Monomeith - Issue 15 by Westbourne Grammar School

Westbourneâ&#x20AC;&#x2122;s Community Magazine

Uniform Review

THE PRINCIPAL

COMMUNITY NEWS A Greek-Australian Odyssey

JUNIOR SCHOOL

Future Problem Solving

Edi tio 201 n 15 9

Edition 15 2019 CONTRIBUTORS Thank you to all our staff, students, members of the Westbourne community and the Development Office for their contributions to Monomeith. ON THE COVER Ermioni Pitliangas and Nick Pitliangas (1991) who along with other family members, have contributed to the forthcoming cookbook. Cover photograph: Melvin Tang Westbourne Grammar is committed to sustainability practices and being a responsible, environmentally aware, corporate citizen. To this end and as per their ISO14001 accreditation, our printers follow the international standard of specified requirements for an effective environmental management system (EMS).

Westbourne’s community magazine is named Monomeith in honour of the magnificent Victorian house on The Strand that has been occupied by the school since the move from Holy Trinity church hall in 1956. Built in 1887, Monomeith was initially the home of the Styles family. Today this historic part of the school is integral to Westbourne’s vision: Shaping Learners Who Inspire the World.

Three Great Projects Define a Busy Year It has been very rewarding to be part of three great projects this year (amongst many others I might add!) - our Food for Thought Annual Appeal to raise money towards our new social and eating space for students; the Belonging Community Cookbook due for publication in early 2020 and the review of the school uniform. The community response to the Annual Appeal has been wonderful with some significant donations from members of our current and extended school communities. We have also received strong support from the Friends of Westbourne Association and the Parent Association in the form of major donations including the proceeds of the very successful Fete held in March at the Williamstown campus. The hard work of so many parent volunteers to give back to the school is truly a feature of Westbourne. Works are due to commence on the new social and eating space at the end of this year – with completion around the middle of next year. It is very exciting to see the plans and I am sure the students are going to love it. I have been privileged to be part of the team working on the cookbook which has given me hours of time with the families participating. We have worked together in the Food Technology kitchens helping with food preparation and food styling for the professional photo shoots. Most rewarding were the stories each family brought to the project – from four corners of the world to Westbourne. It is going to be an incredible book and I can guarantee the food is delicious. Make sure you secure your copy. For the first time in more than twenty years, this year has also seen a review of the school’s academic wardrobe. The entire school community – staff, parents and students were given the opportunity to provide feedback and suggestions. Focus groups with students, parents and alumni have also taken place. The work of the Uniform Committee and our design consultant will be revealed early next year with a gradual rollout commencing from 2021. The designs build on our strong heritage elements and take into account what we see as a need for more flexibility and practical options for all students. I hope you enjoy this edition of Monomeith which gives some insight into the very rich fabric of Westbourne life. Anne Bright Director of Development

FROM

THE

SCHOOL

BOARD

Securing Our Future – A Thriving Community Built on Firm Foundations Looking back over 2019, I want to take this opportunity to reflect on what has been accomplished during the year and how these achievements continue to shape the Westbourne community. The very beginnings of this school, over one hundred and fifty years ago, set the foundation for building a place not only of educational excellence, but also a community that is focused on the wellbeing of its members. We want our students to grow and flourish. We want them to be confident, inquisitive learners eager to participate in all that the school offers. We want them to become lifelong learners and active contributors to the society in which they live. Westbourne has long been characterised by the strength of its community and the willingness of so many of its members to become involved and actively support the school. My thanks go to the groups and individuals who have worked so hard in a voluntary capacity to ensure the success of the many events held throughout the year: the Fete at Williamstown, Mother’s Day lunch, Father’s Day breakfast, Foundation Golf Day, Ivan Board Coterie lunch, the Grammarians football teams, music and drama performances and the annual concert at the Recital Centre. Recent decades, in particular, have seen Westbourne continue to grow in terms of both student numbers and scale. This growth, however, has occurred in a broader context of the school’s strong foundational values and beliefs - collective attitudes which, as evidenced by the wide range of stories in this edition of Monomeith, are very much in evidence throughout our community. We are not perfect, but the knowledge we take from the past and present is crucial in building an even stronger future for Westbourne. Once again, our campuses at Truganina and Williamstown continue to undergo further development and growth and this has led us to explore what possibilities the future can hold. How do our surroundings like the sports and aquatic centre, sporting precincts, music and drama centres, specialist classrooms and virtual learning program shape our future? I believe it is up to the wider Westbourne community to help us define what it is we want for our school. This year the Strategic Intent, as set out by the Board and School Executive, outlines the vision for the years ahead. And while it is a challenging – and perhaps at times an even daunting future to think about in terms of what are continuous cultural and economic challenges – the foundations laid in the community at Westbourne equip us extremely well to ensure the school is secure and flourishing for future decades and beyond. Ilija Grgic Chair of the School Board

FROM

THE

PRINCIPAL

Reimagining Our Uniform – Watch This Space! The wearing of a school uniform is something that is well-established and widely accepted in modern society, representing a tradition that goes back to the nineteenth century. Historically schools have embraced the concept of the uniform believing that its benefits are integral to a school’s reputation, while also being a positive influence on student performance and the overall wellbeing of the student population. Indeed, as Keith Metcalfe, deputy headmaster at Harrow has argued, the uniform is a visible connection to the rich history of his school, making the students feel ‘they belong to something bigger than themselves’ so that ‘the simple act of putting on a uniform makes every day an occasion, and indicates a readiness for the day ahead.’

What a uniform also ensures is a sense that all come to school on an equal footing, to be assessed and valued on their own merits, as individuals in a community. More specifically, a uniform means students don’t have to worry about peer pressure when it comes to their clothes. When everyone is dressed the same, worrying about what you look like isn’t so important. At the same time, we believe the wearing of a uniform creates an identity for the school in the community. It is a badge of pride and an important part of the whole school experience. This year, we have been engaged in conducting a review of our uniform. The review has been wide ranging and consultative and follows on from an initial audit of the school’s entire academic uniform. Included in the review have been discussions about the expectations regarding such matters as the wearing of the Westbourne uniform, what changes should be made to the uniform, health and safety issues (including sun protection, safe clothing for certain activities, mental health and overall wellbeing); anti-discrimination issues such as gender and gender identity, physical attributes, religion, culture and ethnicity; costs involved in purchasing uniforms and appropriate practices surrounding enforcement. At the same time, we know that changing social mores have encouraged schools to provide less gendered and more practical options for students with respect to uniform options and how these might conform to the school’s values and expectations. We look forward to launching the designs with the school community next year – feedback from focus group discussions with students, staff, parents and alumni indicate a sense of excitement as a reimagined Westbourne uniform comes to fruition. Our designer has managed to capture the traditional aspects of the current uniform and give them a new lease of life. Meg Hansen Principal

A S S O C I AT E

PRINCIPAL

Connecting Through Schoolbox At Westbourne we greatly value community, or to be more precise, having a connected community. To this end, the school has spent much of 2019 investing time, planning and thought into our new Schoolbox platform. Schoolbox is a learning management system, intranet and communication package rolled into one easy to access platform. Essentially, we are using this tool to better connect students, parents and teachers to all aspects of the Westbourne educational experience. Schoolbox is available 24/7. All one needs is an internet connection. It is responsive and adaptive to all devices and works equally effectively on smartphones, tablets and personal computers. I found myself regularly accessing school information via my smartphone when in Cambodia earlier this year and the product worked seamlessly. In 2020 we will launch an associated Schoolbox App for all students, parents and staff. The App will be free to download and will provide different functionality from the website platform such as push notifications around events, grades, work that is due, news and announcements. For example, it is intended that parents should be able to inform the school of student absence in convenient fashion via the app. Parents will be able to personalise features and notification settings to suit their individual needs. In 2019 we have moved the school calendar to Schoolbox and have also worked on using the News medium to provide consistent headlines and weekly summaries across all parts of the school. This has allowed us to target news to the appropriate audience. Every Friday at 5pm the system automatically sends out a news digest email that summarises all news posts that the individual user has received in the preceding seven days. The platform also provides easy access to information about music, sports, camps and tours. The pages are updated regularly by the staff involved, and in some cases, by the students involved. Extensive work continues to be completed by academic staff during 2019 to move the learning management system of the school across to the new platform. Staff and students across the school have trialled this functionality during the year with very pleasing results including quick formative assessment, easy access to learning resources and a consistent experience. In 2020 we will take the significant step of providing all continuous reporting information to students and parents via Schoolbox. This will truly make the package the one stop-shop for all members of the Westbourne community. A vital aspect of the Schoolbox experience is its dynamic and adaptive nature. When this is combined with feedback from users we are able to quickly fine-tune the product to suit the changing demands and needs of our community. We have greatly appreciated receiving suggestions and questions from parents, staff and students. This input will be incredibly important to further enhance the efficiency and convenience of our communication going forward. Andrew McGregor Associate Principal

Supporting Our Teachers and Enhancing Student Performance As educators we are mindful that we live in a fast-changing world which means it can sometimes be difficult to know what we should be ‘teaching’ our students. Of course, we require our students to attain knowledge and develop skills. But, experience tends to show that in some ways this is the easy bit.

The real challenge is providing a rich learning environment inÂ which our students are able to fully engage with all that the school offers. We want them to develop into people who have an intrinsic love of learning, are full participants in their world, people who ask questions and then ask some more, who become innovators and entrepreneurs, creative thinkers and problem solvers; who have, at the core of all they do, an appreciation of their ethical responsibility to themselves, others and their world. At Westbourne we are committed to ensuring our students are part of a global classroom- a classroom that extends outside the physical boundaries of a room. Throughout 2019, we have seen some amazing achievements at the senior school from our students. Every day, in every lesson they challenge us, as educators, in the questions they ask and the learning growth they show. We witness them gain knowledge and skills as well as dispositions that will enable them to contribute and connect to the world they will lead. Whether it is as part of the Da Vinci Decathlon at Year 7, the Tournament of the Mind team at Years 7 and 8; a Year 9 student who has made it to the Future Problem Solvers finals; a Year 11 student who participated in the YMCA Youth Parliament experience or a member of the cast or crew of Wicked the diverse talents of our students are frequently on display. Or, perhaps they are a student studying Year 12 Theatre Studies who took a key role in the production of David Williamsonâ&#x20AC;&#x2122;s Brilliant Lies. Or maybe they were a member of one of our ACS or House sporting teams who demonstrate how important it is to show grit and perseverance.

I am constantly impressed by the many ways our students shape and direct their community. This year we saw the introduction of the inaugural cultural immersion experience to Central Australia; a program that mirrors the experience of so many of our Year 10 and 11 participants in the Cambodia Challenge. Once again, our students were great ambassadors for their school. Westbourne students expect an education that is rich and diverse. Equally, the senior school staff are committed to delivering this education. In setting out to support and enhance student performance we know certain strategies are more likely to deliver the outcomes the school aspires to achieve. For example, research into the nationâ&#x20AC;&#x2122;s high performing schools indicates that the most successful schools are ones which have a strong focus on a combination of factors including: establishing goals; encouraging effective teacher collaboration; opportunities for staff to access relevant professional learning to improve practice; and the existence of a positive learning culture focussed on high expectations for academic and personal success. Louisa Scerri Head of Senior School

Approaches to Learning – Some Contemporary Reflection Occasionally, I find myself reflecting on my own primary school days and, whilst I greatly enjoyed this phase of my education, there is no doubt that approaches to learning have come a long way since those times. Back then, education was very different from that which is experienced by students in our junior school today.

Back then, we sat at desks lined up in rows. Rote learning was very much the order of the day and textbooks would be laboriously worked through, from cover to cover. Back then, it seemed there was very little scope for demonstrating creativity as students were expected to complete the same tasks in exactly the same manner, invariably in the same time frame. It was a totally ‘one size fits all’ approach. Contrast to 2019 and I am pleased to say that there are stark differences in the way we go about educating our students at Westbourne. Yes, there is still an emphasis on explicit instruction, as this is essential if we want to equip students with the foundation skills, especially in the vitally important areas of literacy and numeracy. However, once these skills become embedded, attention turns to using them in a range of contexts and for a variety of purposes. This is embodied at Westbourne in our application of the SOLO taxonomy, where we differentiate and scaffold the students’ learning. They are constantly challenged to move into the ‘green zone’, that is, from surface to deep level learning. Indeed, we know that the learning has become what we call ‘sticky’ when they can apply the knowledge and skills gained to generate new and different understandings.

This learning process for students is highlighted in a very productive and powerful way through the Exhibitions of Learning that take place across all year levels in the junior school throughout the course of the year. It is a joy to attend these special events and to see students confidently articulating the learning that has been achieved through the respective year level Units of Inquiry. This year, units such as Informed Choices (Year 3), Innovations and Simple Machines (Year 4), Communication and The Message Maker (Year 5) and Natural Disasters (Year 6), have enabled students to use critical and creative thinking processes to problem-solve and take action, either individually or in a cooperative team environment. Multi-media presentations, detailed journals, working models, related artwork and engaging displays provide a wonderful sense of the learning journey undertaken with such enthusiasm and purpose by all students. Exhibitions of Learning at the Prep to Year 2 levels also provide students with an opportunity to demonstrate their passion for, and progression in, a range of disciplines. It is through these meaningful, real world and authentic experiences, that students are constantly encouraged to ask questions, to reflect on their learning and to take ownership and responsibility for it. At Westbourne, we talk a lot about the 6Cs: Character, Citizenship, Collaboration, Communication, Creativity and Critical Thinking. These elements are really important in terms of preparing our students for their participation in a workforce that will be radically different to anything we have seen in the past. Indeed, a leading educational thinker of our times, Michael Fullan, argues that we need to have an approach to learning which ‘looks at the world from many different perspectives, cuts across the disciplines … is relevant to the real world interests, needs and challenges of our students, is (inter) active and which concentrates on developing the capabilities that count not only for today but for a sustainable future.’ Westbourne’s Vision, Shaping Learners Who Inspire the World is premised upon the school delivering an education that is contemporary, relevant and engaging, and prepares them well for such a future. Paul Barklamb Head of Junior School 11

WILLIAMSTOWN

CAMPUS

Image of Child as a Holder of Rights

In Reggio Emilia, Malaguzzi, founder of the preschools, said that ‘children had the

C H ILDRE N AT TH E WILLIA MSTOWN C A MP US B E LIE V E TH E Y H AVE A RIG H T TO B E :

20%

L E A RN IN G

19%

PL AY IN G

16%

SA F E

15%

FED

12%

DRIN K IN G /AC C E S S TO C L E A N WATER

H E A RD

H E A LTH Y

TRE ATE D FA IRLY

YO URS E L F

S H E LTE RE D

C LOTH E D

right to fulfil and also expand ALL of their potential, describing them as rich and competent … beings with rights.’ When I was a child in the 1980s I was told by adults that I was to be seen and not heard. Children were not necessarily valued as citizens, rather they were seen as a group of passive learners, ‘absorbing’ content.’ In response to exploring the concept of Image of the Child in 2018, this year at the Williamstown campus, we chose to look closely at the rights of our children. The Reggio approach sees teachers as researchers and co-constructors of meaning. We wanted to explore, with children, their ideas and beliefs about what it means to hold rights (and responsibilities). What is a right? What are your rights? Do we all have the same rights? We started our research by unpacking the United Nations Convention on the Rights of the Child to uncover our own values and perspectives. As a group, we believed that everyone is entitled to rights and this means: Feeling safe and happy, Having a voice, Having opportunities, Being protected and feeling secure.

We then challenged ourselves with the question ‘Is declaring rights enough to make them realised?’ We believe we all need to work together to ensure that every child’s rights are realised. Rights need to be lived and actioned; reviewed and monitored – in some circumstances defended and enforced. We also believe that to understand rights (and responsibilities) we needed a shared language, which we are still developing, in order to convey understandings about rights to our broader community. In inviting responses from our families as to what the rights of children should be, we found parallel responses. The significant adults around our students have similar ideas. Sunday 20 November 2019 marks the thirtieth anniversary of the signing of the United Nations Declaration on the Rights of the Child, the most comprehensive document on the rights of children. Unanimously adopted by the organisation’s General Assembly, for the first time recognising children as rights holders in an international treaty. To celebrate this anniversary, we have created our own Williamstown Campus Charter of Rights. We are continuously inspired by children’s perspectives and opinions and aim to demonstrate that every child at our campus is a ‘possessor of rights’. Mario Chrisanthou Head of Williamstown Campus

TEACHING

AND

LEARNING

Collaboration, Connectedness and a Common Language of Learning Now established as a core component of our Community of Practice framework, Leading Learning That Matters aims to create an exceptional learning experience for each student, by connecting the thinking and practices of our professional teaching staff.

This year we embarked on a project with NoTosh to assist us in creating a clear curricular direction and a common language of learning in the junior school. Using the principles of Design Thinking to tackle the complex questions and issues around the development of a common language of learning; the NoTosh team has been working closely with a core design team made up of teacher and leadership representatives from across the junior school. This highly collaborative process has provided an ongoing forum for discussion about a range of complex issues and questions such as: • How might we uncover, shape and create a common language and direction for connected learning that matters? • How might we create stronger connections between classroom and specialist programs to provide a more interdisciplinary approach to student learning? This project lead to the development of a document which articulates the connected learning that matters in the junior school through the eyes of our parents, students and teachers. Over several months, the junior school staff developed a philosophy statement and five principles that will be used to guide the development, review and implementation of all Units of Inquiry from Prep through to Year 6. More specifically, Learning that Matters is based on a philosophy that centres around experiences that inspire joy and wonder through honest and trusting relationships. We value collaboration and connectedness between areas of learning. Our learning is made richer through inviting a diverse range of perspectives that challenge our biases, deepen our empathy and stimulate our curiosity.

Similarly, collaboration and connectedness between areas of learning are highly valued. We understand that success in learning has no end. It is meaningful, fulfilling and transferable to real life and beyond. This commitment to putting our defined philosophy statement and principles, around the Learning that Matters, into practice in the classroom means building on the Reggio Emilia approach that is fundamental to the learning program in Prep to Year 2. From a practical, hands-on point of view, our Year 3 to 6 teams each had the opportunity to work with NoTosh team members for a day to review and refine their Term 4 Units of Inquiry. This experience enabled staff to continue to develop a working knowledge of the Design Thinking process with the driver behind all ideas and prototypes being an increase in student voice, engagement, student self-reflection, motivation and developing deep understandings. Modern educational practices and the processes involved in their implementation can be complex and demanding. In a broader context, we know that effective schools and teaching teams are those which have a shared language that represents a focus on student learning. As John Hattie’s latest research has shown, Collective Teacher Efficacy is the new number one influence related to student achievement. Collective Teacher Efficacy is the collective belief of teachers in their ability to positively affect students. By sharing a sense of collective efficacy, teachers develop and maintain a culture of high expectations focussed on success and achievement. Kylie Baxter Deputy Head of Junior School

F A C U LT Y

REVIEW

Health and Physical Education Director – Lorraine Merritt Number of Staff - 15 Subjects Years 7-12 Physical Education Year 7-10 Health Year 11-12 Health and Human Development Year 9 -12 Food Studies

Enrichment Yr 7- Food for Health Yr 8 – Australian Food Safari The benefits of being physically fit and active and to have knowledge about good nutrition and healthy lifestyle habits provide invaluable frameworks for lifelong habits. Being active throughout life has physical advantages such as improved cardio health, stronger muscles, better bone strength and lower blood pressure. In turn, exercise reduces the incidence of lifestyle diseases such as obesity and heart disease. Physical activity improves sleep and provides an enhanced sense of well-being. Cognitively, exercise helps improve student focus, concentration and academic performance. Socially, exercise can help develop leadership, community engagement and builds teamwork. As educators, our goal is to motivate and excite students to develop and maintain lifelong habits of exercise and physical activity. Food and nutrition choices are lifelong habits that impact on a person’s life. Food Studies develops practical skills and knowledge and helps to guide students through the minefield of food information. Students develop an understanding of the importance 16

of food systems involved with paddock to plate food production, distribution, packaging and retail. Food Studies encourages independence and problem solving using the design process, it enables confidence with making positive food choices, hygiene, safely preparing food, storage and cleaning. This year, Year 9 students participated in their first Biathlon race which enabled them to improve their fitness in running, swimming and cycling. Opportunities for involvement in sports, fitness and recreational activities encourage our young people to remain engaged and interested in their personal fitness and wellbeing. Knowledge of food, including the development of food historically from hunters and gatherers to contemporary food production, enables students to understand how food flavours and preparation techniques have evolved in different regions around the world. Closer to home, the traditional foods of Indigenous Australians such as kangaroo, crocodile, emu and bush flavourings are experienced by our students. They also discover multicultural influences and iconic Australian foods. The café culture has become a large part of contemporary Australia, and Year 10 Food students had the opportunity to obtain a barista qualification. Finally, with concerns of food ethics, environmental issues and future food security being in the forefront of the media and in the minds of many, students learn how they can contribute and make positive impacts on the world we live in. Tonya Cook Food Studies and Health Teacher

Annual Concert – Ascension

The Magic of Music Fills Melbourne’s Recital Centre For the past five years, Westbourne’s junior and senior musicians have had an extraordinary, annual opportunity to work in the acclaimed Elisabeth Murdoch Hall at the Melbourne Recital Centre. This signature event is a true showcase of the school’s high calibre soloists and ensembles and represents the culmination of hours of hard work in the rehearsal room. This year explored the theme of Ascension; the idea of children accepting, and rising to, the challenges presented to them each and every day. Continuing our support of Australian composers, Westbourne commissioned local Melbourne composer Sean Nihill to write a fanfare for brass ensemble and percussion to open the concert. Joshua Jinu (10S) and Noah Straughan (12S) followed, on French horn and voice respectively, both performing works with the senior orchestra as joint winners of the 2019 Performer of the Year Award. Other notable soloists on the night were Carly Gauci (12H) and Bella Yoseski (12P) who, along with Noah, epitomise the amazing classical and contemporary vocal talent at our school. Claire Nam (piano) also performed a selection of Beethoven Variations, in advance of her arrival at Westbourne next year as recipient of the 2020 Music Excellence Scholarship.

Westbourne’s junior choir, strings and band each year play a pivotal role in the concert. For Ascension our young instrumentalists and vocalists presented three standalone works; Play (from Finding Neverland), The Flower Duet from Lakme, and an inspiring rendition of The Wanderer, incorporating indigenous text from the Gadigal language. The senior ensembles again took part in a four-day intensive rehearsal camp in preparation for Ascension. An exciting, Russian-inspired work, Slava, composed by the renowned Leonard Bernstein, was presented by the symphonic wind band. The senior strings presented Concerto Grosso in D by Corelli, while senior choir impressed with an interpretation of Jai Ho! from the movie Slumdog Millionaire, the lyrics of which are a combination of Hindu, Urdu, Punjabi and Spanish. Westbourne’s legendary Legends Big Band, jazz vocal ensemble, senior concert choir and percussion ensemble also captivated the large audience with a contemporary, high-energy repertoire. Special mention must be made of the two stirring, massed works for choir and orchestra; Sogno di Volare (Dream of Flight) and Baba Yetu, composed by Christopher Tin which provided audiences with a thrilling, magical experience. Thank you, all staff, and particularly our extremely talented and bold students, for their work in presenting such an outstanding event for the Westbourne community. Andrew Leach Director of Music

Junior School Musical Seussical Jr

Dr Seuss. He’s a storyteller, a poet, a cartoonist and a creative genius who brought to life characters many of us would not have conjured up in our wildest dreams. Seussical Jr was a popular choice for this year’s junior school musical, as we felt it would resonate with audiences both young and old. Under the clear vision of director Paul Watson, our students were encouraged to not only deliver an energetic, fun and engaging show but to use their creative thinking with the interpretation of their characters. Students using their imagination was the critical element of this musical. Our students rise to any challenge when given a chance, so inviting them to be as original and unique as possible was easy! Our greatest joy was seeing so many Years 5 and 6 students shine on performance night. This show allowed many students to be in the spotlight and have their turn at being a star. Their boundless energy and sense of fun was evident throughout the show. Their commitment extended well beyond after school rehearsals, as they gave additional time during lunch and at home. Every performer was open to feedback, so they could develop their stage presence and performance skills. In recognition of the efforts, commitment and dedication of our wonderful cast and those who supported them, a quote from Dr Seuss, encapsulates the message I want to convey: You’re off to Great Places! Today is your day! Your mountain is waiting, So ... get on your way! Nicole Armatas Head of the Verdon Centre

Senior Play

David Williamson’s Brilliant Lies The play selected for this year was David

Creatives

Williamson’s Brilliant Lies. This thought-

Make-up, Hair Design and Lighting Design Elizabeth Cutter 12M

provoking drama was written in 1993 and throughout the 1990s was a popular text studied in English and Literature classes across the country. David Williamson’s Brilliant Lies centres around the issues of political correctness and sexual harassment and their effects on the personal, familial and working relationships of the characters involved - themes that continue to resonate strongly with the current climate of the #MeToo movement. Dubbed as a ‘serious comedy’, the play encourages its audiences to not only think more about their own versions of the truth, it also invites further conversations about changing social values. It was exciting to co-produce and co-direct a play that was written and based in Australia. There is something about an Australian perspective and Australian story-telling – especially its dark humour – that is unique. It was with this in mind, the play was selected by this year’s Year 12 Theatre Studies students, as part of their studies in Unit 3. The students had to design, produce, and perform their own production using the skills, knowledge, and understanding they had of the production roles used to create theatre.

Co-Director and Production Manager Finn Hicks Bullock 12F Co-Director, Make-up and Hair Design Amelia Leach 12M Publicity, Marketing Manager and Costume Design Grace Royal 12D Co-Director and Lighting Design Auley Ryan 12D Publicity, Marketing Manager and Costume Design Isabella Yoseski 12P

Cast Susy: Ella Carlin 10F Katy: Sophie Davis 10F Gary: Thomas Willis 10M Brian: William De Michele 12S Paul: Conor Barnes 11D Marion: Tasha Gacutan 12D Viv: Charlotte Morton 10M

Over the course of their production journey, the Theatre Studies students learned many valuable lessons about theatre itself and about themselves. These students, along with the other actors from across Years 10-12, worked very hard over many months rehearsing and organising the production. Their passion for this play and their working relationships with one another was nothing short of inspiring. I could not be prouder of the efforts of everyone involved in making this year’s senior play such a success.

Paul Henry Basilio Co-Director and Co-Producer of David Williamson’s Brilliant Lies English Teacher and Head of Drama

Teacher, Musician and Administrator – A Lifetime of Service to the School In Term 2 of 1983 a young teacher arrived at Westbourne for the first day of what would become a career at the school spanning thirty- six years. A graduate of Melbourne State College with a Bachelor of Education in music, Geoff Hayhow had been teaching at Broadmeadows West Technical School for just over a year. At that time John Pascoe was Westbourne’s principal and Keith Wilson the director of music. As Geoff later recalled, ‘I knew Keith from my student days. He had contacted me saying, “we need another teacher at Westbourne, come and have a look at the school.” So we made a time to meet, but like lots of others in those days, I got lost on the way and ended up in Point Cook. When I finally arrived at the school, Keith said, “John Pascoe wants to see you.” I was rather reluctant to agree as I was only wearing jeans and a T-shirt. But it didn’t seem to matter because that day Mr Pascoe offered me a job, which I accepted.’ Like most people who worked at Westbourne in the 1980s, Geoff’s memories of those pioneering days at the new Truganina campus are very vivid. Sayers Road was ‘a crumbly little single road where the school bus would sometimes get bogged. The area was basically made up of farms and with the exception of some houses on the school property, there were no other buildings as far as the eye could see. Just paddocks and open spaces.’ At that time, the school was still pretty much under construction. John and June Pascoe lived in the house on the campus, which is now the main reception. There was no gym, no auditorium, chapel or dedicated junior school. As Geoff remembers: ‘The front block was where Years 7 and 8 were, the drama centre was the library, the science block was built, as was art. The building that now houses the heritage collection was the music department. There were two offices and one classroom. Lennie Fester was the school nurse. Also, when I first started, my background in baseball meant that I coached the softball.’

Initially, Geoff taught brass instruments and classroom music for Years 5-8. The year he started at Westbourne was memorable in that it was the first group of students doing their Year 12. Keith Wilson had formed a small orchestra in which Geoff played the trombone. Music electives were a thing of the future and no students studied music after Year 8, except for a few who did a Year 12 HSC music subject. When the new Victorian Certificate of Education commenced in 1991, Geoff started teaching Year 12. Westbourne’s venture into the school’s annual musical productions had begun in 1981 and in his first year Geoff played the trombone in the orchestra for South Pacific. In 1985, the production of Grease saw him playing the band leader, Johnny Casino, later described in Literata as a performance that ‘set people tapping their feet and dancing in the aisle… Geoff was perfectly cut out for his role as Johnny Casino, the rock and roll band leader and singer.’ Since then, his involvement with the annual musical has continued, with his expertise and accumulated knowledge of music theatre production being in evidence in this year’s show, Wicked. In recalling the decades of music theatre, that began in 1979 with Ned Kelly, one standout memory was that ‘it was an absolute joy to present West Side Story and conduct what is surely a masterpiece by Bernstein.’ After only three years at the school Geoff was appointed to the position of Dean of Year 7 and then subsequently Dean of Year 8. By 1987 he was busy ‘educating the Big Band players in the unique skills required for this type of ensemble – phrasing, style, improvisation techniques and musicianship’ while also appearing in the music staff’s annual concert which, as the report in that year’s Literata revealed, ‘concluded with a production of the comic opera Antonio with some stunning dramatic performances by Geoff Hayhow (Antonio), Ruth Gilmore (Mother) and Keith Wilson (Learned Author).’

Over the years, the school’s music program continued to grow, and more students became involved. In 1996, Geoff succeeded Keith Wilson as Director of Music and in 2004 he became Director of Music and Performing Arts. The 1990s saw him participate in the school’s second European music tour, with five more to follow. His strong commitment to the annual musical production also continued and, as evidenced by the success of Hello Dolly in 2007, his professionalism as musical director ensured a very polished show. In 2005 Geoff was the recipient of a Westfield Premiers scholarship, an award that enabled him to travel overseas to the United States, Europe and Britain to investigate models of school and community partnerships. In 2009-10 he spent a year in Manchester on an exchange program at the worldrenowned Chethams Music School. A change of direction in 2012 saw Geoff assume the newly created position of Director of People and Culture. In his role he has been a member of the school Executive and engaged in a wide range of responsibilities including: recruitment and induction of new staff, policy initiatives, training and professional development of staff, managing a cognitive coaching process for teaching staff, strategic workforce planning and a wellbeing program. Over the past thirty-six years, Geoff Hayhow has made a huge contribution to Westbourne. His sons Lee (2002), Dean (2004) and Brett (2005) all attended the school. He has seen enrolments grow and the school develop into what is widely recognised as ‘the leading learning community in Melbourne’s fast growing west.’ Sue Johnston Director of Corporate Communications and Research

Alumni Share Their Experiences at Careers Night A highlight for the Alumni Association in 2019 was The Careers Discovery Evening, held at Westbourne on the evening of 24 June 2019. The Alumni Association, together with the great assistance of the school, organised for over forty alumni to present to Years 10, 11 and 12 students on their respective careers, and to share their individual stories and academic journeys with those students interested in their fields. With over a hundred students in attendance, and some alumni speakers travelling from inter-state to attend, the Careers Discovery Evening was extremely well received by everyone who attended. The event was an intimate and unique opportunity for current students to meet with and ask questions of past Westbourne students about their academic and (extremely varied) career pathways to success. The corridors were filled with positive chatter between each session and during each session, our alumni presenters had very attentive (and questioning) student and parent participants! Thank you to all alumni presenters, students (including our wonderful Year 11 student facilitators) and parents that attended the Careers Discovery Evening – it marked a truly special event on the Alumni calendar! The Alumni Association, together with the school, also hosted the All Years Reunion on Sunday 17 March 2019, at the Hellenic Hotel in Williamstown. The All Years Reunion attracted a large crowd of more than eighty alumni as well as current and past staff members, including former Principal, Geoffrey Ryan AM, former Vice Principal, Jim Mitchell and current Junior School Head, Paul Barklamb. The reunion was a truly memorable afternoon, with the roar of laughter, storytelling and friendships renewed filling the space. This was another special gathering of unique individuals connected through Westbourne, and we are looking forward to co-hosting the next reunion.

We are always seeking new membership to the committee and we are extremely pleased with the roll out of ‘Westbourne Connect’. Westbourne Connect has allowed the Alumni Association to reach a further audience when advertising Alumni events and initiatives, and it has strongly enhanced the growth of the alumni community of Westbourne. I take this opportunity to invite any members of the alumni to consider becoming a committee member. It is a unique opportunity to reconnect with Westbourne, and its present and past students, and to organise important and meaningful initiatives to benefit the personal, educational and professional growth of current Westbourne students. As the Alumni Association, we aim to foster the connection between past and present students, to support the school financially, to help organise reunions, networking, social events and fundraising initiatives, and lead the alumni community in sustaining a strong relationship with the school. My sincere gratitude and thanks to all committee members for their unbelievable efforts throughout 2019, and their ongoing support of the Association. Jessica Stojkovski (2008) President

Future Problem Solving Over the July school holidays four students and two staff members headed to the United States to participate in the international finals of the Future Problem Solving program. Year 7 students Taylah Fynney, Kamil Rawdanowicz, Anjali Sharma and Justin Jinu from Year 6 were accompanied by myself and the Head of the Verdon Centre, Nicole Armatas. An international educational program for students of all ages, Future Problem Solving focusses on the development of critical, creative and futuristic thinking skills. The program challenges students to apply their minds to some of the significant issues facing the world of today and the future, and aims to equip them with the vision, skills and tools to design and promote positive futures for the society in which they live. This great learning experience had its origins in the elective program run last year in which our junior students could elect to focus on a theme of community problem solving – a part of the broader Future Problem Solving initiative. In turning their attention to the matter of food waste, Westbourne’s four young problem solvers became the Food Fanatics. With the aim of finding out as much as they could about this important issue, their focus was on changing community attitudes and developing strategies to tackle the problem. Having been selected as finalists, the team spent a day at Harvard University to meet with the Director of Strategic Initiatives before proceeding to the University of Massachusetts to be interviewed and to set up their stall for the Community Problem Solving Fair. I am proud to report that the efforts of our Food Fanatics team were rewarded when they placed third in the competition. From the outset, these students had worked incredibly hard on their project demonstrating a huge amount of dedication and commitment to offer some innovative solutions to the important problem of food waste. Paul Barklamb Head of Junior School

The World is Your Teacher – Learning Beyond the Classroom As all in our community understand, education is so much more than what happens in our classrooms. It is in this context that Westbourne provides a wide range of opportunities for students to extend their learning experiences in culturally and intellectually enriching environments. The last week of June saw sixteen of our Year 6 students, three Year 9s and four staff head to Central Australia for seven days of cultural immersion, overnight camping and bushwalking. Developed in conjunction with the Lilla community and Watarrka school, the program aims to encourage understanding and appreciation of Aboriginal culture, make meaningful connections with a remote Aboriginal community, learn more about the spiritual and cultural significance of key indigenous landmarks, have a positive impact on the Lilla community and students at the Watarrka school and foster personal growth and leadership skills. Included in the itinerary was a stay in Alice Springs, a hike at Ormiston Gorge, visit to Ellery Big Hole, sunset viewing of Uluru and a day trip to the West Macdonnell ranges. Throughout the program, students explored ideas of sustainability, reconciliation and welcome to country – activities that produced much food for thought and further enquiry. Congratulations must go to everyone involved in this very successful inaugural cultural immersion experience. Kylie Baxter Deputy Head of Junior School

YEAR

SCIENCE

Virtual Realities and Interactive Models – Exploring New Frontiers in Science On Monday the 14 October, fifteen of our Year 10 students with a specific interest in Biology were invited to attend the Georgia Sweet Awards for Women in Biomedical Science. This prestigious event took place at Bio21 at Melbourne University and was an opportunity for the students to meet and mingle with a number of women working at the cutting edge of current biomedical research. The objectives of the award were to promote and support female scientists who demonstrate excellence in Quantitative Biomedical Science. The students heard presentations from the 2019 Georgia Sweet Award winners which was an excellent chance to relate their current studies in Year 10 Biology, Maths and Science to real world issues and current research. The award winners where Dr Sarah Aubum for her work on the genomic study of Plasmodium vivax (a malarial parasite), Dr Kim-Anh Le Cao for her work on developing mathematical methods, software and tools for effectively analysing biological data and Associate Professor Traude Beilharz for her work on

understanding the role of RNA. Associate Professor Beilharz was particularly inspiring as she focused her presentation more on the difficult journey she had to take in her career rather than just on the research itself. The students also had the opportunity to experience some of the new cutting-edge technology available at Bio21 including; Virtual Reality structures of DNA, proteins and cells components. By far the favourite was a virtual human heart. This was a highly detailed interactive model of the human heart which enabled the user to hold a beating heart in their hand, disassemble the parts and slow down the cycle of blood flow to get a clear vision of all the moving parts and how they relate together. In commenting on the event, Ashleigh Paull (10P) said it had ‘provided some brilliant insights as to what a career in science and research can offer.’ Lesley Hayes Science Teacher

A Greek-Australian Odyssey Westbourne’s Pitliangas Family Among the many European immigrants arriving in Melbourne in the 1960s and 1970s was a young man by the name of George Pitliangas. A furrier by trade, George found work sewing coats at what was then the city’s premier department store, the Myer Emporium. But George soon realised the fur business was changing, and he found a new job as a driver delivering the dim sims made at Marathon Foods. It was at Marathon that he met Ermioni who was working in production. George and Ermioni married and not long after, when Marathon wanted to stop direct delivery of dim sims in favour of supplying wholesalers, George had the opportunity to start his own business. Soon he was distributing dim sims to the fish shop market, while Ermioni was at home raising their growing family of daughter Fay and sons Nick and Chris.

The family lived in Altona North and when George and Ermioni began thinking about their children’s education, they were strongly advised to find a good private school. Their choice was Westbourne Grammar. At the same time, the family’s business was expanding as George added product lines to what would evolve into a fully integrated fishing and distribution enterprise. Fay left Westbourne in 1989 and after completing a business degree at Victoria University, joined the family business where she has worked ever since building up what is described as ‘unparalleled’ knowledge of customers, their purchases and requirements. Chris is a member of the Class of 1993 and has been working in the family business since he left Westbourne. Now joint managing director, his wealth of knowledge and experience is invaluable. Nick completed Year 12 in 1991 achieving straight As in all five subjects (accounting, economics,English, legal studies and maths) and the commerce prize. Accepted into Melbourne University, he graduated with a degree in commerce and an honours degree in law, winning the Deacons, Graham and James Law School Prize. After three years at Ernst and Young, Nick also joined the thriving family business. In addition to running the fisheries investments with Chris and brother-in-law David, Nick also manages the family’s property interests, which include a future shopping centre development in Essendon.

Recalling his early experiences with the family business, Nick says, ‘we had a fridge in the house to store the fish. I used to get up really early and help dad load the truck. We didn’t have holidays. During the school holidays, my brother and I worked with Dad.’ Now the business is based in Hoppers Crossing with the commercial fishing component being carried out in Tasmania, Lakes Entrance and South Australia. ‘We are custodians of the resources of the sea and very mindful of the need for sustainable fishing and for the fisheries to be properly managed for future generations,’ says Nick. The family tradition, established in the early 1980s when Fay Pitliangas began her secondary education at Westbourne, continues to this day. Fay, Nick and Chris and their spouses, respectively David Hatzopoulos, Fay Vostis-Bivoltsis and Anastasia Votis-Bivoltsis, are the very proud parents of eight current students, including the two sets of Nick’s twins: George and Peter in Year 11 and Ermioni and Kathleen in Year 9; Fay’s children, Ava Hatzopoulos in Year 10 and Peter Hatzopoulos in Year 7 and Chris’ children George in Year 4 and Irini in Amici. Sue Johnston Director of Corporate Communications and Research

Historic Triumph for Our Netball Team The night netball match between Westbourne and St Michael’s Grammar, like the annual 1st XVIII football match, has become an important event in the school calendar. First contested in 2015, until this year, Westbourne’s senior netballers have never experienced the spoils of victory in this event. In fact, the closest we have come to getting our hands on the trophy was a draw in 2017. Not surprisingly, there was much hope and expectation leading up to the 2019 game. This year’s clash took place at Westbourne on Wednesday evening 14 August in the newly renovated gymnasium. The Westbourne girls shot out of the blocks early and on the back of some amazing shooting from goaler Charley Muscat held a comfortable lead at quarter time. The next quarter began with a brief fightback by St Michael’s before Westbourne’s dynamic team extended the lead to an impressive twelve goals. The second half continued in a similar fashion and despite the result being well beyond doubt by early in the third quarter, there was still much excitement and celebration when the final whistle sounded. For the Year 12s who were part of the team, this terrific win was a fitting finale to their time representing Westbourne in school netball. Final score, Westbourne 66 defeated St Michael’s 43. Matt Healy Director of Sport

Notable Alumnus –

Robert Mitchell (2002) Rob Mitchell is a specialist emergency physician working between the Alfred Hospital Emergency & Trauma Centre in Melbourne and Lifeflight Retrieval Medicine/QGAir Rescue Helicopter in Cairns, Queensland. A strong interest in global emergency care has led him to complete Australian Volunteers for International Development assignments in Papua New Guinea (PNG) and Solomon Islands. Currently undertaking a PhD as a National Health and Medical Research Council Postgraduate Scholar, Rob’s research is focused on emergency care systems in developing settings. Concurrently, he is leading an Australasian College for Emergency Medicine development project in the Highlands of PNG, funded by the Australian Government. In 2014, Rob was awarded a Churchill Fellowship focussed on postgraduate training in global emergency medicine and is currently Deputy Program Co-ordinator for the University of Sydney’s Resource Limited Critical Care program. He is a former Chair of the Australian Medical Association Council of Doctors in Training and, in earlier years, was President of the Australian Medical Students’ Association. In addition to Fellowship of the Australasian College for Emergency Medicine, he holds a Master of Public Health & Tropical Medicine and a Postgraduate Certificate of Disaster & Refugee Health. In Year 12 at Westbourne, Rob was School Captain (with Kelly Tink) and a standout performer when he played the leading role of Mack Sennett in that year’s production of Mack and Mabel. A talented musician, he also played trombone in the school’s bands, violin/viola in string and orchestral groups and performed with the barbershop quartet. His message in the 2002 edition of Literata was a most eloquent reflection on his thirteen years at Westbourne: ‘School is about more than academic study. It’s about personal growth, learning to collaborate and network with others and preparing for independence – all of which augment maturity … Like most Years 12s, I’m faced with a great sense of anticipation, excitement and enthusiasm about my step into ‘the real world’. Yet Westbourne has taught me a lot and there are memories and experiences emanating from my time at 300 Sayers Road that will remain most poignant in my recollections of adolescence.’ Sue Johnston Director of Corporate Communications and Research

IVAN

BOARD

COTERIE

LUNCHEON

2019

Old Westbourne Grammarians Football Club The annual Ivan Board Coterie Luncheon honours past President of the Old Westbourne Grammarians Football Club, Ivan Board. The Coterie event is a major fundraiser for the Club and has gathered momentum over the past six years to become a highlight of the football season. This year the event was held at Chirnside Park, the newly renovated home of the Werribee Tigers. Moving away from the sit-down meal into a more informal cocktail style function the audience was entertained by ‘The Suburban Footballer’ Tom Siegert. Tom is a comedian, who presents as a typical amateur football playing coach revving up his players. He struck a chord with the assembled guests who could identify with all aspects of his pre- match and half-time addresses. This year the main guest was Bob Murphy, former Bulldogs captain. Bob spoke with passion about his football career and life after football, and was also very insightful when reflecting how he has moved on to explore other interests in his life. Once again it was a successful day for the Grammarians Football Club. We thank our sponsors and guests for making the day a great celebration of the Club, football and the extended Westbourne community. Thanks also to all those who attended. The Westbourne Grammarians continue to stage an outstanding event to provide financial support for their teams. New players, men and women, and particularly alumni, are most welcome to join this inclusive sporting club. Geoff Hayhow Director of People and Culture

Focus on Father’s Day The Father’s Day Breakfast is always a special and memorable occasion and this year’s event was no exception. A large turnout of dads was evident across the three junior campuses and we appreciate enormously the effort made by so many to attend the respective breakfasts. We know our students get a huge buzz out of sharing this opportunity with Westbourne’s fathers and a number of other very special guests. Each campus took a slightly different approach to the activities on offer with the common theme being to have fun. At Williamstown, every student made a special tie for his or her father. These were proudly worn by the dads. The Year 3 choir performed several songs including ‘Bibbidi-Bobbidi-Boo’ and ‘Awesome Dad’. There was also a fun, footy handballing station. At Winjeel, the activities were organised by the individual classroom teacher. Many involved fun maths games, whilst in one of the Year 2 classrooms, students and dads set to work trying to build the highest tower possible with marshmallows and skewers.

Friends of Westbourne Association (FOWA)

Meanwhile, back at the Verdon campus, students and fathers were engaged in a variety of activities including, games of bingo, ‘matching the staff dad to the child’ photo competition, taking ‘selfie’ shots, participating in a footy handballing session and drawing caricatures of their father within picture frames. Across all three campuses, time was taken to draw the Parent Association’s raffles and some of the dads were fortunate to win the various prizes on offer. Given we generally don’t see as much of the dads at school as we do the mums, it was great for our students to have this opportunity to spend some quality time with Westbourne’s fathers here at school. Paul Barklamb Head of Junior School

I am very pleased to record that 2019 has been another very successful year for the Association. We know that an enormous amount of effort goes into all our fundraising activities throughout the year across all our associations. The Parent Association, Friends of Music and Performing Arts and Friends of Sport should be immensely proud of their achievements. The wonderful spirit and cooperation shown by the many volunteers in these groups is phenomenal. Fundraising activities have included numerous sausage sizzles, raffles and all groups came together to run the Fete in March. The funds raised from the Fete, along with money from the old Swap Shop, were donated to the new eating space in the senior school. I would like to take this opportunity to thank all Westbourne’s staff and teachers for their assistance including the Maintenance Department. The dedicated support and assistance they always provide so efficiently is greatly appreciated. And finally, to all our volunteer parents and carers across the school community, a very big ‘thank you’, because without your support, our activities would not run as smoothly and successfully as they do. Jacqui Garnsworthy (Price 1992) President Friends of Westbourne Association

Alumni News - Life After Westbourne Elizabeth Anile (2008) After completing Year 12 at Westbourne, Elizabeth enrolled at RMIT University where she completed a Bachelor of Communications, majoring in journalism. She then began her career as a journalist at The Weekly Review magazine. From there, she ventured into the world of broadcast, relocating to Bendigo to work for Prime 7 News, where she was responsible for the daily updates, before heading to Hobart for a two-year stint with WIN News as an on-the-road reporter. It was here her love of the broadcast medium flourished, with stints as the state political reporter, court reporter and even the sport reporter under her belt. Elizabeth then relocated back to Melbourne, securing a job with 7 News as a reporter and a producer. She now works behind the camera as a producer and writer at The Project on Network 10. In her free time, she runs a blog called Bambi and Baby and has launched a podcast called Lemonade, she also contributes to a variety of publications, including Mamamia and The Australian, and is the very proud mum of her beautiful three-year-old boy, Oliver.

Flying Officer Sarah Bland (2011) After finishing Westbourne in 2011, Sarah continued on to Monash University, where she studied a Bachelor of Arts degree with a double major in both journalism and politics. During this time, she worked in Victorian state politics before moving into federal politics, holding a number of roles in ministerial offices. These included Media Adviser to the Hon Alan Tudge MP (then) Minister for Citizenship and Multicultural Affairs and more recently, Assistant Media Adviser to the Treasurer of Australia, the Hon Josh Frydenberg MP. In 2019, she left politics and was accepted into the Royal Australian Air Force (RAAF) as a Personnel Capability Officer (Human Resources Manager). Since completing seventeen weeks of Officers’ Training School (Initial Military Training) at RAAF Base East Sale, she completed initial employment training at RAAF Base Wagga Wagga, where she was taught the key roles and functions of a Personnel Capability Officer in the RAAF. Sarah is currently posted to Headquarters 81 Wing, at RAAF Base Williamtown. At the end of the year, she will be moving to RAAF Base Tindal (Katherine, NT) where she will become the Personnel Capability Officer for 75 Squadron (75SQN). 75SQN will be the last squadron to fly the F/A-18 Classic Hornets, which will eventually be replaced by the F-35A Lightning II. In this role, she will be afforded opportunities to participate in military exercises and training across Australia, and around the world.

Captain Nathan Lauinger (2009)

John Liacopolous (2007)

After finishing at Westbourne in 2009, Nathan completed a Bachelor of Technology (Aeronautical Engineering) at the Australian Defence Force Academy in Canberra. He studied for three years before beginning the next stage of his training as a military pilot at the Basic Flight Training School in Tamworth in 2013. After nine months of flight training on fixed wing aircraft, he moved to Oakey to begin his journey as a helicopter pilot. He spent six months learning to fly a B-206 Kiowa, then a year transitioning to what he currently flies; the Armed Reconnaissance Helicopter (ARH) Tiger. Nathan moved to Darwin in 2016, and is currently posted to 161 Reconnaissance Squadron, 1st Aviation Regiment.

John graduated from Westbourne in 2007 and went on to complete a Bachelor of Commerce with Honours in Economics, and the Juris Doctor at the University of Melbourne.

Nathan is currently a qualified ARH Tiger pilot, one of around forty that are posted to the 1st Aviation Regiment at this time. Whist continuing to develop as a combat aviator in Darwin, he is also provided with the opportunity to spend time away each year conducting military exercises and training, supporting eternal agencies such as the Royal Australian Navy and Royal Australian Air Force. Luckily these military exercises are not only in Australia, but all around the world.

He began his legal career working in a boutique law firm in Melbourne which focused on estate and succession planning and litigation. He was admitted to practice law in 2016. In 2019, John started his own law firm and is currently the principal solicitor of Liacopoulos Lawyers based in Altona. Liacopoulos Lawyers is one of the few legal practices that provides mobile legal services, offering consultations at clients’ homes during and outside of ordinary business hours. This has been particularly helpful for busy or elderly clients who aren’t able to easily attend legal offices. John married his wife Sophie in 2018, and they are expecting the birth of their first child in February 2020.

He will remain posted in Darwin for the near future, where he will continue to develop his skills as both a combat aviator and junior leader within Defence. He has opportunities to remain flying at the 1st Aviation Regiment, however he has expressed interest in becoming a qualified flight instructor in the near future at one of the Flight Training Schools.

THE

SCHOOL

REMEMBERS

Ragnar Haabjoern (1994) The Westbourne community was deeply saddened to learn of the death of Ragnar Haabjoern on 9 July 2019. A member of the Class of 1994, Ragnar was choir captain in Year 12 and an enthusiastic contributor to Literata. Ragnar continued his education at Deakin, graduating with degrees in applied science and teaching and later a Master of Applied Science and Environmental Education and a graduate certificate in sustainable practice from RMIT. Like his father, Ragnar was an enthusiastic environmentalist. When he completed university, he moved to Mildura to teach Science at Chaffey Secondary College. It was here that Ragnar formed a student environmental group called the Eco Warriors. Ragnar and his students fought to save endangered animals such as frogs and parrots. Ragnar took this fight to parliament and his program was adopted along the entire Murray River region. Ragnar was identifiable and known to all by his bright smile, positive demeanour and most importantly his rainbow coloured outfits. In 2011, Ragnar returned to the Westbourne community as a member of staff. He was employed by Bram McLeod to teach in the Year 9 Imagine program. A former colleague Dave Newlyn remembers how Ragnar stood boldly outside expectations and invited students to join him beyond their comfort zone. He helped students to open their eyes and take a look at the world for all of its realities, its faults and the wonderful opportunities that life affords those who choose to live it. His message was that the wider world is not something to be feared, it is an exciting, diverse place full of potential and adventures. Whether it was Ragnar’s spirulina smoothies, his unceasing passion for the environment or his Year 9 veggie garden, students soon become at ease with his idea of ‘green awareness’. Ragnar will be missed for his genuine love of humanity, his ease connecting with young people and his warmth and sincerity. As a teacher he will be remembered by his students as a kind human who worked tirelessly to ensure the world that future generations will inherit, will be sustainable and a fair and just place for all. Sandra Jenkins Head of Hudson House

Ceremony as Intangible Heritage: Official Opening 17 February 1979. ‘The ceremonies with which we recognise milestones and accomplishments at Westbourne are an important part of our intangible heritage.’ In the 1970s, Principal John Pascoe recognised the role of ceremony in shaping identity and, during a time of rapid expansion, used the architectural opening ceremony as an opportunity to bring the community together and affirm the school’s mission. So, although classes began at the new Westbourne campus in February 1978, an official opening ceremony was not held until a full year later, when stage 1 of building was completed. The day of the opening was warm and the wind that frequently blew unobstructed across the basalt plains thankfully stayed away so that academic gowns, and the handmade Westbourne banner hanging from the podium, swayed only slightly in the breeze. Hundreds of chairs were brought out of classrooms and placed in front of the newly completed building (now renovated as the Horsburgh Centre) with their backs to Sayers Road and the empty paddocks beyond. Chairs for honoured guests were placed on the fresh concrete at the front of the building and June Pascoe’s piano was rolled out and placed to the right of the podium. Supporting the sense of ceremony and contributing to Westbourne’s sense of place was the fully uniformed Royal Australian Air Force Central Band from the nearby base at Laverton.

A commemorative plaque was unveiled by the distinguished guest, Sir John Leslie Carrick AC KCMG, (then a senator and Minister for Education), assisted by Westbourne student Jacki Mein (now Dr Jacqueline Mein OAM (1983)) and friends. Sir John is widely acknowledged to have had a profound and lasting influence on the education system in Australia. He was instrumental in the development of policy that brought about direct Commonwealth funding contributions for nongovernment schools – funding that was vital for the expansion to and construction of Westbourne’s new campus at Truganina. In John Pascoe’s words, the new campus aimed ‘to provide an option in education that has not previously been available in this area. There is no other non-Catholic independent school between Essendon and Geelong.’ This was an undertaking that aligned well with John Carrick’s promotion of choice in education. Ray Horsburgh AM, then deputy chair of the school council, presided over the official opening in February 1979 and remembers Senator Carrick staying for hours at afternoon tea after the ceremony and praising the pioneering spirit of the school, ‘I wish a lot of schools had the drive to do what you people are doing. I love it.’ The plaque that was unveiled at the official opening was removed from display prior to construction of the Horsburgh Centre and is currently held in the Westbourne Heritage Collection. Linda North Archivist

Annual Appeal 2019 Donors Building Fund Mrs J Garnsworthy & Mr Garnsworthy Mrs Anne Bright Mrs N Goldie Dr S Johnston Mr B McKenzie Mr G Pallasis Mr R Shang Mr R Sherwood Miss S Sherwood Mr N Yeoman Ms C Meath Mr H Bee Mrs E Gillespie-Lloyd

Ms D Graham Mr P Holland Mr A Schallhammer Mrs D Vohra Ms M Hansen & Mr G Kindley Mr Y Qing Ye & Ms Y Ye Mr B Telley Dr M Zumot Mr J & Mrs C Carey Hopper Motor Group (Werribee Hyundai) Mr B Vincent & Mrs J Smeath-Vincent Mr U Yiannis Anonymous Mr R Horsburgh AM & Mrs P Horsburgh

Mrs K Jess Mr J Kerrison Mrs R Krishnamayi & Mr A Bhaskaran Nair

Scholarship Fund

Mr B McKenzie

Mrs L Saunders

Ms Y Paau

Ms T Dang

Van der Merwe Family

Ms P Dyer

Mr G & Mrs M Murdoch

Mrs S Marks

Anonymous

Mr N Kawai

Mr P Barklamb

Mrs S Gentle & Mr C Gentle

Mr G & Mrs J Denison

Hopper Motor Group (Werribee Hyundai)

2020 Events

(February – June) February 2019 Leavers’ Function Horsburgh Centre – 5 February

April Presentation Ball Melrose Reception Centre – 18 April

VCE Information Evening Auditorium – 5 February Prep – Year 2 Information Evening Truganina Winjeel – 6 February Prep – Year 3 Information Evening Williamstown Diane John Centre – 6 February Prep Barbecue Winjeel – 8 February Year 3 – 6 Information Evening Truganina Campus – 11 February Senior School New Parent Sundowner Horsburgh Centre – 26 February Year 7 Parent Information Evening Horsburgh Centre – 26 February

March

May Piano Concert Auditorium – 6 May Mothers Day Luncheon River Room, Crown – 8 May Senior Piano Competition Auditorium – 11 May 2020 Geoffrey Ryan Cup 13 May School Musical Evita Wyndham Cultural Centre – 21–23 May

June Year 12 Formal Moonee Valley Racecourse – 12 June

Year 7 Social 13 March

Super Saturday Soirees and Bands Festival Truganina Campus – 20 June

Westbourne Reunion – All Years 15 March

Senior Play Horsburgh Centre – 27–28 June

Year 4 (2021) Information Evening Verdon Centre – 23 March Performer of the Year Auditorium – 25 March

The Westbourne Grammar Cookbook

Ingredients 27 Families 100 Recipes Stunning photographs 40000 words

preparation

cooking

serving

With great care, gather stories and allow them to marinate before weaving into a narrative that explores our community’s heritage. Delve deeply into shared memories to identify the recipes that bind families together and curate them beautifully. Chop, grind, blend and cook to produce delicious dishes then photograph them with enthusiasm and joy. Spend time bringing all the ingredients together then serve with pride.

To be officially launched in TERM ONE 2020 Secure your copy by expressing interest @ www.trybooking.com/BGBCX

Westbourne Grammar School PO Box 37 Werribee VIC 3030 Australia

info@westbourne.vic.edu.au Telephone +61 3 9731 9444 westbournegrammar.com cricos Provider No. 00355F