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spring 2020
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CONTENTS FROM THE STUDY
1
FROM THE BOARD
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LEARNING LEADERSHIP IN CHALLENGING TIMES
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VALUABLE LEARNING FROM DISRUPTION
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CARE AND CONNECTION DURING COVID-19
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UNITED BY THE RUYTON SPIRIT
PERFORMING ARTS HOUSE FESTIVAL (PAHF)
VIRTUAL GRATITUDE WALL
THE TOTAL WELLBEING PARENT CONFERENCE EARLY LEARNING
JUNIOR SCHOOL CONNECT
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9 10 12
RUYTON CLICK AND DROP SERVICE 13 THE JOYS OF MUSIC
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LORD OF THE FLIES
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OUTSTANDING ENDEAVOURS
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THE DEAR EDWINA SHOW
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NURTURING OUR YOUNGEST LEARNERS
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ISOLATION INNOVATION DAY
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DIGGING DEEP AND FINDING FUN
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HOUSE QUA-RUN-TINE
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RUYTON SCHOLAR PROGRAMME
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FOUNDATION
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2020 VIRTUAL MOTHER’S DAY CLASSIC SENIOR SCHOOL
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OLD GIRL REACH OUT PROGRAMME
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OLD RUYTONIANS’ ASSOCIATION
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PARENTS OF RUYTON (POR)
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DISTANCE LEARNING IN THE 1940s
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ALUMNAE
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Kiara Ruggiero, Publications Manager Thank you to Elaine Doyle for her significant contribution to this edition and her communication design skills that transformed the Ruyton Reporter to this engaging and relevant format we enjoy today. If you have any articles you would like to submit for consideration for publication, please email news@ruyton.vic.edu.au or post to 12 Selbourne Rd, Kew Victoria 3101.
the ruyton reporter
FROM THE STUDY Debbie Millman, writer, artist and educator wrote an extraordinary essay titled Fail Safe – A Cautionary Tale, a reflection on her life choices. Remembering the start of her career, she lingered at an intersection peering deep into her future and contemplating the choice between secure and uncertain, creative and logical, known and unknown. She dreamed of being an artist and a writer, wanting what her best friend described as ‘the whole world’. Rather than chase her goals, Millman thought it prudent to compromise, to aspire for success that was realistically feasible. It never occurred to her that she could achieve what she really dreamed. On reflection, she realises she lived within self-imposed restrictions, believing they were the fixed limitations of the world. Limitations where the possibility of failing becomes self-fulfilling – worrying that we aren’t good enough, smart enough or talented enough to get what we really want. She notes that at times we encounter someone who chose to strive for what seems unrealistically attainable or elusive and we are truly in awe. She reminds us these people are not lucky, rather it is the strength of their imagination and that they didn’t determine what was impossible before it was possible. In a world where lifelong learning is essential, Adrienne Rich poet, essayist and feminist, argues we can never believe we simply receive an education; we do much better to think of claiming one. To claim is to take action whereas to receive is to act as a container. It is the difference between acting and being acted upon; it is actively taking personal responsibility, refusing to let others do our thinking and talking. It is learning to respect and use our own knowledge and instincts and experience the messy process of grappling with the hard work that is life. Leading our own lives is perhaps the greatest leadership challenge we face; to claim our education, identify our mission and take action. To understand it will take us to the unknown and will be complicated, connected spring 2020
and messy, because we are. But if we never search, if we determine what is impossible before it is possible, then the chance of success is zero. I shared this story at Speech Night 2019, not knowing the intersection that lay ahead. If you had suggested we would live, work and learn in our homes for extended periods this year, we would have said it was impossible. Yet despite the challenges, we have made it possible. We have reimagined learning, working and living, taken risks, overcome challenges, rediscovered joy and learnt a great deal about ourselves in the process. The definition of success has become increasingly fluid in 2020 as we have learnt to negotiate challenges, temper our expectations and be kind to ourselves. Our girls have been our inspiration; they have risen to the occasion, embraced uncertainty, creativity and the unknown, both willingly and unwillingly, with little choice. They have transitioned to distance learning, embracing academic and co-curricular experiences. To see our beloved PAHF reimagined along with many other events brought hope and joy to our hearts and connected us in a time of physical distancing. More than ever this year we have realised our girls are strong, resilient and independent in times of challenge; they have grit and determination and the ability to make a difference. Initially we wished to return to the known. But now we are realising we won’t go back to life the way it was. Rather, we will go forward, taking the learning from this year to grow and improve our lives, our impact and our connections. We will use this experience to create a better future. On behalf of all staff, I send our sincere thanks to our extended Ruyton community for your support, connection and resilience during 2020. Stay strong, stay well and stay connected. Linda Douglas Principal 1
FROM THE BOARD As the world presented us with a ‘new normal’ in 2020, we have been reminded that care, connection and support for one another is critical to ensuring we remain connected as a community during this unprecedented global pandemic. As always, I hope this edition of the Ruyton Reporter finds you and your family safe and well during these challenging times. Given the uncertainties of COVID-19, the Board has made the decision to put all capital development plans on hold as we gain greater insights into the impact of COVID-19 on our community. Subsequently, our priority at this time is to support Ruyton families in need via the provision of bursaries. The COVID-19 Bursary was established this year to support current Ruyton families facing challenges due to this new coronavirus. Our community is central to who we are, and we know we are stronger when we work together. We remain committed to continuing to identify Ruyton families struggling during this difficult time in order to support them, where possible, to continue their daughters’ education at Ruyton. Given the turbulent and uncertain times we have delayed the development of our next Strategic Plan until 2021. Importantly, this provides us with the insights and hindsight necessary to reflect on the short-term and long-term impacts of COVID-19, our learnings from these times and how all these factors will inform our future.
creative opportunities for engagement. We recognise all they have achieved and endured, and thank them for their significant contributions to our community. Since Term 1, our staff have demonstrated time and time again their professionalism and dedication. Staff have all done their best to ensure our girls have continued to receive an excellent education, despite the challenges of COVID-19 restrictions and protocols, and the unexpected transition of distance learning and working from home. We extend our sincere and heartfelt thanks to students, families, staff, volunteers, Old Girls, and our broader community for their continued support and engagement this year, during what have been challenging times for everyone. We have witnessed so many acts of kindness and support for one another, and feel fortunate to serve a community that strives to work together, even while we’re apart. Virginia McLaughlan President, The Ruyton Board
This term we will farewell the Class of 2020, and we thank them for their strong leadership this year. In a year that has not allowed the expected events of Year 12, this cohort has led with radiance and unity. They have kept our spirits up, kept our girls connected, and created new and 2
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UNITED BY THE RUYTON SPIRIT A reflection from our School Co-Captains, Mia Waters and Bella Eames 2020 has certainly not been an easy year. Despite the radical change to our schooling, COVID-19 has given rise to so many acts of kindness and calls to creativity, and has reaffirmed the inseparable camaraderie that typifies the Ruyton spirit. As the Year 12 cohort, we felt that no two words better represented our year level than radiance and unity. While this has certainly been challenged by distance learning, the girls found new ways to radiate positivity and reunite the School. Within our Captains group, we decided to run an inaugural celebration of our wonderful staff, now known as the Teacher Appreciation Day. We thought that there was no better time to surprise the staff than on the last day of the first round of distance learning, as an acknowledgement of their hard work and care for the girls. The Captains group collated heartfelt messages from students, giving thanks to their teachers for the impact they had on them as students, and as human beings. Every teacher received a unique document with messages from the girls, accompanied by a video from the Year 12 girls expressing their immense gratitude, with some shoutouts to some of their favourite teachers. Whether it came from the fatigue of distance learning, or the overwhelmingly kind words of the girls, tears were freely flowing as the Ruyton community remained as tight as ever.
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The difficulties of distance learning have been made easier thanks to the weekly online Assemblies that have featured positive messages from staff, musical performances from students, and insights into the everyday lives of staff and girls. This weekly boost of positivity has lifted our spirits and helped us overcome this trying period. While we have had to undergo a longer spell of distance learning, we hope that the connection of the community will continue to inspire us all to remain positive and make the most of the situation. Bella Eames and Mia Waters School Co-Captains
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leadership
LEARNING LEADERSHIP IN CHALLENGING TIMES ‘Leadership is not governed by circumstance or environment, rather it is defined by the actions one takes despite these circumstances.’ – Ruyton Student Leader 2020
Leading Ruyton during this extraordinary time of COVID-19 has been both challenging and yet a profound learning experience for staff and students. Our Year 12 girls have experienced firsthand what it takes to be an authentic leader in disruptive and challenging times: ‘Our Year 12 words that we pledged to lead by earlier this year, radiance and unity, have miraculously found a way to keep us all united and connected, together while apart.’ Some of our Year 12 girls shared personal insights about their journey and leadership lessons as they navigated many challenges – personally, socially, and academically. Little did they know at the beginning of the year they would be engaging in a tsunami-like learning curve: ‘As a leader, I have learnt to “overcome, adapt and pivot” … when you are navigating uncharted waters, it is easy to feel as though you are sinking, but knowing everyone is in the same boat makes it a lot easier to stay afloat.’ They have embraced the challenges and recognised the strength of ingenuity, adaptability and the unity that prevails when teams pull together, communicate, and generously support each other, despite the obstacles. Unexpected surprises fed their spirits and enabled them to dig deep to serve their community. As they discovered that their success depends on enabling the success of others, they adopted a leadership style of serving others that was both effective and inspiring: 4
‘I have witnessed incredible compassion from students in our School community and the initiation of amazing ideas solely for the benefit of others.’ This year our student leaders learnt from the many curve balls thrown at them, accepting the challenge to grow through resilience rather than fall into the depths of despair. They also learnt that in order to effectively lead during adversity, it was critical to adopt self-care practices and adapt to external situations they could not control: ‘This situation has allowed me to uncover parts of my character that I had not really valued beforehand. I now feel proud of my sense of determination and willingness to challenge myself, my perseverance and conviction.’ ‘I have learnt to go with the flow, to flow with and adapt to the situation. I realised there is really no point trying to live a normal life during unprecedented times. I learnt to adjust to the situation and not be too harsh on myself when things don’t go to plan. This is a time for self-love, self-care and compassion.’ These leadership skills and dispositions may not have eventuated if this had been a ‘normal’ year. Our student leaders have shown a determination to lead authentically; to work collaboratively and cohesively as a united team; to adapt and look out for others; to embody the power of positivity; to perform acts of gratitude and kindness, and importantly, to lead with a strong sense of service to their beloved community. Dr Bernadette Nicholls Student Leadership Co-ordinator the ruyton reporter
PERFORMING ARTS HOUSE FESTIVAL (PAHF) Together apart. PAHF 2020. The challenge this year has been like no other. Reimagining 20 minute live performances to 6 minute videos. The joy that our community felt when coming together to watch the films from each House. This year, in a year like no other, the Ruyton girls rose to the challenge. The aim of this year’s PAHF was to explore our 2020 life on loop, and the importance of #stayinside and #staytogether, and the idea of connecting via socially distanced media. Inspired by the classic movie Groundhog Day, each House’s final plot was influenced by whether it was summer, autumn, winter or spring. During this unique event, our Year 11 students displayed exceptional leadership and rose to the challenge with creativity and grit. The creation process involved lots of Microsoft Teams conversations, and a Mentor and Workshop Day with the Year 11 Leaders on topics such as dance, editing, filming, plot development, and leadership/ organisational skills, with expert staff in these areas.
The Year 11 girls then facilitated and led a PAHF day entirely online, with the whole Senior School. Art, music, acting, filming, dancing and singing were all brought to the fore, as well as the incredible editing and technical skill of the Year 11s, who tirelessly learnt how to edit hundreds of hours of footage into a six minute piece. As Lauren Perfect, our Deputy Principal, Head of Senior School aptly said: ‘It took great courage for all girls to step out of their comfort zone and create an artwork together, however, if the final product is anything to go by, this risk was well and truly worthwhile … It was a very special moment that the whole Ruyton Senior School community deserves to be incredibly proud of.’ Congratulations to all the girls involved in creating this spectacular event. It is a testament to their ability to find leadership within themselves and others in uncertain times, and we couldn’t be prouder. Darcie Kane-Priestley and Ange Allen Director of Drama and House Co-ordinator
spring 2020
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VALUABLE LEARNING FROM DISRUPTION As the pandemic disrupted the life of our School community in 2020, we decided that it was important to capture our story of distance learning through the lived experiences of Ruyton teachers, students and parents. During distance learning in Terms 2 and 3, we asked parents to provide feedback regarding their daughters’ experiences, and we added this to the rich feedback of our students and teaching staff. These reflections on positive and successful learning experiences tell the story of how 2020 has provided girls with the opportunity to adapt, as evident in their growth in independent learning, organisation and recognising the importance of connections. And, as we’ve undoubtedly learnt, one of the unexpected gifts of these past months has been the reminder that resilience emerges from personal challenge or hardship. The data weaves a story of growth and illustrates the capacity of our girls to adapt and change, even under the most trying of circumstances. We received 580 responses from Ruyton students and the top five skills that we observed students improving upon as a result of distance learning were: • • • • •
Connecting with Others Engagement with Teachers Independent Learning Time Management Developing Life Skills
The data further revealed a transformational learning story from our teachers’ perspective, reflected in their unique experience of distance learning. They demonstrated incredible agility to meet the learning and wellbeing needs of our students, under what must be considered an historic educational disruption. We received 50 responses from our teachers, with these being the top five
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skills they identified improving upon as a result of distance learning: • • • •
Integration of Digital Pedagogies Student Autonomy and Independence Collaborative Learning Differentiation and Personalisation of Learning • Flexible and Paced Learning Key insights on the effect of distance learning on our family’s lived experience, was also evident in the data. Our parents articulated the everyday reality of learning from home and the impact on their daughters’ learning and wellbeing. We received 61 responses from parents and the top five skills they observed their daughters’ improving upon as a result of distance learning were: • • • • •
Independent Learner Organisation and Time Management Importance of Teacher Relationships Wellbeing Breaks/Activities Technology Proficiency
This exercise has enabled us as a community of learners to reflect on the positive and successful learning and teaching experiences that have been derived from distance learning. As we continue to reflect and research, we consider how to best utilise this knowledge to positively influence our practice and approach in 2021 and beyond. the ruyton reporter
THE VIRTUAL GRATITUDE WALL The Virtual Gratitude Wall was established so that Ruyton parents and staff could reach out and thank those in our wonderful community who assisted them during COVID-19. Positive responses recognised every act of kindness, no matter how big or small, and it lifted our collective spirits.
WHO WOULD YOU LIKE TO THANK OR CELEBRATE?
59.2%
28.8%
TEACHING STAFF
ADMINISTRATION/ LEADERSHIP STAFF
15.2%
17.6%
PARENTS
9.6%
GROUNDS/ MAINTENANCE STAFF
STUDENTS
HOW DID THIS MAKE YOU FEEL? 50.4% 35.2%
Proud to be a part of the Ruyton community
30.4%
Connected to the Ruyton community
30.4%
Confident that our girls are receiving the best education during the pandemic
25.6% 24.8% spring 2020
More positive during this time
Ruyton have been proactive, responsive and adapted to this unprecedented situation Confident that the wellbeing of our girls is prioritised during the pandemic 7
wellbeing
CARE AND CONNECTION DURING COVID-19 Care and connection have been the guiding concepts at the very heart of the way Ruyton has sought to support our community during the COVID-19 pandemic. These concepts underpin the philosophy behind Ruyton’s Wellbeing Framework. According to Trish Hatzis, Director of Wellbeing, this philosophy recognises that an individual’s opportunity to achieve their personal best occurs when the emotional, physical, social and intellectual aspects of their life are in balance. In 2020, the global health emergency required Australians to make a sudden transition to a very different way of living. As noted by Trish, ‘we had to keep our rich learning environment going, teaching the same engaging and challenging curriculum that was offered in the pre-pandemic world, we just had to deliver it in new and different ways.’ While Ruyton’s technological capacity and well-supported teaching staff quickly met this test, it has been our focus on a holistic, ‘whole person, whole-of-Ruyton’ approach to wellbeing that has particularly shaped the School’s broader response to the pandemic. ‘For young people, social connection is so important’, Trish explains, ‘without it they can risk becoming disengaged or face rising levels of anxiety’. The Wellbeing Framework has ensured that Ruyton has maintained fullyrounded support for students, balancing the intellectual realm with actions that will help their physical, social and emotional safety too. There have been many creative and effective ways Ruyton has achieved this, ranging from virtual assemblies and online sports training programmes, to choir practice by video conferencing and a new click and drop resource service.
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The girls have learnt a great deal about themselves as learners. The student data collected has revealed that the vast majority of girls felt they had strengthened their organisational skills, developed greater independence as learners, and realised their resilience. Our parent data supports this, showing that parents witnessed this independence and resilience firsthand. The holistic approach to wellbeing is also applied to the broader School community. For parents and guardians, Ruyton has transitioned the ‘Powerful Parenting’ series onto an online format. Trish notes that ‘we learnt a lot about connecting with parents and carers, and that the connection didn’t always have to be face to face.’ For staff it’s been vital that the strong technological support they normally receive has been sustained and extended into the delivery of distance learning. It’s also been important that they’ve continued to experience the professional and social benefits of interaction with colleagues, and mechanisms like daily virtual staff rooms help achieve this. Maintaining connections on a collegial and personal level is also critical, and ‘checking in’ has been a great way to support one another. Now that we are back to distance learning, it is more important than ever to maintain ways to connect with our students and the wider community. We have had the benefit of knowing what proved to be beneficial during the first distance learning, so we can build upon this in future. Interview with Trish Hatzis, Director of Wellbeing by Cathy Dodson, Community Relations
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THE TOTAL WELLBEING PARENT CONFERENCE This year we have been challenged to find new and innovative ways to continue to strengthen the strong partnerships we have with our Ruyton families. As part of our commitment to students’ wellbeing, in September we launched the inaugural Total Wellbeing Parent Conference, conducted entirely online. This virtual conference offered parents and guardians the opportunity to delve into wellbeing topics of interest and importance to them, and the needs of their daughter(s). Focusing on social, emotional, cognitive, spiritual, and physical wellbeing, participants chose from twelve sessions that were developed based upon feedback from the 2019 series. Run by our teaching staff, the sessions delved into topics such as the impact of emotions on learning; embracing imperfection; maintaining digital wellbeing; how to manage anxiety; and the importance of sleep and self-compassion, but to name a few. This was a fantastic initiative that not only showcased the expertise of our talented staff, but also provided a way for parents to confidently navigate the challenges for themselves and their daughter(s) at all stages of life.
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‘What has emerged is that by stepping into the virtual world we have enabled parents to not only continue to partner with us, but to also avail themselves of the greater flexibility and ease of access that this new medium has provided.’ – Trish Hatzis, Director of Wellbeing
We also established a Virtual Book Club, which was run across four sessions in Term 2. Examining the book Untangled by Lisa Damour, this book club provided a meaningful way for parents, guardians, and staff to explore the topic of girls’ transition to adulthood, from the comfort of home. While face to face interactions will always be preferable, we are proud of how our community has remained connected during this difficult time, with the education and wellbeing of our girls at the forefront of our minds.
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curiosity
EARLY LEARNING Throughout the first half of the year, Ruyton Early Learning continued to operate onsite to provide education and care for our youngest students. In such uncertain times, our high quality Early Learning programme provided much-needed continuity and stability for our Kindergarten and Pre Prep children and their families. In Term 2, our staff provided distance learning invitations for friends who were at home. Underpinned by our work around developing a culture of thinking, our invitations offered possibilities to wonder, question, create, communicate and share. Shared with our families via Storypark each morning, our youngest students delighted in seeing and hearing their teachers via photo, audio and video, and enjoyed participating in a range of engaging and stimulating learning and teaching experiences. These at-home experiences included: cooking, gardening, yoga, obstacle courses, story time, painting, health and hygiene, creating animations, drawing, nature walks, writing, listening, mindfulness, measuring, transient art, dancing, speaking and more!
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At the very beginning of our distance learning journey, some of our students were gifted a precious seed to plant at home. They were invited to predict what would happen to the seed, monitor changes, record observations, and report results (via photography, drawing, and video) that were shared with teachers and friends. Over time we witnessed some seeds sprouting, growing and changing, and we delighted in individually participating in this shared experience. It gave the children an opportunity to have a shared experience while apart, and provided a sense of hope and joy as we watched the seeds sprout and grow. As staff, we were gifted many lessons as we discovered how to navigate the worlds of onsite and distance learning. We thank our talented and hardworking Early Learning team and specialist staff for ensuring our children had so many wonderful opportunities. Thank you to our families for your participation in our onsite programme and distance learning invitations, and for the wonderful feedback along the way. Sarah Denholm Director of Early Learning
the ruyton reporter
spring 2020
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connected community
JUNIOR SCHOOL CONNECT During distance learning, staying connected with your immediate classmates, and feeling connected with other year levels is a challenge. To combat this, the Junior School has been running a series of weekly Junior School Connect sessions. With sessions including Pictionary, bingo, trivia, music and more, these fun and informal experiences have provided a way for our younger students to remain socially connected and engaged. On 6 May, our School Co-Captains Bella Eames and Mia Waters got involved, cohosting a virtual trivia for the Junior School girls. Using Microsoft Teams, the group of over 154 participants joined together in a virtual meeting to play an online quiz using Kahoot. There were lots of laughs and banter from our Co-Captains and Deputy Head of Junior School, Julian Mutton, as they co-led the session. Questions were suited to all ages of Junior School students, and ranged from music, films and cartoons, to sports and science. A virtual tally board even added to the suspense between each question!
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When we spoke to the School Co-Captains, they told us they were inspired to take part and run this session because they felt:
‘It was important to maintain a connection with the girls during this time of isolation – particularly the Junior School girls, as we know how much they love having the older girls partake in activities with them.’
Prior to the transition to distance learning, the Co-Captains had been planning more ways to connect the Junior and Senior Schools; and now, with the unexpected twist of distance learning, this virtual trivia provided a timely opportunity to connect with the Junior School girls. It also provided a relaxing environment where girls could engage in friendly competition and banter, away from the formal context of School.
the ruyton reporter
RUYTON CLICK AND DROP SERVICE During distance learning, Ruyton established a Click and Drop Service for Ruyton families and staff. Delivery requests included library services, ICT requests, and Junior School and Senior School resources. This click and drop service was a fantastic initiative that allowed Ruyton families and staff to borrow resources through a safe and effective delivery process. This service was preceded by the Ruyton Library Click and Collect Service. Senior School girls could request books to click and collect, whereas Junior School families received Picture Book Care Packages, comprising ten picture books specially curated by library staff for younger readers.
spring 2020
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creativity
THE JOYS OF MUSIC One of the joys of music is how it brings people together, be it the shared thrill of ensemble musicians creating a beautiful harmony, or the enjoyment felt by the audience as they are swept away by a crescendo of sound. These pleasures of music are essential ingredients in a quality music education, bringing purpose to a student developing their technical skill, building love for music and music-making that can last a lifetime, and building wellbeing. So how do you bring these pleasures to music education in a world where teachers can’t see their students face to face? Director of Music, Paul Smith, and the music team gave careful thought to these questions during the transition to distance learning. The challenge was to find new ways to deliver and celebrate music, ensuring the students continue to develop into well-rounded musicians with plenty of opportunities to enjoy and share their music with others. The well-judged use of technology is an important part of the transition:
‘Many aspects of the girl’s music learning convert well to a video conferencing or online format’, says Paul, ‘much of the student’s work is individually based and includes quite a bit of listening, analysis and theory, all of which work well in the current climate. Our students are also challenged to create their own music, using apps like Garage Band or Note Flight … Another app, FlipGrid, enables girls to upload recordings of their compositions, or of themselves playing their current pieces, and teachers are able to provide feedback just as they would in a face to face setting.’ 14
the ruyton reporter
Recordings are also key to enabling students to keep up their individual practise at home, often using accompaniments created for them by Shaun Jones, Co-ordinator of Keyboard. Performances and other opportunities for shared music-making remain central experiences for our young musicians. The School’s regular programme of instrumental soirées now continues virtually, as students perform live for their classmates and teachers via video conferencing. Choirs have also moved online, and the role of student musicians in the wider School life continues, with girls playing for Assembly via video recording.
‘These opportunities are so important in the development of the musicianship of our students … in these challenging times of COVID-19, music has another role to play … Music has always brought Ruyton students together, but now more than ever, it reinforces their connections with each other.’
Interview with Paul Smith, Director of Music by Cathy Dodson, Community Relations
IN THESE CHALLENGING TIMES OF COVID-19, MUSIC HAS ANOTHER ROLE TO PLAY spring 2020
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creativity
LORD OF THE FLIES
Traditionally, Lord of the Flies by William Golding follows the story of a group of young school boys who find themselves stranded on an island after their plane crashes. However, the much-anticipated Ruyton and Trinity Senior School Play for 2020 adopted a different approach – casting the play as gender-neutral – and thus making what unfolds on stage not only a battle between morality and instinct, but also a compelling dissection of gender stereotypes. It is rare to find a cast so prepared to surrender to the emotional currents of such a demanding script; but there we were, our first rehearsal in January, already keenly aware that we had something pretty special on our hands. Throughout the rehearsal process, there were many triumphs – the most significant being our cast’s ability to approach the heavy content with responsibility and maturity, and channelling it to evoke an indescribable emotional power with which the whole performance was carried.
The directing, design, cast and crew work that went into this show was far beyond what any of us had ever envisioned. So, it was natural that the unforeseen entrance of COVID-19 on our opening (turned closing) night shook the team morale. Worries of relatives, friends and teachers who wouldn’t be able to view the show crept in, but these anxieties were alleviated almost instantly. As always, the two schools did everything possible to ensure that our blood, sweat and tears would be put to good use, and so professional filming was arranged. Although performing to rows of empty chairs and a camera was not what we anticipated, we still put on a show. The passion that was poured into this project; the growth of fellow cast mates each time they took the stage; the bonds of a family who had worked closely for so long … that was reflected within us, regardless of whether or not an audience was present. Retrospect is a wonderful thing; one realises that sometimes in our new world you don’t always need an audience for theatre to be theatre, and you most certainly don’t need it to remind yourself why all of the hard work was worth it. Charly Oakley Year 12 Drama Captain
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the ruyton reporter
Photos by Ben Fon – Fon Photography
spring 2020
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creativity
THE DEAR EDWINA SHOW This year, the Year 6 students worked tirelessly to practise and perform The Dear Edwina Show, a musical that explores the joys of growing up. This heartwarming musical ‘follows the adventures of plucky advice-giverextraordinaire, Edwina Spoonapple, as she directs the neighbourhood kids in a series of buoyant production numbers for the latest edition of her weekly “Advice-a-Palooza.” Edwina and her friends share wisdom on everything from trying new foods to making new friends through clever, catchy and poignant songs.’ This formed part of the Year 6 curriculum and was a collaboration between Rebecca Barker, Director of Junior School Music, and Georgie Parker, Drama Teacher. It was divided into two casts – a Wednesday and a Thursday cast. While this unique set-up had its challenges, the rewards were enormous – more girls had leading roles, and it doubled the opportunity for students to perform. Due to the unexpected arrival of COVID-19, students transitioned to practising via distance learning. There were seven classes per week, and girls worked hard, both on their own and with their teachers, to practise their lines, sing solos, and perform in an ensemble.
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While the girls were disappointed that they were unable to perform in front of an audience, they quickly rose to the challenge. The Junior School was able to obtain special permission to film the musical, so over the course of the last three days of Term 2, the girls performed in Royce Theatre. While they had to redo some scenes, they took their roles seriously as they displayed resilience, persistence, and unwavering support for one another. This year is a year like no other, but as the Year 6 girls have learnt, the show must go on. Performing this musical in the age of COVID-19 was no small feat, and we congratulate the Year 6 students on this phenomenal achievement.
the ruyton reporter
citizenship
OUTSTANDING ENDEAVOURS THE PREMIER’S VCE AWARDS The Premier’s VCE Awards, presented by the VCAA, is an initiative that recognises outstanding academic achievement in the Victorian Certificate of Education (VCE). While the awards ceremony has been postponed, we are proud to congratulate three students who have received awards. Annabel Hsu (‘19) has been awarded a Premier’s VCE Award for Chinese Language, Culture and Society. Nicola I (‘20) has been awarded a Premier’s VCE Award for Dance. Nicola was also selected to perform her VCE Dance Composition Solo The Glacier in Top Class 2020 at Elizabeth Murdoch Hall. Jennifer Wu (‘19) has been awarded a Premier’s VCE Award for Ancient History. THE VCAA PLAIN ENGLISH SPEAKING AWARD The VCAA Plain English Speaking Award (PESA) is a public-speaking competition for 15 to 18 year-old students. It provides students with a way to develop their selfconfidence, and hone their skills in research, speech writing and oral communication. We congratulate our Year 12 students Maya W and Susan F, who both reached the semi-finals.
spring 2020
THE NEW ARECIBO MESSAGE: GLOBAL CHALLENGE Two of our Year 9 students, Cindy J and Ying S, have been collaborating with Trinity students in The New Arecibo Message: Global Challenge. Our students have now made it to the top three teams in the world, and have qualified for judging. The Arecibo Message was a set of binary digits – ones and zeros – that was transmitted to deep space in 1974, in the hope of contacting possible extraterrestrial neighbours. These ones and zeros can be translated to create a pixelated message, advising recipients of our address in the Solar System and about life on Earth. Since that time, we have advanced our knowledge of exoplanetary systems; and, with the advent of social media, we have deepened our understanding about the risks of sharing personal information with unknown recipients. With this in mind, there has been a global challenge to create a new Arecibo message. The challenge has required the girls to learn about radio astronomy techniques and exoplanetary science, and the uniqueness of the Arecibo Observatory. They have coded a message to the Arecibo Observatory about the peaceful uses of space, and calculated precisely where to point the message and the power necessary to deliver the transmission. We congratulate our girls on this wonderful achievement, and wish them the best of luck as they strive towards the final steps of the challenge.
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curiosity
NURTURING OUR YOUNGEST LEARNERS Nurturing quality relationships and building confident, enthusiastic learners are goals that Prep teachers Carla Bond and Nadia Holding place at the heart of their work. In March 2020, with students only part way through Term 1, these principles held firm as they transitioned to distance learning.
‘Our students were only at the very beginnings of learning to read and write, and were still getting to know their teachers and their classmates when the transition occurred … This meant that strategies used to manage the shift to distance learning for older students were not necessarily appropriate for our girls.’ – Carla Bond
Focused on keeping their students feeling connected, a key part of Ruyton’s approach was to ensure Prep students could see and hear their teachers as much as possible: ‘We relied less on written instruction and instead used a lot of video and audio recordings to communicate with the girls, to set lessons, and to give feedback,’ noted Nadia Holding. Predictable routines are a significant part of any successful Prep classroom, so the teachers ensured a recognisable flow to the day. With the help of an app, the girls took turns to ‘show and tell’ by posting photos, making comments, and asking questions – this was great in that they not only developed oral language skills, but also nurtured new friendships.
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the ruyton reporter
The guided reading programme transitioned with the use of eBooks on students’ School iPads. Each student was provided with readers for her level, as part of Ruyton’s attention to personalised, differentiated learning. Ensuring the girls had a well-balanced day away from screens was also a priority, so lessons regularly included yoga, mindfulness, and craft activities with materials commonly found around the home. There have been some unexpected silver linings: ‘For their age group, the girls’ oral language skills have developed rapidly,’ explained Nadia Holding, ‘We’ve also seen some of our girls’ confidence grow much more quickly than we may have witnessed in the classroom setting.’ Moreover, some of the teaching tools and resources introduced during distance learning are going to find a permanent home in the classroom, such as the reading programme. The partnership between School and students’ families is something that Carla and Nadia reflected upon. According to Carla, ‘the parents and families have been absolutely amazing in the way they’ve supported their daughters during this time. We’ve really appreciated the positive feedback they’ve given us – it’s been an incredibly busy time and their support has meant a lot. We’re looking forward to continuing these relationships as we welcome the girls back into their classrooms. It’s really exciting.’ Interview with Carla Bond and Nadia Holding, Prep Teachers by Cathy Dodson, Community Relations
spring 2020
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grit
DIGGING DEEP AND FINDING FUN This year has been a rollercoaster ride for our Year 7 and 8 girls, and they have continually amazed us with their grit and perseverance. In March, we witnessed the astonishing adaptability of the girls as they began their distance learning experience. Staff and students found new ways of using technology to work and support one another, and sparking joy became an integral part of keeping sane and buoying spirits. Pets came to class; silly hats and fancy dress were worn; meals were shared in form groups; scavenger hunts saw students raiding their kitchens; and there were endless Kahoots. Connection on a more personal level was possible as staff and students worked from their kitchens and living rooms, surrounded by family. Distance learning has also produced difficulties. Prior to distance learning, the Year 7 students had only been in school for six weeks, and were still establishing relationships; these have been challenging to consolidate in isolation. The girls and staff learnt quickly that workloads and expectations had to be adjusted to meet the reality of an online platform. The Year 7 students eagerly counted down the sleeps until our return to School, and the Year 8 students were equally keen to get back. We all found new value in being physically together and sharing activities. In what felt like the longest eleven week term of our lives, we navigated new lunch and recess routines to minimise interaction with our year levels, maintained social distancing and hand hygiene, embraced online cocurricular activities, and stayed home if we were unwell. Conversations with students exploring their feelings of uncertainty were common. 22
Now that we have returned to distance learning, the initial feeling of a one-off experience has become more of a reality for the foreseeable future. Year 7 and 8 girls are still able to find the positives about being at home, such as having the kitchen two steps away, wearing their hair out, or having painted nails. We are all grappling with the next, new normal, again. Despite these travails, we will find ways to dig deeper, stay strong and find fun. We know that one day we will be back together at Selbourne Road; until then, we need to support one another, connect with each other, and maintain our thriving community. Jacinta Power and Stephanie Mooney Years 7 and 8 Wellbeing Leaders the ruyton reporter
curiosity
ISOLATION INNOVATION DAY A MIDDLE YEARS INITIATIVE With so much time at home due to selfisolation and social distancing, students were encouraged to look at their living spaces in another way – to research, design, and build a prototype of their own innovation to make isolation a bit more comfortable. Over the course of a day in mid-May, students in Years 7 and 8 utilised an engineering design thinking process to consider an inefficiency or need in their home. They demonstrated curiosity, creativity, and problem-solving through the development of an updated version of a product, or the invention of an entirely new object or system.
Some problems identified included the need to accessorise phones and computers; concepts for new computer apps; inventing gadgets for the kitchen, garden and bathroom; tools to help wash dishes, clothes and floors; and even designing robots to support the health and wellbeing of people living in isolation. The solutions developed ranged from simple gadgets to complex machinery prototypes worthy of patenting! Thank you to the Innovate-Ed Team, Michael Alessandrini, Laura Antolín San Martin, and Rolly Dempster for their support and leadership of the girls over the course of this project. Jane d’Oliveyra Middle Years Co-ordinator and Innovate-Ed Learning Leader
‘This project taught me that I had to persevere in order to achieve my personal best and that sometimes it is very important to have a unique or individual idea that is as innovative as possible.’ – Maree A, Year 7
‘I have often considered my ideas childish when doing creative projects, but this topic made me understand that my ideas are important. I’ve learnt how to take something from my imagination and make it a reality.’ – Cassandra W, Year 7
‘Whenever a challenge arose, instead of giving up and retreating to the realm of safe and unoriginal, I battled my struggles with the mindset of an innovator, knowing that I can achieve whatever I set my mind to.’ – Elise C, Year 8
spring 2020
‘Learning and trialling the ideas of innovation has given me a bigger sense of the world and my imagination.’ – Alessandra S, Year 8
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connected community
HOUSE QUA-RUN-TINE In June, Ruyton held its first virtual House Event, the aptly named House Qua-RUNtine. Open to Senior School students and staff, as well as administration staff, participants recorded their 3km run using an innovative app called Bolt for Gold. There was a phenomenal virtual turnout with nearly 500 competitors (including 50 staff!) taking part. With this virtual event came its own unique challenges; the terrain and conditions were different for every runner, so their experiences and run times varied. With this in mind, we congratulate the top five runners from each year level, as well as staff. We commend the House Captains who demonstrated amazing leadership in their ability to build enthusiasm and momentum for this event from a distance. We also congratulate the winners of the House Qua-RUN-tine 2020 – Daniell!
YEAR 7
YEAR 8
YEAR 9
Juliet K Jacqueline D Millie S Harriet S Piper H
Jessica P Tia R Abi M Clara J Chloe D
Romanee D Lottie C Ava D Annabelle L Charlotte C
YEAR 10
YEAR 11
YEAR 12
Dee Dee D Emily M Esther B Charlotte B Maya M
Lydia W Portia M Charli K Emily M Pippa D
Maya W Molly T Carly A Hayley M Maddy T
STAFF Subu Chockalingam Damian Harrison Sonja Horbelt Darren Saunder Cazz Walkley
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the ruyton reporter
2020 VIRTUAL MOTHER’S DAY CLASSIC On Sunday 10 May, the Ruyton community banded together to join the ‘Go Ruyton!!!’ team and participate in the 2020 Virtual Mother’s Day Classic. An annual fun run, the Mother’s Day Classic was established by Women in Super in 1998; since then it has raised $37.05 million dollars, supporting vital breast cancer awareness, research, prevention and treatment. Due to COVID-19, this year’s Mother’s Day Classic was run virtually for the very first time. Whether walking or running, Ruyton students, parents, families, staff and even dogs took part in the event, all wearing a touch of pink to show solidarity and support for those touched by breast cancer. The strength of our community enabled our team to be the largest school team in Victoria, the fifth largest school team in Australia, and the tenth largest team in Australia! We are so proud of how our Ruyton community came together to contribute to this worthy cause.
spring 2020
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empowering girls
RUYTON SCHOLAR PROGRAMME – 2021 In the midst of a global crisis, planning for our young people’s future has never been more important. The impact of COVID-19 on health, economy and community will be far reaching, and a focus on life, work and career capabilities for our girls is crucial. Our strategic focus on Powerful Learning over the past few years at Ruyton has included reviewing how we acknowledge, support and define these capabilities, widening the traditional definition of academic excellence. Our intention is to provide extended opportunities for choice, flexibility and experiential learning underpinned by student voice, agency and impact in a global world. Curricular, co-curricular, wellbeing, volunteering and leadership experiences will all contribute to this programme, underpinned by the Ruyton values and learning pillars. In 2020 we have launched a bespoke future focused programme for senior students. The Scholar Programme is underpinned by flexible experiential learning opportunities to foster the skills and dispositions that will enable young women to thrive and live lives of impact and purpose in an ever changing, interconnected world. Girls are able to choose to major in one of four immersion strands; • Creativity Scholars perceive the world in new ways to generate and communicate imaginative ideas, alternatives, and possibilities through visual and performing arts • Discovery Scholars explore the intersections and applications of historical inquiry, science, technology, engineering, arts and mathematics to problem find, problem solve and create innovative solutions
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• Enterprise Scholars explore how they can make a difference in the lives of others and transform the world by solving big problems through innovation, communication and entrepreneurship • Global Scholars investigate the world and their place in it. They take an active role in their community, and work with others to make our planet more equitable and sustainable. The foundation for this programme is laid in the Middle Years (Years 5-8), where girls engage in transdisciplinary and leadership learning programmes across each of these strands. Curricular, co-curricular, community service and environmental action learning experiences are supported by a student profile and microcredentialing to provide the road map for development of self across a broad range of domains. Girls explore their chosen strand of personal interest through deep learning experiences and a broad range of opportunities in the Year 9 and 10 Elective Programme. This leads into a Capstone Experience in Years 11 and 12 where girls have the opportunity to identify a relevant area of research and with the support of an industry mentor, they produce a significant research paper or equivalent, presented to a panel. This Capstone Experience can be built into their VCE studies or sit alongside it. The Scholar Programme has been introduced to Ruyton girls this year with nearly 30% of Year 9 and 10 students electing to be part of the pilot programme in 2021. In addition to this, students in Year 11 and 12 have volunteered to pilot the Capstone Programme. We look forward to the ongoing development of the Scholar Programme and its strong contribution to supporting our girls as independent learners and leaders.
the ruyton reporter
grit
SENIOR SCHOOL AN EXPERIMENT IN SCIENCE TEACHING AND LEARNING
LEARNING ENGLISH IN THE TIME OF COVID-19
I have been amazed at how resilient, supportive and adaptable our community have been since our transition to distance learning. Students and teachers have taken on the challenges with their sleeves rolled up – ready to learn, take risks, try something new, and have the courage to fail and be prepared to try again.
Senior English students and teachers found themselves in uncharted waters with the unexpected transition to distance learning. The challenge was significant, with students tackling a range of new experiences, from their first reading of a Shakespearean play to their final analysis of Jane Austen, online.
With a lot of hard work, grit and determination, the science learning programme has not stopped. Despite science lessons no longer being within the four walls of the lab, Year 8 and 9 students developed their inquiry skills through researching and designing experiments based on their interests. Examples include how sugars affect baking; how much force is needed to keep water from expanding as it freezes; the effects of lockdown/exercise on mood; and uncovering if listening to music affects how we learn. The girls thought creatively and learnt that a failed experiment isn’t a failure, it’s a learning opportunity. Where students are unable to conduct practicals, staff have been busy planning and recording unique synchronous and asynchronous experiences. Technology means that distance isn’t a barrier, and teachers can support students and provide formative feedback at every stage of learning. Through the sharing of documents via Google Drive; establishing thinking routines via Padlet tasks; utilising the Stile platform; or creating PearDecks, as well as much reading and research, the teachers are continually uncovering new ways to support students on their science journey. Jo Oreo Learning Leader, Science spring 2020
Teachers found themselves wondering how to read a play via a video screen – with the students? With the staff? Using professionally recorded adaptations? Each option was explored, with some entertaining results and surprising stagecraft by students and teachers. One thing that stands out is the tenacity of students in tackling new ways of doing things: using Google Forms to help teachers and peers determine what is and isn’t working; working in small groups in channels on Microsoft Teams to imitate tables of students; and boosting morale via online chat and memes. Another highlight was the discovery of the value students found in watching a recording of their teachers explaining difficult concepts or new ideas. It has become commonplace to ask, ‘Should we record this?’ when the discussion becomes complex, or to take notes in the chat function when peers say something particularly impressive. The possibilities of ‘flipped’ or ‘blended’ classrooms in the future are exciting, and we hope to make use of what we learnt about how to continue to organically and authentically integrate technology into our classrooms and our relationships with students. Joanna Boer Learning Leader, English 27
FOUNDATION The Foundation’s role is to work towards supporting and ensuring the future of our School; to offer scholarships; and to provide the best facilities to support the education and growth of our girls. Towards this, we hold an appeal every year for the Founder’s Scholarship, and we had been preparing a campaign to redevelop Royce Theatre and the Library precinct. However, as 2020 unfolded, we adjusted our focus and put the campaign aside. While it remains an integral component of our future, our focus today must firmly be on our girls, and their learning and wellbeing. Our School has come together as a community, and it has been remarkable to witness. One of the unexpected surprises was people approaching us to support Ruyton families adversely affected by COVID-19. After much deliberation, we set up the COVID-19 Bursary, and held an appeal in support of this, as well as the means-tested Founder’s Scholarship. We were mindful and respectful that it was only for those who were able. It is with great delight that our 2020 Annual Appeal made over $70,000. The COVID-19 Bursary will help support identified families suffering financial hardship, while the Founder’s Scholarship will provide an education to a young girl. These are remarkable gifts that will change a life, and we thank you. This appeal is testament to the strength of our community, and with donations starting from $20, we are just so heartened. We thank you all, as every single donation makes a difference. We particularly thank those who have never given before, and we want you to know that the difference you make is enduring.
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The ORA Bursary has also generously supported girls for many years, and we sincerely thank them for making a difference. There is so much to say, but perhaps Jean Mitchell, ORA Bursary recipient 2018, says it best: ‘Ruyton made me feel comfortable at a time of such unease, and I am very grateful.’ We believe the power of a Ruyton education creates women of impact and purpose. The Foundation seeks to continue this, and we couldn’t do so without your community support. Together we are Ruyton and we truly make a difference, and we thank you. Sally de Guingand (‘86) Director of Philanthropy and Engagement
WOMEN OF IMPACT AND PURPOSE the ruyton reporter
connected community
OLD GIRL REACH OUT PROGRAMME Ruyton is a school filled with strong community connections, and during a time filled with anxiety and unknowns, a wonderful silver lining that emerged was the opportunity to reconnect with our Old Girls. With many of the engagement activities undertaken by Community Relations having to be rethought, and with social distancing rules and lockdown commenced, it was clear that the happy year filled with ORA engagement and reunions could not occur. So commenced what has been a happy change of pace with the backbone of our School, as we reengaged with such an important thread of our community, our Golden Old Girls. The Community Relations team began a series of phone calls each and every day, culminating (at last count) with over 450 phone calls, and over 120 postcards sent to alumnae. We have woven new threads to our fabric, unearthing memories and stories as far back as 1939. These heartwarming stories have reminded us of the strength of our history. We sent flowers to some Old Girls who had more challenges of late, and as the restrictions initially relaxed, we sent postcards. We hope this brought a small smile, and conjured memories of happier times. I recall a conversation with Berry (Berenice), a boarder from 1943, who chuckled as she recounted sneaking out the back stairs, down the road to the milk bar on the corner of Cotham Road; and then, under the moonlight of the lawn, having a midnight feast with her friends! Berry also recalled the Saturday dances ‘The Dream’ (Miss Hilda Daniells) would attend, always watching with a smile. spring 2020
I also spoke with Jane from 1962, who inspired me as she casually recounted her career in a time where a woman in the workplace was not the norm. Jane had the strength of character to forge her way at the University of Melbourne as one of only 14 girls among 340 men. I also reconnected Pam and Sharley from 1942, who had not spoken for some time; I have no doubt they have enjoyed a fond memory or two since their time as Ruyton girls. It is a privilege to know we put a smile on a face, in a time where smiles have been hard to find. Thank you to our ORA Committee, several of whom rolled up their sleeves. This programme is a work in progress, and at last count we reached peer year 1965. Ruytonians are impressive women who are made of sterner stuff, and I know we will get through this challenging moment in time, together. Sally de Guingand (‘86) Director of Philanthropy and Engagement 29
wellbeing
PARENTS OF RUYTON (POR) YEAR 12 ISO PACKS This year has been filled with unprecedented challenges, and we have been tested in ways none of us could imagine. As we have learnt to adapt to a ‘new normal’, our girls have adjusted to a new way of learning, and this has been particularly challenging for our Year 12 students. In response, our community of parents across all year levels banded together with the POR and Community Relations to create Year 12 Iso Care Packs, in the hope it would bring a sense of focus and positivity to the girls. We received donations from room scent to lip balm, handpainted bookmarks to heat bags made by our parent-run Questers, not to mention the home baked goodies. A handwritten card from the Principal was also included in each pack. We extend our heartfelt thanks to everyone involved (and there were many, the Zoom meetings were jam packed). In a year like no other we hope the Year 12 Iso Care Packs will be remembered fondly.
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the ruyton reporter
OLD RUYTONIANS’ ASSOCIATION KATHLEEN HANSON (‘16) We congratulate our fellow Old Ruytonian Kathleen Hanson (‘16) who was recently awarded the Vivian Berger Giller Impact Award. After graduating from Ruyton in 2016, Kathleen went on to study a Bachelor of Business Administration with a major in accounting and minor in business law at the University of Miami. Since then, she has served as the President of Best Buddies, a student-led organisation dedicated to supporting adults with physical and intellectual disabilities. Kathleen is also the Captain of the Varsity Rowing Team, a Mental Health Student Athlete Ambassador, and serves on several student advisory boards and committees.
RUYTON ARCHIVES SEEKING VOLUNTEERS We’re seeking volunteers at the Ruyton archives, with tasks ranging from sewing to online research. It’s a fun way to reconnect while learning a bit more about our School. To get involved, please email Sally de Guingand (‘86), Director of Philanthropy and Engagement, at deguingands@ruyton.vic.edu.au.
spring 2020
Outside of university, Kathleen is a keen volunteer, helping out at the Holtz Children’s Hospital, as well as assisting in beach clean-ups and packing meals for those in need. Together with a few students, Kathleen also established #MatesHelpingMates in response to the devastating Australian bushfires in 2020, in order to raise awareness, understanding, remembrance and respect. This movement was underpinned by the mentality of ‘It’s our problem, and here’s where we can help.’ The Vivian Berger Giller Impact Award was established to recognise one outstanding undergraduate student who makes ‘a significant impact on campus through his/her leadership experiences and/or involvement with volunteering activities, student organizations, and special projects.’ We commend Kathleen on this phenomenal achievement, and are in no doubt that she will continue to flourish as an emerging leader. 31
ruyton remembers
DISTANCE LEARNING IN THE 1940s
The fortnightly arrival of a pack of papers was Jan Williamson’s (Strickland, ‘56) experience of distance learning in the mid-1940s. Jan grew up near Gellibrand, in the Otway Ranges, where her parents ran a farm and country guest house called ‘Wonga Wonga’. With the local school just a bit too far away, Jan was enrolled in Correspondence School for the early years of her education, before becoming a boarder at Ruyton at nine-years-old in 1948. Making the five mile drive to town every second week is a key memory of Jan’s early life. There, among other tasks, the family would visit the post office to collect Jan’s envelope from the Correspondence School, and send off her most recently completed work. Meeting the teachers, who were in faraway Melbourne, was out of the question; so, Jan’s only communication with them was via notes attached to her worksheets. ‘Even a phone call was a big deal’ remembers Jan, ‘so it was my mother who helped me if I needed it.’ Jan’s mother, Annette Strickland, also had to ration her daughter’s schoolwork to prevent Jan racing through it all. ‘I was in a hurry to get outside to the animals,’ laughs Jan. Perhaps attracted by the idyllic promise of the advertisements for the Strickland’s guesthouse was repeat visitor Miss Hilda Daniell, Ruyton’s Principal. Miss Daniell stayed at ‘Wonga Wonga’ during several
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school holiday periods in the 1940s, no doubt enjoying the ‘farm homestead with modern conveniences, fishing, riding, [and] beautiful scenery’ as was regularly advertised in The Argus newspaper.1 Noting young Jan, who had one much younger brother and no other children to mix with, Miss Daniell suggested the family consider boarding school for their daughter. Jan was subsequently enrolled at Ruyton from 1948 to 1952, only leaving when her father’s early death prompted the remaining family to move interstate. For Jan, swapping Correspondence School for Boarding School was a positive change that initially felt surreal. She quickly conquered any homesickness and was a willing student. Ruyton’s large grounds offered her a little of the space and freedom she’d loved at home, with piano practice in a small, one bedroom building close to the School’s northern boundary a chance to enjoy some time on her own when she needed it. Jan didn’t flinch at sleeping out in the boarder’s dormitory on the north balcony – scampering possums and all – as she was accustomed to sleepout arrangements at home. However, that Henty House was a very cold building is a memory that stays with her – its chilly halls often prompting her to try and sit too close to the fire in the boarder’s sitting room, thereby risking the staff’s displeasure.
the ruyton reporter
Other key memories include the regular kindnesses of the Shiels family, whose daughter Ann was a weekly boarder.2 Dr and Mrs Shiels would often take Ann and small, rotating groups of other boarders for weekend outings within Melbourne and its surrounds, providing an occasional change of scenery from Kew. The School term otherwise proceeded in its own gentle rhythm. Boarders enjoyed many freedoms within the local area, from spending pocket money at the corner shops to visiting the Kew Baths ‘without supervision,’ recalls Jan. Echoing the fortnightly arrival of her correspondence schoolwork, her life at Ruyton was instead punctuated by the pleasure of the weekly walk through Kew’s Alexandra Gardens up to Holy Trinity Anglican Church, where she and many other boarders attended the Sunday service. The end of Term would always bring a trip back to Gellibrand for the holidays, sometimes accompanied by other boarders whose parents were too far away for them to return to their own families during the shorter holiday breaks. The journey home would usually begin with the pre-dawn arrival of a taxi at Ruyton, in which the girls, alongside a staff member, would be ferried to Spencer Street Station. Goodbyes would be said and each girl would be settled on to her respective train. The destination for Jan was Colac, where her father was always waiting to drive her through the rolling countryside of forests and farms, to ‘Wonga’, and home.
A Melbourne street photographer captured Jan on a visit to her great-aunt’s millinery salon one summery day c.1950. (Photo courtesy Jan Williamson)
Cathy Dodson School Archivist footnotes 1 Advertisement, The Argus, 11 Sep 1943, p15. 2 Mrs Ann Robb (Shiels, ‘58). A weekly boarder lived at Ruyton during the week and went home for weekends.
spring 2020
ome of Jan’s fellow boarders in the north balcony dormitory, 1952. S (Craig Series, Ruyton Heritage Collection)
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ALUMNAE A LIFE WELL BALANCED Nicky Long (Beesey, ‘89) Nicky Long (Beesey, ‘89) grew up believing that women could do anything. After graduating from Ruyton as the School Sports Captain however, Nicky left School not knowing what she really wanted to do. Nicky had a natural attraction towards health sciences, and this led to her studying a nursing degree, while working part-time at Georges. After completing her degree, Nicky applied for nursing graduate positions; however, there were limited places available and she was unable to secure a position. Nicky continued to work at Georges for a further two years and became the Sales Manager. When Georges closed, she was headhunted by David Jones to run their homewares department. It was at this time that David Jones encouraged her to apply for the Young Retailer of the Year Award. After leaving David Jones, Nicky pursued a sales position at GlaxoSmithKline, a pharmaceutical company. Nicky quickly rose to become the Brand Manager in the marketing department. Nicky once again returned to university to solidify her knowledge and obtained a postgraduate degree in marketing. After several years at GlaxoSmithKline, Nicky left and started her own business, Oliver & Coco. After selling the business, she was approached KATE NIXON We welcomed Kate Nixon, Alumnae Relations and Bequests Manager, in July 2020. Kate recently returned from a sabbatical in Uzés, France where she had planned to live for a year with her daughter. Kate’s plans changed when COVID-19 spread in Europe, and she returned to Melbourne after eight months. 34
by CSL to work in a consultant role on Gardasil, the vaccine for cervical cancer. While working at CSL, Nicky was asked to join the board of the Snowdome Foundation. Her work here ignited her passion for not for profit. In 2015, she learnt that the Riewoldt family had lost Maddie and wanted to start a foundation, and Snowdome collaborated with the family to launch Maddie Riewoldt’s Vision. Five months into its founding, and with $300,000 in funding raised, the position of CEO was advertised. Nicky applied and was appointed to the role. Five years later, they’ve raised nearly ten million dollars. Nicky was also a finalist in this year’s Telstra Business Women’s Award. Nicky says that the essence of what she’s learnt is this: find good mentors, and actively seek them out. They can be older or younger, but always wiser. Don’t become rigid or habitual in your thinking. Maintain your network at every stage of your life, and be open to new ideas. Above all, Ruyton creates strong, capable women who can achieve anything, and can do it humbly. Nicky will start a new position in November 2020 as the CEO of Expression Australia, leading the deaf and hard of hearing community. L-R: Nick Riewoldt, Darcy Vescio (Carlton AFLW player), Jane Bunn (Ch 7 Meteorologist), Nicky Long, the Hon. Jill Hennessy, Attorney General of Victoria. At Purple Ladies Lunch focused on celebrating women’s achievements.
‘I am really excited about working at Ruyton. I am excited to get to know the wonderful alumnae, build strong relationships, connect with the School’s community, and work closely with the Old Ruytonians’ Association committee members.’ Prior to travelling to France, Kate worked in a similar role at another girls’ school in Melbourne and has a long career in sports administration at the Melbourne Racing Club and Tennis Australia. the ruyton reporter
ALUMNAE BABIES Hannah Wilson (‘17) A Melbourne-based singer-songwriter, Hannah recently launched her debut single in May 2020, Sweet & Sour, with an accompanying music video filmed at the Bakehouse Studios in Richmond. Hannah wrote Sweet & Sour: ‘About control in a relationship, where someone can turn something that seems so good and perfect, into the complete opposite … We have the power, the ego, and the control to let negative thoughts and emotions override opportunities for something good to happen in our lives. This song reflects just that, where control can turn something from “sweet to sour”’. In 2019, Hannah was chosen as one of 40 emerging artists in the Nando’s Music Exchange in London, and was mentored by Kwame and Nadia Rose. A regular performer in Melbourne, we congratulate Hannah on her extensive musical achievements.
Phoebe Cohen (Grimwade, ‘09) and her husband Lachlan welcomed their daughter, Sybil Catherine Jane, on 3 November 2019.
Tetyana Lawriwsky (’02) and Patrick Gregory are pleased to announce the arrival of their first child, William Michael Osyp, born on 25 March 2020. Patrick is also the older brother of Rosie Gregory (‘05).
Emily Kleinitz (Norris, ‘09) and her husband Rory welcomed their first child, Floyd Angus, on 31 October 2019.
Laura King (Westerman, ‘09) and her husband Matt are thrilled to announce the birth of their second child, Matilda Erin, on 17 June 2020. Matilda is a very welcome sister to Henry Jamison who was born in 2018. This is a second grandchild for Lynne Westerman (Colen, ‘77). spring 2020
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alumnae
VALE Margaret Andrewartha (Douglas, ‘55) passed away peacefully on 16 February this year, leaving behind her beloved husband Malcolm, and children Douglas and Fiona (‘87). Margaret was part of the Royal Visit Square of 1954, where school children did a mass formation on the MCG. She was House Probationer, Daniell representative for the Sports Committee, and President of the First Aid Club in 1954. Margaret remained active in the Ruyton community, and attended the Golden Girls and Boarder’s Reunions regularly.
Betty Huston (‘41) passed away on 25 June 2019. Betty was enrolled from 1938 to 1941. She acted in 1941 as the Senior Librarian, which was then run by students. Her sisters Shirley and Nedra Verity also attended Ruyton. Helen Serpell (Holmes, ‘42) passed away on 1 January this year. Helen was enrolled from 1931 to 1942, and was active in the Ruyton community. Helen was a Prefect in 1942, and was also in the Library Committee, the Sports Committee, the Dramatic Club and the Ruyton Red Cross Squad, a fundraising group during WWII. Helen had three sisters – Margaret, Patricia and Judith – and all four girls attended Ruyton for their entire education. We extend our deepest condolences to their families; we will forever remember them in our hearts.
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the ruyton reporter
SUPPORTING RUYTON FAMILY BUSINESSES We know many family businesses in the Ruyton community have and continue to be adversely affected by the difficult year that has unfolded. We have decided to establish a webpage dedicated to supporting Ruyton families, past and present, and their businesses. Having access to a site that can be viewed when looking for a service or product would enable members of our community to support each other. We anticipate that this webpage will be launched in 2021. If you would like to express an interest in advertising your business please email community@ruyton.vic.edu.au with the business name, type (groceries, retail, cleaning etc), location and contact details. If you have any questions, please contact Sally de Guingand, Director of Philanthropy and Engagement, on 9819 2422 or the above email.
STAY CONNECTED ON RUYTONORA RuytonORA is a private online network dedicated for Ruyton Alumnae. Introduced in 2019, alumnae have embraced connecting with past students of all year levels. Alumnae can use RuytonORA to: • stay in touch with former classmates • be informed about reunions and other event dates, details and photos • publicise events to the Ruyton Alumnae community • share and discuss online news of interest to other former students • explore employment opportunities – search for or post job and intern opportunities • offer your services as a Mentor to new Alumnae, or find a Mentor • contribute an article to a monthly newsletter on your post-Ruyton journey, telling us about your business or cause. Please send all enquiries to ora@ruyton.vic.edu.au Join now at www.ruytonora.com.au spring 2020
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ruyton girls’ school
12 Selbourne Road Kew 3101 Victoria Australia Tel 61 3 9819 2422 ruyton@ruyton.vic.edu.au www.ruyton.vic.edu.au CRICOS 00336J
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