TheAltera Terra July 2019 | Edition 2
ELC Exceeds
Quality Standards
Inside
4 THE GROWTH OF HAILEYBURY RENDALL SCHOOL 14 FUN WITH STEM 15 WHAT IS THE VCE?
Principal’s report Haileybury Rendall School’s arrival in Darwin has been a positive experience for all involved.
In this Issue
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he move was supported by the Northern Territory Government, the Federal Government and the Darwin community due to Haileybury’s reputation as one of Australia’s best schools. This reputation has grown over the years not only due to Haileybury’s incredible expansion, but because of the enormous success the School has had in all aspects of its operation, from academic results to Sport, the Arts, extra-curricular activities and student welfare.
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3 Principal’s Report
The Darwin community wanted us to bring these excellent teaching and pastoral care programs here so that families living in or relocating to the city had an opportunity to experience the first-class education that Haileybury provides.
4 A Year in the Life – the growth of HRS 5 Explicit Teaching 6 ELC Exceeds Quality Standards
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8 Outdoor Education
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9 Embracing Community
Unfortunately, educational outcomes can be highly variable in the Northern Territory. This is a product of the Territory’s remoteness, which can make it difficult to recruit high-performing teachers, and the challenging circumstances in many of our remote communities.
10 Stars and Clontarf 11 Clontarf Territory Cup Football Carnival
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13 Music and Drama
Haileybury Rendall School has some wonderful advantages in overcoming the challenges that impact all schools. Our greatest advantage is that we are part of Haileybury and able to access the very tangible support that it can provide.
14 Fun with STEM
Haileybury has been growing the quality of its program and teacher standard for nearly 20 years. For Haileybury
12 HRS Achievements: Sport
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When I talk to parents, the overwhelming message I receive is that they are looking for a quality education. Like parents at Haileybury in Melbourne, they want quality teachers delivering a program that achieves excellent outcomes.
15 What is the VCE?
Rendall School, this means we can embrace the success of the existing curriculum and adapt it to the local context. This streamlines our programs and ensures the students are receiving an education proven to be successful. We are also able to draw on the expertise of Haileybury staff. We are fortunate to have regular visits from leading Haileybury educators who can guide our leaders and staff. We currently have six Haileybury Melbourne staff working at Haileybury Rendall School and plan to expand this in future years, giving us a significant recruiting advantage over other Darwin schools. The linkage with Haileybury Melbourne is already evident in some of our early successes. We were delighted in Term 1 when our Early Learning Centre (ELC) was awarded the highest possible rating of ‘Exceeding Standard’ in the National Quality Standards. Our Haileybury Rendall School ELC team worked closely with the team in Melbourne to develop all areas of the centre to achieve this amazing result. In the Junior School program and Middle School Aboriginal literacy and numeracy program we have implemented the Explicit Teaching Model which contributed enormously to Haileybury being awarded Australian Primary School of the Year – Non-Government in 2018. This year, we have seconded an explicit instruction coach from Haileybury to continue to build the expertise of our teachers. With the support of Haileybury Melbourne, Haileybury Rendall School aims to deliver the best education in the Northern Territory. We are well on the way to achieving our goal.
Haileybury Rendall School has some wonderful advantages in overcoming the challenges that impact all schools.
CRAIG GLASS
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16 The Arts 17 Captain’s Corner 18 Old Haileyburians Association News
17 Produced by Haileybury Rendall School 6057 Berrimah Road, Berrimah NT 0828
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Editorial Enquiries: marketing@haileybury.vic.edu.au For more information about Haileybury Rendall School visit www.haileyburyrendall.com.au
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Explicit teaching
A year in the life OF
Haileybury Rendall School
A Head Start for Junior School Students
The first year at Haileybury Rendall School proved to be exciting, challenging and fun for staff, students and the wider School community.
A new approach is helping our Junior School students improve their learning – while having fun.
O JANUARY 2018 Haileybury Rendall School (HRS) opens in Darwin on Monday, 29 January 2018.
ne of the benefits of Haileybury Rendall School (HRS) is accessing programs such as the Explicit Teaching Model, which Haileybury pioneered and many schools across the country now use.
A Traditional Boarding Smoking Ceremony is held at the refurbished Dewarra Boarding House.
FEBRUARY
SEPTEMBER
Year 2 students begin to learn their new stringed instruments.
Haileybury Rendall’s NAIDOC celebration features a special Assembly, a smoking ceremony, student performances, Carry the Flag documentary screenings, guest appearances and community stalls.
Junior and Middle School students enjoy the first House event – Cross Country.
JUNE Victorian Certificate of Applied Learning (VCAL) students hold their Creative Art Exhibition, featuring exceptional Aboriginal art and woodwork.
MARCH The School’s cultural diversity is celebrated on Harmony Day.
APRIL The Easter Bonnet Parade is a huge success. The whole School commemorates ANZAC Day.
JULY
The Year 9 Jindare Station and Umbrawarra Gorge camp sees students spend five days hiking, mountain biking and rock climbing.
Year 10 students complete their eight-day pinnacle Experiential Learning Program trip to Lake Argyle in WA’s East Kimberly region.
AUGUST MAY HRS Music performers make their public debut at the Nightcliff Seabreeze Festival. Year 11 students attend their Kakadu National Park Gubara Expedition.
Secondary students join Bangarra Dance Theatre’s Rekindling Youth Program. HRS students give three memorable performances of Cinderilla, created, produced and directed by Head of Drama Ms Janelle Cantrill.
Boys and girls learn how to care, listen, take turns and concentrate. They are encouraged to make decisions, become self-sufficient, answer questions, solve problems and work independently.
WHAT IS EXPLICIT INSTRUCTION? Explicit instruction stimulates young minds to reach their potential. It assumes that all children are capable learners and gives them the skills needed to make the most of what they’re taught.
The first HRS Athletics Carnival with Years 5 to 12 students is a great success.
HRS joins the Royal Darwin Show for the second time after promoting the School there in 2017.
Explicit instruction engages students while stimulating them academically and socially. This has helped HRS students to thrive while aiming for the high expectations their teachers set.
OCTOBER HRS officially farewells its first Year 12 students – an International Baccalaureate class of nine and a Victorian Certificate of Applied Learning class of eight.
In the classroom, HRS teachers incorporate individual needs and pitch learning to a high level. This has helped our students to engage, enjoy their lessons and excel academically. It has also made a difference to HRS learning outcomes since it was introduced in 2018, particularly in Literacy and Numeracy. Developed by Deputy Principal (Junior School Teaching and Learning) and Haileybury Institute Director Mr John Fleming, the research-based Explicit Teaching Model produces exceptional results. Through the Institute, our teachers also visit schools nationally to help them to implement it.
HOW DOES IT WORK? Explicit instruction has two components, the ‘Warm Up’ and ‘I Do, We Do and You Do’. The Warm Up is a 10 to 15-minute primer at the beginning of a reading, spelling, writing and mathematics lesson. This moves information from short to long-term memory to help retain it. ‘I Do’ sees the teacher clearly explain, step by step, what to do and how to do it. They explain, demonstrate and model. ‘We Do’ involves checking for individual student understanding before they do their work. Teachers also break learning into manageable chunks. Finally, ‘You Do’ sees students provided with work at their ability level and easy to understand feedback afterwards.
DAILY WRITING WARM UP Research shows that students learn new words and increase their vocabulary by defining words, seeing them in context and using them. The Daily Writing Warm Up helps achieve this. Implemented over a week, it begins with a new topic or theme, such as ‘reconciliation’. Students brainstorm relevant words using their existing knowledge. Age-appropriate high-level ‘challenge words’ are then introduced, defined and modelled in sentences that grow in complexity and are tailored to varying student ability. Students then revise each word and its definition and see it in a more complex sentence. By day four, they are writing complex sentences independently, using high-level vocabulary.
REMOVING THE UNKNOWN Year 1 teacher Ms Madeline McAllister says explicit instruction gives students the “why, the what and how”. She says removing the unknown means they don’t fear new concepts, which helps them to feel empowered and excited about learning. “Students are directly taught the tools they need to succeed,” Ms McAllister says. “This boosts their engagement and gives them feelings of success and achievement. “The model provides planned opportunities for students to practise together, to get things wrong, to receive feedback, to share and discuss their efforts.”
HOW EXPLICIT INSTRUCTION HELPS Teachers find explicit instruction to be a common sense approach. They like the clear, step-by-step lesson delivery, which allows them to maximise their teaching’s impact. Students know what they are learning and what they need to do to achieve success. In reading, students use specific strategies to increase their comprehension of fiction and non-fiction texts. Their genre writing shows improved use of correct structure, content and vocabulary. In mathematics, students concentrate on more complex processes rather than worry about minor details. This enables them to tackle more challenging problems. “I have noticed many improvements in both academic and behavioural efforts of my younger students,” Ms McAllister says. “The students are alert and respond rapidly, as they know what is expected of them.”
NOVEMBER Principal Mr Craig Glass opens the first HRS end-of-year Art Exhibition, We are Haileybury.
DECEMBER
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Speech Night (held at the Darwin Entertainment Centre) celebrates the first year as Haileybury Rendall School. Altera Terra
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The ELC underlines Haileybury Rendall School’s philosophy that every child matters, every day.
Outstanding programs and relationships with children and their families have seen Haileybury Rendall School’s Early Learning Centre (ELC) exceed National Quality Standards across all seven areas.
Quality Standards
ELC T Our team has exceeded expectations in all possible areas and continuously works to make its programs even better.
he ELC, which opened in 2018, has already attained an ‘Exceeding National Quality Standard’ rating across all seven areas. The School’s creative ELC programs encourage children to think for themselves and grow in every aspect of their lives, while learning and having fun. In determining the final ratings for a service, Quality Education and Care NT (QECNT) undertakes a rigorous assessment of the quality of the service against the National Quality Standards. The standards cover programs, physical environment, staffing, relationships with children, governance and leadership, health and safety, and collaboration with families and communities.
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Haileybury Rendall School’s ELC staff are excited that their talent, dedication and
Mr Glass says the dedicated staff have worked hard in partnership with families.
All staff members are thrilled to receive this recognition and feel privileged to be part of a truly professional team with high expectations and standards. They will continue to build upon their program and ensure it meets every child’s individual needs.
He says the ELC has established a dedicated, passionate team of driven educators who believe in quality care for every child that lays the foundation for the future. “Our highly professional ELC team has done a brilliant job in achieving this significant milestone so quickly,” Mr Glass says. “Our team has exceeded expectations in all possible areas and continuously works to make its programs even better.” The ELC underlines Haileybury Rendall School’s philosophy that every child matters, every day. Altera Terra
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Ratings are determined using a high national benchmark for early childhood education and care.
hard work have been recognised and say they could not have done it as such a new team without the leadership and support of Haileybury Rendall School Principal Mr Craig Glass.
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embracing
Community
Embracing our community is a big part of who we are at Haileybury Rendall School. LARRAKIA SMOKING CEREMONY
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Outdoor EDUCATION
moking ceremonies are important occasions and one of the world’s oldest rituals. We were privileged to have Larrakia Nation members conduct one at Haileybury Rendall School. The smoking ceremony is a gift from the traditional custodians of the land to those occupying it. It provides a cleansing of the area so that people can come together and live in harmony. A smoking ceremony is important for our school community as we work hard to develop our understanding of and empathy with the Aboriginal community that has such a rich tradition in the history of this school and our nation.
SENIOR STUDENTS RISE TO THE CHALLENGE IN KAKADU
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enior students visited World Heritage listed Kakadu National Park primed for adventure and carrying everything they needed on their backs.
Mr Joe Raymond conducted the ceremony accompanied by Larrakia representatives. One played the didgeridoo, while our Aboriginal staff applied hand paint to those students who wanted to be decorated.
The ceremony started with our ELC and Junior School students. They really enjoyed the event, although one student thought mum might be upset if he came home dirty from the hand paint! He was reassured that mum would understand. Secondary students also participated enthusiastically. Finally, the ceremony moved to our Boarding School. As most of our boarders are Aboriginal, it has special significance in this area of the school, where students from many communities come together to live. Tolerance, respect and living in harmony are crucial to our boarding community’s success. The ceremony was organised by Mr Ian Smith, who this year became Haileybury Rendall School’s Head of Aboriginal and Community Liaison. Mr Smith will grow our connection with the communities from which our students hail and organisations that can assist us in developing the best possible educational experiences for them.
The HRS Outdoor Education Program saw Units 3 and 4 Outdoor and Environmental Studies students leave their comfort zone for the challenging Kakadu National Park Gubara Expedition.
VISIT FROM A TIWI ELDER
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unior School students were privileged to hear from Mr Bernard Tipiloura, a respected elder and ‘culture man’ from the Tiwi Islands, who also appeared in the recent Australian film Top End Wedding. Bernard was an assistant teacher at Kormilda College in the mid-1970s and shared his memories of the school at that time.
Brendon Minkulk (Year 12) Caylis Pierik (Year 12) Caitlin Loganathan (Year 11) Hugo Murrell (Year 12) Lachlan Kendrick (Year 12) and Mitchell Northey (Year 12) were accompanied by Mr Paul Shallard, Mr Con Gerasimon and Ms Liabo Joseph.
A NIGHT TO REMEMBER
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ur Year 2 students had a memorable night when they camped in the school grounds for their first Haileybury Rendall School (HRS) camp experience. The fun began after school, when the students met Outdoor Education staff Mr Lachlan Jennison and Mr Con Gerasimon. Following some name games, the teachers demonstrated how to set up a tent. The students did an excellent job of setting up their tents near the Junior School playground. They then enjoyed afternoon tea and a cool off, with a water fight by the pool. Let’s just say that the rule of no wetting anyone while refilling their water pistols didn’t apply to teachers! A barbecue dinner was followed by a movie and frozen yogurt or an icy pole. The students slept extremely well, with night duty staff only disturbed by the occasional drink of water or trip to the toilet.
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Ms Mellissa Padley, Ms Jane Whetters, Ms Maya Ahktar and Ms Liabo Josephs also attended and helped to make the night possible.
Mr Tipiloura told the students about Dreamings, skin groups and country all being important aspects of a Tiwi Islander’s identity. He spoke of the brolga, his Dreaming or totem, and he sang an ancient song about it which is still used in ceremonies on the islands.
With nothing to guide them in the right direction, students had to use their navigational skills to reach the final destination – some of the best and least visited Aboriginal rock art in Kakadu. Fortunately, many had been honing their skills for years through the HRS Experiential Learning Program. During the trip, students were surrounded by dense wilderness. They had to work together to navigate their way upstream, over boulders and through water. Each afternoon was spent at an amazing campsite by the water, allowing them a well-deserved swim in the pools. The unique destinations enabled students to gain a deeper understanding of how the curriculum relates to Kakadu and the Top End, providing first-hand experiences to draw on in School Assessed Coursework (SACs) and examinations. This incredible experience also allowed participants to develop an appreciation of the natural environment. It was fantastic to see hidden Aboriginal rock art, unique flora and fauna species, networks of chasms and gorges, sheer vertical cliffs and isolated outliers. For all involved, this was experiential learning at its best and the adventure of a lifetime.
Importantly, Mr Tipiloura spoke of love and respect as key values that young people should follow as they grow. We were all very grateful for his presence.
A STRONG BOARDING COMMUNITY
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he strength of any boarding community depends upon its safety, support and cohesiveness. The number one right of all students and staff in boarding is to be safe, just as it is the responsibility of all boarding students and staff to make others feel safe. To help with this, we offer extensive social, emotional, academic and cultural support. Strong, positive relationships form the foundation of the support we offer. This includes relationships nurtured with House Parents, who go above and beyond, volunteer international and Haileybury Melbourne GAP students, who thrive on their interaction with students, and teachers who generously give extra hours to help students grow in confidence.
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The students woke to staff singing tunes from The Lion King, after which they packed up their tents and had breakfast. Their enthusiasm and behaviour showed that they are ready to take on all that our Outdoor Education Program offers.
The trip required the ability to maintain a positive attitude through hard work as students visited the dry and harsh Gubara Plateau. Their reward was an amazing experience and million-dollar views around every corner.
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STARS Foundation and Clontarf Academy Ocean Road. They met Tom Hawkins at the Geelong Football Club, donned camouflage gear for paintball and visited Melbourne Zoo.
Clontarf Territory CuP
Both groups represented Haileybury Rendall School very well, and Haileybury Melbourne staff and students welcomed them with open arms.
FUN, FRIENDSHIP AND FOOTBALL DOMINATE MELBOURNE VISIT
WATER POLICE HARBOUR TRIP Stars VCAL students visited East Arm for a harbour ride in a police boat, where the officers explained the vessel’s uses and showed students the crocodile trap—minus any crocodiles.
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o celebrate the end of a great year, our Stars and Clontarf groups visited staff and students at Haileybury’s Keysborough campus. They also enjoyed some of Melbourne’s many attractions, including Eureka Tower and the Queen Victoria Market – and met some AFL footballers. The trip began with a Stars girls tour led by Head of Senior Girls Ms Helen Wadden, including classrooms, the Senior School hub, Art room and an impressive organ performance in the Aikman Hall auditorium. Ms Wadden also presented the girls with Hearts football jumpers. The following two days saw the girls enjoy Melbourne attractions including the top of Eureka Tower, mini golf and shopping in Bourke Street Mall and the Queen Victoria Market. They also visited the Essendon Football Club, toured the facilities and met some players. Clontarf senior boys gave presentations to Clontarf partner Pinsent Masons lawyers and Haileybury’s Keysborough campus about their year at Haileybury Rendall School. They talked to some Year 12 students and staff about the school year and all their experiences.
BUSHFIRES NT VISIT INSPIRES AND EXCITES Tamara and Michael from Bushfires NT visited our Victorian Certificate of Applied Learning (VCAL) students to talk about their jobs. They used a PowerPoint presentation to outline their roles, which include aerial fire control, land fire control, burn-offs and plant, land and animal care. They also discussed their personal journeys, training, involvement in fire control, the dangers and risks, equipment used, and more. Michael showed a video taken from a helicopter collecting water from a local waterhole to use on a fire.
After watching ships in the harbour, students toured the facilities with Water Police Sergeant John Pini, who discussed the service’s different roles across the Territory and in remote communities.
GOODSTART EARLY LEARNING CENTRE VISIT Senior Stars students interested in Aboriginal and Torres Strait Islander school-based traineeships visited a Goodstart centre, where they played with the children and joined them for lunch before helping feed and play with the babies before their nap.
The students then inspected their vehicles, tested the firehose and received souvenir hats and water bottles. It was an exciting afternoon.
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aileybury Rendall School’s ‘Bloods’ were highly competitive despite being undermanned during this year’s Clontarf Foundation Territory Cup. Haileybury Rendall School (HRS) hosted this year’s event, which is an annual Australian Rules Football carnival for all Senior Clontarf Academies across the Northern Territory. Yirara and Centralian made the trip up from Alice Springs, and we had teams from Tennant Creek, Katherine, a combined Jabiru, Yirrkala and Nhulunbuy team and the local Palmerston and Casuarina teams.
Each side played five games over two days, with Casuarina narrow winners over Yirara in the final. HRS won three games, which was an outstanding effort with three Year 8 and three Year 9 students helping to fill the team.
Our new boarding students enjoyed an induction session at Kingpin Bowling and Laser Tag. Eight new girls from across the Northern Territory enjoyed laser tag and a round of bowling. They also heard about the expectations of joining Stars, the importance of following Haileybury Rendall School rules and always adhering to our values.
Year 12 students joined others from around the Top End of the Northern Territory at the annual Clontarf Academy Year 12 Leadership and Resilience Induction Camp. Among other things, they joined an Australian Defence Force session, heard from Clontarf alumni, listened to guest speakers and met potential employers.
We were also delighted to have Haileybury Melbourne staff Mr Sean Allcock, Mr David Lappage and former Hawthorn AFL star Shane Crawford here for the event. Our students did us proud and represented the school well on and off the field. After a well-earned break at home, they returned to do their best in their studies.
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Other consistently strong performers included Declan Campbell (Year 12) skipper Brendon Minkulk (Year 12) Jordan Yirmirr (Year 12) Nicholas Dhurrkay (Year 11) and crowd favourite Lloyd Raymond (Year 11) who was fantastic in defence.
NEW HRS BOARDING STUDENTS INDUCTED
The boys also tried surfing in Torquay and enjoyed a scenic trip to Lorne on the Great
Football Carnival
Eli Guyula (Year 11) was named our Most Valuable Player over the five games and Xavier Blitner (Year 8) showed courage beyond his years to take out our Clontarf ‘Spirit’ Award.
YEAR 12 INDUCTION WITH CLONTARF
They also met former Essendon AFL great Matthew Lloyd, who is part of Haileybury’s Football Program. Another highlight was their homestay with Melbourne boys’ families.
Undermanned Bloods Perform Well in Territory Cup
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Achievements
in
Sport
The
Performing Arts
Our Students Continue to Shine in their Creative Pursuits.
HOUSE ATHLETICS CARNIVALS BUILD CAMARADERIE
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ll staff and students attended our House Athletics carnivals, which aim to build camaraderie and House spirit. The Years 5–12 event was held at Arafura Stadium, and the Transition to Year 4 event at Haileybury Rendall School (HRS). Preparations began early in Term 1. Physical Education classes across the school had an athletics focus, which allowed students to prepare for the technicalities of field events and the demands of the track.
STUDENTS PASS MUSIC EXAMINATIONS We are excited for our Instrumental Music students who passed their examinations with the Australian Music Examinations Board (AMEB).
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They also helped to umpire and score other games. Their behaviour was exemplary! Thanks to Mr Cameron Douglas for organising, Mrs Maya Ahktar for helping and Mr Andrew Parkes for driving us to and from the venue.
f anyone wanted evidence of us building community, it was on show at Marrara Indoor Stadium for the Under-18 Boys Basketball Grand Final. The team played magnificently, winning a Premiership. The gripping final saw HRS establish a good lead early, lose it, regain it and hold on for a narrow victory.
The Board provides a program of Australian examinations for Music, Speech and Drama, with signatories from universities representing several States and ministers for education, training and skills.
We packed the stadium with students, including nearly all the boarders, parents and teachers. Their barracking was loud and respectful. The team was coached by a recent addition to our boarding staff, Ms Megan Gaine. Ms Gaine did a great job and was very animated on the bench as the game became close.
AUSTRALIAN RULES FOOTBALL ACHIEVEMENTS
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wo of our boarders recently excelled in Australian Rules. Roslyn Starr (Year 10) was named St Mary’s Football Team Best and Fairest, while Brendon Minkulk (Year 12) made the 2019 NAB League through the NT Thunder Squad. Congratulations to both.
Year 8 to Victorian Certificate of Education (VCE) Drama and English students also saw a live professional Mashed Theatre Company performance. Selected students were treated to a Drama workshop directed by the company’s actors, which included high-energy activities using improvisation and scripted lines.
NIGHTCLIFF SEABREEZE FESTIVAL PERFORMERS Five of our musical ensembles performed on the Seabreeze Festival’s Banyan Stage. A 13-piece Concert Band directed by Mr Nicholas Yates and Mrs Wan-Ling Chang opened the varied and entertaining program, followed by the Haileybury Rendall School Strings performing three pieces by Kathy and David Blackwell. Our Senior String Trio performed pieces from movie scores composed by John Williams. The Percussion Ensemble played on tables and chairs with Ms Tania Bird, and the program closed with our combined choirs Years T–2, Years 3–6 and the Middle and Senior School singers conducted by Mrs Nora Lewis AM.
Congratulations to our winning team: Ben Murphy (Year 11) Noah Rose (Year 10) Hamish O’Sullivan (Year 10) Jordan Yarmirr (Year 12) Antonio Molinaro-Rathsmann (Year 11) Lachlan Kendrick (Year 12) Mitchell Northey (Year 12) Eli Guyula (Year 11) and Tom Boath (Year 11).
Students in our new Units 1 and 2 Drama class have remained focused and worked remarkably well. They have been studying new concepts and developing creative dramatic pieces centred on exaggeration, different emotional states, empowerment through status, persuasion, and stagecraft techniques. These students have eagerly embraced this opportunity.
We congratulate the following students from left to right: Vina Armand, Third Grade Piano (Year 9) Hamish O’Sullivan, Second Grade Cello (Year 10) Mikayla Johnson, First Grade Piano for Leisure (Year 9) Max Junge, Preliminary Grade Piano and Second Grade Singing (Year 4) Tessa Hampshire, First Grade Piano for Leisure, (Year 5) Felix Morse, First Grade Piano (Year 7) Caitlin Mogridge, First Grade Singing (Year 7)
About 70 musicians appeared on stage and enjoyed performing to a large crowd of supportive friends and family. Congratulations to all the performers and thank you to those who attended.
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Some 25 students from Years 7–10 also attended. One team finished third, another seventh and the other eleventh in their respective pools. The students all performed incredibly well in hot conditions.
Drama students up to Year 11 have enjoyed a broad range of opportunities to investigate different aspects of their craft. Term 1 was exciting, with all students motivated and enthusiastic.
Ms Lewis AM enjoys discovering new singers, and invited Cerys Hughes (Year 12) and Max Junge (Year 4) to sing a solo carol (or verse) on stage at last year’s event. They were backed by the Australian Army Band Darwin and rehearsed with it at the Berrimah Defence Base.
SENIOR BOYS BASKETBALL PREMIERSHIP
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wo HRS students sang solo at the annual Christmas in Darwin Association Carols by Candlelight in the Botanic Gardens Amphitheatre. Ms Nora Lewis AM has coordinated the programming and selection of soloists for five years. She aims to balance entertainment and opportunity so the 5,000-strong crowd can sing our favourite traditional and contemporary Christmas carols with a choir of 75 leading on stage.
The junior event focused on participation and fun. Students showed plenty of energy in a range of running events and team games. Everyone enjoyed the experience.
mix of beginner and experienced Years 4–6 students participated in the interschool PARRS Netball Gala Day in Palmerston. Our teams soon gelled and won most of their matches. Both HRS teams made the finals.
EMBRACING DRAMA OPPORTUNITIES
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The second annual Years 5–12 event saw several lead changes and a late burst of point scoring from Nganabaru House. Baru again emerged victorious. Records were kept for the first time and a ‘School Record’ awarded to winners in each A grade event.
OUR TEAMS GEL AT PARRS NETBALL GALA DAY
CAROLS BY CANDLELIGHT SOLOISTS
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Fun with STEM THE IMPORTANCE OF STEM PROGRAMS
Practical projects and hands-on experience make our Science, Technology, Engineering and Mathematics (STEM) Program stimulating and enjoyable for students. Such opportunities are vital in engaging them and developing important STEM skills.
ROCKET LAUNCH TAKES OFF Haileybury Rendall School’s first after-school STEM club, the Thought Bureau, finished Term 1 with a bang as students sent their rockets off after five weeks of building and testing. Eighteen students from Years 5–7 attended sessions after school for five weeks to complete a rocket building project. It culminated with ignition on the School oval. Students worked either in small groups or individually to build the rockets with some rudimentary instructions and parts. The idea was to solve their own problems and do their own research. As the rockets set off, the students received direct feedback on what a good design was and what could be improved. They worked diligently on their projects and should be proud of their efforts as they learned to design, test and improve their thinking. In Term 2, a new set of projects began, involving the design and testing of electrical circuits and motors.
What is the vce? The VCE provides students with pathways to tertiary education locally and overseas.
THE VCE EXPLAINED
VOCATIONAL EDUCATION AND TRAINING SUBJECTS
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Students can also include Vocational Education and Training (VET) qualifications or school-based apprenticeships as part of their VCE.
he Victorian Certificate of Education (VCE) is a senior secondary certificate that provides pathways to tertiary education and the workforce. The world-class credential enables students to study a broad range of subjects and is recognised nationally and internationally. VCE students must complete at least 16 Units of Study, including three from the English group. Subjects are called Studies, with each broken into four semester-long Units. Traditionally students completed Units 1 and 2 in Year 11 and Units 3 and 4 in Year 12. At Haileybury Rendall School and some other schools, students can complete the VCE over three years, allowing them to study some Units 1 and 2 subjects in Year 10 and some Units 3 and 4 subjects in Year 11. By spreading their studies over three years, students can balance and plan their studies. The school assesses Units 1 and 2, marking students S (satisfactory) or N (not satisfactory). How well they complete Units 1 and 2 often determines if they are ready for Units 3 and 4 in that subject. Units 3 and 4 are assessed by the school and externally. While each subject varies, assessment typically comprises 50 per cent school-based assessment and 50 per cent external assessment. Students complete a variety of School Assessed Coursework throughout the year and an externally assessed final exam. Units 3 and 4 results count towards their Study Score and ultimately their Australian Tertiary Admission Ranking (ATAR). In some cases, Units 3 and 4 can be studied independently of Units 1 and 2, but Units 3 and 4 must be completed sequentially.
Some of these courses are scored and can count towards a student’s ATAR. Others are unscored and contribute toward the VCE but not their ATAR.
HOW STUDY SCORES WORK Students obtain a Study Score out of 50 for each completed Unit 3 and 4 subject. This shows how well they performed compared with everyone else in that subject. The mean for each Study Score is 30 and the middle range of students score from 23–37. As a guide:
»» 2% of students score on or above 45 »» 9% of students score on or above 40 »» 26% of students score on or above 35 »» 53% of students score on or above 30 »» 78% of students score on or above 25 »» 93% of students score on or above 20.
STUDENT EXAMPLE As an example, a Year 10 student might study:
»» Year 10 English, Mathematics, Science and Indonesian »» Units 1 and 2 History (20th Century) and Business Management
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Students had some hands-on fun applying and consolidating these new ideas by creating potato babies.
They were provided with information about the parents and then used their understanding of dominant and recessive inheritance to determine what the babies would look like. The fun part came in putting them all together and seeing the variety of babies created.
In Year 11 this might evolve into:
»» Units 1 and 2 English, Mathematical Methods, Indonesian, Biology and Physics
»» Units 3 and 4 Sociology In Year 12, that student might study Units 3 and 4 English, Mathematical Methods, Biology, Physics and Studio Arts. In this scenario, the student has completed six Units 3 and 4 subjects that will provide Study Scores, including one in Year 11 and five in Year 12.
A student’s Study Scores contribute towards her/his ATAR. An ATAR is awarded to students who have satisfied the VCE and is used for admission into tertiary study. An ATAR is based on a student’s four highest scoring subjects in Units 3 and 4 (which must include English or English as an Additional Language) and 10 per cent of each of his/her fifth and sixth subjects, if more than four subjects were completed. The maximum ATAR is 99.95. Scores based on students’ achievements compared with others are calculated in 0.05 increments. For example, a student with an ATAR of 90 is in the top 10 per cent, while a student who scored 55.75 is in the top 44.25 per cent.
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Year 10 Genetics students have been investigating and learning about how genes are carried from one generation to the next. They are also looking into how Punnett squares can be used to predict the features of offspring if you know the parents’ genetics.
CALCULATING YOUR ATAR
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captain’s corner
Lilly McGrath
The ARTS
WHAT DOES IT MEAN TO BE A LEADER?
AFTER SCHOOL ART ACTIVITY Our younger students love their after-school art sessions. Transition to Year 2 students drew their favourite dinosaur or fairy by copying images onto cardboard, colouring them in and cutting them out. They placed their drawing on their chosen background, creating a 3D effect, and added stickers and sparkly paper. The results were amazing. Years 3 to 6 students were challenged to draw realistic images. Using graded lead pencils, they learned how to manipulate the pencil and match tonal value on a scale. They replicated a black and white pot with a grid system, using their observational skills and producing wonderful results.
INTERNATIONAL YEAR OF INDIGENOUS LANGUAGES
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WE ARE HAILEYBURY ART EXHIBITION
The continuity of local languages maintains culture and improves learning outcomes, while giving students a strong sense of identity and wider visibility in the community. If lost, they are very difficult or impossible to regain.
Our first end-of-year art exhibition, ‘We Are Haileybury’, showcased work by all Art students and provided a terrific creative outlet. Students used drawing, printmaking, sculpture, painting, photography and digital art.
CAL students began celebrating the International Year of Indigenous Languages by locating, identifying and promoting everyday words from the Indigenous languages spoken within the class.
For this reason, language was front and centre at our VCAL Art Exhibition.
Exhibition Showcases Talent and Tiwi Language This year’s VCAL exhibition theme was Ngariwanajirra, a Tiwi word meaning different people, from different clans and different places coming together as one. Students used this as inspiration as they worked in class to prepare.
Some employed techniques from movements such as Cubism, Impressionism and Expressionism. Senior student folios investigated concepts such as the media, urban development, feminism and culture.
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I must act in our school community’s best interests for it to be the best that it can be. My leadership team is also crucial to the success of the school and our events. I represent our community but need the support of my fellow Captain and the leadership team.
ANY ADVICE FOR FUTURE SCHOOL CAPTAINS? Be open, flexible and learn as much as you can. Openness and embracing others’ ideas are really important. Flexibility is crucial in adapting to problems and other ideas. School Captains are exposed to so many opportunities; it’s important to learn from them and grow as an individual and a community.
Lachlan Kendrick
WHAT DOES IT MEAN TO BE A LEADER?
To me, being a leader is something special. It’s not necessarily about being a voice for everyone, but that person who listens to those they represent and makes everybody feel included. Being a leader, people have put their trust in you and given you respect, which you must give back.
WHAT HAVE YOU LEARNED IN YOUR ROLE SO FAR? I have learned that as a School Captain you can’t just represent the school—you must represent the students in the School. You have to build strong relationships with the students and the teachers and if you give the time, respect and friendship, everyone has a smile.
ANY ADVICE FOR FUTURE SCHOOL CAPTAINS? If you build strong relationships with everyone, walk around with a smile on your dial and give everyone respect, your job will be much easier. Don’t get too stressed. Teachers are here to support. Listen to their advice and if it doesn’t work, it doesn’t work. But sometimes teachers are right…
STUDENT LEADERS VISIT MELBOURNE Our student leaders have enjoyed a taste of Haileybury Melbourne, where they met school representatives and experienced life on several campuses. School Captains Lilian McGrath (Year 12) and Lachlan Kendrick (Year 12) Boarding Captain Samantha Arnold (Year 12) and Sport Captain Brendon Minkulk (Year 12) were accompanied by Assistant to the Principal - Special Projects, Mrs Kerry Glass.
While our teachers only speak English, everyone came together as the students used their creativity to turn their ideas into reality. The results were amazing and spoke volumes about the students’ talent and the considerable effort displayed in producing their artworks.
At Keysborough campus they saw the tennis courts, football grounds, Aquatic Centre, gyms and all subject area buildings. That afternoon, the group attended VCE classes with Keysborough students and Samantha assisted in the Early Learning Centre.
On their second day, the students attended a leadership meeting. The Haileybury leadership group is large, as it represents the four Melbourne campuses. Our Haileybury Rendall School students learned about the School’s many events and the leaders’ roles, which gave them ideas to take back to Darwin. They also met CEO | Principal Mr Derek Scott, who talked with them about leadership and their hopes for the year ahead. The group then attended the annual Founders Day Assembly. One of Haileybury’s biggest and most formal assemblies, it celebrates the founding of the School 127 years ago. The Darwin students were impressed by every aspect of the assembly, especially the Pipes & Drums. They all appreciated the time that Haileybury Melbourne students and staff took to welcome them and show them around their campuses.
Each student was billeted with the family of a Haileybury student leader and stayed all over Melbourne, enjoying the hospitality of these families for two nights. Altera Terra
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WHAT HAVE YOU LEARNED IN YOUR ROLE SO FAR?
They began their first day by visiting City campus. A Haileybury student led them on a tour of the terrace playground, the bright classrooms, which all enjoy city views, and the Arts and theatre facilities.
In VCAL Art, we have students who speak: Kriol: Samantha Arnold (Year 12) and Jeremy Russell (Year 10) Yolngu Matha: Brenda Gumbula (Year 10) and Nicholas Dhurrkay (Gondarra) (Year 11) Maung/Iwaidja: Jayden Cunningham (Cooper) (Year 12) and Jayde Cooper (Cunningham) (Year 10) Tiwi: Marie Puruntatameri (Year 11), Phylisia (Phylly) Palipuaminni (Year 12) and Marguarita (Margie) Palipuaminni (Year 10) Maung: Eli Guyula (Year 11) and Jordan Yarmirr (Year 12).
Being a leader is all about the people. I represent all our students, from the ELC to my Year 12 peers. To be a good leader, I have to be open and approachable and take on ideas from students that make their school life as rewarding and fulfilling as possible.
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OHA NEws OHA Contacts Executive Director: Russell Davidson (OH ’86) russell.davidson@haileybury.vic.edu.au +61 3 9904 6140 Events & Administration Coordinator: Catherine McVean catherine.mcvean@haileybury.vic.edu.au +61 3 9904 6141 Data Coordinator: Kylie Phillips kylie.phillips@haileybury.vic.edu.au +61 3 9904 6146 Haileybury International School, Tianjin (HIST) Alumni Coordinator: Oliver Wang (OH 2016) oliver.wang@haileybury.vic.edu.au +61 3 9904 6146
OHA Senior Executive President: Brad Hyde (OH ‘82)
Message from the Junior Vice President: Laura Rabinovich (OH 2012) Treasurer: Ian Clydesdale (OH ‘77)
President I
n June I was honoured to be elected President of the Old Haileyburians Association (OHA). I look forward to this opportunity with excitement and a deep respect for our history.
Business Relations: Gines Satchithanadam (OH 2005), Arun Yuvarajah (OH 2005) and Jun Yan (OH 2005)
Communication: James Kemper (OH 2012) Community Relations: Claire Brown (OH 2013), Stephanie MacLean (OH 2011), Kathryn Quinn (OH 2013) and Grace Sutcliffe (OH 2015) Young Leaders Advisory Group (YLAG): Lawson Thomas (OH 2013)
Senior Vice President: James Kemper (OH 2012)
When I reflect on my student years at the Keysborough campus, I clearly remember the Yearbook image of the Berwick property that has become Edrington being inspected by Principal Michael Aikman and some of my classmates. The vision and foresight to plan for future growth has been a theme at Haileybury for decades. This vision for growth and planning for the future became more evident as Haileybury expanded into Asia, the Melbourne CBD and of course, most recently, Haileybury Rendall School. As our School grows, so does the OHA and we recognise that this expansion sees our members studying, living and working not just all over Australia, but throughout the world. One of the key areas of strategic focus at the OHA is chapter relations; the development and nurturing of OHA communities outside of Melbourne. We look forward to being in touch with our Haileybury Rendall School alumni and developing a vision of what our services to you might look like. Having said that, every OHA member should recognise and feel that they are a part of a significant organisation, no matter where they are in Australia or the world. Please feel free to reach out to us should you have any questions about your Association and how we might assist you. I look forward to serving you and our wider membership.
facebook.com/oldhaileyburians twitter.com/OldHailAssoc
Please stay connected!
BRAD HYDE (OH ’82) OHA President
instagram.com/oldhaileyburians linkedin.com/groups/390889
OHA App The OHA has recently launched an innovative application, suitable for both Apple and Android devices.
Stay Connected: oha.org.au
he Old Haileyburians Association (OHA) aims to connect as many former Haileybury students as possible from all campuses. The OHA hosts a range of events including class reunions, networking events, golf days, lunches, bike rides, the Heart to Heart women’s night and Generations Breakfasts to celebrate families with multiple generations at Haileybury. For all OHA happenings, download the app at: https://appsto.re/au/X4eqjb.i
AWARDS: OHA MEDAL Dr Ian Davis (OH ’95) Posthumously Awarded the 11th OHA Medal (2018) Dr Ian Davis, who sadly passed away in late 2018, graduated from Haileybury in 1995. Ian obtained a Bachelor of Medicine and Surgery from Flinders University in 2006. He won numerous awards throughout his medical training and was Dux of his year, achieving first class honours. His career began at St Vincent’s Hospital, where he was heavily involved in teaching junior doctors and medical students. In 2011, at 33, Ian was diagnosed with Motor Neurone Disease (MND). Frustrated at the time by a lack of public awareness or campaigning for increased funding into MND research, he began actively engaging with the local media to improve both. Ian created a beer – Cavalier Courage – and rode a tandem bike along the east coast of Australia to help ensure his message was heard. In early 2014, Ian was forced to give up his work as a medical doctor due to his ailing health. After the birth of his son, Archie, in September 2014, Ian was energised to create the Cure for MND Foundation, now known as FightMND. Its explicit purpose was finding a cure for the disease.
AWARDS: OUTSTANDING YOUNG ALUMNI Many Haileybury graduates excel in their chosen field, in some cases from a young age. To recognise those who go above and beyond, the OHA presents the Outstanding Young Alumni Awards each year. The awards began in 2013 to acknowledge recent graduates who have achieved across five fields of expertise – Arts, Business, Sport and Community, with STEM introduced in 2018 to acknowledge the sector’s growing popularity. The Outstanding Young Alumni Awards are presented at a Senior School Assembly in late August each year. HRS alumni may be presented with their award in Darwin or Melbourne, dependent on where they are based at the time. Senior students often recognise the recipients, who may have been at School when they were younger, or a friend’s older sibling. They can also relate to a younger graduate, who may not be much older than they are. The annual ceremony can also inspire current students to excel when they finish school. To be eligible Award nominees must have:
»» Graduated from Haileybury or Haileybury Rendall School within the last twelve years.
OUTSTANDING YOUNG ALUMNI AWARD RECIPIENTS FOR 2018 Business:
Spencer Bignell (OHA 2009) Underground Broadway Business: Nicholas Donato (OH 2009) Mornington Peninsula Hydroponics Café Arts Niran Dasika (OH 2011) Professional Musician Arts: Edwin Kwong (OH 2013) Pipe Organist Community: Hannah Vuong (OH 2013) The Material Aid Program Sport: Jordan Williamsz (OH 2009) Middle Distance Runner Sport: Jackson Coleman (OH 2010) Cricketer STEM: Melissa Adikari (OH 2008) Engineer STEM: Rhiannah Carver (OH 2007) Senior Environmental Manager STEM: Amy Dowel (OH 2007) Project Engineer STEM: Qerime Alimovski (OH 2007) Flavourist
»» Made significant achievements in their field of endeavour either locally, nationally or internationally, exemplifying the best attributes of youth in today’s world.
»» Demonstrate exceptional human values which are an inspiration to others.
»» Have rendered excellent and sustained service to the OHA or its alumni community. Recipients receive a framed certificate of achievement and a trophy. OHA members can nominate themselves or others for this award, and nomination forms can be downloaded from the OHA website.
In its first two years, Cure for MND raised more than $20 million, with 92 cents in the dollar going directly to research and caring for those living with MND in Australia.
Director of Development and Alumni Relations Mr Russell Davidson and the OHA Council judge the awards. Recipients are invited to accept them at the special Assembly.
This unprecedented funding has completely changed the landscape of MND research in Australia, brought about a sense of urgency and a community of scientists who are now collaborating to deliver cutting-edge, worldclass science. Ian has left an amazing legacy – one that has seen FightMND raise more than $40 million towards finding a cure for the disease.
They may invite family members to the Assembly and a morning tea follows for all guests.
OHA CLUBS AND SERVICES The OHA provides a range of clubs and services for its members. Sporting clubs include Australian Rules Football, Cricket, Aerobics, Dance, Water Polo, Rowing and Netball. These clubs participate in regular competitions throughout the year and, while not exclusively containing alumni, most club members are Old Haileyburians. Recreational clubs include Pipes & Drums, Social Justice and Thoroughbred Racing. Members are also entitled to engage in the services OHA provides. These include:
» » » »
Mentoring programs Community grants Tutoring Babysitting and nannying
Clubs are available to any member who is working or studying in Melbourne, regardless of the campus they attended. Services are available Australia wide as are events for Old Haileyburians.
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The app, a first for major alumni organisations in this country allows users to: » book into any OHA event » remain up to date with all the OHA’s latest news » be updated on information relating to OHA Clubs » connect with the OHA social media pages » use their phone as a Digital Membership Card – make a secure donation to the Haileybury Foundation.
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In recent months, the Senior Executive Team has commenced building towards this leadership transition and we now have in place the group to launch a new era for the OHA.
Chapter Relations: Peter Sise (OH 2001) Clubs: Andrew Bonwick (OH ‘88), Andrew Hicks (OH ‘80) and Bernie Ladds (OH ‘81)
KEEPING FORMER STUDENTS CONNECTED
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