Westbourne Grammar School Monomeith by Westbourne Grammar School

Linking the Westbourne Community

Issue 6 - December 2014

ISSUE 6: DECEMBER 2014

Editorial Team Renee Ayling Sue Johnston Miriam McCaffrie Catherine Middlemiss community@westbourne.vic.edu.au

Contributors Thank you to our Amici - Westbourne Early Learning Centre, and Junior School and Senior School staff for their contributions to this edition. Photography Timothy Burgess Westbourne Grammar Staff

Issue 6 Growth From the Editor ...................................................................................................... 3 Our Principal .......................................................................................................... 4 President of School Council ................................................................................... 5 From the Associate Principal ................................................................................. 7 Head of Senior School ........................................................................................... 8 Student Wellbeing.................................................................................................10 Innovation at Year 9 ..............................................................................................12 Outdoor Education................................................................................................13 From our Williamstown Campus .......................................................................... 15 Development & Community Relations .................................................................. 17 Campaign News .................................................................................................. 20 Archives .............................................................................................................. 23 Alumni ................................................................................................................. 24 Alumni Reunions .................................................................................................. 25 Alumni Success and Celebrations ........................................................................ 27

Truganina Campus 300 Sayers Road Truganina Vic 3029 Australia Telephone: 03 9731 9444 Williamstown Campus 67 The Strand Newport Vic 3015 Australia Telephone: 03 9731 9555

www.westbournegrammar.com

From the Editor Welcome to Semester 2’s publication of Monomeith. This edition provides some wonderful insights into what has been a very busy, and exciting time at Westbourne Grammar. In establishing a theme for this issue, ‘growth’ seemed to keep finding its way to the top of the list. It was quite amazing really, to discover the many ways in which the concept of growth guides all that we do, and all that we hope to achieve. The term can refer to a positive change in size, a stage of maturation, or the development from a lower level to a more complex form. At Westbourne, growth is all of these, ie developing each student’s understanding of their own cognitive, physical, social and emotional development. Principal, Ms Meg Hansen challenges the cultural belief that learning finishes between the ages of 25 and 35, highlighting the rapid growth and subsequent effects of the knowledge era. Council President, Mr David Horvath steps us through the intriguing evolution of our School, and Associate Principal, Mr Andrew McGregor reminds us of our mantra, ‘Every Child, Every Moment’, and the ongoing pursuit of higher level thinking through SOLO Taxonomy. Mrs Amanda Macreadie reports on the wonderful success of the School’s first Annual Giving program, and acknowledges those who have generously supported the project. Of further interest is the Campaign for Westbourne: Sports & Aquatic Centre – it is a really exciting time of growth for our School. Back: Mark McDermott, Chelsea Perera (School Captains) Front: Sebastian Loupas, Ella Morgan (Prep students)

Thank you to everyone who has very generously assisted with this edition of Monomeith, contributing articles and sharing your knowledge. I hope you enjoy their stories. For all at Westbourne, the hustle and bustle of Term 4 activities is now easing, and there is a sense of relief and optimism in the air. I know many of you will be looking forward to holidays that are certainly well deserved. To that end, I would like to take this opportunity to thank our amazing Westbourne community for your wonderful support during 2014, and wish you all a safe and happy Christmas.

corporate signwriters

Westbourne Grammar School HiAce bus drivers side

Mrs Catherine Middlemiss Director of Development & Community Relations

September 2014

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Westbourne Grammar School HiAce bus passenger side September 2014

Have you seen our new Westbourne Grammar buses?

Lifelong Learning – An Exciting Future Message from the Principal

Ms Meg Hansen

The notion of growth is fundamental to all living things; it is a metaphor which we attribute literally and figuratively to the maturation of human beings from birth until we reach adulthood. Historically, children had to be seen and not heard until they had reached an age at which they could start work. This model, of course, missed the complexity and contribution that the very young can make to our world given half a chance. Interestingly, the Reggio Emilia approach to early childhood learning understood this in the 1950s with its heroic program recognising the Hundred Languages of Children. Westbourne has happily and easily embraced this model of learning ELC-2 and I can confidently affirm the extraordinary learning growth of our youngest students. Nobody quite knows, however, when adulthood begins. The 21st century has seen the acceleration of the knowledge era into an age of the virtual that has made any such definition more difficult. Historically, we have held the cultural belief that at some point in our lives, perhaps between 25 and 35, we finish our learning and after this time it is very difficult for us to learn more. No-one 20 years ago would have subscribed to the thought that we can grow our intelligence into our later lives. It seemed that the cliché ‘you can’t teach an old dog new tricks’, had taken hold of our thinking and stuck there. Of course we can learn new things, all our lives. I think of my father who, at 89, is finding his way around his new iPad, downloading apps, taking a MOOKS course and marvelling at what he has yet to learn. Westbourne Grammar has understood that if we are to make a genuine and real effort to equip our students with the skills they will need for an unknown but exciting future, we must think of learning as a whole of life experience. In the light of this, the School Council has completed their next three year strategic planning document, in the knowledge that it will serve only as a guide to a world which is potentially volatile, unclear, complex and ambiguous, as well as vibrant, unreal, crazy and astounding – a VUCA world. Disposition, skills and mindsets that enable young people to embrace and leverage the opportunities that may abound in this new world will be essential for success. Traditional notions of work, education, trade, time, security and relationships will be variously challenged and

reframed into the future. Educators, and the learning process, must be agile and responsive to this changing context over time. As suggested by Carol Dweck’s concept of a ‘Growth Mindset’, educators must also embrace the notion that all students have potential, and actively see their role not as transferrers of information but facilitators, coaches and motivators. As a result, the measures of educational value must be expanded beyond content achievement alone so that they incorporate skills acquisition, character development and social contribution. Westbourne’s Council also realised that the School’s vision, which has served it faithfully for several decades, needed to change in order to reflect the growth approach to lifelong learning. With this in mind, a dynamic new vision has been articulated as: Shaping learners who inspire the world The School’s Executive is excited to be working with this vision as it aligns perfectly with our learning aspirations. Communication of ‘Shaping learners who inspire the world’ will take place over the next few months. Ms Meg Hansen Principal

shaping

learners who

inspire the world

President of School Council

Mr David Horvath

In putting together a few words relating to the growth of Westbourne, my first thoughts were, “this will be an easy task”. I mean, from a Council’s perspective, it is quite simple. We have a strategic plan that we have developed which encompasses the needs of students and teaching staff, and then it is up to us to find the necessary funding to enable the growth to take place. As I said, simple. But my dilemma then became, where do I start? Should it be from the beginning of Westbourne in Truganina, or perhaps more correctly, from the very beginning in July 1867 when William Frizzell was appointed Williamstown Grammar School’s first principal with a grand total of 23 pupils? I believe the latter is the more appropriate starting point as we will be celebrating our sesquicentenary anniversary in 2017. The establishment of Williamstown Grammar School in 1867 was followed in 1886 by the enrolment of girls, and the establishment of the coeducational policies which have continued to the present day. The School had a very difficult birth and actually closed for periods of time between its beginning and up until the time when the original Williamstown Grammar buildings, senior students and headmaster were transferred to the auspices of the nascent Williamstown High School on 1 July 1914. The High School to this day still utilises some of the original Williamstown Grammar School buildings at its site on Pascoe Street in Williamstown.

Molland, at the urging of parents, continued primary education first at the Welsh Presbyterian Church and then in the Sunday School of the Holy Trinity Church in 1925 where it remained for the next 41 years. The Holy Trinity Hall has now been relocated to the Westbourne campus, has been fully renovated, and is a much loved addition to our current Junior School. In 1956, Williamstown Grammar relocated to Monomeith on The Strand in Williamstown where it remains to the present day – though until the 1970s, struggled with enrolments, never venturing much past 100 pupils. At this time, the School Council was invigorated with new parents who wanted to reestablish Williamstown Grammar’s secondary education. As a result, a huge decision about the future of the School saw the purchase of 15 acres of what were merely paddocks in the middle of nowhere, in a place otherwise known as Truganina. This was the seed which would blossom into what would become Westbourne Grammar School

It was possible that this could have been the last hurrah for Williamstown Grammar, but Mabel

Monomeith, 2014

President of School Council (cont) ... if the childrenâ&#x20AC;&#x2122;s needs are not being met, there really is no point in having a school. 1978 was the first year of the new Westbourne Grammar campus, and Grades 5, 6 and 7 were established with an enrolment of about 100. Along with the existing Williamstown campus the School gradually grew, adding an additional year level each year until we had our first HSC graduating class in 1983. Since this time, Westbourne has continued to develop progressively with respect to both student numbers and educational reputation, so that by the early 2000s enrolments had reached around 1,200. Over the next few years, the Council continued its discussions as to whether or not we should continue to grow and, if so, how this should this be managed? One of the main factors that kept being raised was that we did not want to affect our pastoral care system by becoming too large, so it was decided that some controlled growth, but definitely not unlimited growth, was best for the interests of the School. At a strategic planning conference six years ago we decided to begin a gradual growth phase which has now almost been achieved, and which will result in a total enrolment of around 1,700 students at both campuses.

Amici - Westbourne Early Learning Centre

As you can see from this brief history of the development of Westbourne and Williamstown Grammar schools, it has not been a quick or an easy journey, but one which has always been undertaken with the interests and benefits of the students as the prime driving factor. This, if you think logically about a school and the growth that it must undergo from its inception to its maturity, is really the only way forward, because if the childrenâ&#x20AC;&#x2122;s needs are not being met, there really is no point in having a school. I truly believe that the needs of our children are most often not only met, but many times exceeded, and I feel that this will continue, as future generations of our children grow through the School. Mr David Horvath (â&#x20AC;&#x2DC;84) President of School Council

P-2 architectural renders

Every Child, Every Moment: Westbourne’s Focus on Learning Message from the Associate Principal

Mr Andrew McGregor

It will be difficult in one article to encapsulate all the research, thought, time and effort that has gone into learning and teaching at Westbourne in 2014, but I am going to try. The number one focus of our School is learning. To be more specific, we aim to maximise the learning growth of each student with whom we come into contact across the year. This may be sustained daily contact as a classroom or subject teacher, or less frequent interaction, for example as a wellbeing tutor, sporting coach, musician, debating advisor or drama mentor. ‘Every child, every moment’ is a catch-cry we use regularly when talking about teaching and learning. This simple mantra reminds us that it is our ultimate aim as educators to use every available moment to further develop the learning of each and every student in our care. Every child enters our classroom in a different state of mind and with a range in their zone of proximal development, the next learning space they are most prepared to be nudged into. Ideally, we want every student who enters our classes to be engaged, challenged and inspired during the lesson. We want them to walk out intellectually enriched with their brain hurting. Strong learning growth should occur. This bold ambition is not easily achieved and rarely, if ever, perfectly attained in any one class. But we set high standards at Westbourne and as Principal Meg Hansen often says, “learning is a slow cook”. To assist our teachers we have several elements in our whole school pedagogical toolbox that we continue to develop in conjunction with the latest research, refined practice, collaboration, discussion and diligence. The widespread implementation of the SOLO Taxonomy in 2014 from K-12 has helped our teachers promote learning by encouraging students to use green zone thinking as often as possible. At the shallowest level, learning involves uni-structural or multi-structural competencies and processes. As these are adopted we want out students to go much deeper in their thinking. Our teachers encourage learning growth and deep and enduring understanding by looking for ways to have learners thinking at a relational level by finding the links between elements of their previous knowledge. Next, we want our students working at an extended

Mitchell Dean 12M, Nada Azar 12F

abstract level where they can generalise knowledge into new ideas and solve unusual problems they have never encountered before. Our belief in promoting a growth mindset for all students means that there are no upper limits set on what any child can achieve. One way this played out brilliantly in 2014 was opening up Tournament of the Minds to any student from Years 5 to 8 who wanted to take part. There was no pre-testing and no selection criteria. Anyone could get involved. As a result we had 70 students sign up for ten teams. The tournament itself sees weeks of extra-curricular training and practice as teams of seven students collaborate, problem-solve, think critically and create. The energy, enjoyment and positivity generated highlighted the variety of learning growth that occurred. The Effective Learning and Teaching (ELT) team is the staff group responsible for driving student learning growth in the School and part of this role involves visiting classrooms across the School. We have the privilege of regularly seeing learning in action at all levels and a typical day’s snapshot might include: the Year 3 maths challenge board at Williamstown, SOLO stations in a Year 4 class, Year 6 problem solvers trying to outdo their teacher, Year 8 English students collaborating on Padlet, Year 9s delivering a Presentation of Learning or Year 10s working on wellbeing modules on the WALL. At Westbourne, our teachers are totally committed to providing the best learning opportunities for every child, every moment. Mr Andrew McGregor Associate Principal

Achieving Optimal Performance in Exams Head of Senior School The most significant tool the Victorian education system uses to measure growth is exams. However, this tool of measurement is not the only way Westbourne measures the academic growth of a student, but as the VCE is heavily weighted towards exams, we do place an emphasis on these throughout the Senior School and teach skills required to perform optimally in exams. There has been a plethora of research around exams and maximising performance, and I would like to share some of the findings with you.

Thomas Crook PhD, a clinical psychologist and memory researcher. According to Dr Crook, ‘You’re working out your brain at the same time as your heart.’ And the mental mojo you get from cardio isn’t limited to making you smarter. Science says that just 20 minutes of cardio can improve your memory. Whether you’re dancing, jogging or busting a sweat by walking, exercise will increase your energy level, increase oxygen uptake and reduce the effects of stress.

1. Don’t leave revision until the last few days before the exam Learning-and-performance consultant and research psychologist, Will Thalheimer in his 2006 research paper, ‘Spacing Learning Events Over Time’, found that continual revision throughout the semester is much more powerful than cramming in facts the night before. Study in intervals throughout the year reinforces facts and allows students to make connections within their subject and across the curriculum. Thalheimer suggests that studying in 20-50 minute increments and allowing a 5-10 minute break in between is more beneficial than cramming. The learning material is retained and reinforced with continual revision, providing greater understanding and clarity. 2. Exercise “Cardiovascular health is more important than any other single factor in preserving and improving learning and memory”, says

3. Diet Breakfast is the most important meal of the day, and especially important on the day of an exam. Research suggests that high-carb, high-fibre, slow-digesting foods like oatmeal, muesli or multigrain toast are best. But what you eat a week in advance matters too. When 16 college students were tested on attention and thinking speed, then fed a five-day highfat, low-carb diet heavy on meat, eggs, cheese and cream, and tested again, their performance declined. In contrast, the students who ate a balanced diet that included fruit and vegetables held steady, according to Cameron Holloway, a senior clinical researcher at the University of Oxford.

4. Study spaces It is actually a good idea to have a couple of different spaces at home where you study. Spending all night in the library can be draining. According to a New York Times article (September 2010) ‘Forget What You Know About Good Study Habits’ by Benedict Carey, simply alternating the room where a person studies improves retention. In an experiment, psychologists found that college students who studied a list of 40 vocabulary words in two different rooms one windowless and cluttered, the other modern with a view on a courtyard - did far better in a test than students who studied the words twice, in the same room.

Achieving Optimal Performance in Exams (cont) 7. Minimise distractions Research shows that while many teens have convinced their parents that they are able to ‘multitask’ and would prefer to study while listening to music, texting friends, or watching television, they are actually not giving the task their full attention and will be less likely to retain information that way. Thacher also showed that students who are not focused on the task take longer. The key is to focus on the work without distractions and you will do it better and faster. If you must listen to music, stick to something very quiet and instrumental.

5. Time management Being organised and creating a study timetable will lower anxiety levels. Disorganisation and anxiety lowers your ability to retain information. By creating a balanced study plan and schedule, you will be able to study each subject in its entirety, and ultimately boost your test performance. This is true not only for the examination period, but throughout the year. A study timetable allows for all homework to be completed and time for weekly revision in each subject to be allocated.

8. Practise Exams You may have thought highlighting, re-reading and summation would be effective ways to study. Think again! A 2013 study in the Journal for The Association for Psychological Science, entitled ‘Improving Students’ Learning With Effective Learning Techniques’, found that these techniques do not consistently boost students’ performance. Practice testing through the use of flashcards, or taking practice exams, were observed to be more effective as study techniques. Past papers give students an insight into the types of questions to expect and the level of answers required.

6. Sleep Avoid the temptation to study all night before an exam. Based on a 2008 study by Pamela Thacher, Associate Professor of Psychology at St Lawrence University, all-nighters impair reasoning and memory for as long as four days. According to Dan Taylor, Director of the Sleep and Health Research Lab at the University of North Texas, this will interfere with rapid-eye movement (REM), which aids memory. So get a good night’s sleep and expect to perform better on tests.

I hope that these tips will assist you and your child in improving their preparation for future exams. Ms Louise Mahony Head of Senior School

Student Wellbeing Personal Growth: Wellbeing at Westbourne Every child needs support in developing their personal, social and emotional capacities. These concepts surrounding the broader notion of human growth are fundamental to success in life. When we consider success in this light, it includes not only academic and professional triumphs, but those that are the core of human happiness and wellbeing the inner qualities that help children to thrive in life, such as purpose, integrity and self-awareness. These qualities allow for success in oneâ&#x20AC;&#x2122;s ability to connect with themselves, others and their community at large. Education needs to include programs which generate resilience and the ability to cope with the ever increasing social and academic demands experienced by todayâ&#x20AC;&#x2122;s youth. At Westbourne we have recognised this need.

We know that social and emotional wellbeing has a positive correlation with academic outcomes. Learning to direct attention, maintain motivation when work becomes challenging, and manage the difficulties of learning and connecting with peers are aptitudes that depend heavily on the capacity to understand and manage emotions. This year, student wellbeing at Westbourne has been in focus with the implementation of the 3Rs (relationships, resilience and respect) program within the Senior School. 3Rs is a fluid and contemporary program designed to assist and guide students in their development of emotional intelligence and resilience.

Student Wellbeing (cont) It is clear that as parents, staff and the broader Westbourne community, we all play interconnected roles in how children thrive academically, socially and emotionally. So what is mindfulness? As part of the School’s curriculum from Years 7 to 10, students have participated in Westbourne’s Academy of Limitless Learning program (WALL), comprising a series of online modules accessed via the VLE. The WALL Program has focused on both academic and personal growth, and covered a range of topics relating to study skills, academic performance, digital citizenship, peer relationships, social responsibility, stress management and mindfulness. Mindfulness involves learning techniques that direct our attention to our experience as it develops, with an open curious mind and without judgment or needing to react to feelings as they arise. Mindfulness assists students to develop strategies which enable them to skillfully manage and respond to whatever is happening in that moment, rather than worrying about past events or situations that may occur in the future. When considering student learning, mindfulness is an invaluable tool, due to its usefulness in enhancing emotional stability and improving mental health. Research has indicated that mindfulness training improves functioning in areas of the brain related to executive functioning, attentional control, self-regulation, sensory processing, memory and regulation of the stress response. Clearly these are all important aspects of functioning when we consider both academic performance and wellbeing. Mindfulness training and meditation is something many students here at Westbourne have been introduced to, and many have been practicing these skills. Just a few minutes in their day when students can exercise, observe their thoughts and connect with the present moment are proving most beneficial. It delights me when I receive feedback from students about how mindfulness has been helpful in managing whatever difficulties they may be facing: “Miss, I feel like this is really helping with my anxiety. Since using this app I have been sleeping better. It was hard to get used to but now I really feel that I can calm myself down.” Statements such as these keep me motivated. They reinforce why we are implementing mindfulness into our Wellbeing Program and inspire me to continue mindfulness application within my individual work with students.

It is clear that as parents, staff and the broader Westbourne community, we all play interconnected roles in how children thrive academically, socially and emotionally. Supporting personal growth is to me one of the most important aspects of this communal responsibility. Through our Wellbeing Program we will continue to teach skills relating to self-care, resilience and emotional regulation in 2015. These skills are vital when you consider the pressures and challenges our students face ‘growing up’ in today’s society. Ms Kate Volakos Student Counsellor

Innovation at Year 9 “in order to motivate and teach this generation, the school system must be reinvented to be accountable for what matters most.” Dr Tony Wagner 2015 marks a most exciting year for our Year 9 Program at Westbourne Grammar School. After an extensive review and analysis process, the School has decided to implement a number of innovative changes to the Year 9 Program. The drivers behind the initiatives we will be implementing have their origins in a number of different sources, including academic journals, books on 21st century learning, and current student and parent feedback. What has become abundantly clear through the collection of information and research, is that we need to continue to adapt to contemporary teaching and learning best practices so that our students will be best equipped for their future. Indeed, Dr Tony Wagner in his book The Global Achievement Gap argues that, “in order to motivate and teach this generation, the school system must be reinvented to be accountable for what matters most. That means to do the work - teaching, learning, and assessing - in new ways.” With this in mind, I want to outline some of the key changes to our Year 9 Program. Firstly, the Extended Project will be changed into a Collaborative Community Project that will be completed by student teams of approximately four children. This will be done to reflect the need to develop and engender the collaborative skills that educational and corporate leaders have identified as key to future success.

Erin Sucic, Cassidy Bremner 9D

Students will be given the opportunity to engage in community problems and issues, and they will be tasked to make an impact on an issue of their choice, through their group project. Science and Humanities will feature in our Year 9 Program as distinct disciplines from 2015 onwards. This decision has been reached in order to cover more topics from these discipline areas, and to ensure maximum preparedness for VCE. Finally, there will be a heavier incorporation of Information and Communication Technology (ICT) in our program. Online blogs will replace Process Journal portfolio books, and students will be using online project management programs to manage their Collaborative Community Projects. These changes will bring us in line with 21st century learning values, which highlight an absolute integration of ICT in all student learning. We are very focussed on delivering the best possible program to our students, and we believe that the changes to our Year 9 Program reflect this commitment. Should you have any questions about the changes to the program, or wish to discuss them further, please feel free to contact me. Mr Dennis Nowak Director of Year 9

Thomas Rebesco 9M, Shihab Deen Mohamed 9M, Riley Debney 9D

Outdoor Education Changes to any program are required to ensure that its delivery continues to reflect the trends and developments of the time. Outdoor Education is no different, and the program at Westbourne Grammar is now sequential from Prep to Year 12. The School’s core values of: community, creativity, scholarship and courage are reflected upon in each and every aspect of the program to ensure it is truly individual. Throughout all the year levels, activities and requirements are age appropriate, whilst experiences in each year level are enriched as competence is built upon. From Prep to Year 9, each student attends a compulsory year level camp which varies in length from an afternoon after school, to a five-day journey. Camps are held throughout Victoria with students experiencing both dormitory style accommodation and tents. During these camps, students participate in a wide variety of activities including: abseiling, rock climbing, hiking, kayaking and mountain biking. In addition to the compulsory camps in Years 7 and 8, there are mandatory Outdoor Education classes in snorkelling, rock climbing and kayaking.

Westbourne also offers a variety of optional Outdoor Education experiences. In Year 6, day trips are held throughout the year, while there are optional camps for Years 10, 11 and 12. These experiences are open to any student and include cross country skiing, white water rafting, downhill skiing, snowboarding and hiking along Australia’s iconic Great Alpine Walk. The Duke of Edinburgh Award and Compass Awards are also available. Participation in these awards is optional for students, and takes them on a journey of self-awareness and hard work to fulfil the requirements of each Award. Adventure racing is another optional activity, and Westbourne has a team that competes in the annual Snowgum Hillary Challenge and the Victorian Schools’ Championships of Adventure Racing. By the end of a student’s Outdoor Education experience at Westbourne, they will have developed an appreciation of the natural environment, whilst also developing the skills, the knowledge, and the understanding required to be not only students, but young adults.

Outdoor Education (cont) YEAR Prep

Year 1

Year 2

BEFORE Day of activities at Westbourne Grammar

Extended day of activities at Williamstown

Overnight sleepover at Westbourne Grammar

NOW A range of Outdoor Education activities, including: • Campfire cooking A range of Outdoor Education activities including: • Fishing • Initiative tasks • Team building tasks A range of Outdoor Education activities, including: • Nature walk • Amazing Race • Campfire

Year 3

Three-day camp at Camp Wilkin

Greater emphasis on Outdoor Education activities

Year 4

Three-day camp at Camp Wilkin

+ Compass Award (above 10 years old)

Year 5

Four-day camp at Valley Homestead

+ Compass Award

Year 6

Five-day camp at Valley Homestead

+ Compass Award

Intro camp at Portsea

Overnight self-supported hike along Great Ocean Road Walk + Outdoor Education elective + Compass Award

Year 7

Year 8

Year 9

Year 10

Years 10/11

Year 12

Two-day, three-night at LNRC and Boar Gully

Three-night, four-day at Lake Nillahcootie OR Lake Eildon + Outdoor Education elective + Compass Award

Week-long at the Grampians

Week-long outward bound camp + Outdoor Education elective + Duke of Edinburgh Award

Wollangarra Camp

Run internally – similar to Wollangarra + Adventure Racing + Duke of Edinburgh Award

Ski trip annually

Ski trip bi-annually + Adventure Racing + Duke of Edinburgh Award

Nil

Great Alpine Walk – offered as an alternative to schoolies + Adventure Racing + Duke of Edinburgh Award

Mr David Ciavarella Outdoor Education

From Our Williamstown Campus We know that early childhood is a period of development where a young child’s neural networks are formed and refined through their experiences in the world. I meet the most delightful young boys and girls, and have the privilege of being part of their lives at a time of the most rapid period of growth and development in human life. Birth through to eight years of age is critical to a child’s healthy cognitive, emotional and physical growth. Early years education is undergoing a period of extensive change and development so, at Westbourne, we have invested time and resources into understanding the latest research and the implications this has for us as educators and learners. In 2013, I was part of an Action Research Project facilitated by Independent Schools Victoria and the Australian Catholic University. Along with a small group of colleagues from the Junior School and Amici, our research (which continues) focuses on the early years of education as it relates to teaching and learning in children from 0-8 years of age. We have also carefully investigated the transition between kindergarten and formal schooling, and this research has been critical in the growth of our own teaching practice and development in the kindergarten and the P-2 years.

needs of our young students. We believe the physical learning environment, both internal and external, is an essential element in the teaching and learning relationship. 21st century learning tends to be highly social, involves a great deal of experimentation, and encourages the production and sharing of knowledge, rather than the passive consumption of it. Experimentation and exploration is innate in young children. The learning spaces at the lower primary levels are being redefined, some more subtly, while other more noticeable changes have and will occur to align with our beliefs and philosophy about teaching and learning from ages 0-8.

We know that early childhood is a period of development where a young child’s neural networks are formed and refined through their experiences in the world. The richness of their ‘play’, the learning that children engage in, and the interaction and participation with people and their environment assists them to make sense of the world. The physical environment is an important source of information for young children. There has been development in the understanding of best practice in the early primary years around the core principles of the role of the teacher, the student, and the physical learning environment, particularly with forms of learning aligned to 21st century competencies, and the Reggio Emilia philosophy. In particular, our understanding about the physical learning environment and the impact it has on learning has undergone careful scrutiny. At Williamstown, we are blessed with being on a site that has great historical significance and we have worked hard to retain its heritage. However, our research suggests that with a focus on 21st century learning, we must also look at our physical environment and how it serves the educational

Stephanie Singline and Jessica Salvalaggio 2B

From Our Williamstown Campus (cont) “My classroom is special. Everyone is helpful when we work together. We get to decide some of the things we need for learning. My teacher lets us explore stuff.” As a part of my research, I asked a Year 1 child about their outside play. The student said, “We love making up games. We love imagining things. We get to pretend with our friends”. The sandpit space, in particular, is used by the children to create, role-play, experiment, socialise, invent, relax - the list goes on. When we had an opportunity at Williamstown to redesign the sandpit, this was done with a very considered understanding of how children use their physical environment as a teacher itself, or ‘the third teacher’. The vertical garden near the sandpit was designed by the children, and can evolve to suit their interests, knowledge and skills across disciplines. With the continued, and most generous, support of our Parent Auxiliary, we will soon be building a decked, mini-amphitheatre style space adjacent to the sandpit, with the options for learning being diverse. “My classroom is special. Everyone is helpful when we work together. We get to decide some of the things we need for learning. My teacher lets us explore stuff. She makes it fun”. This feedback was given during a group discussion I had with Prep and Year 1 students. Prompted by our research, staff have explored how to increase student input (and therefore, engagement) into designing their learning space. A principle of the Reggio Emilia philosophy is the understanding of a child’s sense of place and use of space, and seeing the physical environment as critical to learning. Teachers are analysing their classroom environments, with students identifying specifically what they need to enrich their learning.

Learning spaces encourage creativity, exploration and active engagement for student driven research, collaboration and interaction. You will see science corners, maths stations, research areas, photos, reading zones, etc. These spaces are fluid and adaptable, dictated in part by the students, and designed to develop twenty-first century learning and thinking. The physical environment is only one area of our research. We are excited by the growth opportunities for our staff and students, as we continue to enhance our learning programs for our youngest learners. The foundations are critical. Our research continues and our knowledge evolves. We cannot underestimate our young children – they are, after all, competent and dynamic people. Mrs Nicole Armatas Head of Williamstown Campus

Zara Brajkovic, Constantine Kotsonis Prep T

Director of Development Growth in the West

Mrs Catherine Middlemiss

A recent media release from the Committee for Wyndham, East West Link Is Essential, highlighted the committee’s unwavering support for the construction of the East West link, acknowledging that it is an economically rational project, with broad positive outcomes for the west of Melbourne.

“We live in a very functional and rapidly expanding city, and we are in this position because of its connectivity to the wonderfully diverse, and burgeoning regions that surround it throughout Victoria.” Committee for Wyndham Chairman, Mr Peter Hudson noted, “The strong relationship between regional Victoria and Melbourne means future prosperity and productivity growth for Victoria will be founded on efficient transport links to Melbourne and regional centres. High capacity transport connections that link regional Victoria with industrial precincts in Melbourne’s western metropolitan area and with export gateways are critical.” Mr Hudson continued, “We live in a very functional and rapidly expanding city, and we are in this position because of its connectivity to the wonderfully diverse, and burgeoning regions that surround it throughout Victoria. The Westgate Bridge has served us well over the last, almost 40 years, providing the gateway for the continued growth of the west of Melbourne and the regions beyond that.”

The report acknowledges the dramatic effects that constant disruptions to traffic via the Westgate have on connectivity to the CBD and beyond, and that any prolonged disruption, or closure, on the Westgate would be catastrophic for the west of Melbourne. Therefore, for contingency planning alone, an alternative needs to be sought; the EastWest Link would be imperative for the planning of Melbourne, above any other consideration. Complementing the East West Link project, Wyndham City Council has as it five highest priorities: 1. Making the metro rail link a reality, increasing train services to Wyndham 2. Construction of a second major river crossing for commuter access to the CBD 3. Increasing bus services 4. A commitment to building grade separations; section from overpass to Princes Freeway 5. A program of funding for arterial road duplications and upgrades in growth areas. These are exciting times for Westbourne Grammar families. With the Wyndham population recently passing 200,000, and continuing to grow at 10,000 per annum, the liveability of this area is certainly dependent upon addressing the above key challenges. Mrs Catherine Middlemiss Director of Development & Community Relations

Director of Development (cont) “Inspiration and growth only come from adversity and from challenge — from stepping away from what’s comfortable and familiar and stepping out into the unknown.” Ben Saunders When considering the School’s growth from its foundations at Williamstown in 1867 to today’s enrolments of more than 1,500 students, Ben Saunders’ inspiring words are a wonderful reminder of how Westbourne has always embraced challenge and adversity; of how we have kept a strong hand on the wheel, and a steady focus on the road ahead. This year has been no different. At Westbourne, we rely on the support of our school community to strengthen the learning outcomes for our students. It is through effective partnerships, collaboration and ongoing engagement between teachers, students, and parents that we continue to build such meaningful relationships. To that end, I would like to acknowledge and thank all our Associations for their hard work and dedication throughout 2014. I have enjoyed attending your meetings and well-organised events, whilst sharing your genuine community spirit and commitment to

our School. You have provided much needed equipment for both the Junior and Senior campuses, including Williamstown, and this is very much appreciated. We especially thank the Friends of Westbourne (FOWA) for the donation of a new upright piano in the Year 9 Centre. It was heartening to see the Parent Auxiliary, Friends of Sport (FOS), the Swap Shop and Friends of Music and Performing Arts (FOMPA) collaborate on this fundraising project. The School also appreciates the financial support some of the groups have already dedicated to the Sports & Aquatic Centre. Of significant importance, is your genuine understanding that this wonderful facility will be completed with the ongoing support and commitment of the whole Westbourne community. Mrs Catherine Middlemiss Director of Development & Community Relations

Westbourne Grammar School Association Contacts Friends of Westbourne Shona Taylor fowa@westbourne.vic.edu.au

Friends of Music and Performing Arts (FOMPA) Heather Straughan fompa@westbourne.vic.edu.au

Friends of Sport (FOS) Joe Azzopardi fos@westbourne.vic.edu.au

Williamstown and Westbourne Grammar Alumni Association (WWGAA) Catherine Challinger (Mitchell, ‘04) President alumni@westbourne.vic.edu.au

Our School community supports a 2014 Parent Auxiliary event

Foundation Annual Golf Day

Junior School Walkathon

Ms Hansen Goes Pink

Friends of Sport Colour Run

Get Giving Going Growing Philanthropy at Westbourne

Mrs Amanda Macreadie

As the School looks toward celebrating its sesquicentenary in 2017, it is timely that we reflect on the role of the Westbourne community and the powerful contribution it has made to the successful growth and development of our fine School. Through the support and engagement of a vast array of community members, we have much to celebrate in our rich history. Council, parents, alumni, staff and students have contributed, and continue to contribute, significantly and in many ways to our School.

A vibrant connected community The School is proud to have a connected, vibrant, engaged community that recognises and honours the traditions and achievements of the past, while moving enthusiastically to the future. Although giving is not new to the School, we are embarking on a journey of early growth in developing a successful culture of philanthropy. We are committed to continually improving our communications with stakeholders and, with this in mind, have launched a series of initiatives to continue to engage with the friends of our School.

Recently, we held a gathering of those who have served, and continue to serve, on the School Council. This involved locating people who, in some cases the School had lost contact with, and bringing them together over dinner to share in stories of our humble beginnings, our significant growth and achievements, and further plans for the School. In attendance, were the founders of the Truganina campus and those who had worked hard for decades to ensure the viability of the Williamstown campus. It was a very successful event, and we were delighted to witness these people seeing the realisation of their hopes and aspirations for the School. It was also exciting for us to share with them the plans for the next stage in Westbourneâ&#x20AC;&#x2122;s educational journey. Mrs Amanda Macreadie Manager, Philanthropy and Community Partnerships

Get Giving Going (cont)

Mr David Horvath, School Council President and Mrs Catherine Middlemiss, Director of Development

Past Council members Dr Fiona Shaw and Mrs Bev Alsop

From left: Mr David Thomas, Mrs Diane John, Mrs Shona Taylor, Mr David Horvath, Mrs Bev Alsop, Dr Fiona Shaw, Mrs Robyn Leach, Ms Meg Hansen, Mrs Rocio Vucetich-Karibian, Mr Ray Horsburgh AO and Mr George Gigas

Past Council members Mr David Thomas and Mr Dennis Collins

Longest serving Council members Mrs Diane John (1973-current) and Mr Ray Horsburgh AO (1978-2009)

Mr Ray Horsburgh AO and Mrs Pam Horsburgh

Mr David Thomas, Mr Dennis Collins and Mrs Bev Alsop

Making a difference: Annual Gift Program 2014 The School has recently undertaken a range of activities that offer our community more opportunities to become actively involved through participation in giving programs and other initiatives. Our first Annual Gift Program was launched in October this year. To view the Programâ&#x20AC;&#x2122;s video message, please go to; https:vimeo.com/109762380

Annual Gift Program 2014 Donors

It is the participation and involvement of our community in supporting our School and its future that really matters. Our actions, and yours, demonstrate to our students why giving matters, and that the entire School community is focussed on their wellbeing and the best educational experience.

Alispahic family Anonymous Armatas family Arthur Reed Photos Ayai-Yap family Ms Ann Badger Mr J Black Black family Bortoletto family Michael Bryant Mr Paul and Mrs Andrea Cairns Mr and Mrs M Carbonari Cardaciotto family Chrisostom family Ms Elizabeth Coutts Deen Mohamed family Dimitriou family Ellul family Gacutan family Gaff family Galati family Galea family Mr Daniel and Ms Manuella Galea Garnsworthy family Gashi family Mrs Elisha Gillespie Goldie family Graham family Greaves family Grech family Meg Hansen and Garry Kindley Harris family Harrison family HMC Electrics Madison and Xavier Howe Mrs Miggie Huang Hunter Industrials Pty Ltd Jose family Keo Group Australia - Compliance Partners Kerrison family Kong family Lam family Le family Ivy and Craig Leach

Realising the Westbourne Dream: the Campaign for the Sports & Aquatic Centre It is encouraging to know that the following members of the School Council and Executive have already pledged their early financial support:

School Council

Executive Committee

Mr Ian Fox Mr Ilija Grgic Ms Meg Hansen and Mr Garry Kindley Mr David and Mrs Dianne Horvath Mrs Diane and Mr Graeme John Mrs Rocio and Mr Vahram Karibian Dr Mark and Dr Elissa Krawczyszyn Mr John McElvaney Mr David Stewart Mrs Shona and Mr Conrad Taylor

Ms Meg Hansen Mr Andrew McGregor Ms Louise Mahony Mr Paul Barklamb Ms Karen Cooke Ms Andrea Elliott Ms Rose Elsom Mr Grant Finlay Mr Geoff Hayhow Mrs Catherine Middlemiss Mr Errol Tongs

We look forward to letting you all know how you too can become involved in supporting the Campaign for Westbourne â&#x20AC;&#x201C; Sports & Aquatic Centre in the New Year. In the meantime, if you have any queries or would like further information, please call Amanda on 03 9731 9474, or email macreadie.amanda@westbourne.vic.edu.au Mrs Amanda Macreadie Manager, Philanthropy and Community Partnerships

At the time of printing we would like to acknowledge and thank the generosity of the following families for supporting our first Annual Gift Program. The School is appreciative of community support to enhance the learning experience of the students in our care, and for the legacy of future Westbourne students. MacCarthy family Amanda and Will Macreadie Matejin family McNamara family Catherine and Craig Middlemiss Nguyen family Nguyen family Novak family Parks family Penman family Phelan family Pickup family Qi Long family Ms Y Qin Roolker family Flynn Ryan Sandhu family Schallhammer family Sherwood family Song family Speight family Sprenger family Stomann family Struhs family Tan family Tu family Turczyniak family Van Blommestein family Vavala family Vincent family Glen Wall Mr Hong Bing Wu and Mrs Jing Zheng Mr X Zhao and Ms H Liu

Archives The

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