Network Spring 2014

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THE MAGAZINE OF THE ST LEONARD’S COLLEGE COMMUNITY

House Music 2014 Well done to everyone involved in the House Music Competition on Monday 4 August. It was a spectacular evening of entertainment and showcased the talent and hard work of so many of our students and staff.

Congratulations to Allen, winners of House Music for 2014!

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Contents 18

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The Future of Learning

6

On Tour

8

Robots Take Over The Junior School!

STUART DAVIS, PRINCIPAL

OUR MUSICIANS IN EUROPE AND BRISBANE

INQUIRY LEARNING

10 Junior da Vincis

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TALENT DEVELOPMENT

12

Vision for the Future

14

Civics & Citzenship

16

Experiencing Reggio Emilia

18

Developing Life-Long Learners

A NEW HOME FOR THE VISUAL ARTS

YEAR 6 VISITS CANBERRA

EARLY LEARNING CENTRE

OUR YEAR 9 PROGRAM

20 A Way With Words

DOROTHEA MACKELLAR POETRY AWARDS

22 Sensational Sport

24

ACS SPORT SUCCESS

24 Making a Splash

ST LEONARD’S SWIMMING

26

Old Collegians Making Their Mark

PAST STUDENT PROFILES

28 Reunions 30 Old Collegians’ Milestones

16

BIRTHS, WEDDINGS & IN MEMORIAM

31

Staff News

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The Future of Learning AN EDUCATION FOR LIFE STUART DAVIS PRINCIPAL

It is my great privilege to be writing this article from Harvard University, Boston, one of the great seats of learning. The conference I am attending has attracted more than 200 educational leaders from more than 30 countries to consider and debate ‘The Future of Learning.’ Attending the conference has proven to be one of the greatest privileges in my educational career.

The opening plenary session was led by David Perkins who challenged us to consider “What is worth learning in the new era?” He invited us to define the kinds of knowledge and thinking that will be most valuable for our young people growing up in an ever more globalised, networked, informed, and multi-ethnic society. Perkins framed our focus most eloquently when he argued that “… we need a vision of educating for the unknown, for the kinds of thinking and understanding that foster nimble adaptive insight in a complex world.”

Perkins was followed by another educational heavyweight, Howard Gardner, who proposed that we need to nurture five minds for the future: the disciplined, the creative, the synthesising, the ethical, and the respectful minds, and that we examine these in the context of today’s “app generation”.

Throughout the week, these, and other wonderful challenges have been considered in the context of three strands: 1. ‘Mind/Brain’, in which we learned of developments in biology and the medical sciences that are providing an understanding of a human’s capacity to process information, to learn language and music, and to experience emotion and motivation. We learned of research that supports the development of new transformative learning tools such as universal design for learning, which personalises learning for any student.

2. The ‘Digital Revolution’ strand explored new teaching and learning approaches in the classroom and the potential for being able to access diverse and distant sources of information and expertise. Howard Gardner invited us to consider how ubiquitous digital technologies are shaping learners of today and tomorrow.

3. The focus of the ‘Globalisation’ strand was to explore the accelerating traffic of people, capital, and cultural products

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around the world and the opportunities and risks for individuals and societies worldwide. These changing forces are increasing the importance of developing competencies in thinking, group learning and complex communication.

Despite our many cultural differences, finding unanimity on many key issues was remarkably easy, commencing with the shared perspective that “learning is the key to one’s future.”

There was also broad agreement that “the primary role of education is to enable individuals to develop their potentials, construct knowledge and enhance personal qualities to provide the gateway to achieving the society of tomorrow.”

MOST IMPORTANTLY, WE NEED TO DEVELOP “…A VISION OF EDUCATING FOR THE UNKNOWN, FOR THE KINDS OF THINKING AND UNDERSTANDING THAT FOSTER NIMBLE ADAPTIVE INSIGHT IN A COMPLEX WORLD.” Irrespective of nationality or culture, those present endorsed the proposed notion put forward that: “The key responsibility of educators is to develop a society that values and enjoys lifelong learning, so that it might develop qualities of adaptability, creativity and abilities for communication, self-learning and cooperation, while also acknowledging that a person’s character, emotional qualities and learning are important factors in achieving excellence.”

Given the shared understanding and agreement on the role of education and educators, the focus moved to the influences of the three strands and how each may influence our strategic directions. The overlapping nature of the three threads generated many challenging discussions. These included a focus on economies that have been reliant on primary industry and/or cheap labour, and which are now being challenged by economies that have more effectively used knowledge, technology and innovation to displace the human worker. Singapore was cited as an example of a country whose wealth is not reliant upon manufacturing or harvesting primary resources, but upon being a leading knowledge-based society. Recent changes to educational philosophy have seen Singapore move from a culture of education that has historically been about the ‘transmission of knowledge’ to one which requires its students to ‘learn how to learn’. This will be achieved by fostering an understanding of the importance of a positive learning attitude, one that reflects an understanding of education and the importance of lifelong learning.

We need to consider these insights into what constitutes a 21st Century Education when developing strategic directions for St Leonard’s College. What is clear from my Harvard experience is the importance of quality leadership and the development of curriculum and pedagogies that support our ethos at every level across the College. Most importantly, we need to develop “…a vision of educating for the unknown, for the kinds of thinking and understanding that foster nimble adaptive insight in a complex world.”

To be successful, our leadership teams need to be capable of open, robust and informed debate, and capable of building upon our current ways of thinking. They must reflect 21st century learning by ensuring that we are engaged in research and case studies that provide us with information and data to help shape our curriculum and teaching. There must be broad recognition of our responsibility to provide an exceptional educational experience, one that inspires our young learners to value education and the importance of being lifelong learners.

Our recruitment and development of strong academic leaders in recent years have ensured that we are well placed to achieve these outcomes. The creation of an Academic Directorate, to act as a central forum for our curriculum leadership teams to debate and formulate age and stage appropriate curriculum supporting our philosophy of teaching and learning, has proven to be most effective. The child centred Reggio Emilia philosophy in ELC recognises each child as competent, full of potential and deserving the opportunity to follow their own curiosity in an environment that stimulates enquiry. Our PYP approach from Prep to year 4 develops engagement and growth through an enquiry and transdisciplinary approach. Our year 5 to year 9 students in Middle School adopt an interdisciplinary approach which connects different ways of knowing and prepares them for the stronger disciplinary approach required for the VCE, VET and the IB Diploma courses. These three very different year 11 and 12 pathways support the multiplicity of skills and attributes that our students have developed, ensuring that each has a pathway that reflects their strengths.

Our Academic Directorate charged with this important task consists of: Director of ELC – Liz Bawden Prep to year 2 Coordinator – Stephanie Graham Year 3 and 4 Coordinator – Felicity Hutton Head of years 5 and 6 – Anna Adams Head of PYP – Carolyn Tudor Head of Libraries – Jan Wilson VCE Coordinator – Kim Webb IBDP Coordinator – Cameron McKenzie Director of Curriculum – Tom Fisher Director of Professional Learning and Innovation – Leah O’Toole Director of Teaching and Learning – Robyn Marshall Director of Technology Innovation – Tim Barlow Director of Academic Development – Susanne Haake

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On Tour

OUR MUSICIANS IN EUROPE AND BRISBANE

EUROPEAN MUSIC TOUR LIAM CARROLL AND ZOE BELL YEAR 11 STUDENTS

In the first week of the term 1 holidays we departed for our trip. Over the previous six months we had been working very hard to prepare a quality set list to take overseas.

THE DAWN SERVICE AT VILLERSBRETONNEUX WAS ONE OF THE MOST MOVING AND TEARFUL WE HAD EVER EXPERIENCED. THE AUSTRALIANS AND FRENCH HAD TURNED OUT IN MASSES AND TOGETHER WE PAUSED FOR THOSE WHO HAD FALLEN.

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We were very excited to arrive in London where we had a crazy, action-packed program visiting the Tower of London, Natural History Museum, Westminster Abbey, the London Eye and the West End performance of Billy Elliot. Our first performance was easily the most daunting, but we took our music to the beautiful Southwark Cathedral on the Southbank of the River Thames and played with focused devotion. We had a day trip to Bath, located in southwest England, 156 kilometres from London.

After spending the morning with our tour guide, we set up our instruments and stands in the local park.

It was a very challenging performance as the natural elements, including the wind, altered a few musical

phrases, but all in all we took it as a learning experience and looked forward to our next gig.

From London we headed to Ypres, a small city located in the north west of Belgium. Many of us had never heard of the town, but as we learnt about its raw history we found ourselves heading into a very emotional part of our trip. During the Great War, Ypres was the centre of intense and sustained battles between the Allied and German forces. Although this quaint little town is now completely rebuilt, we could certainly sense the past presence of war there. We gave a performance to the public of Ypres outside their town hall on a very crisp afternoon and this time we were armed with pegs to hold our music!

We had a day trip out of Ypres to the small war torn town of Fromelles in France where we performed for the children of

the town. On our last evening in Belgium we performed at the Menin Gate as part of the town’s nightly Last Post ceremony.

Coming up to ANZAC Day, this was a very special ceremony for us all.

Our busy schedule then took us to Paris to see the sights.

We performed at the Madeleine Church where we were amazed by the acoustics. Every sound we played continued for eight seconds! From there we went to l’Arc de Triomphe and performed at the nightly military performance called La Flamme.

From Paris, we moved back onto the Western Front, but further south at the Somme. Here we extended our knowledge on the Great War again and visited the sights of where the First Australian Division had been attacked heavily, during the offensive of the Somme in 1916. That evening we performed in the nearby town of Dernancourt. Afterwards we headed back to the youth hostel and set our alarms for 2.00am. We had reached 25 April, a very important date in this country’s history. Although absolutely freezing, the dawn service at Villers-Bretonneux was one of the most moving and tearful services we had ever experienced. The Australians and French had turned out in masses and together we paused for those who had fallen.

The trip had abruptly come to an end and it was time to head home - but not before an afternoon concert in Vignacourt! On behalf of the 21 students who embarked on the tour, we would like to thank Mr Foley, Miss Parry and Mr Fletcher for being patient and supportive during the three weeks.

COMBINED SCHOOLS MUSIC FESTIVAL LIZ FURMAN DIRECTOR OF MUSIC - EDUCATION

This year, the Combined Schools Music Festival was held at St John’s Anglican College in Brisbane. This festival is held every two years and includes students and staff from Scotch College Adelaide, Radford College in Canberra, Kinross Wolaroi School in Orange, St John’s Anglican College Brisbane and, of course, St Leonard’s College.

Pip Huse (year 9, centre) with Australian clarinettist, Andy Firth (left) and Australian conductor, Barrie Gott (right).

One hundred and forty students came together and rehearsed for three days in a Choir, Concert Band or Orchestra. The guest conductors were Mr Peter Ingram, Mr Ralph Hultgren and Mr Barrie Gott. Each conductor brought their own unique personalities to the festival, in only three days achieving amazing results from the ensembles. Some students were also able to rehearse in a Stage Band conducted by Mr Andy Firth, one of Australia’s leading jazz clarinettists. The festival concluded with a concert on Saturday evening in the St John’s College brand new auditorium.

A highlight of the concert was seeing Pip Huse of year 9 featuring in an exciting drum solo with the solo clarinettist Mr Andy Firth. The 24 St Leonard’s College students from year 8 to 10 who attended the festival all developed their musical skills and had a wonderful experience. The festival will be held again in 2016 at Scotch College in Adelaide and we hope that many of our musicians will attend and enjoy the benefits of this opportunity.

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Robots Take Over the Junior School!

INQUIRY LEARNING

PAT KENNY HEAD OF JUNIOR SCHOOL

Before I create a controversy with readers thinking that the St Leonard’s College Junior School has replaced teachers with robots, let me elaborate.

This semester, the Junior School has introduced a robotics program for students in years 3 and 4. Thanks to the funds generated from the Community Day Fair in March, the College purchased multiple robotics kits. These kits are from the creators of LEGO and are called LEGO Mindstorms. We are extremely grateful that the Junior School students have been given the opportunity to be a part of this exciting robotics program and thank the CDF committee for providing the necessary funds to launch the program.

Some might argue that designing and building robots is too complex for Junior School students. Robots are hard to build from scratch unless you have degrees in engineering and programming. However, knowing the potential of our students and the ease of the LEGO Mindstorms program, we were highly confident that the students would have success. And we were not disappointed.

Robotics is an exciting way to bring science, technology, engineering and mathematics to a classroom. Students in year 3 were the first to be involved in the program in term 3, followed by the students in year 4 in term 4. The students started by reacquainting themselves with LEGO construction.

Many of them used LEGO bricks when they were younger, and they now had another educational reason to continue playing with LEGO. Students then built robots and used software to plan, test and modify sequences of instructions from a variety of real life robotic behaviours. They gathered and analysed data from sensors using data logging functionalities. Working in small groups, their mission was to work their way through a number of challenges and obtain their robotics programming certificates.

The Junior School robotics program certainly embraces the inquiry approach which is so important in our curriculum and approach to learning. Students who engage in the design and construction of robots are actively engaged in their own learning, developing problem solving skills and using higher order thinking skills. Working in collaboration also promotes cooperation and situational leadership: “Robotics, as an educational tool, enables students to learn in an active, constructionist environment, building physical

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objects and experiencing abstract concepts in intentionally meaningful ways. Research on the use of robotics in classrooms indicates their use promotes problem solving abilities and augments children’s understanding of scientific, mathematical, and design concepts.” (Druin and Hendler, 2000; Gallagher and Bauerle, 2003; Wagner, 1998) When we launched the robotics program, our aim was to foster the following skills:

• • • •

Clear thinking The confidence to make decisions The ability to work with others as a team The confidence to keep going despite setbacks

For the future, we know that the Robotics program will be an expanding program at St Leonard’s College. At primary and secondary school level, events such as “RoboCupJunior” (where the children develop a robot to compete against other schools), have been seen as a means of developing technical literacy amongst students by providing them with an exciting, highly motivating learning environment.

We know that the year 3 and 4 students of 2014 have had a taste of robotics and will want to continue to develop their skills in years to come. Who knows, we may have a budding robotics inventor of the future in our midst…

STUDENTS WHO ENGAGE IN THE DESIGN AND CONSTRUCTION OF ROBOTS ARE ACTIVELY ENGAGED IN THEIR OWN LEARNING, DEVELOPING PROBLEM SOLVING SKILLS AND USING HIGHER ORDER THINKING SKILLS.

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Junior da Vincis TALENT DEVELOPMENT

FRAN DEVINE TALENT DEVELOPMENT COORDINATOR

What is the da Vinci Decathlon? It is a national interschool gala day operated in the spirit of an Olympic Decathlon, with a variety of events of an academic nature. It was established by Knox Grammar in Sydney almost 10 years ago and has run annually ever since. Teams of eight students in year 7 participate in Victoria and this year St Leonard’s College entered two teams in the competition.

St Leonard’s College hosts one of the Victorian Regional Finals for the da Vinci Decathlon. There are an increasing number of schools competing in our region including Scotch College, Wesley College, Xavier College, Mount Scopus Memorial College and The King David School. Out of the 27 teams who competed, our two teams placed first and second in the Regional Final.

Blue team came first and consisted of: Ted Barrett, Emerson Hurley, Simran Modi, Jamie Papps, Laura Rikard-Bell, Luke Russo, Issy Barwick and Tessa van Veenendaal.

Green team came second and consisted of: Sarah Furman, Bill Johnson, Benjamin Muehleisen, Gavin Zhang, Helene Zhang, Jack Barnell, Greta Jowett-Smith and Sam Barber.

Both the Blue team and Green team progressed to the State Final, which was held at Methodist Ladies College. Once again, St Leonard’s Blue came first, followed in second place by Camberwell Grammar, in third place by Methodist Ladies College and in fourth place was St Leonard’s Green.

St Leonard’s Blue was invited to Sydney’s Knox Grammar School for the National Final, where they competed against ten other teams from schools around the

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TO BE PART OF THE VICTORIAN CONTINGENT IN SYDNEY, AND TO ACHIEVE SUCH HIGH STANDARD ACROSS A VAST RANGE OF ACADEMIC DISCIPLINES, IS A MEMORABLE EXPERIENCE.

country. The four days of competition included a Race Around Sydney and a Symposia where teams had to invent a product and give an eight minute presentation on various issues regarding their invention.

St Leonard’s Blue team came second to Knox Grammar School in the National Finals.

The team came first in Philosophy, first in English, first in General Knowledge, first in Art and Poetry and second in Engineering.

We are extremely grateful to our wonderful mentors who trained these students: Dr Mark Hodges, Mr Simon Daniels, Mr Darryl Smith, Ms Georgina Hearnden, Mr Martin Wareham, Ms Katherine Georganakis, Ms Di McCaughey, Mr Phil Schmidt, Ms Maggie Walsh, Mrs Diana Gilbert, Mr Norman Burke and the ‘Library Brain Trust’ and Mrs Fran Devine.

The Blue team in Sydney with Mrs Fran Devine

The teams are very much ‘school teams’ in every sense of the word. Our students are to be commended for their dedication to the da Vinci program. It is an exciting competition.

For the Blue team, to be part of the Victorian contingent in Sydney, and to achieve such high standard across a vast range of academic disciplines, is a memorable experience.

All of our students achieved a great result and we are extremely proud of them.

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A Vision for the Future

A NEW HOME FOR THE VISUAL ARTS

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MATTHEW BARKER HEAD OF VISUAL ARTS

It is an exciting time for the Visual Arts as, Bayside Council permitting, we look forward to the commencement of the construction of an impressive new building on the site of the current Uniform Shop. Proposed to be completed for the start of the 2016 academic year, this space will become the hub of the Visual Arts faculty and see the convergence of Middle and Senior School classes in one single state of the art, purpose built location. Here the College will witness the continuation of our very proud tradition of excellence in the Visual Arts and the emergence of new learning opportunities enabling creative students to flourish and succeed, using the new facilities within the building.

St Leonard’s College has had a long history of excellence in the Visual Arts with a strong reputation in the local community and in tertiary institutions. Our IB Art program is the longest running in Victoria and we have consistently achieved outstanding results in VCE Studio Art, Visual Communication Design (VCD), Media and IB Art. Our students have been regularly selected for VCE Season of Excellence programs including Top Arts (Studio Art), Top Design (VCD), Top Shots (Photography), as well as the annual Victorian and Tasmanian IB Art Exhibition. Students regularly exhibit in the local community and many of our Old Collegians have continued their education in the Visual Arts and have gone on to succeed in diverse creative careers including practicing artists, graphic designers, interior designers, architects, fashion, animators and television professionals.

Over the years, students have had the opportunity to receive the very best instruction by highly skilled and passionate educators in traditional media such as drawing, oil painting, ceramics and printmaking. In recent years, textiles have been introduced into our curriculum, and the use of rich digital technology has seen the emergence of electronic arts that have expanded creative outlets for students. In the past ten years, the Visual Arts have moved from the rooms and corridors of Harefield into the Senior and Middle School to accommodate what have proven to be enjoyable and popular programs.

The proposed new building will bring many important improvements that will enable St Leonard’s to continue our tradition of excellence in the Visual Arts and open up more opportunities for our students. Firstly, it will bring together Senior and Middle School classes into the one building where students and teachers can draw inspiration across year levels and disciplines.

Secondly, the whole building has been purpose built with large, light filled spaces, fitted with specialist facilities, the latest technology and dedicated galleries to exhibit student work. Finally, and most importantly, it will give the Visual Arts a home, a place where Visual Arts students and teachers can feel a sense of belonging and identity and a place to reimagine and redefine what a Visual Arts education can become in the future.

In our knowledge-based, globalised society, it is now readily recognised that the Visual Arts offer the potential to develop the skills and aptitudes in innovation and creativity required for economic growth in the 21st Century11. While artistic skills and cultural understanding are valued in Secondary Education for personal expression and vocational pathways, our understanding of the potential for developing innovative habits of mind for a knowledge-based society through engagement in the Visual Arts is only now beginning to emerge. We live in a highly visual world where young people may risk becoming merely cultural consumers. Current approaches to Visual Arts education seek to counter this trend and empower students as critical makers2 who can embrace uncertainty and move effortlessly between media and ideas to create meaning and innovation within the complexity of 21st Century society.

St Leonard’s College will continue to maintain its traditions of artistic skill and cultural understanding. The new Visual Art building will inject new life into those traditions and help to produce critical makers for the knowledge-based, globalised society.

IT WILL GIVE THE VISUAL ARTS A HOME, A PLACE WHERE VISUAL ARTS STUDENTS AND TEACHERS CAN FEEL A SENSE OF BELONGING AND IDENTITY AND A PLACE TO REIMAGINE AND REDEFINE WHAT A VISUAL ARTS EDUCATION CAN BECOME IN THE FUTURE.

1 Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. (2013). Art for Art’s Sake?: The Impact of Arts Education. OECD Publishing.

2 Rhode Island School of Design. (2013). The Art of Critical Making. (R. Somerson, & M. L. Hermano, Eds.) Hoboken, New Jersey, USA: John Wiley & Sons.

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Civics & Citzenship YEAR 6 VISITS CANBERRA

ANNA ADAMS HEAD OF YEARS 5 AND 6

In year 6, students nation-wide work towards the achievement of standards in an area of the curriculum titled Civics and Citizenship. The core of the program at this level is based on the origins and establishment of the Australian nation at the time of Federation.

Essentially, students are involved in examining the nature of the Australian federal system of government that has evolved over time, with consideration given to the effects of Australian Federation on the democratic rights of different groups of people such as the Aboriginal and Torres Strait Islander people, women and non-British migrants. Students also learn about the three levels of government in Australia and investigate the functions and services peculiar to local, state and federal governments.

They also study the unique features of Australian democracy, such as the role of the government in representing the people, the key tasks of a member of parliament, how parliament makes laws and the importance of voting. Implicit in this learning are the values associated with democracy and the rights and responsibilities we have as Australian citizens.

The annual five day, year 6 trip to our National Capital complements the learning goals described above, in the most beneficial manner possible, as it provides our students with first hand experiences of the venues, famous landmarks and history being studied. It epitomises learning while having fun.

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The trip begins and ends with a fairly short but always exciting 40 minute flight to Canberra. Accommodation this year was at the Australian Institute of Sport, which proved to be a popular venue due to the excellent food available in the dining room and the many sporting teams and athletes available for scrutiny in and around the grounds. The itinerary planned for the week commences immediately upon landing and is non-stop, with venues visited including the National Museum; the National Capital Exhibition; the National Gallery; The Australian War Memorial; Embassy Drive; the Australian Electoral Commission; Old Parliament House; New Parliament House; the High Court of Australia; Questacon; the Australian Institute of Sport; and a boat cruise around Lake Burley Griffin.

While the week is considered essentially a study tour, it does give students and teachers the opportunity to work together without the normal restraints of the classroom. Over the years, our students have been consistently praised throughout the five days by members of the public, tour guides and our tour company representatives, for their high standard of uniform, demeanour and level of interest and application at each of the venues. This year was no exception, as we received many verbal compliments and then upon our return, we unexpectedly received a coveted certificate of appreciation from the Australian War Memorial for exemplary behaviour and conduct during our visit.

The trip is something students and teachers look forward to each year and we envisage that it will continue to be an important part of our year 6 Program in the years ahead.

THE AUSTRALIAN WAR MEMORIAL HUGH SIMPSON YEAR 6B STUDENT

On the fourth day of our Canberra trip we went to the Australian War Memorial. The Australian War Memorial is a museum that holds all the records that have anything to do with Australia’s involvement in war.

First we learned about the significance of telegrams and the types of precious objects soldiers took to the First World War. Soon afterwards, I found out how they used media campaigns (of the day) to persuade men to sign up to go to war and also how many men were actually under-aged young boys who deliberately put their ages up so that they could sign up.

As planned, our group soon met up with a War Memorial tour guide. The first thing we had the opportunity to do was to look at a 3D diorama model of a man crying in the mud. It was very confronting as he depicted the suffering of our troops who were ‘diggers’ at Gallipoli in World War I. We also learnt about the gas masks the soldiers would wear during gas attacks and how many soldiers died from inhalation of poisonous gases.

We went to a Boxer Rebellion Exhibition which contained weapons, traditional Chinese clothing and other artefacts. The Boxer Rebellion played an important role in tricking soldiers into going to the Great War. The Australian War Memorial had a display that showed the battlefield of Tobruk (North Africa) and a portrait of John Edmondson (the first Australian to receive the Victoria Cross Medal during World War I). It also had on display recreated tanks and other vehicles from the Battle of Tobruk.

There was great interest when we reached the Victoria Cross collection where we read about the campaigns and medals. The Victoria Cross medal is the highest military decoration for valour in the face of the enemy. Since the Vietnam War, only four Australian soldiers have been awarded the Victoria Cross medal for inspiring bravery. We went to an exhibit about the latest Victoria Cross award recipient, Cameron Baird. He was a talented soldier who was posthumously awarded the 100th Australian VC medal.

He fought in Afghanistan and saved his comrades during an ambush. We also enjoyed a special tour of the Air Force Light and Sound Show which included authentic film footage based on the end of the First World War. A tour of the Wall of Remembrance was led by our guide, Mr Pearson. We walked through the archway and while looking at all the poppies, feelings of deep gratitude and sadness crept into our hearts. The Wall of Remembrance has the names of all the soldiers who died in war campaigns. Many poppies were on the Wall of Remembrance so that we, and future generations of Australians, will know and forever remember the soldiers who gave their lives to ensure that Australia is able to remain the beautiful, safe and peaceful place it always has been.

[THE CANBERRA TRIP] PROVIDES OUR STUDENTS WITH FIRST HAND EXPERIENCES OF THE VENUES, FAMOUS LANDMARKS AND HISTORY BEING STUDIED. IT EPITOMISES LEARNING WHILE HAVING FUN.

Soon afterwards we had our afternoon tea and then went to the last section of the museum, The Tomb of the Unknown Soldier. The chapel represents all the unrecovered soldiers and the ones who couldn’t be identified. The tomb is a very spiritual place where great respect is required at all times by visitors.

The day finished with the Last Post Ceremony. The Last Post Ceremony (on the day that we were there) honoured a young man who was in the Second World War. He was an ordinary citizen, renowned for his intelligence, with a bright future ahead of him before he left for war. Although he died, it wasn’t in vain as he will always be remembered for being an example of the thousands of brave young men and women who helped to keep Australia safe during war times and beyond. Our memories of the visit to the War Memorial are very special and are likely to stay with us for a lifetime.

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Experiencing Reggio Emilia EARLY LEARNING CENTRE

LIZ BAWDEN DIRECTOR OF ELC

In April this year five educators from the Early Learning Centre - Jane Stafford, Stephanie Pender, Jane Smitten, Nina Sofo and myself - travelled to Reggio Emilia in Italy to participate in an International Study Tour.

ELC Educators in Reggio Emilia, Italy

THROUGH THESE OPPORTUNITIES CHILDREN ARE ABLE TO EXPLORE DIFFERENT POINTS OF VIEW, GAIN SCIENTIFIC KNOWLEDGE AND EXPERIENCE AND ENHANCE THEIR CREATIVE ABILITY, WHICH ENGAGES THEIR CURIOSITY AND FOSTERS LEARNING.

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The early childhood educational system in the city of Reggio Emilia in northern Italy was developed by Loris Malaguzzi, an educational theorist. This approach began over 40 years ago and has been recognised internationally as best practice.

The schools in Reggio base their teaching and learning on the recognition of the amazing potential of young children to question, reflect, theorise, problem solve, experiment and express their ideas through ‘the hundred languages’. No Way, The Hundred is There is a poem written by Loris Malaguzzi which recognises the way children construct knowledge and make sense of their world as they explore many different types of materials and expressive languages.

The St Leonard’s College Early Learning Centre was established in 2004 and built on strong foundations influenced by the educational project in Reggio Emilia. The way the ELC building was designed, how the learning environment is set up, and our teaching practice are all based on Reggio Emilia principles. In line with this approach, we continue to gain knowledge, experience and understanding of the principles that influence educators to foster rich learning environments that promote and value strong relationships with children and families.

The opportunity to participate in the study tour with educators from all over the world was a very exciting proposition. As educators we looked forward to new inspiration and a provocation for our thinking and practice at St Leonard’s College.

Our week of lectures and school visits began with the question so central to our practice: What is education for?

Maddelenna Tedeschi, an educationalist for the school at the Loris Malaguzzi International Centre in Reggio Emilia, delivered the introductory lecture. This was a good starting point for our reflection on what we do and how we can continue to offer a high quality program which enriches children’s learning.

Playing with futuristic glowing rocks in the St Leonard’s College ELC

The highlights included visiting schools and preschools, seeing their inspiring learning environments and the way their educators worked with young children. It was obvious that the whole community was committed and genuinely valued the importance of early childhood education.

The research projects that children and families experience at St Leonard’s College are an integral part of the program and enable small groups of children to research an idea in more depth, engaging them to develop theories in collaboration with others. The children’s learning is then acknowledged and celebrated by inviting the ELC community to find out what they have discovered.

At the Loris Malaguzzi Centre in Reggio we had the opportunity to experience some of their project based inquiries at The Wonder of Learning exhibition which included the Ray of Light. We were inspired particularly by their exploration of light and digital technologies and how they present these to children. Through these opportunities children are able to explore different points of view, gain scientific knowledge and experience and enhance their creative ability, which engages their curiosity and fosters learning.

On our return, a small group project was initiated by the PYP unit of inquiry ‘Where we are in Place and Time’ which enabled the children to explore their understanding of what the future means. The children explored new technologies such as the data projector, a web camera and different effects of light. The children had confident theories of the future. Taya (5 years) said: “You can’t remember anything about the future because you haven’t been there.” James (5) said: “In the future things will be different.” As a class the children explored alternative energy sources such as solar energy and designed vehicles for the future. Families were invited back to the ELC after dark, enabling all the children to demonstrate their learning. We all enjoyed the future world projected on the screen, reading their ideas and seeing their designs and inventions: how their moon rocks were charged up by light to glow, invisible messages illuminated by UV light and interacting with the web camera to create a future world.

All educators, including Bree Phelan who attended the 2007 study tour, gained invaluable experience and knowledge by participating in the tour. We continue to gain more of an understanding about this approach to teaching and learning to enrich our program offered to the children of the Early Learning Centre.

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Developing Life-Long Learners OUR YEAR 9 PROGRAM

SUSANNE HAAKE DIRECTOR OF ACADEMIC DEVELOPMENT

Research in education has long acknowledged the importance of year 9 as a period of profound physical, social, emotional and intellectual change in young people and pivotal in the transition from childhood to adulthood. Young people at this year level are gaining increased independence from parents and teachers, and forming ever more important relationships with their peers. As the maturation process continues, year 9 students are becoming more complex thinkers and engaging more meaningfully with the broader context of their school, familial and social worlds. A year 9 student’s engagement with learning at this critical juncture sets the foundation for future academic endeavour and learning achievements.

This is why many schools create targeted year 9 programs catering for the intellectual, developmental, psychological and physiological development of their adolescents.

The CUE (Community Service, Urban Exploration and Environmental Sustainability) experiential learning program at St Leonard’s College is unique. It offers our year 9 students pastorally led and academically informed programs and activities to enhance their understanding of their local community,

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while at the same time developing the skills to understand Australia’s place in the wider Asian region. Students participate in a ‘CUE Day Out’ for one day each fortnight on a rotating basis, with classroom periods devoted to inquiry and reflection.

YEAR 9 STUDENTS ARE BECOMING MORE COMPLEX THINKERS AND ENGAGING MORE MEANINGFULLY WITH THE BROADER CONTEXT OF THEIR SCHOOL, FAMILIAL AND SOCIAL WORLDS. The Community Domain aims to develop a stronger sense of community and the concept of contributing as a volunteer. Students are placed with service organisations that cater to the

needs of the local community and give students an opportunity to consider the challenges faced by younger, older and new members of the community.

Students choose their own organisation placement, which might include a nursing home, a primary school reading program or a language centre for new migrants.

The Urban Domain requires students to reflect upon and investigate influences on the evolution of a city, considering how it looks, how it acts and how our different cultures interact. Students negotiate transport and look into our multi-cultural nature as a city and our economic drivers to focus on the development of Melbourne and its northern suburbs.

The Environmental Domain uses the motto ‘think globally, act locally’.

Throughout the days out, students focus on the themes of Protection and Conservation, Consumption and Management, and Human Impact and Action. The issues covered include waste and water management, the impact of tourism, protecting biodiversity, coast care action and inquiring into renewable energies.

The three domains of Community Service, Urban Exploration and

Environmental Sustainability were chosen not only to provide students with a greater understanding of the neighbourhoods and city in which they live, but also to inform their experience as they embark on the final component of the year 9 experiential program, a three week ‘Big Experience’ to South East Asia in term 4. In the ‘Australia in the Asian Century’ White Paper (October 2012), the Asian century was described as “an Australian opportunity” with predictions that the “global centre of gravity” will shift to the Asian region. As we prepare our students to take their place as global citizens, the importance of our connections with Asia and its emerging economies cannot be understated. It is widely acknowledged in both government and educational spheres that students with knowledge of Asia have significantly enhanced employment prospects and greater opportunities to work internationally. They become effective global citizens with a better understanding of the fundamental changes taking place in this dynamic region of the world. In 2014, students will choose from the following destinations: Borneo, China, Vietnam, Laos and Cambodia.

While the year 9 CUE program provides a point of comparison as students explore the communities of their overseas destination, the year 9 Humanities program ensures that students have had an opportunity to study, across a range of disciplines, the country to which they are travelling. In the compulsory History subject, all students explore the Industrial Revolution and its effects on the countries of Europe, but at the same time they are made aware that many of the raw materials needed in Europe originated in Asia.

This provides a foundation for students to investigate the European influence in their ‘Big Experience’ country.

The Geography program at year 9 complements both the CUE and Big Experience through case studies. Both options for year 9, Geography: CUE or Geography: Issues, aim to introduce students to the themes and topics they will encounter during CUE and Big Experience.

Geography: CUE makes geographical connections to the CUE program through studies of a range of topics. Case studies from around the world are used to consolidate students’ understanding of topics such as coastal systems, urbanisation and environmental awareness.

In Geography: Issues, students study climate change, pollution and sustainability, with a case study investigation into how China is dealing with pollution in its major population centres.

Importantly, the year 9 experience is used as a basis for a compulsory year 10 investigative subject which allows students to continue their inquiry into their visit to South East Asia with an extended essay.

This focuses on the interconnection between Australia and its Asian neighbours and the importance of a shared responsibility for the communities, urban centres and environments of the region. The essay has its basis in five strands of enquiry which students explore during their ‘Big Experience’ trip: Social, Historical, Environmental, Economic and Political. Students are closely mentored through the research and writing of this extended essay, giving them an opportunity to practise tasks which will be required of them as they embark on their VCE and IB studies. Through guided reflection and careful analysis, students are able to reap the full benefits of the year 9 CUE and ‘Big Experience’ program.

WE ARE COMMITTED TO DEVELOPING LIFE-LONG LEARNERS WHO ARE INFORMED ABOUT THE ISSUES AFFECTING THEIR LOCAL, NATIONAL AND INTERNATIONAL COMMUNITY AND ARE READY AND WILLING TO CONTRIBUTE TO ITS BETTERMENT.

At St Leonard’s College we are committed to developing life-long learners who are informed about the issues affecting their local, national and international community and are ready and willing to contribute to its betterment. While this ideal is instilled in our curriculum from ELC to year 12, it finds particular focus at year 9, enabling our students to build a sound foundation for their engagement with the wider community and to find meaning and purpose in their academic studies.

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A Way With Words DOROTHEA MACKELLAR POETRY AWARDS

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THE CLEANER Our past washed away, Our history is being dismissed My background is being wiped off Their life, gone.

The past is bleeding across, A clean and white new slate.

The strands that drip down Show those who still remember.

Jemma Gray with competition judge, Nette Hilton, and President of the committee, John Lemon, at the award ceremony.

Opposite page: Jemma Gray with her year 9 Literature teacher, Ms Sonia Murr

They remember our history with pride not displeasure, They remember even after if being wiped clean They remember everything, Their life without dictation.

ROSS WALKER EDITOR

It is a special achievement to win a poetry competition in which more than 8,500 poems were submitted by students from 600 schools from all over Australia. This is what Jemma Gray of year 9 has done, winning the Junior Secondary section of the Dorothea Mackellar Poetry Awards.

The competition is the oldest and largest poetry competition for school aged children in the country. It aims to inspire students to express themselves through poetry and support the legacy of Australian poet, Dorothea Mackellar, and her legendary poem, My Country. Jemma was presented with her award on 29 August at a ceremony in Gunnedah, New South Wales, a town that inspired much of Mackellar’s work.

Her winning poem, The Cleaners, was inspired by a piece of Street Art by Banksy, an England-based graffiti artist, political activist, film director and painter. The poem could be read as a reflection of a victim of the Stolen Generation, or of someone who has suffered at the hands of his or her coloniser.

Jemma submitted three poems for the competition. The two other poems she submitted were written as part of the year 9 Literature course. The first, A Fairground of Potential, was part of a Visible Thinking routine. This is a classroom activity which emphasises ways of making students’ thinking visible to themselves and to one another, so that they can improve it. The second, Another Life Supporting Planet, was an exercise that required students to develop a metaphor for the poetry writing process.

Clarity, directness, and depth of feeling and perception are among the qualities of Jemma’s poetry. Her Literature teacher, Sonia Murr, describes her as “an insightful, mature and committed student with loads of natural ability.”

Jemma had never really considered writing poetry until she entered her year 9 Literature class this year and there was a focus on poetry. She says that interesting images really inspire her and she likes pictures that are unique and abstract.

Jemma is looking forward to expanding her horizons by reading and writing more poetry.

A FAIRGROUND OF POTENTIAL Dreams, wishes, hopes, desires A fairground of potential.

Clouds of sugar, rollercoasters or joy all grasping on by strands of our imagination.

Pulled back, tied down yearning for freedom, but declined.

We need the dreams, to keep us sane, We like the dreams, to keep us hopeful.

There are moments in life, when we think we’ve had enough.

We release.

Cutting off the link, we let the dreams float away, and Dispose of them.

Gone.

ANOTHER LIFE SUPPORTING PLANET The poem is another life supporting planet, It is So so hard to find, The galaxy has been searched, and searched and searched, but it is there somewhere...it is hoped I know that when I find this planet, it will be full of treasures.

It will be dissected, So much that it will begin to bore me, But first I need to find it It is not something you come across easily, It has to be looked for thoroughly.

It will be found one day, But only after search and search and search.

It is not going to be found without difficulty.

We congratulate Jemma on her achievement, and hope she keeps writing.

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Sensational Sport ACS SPORT SUCCESS

WINTER SEASON JAN PUCOVSKI HEAD OF ACS SPORT

The ACS sporting year continues to set new standards. After the excitement of our five Senior Premierships in Cricket, Touch Rugby and Basketball, the Athletics and Cross Country teams followed up with exceptional performances, winning the ACS titles.

The Senior School winter season teams continued the outstanding form contesting 12 grand finals. The First and Second XVIII Football teams created history by both topping the ladder and playing for the ‘Holy Grail’. The First XVIII came back from a five goal deficit to go down by eight points to Overnewton, while the Second XVIII claimed our first Football premiership in ACS’ 16 year history.

The Firsts and Thirds Boys Soccer teams fought out close finals, with the Firsts outplaying the previously undefeated Overnewton team, winning four goals to two.

The mixed Beach Volleyball teams had dominant seasons with both teams heading the ladder. We had a clean sweep of trophies with the Seconds winning two sets to one and the Firsts completing a perfect season with an undefeated record of two sets to nil in the final.

The Firsts and Seconds Girls Hockey teams played in nail-biting finishes with both teams losing in a penalty shoot out.

The Netball teams made it a clean sweep with all three winning their Grand Finals. The Firsts won their final in convincing style by 10 goals against St Michael’s while the Thirds match went into extra time.

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ATHLETICS

CROSS COUNTRY

NICK BOWDEN HEAD COACH - ATHLETICS AND CROSS COUNTRY

JAN PUCOVSKI HEAD OF ACS SPORT

The St Leonard’s Track and Field team achieved outstanding results on Friday 23 May at the ACS Athletics Carnival, to win the Brian McLean trophy for Girls’ aggregate, the John Brenan trophy for Boys’ aggregate and the Tim Hawkes trophy for overall aggregate points. This is the first time since 2002 that the College has held the athletics premiership and the first time since 1998 that it has won all three trophies. An outstanding achievement.

The Cross Country team gained great momentum from the Track and Field athletes to produce a dominant, consistent performance.

We won 15 of the 21 team categories, including the magical three main trophies for Overall Boys, Girls and Combined trophies for the first time in a decade.

Led brilliantly by our team captains, Lachlan Cairns and Catherine Fitzmaurice, who were well supported by an outstanding group of year 12 students, the team led from the start of the day, and although challenged at various times, were always ahead to record a margin of victory of nearly 160 points over Westbourne Grammar, followed by Overnewton and St Michael’s.

Outstanding individual performances came from the following athletes: Bronze medals - Cooper Green-Shiel, Olivia Schenk, Zoe Bell and Nick Virgo Silver medals - Michael Garbelotto and Matt Cherubino Gold medals - Josh Godden, Sean Flintoft and Freya Hinz.

The team achieved 136 first places in A and B events, but perhaps more significantly, they gained 113 podium finishes and were in the top half of the field 136 times from the 164 events. A remarkable percentage of just under 83.

Congratulations to Mr Nick Bowden for his leadership in what turned out to be a history making season in Track and Field and Cross Country.

Meg Cairns (year 8), Isobelle Ross (year 8), Emily Dare (year 8), Chloe Merbis (year 9), Charlotte Simpson (year 9), Ben Tonc (year 9) were all multiple event winners, while Jeremy Ripper, year 12 boys shot put, and the year 11 boys 4x100m team of Michael Harder, Jesse Seeberg-Gordon, Chris King, and Charlie Pattinson broke existing ACS records.

We congratulate all members of the squad who trained, prepared and trialled for the finals team and all those students and staff who lent their support, expertise and enthusiasm on the day.

CONGRATULATIONS The St Leonard’s athletics team congratulates our coach, Jeffrey Riseley, for his outstanding performances at the recent Commonwealth Games in Glasgow.

Jeff progressed through to the final in both the 800m and 1500m, running strongly to finish fifth on both occasions, behind the likes of Olympic champion and world record holder, David Rudisha.

Jeff was the athletics team’s best performed middle distance athlete.

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Making a Splash ST LEONARD’S SWIMMING NIC BAKER DIRECTOR OF SWIMMING

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As we come off the back of the Commonwealth Games and the Pan Pacific Championships, it is an appropriate time to reflect and update you on the progress St Leonard’s College has made in regard to swimming.

Swimming success at St Leonard’s is measured by the number of students actively training, competing and including swimming as part of maintaining or establishing a healthy lifestyle. I have no shame in also measuring success by monitoring our competitive swimmers development in terms of PBs (Personal Best times), achievements, podium finishes and the College’s achievements in School competitions. Indeed, winning is fun, and I am proud to acknowledge we have many more students winning more of the time. I am committed to ensuring that our swimming program continues to develop, to deliver growing success.

VICTORIAN PRIMARY SWIMMING CHAMPIONSHIPS – OUR PIPELINE OF TALENT GROWS Every Primary School in Victoria competes within their Districts, Zones and Regions with the fastest progressing to compete in the Victorian Primary Swimming Championships.

Commendations go to Lucia Wilkinson, Tilly Ord, Georgia Clarkson, Stephanie McLachlan and Isabella Stafford for representing St Leonard’s College so proudly and winning Silver medals in the Freestyle Relay and Medley Relay.

VICTORIAN ALL SCHOOLS SWIMMING CHAMPIONSHIPS – THE BEST OF VICTORIA This event is an all relay carnival comprising schools from all associations both public and private – it is the best of the best.

St Leonard’s College made a statement – a big statement, not with our words but with our actions. Indeed, other schools now know that there is a new player in town!

St Leonard’s College won two Gold and two Bronze medals and we know we are in for bigger hauls in the coming years.

The podium finishes were:

• • • •

Under 13 Girls Butterfly Gold - Lucy George, Issy Barwick, Lucia Wilkinson and Tilly Ord Under 13 Girls Freestyle Gold - Lucy George, Mia Forbes, Issy Barwick and Lucia Wilkinson Under 13 Girls Medley Bronze – Issy Barwick, Mia Forbes, Lucy George and Lucia Wilkinson Under 15 Boys Freestyle Bronze - Liam McLeod, Aiden Oey, Hamish Harrison and Hamish McGowan

SCHOOL SPORTS AUSTRALIA – THE BIG STAGE St Leonard’s College had two students, Hamish Harrison and Issy Barwick, represent Victoria in the Schools Sports Australia Carnival. Both achieved top ten finishes in Australia with the following results: Hamish Harrison • 6th in the 100m Breaststroke • 8th in the 50m Breaststroke • 6th in the Medley Relay

BATH ISAAC SHIELD – 12 YEAR WINNING STREAK CONTINUES This event was established in 1984 against Ballarat Grammar School and it gave St Leonard’s College an opportunity to showcase our growing depth and to practise the important flying starts for relays. Great competition practice was gained in achieving our 12th consecutive victory.

ACC SWIMMING CARNIVAL 2014 – ST LEONARD’S COLLEGE BREAKS MORE RECORDS It is our goal to win the overall ACS swimming carnival and I am confident that with our deepening reservoir of talent and improved swimming program we will soon raise aloft the coveted trophy. This year, the boys came first, the girls came third and the College came third overall.

One of notable highlights of the event was the year 10 boys, spearheaded by Hamish Harrison, who broke the ACS year 10, 50m Breastroke record. Hamish then teamed up with Hamish McGowan, Costas Papadopoulos and Daniel Cherubino in both the 4 x 50 Freestyle relay and 4 x 50 Medley Relay, and yes, you guessed it, this team broke the ACS record in both events!

Issy Barwick • 9th in the 200m Individual Medley • 9th in the 400m Individual Medley • 7th in the 200m Freestyle Relay

INDIVIDUAL COLLEGE RECORDS This year we have again seen our College records tumble and with this continued progress I expect to see all records replaced with new names, as they are there to be broken! This year’s records were set by:

• • •

Issy Barwick, year 7, 50m Butterfly Issy Barwick, year 7, 50m Backstroke Hamish Harrison, year 10, 50m Breaststroke

OUR YEAR It’s been a good year and we are soon to have a great year followed by truly successful years. We are committed to growing and improving the swimming program and we will continue to encourage all students to train, to compete and at the very least, to enjoy all of the benefits that swimming brings.

I love success and I want to see more of it: more students in the pool, fitter students, stronger students, healthier students and, yes, I am not ashamed to say, podium students – I love it.

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Old Collegians Making Their Mark PAST STUDENT PROFILES

ROSS WALKER EDITOR

As well as the successes of its current students, St Leonard’s College is proud to celebrate those of its alumni. In this article, we profile five alumni who have achieved recognition since their school days.

Two of those, Heidi Yardley (nee Titshall) (OC 1992) and Greg Eldridge (OC 2004) are now building careers in the arts.

Visual Art has always been Heidi’s main focus, and her career has already been most productive and successful. Art was always her favourite subject at St Leonard’s; she was always drawing. By year 12, she was studying both Art and Studio Art with the intention of studying Fine Arts at University. After finishing her degree, she rented a studio to start creating work for her first exhibition. As the art industry is extremely difficult to break into, she had to spend many years exhibiting, studying and developing her craft in preparation for making it a full time career.

Heidi is now a full time Visual Artist with a practice mainly consisting of painting and drawing. She has held numerous solo and group exhibitions, has won many awards, and has been a finalist in the prestigious Archibald Prize portrait competition in both 2013 and 2014.

In 2011 she was named one of ’50 of Australia’s most collectible artists’ by Australian Art Collector magazine. She has found it “really rewarding to have my work acquired by museums and international collectors.”

Heidi loves “the potential of visual imagery in general”, working within different themes and exploring the imagery within them. She often uses collage, an art form which she loves and finds “highly intuitive.” Her work has been described as “dream like”, with echoes of surrealism and magical realism. Her inspiration, as well as from photographic images, comes from

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“fragmented memory.” “Art needs to pose a question,” she believes, “not create answers.”

She is looking forward to participating in more artist residencies and projects both in Australia and overseas and exhibiting internationally. She will continue to develop her work and looks forward to expanding the scale and scope of her practice.

To satisfy his artistic bent, Greg Eldridge is now building a career as an opera stage director. An outstanding student at St Leonard’s, he won a National Achievement Award from the Children’s Literary Board in 2000, as well as a Premier’s Award for Excellence in Philosophy in 2004. A Foundation for Youth Excellence Award followed in 2010. Besides studying law, Greg trained as an actor, working with his close friend from school, Liam Suckling, on a number of projects, including an adaptation of Oscar Wilde’s The Picture of Dorian Gray, which they co-wrote and co-directed.

Later, in Florence, Italy, Greg completed specialist studies in opera directing.

More recently, he has won a place as the youngest director accepted in the prestigious Jette Parker Young Artists Programme at the Royal Opera House, London. This award, founded in 2001, offers exceptionally talented artists at the start of their careers in music a tailored program of coaching and performance opportunities. Many of its graduates are seen regularly on the international stage. In his current role, Greg will have the privilege of working with artists such as Bryn Terfel and Placido Domingo. He is receiving specialist coaching in all the main operatic languages – Italian, German, French, Russian and Czech – as well as weekly sessions in dance, fencing and stage combat. He anticipates enjoying an “amazing two years” and wants to make the most of every minute.

Heidi Yardley

‘Closer’, oil on board, 58 x 42cm, 2012, courtesy of the artist and Jan Murphy Gallery.

Greg Eldridge

Other of our alumni have also spent time overseas. Both Fiona Stitfold (OC 1983) and Jenny Jamieson (OC 2000) have engaged in humanitarian work in developing countries. Fiona currently manages the United Nations Volunteers (UNV) program within the United Nations Mission in Juba, South Sudan.

This program contributes to peace and development through volunteerism.

Approximately 400 international and national UN Volunteers are deployed throughout South Sudan in professional capacities to support the UN mandate focusing on the Protection of Civilians, the monitoring and reporting on Human Rights violations, and the provision of humanitarian assistance and support for peace initiatives, including the Inter-Governmental Authority on Development (IGAD) who are monitoring cease fire violations.

For Fiona, working with the UNV program is “not a career decision, but rather a decision to accept opportunities and experience.” Her experience has convinced her that we are all fundamentally the same, for “we all want peace, respect, equality and a caring community in which to shelter and belong.” Through her work, she has learned of “the richness and wealth of people, their ability to survive and undertake incredible acts of bravery, but also of the devastation and absolute horror inflicted by inherent greed and power.” She shares with Kofi Annan, former United Nations Secretary General, the belief that “together we can make the world a better place.”

Jenny Jamieson, too, strives to make the world a better place. As a student, she wished to pursue a career with “elements of humanitarianism, further education, team work and leadership, plus an ability to give back to society at large.” She has found this in her current work as an emergency doctor in Melbourne. Following a stint at the Royal Children’s Hospital, she has now returned to the Alfred Hospital.

She loves the challenge of emergency medicine. “One minute you can have a patient with a broken leg,” she reflects, “the next minute a cardiac arrest, and the next a trauma callout from a multi-vehicle accident.”

Prior to these local postings, Jenny spent seven months of 2012 working in Afghanistan for Médecins Sans Frontières (Doctors without Borders).

In a trauma hospital in the northern province of Kunduz, she encountered a great deal of post-conflict violence and mass casualties. She describes this experience as “incredibly rewarding, but challenging at the same time.”

Jenny has also been occupied with “trying to navigate a path between fulltime clinical work and my passion for global health.” She has enjoyed helping to co-found the Global Health Gateway, as well as staying engaged with Médecins Sans Frontières. In 2011, she collaborated in the writing of The Guide to Working Abroad, a resource for students and junior health professionals interested in working in low-resource settings. Medical education and global health research are among her abiding passions.

Bryce Doherty (OC 1991) completed a Bachelor of Commerce at university, and although he initially wanted to be an investor, he found he was far more suited to sales. He started in 1996, manning a telephone at National Mutual and slowly worked his way up from there. He is currently CEO of UBS Asset Management - Australia, a company which manages over $45 billion on behalf of Australian and international investors in equities, bonds, property and multi-asset portfolios. His large team manages money for insurance companies, superannuation and private investments. Bryce is passionate about the superannuation system and about working in an industry that aims to allow Australians to be self-sufficient in their retirements.

Fiona Stitfold

Jenny Jamieson

Bryce is also passionate about exporting Australian investment expertise to investors offshore. UBS has Australian equities, bonds and real estate teams based in Sydney who all manage investments for international investors.

He considers his most satisfying achievement from a career perspective to be getting his first job in the finance industry. He hopes to lead UBS to be the number one fund manager in Australia.

At the moment, he comments, they are 13th in a field of 120 with plenty of work to do.

Bryce Doherty

We salute all of these Old Collegians and wish them continued success in their careers.

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OLD COLLEGIANS

Reunions CLASS OF 1999 - 15 YEAR REUNION

There is a certain something about St Leonard’s College that sets it aside from all other schools. It is evident through all year levels that the bond this school creates amongst its students is everlasting. Feeling like it was the first day of school again, I excitedly walked up the path to Harefield House. Quickly my nerves turned to excitement when I saw so many happy smiles at the 15 year reunion. Looking around the room at all the familiar faces it felt like only yesterday we were all together wearing the St Leonard’s College uniform!

It was a fantastic night sharing special memories with friends and reconnecting with old classmates and teachers who I haven’t seen for many years. St Leonard’s College gave me a foundation for a happy life and I hope this is something that my children can also experience through this wonderful school. Courtney Paino (OC 1999)

CLASS OF 1994 - 20 YEAR REUNION

It was great to see so many familiar faces at the 20 year reunion. Some we had not seen for many years, others we are still lucky enough to be in contact with regularly. Incredibly interesting was that essentially, despite years of experiences, adventures, changing relationships, children, and the general wear and tear of life, it was like stepping back in time...it could well have been lunchtime in year 12! The school looks beautiful, with many changes since our years of roaming the grounds; and yet the huge fig trees remind us of spaces as they used to be. The approach and focal point as we walked up the driveway was on the restored ‘School House’, looking grand, as it would have been many years before our time. The highlight though, was hearing stories about marriages, travels, ever-growing families, careers and catching up on 20 years of life over a few drinks. Sasha and Cameron Johns (OC 1994)

CLASS OF 1989 - 25 YEAR REUNION

In May this year, the Class of 1989 celebrated its 25 year reunion, joining together in what we always remembered as the Art Room. We reminisced about our time at school, laughed about the good times and had a great time picking out faces in the school photos. It was great to see Nigel Garland still fitting into his year 12 uniform in all its glory! The year of 1989: Hawthorn defeat Geelong in the ALF Grand Final, and text messaging and the worldwide web are invented. And 25 years on it was nice to see that some things have come full circle and others have successfully evolved (like the world domination of the internet). These reflections were not lost on the 1989 school group who openly discussed how they cherished the uncomplicated days of school and are more than happy to relive them every five years. We are thankful that St Leonard’s and our relationships were integral in allowing us to successfully evolve and become the people we are. Lyndal Rofe (OC 1989)

CLASS OF 1974 - 40 YEAR REUNION

Forty...it’s just a number – like any other birthday, or the beginning of a new moment in life, or a reunion. So in May this year, some from the Class of 1974 congregated within the truly beautiful Harefield House (which had previously been off limits to students of our generation - unless one was unfortunate enough to have an audience with the Vice Principal) to catch up on individual and collective goss – filling in the wide ranging gaps. Amazingly, perhaps, everyone was recognisable and there were, of course, those who were either late or ‘no shows’ – some things never change! The usual topics of conversation rattled around the room – relationships, marriages, divorces, children, work, relocations, latest life aspirations, etc. Many of us also talked about how much we had genuinely enjoyed our days at St Leonard’s, each having very fond memories of things good and not so good – including the arrival of ‘the boys’, those hilarious school excursions in often dreadful weather and some of the more challenging teacher/student relationships.

As a sign of the times, how utterly refreshing it was to see the current Principal handing around plates of food, chatting warmly and making us feel very welcome back in an environment that has seen many changes and which has also managed to retain some of the 70’s charm. Happily, and for one night only, we were again in a class of our own!

Louise Fox (OC 1974)

CLASS OF 1984 - 30 YEAR REUNION

On 22 August around 25 alumni of the Class of 1984 gathered to celebrate school life and reminisce about “the good old days at St Leonard’s”. We received a warm welcome from the Cullen house leadership group who kindly offered to take us on a brief tour of the school’s old and, as we discovered, many new facilities. Mr Davis welcomed us back to school and the great community that is St Leonard’s. We all had a blast reliving the past and catching up on all that had happened since we last saw each other. There was a display showing how the uniforms had changed since the school began and we all agreed that the current blazer is a vast improvement on the 70s style zip up jacket we had the misfortune to wear.

Old photos were displayed and many laughs were had as we realised how much (and in some cases how little) we had changed. Of course we felt we were all ageing gracefully – mind you that could be because our eyesight is beginning to fail us! Yes, Talis Sterns, you were in Forster not Newman! The night kicked on at the Brighton Hotel and everyone agreed that it was a very successful reunion. If you came along, thanks for making it a great night, if you didn’t - you missed a whole lot of fun and we hope to see you in 2019!

Nicky White née Wilson (OC 1984)

TO VIEW ALL REUNION PHOTOS GO TO: www.stleonardscollegians.org

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OLD COLLEGIANS

BIRTHS

Milestones

ASHTON FRANK BERIC

EVA GRACE RICHENDA SABO

WILLIAM ‘BILLY’ DUNCAN

Denise Hamblin (OC 1996) and Andrew Beric welcomed Ashton Frank Beric into the world on 23 April 2014 and are enjoying the challenges of parenthood.

Paul Sabo (OC 2000) and Richenda Sabo are thrilled to announce the arrival of their first baby, Eva Grace Richenda Sabo, born on 24 April 2014.

Penelope Dalitz (OC 1996) and Adam Duncan are delighted to announce the birth of their son William ‘Billy’ Duncan born 29 April 2014, grandson of Barb Dalitz (OC 1958).

IN MEMORIAM JACK IRVING (OC 2014) 9 March 1997 - 13 June 2014

SONNY DONALD BLAKE

JACK FITZGERALD HARRIS

Hamish Blake (OC 1999) and Zoe Foster-Blake shared the joy in the arrival of Sonny Donald Blake on 10 May 2014, in time for Mothers’ Day.

Sam Harris (OC 1997) and Maddie Harris are blessed with the safe arrival of Jack Fitzgerald Harris on 15 July 2014 – sharing a birthday with his dad!

Jack attended St Leonard’s College from year 2 and his journey through the College revealed the emergence of a young man of character, focussed on achieving success not only for himself, but for his team, his House and his College. He is remembered as a talented cricketer, dedicated student, and much loved friend, brother and son.

DAWN CUTLER (OC 1938) 7 November 1926 - 8 August 2014 Dawn was an active member of the St Leonard’s College community through her membership of Harefield Club and attendance at many College events. She will be sadly missed by her friends at the College.

CHURCHER CHILDREN Helen Churcher née Stoneman (OC 1964) now has six grandchildren. Kate Churcher (OC 1996) had son Flynn (June 2011) and daughter Ava (March 2013).

Rachel Rigano née Churcher (OC 1998) had son James (January 2012) and daughter Isabella (July 2014). Freya Wrigley née Churcher (OC 2000) had sons Lachlan (December 2011) and William (February 2014). Above: Ava, James, Isabella, Flynn, William and Lachlan.

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ENGAGEMENT Nick de Zilwa (OC 1998) and Jessica Mahoney announced their engagement in July as the sun set over New York City. They will be married in 2016.

OLD COLLEGIANS

WEDDINGS

Tiffany Ambler (OC 1999) married Dave Campbell in Bowral, NSW on 4 January 2014.

Nick Brown (OC 1999) married Katherine Incledon on 26 January 2014.

Kate Eddiehausen (OC 2005) married Stuart Jones from Canada in March at the Brighton Baths. Kate and Stuart live in Adelaide.

STAFF NEWS BIRTHS

WEDDING & ENGAGMENTS

OTIS BENJAMIN BIRCH

OLIVIA MAY TYRRELL

Prue Birch (Junior School Teacher) and Aiden Birch welcomed son, Otis Benjamin Birch, on 7 April 2014.

Craig Tyrrell (Physical Education/Health Teacher and Middle School Munro Coordinator) and Sarah Tyrrell welcomed Olivia May Tyrrell on 7 April 2014.

ANNE HELEN ZABROWARNY

OLIVER TRISTAN INGRAM

Paul Zabrowarny (Music Teacher) and Clare O’Brien welcomed their daughter Anne Helen Zabrowarny on 15 June 2014.

Luisa Ingram (Physical Education Teacher and CUE Coordinator) and David Ingram welcomed Oliver Tristan Ingram on 16 June 2014.

Eleanor Richards (Humanities Teacher) married John Orchard in Port Douglas in April 2014.

Teagan Collins (Director of Netball) is engaged to Leigh Boughton.

FINN PATRICK McCORRY Monique Sheehy (eLearning Coordinator and Commerce Teacher) and Gerard McCorry welcomed Finn Patrick McCorry on 29 June 2014.

Katherine Georganakis (Science Teacher) is engaged to Samuel Cavnoudias.

NETWORK SPRING 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 COVER: Cross Country Captains, Eloise Ihle and Ben Fenlon, celebrate at ACS Cross Country BACK COVER: Students in the ELC have fun with dress ups

EDITORS: Shannon Lawton, Ross Walker