network AUTUMN 2 014
the magazine of the st Leonard’s college community
Academic Awards 2013 Congratulations to the following students who received Academic Awards for their outstanding achievements in Units 3 and 4 VCE or year 12 IB subjects in 2013. The Awards presented include Best in Subject* (top student in each VCE and IBDP subject), Excellence in Subject (a non-adjusted study score of over 45 in VCE; 7 in IBDP; or 3 in Theory of Knowledge or Extended Essay), General Excellence (ATAR above 95), and Dux (top VCE and IBDP score).
IB Diploma Programme
VCE
Miguel Albert, *German, Theory of Knowledge and Extended Essay Simone Alexander, Chemistry, *Japanese, *Psychology, Mathematics Standard Level, General Excellence Charlotte Boulton, *Mathematical Studies Jason Brown, Chemistry, French, Physics, Theory of Knowledge and Extended Essay, General Excellence Isabelle Capomolla, Chemistry, *History, General Excellence Patrick Corden, Physics, General Excellence Kurt Corrigan, Mathematics Standard Level, *Physics, Spanish ab initio, Theory of Knowledge and Extended Essay, General Excellence Harrison Cowie, Economics Blake Devereux, Theory of Knowledge and Extended Essay, General Excellence Hilary Ekins, French, Physics, General Excellence Lily Gray, Mathematical Studies Emma Harvey, *Indonesian, *Music, General Excellence Sophie Lennard, Theory of Knowledge and Extended Essay Liam Maddern-Wellington, *Geography, *Visual Arts, Theory of Knowledge and Extended Essay Kerry Ann Millin, *Biology (year 11 student 2013) Harrison Power, Physics Nicholas Roumeliotis, Economics, General Excellence Timothy Torreele, Economics, German, Physics, Theory of Knowledge and Extended Essay, General Excellence Christopher Troupis, *Chemistry, Economics, German, Physics, General Excellence Callum van den Enden, German, Mathematical Studies, General Excellence Jared Wheaton, Chemistry, Japanese, Mathematics Standard Level, Theory of Knowledge and Extended Essay, General Excellence
Samantha Allen-Craig, *Music Performance (year 11 student 2013) Matthew Challis, *History Revolutions Enya Daly, English, *History Revolutions, Theatre Studies, General Excellence Matthew Daly, English, General Excellence Isabella Darling, English, *Psychology, General Excellence Claudia Dashwood, *Music Performance (year 11 student 2013) Benjamin Deville, *Food and Technology, *Media Mathew Dunwoodie, General Excellence George Elliott, General Excellence Jordan Forster, English, *Philosophy, General Excellence Imogen Frazer, *English, Studio Arts, General Excellence Alexander Fry, *Business Management (year 11 student 2013) Oscar Garrington, *Biology (year 11 student 2013) Benjamin Gray, *Global Politics (year 11 student 2013) Stella Greaves, *Studio Arts Louis Hanson, English, *Further Mathematics, *French Hana Julian, *Japanese Josephine Kaldor, *Indonesian, General Excellence John Katacouzinos, *Accounting Michael Kiparoglou, *Business Management (year 11 student 2013) James Luke, *IT Software Development (year 11 student 2013) Stephanie Macdonald, *Health and Human Development Christopher Manton, *Visual Communication and Design Timothy Morrell, *Music Investigations Jedidiah Morton, *Specialist Mathematics, General Excellence Imogen Nightingale, English, General Excellence Calum Paterson, *Geography Craig Peters, *Music Investigations Julia Quirk, Studio Arts Christopher Rees-Jones, General Excellence Louisa Scott, English, *Physical Education, General Excellence Sara Shulman, VCE Dance (outside the College) Jack Slykhuis, *Outdoor and Environmental Studies (year 11 student 2013) Lili Steele, *Visual Communication and Design Matthew Taylor, *Physics, General Excellence Lachlan Wilton, *Geography, *Product Design and Technology Hannah Woolston, *Economics, English, *Legal Studies, General Excellence
Duces IB
Sabine Audigé, Biology, Chemistry, Economics, *French, * Mathematics Standard Level, General Excellence Luke Bird, Chemistry, Mathematics Standard Level, Physics, *Spanish ab initio, Theory of Knowledge and Extended Essay, General Excellence Kirstin Clements, English A Literature, German, Mathematics Standard Level, *Theatre, Theory of Knowledge and Extended Essay, General Excellence Luke Thorburn, Chemistry, *Economics, English A Literature, * Mathematics Higher Level, Physics, Theory of Knowledge and Extended Essay, General Excellence
Bruce Humphries Science Prize Sabine Audigé
Edna G Forster Music Prize Isobel Toogood
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Dux VCE
Dunya Tomic, *Chemistry, *Literature, *Mathematical Methods (CAS), General Excellence
Contents 16
4
From Success to Significance
6
Outstanding Results
8
Celebrating 100 Years
stuart davis, principal
class of 2013
founders day assembly
10 What’s In a Name?
8
THE people behind our houses
12
The Menzies
14
Our Student Leaders student voice
16
Head, Hart and Soul
18
Exceeding Expectations
A ST LEONARD’S FAMILY
HART THEATRE COMPANY
OUR ELC & THE NATIONAL FRAMEWORK
20 Science at St Leonard’s
24
22 A Changing Learning Landscape
elearning
24 Sailing High
school sailing state championships
26 Debating and Public Speaking
Skills for life
27 Reunions
18
29 Old Collegians’ Milestones
births, engagements & in memoriam
30 Staff News n e t w o r k autumn 2 0 1 4
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From Success To Significance STUART DAVIS PRINCIPAL
It is both a great privilege and a great challenge to be the ninth principal of St Leonard’s College and to follow in the footsteps of my predecessors, each of whom who has brought a distinct style of outstanding leadership to the College. I have aimed to use our greatest strengths to improve the areas where perhaps we have yet to enjoy the same levels of success. In 2013 our theme was an evident strength: ‘Visible Leadership.’ This reminded our community that leadership is about influence and that it is relational: no relationship = no influence, no influence = no leadership. It invited us to consider what we value about true leadership and to be aware of the outstanding leadership demonstrated by all members of our community. Our theme for 2014, our Centenary year, is ‘From Success to Significance.’ This phrase may initially seem a little supercilious, but I hope it will challenge our young people and teachers to reflect upon those qualities that make a school a truly significant learning community. That is, one that helps to build outstanding young people who recognise that their education is not just about what it might bring to their own lives, but what, through them, it might bring to the lives of others.
I hope it will challenge our young people and teachers to reflect upon those qualities that make a school a truly significant learning community. That is, one that helps to build outstanding young people who recognise that their education is not just about what it might bring to their own lives, but what, through them, it might bring to the lives of others.
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In my address at the Centenary Founders’ Day Assembly on 18 February I described our College’s history as one that has resembled the three early stages of human development from embryo to foetus and finally to the newborn child: As an embryo we began life in 1897 in Seymour Grove and were called St Andrew’s College before moving to Wolseley Grove into the St Leonard’s Presbyterian Church Hall. The time between arriving at St Leonard’s Church and adopting the title of St Leonard’s might be thought of as the foetal stage. From these early beginnings we became St Leonard’s Primary School in 1914 in what we may regard as our birth. Reliant on memory from those now past, and from the celebrations of our 50th in 1964, we are continuing our faith in this timeline and hence we celebrate our Centenary here today. George Santayana wrote that “progress, far from consisting in change, depends on retentiveness”. One of the qualities essential to retain is leadership. Strong and visionary leadership has ensured that St Leonard’s College has not merely survived, but prospered and grown from a school of seven children in 1914 to become one of Melbourne’s leading schools with an enrolment of 1425 in 2014. Leadership is vital at many levels, from teacher to principal, from parent support groups to board members and from board members to the Presbyterian Church who, in purchasing St Leonard’s College in 1946, established the first school board to provide the governance and expertise necessary for a strong future. We continue to benefit today from an equally
vibrant and optimistic College Council who give so freely of their time and expertise to ensure our future remains ever bright. They demonstrate those qualities of leadership articulated by Harold Seymour: “Leaders are the ones who keep faith with the past, keep step with the present and keep the promise to posterity.” I believe that the College we enjoy today is as a direct result of the first three principals: Miss Rebecca Cullen, Miss Florence Munro and Mrs Thelma Woolhouse, whose combined vision, courage and wisdom developed the educational ethos while ensuring timely relocations to ensure the College thrived. These relocations included movement from Seymour Grove to Wolseley Grove, from there to Were Street, and finally from Were Street to the Merton property on South Road. As we look to the future, we need to have regard for our history so that we may ‘keep faith with the past.’ Miss Cullen and Miss Munro, who in 1934 shared the leadership of the College as joint principals, wrote these words which still ring true today: The age we are living in is one of change. It makes one feel that our pupils, young as they are, cannot be equipped too early for these changes, and how is it to be done? Surely by sowing the seeds of toleration, unselfishness and love and by the development of the spiritual side of their natures, which in this materialistic age seem to be neglected. Here Miss Cullen and Miss Munro reveal something of their core values, clearly grounded in Christian beliefs such as: ‘As you sow so shall you reap.’ Samuel Smiles, a Scottish author and reformer, more fully captures the essence of their ethos when he articulates this clear progression: Sow a thought, and you reap an act; Sow an act, and you reap a habit; Sow a habit, and you reap a character; Sow a character, and you reap a destiny. In order to keep our “promise to posterity”, and to move ‘From Success to Significance’, we need to understand and define the nature of success and its significance to others. More importantly, we need, as a learning community, to consider our response to the three questions we challenge all of our students to address:
i. Who am I? ii. What is my purpose? iii. How shall I live unto others? While we may be clear on our DNA and thus be able to respond easily to the first question, we must still resolve the key questions of purpose and how we should live unto others. The theoretical purpose of a school and how it should live unto others is stipulated in many Government compliance documents, all of which we principals are for ever mindful. Disappointingly, we are increasingly being directed on educational content and age/stage progressions under the guise of seeking to make Australia a top five performing nation in the Program for International Student Assessment rankings. This is all the more frustrating as we continue to read about the significant benefits of increasing autonomy in school leadership. However, great schools understand that their greatness, in part, lies in their uniqueness. Schools are not programming institutions designed to ensure that our young people can perform a defined set of ‘valued’ tasks, nor are they about making our young people into happiness-seeking machines. Leo Rosten provides a helpful perspective: the purpose of life, he argues, is not just to be happy, but “to be useful, to be responsible, and to be compassionate...above all, to matter, to count, to stand for something, to have made some difference that we lived at all.” Success and significance are not mutually exclusive. Success builds confidence, which in turn encourages us to become more significant in many ways; their interplay is akin to an iterative mathematical process. In decIaring our theme for 2014, I hope to provoke conversation with claims such as:
•
•
•
Success may be getting 90+ as an ATAR; significance is being prepared to discover our true purpose and make a difference in the lives of others Success may be receiving a St Leonard’s College education; significance is giving someone else less fortunate the same opportunity Success is acquiring things: knowledge, resources, experience; significance is using knowledge,
• •
resources, experience to serve and benefit others Success is having things; significance is giving things Success is developing sympathy; significance is developing empathy
Our growing success in external academic assessments reflects clearly that we are mindful of our academic raison d’être. More significant is the challenge for us to demonstrate that we have built in our young people a capacity for real meaning and joy from life’s labours and for care and compassion, for disciplined hard work and for change, innovation and creativity. These are more difficult to quantify, but many of our alumni would agree that St Leonard’s College remains, in the words of educational philosopher Michael Oakeshott, a good school, one which “bestows upon its alumni the gift of a childhood recollected, not as a passage of time hurried through on the way to more profitable engagements, but, with gratitude, as an enjoyed invitation into the mysteries of the human condition: the gift of self-knowledge and of a satisfying intellectual and moral identity.” Millard Fuller asserted: “For a community to be whole and healthy, it must be based on people’s love and concern for each other.” If we are to continue to move ‘From Success to Significance’, we need to embrace this definition of community, for it extends beyond our current limited boundaries and will help to provide an ‘Education for Life’ for those meriting our support. A significant omission from our first 100 years has been the development and provision of endowed scholarships for less advantaged youth who would benefit immeasurably from a St Leonard’s College education. Our Centenary is an appropriate time to begin the important task of building a strong financial foundation to launch the Centenary Scholarship Appeal. Information about how you can make tax deductable donations will be advertised in the coming months. Already, a number of members of the Harefield Club have started to make donations to make this dream a reality. Establishing sustainable endowed scholarships requires a strong financial base dependent upon the generosity of our current community. I would like to think that 100 years from now they will have left a significant legacy, one that reveals that we have “kept the promise to posterity.” n e t w o r k autumn 2 0 1 4
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5
Outstanding Results Congratulations to the class of 2013
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Class of 2013 (VCE and IBDP combined) A total of 54 students gained an ATAR of 90+ A total of 85 students gained an ATAR of 80+ Median ATAR = 83.70
IBDP
20% in the top 1% of the nation’s year 12 graduates with an ATAR of 99+ 57% in the top 5% of the nation’s year 12 graduates with an ATAR of 95+ 80% in the top 10% of the nation’s year 12 graduates with an ATAR of 90+ 100% in the top 20% of the nation’s year 12 graduates with an ATAR of 80+
1% 2% 4%
5%
VCE
28%
Median ATAR = 79.65 Students achieved study scores of 50 in Maths Methods, English, Economics and Physical Education
12%
1% 2% 4% 5% Tertiary 25% Destinations
12%
Monash 28% Deakin 8% RMIT 15% Melbourne 25% Swinburne 12% Australian Catholic University 5% Victoria University 2% La Trobe University 1% TAFE and other 4%
8%
28%
15%
8% 25% 15%
Monash 28% Deakin 8% RMIT 15% Melbourne 25% Swinburne 12% Australian Catholic University 5% Victoria University 2% La Trobe University 1% TAFE and other 4%
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7
Celebrating 100 Years
Founders day assembly
The large outdoor audience at the Inaugural Founders Day Assembly on the morning of Tuesday 18 February was blessed by the warmth of the sun and a deep blue sky. The entire body of students and staff, as well as invited guests, had joined to celebrate the first 100 years of St Leonard’s College. The assembly began with a fanfare to herald the important ceremonial event that was about to begin. To set the mood, the Symphonic Band played Beethoven’s Ode to Joy. The Symphonic Band and Wind Symphony, together with the Combined Choir, provided the musical accompaniment to the singing of the National Anthem and the College Hymn, Almighty Father of All Things That Be. The music was stirring and the choral singing beautiful. After the Chair of the College Council, Dr Ian Presnell, had spoken on the Council’s behalf, Mr Davis delivered the Founders Day Address. He spoke of the importance of keeping faith with the past, keeping in step with the present, and keeping the promise of the future. He encouraged all in the College community to maintain their deep concern for each other. For many, the highlight of the assembly was the uniform parade. Last year, Mrs Bron Davis and Dr Barry Pemberton catalogued a range of school uniforms from the archives, dating back to the 1950s. Jillian Wilson from our wardrobe department brought the uniforms back to life. The uniforms spanned three distinct eras of school uniform fashion: the 1950s and 1960s, the 1970s (when co-education began), through to the early 1990s and the later 1990s into the 2000s. The parade included students from Junior, Middle and Senior School. The Big Band gave a spirited rendition of The Boogie Woogie Bugle Boy and the Senior School singers sang once again, as the students paraded through the assembled gathering. To conclude the assembly, the Mayor of Bayside, Cr Laurence Evans, cut the Centenary cake. Our youngest and our most senior student, along with Mr Peter Johnson, our longest serving member of staff with 42 years of service, completed the group. A morning tea for invited guests followed, while students and teachers returned to their classes with renewed energy and purpose.
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What’s in a Name? The people behind our houses ROSS WALKER EDITOR
Rebecca Cullen, Florence Munro, Murray Forster, Ronald Allen, Betty McMeekin and Una Newman: these are the six people after whom the current St Leonard’s College Houses were named. In their lives, they all demonstrated the adaptability to deal creatively with challenging circumstances, and they all put themselves in the service of something bigger than themselves. They demonstrated values worth preserving. If anyone can be credited as the founder of St Leonard’s College, it is Rebecca Cullen (1880 – 1955). The school she began in 1914 with a mere seven pupils and known as ‘Miss Cullen’s school’ eventually became St Leonard’s College. In her duties, Miss Cullen had the assistance of her sister Marjorie Cullen, known as ‘Miss Musical Cullen’, for she played and taught piano and singing, and later established a school orchestra. One of their pupils described the Misses Cullen as always composed and softly spoken: “I never heard one of them lift their voices.” (Head, Heart and Soul, p.94) Rebecca Cullen was known as a stickler for etiquette and good manners. Another of her students “always felt that I could not have had a better and more congenial teacher to start school life with than Miss Cullen.” In 1918, Miss Cullen appointed Miss Florence Munro as her assistant teacher in charge of the infant class. In 1927, these two women became joint Principals, sharing the finances and workload evenly. Together they supervised the move to the Were St premises from Wolseley Grove in 1930. In 1937, Miss Munro took over from her co-principal, who was by then suffering from ill health. If Miss Cullen was the founder and establisher, Miss Munro was the consolidator, under whose direction
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the school grew in size. Her task was to guide the school through the testing times of World War Two, when Australia’s national security was threatened for the first time. She also had to cope with an outbreak of poliomyelitis which led her to close down the school for a time and continue instruction by correspondence. Service to others was central to Florence Munro’s life. At the end of World War Two she reflected that “many problems will require to be solved so that man can learn how to live in brotherhood, one with the other.” This she saw as “the great aim of education – to teach children how to live with one another, to appreciate duty and to enjoy simple pleasures…To love the highest and pursue it, forgetting self, seeking the good of all.”
the school, and their daughters, Murraie and Kirsty both attended the school. Mr Forster also served as the first Chairman of the College Council, and with principal Thelma Woolhouse he was instrumental in acquiring the South Road property for the school. As well as designing the original Middle School building and the outdoor swimming pool, he also designed the school badge, reportedly on the back of an envelope. When he died in 1967 the Forster House girls paid tribute to “the memory of a great man.” Another tireless worker behind the scenes for the College was Ronald Allen. Though never seeking the limelight, he willingly put himself forward for positions of responsibility.
Florence Munro (left) and Rebecca Cullen (right) with then Principal Thelma Woolhouse (centre)
Miss Munro was a good friend of Murray Forster, the next figure in our story. He was a man of outstanding ability: well read, highly intelligent and interested in all he encountered. He was generous with his time and talents. He was an architect by profession, not only of buildings but of the long term future of the school he loved. As the school’s honorary architect, he did a great deal of unpaid work. His family also had close links with the school: his wife, Edna, was a tireless supporter and played piano at
For many years he served as secretary and treasurer of the College Council; his living room often was turned into an office and his wife, Ruby, sometimes complained of being a St Leonard’s ‘widow.’ Allen House was named in his honour, and on his retirement from the Council he was presented with a yellow rose bush for his garden, yellow being the colour of Allen House. In 2007, two extra houses were formed, named after two highly esteemed and
Una Newman
Murray Forster
[murray forster] was an architect by profession, not only of buildings but of the long term future of the school he loved. long-serving teachers, Una Newman and Betty McMeekin. Mrs Newman served at the College from 1959 to 1981 and was Head of Middle School for many of those years. Her service overlapped almost entirely with that of Mrs McMeekin, who was at the College between 1958 and 1983 and served as Senior Mistress and then Deputy Principal.
Ronald Allen
It is not hard to understand why these two women were chosen to give their names to the two new houses. Those who knew them remember them with both affection and respect. In the time before co-education, they were described as having the ability to help turn girls into women. Each made a vital contribution to the introduction of co-education in 1972. One of Mrs McMeekin’s male students recalled that “the boys adored her because she was motherly towards them.” Mrs Newman’s humanity was also appreciated. She is remembered as a teacher endowed with the capacity to understand and nurture the unique skills and personalities of her students. At her memorial service she was described as “a generous, caring Christian lady who gave so much to others.” One translation of the College motto, Nulla Dies Sine Linea, is ‘No Uncreative Day.’ This is very true to the spirit of those six people whose names are commemorated today, for all dealt creatively with circumstances of change and sometimes of uncertainty.
Betty McMeekin
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The Menzies a st leonard’s family
ROSS WALKER EDITOR
To mark 100 years of St Leonard’s, the College has created a book of ‘100 Stories’. This wonderful photographic book includes stories throughout the decades of individuals, families and generations; those who have inspired and those who have been inspired in our College community. One family featured in ‘100 Stories’ is the Menzies family. It is fitting that Marjorie Menzies, Head of the St Leonard’s College Junior School from 1972 to 1980, chose the role of educator as her life’s work. For her late father-in-law, Sir Robert Menzies, placed a very high value on education and saw it as the best means of achieving social and economic advancement for all. This gracious, refined and happy woman is still fondly remembered today by many of her former colleagues and
Marjorie Menzies
Marjorie remembers the Junior School as being ‘like a family…very close, with lots of fun.’ students whom she meets at reunions and other functions at the College. When Marjorie talks about old times at St Leonard’s, it is clear just how important this school has been to her. At St Leonard’s College, Marjorie was originally a teacher of Religious Education. As Head of Junior School, she continued to make her mark as a caring teacher, a valued colleague, and a skilled administrator. She was supported by a dedicated staff whose members included Barbara Stermcnik, Susie Harris (née Brown) and Elaine Christie. Kindly and deeply responsive to others, Marjorie was the ideal person to teach and nurture young children.
Marjorie Menzies at work in 1974
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She remembers the Junior School as being “like a family…. very close, with lots of fun.” Her own sense of humour and fun emerges when she tells of once asking fellow teacher Barbara Stermcnik to organise her class to clear up the litter on the nearby oval. As the children approached, the ‘litter’ took flight. It had in fact been a flock of seagulls!
Left to right: Donald Menzies, Robert Menzies, Diana Menzies, Claire Garratt, Tom Garratt and Lindsay Menzies
Five of Marjorie’s six children attended St Leonard’s College, benefiting from the trust fund which their grandfather established for their education from the earnings from his books. When Marjorie began as Head of the Junior School, her youngest children, twins Geoffrey and Donald, were only ten years old and her life was most demanding. In 1972, two of her elder sons, Lindsay and Robert, began at the College as part of the first intake of boys. Their sister Diana was already a student there, and a year later Geoffrey and Donald arrived in year 5. Together, these five siblings became part of a changing school that itself enjoyed a happy family atmosphere. By Diana’s final year, when she was appointed Joint Deputy Head Girl, all but one of her brothers had entered the College. While at school, her brother Robert was a pupil of Roma Hart, much loved Drama teacher and close friend of Marjorie. He has since built a career as a highly respected actor of both stage and screen. Among his honours was a 2005 Helpmann Award nomination for Best Actor for his portrayal of Brutus in Benedict Andrews’ version of Julius Caesar. Andrews rates him as one of Australia’s greatest actors. Robert has been lead actor in many other classical roles, such as Oedipus, Macbeth and Peer Gynt. More recently, he appeared in Joanna Murray-Smith’s Fury. He says he is attracted to “tortured characters or outsiders or people who are on their own personal quests.” His sister, Diana, now practises as a psychologist. Since 2008 she has been a member of the Board of Directors of the Menzies Foundation, a non-profit, non-political organisation created in 1979 to promote excellence in health research, scholarship and postgraduate study in Australia. Her children Claire and Tom Garratt later came to St Leonard’s College, Claire becoming one of the first students to join the newly formed McMeekin House in 2007. Lindsay works as a nurse in the emergency department at the Royal Melbourne Hospital and is also a keen horticulturalist, growing plants for land care. Donald enjoys keeping in touch with old mates from school and has also worked in the medical area. After retiring from St Leonard’s College, Marjorie worked as a teacher of English to migrants; she also maintained her connection with the College by tutoring some of its Japanese students in English. Her outstanding contribution to the College was recognised in 2004 by the opening of the Marjorie Menzies Hall as part of the Junior School.
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Jordan Loschiavo, Alexandra Jolley, Leon Hopkins-Gamble and Natalie Amiel (left to right, front row) with the 2014 Student Council
Our Student Leaders student voice
R O S S WA L K E R e d i t o r
Our two College Captains, Leon Hopkins-Gamble and Alexandra Jolley, and our Deputy Captains, Jordan Loschiavo and Natalie Amiel, have taken up the challenge of helping to lead the student body in 2014. They are united in their enthusiasm for this task, and in their willingness to share their many talents with the College community. All of them speak gratefully of the wealth of opportunities for leadership which the College provides for students of all ages, from Junior School onwards. College Captain Leon is known as a good organiser, and as a person with a strong concern for others: “friendly, with that soft touch,” said one of his teachers. His friendliness inspires confidence. Like his fellow leaders, he demonstrates the truth that other people come to accept us and feel comfortable with us when we accept and feel comfortable with ourselves. “As a leader,” he comments, “you are required to be yourself so people can feel comfortable around you and so that they can ask or talk to you about anything.” Leon sees one of the core strengths of the College as the way it “prides itself on the growth of individuals.” He feels that students are encouraged to discover and live up to their own best possibilities. Leon is currently involved in a wide range of activities within the College. With Alexandra, Natalie and Jordan, he is helping to organise the Bangladesh Dinner, one of the most important philanthropic events of the
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Fellow Captain, Alexandra Jolley, endorses Leon’s belief that the College “encourages and supports individuality and a huge array of different talents and interests” and points out that there are thus many opportunities for leadership. She shares Leon’s passion for drama, having been involved in College productions and private drama since year 7. Alexandra is grateful for the opportunities the College has given her, and welcomes the chance “to give back and play a role in giving a similar experience to those in the same position I once was.” Asked to name the most rewarding aspect of her leadership position, she said it was “the positivity that I get to experience – there is continuous support, reassurance and help.” Deputy Captain Jordan Loschiavo has attended the College since year 5. Like Alexandra and Leon, he enjoys his leadership role, welcoming the responsibility of setting an example for others to follow. He also enjoys helping to organise events, such as the Bangladesh Dinner, the Senior Formal and the Community Day Fair. He finds the most challenging aspect of his role is having to wake up early each Monday morning to attend meetings!
school year. As well as attending regular meetings and speaking at Senior School assemblies with Alexandra, he is currently rehearsing with the cast of The Wizard of Oz, as well as competing in Cheer Sports and Touch Football. Leon particularly enjoys his role as spokesman for others, voicing
“As a leaderyou are required to be yourself so people can feel comfortable around you and so that they can ask or talk to you about anything.”
the college is “extremely nurturing and acceping of each student’s individual attributes and skills.”
A keen sportsman, Jordan takes part in Touch Football, Athletics and Swimming. He is strong academically, too, securing a General Excellence NATALIE AMIEL DEPUTY COLLEGE CAPTAIN Award in year 10 and excelling in Mathematics. Jordan’s outgoing and friendly nature helps to draw other people in to social activities; he has been described as providing “good social glue.” His fellow Deputy Captain, Natalie Amiel, has attended St Leonard’s from the age of four. Her family has had a long standing connection with the College. Her mother, Nicki, was a student and teacher here, and is also currently Deputy Chair of the College Council, while her aunt, Julie Landvogt, was also a student and teacher at the College. Natalie is especially passionate about human rights, and last year was a member of the Amnesty International Committee. In previous years, she has served in the roles of House Music Captain and House Captain. She regards the College as “extremely nurturing and accepting of each student’s individual attributes and skills”. As a result she has always felt encouraged to try new things and to improve in areas which she already finds enjoyable.
LEON HOPKINS-GAMBLE COLLEGE CAPTAIN
opinions which may not otherwise be heard. On school tours, he enjoys “seeing potential new faces of the College” and he is “amazed by the number of opportunities St Leonard’s offers.”
St Leonard’s College is fortunate to be served by four such capable and dedicated young people, as well as by many other students who show leadership in a wide range of capacities. All of them display that quality of self-confidence untainted by arrogance which the College seeks to promote.
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Head, Hart an
hart
KIM ANDER
What has been created here is no mean feat, and no happy accident. It has sprung from carefully laid plans, from the fearless embracing of seemingly mad ideas, as well as from the courageous hearts of every trouper who takes to the boards and picks up a hammer, an instrument, a needle or a make-up brush to bring each production to life.
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The Hart Theatre Company, now well into the 2014 rehearsal and production build process for the first three of its five annual productions, has expanded remarkably fast since its launch. Established in 2012, the company, now in its third season, was inaugurated on the opening night of Barnum, its first award winning production. Over the past seasons it has continued to build its reputation in the community as a company dedicated to theatrical excellence. Mrs Roma Hart, the first Speech and Drama teacher to stage a production at the College, gave the company its name. Her legacy is acknowledged in the following statement of its goals: The Hart Theatre Company’s vision looks to a future where expression of dramatic art is embraced, encouraged and fostered in the spirit of professional theatre. The Hart Theatre Company is a place where performance skills are tools for communication, and lateral thinking brings applause. It is the aim of the company to give its members a platform to build confidence as young performers with passion, dedication, fearlessness and inclusiveness. The ambitious production schedule of five fully realised shows, three of them musicals, gives over 300 students ranging from year 5 through to year 12 an opportunity to strengthen their performance skills, and to learn what it means to be part of a theatrical ensemble both on and off the stage. It offers them a place where the spotlight can fully highlight their abilities.
nd Soul
t theatre company
RSON HEAD OFTHEATRE PRODUCTIONS, EXECUTIVE PRODUCER - HART THEATRE COMPANY
Our productions have dazzled and delighted audiences; transported them to bygone eras; sent them reeling into imaginary worlds; and encouraged discussion, reflection and debate. For those who join us in the shared endeavour that is live theatre, whether in the audience, in the orchestra pit, behind the scenes or under the lights, we provide theatrical experiences that surprise and enrich. With a dedicated and professionally experienced directorial staff committed to creating theatre of the highest standard, the time spent with each of the five individual theatrical troupes that make up our company and our season is magic. 2012 was a remarkable year of sold out productions, stellar performances, rave reviews, additional shows due to demand and a professionalism that saw the St Leonard’s College Hart Theatre Company recognised within Victoria as a force to be reckoned with in Musical Theatre. The Musical Theatre Guild of Victoria honoured Barnum with a raft of nominations and awards in two categories: Best Direction, and the prestigious Best Junior Production for the year. 2013 again saw the Hart Theatre Company’s name next to a swag of nominations and commendations across every adjudicated category. Both the Middle School and Senior School musical productions were acknowledged by the MTGV as exemplary in their execution. In a remarkable coup, the Senior School Musical Sweet Charity was awarded Best Junior Production – an unprecedented back to back occurrence
clearly marking St Leonard’s College as a school dedicated to excellence in theatrical performance. As the Hart Theatre Company leans into its third season during the College’s Centennial year, it is fitting that we reflect on just how far we have come to get to this place and what got us here. Three of the five shows on the bill for 2014 are productions that have been mounted previously by St Leonard’s College. This very deliberate choice allows us to look back to celebrate our past as we also press forward. 2014 marks yet another wonderful occurrence, as a number of the students who in year 12 were part of the Barnum cast and crew have come back to volunteer their time and expertise to the Company in the roles of assistant stage managers, make-up coordinators, assistant directors, and prop and setbuild hands. We are mindful of all the blessings that have come our way and we honour those who have made our foundations strong by giving so generously of their time, energy, passion and talent. What has been created here is no mean feat, and no happy accident. It has sprung from carefully laid plans, from the fearless embracing of seemingly mad ideas, as well as from the courageous hearts of every trouper who takes to the boards and picks up a hammer, an instrument, a needle or a make-up brush to bring each production to life. So, come with us on our theatrical adventure. We promise the journey will be joyous and full of discovery!
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Exceeding Expectations OUR ELC & The NATIONAL FRAMEWORK LIZ BAWDEN DIRECTOR OF ELC
In 2009, the Australian Government introduced the National Quality Framework for Early Childhood Education and Care. This recognises the importance of quality education in the early years to ensure the wellbeing of young children. The drive for change is based on clear evidence that the early years of children’s lives are crucial for their future development and wellbeing. In May 2013, the St Leonard’s College Early Learning Centre (ELC) had its National Quality Standard Assessment and Rating visit which considered the following:
• • • • • • •
Educational Program and Practice Children’s Health and Safety Physical Environment Staffing Arrangements Relationships with Children Collaborative Partnerships with Families and Communities Leadership and service management
The purpose of the rating and assessment of children’s services is to ensure that programs across Australia are meeting the existing regulations while striving for continual improvement. The staff in the ELC met to develop our Quality Improvement Plan for the Centre, linked directly to the Framework. This was a wonderful opportunity for us to collaborate and thoughtfully reflect on all of the quality areas. We acknowledged what we do well and the areas where we strive to improve.
qualities and provides engaging experiences to enrich children’s learning and expand their joy in exploring their world.
through Our strong, positive image of children and respect for their amazing capabilities, we recognise that all children have potential, curiosity, and interest in constructing their learning.
Our learning environment is strongly influenced by the practice and principles of the Reggio Emilia Educational Project, highly regarded in the Early Years Learning and Development Framework and amongst educators worldwide. Through our strong, positive image of children and our respect for their amazing capabilities, we recognise that all children have potential, curiosity, and interest in constructing their learning. Our learning environment supports these positive
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As a team, we value the importance of relationships that promote collaboration and communication both with and between children, families and staff. Positive interactions with each child promote a strong sense of belonging and build trusting, caring relationships which enable children to explore their environment and gain a deeper understanding of the world. ELC children and staff stay together for two years, allowing each child to feel supported in order to enhance the opportunities for learning.
Our many collaborative learning opportunities, such as small group research projects or community projects involving all families, provide children with the opportunity to learn in a group, and to scaffold and extend each child’s learning. Taziana Filippini, writing in 1998, explained the importance of this approach: In Reggio, the child is not seen as an isolated human being, but as always in relationships, in human, social, cultural and historical context. The child’s development is a process of individual and group construction. Nothing exists outside
relationships. The child is the most important element of the school, but the child is not enough. We put at the centre the relationships between children, parents and teachers. That is the centre, for the child does not exist in isolation. It was reassuring for staff and families that what is already strongly embedded in our daily practice was acknowledged and celebrated by the Australian Children’s Education and Care Quality Authority. The Senior Authorised Officer summed up its assessment thus: The service has achieved an overall rating of Exceeding in the National Quality Standards. The service performed particularly well in the area of educational program and practice. This was attributed to the efforts of educators to continually engage in a process of reflective practice which ensured that the educational program was stimulating, and enhanced children’s learning and development. Staffing arrangements across the service ensured that all children had access to committed educators who supported good quality standards and provided continuity of care for children. The physical environment was designed to support positive relationships and to maximise children’s level of interest and engagement in the program. This was supported by effective leadership with systems in place to drive continuous improvement. The service is to be commended for their positive participation in the National Quality Standards. With a strong team of capable and knowledgeable educators and involved and supportive families, we strive for continual improvement.
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Science at St Leonard’s MARTIN WAREHAM HEAD OF SCIENCE
The St Leonard’s College Science department has had a face-lift and is looking positively ‘scientrific!’ Its corridors are now filled with light and scientific displays, allowing students to see and explore a range of scientific concepts on their way to class. The 35 shelves of displays include biological specimens and models, scientific equipment, mirror and light displays, as well as numerous examples of student work and experiments. This new environment will help to encourage curiosity amongst students and to create an area even more conducive to exploring the exciting world of Science. In the virtual world, Science at St Leonard’s is just as stimulating. STL Link provides a very powerful medium for students to explore Science during class and at home. It enables students to ‘take their teacher home’, as it provides instant access to worksheets, video clips, revision and extension material, so that students can continue with their learning journey when they are ready.
The new environment helps to encourage curiosity amongst students and to create an area even more conducive to exploring the exciting world of Science. Many schools have sports captains and music captains, but St Leonard’s College places just as much importance on Science and this year also has six dedicated Science leaders. They are Harry Choi, Emma Martin, Morgan McGregor, Eric Peng, Claudia Smith and Daniel Vesel. These students are involved in planning and implementing activities which encourage students to learn more about Science. This includes
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helping out with Science at younger year levels, judging Science competitions, and playing a major role in organising and promoting Science Week. Throughout 2013, many students took the opportunity to extend their interest in Science beyond the classroom, participating in a range of competitions and enjoying some great individual success. Year 9 student, Marko Moutafis, produced an educational video on ‘The Red Eye Effect’, in which he explored what causes ‘red eyes’ in photos and how to lessen the impact. Marko achieved a Highly Commended award in the Sleek Geeks Eureka Science Schools Prize. His video is included on the finalists’ page and has been selected for inclusion on the ABC’s Splash! educational website for use by teachers and students around the world. St Leonard’s College students were very successful in the International Competitions and Assessments for Schools (ICAS) Science competition, with 16 students receiving High Distinctions and a further 55 students achieving Distinctions. Alaric Sanders (year 12), performed especially well, gaining the highest score for his year level, and was presented with a Top Achievers Medal. Given that the ICAS competition attracts 28,000 of the most talented Science students from across Australia, as well as significant numbers from Singapore, the Philippines and New Zealand, this is an impressive achievement indeed. Along with six other students, Alaric also participated in The Australian Science Olympiad, a highly challenging competition which takes the form of a two hour exam. The exam provides an excellent way to test knowledge of scientific concepts and their application in contemporary contexts, as well as critical thinking and problem-solving abilities, and skills of scientific enquiry. St Leonard’s College students excelled, two receiving High Distinctions and one a Distinction. Alaric again distinguished himself, winning a Bronze medal for his achievement in the Chemistry Olympiad. Fellow year 12 student, Oscar Garrington, participated in the Biology Olympiad and performed exceptionally well, winning a Gold Medal. This placed Oscar in the top 25 in Australia, and
Oscar Garrington, Biology Olympiad Gold Medal winner, in the redeveloped Science facility
earned him a place at the Monash University Summer School. This intensive residential program provides an opportunity for talented students to work with like-minded peers who are passionate about Science. This course was the highlight of Oscar’s holidays, enabling him to meet some amazing people and to see the world of opportunities which Science has to offer. It was a thoroughly rewarding and enjoyable experience.
Congratulations to Oscar and to all the other students and teachers whose enthusiasm and talent are enhancing the study of Science at the College.
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A Changing Learning Landscape TIM BARLOW DIRECTOR OF TECHNOLOGY INNOVATION SUSANNE HAAKE DIRECTOR OF ACADEMIC DEVELOPMENT
In the past decade of educational transformation, perhaps nothing has changed more than the relationship between teachers and students and the information being distributed in the classroom. In earlier years, the teacher was the major provider of content, and the tools that dominated the classroom were textbooks and chalkboards. Perhaps the most undesirable result of this environment was that it bred a passive student, over-reliant on the teacher. A rapid series of relatively recent events has changed the educational landscape forever:
• • • •
Google became a public company in 2004 after being founded in 1998 Wikipedia was formally launched on 15 January 2001 and gained its one-millionth article in 2006 YouTube was created in February 2005 and today 100 hours of video are uploaded to YouTube every minute The first iPad was released on 3 April 2010
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In the past, teachers gave life to learning for generations of students by designing the learning environments of their classrooms. However, they were operating in an environment of scarcity that would make today’s teachers cringe. As the availability and accessibility of information increase, this new economy of information is transforming the practice of teaching and the roles of both teacher and student.
The passive watcher has become an active learner. In his book Visible Learning and the Science of How We Learn, John Hattie wrote: “It is possible to sit in a classroom, away from its focal centre, cause little disturbance, and virtually never be noticed. Observational studies have suggested that this is not an uncommon experience. So often, students seem to come to school to watch teachers working.”
No longer do our students come to school to watch teachers working. They come to learn, to find inspiration, to work together, to acquire skills, to build character, to develop into well-rounded individuals. At St Leonard’s College, STL Link has transformed the delivery of content and enabled our teachers to collaborate to design the very best online learning opportunities. Students are able to watch and learn from embedded videos, images and documents both in the classroom and beyond it. The passive watcher has become an active learner who can explore curriculum content, develop their own media rich content to share with their peers, and explore what is quite literally a world of learning material. Two years ago, St Leonard’s College had fewer than 50 WiFi access points. Today we have over 150 access points so students and teachers alike are assured of superb internet access wherever they go on campus. From years 5 to 10, the iPad too is transforming the way we teach and learn. Powerful creative tools, interactive textbooks, and a universe of apps and content create endless
learning possibilities, all on a device that is extremely easy to use. Students don’t just watch, listen, or read with an iPad; they create, explore, question and challenge. Our app list helps to make every learning task engaging and inspiring for both student and teacher: a multimedia presentation, a photo documentary, an interactive eBook with embedded student created video content. The work students need to do becomes the work they want to do. St Leonard’s College is the first school in the world to introduce the App4 electronic diary app solution, and thus our teachers are easily able to communicate with their students and assist them with their organisation. Teachers can ‘push’ home learning tasks into their students’ diaries, and parents are able to access their child’s electronic diary from any internet enabled device and monitor the progress of home learning tasks. Equipped with these new teaching and learning tools, St Leonard’s College teachers have improved and adapted their practice to ensure the very best
learning environment for our students. Many teachers are operating in a ‘flipped’ classroom to allow more time for discussion and work on questions and assessment tasks. A flipped classroom is one in which students gain first exposure to new material outside of class, usually through reading or lecture videos, and then class time is used to
Students don’t just watch, listen, or read with an iPad; they create, explore, question and challenge. do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. Early data suggests that the ‘flipped’ model has yielded benefits in academic results for our Senior School students.
Other teachers have gamified (introduced games into) their curriculum, embedding achievement levels, points and choice into the academic content of their curriculum. Through such methods, the range of in-class tasks has expanded to enable a greater level of student engagement. Teachers are now actively working in teams to design engaging and thoughtprovoking learning environments, both actual and virtual. STL Link, coupled with the use of students’ own devices, has given our teachers the means to introduce a more rigorous and varied curriculum with greater focus on interactive, project-based learning across all subjects. Students learn independently by participating in interactive group research projects and exploring a variety of curriculum content that caters for the needs of both the more able and those who need more explicit instruction. Giving students more responsibility for their own learning has made them more engaged and better prepared in the classroom. This, in turn, is making them better prepared for their future.
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Sailing High
at the school sailing state championships
GEMMA BURNS SCHOOL SAILING CAPTAIN
St Leonard’s College had great success on Saturday 29 March, as we won the Victorian School Sailing State Championships. Competing against 28 other schools, the team finished in first place – a great effort. Team racing is about getting the three boats from your team across the finish line in a winning combination, through skill, knowledge of rules and cunning strategies. Races are generally short and sharp, only 10 to 15 minutes long. Team racing is very different from normal racing, as it involves sailing as part of a team with all boats working together. At 7am on Friday 28 March, Mr Hill kindly drove us on the bus down to Royal Melbourne Yacht Club, helping us plan strategies on the way. Once at the yacht club, we were pleasantly surprised by the light winds on the water. Mr Hill had thoughtfully brought down a marquee which we placed on the grass, and it became a nice cool spot to rest in during the two days. Officials announced that a round robin style of racing would be used, and the teams with the most wins would qualify for the finals series. The A Team won their first race of the day against Haileybury with flying colours, showing
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the other teams that we were the school to beat. Later that day, we also raced against McKinnon Secondary, Brighton Grammar, St Michael’s, and Scotch, securing another four wins. By the end of the day, we were on top on the ladder, the only school undefeated. The B Team also sailed extremely well, winning their races against Seconds teams from Xavier, St Michael’s, Brighton and Geelong. Unfortunately, however, Scotch just got over the finish line first, putting our B Team in second place overall after Day 1. The next morning, in shifty and light conditions, our B Team struggled against schools with greater age and experience. Unfortunately they lost their races against Belmont High School and BBP (a team with members from Brighton, Balwyn, and Parkdale Secondary). Although our B team struggled against these first teams, they managed to finish fourth overall in Division 2, and came second among the B teams. As only the first three teams qualified for finals, they just missed out. Our A Team was first on the water, winning comfortably against St Bede’s. We were winning our next race, against Peninsula, until the wind died
completely and the race was postponed for a time. Eventually the race resumed, but we lost narrowly, in very difficult and light wind conditions. The wind died out again after this race, and we had another hour sitting in the boats waiting. Finally, a stronger breeze filled back in, and we were able to win all our races against Mentone Grammar, Xavier and Trinity. This placed us first in the round robin, so that we qualified for the Grand Final. We already had one race win, so we had to win only one more race, whereas Scotch had to win two, as the winner was the first team to achieve two wins. It was a very close race. Around the top mark, we had first, third and fifth place, putting us in the winning position. All we had to do was not have any of our teams’ boats come last. As I crossed the line first, I turned around to watch, and saw that there was a Scotch boat doing penalty turns, and therefore was in last place. We had won the School Sailing State Championships. St Leonard’s College had not won this title for six years, making this a marvellous achievement for all the team members. This is also the seventh time the school has won this title, and we are all very proud that all the hard work has
paid off. We have now qualified for the Nationals, held in Sydney from 2-5 July. Our success would not have been possible without all the hard work and dedication of many parents and teachers. I would like to thank Mr Davis, Mr Hill and Ms Grande for coming to show their support, and the parents,
This is the seventh time the school has won this title, and we are all very proud that all the hard work has paid off. who drove us around and always looked after us. I would also like to thank Mr Slykhuis for driving us to training every week, Mr Hill for driving us to the regatta and helping us to organise extra training sessions, and Ms Grande for her great organisation and support. Thanks are also due to our coaches, James Sly
and Ben Gunther, for their support and help during training sessions, and their advice on the day of the regatta. Last but not least, I would like to thank the team members, for trying their best on the day! Without all these people, we would have not been able to achieve what we did.
I would like to congratulate the following team members: A Team – Alice Silvester, Hayden Brown, Claire Martin, Gemma Burns, Jess Butters, Edward James and Sofia Burns. B Team – Caroline Brown, Will Knight, Clare Burns, James Hollowood, James Heffernan, Carien Boshoff and Mia Forbes.
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Debating and Public Speaking skills for life
Kate Garrow excelled at the Australian Individual Debating and Public Speaking Championships, where she achieved selection for the Australian team competing in the World titles
ROSS WALKER EDITOR MATTHEW MCDONALD DEBATING COORDINATOR
St Leonard’s College student Kate Garrow has been named the world’s 14th best public speaker at the 2014 World Individual Debating and Public Speaking Championships. This competition saw 112 of the best school-aged public speakers from 14 different countries converge on Lithuania for a week of intense debate and impassioned rhetoric.
St Leonard’s College students at the Australian Individual Debating and Public Speaking Championships in Sydney
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Undaunted by the magnitude of the competition awaiting her, Kate rose to the challenge and performed brilliantly across all aspects of the Championships: debating, persuasive speaking, impromptu speaking and interpretive reading. She finished 14th in the global rankings, was the second highest ranked Australian and the highest ranked year 11 student, and earned a place in the persuasive speaking finals and a highly-esteemed top 20 placing in the overall rankings. Her contribution helped to lift the Australian team to its best ever result, a place at the top of the global rankings amongst public speaking heavyweights Canada, South Africa and the United States of America. This international recognition capped off a year of excellence for Kate, who, along with Rhea Singh, is one of the College’s inaugural Public Speaking leaders. Kate won the 2013 Association of Coeducational Schools Public Speaking Competition, and led her team to victory in the 2013 Grand Final of the fiercely contested Schools Competition of the Debaters Association of Victoria (DAV). Last September, she joined fellow team members Kate Johnson, Sabre Konidaris
and Jaeger Konidaris to represent the College at the prestigious Australian Individual Debating and Public Speaking Championships (AIDPSC), where she placed fourth amongst the group of 50 students from across Australia. She came second, and Sabre third, in the interpretive reading portion of the event. This competition, held at Ravenswood School for Girls, Sydney, requires students to undertake an interpretive reading of a text, an impromptu speech, and a prepared persuasive speech. In addition to this, students are paired up randomly with another student, given less than an hour’s preparation time on an assigned topic, and then set to debate against other students.
Involvement in debating and public speaking has many benefits for students... Debaters learn to express themselves clearly and concisely, to develop and formulate ideas under pressure, to consider viewpoints that they might otherwise have discounted.
These tasks require, as well as outstanding verbal skills, a strong capacity for adaptability as demonstrated by the ability to think on one’s feet, one of Kate’s greatest strengths.
Her achievements reflect the recent expansion and success of the public speaking programs offered at the College. Last year, we entered the DAV’s Junior Secondary program for the first time, with year 7 and year 8 students participating keenly. Older students have been acting as mentors for these younger students. In total, 10 students acted as mentors for seven teams, and other students will be used as mentors in the future. Staff members from the DAV and from other schools have been especially impressed by our young debaters, and this reflects not only on their ability, but also the efforts of their mentors. Currently, 72 of our students are participating in the 2014 Schools Competition of the DAV. They comprise the 16 teams which the College has enrolled, our largest ever contingent and the biggest enrolment of any school in the region. Our teams have begun this year’s competition well. In Round 2, they were successful in 12 of their 16 debates, with some outstanding efforts at all levels.
Kate Garrow in Lithuania for the World Individual Debating and Public Speaking Championships
Within the College, there are also opportunities for students to participate in House debating, beginning at year 5. Opportunities for students with an interest in debating and public speaking are expanding. A Brighton region of the Junior Secondary Program is soon to be created and St Leonard’s College has been chosen to host the debates for this region. Involvement in debating and public speaking has many benefits for students, not least of which is an improvement in intellectual and academic skills. Debaters learn to express themselves clearly and concisely, to develop and formulate ideas under pressure, to consider viewpoints that they might otherwise have discounted, and vastly expand their general knowledge. A recent American study has shown that students who debated performed 25% better in reading tests than those who did not. “For years, we’ve known that formal debate develops self-confident leaders and enhances communication and critical thinking skills,” writes educational researcher Linda Collier. “Now this study shows that debate uses competition to motivate increased reading – a basic and essential building block of education – in a powerful way that will help students for the rest of their lives.” Other studies have shown that debaters have significantly higher self-esteem than nondebaters and increased interest in their regular school classes. This is why St Leonard’s College encourages its students to avail themselves of the many opportunities in debating, and to benefit from the excellent leadership from both their peers and the dedicated staff members who mentor them.
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OLD COLLEGIANS
Reunions Class of 2012 – 1 year reunion
Just over one year has passed since graduation, yet in some ways it feels a lot longer since the year level was last together. Seeing the familiar faces, it seems the only thing that has really changed are the hairstyles, being now longer and wilder. The Half Moon Hotel provided a beautiful venue for the reunion and listening to all the fantastic things everyone has accomplished since school ended was the highlight of the night. It was also great to catch up with some of our teachers who not only had such an influence on our education but helped shape who we are today. I look forward to hearing how everyone goes with the new challenges they take on in the next stage of their lives and over the coming years! Eloise Silvester (OC 2012)
Class of 1979 – 35 year reunion
What a wonderful night, with a real celebratory feel, and 35 years since we left school. We were all thrilled to see the old school looking better than ever and some of us were too. There was plenty of reminiscing and anecdotes, in fact so many the lights were turned off in an effort to move us to the next venue. I guess that’s a sign of a great night. So off to the Half Moon to continue until late that night. What was quite evident was we all have a piece of St Leonard’s firmly etched in our DNA and always will. Greg Baxter (OC 1979)
Class of 1969 – 45 year reunion
For 45 years, we have been meeting at reunions. It doesn’t seem 45 years since we left school. We are all still too young for it to be that long! 60 is the new 40, so they say and at this reunion that’s how it felt. We are the generation that married in our 20s, had our babies by 30 (mostly), so now we are still healthy and fit enough to be enjoying very active lifestyles. Over the years, we have shared marriages, births, divorces, achievements, unexpected sad stories, proudly shown family photos and cautiously remarked on how well we looked. We thank the College for giving us this opportunity every five years. This year we admired the beautiful changes to Harefield House and reminisced about the mischief we got up to in the very room we were standing in, when it was two classrooms, with huge chimneys which had blackboards sitting on the mantle. There was a large cupboard and big heavy curtains in each room, perfect hiding places, for the entire lesson! We enjoyed our tour guides who took us around the College and admired the new year 5/6 Building, the upgrade to the Middle School (brand new in 1964), new playing areas and a lovely ambiance to the entire property. Our next reunion will be 50 years, so girls, please make the effort to come along and celebrate this amazing milestone in our lives. Pam Lake née Johns (OC 1969)
Class of 1964 – 50 year reunion
Sir Robert Menzies was Prime Minister, Henry Bolte was Premier of Victoria, The Beatles toured Australia and St Leonard’s outdoor swimming pool opened with the matriculation water ballet to the fond strains of The Beatles Love Me Do. Fifty years on the class of 1964 came together for a golden reunion. From near and far, 50 of us met for afternoon tea followed by induction to The Harefield Club. A wonderful celebration with entertainment and reminiscences. The catch up chatter was deafening as we shared stories of Were Street, the move to South Road, the teachers who inspired us, school trips, the boarding school, “do you remember when...” Baby boomers now ageing gracefully, sharing our past and enjoying the present. Memories are golden and as the golden girls of ‘64 we look forward to the next 50 years - who knows what medical advancements will occur! Nulla dies sine linea. Angela Norris née Kendall (OC 1964)
TO VIEW ALL REUNION PHOTOS GO TO: stleonardscollegians.org 28 | st leonard’s college
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OLD COLLEGIANS
births
Milestones
beatrix amelia kenney
charlie mitchell lynn
elijah southby greig
Samantha Kenney Née Friend (OC 1995) and Justin Kenney celebrated the arrival of their second child, Beatrix Amelia on 7 August 2013.
Rachael Lynn née Allen (OC 1992) and Ryan Lynn celebrated the birth of Charlie Mitchell Lynn on 13 Steptember 2013.
Gisele Greig, née Reimann-Basch (OC 1997) and her husband Matt are thrilled to announce the safe arrival of their first baby, Elijah Southby, on 27 November 2013.
in memoriam
engagements Rodney Kuna (OC 1979) 5 March 1962 - 21 January 2014
Paul Arber (OC 1993) 2 November 1975 - 12 December 2013
kerry ambrose née Maskell (OC 1972) Kerry Ambrose née Maskell passed away on Monday 17 March after a lengthy illness with cancer. Many current and past students will remember Kerry with great affection as she taught and inspired so many of our young people over the last 30 years. Kerry was a gifted teacher, one who enthused her students through her humour, her passion for her subject and through her ability to convey her love, commitment and respect to each of them. Kerry was also an Old Collegian who attended St Leonard’s College from 1959 and, as with so many of our alumni, enjoyed strong and supportive friendships from her peers to the very end. Kerry’s two sons, Brett (OC 2005) and Drew (OC 2002), are also alumni of St Leonard’s College.
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Penny Birtles née Hutton (OC 1964) March 2013, after a long battle with illness.
Beryl Burgraff née Kyte (OC 1939)
Jessica Nagy-Willis (OC 2009) engaged to Joel Small, March 2014
is
Stefanie Hartley (OC 2002) to Matthew Bowler (OC 1999) on 31st December 2013. Stefanie and Matthew will be married in December 2014.
Sally Theodore (OC 2001) to William Blewett, March 2014. Sally and William will be married in March 2015.
achievements
3 November 1927 - 4 December 2013 Beryl was a very active and passionate member of St Leonard’s College. She will be sadly missed at the many Old Collegians functions she participated in, particularly the Harefield Club.
Wolfram Gloger (OC 1986) Wolfram was diagnosed with Leukemia in March 2009 and sadly lost his battle with the disease on 27 March 2014.
Once again St Leonard’s College was well presented and looking fine at the Women’s Inter-School Golf Challenge Cup. Left to Right: Virginia Andrew (OC 1977), Tina Ulrik (OC 1976), Kathy Ramsay (OC 1976), Kaye Griffin (OC 1976)
STAFF NEWS
births
WEDDINGS
Bonnie Fiorenze McAlpine
oliver jack rappoccio
Ken McAlpine (Design Technology Teacher) welcomed Bonnie Fiorenze McAlpine on 6 January 2014.
Kate Esler (English and Humanities Teacher) and David Rappoccio welcomed Oliver Jack Rappoccio on 23 October 2013.
Caroline Lopez (French Teacher) married Shane Jansen.
Lucy Moulton nĂŠe Thompson (Physical Education and Health Teacher) married Ryan Moulton in England, January 2014.
kezia grace smith
Isla Rose Hooper
Ngaire Smith (Food Technology Coordinator and Health and Human Development Teacher) and Tim Smith welcomed Kezia Grace Smith on 18 November 2013.
Ben Hooper (Head of Strings) and Holly Hooper welcomed Isla Rose Hooper on 13 February 2014.
Tess Sly (Junior School Teacher) married Rusty McNichol.
flynn whittingham
van hayes harrison
Will Whittingham (Music Teacher and OC 1997) and Islay Patton (OC 1997) welcomed their son, Flynn, on 31 January 2014.
Rebecca Hayes (Mathematics Teacher) and Craig Harrison welcomed their son, Van Hayes Harrison, on 10 January 2014.
Tarko Sibbel (Music Teacher) married Tess Sibbel in Januay 2014.
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163 South Road Brighton East Victoria 3187 Australia phone [+61 3] 9909 9300 | fax [+61 3] 9592 3439 www.stleonards.vic.edu.au
Front & Back cover: Founders Day Assembly, 18 February 2014
EDITORs Shannon Lawton, Ross Walker