details will be given to students at school in regard to this option. If parents/guardians are riding or walking with their child/children (who are current students), then they don’t need to purchase a ticket online.
If any you find that they are now free to help out on the day, please contact the Office and pass on your name as we still require further assistance. Instead of a sausage sizzle this year we will be offering a free softdrink and a packet of chips for participants upon their return. This will allow us to utilise those parents/guardians around the course to maximise safety.
Looking forward to seeing you all on Sunday 30 August for a great morning.
Employment Opportunity
Position Vacant
MERCY COLLEGE MACKAY
A Catholic Co-educational Secondary College Specialising in the Middle Years 7-10
We invite applications from enthusiastic educators with relevant tertiary qualifications and current QCT registration for the following two full-time continuing positions –
• Teacher of Humanities, English & Religious Education – commencing Term 4, 2020 • Teacher of Languages (French) – commencing January 2021
**Please indicate in your application which of these two positions you wish to be considered for**
Supporting the Religious Ethos of our College is an important consideration.
We offer generous incentives including - • Competitive salary structure for Teaching staff • Access to additional Employer Superannuation Contributions of up to 12.75% • Access to salary packaging options to maximize employee benefits and salaries • 39 weeks of term time for a school year • Access to relevant and interesting professional learning opportunities • Access to a free Employee Assistant Program (24 hour counselling service) • Access to corporate health schemes with either Bupa or Westfund Health Insurance
Please forward a covering letter with your current CV including 3 referees to – Email - principal@mercymackay.qld.edu.au
Catholic Education is committed to best practice in student protection policies and procedures, and is an equal opportunity employer.
Existing not to be different, but to make a difference.
English Department - Andrea Crocker
The Taming of The Shrew and Ten Things I Hate About You
In Term 2, the Year 10 Extension English students studied the Shakespearean Classic 'The Taming of The Shrew' and Gil Junger’s 'Ten Things I Hate About You'. They were required to deconstruct both the novel and film based on themes, character and plot. Students were then required to compare and contrast these to texts and explore the relevance to contemporary audiences. Achazia’s essay is an exemplary model of a comparative essay in which her personality is shown effortlessly through her writing.
FEMINISM & FALCONRY
by Achazia Aquillo
How well does a 90s rom-com compare to a 16th century play? Gil Junger’s 10 Things I Hate About Youlays the scene for timeless Shakespearean themes in the modern world, and we are absolutely here for it! But how good is it compared to the master playwright’s very own Taming of the Shrew?
The culture of misogyny and mistreatment of women is just as prevalent now as it was back in the Elizabethan times. A world where men measure a woman’s desirability by how obedient and poise she is; a world where the act of wife-taming is compared to an aristocratic sport. It is because of these abusive ideologies that women were limited to the typecast ‘faithful and obedient housewives’ role in society. Women that dared to challenge this stereotype were almost always excommunicated and frowned upon as undesirable by their male counterparts. Even though the contemporary world revolves extensively around intersectional feminism, both texts show that the problematic concepts of an anti-women society have always divided the world ever since the 15th century.
William Shakespeare’s satirical comedy Taming of the Shrew (1954) and Gill Junger’s romantic-comedy 10 Things I Hate About You (1999) are sophisticated assimilations of both traditional and contemporary socio-cultural and historical constructs. Junger’s contemporary adaptation of Shakespeare’s work highlighted the beliefs present during the Elizabethan period and accommodated them to suit the present day assumptions and constructs commonly seen today. Both texts represented the cause and effect of the objectification of women through strong protagonists that challenged the status quo. Taming of the Shrew followed the journey of the petulant Katherina Minola, the hotheaded firstborn of wealthy nobleman Baptista Minola, and her road to transcending her nature of being a heinous bitch to a faithful and obedient wife. Petruchio, a boisterous socialite, takes up the challenge of ‘taming’ Kate and in doing so, becomes rich. Grumio, his loyal servant, never fails to mention that Petruchio fears not even the most violent storms as long as money is involved: “Why, nothing comes amiss, so money comes withdrawal.” (Act I, Scene II, pg. 58). It is through Petruchio’s violent mistreatment of Kate- barbaric methods such as starvation, gaslighting, and abuse - that her spiteful spirit is broken; it is through Petruchio’s hostile nature that she learns the importance of respecting and honouring men. This was of course far too primitive for the modern audience despite the fact that it was classified as a ‘satirical comedy’, hence why Junger chose to personify the 21st century cultural and social beliefs through something ‘gentler’. 10 Things I Hate About You followed the outcast Kat Stratford and her journey through hate, love and trust. Just like Taming of the Shrew, the plot engendered Kat’s struggle with fitting in because of her outspokenness and feministic ideals, which at the time, was condemned by much of the high-school population. 10 Things I Hate About You followed the outcast Kat Stratford and her journey through hate, love, and trust. Just like Taming of the Shrew, the plot engendered Kat’s struggle with fitting in because of her outspokenness and feministic ideals which, at the time, was condemned by much of the high-school population. She then met Patrick Verona, Padua High’s resident bad boy, who taught her trust and built their relationship through mutual respect and connection instead of torture and cruelty. With the alarming trend in anti-women culture, particularly in younger, modern audiences, it is critical for readers and filmgoers to enact the underlying message that both texts try to exemplify.
Exhaustive psychological grooming and conditioning of the female mindset to reinforce the importance of submission and acquiescence was perhaps one of the most starkly relevant attitudes present in both texts. This closely mirrored the mindset of falconry, or the aristocratic sport in which predatory birds are groomed to obey their trainers. During the 16th century, marriage was arranged to elevate a family’s economic and social status; fathers ‘auctioned’ their daughters off to the man who offered the largest sum of money. In 'Taming of the Shrew' especially, Baptista raised his daughters to always present their best selves to the world to appease potential suitors which would attract large dowries for their hands in marriage. This presented a problem because Kate’s volatile nature repelled any and every suitor; any woman bold enough to challenge a man’s authority and rights were considered ‘shrews’ and ousted by society. Similarly, 10 Things I Hate About You exhibited the societal pressure to be involved in a relationship to gain validation from peers. In the sense of economic gain, the only reason why Patrick Verona tried to woo Kat was because he was bribed by Joey Donner: “You're gunna pay me to take out some chick?” “Mhm”. Bianca Stratford felt the need to date the most desirable boy in Padua High: Joey Donner, but could not do so until her older sister dated someone as well per the conditions of their father’s word. This drove the sisters further apart than before, with Bianca constantly wishing she wasn’t related to such an abnormal freak of a sister.
Moreover, women were taught that any expression of independence and dominance was potent and tarnishes the family reputation. This lack of freedom, along with the rooted tendencies of misogynistic male figures, is what encouraged Kate/Kat’s utmost hatred against men in the first place. These two thematic schemes are expressed especially in 10 Things I Hate About You, wherein Kat takes control of her own destiny and transformation despite the pressure society placed on her. Furthermore, Kat’s history with Joey Donner, the same boy that her sister was involved with, is revealed to be where Kat’s trust issues with boys stemmed from. Kat asks her sister “Joey never told you that we went out did he?” in hopes of opening up as to why she feels so strongly about protecting her from him.
10 Things I Hate About You demonstrated how sheltered Kat/Kate and Bianca were by their father, hence why their sense of self was so influenced by the cultural assumptions they were raised to fulfil. Mr Stratford, their father, strongly discredits normalised teenage life by implying: “No drinking, no drugs, no kissing, no tattoos, no piercings, no ritual animal slaughters of any kind”. This only fuelled Bianca’s desire to rebel against her father's words and continue to seek out validation from sneaking around with Joey Donner. Additionally, Kat felt limited by her own father after he refused to let her attend Sarah Lawrence, a prestigious girls’ soccer academy, because he couldn’t “admit it when their daughters are capable of running their own lives… When you go to Sarah Lawrence, I won't even be able to watch the game.” (10 Things I Hate About You). By the end of the film, Bianca’s character transformed from an obedient daddy’s little girl to rebellious and angsty teenager, whereas Kat learned to overcome her fear of falling in love and started trusting Patrick to take care of her heart. An iconic and rather tear-jerking scene in the film where Kat performs her sonnet listing 10 things she hates about Patrick: “I hate the way you talk to me and the way you cut your hair. I hate the way you drive my car. I hate it when you stare. I hate your big dumb combat boots and the way you read my mind. I hate you so much it makes me sick; it even makes me rhyme. I hate it, I hate the way you're always right. I hate it when you lie. I hate it when you make me laugh, even worse when you make me cry. I hate it when you're not around and the fact that you didn't call. But mostly I hate the way I don't hate you. Not even close, not even a little bit, not even at all.”
As Shakespeare and Junger exemplified individualism and transformation through Kat/Kate, the ideologies that underpinned both texts are still relevant and obstructive to modern day society. Both Taming of the Shrew and 10 Things I Hate About You incite that in order for society to remain balanced, the individuality of women must be suppressed through arranged and loveless relationships as well as rigorous cultural and social assumptions.
Even though Kate transformed from a shrew to a lady by the end of the play, it is never known whether or not she truly loved Petruchio considering the trauma he put her through. Similarly, Kat and Patrick’s relationship grew from explosive and toxic to full of love, which only proves that even in the rarest instances, love can bloom. Nonetheless, both protagonists show a sense of change and development that position the audience to defy the destructive social, cultural and political aspects relevant to modern-day society. It is because of this, that Kat/Kate is a catalyst for young audiences because she expresses this form of autonomy and constantly defies the cultural expectations at the time. It is also because of this that the significance of gender and cultural assumptions remain relevant and important for younger audiences in today’s society.
Mrs Ashlea Kennedy - Head of Department English
Arts Department - Natalie Porter
The Arts -Term 3
The Arts Department is back in full swing as we work towards Open Night performances and presentations as well as class assessment.
Miss Rossetto’s Year 9/10 Music class has begun exploring Film Music whilst the Year 8 Music class is composing for Video Games using Garageband.
The Year 8 Drama classes have commenced their improvisation unit with Miss Rossetto and Mrs Crocker, and are looking forward to competing against each other in a Theatresports competition!
The Year 9 and Year 10 Drama classes have started work on a play Twelve2TwentyFive which explores Youth Mental Health and is in the genre of Verbatim Theatre. Thank you to the College P&F for supporting these two classes so they can perform this play at a real, functioning theatre in Week 10. More details about this performance and how to book tickets will be released soon, but check out the poster for the initial details.
Lastly Miss Rossetto’s Year 8 Dance class has enthusiastically commenced learning their performance routine to Elton John’s I’m Still Standing and we can’t wait to present this at the College Open Night in Week 8.
Miss Molly Rossetto - Drama Teacher
Pedal Prix
Ready, Set, Go!!!
Human Powered Vehicle Teams powering up for the only race in Australia
Mackay will host the only Human Powered Vehicle race in Australia for 2020. The BMA Whitsunday STEM Challenge HPV race will run on 10 October 2020 as a trial for a new COVID-19 safe format.
The race will consist of 30 minute hot laps per rider with a 20 minute interval to clean the vehicle and change riders. It will be a 7 hour event, with the emphasis on students having fun and trialling a new format in case it is needed in the Queensland Super series next year.
Mercy College will debut the new Elite team and trike at the race, with the teams definitely upping their training to ensure they do well. The students will have some stiff competition with some of the top teams from Bunderberg and Townsville joining the growing number of local teams. The event is set to challenge the racers as the staff and the Whitsunday STEM Challenge Committee has come up with a new and much more technical track at Palmyra Dragway,
Unfortunately numbers are restricted at the event to 500 for COVID-19 planning, so updates will have to be online during and after the race.
Mr Michael Duggan - Human Powered Vehicle Coordinator
Science Quiz
Questions
Guinea worms are almost extinct, but what are they? Are they a) giant earthworms, b) nematodes that grow inside humans, or c) caterpillars of the world’s largest butterfly?
How many sides does a decagon have? Is it a) 6, b) 8, c) 10, or d) 11?
Where would you find a mangrove forest? Are they found a) on the coast, b) on mountain ridges, c) in sandy deserts, or d) about 20 metres below the ocean?
What organ is affected by dermatitis? Is it the a) brain, b) liver, c) kidneys, or d) skin?
How many northern white rhinos are alive today? Are there a) 2, b) 23, c) 237, or d) 2370?
Answers
1. Nematodes that grow inside humans
2. 10
3. On the Coast
4. The Skin
5. 2
Word, Sentence and Quote of the Week
Be Inspired
A.M. ROSENTHAL
Quote
“More good things in life are lost to indifference than ever were lost by active hostility”. - A.M. ROSENTHAL
Word
Bellicose – adjective: demonstrating aggression and willingness to fight; belligerent or pugnacious.
Sentence
Inter-nation conflict is often preceded by a bellicose series of incidents.
What's Cooking
Double Chocolate Chip Cookies, Chicken and Mushroom Pie, Pineapple Upside Down Cake
Double Chocolate Chip Cookies
INGREDIENTS
1 ½ cup self raising flour
½ cup brown sugar
½ cup cocoa powder
125g butter
¾ cup chocolate chips
1 egg
⅓ cup caster sugar
1 teaspoon vanilla
METHOD 1. Preheat oven to 180°C. Line 2 baking trays with baking paper. 2. Beat butter and sugar together until light and fluffy. N.B. if butter is hard, heat in microwave for 20 seconds. 3. Whisk egg and vanilla in a small jug then add to butter mixture. 4. Sift self raising flour and cocoa into a bowl. Stir in the brown sugar. 5. Add to butter mixture and mix until well combined. 6. Add chocolate chips and mix well. 7. Roll a tablespoonful of mixture into balls and place onto baking tray. 8. Leave space between cookies to allow for expansion. 9. Flatten balls with a floured fork. 10. Bake cookies in the oven for 15 minutes. Allow to cool on tray before moving.
Chicken & Mushroom Pies
INGREDIENTS
1 sheet short crust pastry
1 sheet puff pastry
2 teaspoons oil
1 spring onion
120g button mushrooms
1 chicken breast
2 bacon rashers diced
2 teaspoons flour
⅓ cup chicken stock
¼ cup peas
¼ cup cream
salt and pepper to taste
METHOD: 1. Cut chicken and bacon into neat even sized cubes, slice mushroom and chop onion. 2. Heat half the oil in a fry pan and cook chicken till brown. 3. Heat the remaining oil then fry the onion, bacon and mushroom until soft. 4. Stir in the flour and cook for a minute. Add the chicken, stock and bring to the boil. 5. Reduce heat and cook stirring occasionally for about 5 minutes until chicken is cooked through and sauce thickens. 6. Add peas and cream and stir to combine. Season and place on a plate to cool. 7. Preheat the pie maker and cut out the pie bases from the short crust pastry and tops from the puff pastry. 8. Assemble pies the cook for about 4-5 minutes then remove from the pie maker.
Pineapple Upside Down cake
INGREDIENTS
60g butter
⅓ cup caster sugar
⅓ cup brown sugar
1 large egg
3 tablespoons butter
3 tablespoons milk
1 cup self-raising flour
1 teaspoon cinnamon
1 small can sliced pineapple
1 teaspoon ginger
glace cherries
METHOD 1. Cream the 3 tablespoons butter, brown sugar together and spread on the base of an 18 cm sandwich tin. 2. Arrange drained pineapple or pears in a pattern on top of the butter mixture. Decorate with cherries. 3. Beat butter and sugar to a cream 4. Add the egg and beat well 5. Add sifted flour and spices alternately with milk 6. Pour over butter mixture and fruit and spread evenly. 7. Bake in a moderate oven for 30-35 minutes 8. Turn out of tin and place upside down on plate 9. Serve hot with custard or cream
