From the Principal
Haileybury Rendall School, Darwin, Australia is unique and exceptional. Our School brings together motivated and determined students from across this country and south-east Asia. Our tolerant and diverse community allows us to live and learn together in a rich and worldly way.
We embrace the complexities of our educational dream and continue to be recognised as a great Australian School. In recent years we have won awards as Boarding School of the Year, Regional School of the Year and received an excellence accolade for our Whole School Wellbeing Program. We have also been recognised as the best performing Primary School in NAPLAN in the Northern Territory for three years running. Last year we were thrilled to have 37% of our Year 12 graduate achieve an ATAR score of 90 or above, placing them in the top 10% in the country.
We are a vibrant school community of around 1020 students from our acclaimed Early Learning Centre through to our successful Year 12 VCE achievements. Approaching our eighth year we have grown from 426 enrolments in 2018 and next year we are poised to continue this growth to beyond perhaps, 1060 students, as strong Middle School numbers push up into Senior School. We have around 90
Indigenous boarders living and learning onsite from 30 different remote communities across Australia. Our first international students began boarding with us last year from China, Singapore and Vietnam. Our students are supported by dynamic and talented staff across all areas of schooling.
As you browse this magazine you will get a snapshot of what a broad HRS education offers. It might be a sense of our connection to One Haileybury or our students’ passion for the environment and sustainability. It might be noticing that our students have a strong sense of social justice fundraising for leukemia or supporting less privileged students at residential camps on site. It might be meeting some of our remote Indigenous boarders. excelled in national competitions. It might be recognising that our alumni want to stay connected and achieve great things. It might be in creative art, performing arts or the art of brilliant teaching. We really have it all.
Academic excellence is the cornerstone of a brilliant HRS education but, as the pages of this magazine show, we aim to do everything well.
At HRS every student matters every day.
Andrew McGregor Principal
Speaking out on sustainability
Youth Sustainability Conference
Four Haileybury Rendall School students have opened the eyes of young people around the world to the complex issue of fracking in the Northern Territory.
Organised by Haileybury UK, the Haileybury Youth Sustainability Conference brought together teams from Darwin, Melbourne, Bangladesh, China, Astana and Almaty in Kazakhstan, Malta and the UK.
During the all-day conference, held via Microsoft Teams, students showcased key challenges and potential solutions to help make the world a greener, healthier place.
The HRS team of Felix (Year 11), Sam (Year 10), Isaac (Year 10) and Olympia (Year 11) presented a powerful overview on the complications, benefits and impacts of fracking in the Northern Territory.
Fracking is a technique used to enable the extraction of natural gas or oil from the earth. It involves drilling into the earth and then injecting a high-pressure mix of water, sand and chemicals to release the gas or oil inside.
“While fracking as an industry has multiple environmental, health and cultural drawbacks, it’s still a large part of the Northern Territory’s economy and will continue to play a major role in Territory politics for many years,” says Felix.
“As a team, we generally viewed fracking as a negative thing, but we strove to deliver an unbiased and open presentation that explored all the major stakeholders affected by the production of gas,” adds Isaac.
Kylie Mobilia, Head of Senior School at HRS, said the team wanted to present on a topic that was impacting the Northern Territory and that they could speak to as locals.
“They recognised that fracking is a significant issue that is negatively and positively impacting the community,” she says.
“The team was made up of students who were already proactive within the school and who could be potential leaders of the future. They are passionate about the environment and have a clearly
established social conscience. Our Fab Four were an obvious choice for the conference because of their eloquence, integrity and work ethic.”
“The conference audience was very attentive and students from schools around the world asked us a lot of questions. It was also a great opportunity to learn more about other sustainability issues from the other teams and to ask them questions to broaden our knowledge,” Sam shared.
The conference has only increased the Fab Four’s interest in continuing to focus on raising awareness of the importance of building a sustainable future in the Northern Territory.
“The implementation of sustainable practices enables a safe future for us and our evolving planet,” says Olympia.
“To us, sustainability is the mindset of caring and respecting the beautiful oceans, deserts and sacred sites that surround us here in Darwin, and that exist throughout the world.”
Shear inspiration
Shaving for a cure
n a sun-drenched Friday, 22 March 2024, the roofed basketball court at HRS became the epicentre of a cutting-edge event: the World’s Greatest Shave. The court was filled with students selling sausages, painting hair and, of course, shaving it.
The extended lunchtime event saw the entire school community come together in what is now becoming a staple calendar occasion for HRS. Students and staff alike were involved colouring and trimming, and some even took the plunge to shave their heads. There was plenty to enjoy at the event including a barbecue, temporary tattoos, coloured hairspray
Left to right: Lisa Cadd and Kevin (Year 4)
The highlight however, without a doubt, was those who committed to a hair chop. School Captain Lakshya (Year 12) courageously trimmed several inches of hair, whilst Billy Kalac (Junior School Teacher) opted for a complete buzz cut. A number of other students also put their hands up to shave or trim their hair.
In a remarkable result, the School managed to raise over $17,000 for the Leukaemia Foundation, and thanks go out to the incredible effort from everyone involved in the event including planning, setting-up, donating and participating. It was a terrific reminder of how strong a school community can be when celebrating important social justice initiatives such as these.
These donations will make a huge impact in helping the Leukemia Foundation with their ongoing support to the thousands of Australians they provide services to. These services include research, emotional support and advocacy, educational programs, and access to home away from home accommodation for regional families that are required to relocate to the city for treatment.
The left-over barbecue food was also donated to Aunty Free Feeds.
Events like the World’s Greatest Shave not only raise awareness for significant health issues, but also encourage students to participate in social justice initiatives, offering a tangible way for students to make a difference. As Lakshya, Billy and many others can attest, participating in such events is both empowering and rewarding.
We look forward to seeing more staff and students put their hands (and hair) up next year.
Above: Christos (Year 4)
Melbourne
35 Years of Edrington
Thirty-eight years ago, in 1985, Haileybury secured six and a half hectares of prime land in Berwick, foreseeing a need for a school in this expanding residential area. This purchase set the stage for the establishment of Haileybury’s third campus, Haileybury Edrington.
After the acquisition of land, attention turned to creating a comprehensive complex for the Junior School in the picturesque surroundings. The first phase, completed in time for the 1989 school year, welcomed the inaugural group of students, a modest enrolment of forty-five boys. Though small by today’s standards, these numbers would have thrilled Charles Rendall, Haileybury’s founder, in 1892.
All Haileybury campuses boast unique characteristics and architectural personalities, and Berwick’s landscape is no exception to the rule. Among the trees and greenery, earthy brick structures with terracotta tiles, featuring distinctive timber trusses and spacious cathedral ceilings in classrooms, evoke feelings of warmth, security, and a sense of connection to nature.
As the 1990s began, Berwick’s enrolment grew to 121 boys, with plans for secondary education to be offered due to demand. Early in this new decade a number of construction projects took place, rapidly expanding the School facilities to include playing fields, courts, science and visual arts buildings, and additional classrooms.
By 1992, Berwick stood on the southeastern outskirts of Melbourne, reminiscent of the position Brighton Beach held when Haileybury College was established in 1892.
John Twist, the inaugural Headmaster of Edrington, affectionately dubbed the Baron of Berwick at the time, once described the campus’s persona as one of profound belonging, a standout structure in beautiful surroundings. Despite the campus’s evolution and the burgeoning sense of community it fostered, John astutely acknowledged the prevalent challenges. “Parents, at that time, were paying full Haileybury fees for fewer facilities,” he noted. Nonetheless, it stood as a testament to the Haileybury name, and the relationships John had forged with the local community.
Eventually, an additional 20 hectares of land surrounding the existing property were acquired, taking the total campus size to nearly 27 hectares. This expansion opened new avenues for the construction of buildings, playing fields, and eventually a large auditorium named after John Twist himself.
Gary Shiell, an integral member of the Berwick staff for 34 of the past 35 years, has been a firsthand witness of the campus’s transformation. Initially serving as a teacher
in Mathematics, Science and Geography, for a time Gary also shouldered the responsibility of overseeing IT infrastructure on campus. He fondly remembers the era when students would venture across the street for Physical Education classes before the campus had the grounds it has today.
Reflecting on the community, Gary attributed its origins to John Twist. “He knew lots of people in the area and started the community spirit,” Gary remarked. It was well established by John in 1989 that community-minded mentality was going to be the way forward for Berwick, and it has stayed that way for over three decades.
Along with the changing grounds, the Head of Campus role has also changed hands many times over the years, including to the likes of the late Peter Bennett, John Fleming and Kristy Kendall and more recently, Jeanette Rawlings who is marking her eighth year in the role.
Today, the campus has just shy of 1,000 students.
Top left: Michael Aikman surveys Edrington site, 1985
Top right: Jeanette Rawlings (Head of Edrington) with students
China Welcome back Yanni!
Yanni Galanis joined Haileybury Tianjin as International Principal in 2016. Now, after eight years in China, he is back in Australia, bringing with him a wealth of experiences. Reflecting on his experience at Haileybury Tianjin, Yanni spoke to us about the highlights of working and teaching internationally.
”One of the most memorable experiences was navigating the challenges brought by the COVID-19 pandemic,” Yanni remarked. “The resilience and adaptability of our school community during this time were truly inspiring. We worked together as one cohesive unit to ensure the safety of our staff and students while transitioning to online learning.”
Online
A day in the life
It is a common misconception that online learning creates a sense of disconnect. Many people assume that without faceto-face interaction, students miss out on the social aspects of education and lack the engagement that bricks-and-mortar classrooms bring.
This, however, could not be further from the truth. In the digital hallways of Haileybury Pangea, every day is filled with unique activities designed purposefully to engage online learners.
From spirited debates in English class to collaborative activities in science,
Among the many yearly events he cherished, including Chinese New Year celebrations, Yanni highlighted the Graduation Ceremony. “Watching our students, who had grown and developed over the years, confidently walk across the stage to receive their graduation certificates was an emotional and fulfilling experience,” he recalled.
When asked about advice for teachers considering working abroad, Yanni emphasised embracing cultural differences and maintaining work-life
balance. “Teaching in another country can expand your horizons and provide invaluable experiences,” he said.
Upon settling back into Australian life, Yanni has found the adjustment intriguing. “It has been wonderful reconnecting with family and friends and rediscovering local culture,” he noted. “Working with former colleagues and getting to know new staff has strengthened my sense of being back home professionally. The educational environment in Melbourne has evolved significantly, especially with technological advancements, necessitating some adjustments. My experiences in China have enriched my perspective on education and life, and I find myself integrating these insights into my work here in Melbourne.”
This year, the International Principal role at Haileybury Tianjin has been taken up by Renee Coventry, who has contributed to the education field for nearly 20 years, spending more than half of those at schools in China. We look forward to seeing her flourish in the role!
classes buzz with conversation. Despite the distance that separates them, students bond over shared interests and chosen classes.
Our very own Melissa Allen (Head of Teaching and Learning, Middle School) recently spent a day learning as a Haileybury Pangea student, attending their classes and participating in assignments.
Melissa kicked off her day with a Year 8 Science lesson, diving into a hands-on activity crafting a cell diagram with paper, glue stick, pencil and scissors. Next up was English, featuring a traditional hard-copy
essay assessment. Despite the digital age, the class reverted to pen and paper, submitting photocopies of their essays at class end.
But here is the best part: the end of class is not the end of the story. Although students have plenty of allotted time to do self-guided study, many students enjoy meeting up for lunch club every second Tuesday, an initiative started by Year 12 captains Sean and Maddy. The sessions are a chance for students to get to know each other better and to share their news and highlights of the past two weeks.
“The lunch-time drop-ins are an opportunity for anyone to ask questions and get to know one another, and Sean and I can find out what students want introduced into our community so we can do our best to achieve that,” Maddy shared.
Head over to the digital edition to catch Melissa's Day in the Life video
From new faces familiar places
VCE students mentor Ochre class
tarting at a new school is always a challenge and can be even more daunting when you have moved a long way to be there, as some Haileybury Rendall School students do. Understanding that unfamiliar faces and new routines are often overwhelming, some Year 12 students have been on a mission to make this experience easier for our Year 7 Ochre students.
As part of the VCE Vocational Major Personal Development Skills curriculum, students are required to demonstrate leadership and teamwork. A key element of this unit is student choice, giving the space for students to take initiative to plan and lead their own program. This year, the cohort specifically requested to work with Year 7 Ochre students to assist them in their transition into Haileybury Rendall School.
For the Year 12 students to demonstrate effective leadership, teamwork and interpersonal skills they first spent time preparing for their mentoring roles.
Personal profiles were created aiming to share their cultures, interests, goals and dreams with the younger students. These profiles were visual and engaging, aiming to develop connections, and easing the younger students into the program.
Before meeting for the first time, Year 12 students prepared activities that were both fun and supportive, gathering necessary resources and planning how to run these sessions safely.
Among the activities were the HRS Amazing Race Checkpoint Challenge and the MasterChef Cooking Experience. The Amazing Race aimed to familiarise the Year 7s with important school locations through a team-based course, with prizes awarded to the fastest team. The MasterChef Cooking Challenge, supported by the Stars program, saw students cooking treats under the guidance of their Year 12 mentors. Other activities included slime making, interactive team games, and PE sessions, all designed to build connections.
Kylie Henrikson (VM Teacher) has been the guiding hand behind the program and is thrilled with the response from both cohorts. “The Year 7 Ochre students are very engaged and excited to work with the Year 12s. They always do their best work and we have also been able to learn from them as well,” Kylie said. “The Year 12s are constantly improving their confidence and social awareness. The main skills are their teamwork and leadership skills, knowing when to delegate tasks and when to step in and help.”
Mentoring sessions occur every second Thursday during Lesson 6, and the program is set to continue throughout semester two, shifting focus to planning for and engaging with social justice initiatives that the two groups of students can work on together.
Overall, the mentoring program has had an extremely positive outcome, building on skills, making new friends, and creating a supportive community at HRS.
Carving out new techniques - Year 3
printmaking
Art plays a crucial role in the junior years of school, fostering creativity, critical thinking and emotional expression among young students. Engaging in artistic activities allows children to explore their imaginations, develop fine motor skills and gain confidence in their abilities. Art education also introduces students to diverse cultures and perspectives, in turn promoting appreciation for the world around them.
This year, Year 3 students were introduced to the art of printmaking, inspired by the works of Indigenous artist Badger Bates. The project was not just a lesson in art but also an exploration of culture and nature.
Badger (William Brian) Bates is a Barkandji Elder. As a child he travelled up and down the Barka (Darling River) with his grandmother. ‘Granny Moysey’ taught Bates about his Barkandji culture and showed him how to carve.
Today, Bates often works within the media of linocut printing, wood, emu egg and stone carving, and metalwork. His black and white lino prints show his connection to country and the interconnected ecosystems of the Barka.
The main objective of this project titled Australian Animal Stories, was for each student to create a print of an Australian animal and its environment. This task encouraged students to investigate
the diversity of Australia’s fauna and its habitats and carefully consider the visual aspects of those environments.
The unit spanned six lessons. Students began by choosing an Australian animal and drawing it using a reference image. The challenge was to incorporate patterns that suggested the environment of the animal, drawing inspiration from Bates’ distinctive black and white prints.
Foam printing was the technique of choice, one of many techniques that students are introduced to during their Junior School years. They used foam to carve a print plate, a process that involved transferring their drawings onto the foam material.
Tina Trudgen (Junior Art Teacher) led the students through the activity.
“This was the first time that most students had even thought about a printing process let alone used a printing process,” said Tina. “The foam was also a very new material, and students had to experiment with the material to see how hard, or gently, to press and they discovered it wasn’t always easy to transfer the image they had drawn on paper onto the foam material.”
This project was particularly special as it coincided with Reconciliation Week. By engaging with Bates’ work, students not only honed their artistic skills but also gained a deeper understanding of indigenous art and its cultural significance.
Celebrating a injourneyeducation
An insight into VCE and the impact for students
Linda Hartskeerl
VCE and Careers Coordinator
Could you share a little about yourself and your journey to joining HRS?
My journey in education spans over two decades, primarily at Geelong Grammar School (GGS), where I taught VCE Mathematics and Science. My time at GGS began at the Timbertop campus, following a two-year teaching placement in Zimbabwe through the Australian Volunteers International program. There, I taught Biology and Science at a remote boarding school near Bulawayo.
In early 2021, I was offered an exciting role at Haileybury Rendall School (HRS) and made the move north. I had previously served as Head of Science at a larger school and was eager to lead a smaller, more intimate team. With extensive VCE experience, particularly in Biology and Further Mathematics, and a fondness for Darwin, this opportunity was a perfect fit.
Could you explain what the VCE is and why it holds significant importance for students?
The Victorian Certificate of Education (VCE) is a crucial qualification awarded to secondary school students in Victoria and the Northern Territory [HRS only] upon completing their high school education, typically during Years 11 and 12. This qualification is essential for students aiming to enter tertiary education both in Australia and globally.
The VCE is renowned for its rigorous standards and comprehensive curriculum, marking a significant phase in a student’s academic and personal development.
What are the benefits of studying VCE compared to other educational pathways?
Studying the VCE provides students with a well-rounded education, combining academic knowledge, practical skills and essential personal attributes. Its flexible structure opens multiple pathways, ensuring students are well-prepared for their future, whether in higher education, vocational training, or the workforce.
How does the affiliation with Haileybury Melbourne benefit our students in their VCE studies?
HRS’s affiliation with Haileybury Melbourne enables each VCE teacher to be paired with a mentor. This mentorship allows our staff to share curriculum knowledge, teaching resources and assessments. Consequently, our students receive a high-quality education consistent across one of Australia’s leading schools.
HRS teachers liaise with Haileybury Melbourne staff in developing and marking assessments, ensuring our students are evaluated on par with their Melbourne peers. This collaborative approach boosts our students’ academic performance and provides both Melbourne and Darwin staff with professional development opportunities.
What support systems are available for senior school students as they explore future pathways, including subject selection and postschool options?
At HRS, we have a robust support system to guide senior school students in planning their future pathways:
> Middle School introduction: Year 9 students are introduced to the VCE during a Careers Workshop in Term 1.
> Career profiling activities: Years 9 and 10 students complete various career profiling activities through the online platform The Careers Department, identifying their strengths, interests and goals.
> Information evenings: In Term 3, Years 9 and 10 students and their parents attend an information evening on subject selections for the following year. Presentations by the Head of Senior School, Deputy Principal –Teaching and Learning, and the VCE Coordinator provide comprehensive guidance.
> One-on-one meetings: Early in Term 3, all Years 9 and 10 students participate in individual subject selection meetings, ensuring personalised guidance for their academic and career aspirations.
These support systems ensure our students are well-informed and prepared to make decisions about their educational and career paths, fostering their growth and success.
Jessica Vo Exponential excellence
Stepping into the world of teaching just three years ago, Jessica (Jess) Vo has quickly made a significant impact in the lives of students at Haileybury Rendall School.
With a deep-rooted passion for working with young people, Jess’s journey into education began with a love for coaching teenagers in swimming and rowing. The joy of seeing athletes achieve their goals fuelled her desire to help more young minds reach their full potential, ultimately leading to a career in teaching.
Currently, Jess teaches Senior School maths classes, including Year 10 Mathematics, Units 1 and 2 General Maths, and Units 3 and 4 General Maths. Having taught a variety of year levels in the past three years however, she has quickly gained a wealth of experience and enthusiasm from the classroom.
Since joining Haileybury Rendall School in 2023, Jess has taken on a number of roles, first as Year 7 Coordinator in Term 4 of 2023, and now as Head of Mathematics and Head of Pumarali
questions. One student put her hand up and said, ‘at the start couldn’t you have done it like this, then it would have only been two lines of working out?’ She was right! I had just spent 15 minutes doing one question, when all it needed was a minute. The students and I all laughed so hard we were in tears,” Jess shared.
“I tell my students all the time that we all make mistakes, even as teachers, but noting how we react and learn from our mistakes is something that can’t be taught. Silly mistakes happen to all of us.”
Having moved to Darwin at the beginning of 2023, Jess has embraced the Northern Territory lifestyle with enthusiasm. “Since moving up to Darwin, I have found a new love for camping. In Victoria the only camping I had done was school camps. However, since moving up to the NT, I absolutely love going out to explore new spots and different camp sites,” she said.
For those considering a career in education, Jess’s advice is simple: get to know your students.
“You are going to be spending a lot of time with them and if you only try to connect with them on one topic such as maths, it can be hard. Some students just don’t like maths and that’s okay. But if a student can connect with you, they will want to do their best for you, and you may start to see a change in attitude towards the subject based on all the fun and enthusiasm you, as a teacher, show.”
A gala affair
Gala Days, a school sporting initiative developed by the NT government for the Top End region, are a much-anticipated tradition where students represent HRS in various sports, competing against local schools in a round-robin format. These events bring an atmosphere of competition, collaboration and community connection.
Gala Days are a regular feature throughout the school year, occurring four or five times per term. This ensures that students from Junior School through to Senior School have multiple opportunities to participate and showcase their athletic skills.
From the Top End region calendar, the school selects events based on student interest, available resources and facilities at HRS, and the sports
experience a sense of pride to be a part of their school and team.
Simone O'Brien (PE Teacher and Sports Cooridnator) organises HRS students to attend Gala Days.
“A typical Gala Day sees students heading offsite to compete in their chosen sports. Students not only compete but are also expected to take on roles such as umpiring and scoring,” Simone shared. “The day is finalised with a brief presentation, and if we are lucky to top the ladder, proudly bringing a winning flag back to school.”
But before all that can happen, it all starts with a simple sign-up sheet for students to select sports they are interested in. Students are then expected to attend team meetings and trials to select the final groups. Teams are often organised by school level (such as Middle or Senior) and multiple, varied teams can be submitted, such as boys, girls, or mixed. Once teams are selected, light training sessions are held to gear up for the events.
“Team selection is often flexible so the students can participate with their friends and enjoy the experience of the Gala Day, or sometimes the students are given the choice to enter stronger teams in hopes of a win,” says Simone.
“So far in 2024 we have received five winning flags in Middle School Girls Netball, Senior Girls 3x3 Basketball, Middle School Soccer Boys and Girls, and Middle School Hockey. Seeing the students succeed in their sporting achievements is always
A voice for education
Charlotte Williams joins the National Student Voice Council
Students are speaking up about the issues that matter most to young people across the Northern Territory and Australia — and Education Ministers across the country are listening.
Charlotte (Year 11) is a volunteer Surf Lifesaver and a helper at Darwin Wildlife Sanctuary. She is also one of a handful of students selected to join the National Student Voice (NSV) Council where she represents students in the Northern Territory.
The NSV Council brings together 32 state and Territory students from all sectors of schooling who
meet with Education Ministers to discuss real issues impacting the education of young people today. It allows students, like Charlotte, to voice the thoughts and ideas of young people to help inform education policies and programs across Australia.
A new initiative, the Council took 12 months to develop with students and ministers meeting for the first time at the end of December 2023.
Charlotte will be part of the NSV Council until the end of 2025.
She brings some experience to the role having been a member of the inaugural NT Youth Voice Peak Group organised by the NT Department of Education.
“I felt that joining the National Student Voice Council would be really interesting, and a great way to share ideas and insights. I didn’t really expect to be chosen but I threw my name in the mix — it was a big surprise to me when I was successful,” says Charlotte.
“People within the Government’s education system bring their ideas and policies to the NSV Council, and we all provide feedback, talk about what we think might work well for young people and what might not work so well in different schools. We also discuss what might not be suitable and what kinds of things are missing that would be helpful.”
One of the first tasks for the young council members has been providing a submission in response to the Consultation Paper to assist the Review to Inform a Better and Fairer Education System.
The NSV Council has highlighted 10 key points including recognising there are different pathways to success beyond university and that vocational education, work placements and volunteering are valuable options. It also recommends creating different schools for students who need different learning support and
that universities should look at more than just ATAR scores when admitting students.
Charlotte is passionate about finding ways to engage and keep students in education, as well as gender equality and ensuring students of all genders feel accepted and safe in schools.
Charlotte is also keen to raise awareness of the NSV Council and what it does among young people.
Later this year, Charlotte will join the other council members to meet Education Ministers from around Australia to ask them questions about issues they feel are important.
At HRS, Charlotte juggles her council responsibilities with studying VCE subjects: Outdoor Environmental Studies Units 3&4, Global Politics Units 1&2, Biology Units 1&2, Chemistry Units 1&2, English Units 1&2 and Maths Methods Units 3&4.
“I’m passionate about the environment and studying politics has linked to what I’ve been doing with the NT Youth Voice Peak Group and NSV Council. I also like
broadening my scope with Global Politics and learning about issues going on in the world right now and how we can educate students about all that,” says Charlotte.
“Ultimately, I want a career that allows me to share my voice and help educate people about environmental issues.”
Outside of HRS, Charlotte is also a volunteer Surf Lifesaver and gives her time helping rescued animals at Darwin Wildlife Sanctuary.
“I love being out on the beach in nature and patrolling the beach to ensure people are safe. People love to come up and have a chat when they see you,” says Charlotte.
“Volunteering at the wildlife sanctuary, I’ve seen all different kinds of animals come in and it’s a nice feeling to know you can help them recover.”
Charlotte looks forward to working with fellow students to bring about changes that matter to young people during her tenure on the National Student Voice Council.
From the President
MILLIE HOGBEN (OH 2013) President of the Old Haileyburians Association
It has been a busy few months here at the OHA. Time flies, and before we know it, students transition from walking the halls of Haileybury to becoming part of our global alumni family that continues to grow and thrive. Here at the OHA, our members are at the heart of everything we do. Beyond reunions, the OHA offers a vast array of services and programs that enable opportunity and connectivity for our members.
With many OHA Councillors new to their roles last year, our initial focus has been on establishing strong foundations to better cater to the evolving needs of our diverse member community. Over the past 12 months, the OHA has refreshed our strategy and structure, clarified Councillors’ responsibilities, implemented new governance practices, and embraced new ways of working. This shift has invigorated our approach, empowering us to adapt to the evolving needs of our member network.
Building on this groundwork, we have introduced a suite of new services designed to elevate member experiences and opportunities. Approximately 40 alumni from the class of 2023 have utilised the OHA Study Relocation Fund, providing financial support for those relocating for study across 19 different universities after graduation. We have run two successful Hearts on Fire events, where previous students share tips on making the most of Year 12 and their experiences beyond school. The OHA’s support of the Haileybury–Rendall Exchange Program is now in its second year, assisting another four families visiting their children on exchange.
I recently met several Haileybury Rendall graduates at the OHA HRS Melbourne Event, where the sense of connection among their peer community shone through. The OHA Award will be presented for the first time this year to a 2024 graduate who embodies the essence of ‘staying connected’ and contributes to the Haileybury community.
Looking ahead, we are excited to bring to life several new initiatives. This includes a Professional Development Fund to support growth opportunities that might otherwise be inaccessible, and proactively funding OHA Clubs to set them up for success as they kick off their respective sporting seasons. We are also exploring the establishment of an entrepreneurship community and associated grants program and will seek input and interest from our community in the coming months. Lastly, I am looking forward to our upcoming Sursum Corda Business Leaders event later in the year, where our panellists will explore the trending topic of technology-enabled business transformation.
As you embark on your journey as graduates, we encourage you to reach out, engage with us, and know that we are here to support you. To those across our community who keep in touch, share your story, and lend your passion and ideas to the OHA, we say thank you. As always, remember to stay connected.
OHA contacts
EXECUTIVE DIRECTOR AND DIRECTOR OF DEVELOPMENT AND ALUMNI RELATIONS
Russell Davidson (OH 1986)
russell.davidson@haileybury.com.au
+61 3 9904 6140
DEVELOPMENT OFFICE OPERATIONS LEAD
Kylie Phillips
kylie.phillips@haileybury.com.au
+61 3 9904 6615
DEVELOPMENT OFFICE
EVENTS COORDINATOR
Cristina Zannoni
cristina.zannoni@haileybury.com.au
+61 3 9904 6141
DIGITAL ENGAGEMENT AND DATA COORDINATOR
James Green
james.green@haileybury.com.au
+61 3 9904 6000
OHA COUNCIL
President: Millie Hogben (OH 2013)
Vice-Presidents: James Kemper (OH 2012)
Clayton Ford (OH 1991)
Treasurer: Ian Clydesdale (OH 1977)
Councillors: Melissa Allen (OH 2009)
Pavneet Arneja (OH 2006)
Cooper Ford (OH 2023)
Brenton Loughnan (OH 2012)
Simge Ozkul (OH 2015)
Brad Petry (OH 2001)
Shankar Pillai (OH 2006)
Zara Scammell (OH 2022)
WEBSITE oha.org.au
OHA SOCIALS
@oldhaileyburians
@oldhaileyburians
@haileyburyschool
STAYING CONNECTED FOR LIFE
The Old Haileyburians Association are community focused allies of the School, passionate in staying connected with Alumni and the broader Haileybury Community beyond the School Years. Once a Haileyburian, always a Haileyburian.
OUR VALUES
Staying Connected: Physically, emotionally and virtually by caring for community beyond Haileybury
Supporting Dreams: Through mentorship, networking and connection
Providing a Home: With a place of belonging and purpose giving meaning to like-minded members
Cultivating a community of giving
For over 130 years Haileybury staff have been making a significant impact on the lives of our students, and in 2023 Haileybury’s academic results were once again amongst the best in the nation. Small class sizes, diversity of curriculum offerings and parallel education have all played a large role, however, it is the dedication, care and brilliant teaching of Haileybury’s staff that has been a huge contributor to these results.
Just over four years ago, the Workplace Giving Program commenced, allowing staff to contribute to the Haileybury Scholarship Fund. Within six months, Haileybury Foundation’s first ever Workplace Giving Scholarship was awarded. Fast forward to today, almost 100 staff contribute to this program, and a second student has now been provided with a scholarship.
When asked why he gave to the program, Senior School teacher Adam McCarthy referenced that “a Haileybury education
The current recipients of this program are Faith (Year 11) and Eshara (Year 12). Faith has attended Haileybury’s City campus since Year 7, whilst Eshara commenced as a Year 10 student. Eshara is now a House Captain at Keysborough whilst Faith has enjoyed great success in the Sport and
Assistant Dean of Staff at Brighton, Mark Lockwood says that “the initial information regarding Faith’s background story was enough to remind me that we generally breathe pretty rare air and it is nice to offer someone else the opportunity to do so. Faith’s story and subsequent updates provided strong motivation.”
The program has been life-changing for students facing economic hardship.
Jan Munro, a teacher from Brighton explains that she donates to the program “as it is incredibly uplifting and rewarding. I am very proud of the work we do as teachers and know what a difference this program can make to the life of someone who would otherwise be unable to access this opportunity.”
We are grateful to all staff who have contributed to this fund over the past four years. They are not only changing lives but are also shaping a brighter, more inclusive future for generations to come.
If you would like to support the Haileybury Foundation through a donation, please scan the QR code.
Above: Workplace giving staff with scholarship recipients
NT Young Australian of the Year
Peter Susanto (OH 2021) has never underestimated the value of hard work. Neither has he overlooked the importance of remaining humble and helping the people around him. Those traits and his commitment to helping to build strong and inclusive communities in his hometown of Darwin have earned Peter the prestigious 2024 NT Young Australian of the Year accolade.
Graduating as Dux of Haileybury Rendall School in 2021 with an exceptional ATAR despite being the youngest in his cohort, he is now pursuing a Bachelor of Clinical Science at Charles Darwin University. Inspired partly by Dr Albert Foreman, his family doctor, who is one of the country’s oldest practising physicians at the age of 93, and Peter’s own passion for neuroscience, Peter aims to pursue a career in medicine, focusing on neurology and radiology. His upbringing in a supportive family and the Darwin community has heavily influenced his dedication to helping others.
Throughout his schooling at Haileybury Rendall School, Peter made the most of every opportunity available including representing the School in swimming,
speaking at special events including Reconciliation Day and Harmony Day, and entering numerous competitions. He even went on to become the NT’s first national champion in the Australian Brain Bee Challenge, a neuroscience competition.
Despite his busy schedule, he continues his community involvement, swimming for Nightcliff Swimming Club and raising funds for charity with his sister Eva (Year 12). “Every Sunday evening since 2015, Eva and I have raised funds for a different charity by selling our grandma’s delicious Indonesian snacks on the Nightcliff Foreshore,” said Peter.
If you find yourself in Darwin, we recommend a visit to the market.
Chapter events
HRS Melbourne meetup
It was a great delight to spend time with graduates from Haileybury Rendall School in Melbourne on Thursday, 2 May. Over 30 guests enjoyed the company of past HRS staff members Craig and Kerry Glass, Sam Cavnoudias, Jeananne Lee, Andrew and Shelley Parkes and Judy Wegner. Also in attendance were OHA President, Millie Hogben (OH 2013) and Director of Development and Alumni Relations, Russell Davidson (OH 1986).
Guests were treated to a delicious dinner at the iconic George on Collins in a private room. Conversations about past school days, life in Darwin, current university schedules and the cold weather in Melbourne abounded!
Many present had benefitted from the OHA Relocation Bursary and it was a key theme on the night that the school’s alumni organisation will always be there for its members. Once a Haileyburian, always a Haileyburian. Alumni have the benefit of connecting with a huge number of fellow Old Haileyburians, who carry with them a diverse set of skills and a wealth of careers, networks and experience.
We encourage all our HRS alumni, no matter where in the world they are located, to reach out to the OHA office. You never know who you might meet.
Chapter events will be held in the following cities in 2024.
Melbourne (Mornington Peninsula Luncheon)
Perth
Canberra
Sydney
Brisbane
Gold Coast
Sunday, 25 August
Friday, 13 September
Wednesday, 23 October
Thursday, 24 October
Thursday, 31 October
Friday, 1 November
For alumni living in or visiting Melbourne in October, our fantastic annual OHA Golf Day will be held on Friday, 4 October at Southern Golf Course. Not only would we love to have you there, there is also the chance to win a Mercedez-Benz!
Booking tickets to OHA events is simple, please visit our website, https://oha.org. au/, or contact OHA Events Coordinator, Cristina Zannoni.
Where are they now?
Sporting the dream
Megan Ho (OH 2021)
Since she was in Year 7, Megan Ho dreamt of becoming a physiotherapist. Now, she is not just living her dream, she is excelling in it.
After completing a year of Sports Science, Megan is now in her second year of physiotherapy at the University of South Australia, and she couldn’t be happier.
As a former elite swimmer with a passion for sports running through her veins, Megan is actively involved in the sports community. From coaching national swimmers alongside the Head Coach to being a hands-on sports trainer at the local football club, Megan is gaining real-life experience and making a difference in the lives of athletes every day.
In her final year at HRS, Megan was elected as School Captain — a position
she never thought she would attain. Being a School Captain wasn’t just about leading; it was about gaining confidence, learning to speak publicly, and working with diverse groups of people — skills that have been invaluable beyond the school gates.
Megan has incredibly fond memories of her cohort at HRS: from the tight knit Physical Education crew with Miss Bratby to the entertaining lunchtime volleyball games against the teachers which were “pretty cool.” And those study sessions? They were as productive as they were fun, thanks to the involvement of friends.
Megan’s story is a testament to the power of passion, perseverance and the impact of a supportive community. Keep shining bright, Megan.
moves Making medical
Elijah Martins (OH 2021)
Elijah Martins is studying his third year of Medicine at James Cook University (JCU) in Queensland. And most of his life revolves around that!
He is an active member of the community and balances a range of academic and social positions with his studies. A fitting example is that he was recently appointed as the JCU Chair of the General Practice Student Network (GPSN), which is a national club run by students interested in general practice. Additionally, Elijah is currently a Senior Residential Assistant at college and is employed by the university as a tutor for first-year medical students.
Elijah honed his leadership skills as School Captain, learning the importance of teamwork and delegation. He is thoroughly enjoying building connections and exploring what is on offer in the world of medicine.
Reflecting on his time at HRS, Elijah has many fond memories, including spirited volleyball matches against the teachers, which is a common highlight amongst HRS alumni.
However, it was the teachers themselves who had the greatest impact, such as his Year 12 English teacher, Mrs Ritchie, who tailored concise yet fun approaches to each student’s needs, hence nurturing both strengths and weaknesses to maximally address exactly what examiners look for. In fact, Elijah loved all his Year 12 teachers.
Elijah’s parents instilled their hard-working ethos into their children, and with a family full of medical practitioners, it is no surprise that medicine runs in his blood. However, it is his passion for mental health, emergency medicine and rural/regional health that truly sets his heart on fire, driving him to explore the complexities of the human mind and body.
For Elijah, being a Haileyburian isn’t about the years spent within its walls; it is a lifelong commitment to excellence, community and making a difference in the world. He is amazed and grateful that he has met many supportive Old Haileyburians during his journey. Your journey is just beginning, Elijah, and we can’t wait to see where it takes you next.
