Monomeith 2016

COMMUNITY NEWS

2016

Edition 08

SENIOR SCHOOL

The Third Teacher

AMICI

Early Learners Flourish at Amici

Mother’s Day High Tea

RUNNING HEADER

Monomeith WE STBOU R N E’S COM M U N ITY MAGAZ I N E

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Monomeith WE STBOU R N E’S COM M U N ITY MAGAZ I N E

CONTRIBUTORS Thank you to all our staff, students, members of the Westbourne community and the Development Office for their contributions to Monomeith.

Design: Sierra Delta Print: Impress Print Management

ON THE COVER History was made at Westbourne Grammar when three Winjeels from the RAAF Base at Point Cook completed four formation fly-overs of the School in celebration of the opening of the new Prep–Year 2 Centre. Resplendent in his uniform, Acting Squadron Leader Will Harwood (2003) joined in with Junior School students to watch this wonderful event.

Westbourne’s community magazine is named Monomeith in honour of the magnificent Victorian house on The Strand occupied by the School from 1956 until the move to Truganina. 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.

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About this issue Welcome to the eighth edition of Monomeith, Westbourne Grammar School’s community magazine.

Monomeith has quickly become an integral and much anticipated publication that tells the stories of our broad community - the students, staff, our Board, alumni, Friends of Westbourne Association and the many highlights of Westbourne life. It is a chance for us to celebrate, share, hopefully inform and sometimes commemorate.

Our contributors are drawn from all areas of our community.

It is also an opportunity to hear from the Chair of the School Board and the Principal on some of the key initiatives taking place at Westbourne. We are delighted to report on the official opening of Winjeel in February by the Governor-General of Australia His Excellency General the Honourable Sir Peter Cosgrove AK MC (Retd) and Lady Cosgrove. This wonderful community event was an unforgettable day as I think the photographs and stories will attest.

We hope you like the new look of Monomeith. We have worked with our design team to bring an updated and refreshed look and feel to our publications that is also consistent with our branding across the School.

We would be delighted to receive feedback about articles in Monomeith and probably, more importantly, we would welcome hearing from people with ideas for stories, memories of the past, news of Old Grammarians and so on. This is particularly of interest as we move towards 2017, our sesquicentenary year. If you would like to give feedback or have memorabilia, stories and suggestions, please contact the School at info@westbourne.vic.edu.au.

We hope you enjoy this edition of Monomeith.

Anne Bright Director of Development

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FROM THE SCHOOL BOARD

Building for our students Earlier this year I was privileged to participate in a spectacular event – the official opening of Winjeel, our new centre for students Prep-Year 2.

The School was immensely honoured that His Excellency General the Honourable Sir Peter Cosgrove AK MC (Retd), twenty-sixth Governor-General of the Commonwealth of Australia and Her Excellency Lady Cosgrove agreed to perform the official opening and delighted that they spent considerable time afterwards engaging with the School community.

The Board’s approval and support for educational projects such as Winjeel is something of which we are very proud.

While it is always a challenge as a Board to balance the various competing needs for the future development of the School, we recognise that good governance is about stewardship and, with the Principal, setting strategic directions and achieving objectives.

This latest addition to an on-going program of building and renewal represents Westbourne’s commitment to providing the best possible facilities for both students and staff. Designed with the needs of young learners in mind Winjeel takes its inspiration from the Reggio Emilia educational philosophy which is based on the concept that children should have every opportunity to develop their potential.

In addition to Winjeel, our on-going building program continues to focus on the delivery of a wide range of new and renovated facilities including:

Our vision at Westbourne is: ‘Shaping Learners Who Inspire the World’. Our role as the Board is to enable that to happen in the best surroundings we can provide with the best staff and resources to support that vision.

» Amici – Westbourne Early Learning Centre » Construction of a new main courtyard to establish a multi-purpose covered space for Junior School students » Refurbishment of facilities and general improvements at the Williamstown campus » A new soccer oval » New northern car park.

As we approach our sesquicentenary year, we recognise that the School is well resourced in terms of educational facilities, grounds and the built environment.

But there is always more we want to do, and integral to our vision for the future is the construction of a new Sports and Aquatic Centre. Once completed, this modern sports and fitness hub will feature: an eight lane – 25 metre swimming pool; gymnasium and fitness centre, flexible learning spaces for classes in: nutrition, yoga, exercise and dance; energy efficient filtering/ maintenance systems including harvested water and passive solar.

This very exciting project represents the Board’s strong commitment to ensuring all students at Westbourne have access to the best possible educational facilities.

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RUNNING FROM THEHEADER PRINCIPAL

Flying high at Westbourne Tuesday 23 February 2016 was a momentous day for our School - a remarkable occasion in every sense of the word.

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RUNNING HEADER

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From the moment one enters Winjeel, the synergies between Westbourne’s philosophical and pedagogical approach to education and the building’s architecture are strongly apparent.

Not only did the Westbourne community come together to celebrate the official opening of Winjeel, but we did so in the presence of some very special guests His Excellency General the Honourable Sir Peter Cosgrove AK MC (Retd), twenty-sixth Governor-General of the Commonwealth of Australia and Her Excellency Lady Cosgrove.

As educators, we know that our surroundings can have a profound impact on how we feel, how we work and learn and how we interact with each other. This applies particularly to the colours around us, the availability of natural light, the arrangement of indoor and outdoor areas and choice of furnishings.

From the moment one enters Winjeel, the synergies between Westbourne’s philosophical and pedagogical approach to education and the building’s architecture are strongly apparent. Designed to reflect the School’s twenty-first century learning perspective; what we have achieved is flexible, contemporary and creative – a light-filled space which engenders a vibrant sense of community and supports a culture of enquiry centred on the Reggio Emilia philosophy. Here, students enjoy access to a wide range of resources and rich, stimulating environments in which they are encouraged to explore and experiment and to take appropriate risks with their learning.

Encapsulated in founder Loris Malaguzzi’s notion of ‘the hundred languages of children’ and recognised worldwide for its innovative approach; the Reggio Emilia philosophy is based on the concept that children have rights and should be given every opportunity to develop their potential. They must be able to learn though experience – touching, moving, listening and observing. They must develop relationships with other children and with material items in the world they are allowed to explore. Seen as being active constructors of knowledge, when given a sense of agency, young learners can demonstrate profound understanding and extraordinary depths of thinking. In the words of Malaguzzi then, ‘our task … is to help children climb their own mountains, as high as possible.’

Every individual involved in this important educational project contributed to its success: our School Board, leadership team, academic and professional staff, architects, builders, property manager, grounds staff, our alumni, our parent community, friends and supporters of Westbourne.

Speaking at the opening, the GovernorGeneral had a wonderful message which centred around three words: happiness, optimism and love. I think these concepts perfectly express much of what the School sets out to achieve in terms of the values we believe are important for our community and its individual members. The warmth of the opening ceremony, enthusiasm of all present and Their Excellencies’ interest in the classroom activities of our youngest students made the day a most auspicious start to the year.

When choosing a name for the building we decided Winjeel would be perfect for two reasons. First, we wanted to pay tribute to that part of the School’s history when trainee pilots and instructors from the RAAF Base used to fly over our grounds. A visible representation of those days is the spectacular Winjeel propeller that is now a feature of the central atrium – a gift from the RAAF museum organised for us by its very supportive director, David Gardner. Secondly, Winjeel is an indigenous word meaning ‘young eagle’, so we have linked Westbourne with important historic touch points in this part of Melbourne.

In a spectacular finale to this brilliant community event (also organised

by David Gardner), three Winjeels from the collection at Point Cook flew in formation above the School. The excitement and delight on the faces of our students, staff and guests as they roared overhead was absolutely amazing.

Meg Hansen Principal

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FROM THE ASSOCIATE PRINCIPAL

Celebrating community – The Cambodia Challenge 2016 Along with thirty fellow members of the Westbourne community, I was privileged to lead this year’s Cambodia Challenge which was certainly a powerful and rewarding experience for all involved.

Traditionally the School has sent the two School captains and a staff member to visit Kampuchea House. But last year we advanced the concept and sent our inaugural group to Siem Reap, Cambodia. In the first week of the recent school holidays we were able to stage our second campaign comprising five staff members, the 2015 School Captains, the two current School Captains and twenty-four current students from Years 10 and 11.

Our Cambodia Challenge operates across nine days in the seasonally predictable heat towards the end of the dry season. The town, villages, temples and local Khmers are covered in dust and waiting for the downpours that should come in May. But for us, it just meant it was hot and dry.

The trip starts with two visits to the Kampuchea House orphanage, of which Westbourne is the number one supporter. Just one moment with any of the smiling faces of the young children was enough for our students to realise the enormity of the difference our community is making in the lives of these children. After sharing gifts, playing games, chatting, swapping letters, singing and dancing and hearing about the educational opportunities that we are helping to provide, the feeling is overwhelming.

A memorable feature of the Challenge was the three-day block spent in Kompheim Village, a local impoverished village of over two hundred families.

In the dry season, when there is no rice farming, a father may be able to make $4 per day working construction in town.

However, the work is intermittent and there is little chance for any other family member to make money.

We had the chance to work with such a family of four and literally build a house for them. I was incredibly proud and impressed by the way our students set about this imposing task. Their initiative, collaboration, cooperation, drive and determination were of the highest calibre. It was brilliant to watch the construction unfold.

A major ‘surprise’ project involved our team building a toilet out of plastic bottles stuffed with rubbish, inside chicken wire and covered in concrete render. And they got it done in world record time using every amount of problem-solving, coercion and willpower they possessed. For an added bonus the team also managed to paint two giant murals.

The Challenge also included a rural bicycle ride, an evening at the circus, temple visits, a ride on the Great Lake Tonle Sap and the obligatory visits to the Night Market. The experience cannot be accurately put into words but for photos, blogs and time-lapse of the house completion please visit the Westbourne Grammar Facebook page.

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ALUMNI SUPPORT FOR KAMPUCHEA HOUSE Last year, the 2014 School Captains, Mark McDermott and Chelsea Perera returned to Cambodia with the school group and participated in a wide range of community activities in support of Kampuchea House. They were delighted to be part of this expansion of the program as more students at the School are able to participate in what is a transformational experience.

‘It puts into perspective how other people live and helped us to understand the global footprint we have in the world.

We have an on-going relationship with the School - we have left Westbourne, but really we haven’t,’ Mark said. They both remarked on the incredible sense of teamwork and collaboration and what a very different but profound learning experience it had been.

Now at university, Mark is studying at Monash for degrees in science and global studies, while Chelsea is at Melbourne studying bio-medicine.

Inspired by his experiences at Westbourne, Mark has been awarded two of the prestigious New Colombo Plan scholarships and last year travelled with thirty other university students from around Australia to an impoverished village in India to work on energy issues and will go to Singapore later this year. Both Mark and Chelsea have remained connected to the School in a number of ways. Mark is already coaching Year 9 soccer while Chelsea sees her involvement in the Cambodia Challenge as ongoing and incredibly worthwhile and inspiring her to further community work.

‘Westbourne has shaped who we are and given us heaps of opportunities, so we are strongly committed to giving something back. We wouldn’t be the people we are today without the School which has inspired us to do more with our lives. The Cambodia Challenge is a great project that helps people improve their lives and create opportunities for a brighter future,’ said Mark and Chelsea.

Mark and Chelsea commented that the School and this experience had made them unafraid to try anything because Westbourne ‘had given us the courage and inspired us to do things with our lives’.

Andrew McGregor Associate Principal

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Just one moment with any of the smiling faces of the young children was enough for our students to realise the enormity of the difference our community is making in the lives of these children.

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SENIOR SCHOOL

The Third Teacher – Learning adventures in outdoor environments AN ADVENTURE IS AN UNDERTAKING WITH AN UNKNOWN OUTCOME. Experts in learning pedagogy – Carol Dweck, Professor Sugata Mitra and Sir Ken Robinson - tell us that students who embrace activities outside the traditional classroom, including outdoor education, music and performing arts, and physical education opportunities (such as participation in swimming and athletics teams) become more successful academically. These students tend to be more socially and emotionally mature, are more organised in their approach to their studies, enjoy a wider network of friends and are more resilient and persistent in their commitment to their learning.

Westbourne’s very comprehensive Outdoor Education Program provides students with many opportunities to discover the wonders of our natural environments combined with a journey of self-discovery and selfunderstanding. Integral to the overall curriculum, it is strongly linked to the School’s core values of: Community, Scholarship, Courage and Creativity.

Programs available at the senior level comprise: » Compulsory year level camps at Years 7, 8 and 9 » An optional Elective Camp at Year 10 » Prefect Leadership Training at Year 12 » International Ski Camp to New Zealand » The Duke of Edinburgh Award (Bronze, Silver and Gold levels) » Hillary Challenge.

Students are encouraged to take an active role in these programs from leading the group and assisting with tasks, to respecting the environment.

They are part of the decision-making process, taking responsibility for themselves and others, and accepting the consequences of their actions and decisions. Group cooperation is paramount in everyday life and the success of the programs. Students are therefore encouraged to find ways to solve problems, to deal positively with conflict, to take considered risks, to communicate effectively with each other and to take on the key values of leadership: commitment, tolerance, creativity, respect, enthusiasm, independence, curiosity, appreciation, confidence, cooperation, integrity and empathy.

– Group cooperation is paramount in everyday life and the success of the programs.

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THE HILLARY CHALLENGE Managed by the Outdoor Education Group, the Hillary Challenge, is a wonderful opportunity for senior students to actively participate in an outdoor team competition aimed at developing leadership, environmental stewardship, resilience, creativity and the ability to work together.

THE DUKE OF EDINBURGH AWARD The Duke Edinburgh’s Award is an internationally recognised program for young people which aims to build skills to equip them for life and work. By creating opportunities for young people to develop their talents and aptitudes, to be physically active, undertake service activities and experience adventure, the Award can make a positive contribution to their overall development and wellbeing.

With a focus on enabling students to achieve high standards of learning, Outdoor Education aims to develop key attributes such as: » Resilience » Optimism » High self-esteem

While also enabling students to develop competency in: » Outdoor skills and, as a result, safety in the outdoors » An appreciation and understanding of outdoor environments

» Respect and understanding of others

» A sense of responsibility towards conserving outdoor environments

» Attainment of personal excellence.

» Communication skills » Problem-solving skills

Participation in the Duke of Edinburgh Award is voluntary and every award is different. Each participant chooses which activities they want to take part in for each section. It is a very personal program that offers young people a structure to fulfil their passions and ambitions in a way that suits them.

Apart from the requirements for each section, and the safety training requirements for the Adventurous Journey section, the activities a participant chooses to undertake are entirely up to them. Each individual has the freedom to progress through this outstanding program of challenges and personal growth according to their own needs and abilities.

Louise Mahony Head of Senior School Jeffery Rieniets Director of Outdoor Education

» Decision-making skills » Leadership skills » Team building and peer bonds.

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TH E C U R R I C U LU M

beyond the classroom Outdoor education provides a fantastic range of learning opportunities for students to make valuable and positive connections with nature, with other people and themselves and to participate in an exciting range of activities and challenges beyond the classroom.

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Interacting with nature can not only be intrinsically enjoyable and satisfying, but it can also inspire students to have a greater awareness of the need to live sustainably.

Indeed, a focus of many camp activities is getting students to work cooperatively and effectively in teams and includes: initiative and ropes courses, bush cooking, hut and raft construction. These activities promote relationship building and require problem-solving; thus, in a practical way, demonstrating the value of working towards a common goal.

Comprehensive and sequential, the Outdoor Education Program in the Junior School is carefully planned, with each year building on the experiences from the year before. There is a clear expectation that all students will participate in the program that begins with an extended day at school for the Preps and culminates in a challenging week away for our Year 6 students.

In the process of participating in the rich and diverse activities on offer, each student is encouraged to gain an appreciation of the natural environment, which is important as many children probably do not spend as much time outdoors as might have been the case in the past. Interacting with nature can not only be intrinsically enjoyable and satisfying, but it can also inspire students to have a greater awareness of the need to live sustainably.

As a key feature of the program, year level camps provide students with wonderful opportunities to develop both their interpersonal and intrapersonal skills. For example, living, working and playing together on camp serves to build trust, care, tolerance and inclusiveness. For the younger students, an extended day or an overnight experience means taking turns, showing care and consideration for others, and pitching in where needed.

As the camps extend in length and involve multiple days away, ‘bunking in’ together in dormitories or tents, and participating in duty groups – setting and cleaning tables at meal times for example - all play a role in children understanding the obligations they have to one another in successfully meeting the challenges they face.

As students move through year levels, activities are designed to gradually push them a little more out of their comfort zone, as this is when real and effective learning can take place. Students learn a great deal about their own strengths and weaknesses. They are encouraged to take risks, overcome their fears and to recover from setbacks. Nowhere is this more evident than at Years 5 and 6, where students undertake some truly amazing challenges on camp, such as climbing a ten metre power pole, abseiling a wall of similar height and navigating the seven metre ‘drop’ slide.

These activities and others like them, assist students in developing their selfreliance and self-confidence, as well as personal qualities such as persistence and resilience.

The benefits derived from the program will play an important role in developing the skills and personal attributes so important in later life and the world of work.

Paul Barklamb Head of Junior School

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AMICI

Early learners

Flourish at Am The educational program at Amici makes reference to the values and principles of the educational project of Reggio Emilia, Northern Italy.

Founded by Loris Malaguzzi after World War 2, the infant and toddler centres and pre-schools of Reggio Emilia are widely acknowledged as providing some of the highest quality early learning centres in the world.

One of the central values of the Reggio approach is the articulation of both individual and shared values and beliefs about children as learners and active members of our community.

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» Kind and compassionate individuals, who display empathy and great generosity of spirit towards each other » Displaying ongoing interest in exploring and building relationships with nature and the natural world » Capable communicators equipped with many languages of expression which they access to build relationships and share their thinking with others.

Our negotiated ‘image of child’ statement will directly influence: » The way we interact with children » The expectations we hold for their learning » The way we design learning environments We believe children are: » Unique individuals with diverse ideas, interests, strengths, skills, learning styles and background cultures » Resourceful, focused and motivated learners, strong, resilient, individual, full of potential, optimism and hope

Amici At the beginning of 2016, educators at Amici met as a full staff team to reflect on our personal beliefs about children and about what makes effective teaching and learning. Our reflections on personal beliefs provided the catalyst for ongoing dialogue in small teams throughout Term 1. Through this collaborative process we have developed a shared statement of ‘image of child’ which serves to guide our practice and interactions with children and their families.

» Citizens with rights who understand that others also have rights to be respected ... and that they have responsibilities to account for » Researchers and co-constructors of meaning ... active explorers seeking to make sense of their experience and to build connections with their world » Curious, active and motivated learners seeking to explore and make meaning of their interactions with peers, materials and adults. We believe children engage in reciprocal relationships, learning with and from significant others » Thoughtful and reflective learners who engage collaboratively with adults and peers to construct knowledge and understanding » Actively seeking relationships with people, their environment (materials, both natural and man-made) and with the world around them

» The types of learning experiences we construct with children » How we interact with families and the wider community.

Each year in Reggio Emilia, school teams construct a public Declaration of Intent, a written statement which makes visible the teaching team’s beliefs about their responsibilities to each other and to the wider educational community.

Declarations of Intent serve as a mirror, reflecting back the educator’s practice in relation to their stated image of child.

The educators at Amici are currently collaborating to develop our Declaration of Intent reflecting our Image of Child statement. As a team we are committed to making our values visible within our teaching, in addition to reflecting on and enhancing our practice, so that we continue to honour our belief in every child’s right to an innovative, high quality education.

Heather Conroy Pedagogista Andrea Elliott Head of Campus ELC – Year 2

» Provided with a strong sense of connection to their family and to the wider community

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TEACHING AND LEARNING

C O N S I S T E N T LY

Excellent With each year of achievement, our students develop a stronger sense of personal value along with a deepening appreciation of what they can achieve through hard work and commitment.

The early years at Westbourne engage imaginations, spark curiosity and build trust. Middle years encourage risk taking, inspire greater inquiry and build resilience and Senior School consolidates growth, deepens thinking and activates knowledge.

By the time their VCE years arrive, our students in Years 11 and 12 are well prepared to excel in this final chapter of school life and step into tertiary studies with vigour and confidence.

Westbourne’s graduating classes have achieved outstanding outcomes consistently, over many years. We have an excellent record of preparing our students for university studies through the VCE pathway by offering a comprehensive subject program and some university enhancement subjects.

The intensive academic support and inclusive community integration programs that surround our international students facilitate a seamless transition to their tertiary study and university life.

CLASS OF 2015 Our record of university entrance sits at the peak of peer performance with at least 92% of the last three years’ VCE students accepting tertiary offers. An impressive 99.3% of our graduating class of 2015 are progressing into a notable range of study pathways that include: pharmacy, medicine, law, sciences, engineering and commerce.

The universities represented comprise prestigious Australian and international institutions such as the University of Melbourne, RMIT University, Monash University, Deakin University, Swinburne University, La Trobe University, Victoria University, Australian Catholic University, University of Sydney and the Australian National University. Three students gained places in American Colleges in 2016, one of which was Johns Hopkins University, Baltimore, Maryland.

Westbourne Grammar equips our leavers with academic skills that underpin their progression to an innovative, globally connected and migratory workforce.

The way our students learn to think about their thinking, interrogate their opportunities and appreciate their personal motivations and values, underpins their preparedness for life beyond school.

Delyse Graham Development Office

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– NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life.

Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them.

This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!

— Thomas Gradgrind in Charles Dickens’ Hard Times (1854)

Evolving

Education

Charles Dickens yearned for quality education for the masses. He was opposed to the industrial model of education where the minds of students were treated as empty vessels to be filled with facts. In his time, there existed a very rigid curriculum, usually consisting of a single textbook per subject. Students would attend class, sit at small, individual writing desks staring at the front while the teacher delivered the facts. There was little interaction within the classroom to consolidate learning.

As a school we pride ourselves on looking at what the research and evidence suggests is important when considering what constitutes effective learning and teaching. Over many years, scholarly investigations have essentially discredited the type of education abhorred by Dickens, but still experienced by many until relatively recently.

What we know now is that students bring different understandings to class and that different students, at different times, will have prior understanding of some of the work being explored. As educators we need to be able to cater to the individual needs of all our students. We know we need to focus on developing what renowned educationalist Michael

Fullan has identified as the Six Cs: Character Education, Citizenship, Communication, Critical Thinking/ Problem-Solving, Collaboration and Creativity. These things cannot be taught from a single textbook.

Technology is allowing us, as educators, to provide for the differing needs and interests of our students. Software like Microsoft’s OneNote allows me to produce a live, interactive textbook for which my class can take ownership.

Information is updated regularly and class members are easily able to interact and collaborate with each other.

OneNote also enables me to effectively deliver material to students in the form of support work, extension material or other information I think will be of assistance to them. With OneNote, they can readily upload work thus enabling me to provide timely and comprehensive feedback to each individual.

What I love is that by taking control of the available learning resources we are able to more effectively provide for the individual needs of students. It is in this context that increasingly the classroom is being seen as a place in which learning is consolidated. It is a place where new ideas can be introduced and explored together. It is no longer the place to lecture on facts. Instead, students can listen to resources, or read material at home. They then come to class to discuss their understanding or interpretation of the material. This is called Flipped Learning. For me it has become an effective form of homework. Why waste valuable class time lecturing? Let us, instead, use the valuable time we have together to collaborate and delve deeper into the material.

Education is evolving and I am always learning. It is rewarding to look at the research and evidence and know that we are achieving incredible things as a school. I am excited about the different learning experiences I have each day.

We can learn a lot from the way our young people think and deal with challenges too. And while I can’t know for sure, I hope that Charles Dickens would be extremely pleased by that.

Grant Finlay Director of Learning

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FACULTY REVIEW: MUSIC

Music Education &

Brain Development KEY DATA Director of Music:

Andrew Leach

Music Curriculum Leader: Neil Gracey Number of academic staff:

15

Number of instrumental staff:

23

SUBJECTS

Dr Anita Collins, Assistant Professor Music and Arts Education at the University of Canberra, is well known for her research on neuroscience and music education. In 2014, she was the recipient of the inaugural Music Trust Award for Research into the Benefits of Music Education.

In one of Dr Collins’ TED Ed talks, which has received over a million views to date, she poses a very pertinent question:

VCE Music Performance and Investigation Year 10 Music Performance Year 9 Music Elective Years 7 and 8 Performance and General Stream Prep – 2, Years 3 – 6 Classroom Music Program Year 3 Strings, Year 5 Instrumental Class

‘What if a large number of scientific studies had found that there was one activity that could improve our cognitive function, help our memory systems to work, help us to learn language, help us to moderate our emotional states, help us to solve complex problems, and help our brains to be healthier into later life?

ENRICHMENT Year 7 World Music Year 8 Music Industry Skills

CO-CURRICULAR PROGRAM Junior Choirs (Truganina and Williamstown) Junior String Orchestra, Junior Band Senior Choir, Senior Concert Choir Senior Orchestra, Senior String Orchestra Symphonic Wind Band Legends Big Band Small Ensembles: Strings, Woodwind, Brass, Percussion, Guitar Annual Senior Musical, Junior Musical Annual Music Camp (Years 7 - 12)

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– Furthermore, what if that activity proved to be most beneficial if it was undertaken before the age of seven and also happened to be enjoyable for everyone involved?’

As old as society itself, this particular activity just happens to be music education. From the beginning of the twenty-first century, neuroscientific research comparing brain activity between musicians and non-musicians has provided clear evidence that regular, formal music training, in addition to ensemble participation, raises the general cognitive capacity of anyone who undertakes it.

Even the pure act of listening to music will engage the motor, visual and auditory cortices of the brain; the equivalent of a full brain workout.

The behaviours encouraged by engagement in music are many and varied and include: improved thinking and analytical skills, enhanced academic performance and improved attention span across different subject areas, the ability to accept discomfort when learning difficult concepts, greater resilience and the capacity to cope with change.

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Music is a beautiful language; it can be read or written, make you laugh or cry, think or question, it can speak to one or many, and it most definitely can make you move.

— Victor Wooten, five-time Grammy Award winning bass player.

This explains why, at Westbourne, we place great importance on having a highly skilled and united team of music educators to provide creative opportunities and nurture the lives of students at every level in the School.

As we encourage connections with music on a daily basis, the benefits on brain health are aurally and visually evident. We support emotional growth, self-expression and communication with others through this unique, worldwide language.

A SIMPLE EXERCISE FOR ALL

So what would our classrooms look like in ten years if the general cognitive capacity of an entire generation had been raised through music education?

How would this impact numeracy and literacy, as well as learning and behavioural disorders? What a wonderful, worthwhile investment; developing every child’s brain health.

Imagine the long-term social, economic and political benefits?

Next time you are commuting to work or school of a morning, instead of listening to daily news or talk-back radio, put on a favourite piece of music you have not listened to for a while. Or be open to listening to something new.

Allow your mind to enjoy and respond to what you are hearing. You will be surprised at how it clears your brain of clutter, and enables you to approach the day’s tasks with clarity and renewed energy. Give it a try!

Andrew Leach Director of Music

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FACULTY REVIEW: SCIENCE

Science = to know KEY DATA Director of Science:

Deborah Greene

Deputy Director of Science:

David Newlyn

Number of staff total: 14 (teaching) 04 (non teaching)

Science allows students to develop an understanding at many different levels of the world around us.

Deborah Greene has a PhD, majoring in biochemistry and physiology. She has published a number of articles in medical journals and has presented both nationally and internationally.

Deborah has also represented Victoria as both a coach and player in softball and has received Australia Day medals for both softball and sailing.

SUBJECTS VCE Biology VCE Chemistry VCE Physics General Science

ENRICHMENT

Before teaching, David Newlyn was the Operations Manager for an environmental surveying company which specialised in contaminated land assessment and asbestos surveys.

Prior to that he was an environmental chemist at a large aerospace company in the United Kingdom, developing techniques to help the company achieve environmental certification.

Astronomy CSI Discoveries in Science Electronics Engineering Psychology Sports Science Year 10 Biology

2016 STUDENT EXTENSION OPPORTUNITIES Big Science Competition Hands on Engineering The Science Experience Science and Engineering Challenge Biology, Chemistry, Physics National Qualifying Examinations

Students develop analytical, experimental, investigative and communication skills that can be used in future studies whether they be science-based or in other areas. A large proportion of Westbourne students choose to continue with their learning of science at university, with 47% of Year 12 students receiving university offers in science related courses in 2015.

The strength of the teaching in the Science Faculty comes from both the professionalism of the teachers and the diversity of the teachers’ backgrounds. This diversity brings different experiences, knowledge and skills that are shared amongst staff and with students.

Glenn Condon has worked at Westbourne for twenty-nine years.

He is a committee member of the Laboratory Technicians’ Association of Victoria. His passion for his work and animals has resulted in him extending himself and being a Victorian Laboratory Technicians representative on Victorian Schools Animal Ethics Committee.

Carol Meekin studied biomedical science and worked with the Victorian Space Science Education Centre. She has also trained and worked with the Australian Army Medical Corps where she was a technician of preventative medicine.

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RUNNING HEADER

Alex Godoy worked as an environmental chemist before becoming a laboratory technician. She conducted onsite analysis of the former Department of Defence Ammunitions factory in Maribyrnong for potential contamination (TNT, heavy metals) to determine suitability for future housing developments.

Physics is only one of Marcus Michielin’s talents. He has also taught conversational English in Japan and was a part-time salsa teacher. Before this, Marcus was in the Australian Defence Force Academy and studied mechanical engineering. He has also competed as an amateur Latin dancer.

Before becoming a biology teacher, Lesley Hayes worked in veterinary pathology. Her areas of expertise included veterinary haematology and microbiology. She has presented nationally to veterinary surgeons on haematology procedures and has a post-graduate qualification in business management with a major in industrial relations and human resource management.

Joanne Mullenger was previously the chemical engineer responsible for South-East Water becoming the first water company in Australia, and possibly the world, to have its drinking water certified to food safety standards.

Joanne has taught professionals in this field both nationally and internationally.

Louise Mahony is a qualified dietitian and has a major in biochemistry and nutrition. She has worked previously in several major teaching hospitals as a clinical dietitian, has published several articles and presented her findings in medical research papers in the area of nutrition.

Previously, Paul Wiggins worked for fifteen years in the zoology department at La Trobe University, specialising in ecological comparative respiratory and adaptive physiology. He also lectured in physiology and pharmacology and published a number of research articles in journals, presenting at conferences both nationally and internationally.

In science there is a focus on learning through doing and seeing.

Experimentation allows students to learn new skills and gain a deeper knowledge of concepts and ideas. In the faculty foyer are displays explaining scientific discoveries and there are also living marine and land animal exhibits from which students can learn more.

Past student past achievements in science are also on show to highlight possibilities and to inspire others to work towards their own goals.

Deborah Greene Director of Science

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NEWS

Inspirational visit to Point Cook RAAF Base The day before the official opening of Winjeel was a most exciting one when Old Grammarian, now Acting Squadron Leader Will Harwood (2003), flew his Hercules C-130 over the grounds on his way to the RAAF Base at Point Cook.

Acting Squadron Leader Will Harwood joined the Air Force in 2004, straight out of Westbourne Grammar as a direct entry officer, and when he completed his training in 2006 he was lucky to get the job of his dreams, flying the Hercules C-130.

On Monday 22 February I was lucky enough to travel along with Maddy Scott (12S) and some Junior School students from both of our campuses to Point Cook Air Base to meet Acting Squadron Leader Harwood and his beloved Hercules. He is an engaging man with an obvious passion for what he does and the aircraft he flies. He explained that the Hercules aircraft is more advanced in many ways than the modern aircraft of today, as he gave us a personal tour of the aircraft.

Not long afterwards Paul Barklamb and a group of students arrived at the Base for a guided tour of this magnificent aircraft.

Year 12 students share their impressions of this most memorable day: I was invited to visit the RAAF Base, Point Cook, with a group of Junior School students to see the Hercules C-130 up close. It was an amazing opportunity to talk to the pilot, Acting Squadron Leader Will Harwood, who is an alumni of the School about his time in the Defence Force. He taught us about the aircraft and what it was used for in terms of transport roles in the Middle East and elsewhere. I got to ask many questions about future roles in the Defence Force and sought his advice when applying for roles in the Army and Air Force, as that is what I wish to do after I leave Westbourne.

Acting Squadron Leader Harwood let us sit in the cockpit of the Hercules where he continued to discuss with us what each of the many screens and buttons were for. He spoke about how joining the Air Force was the greatest decision of his life and that it has so many different opportunities to offer.

Although our time with him was short, we got to see a small snippet of his life that offers so many new opportunities.

I would highly recommend visiting the RAAF Base and having a chat to some of the pilots because they have so many stories to share with you that make you seriously consider joining the Defence Forces.

Madelyne Scott (12S)

The younger students were very excited and had many questions as we viewed the main aircraft and the cockpit. We were privileged to hear many of his experiences; however, one particular fact has stayed with me.

One of the main reasons Acting Squadron Leader Harwood strived to fly the Hercules over any other plane was the diversity it offered. ‘No two days were the same’, he explained.

‘One day I would fly the Prime Minster to his destination and the next, I could be dropping food parcels in Fiji’.

As someone who is actively looking to join the Defence Force, I found further motivation to follow my dream from his sheer enthusiasm and dedication.

Acting Squadron Leader Harwood was an honest, respectful man who gave his time willingly and it was a pleasure to have the opportunity to talk to him about his career and passion as a pilot.

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However, a school carnival team in any of the carnival sports, be they athletics, cross country or in this case swimming, cannot rely on its stars. Success relies on the contribution of each team member and involves an enormous amount of preparation and commitment.

Each year, training begins early in Term 4. Then, in late January of the following year we hold a two-day and three-night swimming camp. As well as working hard in the pool, with a two-hour swimming session each day, the camp develops all aspects of fitness, with running, boxing, flexibility and spin sessions. Camps are always great at developing team spirit and the swimming camp is no different.

Making a splash in the Swimming Program

The swimming camp is completely self-sufficient. We have to prepare and cook our own meals and clean up after ourselves. Everyone chips in and does their bit and it is great to see the bonds that are developed by students across all year levels from Year 7 through to Year 12.

The links between good physical health through regular participation in activities such as swimming and a person’s emotional wellbeing are well established.

Apart from being an excellent cardiovascular workout for the heart and lungs, swimming improves overall strength and flexibility, increases stamina and can improve balance and posture. Moreover, learning to swim and being confident in the water is vital for everyone.

In the not too distant future, Westbourne is planning to build a new Sports and Aquatic Centre - a facility that will be of enormous benefit to every student in the School. In particular, an immediate benefit of the new centre will be the impact on our Senior School swimming team. For the last nine years our team has finished second at the ACS Swimming Carnival - a most impressive achievement and

one that is a reflection of the School’s commitment to providing a wide range of opportunities for our swimmers to participate in competitions.

Much of our continued success can be attributed to the high number of very talented swimmers amongst our student population. Paris Vasta (11M) recently reached semi-finals at the open national championships which doubled as the Rio Olympic Games qualifiers.

Robbe Dilissen (11D) is considered one of the most promising open water swimmers in the country and over the Easter break, Cartier Vasta (8M), Marco Soesanto (10D), Ingrid Freeman (9S) and Paris again competed in the Australia age swimming championships.

Hard work is a key factor in continuing to achieve our impressive results in swimming. What is also important is our school spirit and the pride that comes with representing Westbourne at sporting events. Participation in sport not only contributes much to student wellbeing, it is an integral part of the broader learning program.

Wonderful things happen at Westbourne outside the classroom every day.

Matthew Healy Director of Sport

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NEWS

– 2016 Presentation Ball It is not every day that eighty-two immaculately dressed and poised sixteen year olds walk down a staircase to be presented to their community.

It is even less frequently that you will see them dancing ballroom style with such grace and elegance. However, if you had been at the Melrose Reception Centre on Saturday 17 April, you would have witnessed this special event in the Westbourne calendar. This evening has a long tradition at the School with this year’s Presentation Ball being the thirty-second to be held.

overview of their accomplishments, hope and ambitions is read out to introduce them. No person in that room could fail to be impressed by the many achievements of each student and their aspirations to study in such broad, diverse and global disciplines.

Their commitment to sport, the arts, community service and to their studies was very apparent.

Although this Ball has its roots in the debutante tradition where young women were once formally presented to society, the Presentation Ball has become an evening where our young men and women are presented to the community together. It is a beautiful evening - and most especially because as each couple is presented, a brief

The spectacle of the couples dancing is a tribute to their teachers Tracy Williams and Marcus Michielin who worked with them from the beginning of term for this night. Assisted by Mary-Lou Callan who works with the students so they better understand the expectations and protocols of the evening, the couples danced beautifully.

This evening has a long tradition at the School with this year’s Presentation Ball being the thirtysecond to be held.

Perhaps even more lovely was the moment when students were invited to choose a special person to dance with and the dance floor was quickly filled with mothers, fathers, relatives and friends taking a spin ‘old school’ style.

The hundreds of family members and friends who attended the Ball, and the students themselves who were presented, will ensure the tradition continues long into the future - a wonderful community evening.

Anne Bright Director of Development

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COMMUNITY NEWS

E L E G A N T M OT H E R ’ S D AY H I G H T E A

at Werribee Mansion Over one hundred and seventy Westbourne mothers attended an elegant high tea at the historic Werribee Mansion on Friday 6 May. This beautiful function organised and hosted by the Parent Auxiliary is an annual event to celebrate together with friends. It is also a fundraiser to support the work of the School through the Auxiliary and concluded a week of Mother’s Day stalls in Junior and Senior Schools. It was lovely to see so many mothers and some grandmothers - even a couple of dads - from all sections of the School enjoying the delicious bites and teas with conversation flowing around the marquee in the grounds of the Mansion.

The event began with the video presentation from all the Preps about their mothers - with portraits and quotes of what they love about their mums. There was a lot of laughing as well as a few tears at the priceless and genuine comments from the Preps.

Principal, Meg Hansen and other senior staff members were pleased to attend the event and Reverend Matthew Thompson drew the raffle prizes.

A huge thank you to the organising committee - Jacqui Garnsworthy, Jo Gumley, Jacinta Krueger, Stacy Galea and Sonia Whyte, and also to the sponsors who generously donated prizes for the raffle. They are supported in their work by Westbourne’s Events Manager.

There will of course be a Father’s Day event later in the year.

Anne Bright Director of Development

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COMMUNITY NEWS

Old Grammarians and staff catch up and share memories The Westbourne Alumni Association was established just over three years ago although the School has been in existence since 1867.

Every former student has a story to tell and we are always keen to reconnect with alumni and to collect their stories and reconnect them within the School community. A multi-year level reunion was held on Sunday 18 April 2016 at the Junction Hotel Newport which was attended by former students from 1983 - 2006 with many different year levels in between. Some guests had travelled from Queensland, New South Wales and Tasmania to attend which was wonderful to see.

We were delighted that current staff, including Principal Meg Hansen, Geoff Hayhow, John Johnson, Anne Bright and former staff James Mitchell, David Storck, Brad Olsen, Lynne Olsen, Reverend George DuRinck and Chris Binney were able to attend this terrific community event.

Meg Hansen talked about the changes that have occurred more recently, including the building of Winjeel, the Geoffrey Ryan Centre and the addition of two new student Houses (Pascoe and Derrimut).

More importantly she drew together the threads of what makes Westbourne what it is now and what it has been continuously - the spirit of community, the genuine and natural nature of the students that come through from the past into the present the Westbourne identity.

It was wonderful to see the conversations flowing and the lovely ease and humour between staff and alumni. In her welcome to the function, Meg Hansen asked the room if they could guess what question former students always ask her! ‘Was I really naughty at school?’ was the answer which caused a great deal of laughter. Many of the alumni are also current parents which really affirms the strong relationship that has been built with the School.

A memory wall was available on which alumni could write comments - ducks and the grass featured - as well as some epic school bus trips. Alumni Association President Catherine Challinger (Mitchell 2004) warmly invited guests to participate in events, especially heading into the sesquicentenary in 2017, to work with the Association and the School to bring together stories of Westbourne alumni to share with the community.

The Alumni Association is very keen to connect with past students, so please make contact at: alumni@westbourne.vic.edu.au

Catherine Challinger President Alumni Association

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MEMORIES OF LIFE AT WESTBOURNE: ‘The ducks!’

‘The bus getting bogged on Sayers Road and being towed out by a tractor.’

‘Not being able to walk on Mr Binney’s grass.’

‘Mischievous Bus 14 trips to and from school.’

The Friends of Westbourne (FOWA) The Friends of Westbourne Association (FOWA) is comprised of a group of passionate volunteers who, throughout the year, work together to provide activities and services to raise funds for the community of Westbourne Grammar School K - 12.

The Parent Auxiliary (PA), Friends of Music and Performing Arts (FOMPA) and Friends of Sport (FOS) are subcommittees of FOWA and individually are made up of dedicated volunteers who have a particular interest in specific areas of school life.

All funds raised by these groups are directed back into the School and put towards items and equipment that are of benefit to the whole School community.

Throughout the year the groups organise and run a wide range of events in support of our students, as well as evening events for parents and carers.

Fundraising is not our only aim. A major focus of what we do every year is on providing opportunities for bringing people together, meeting new parents and generally enjoying the company

of individuals who make up the vibrant stakeholder community that is Westbourne Grammar School.

We love to welcome new members to FOWA and its associations. We know that not everyone has the same amount of time - which is why the amount of time committed is entirely up to the individual. All assistance and support provided by the Friends of Westbourne is, of course, enormously appreciated by every member of our community I can be contacted on: info@westbourne.vic.edu.au and would love to hear from you.

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COMMUNITY NEWS

Principal, Meg Hansen, with Acting Squadron Leader Will Harwood (2003) Acting Squadron Leader Harwood was one of the Guests of Honour who attended the official opening of Winjeel. Having joined the RAAF in 2004 as a direct entry officer, he completed his training two years later and ‘got the job of my dreams - flying the Hercules C-130’. In a wonderful tribute to Westbourne, Acting Squadron Leader Harwood flew his Hercules over the school grounds on his way from Canberra the day before the opening and again on the day after.

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Renee Dowling (Fester 1993) My family’s association with Westbourne Grammar School actually began with my older brother Martin Fester, who commenced at Westbourne back in 1978 as one of the founding students.

This association has continued down the years through my children and my mother, Lennie Fester, who has been the school nurse for over three decades.

My education at Westbourne shaped who I am; it was very much focused on developing the whole child. It taught me about self-respect and actually liking who I am. Self-esteem is the value you give yourself. My time at Westbourne gave me a strong sense of belonging and connectedness to my community. It gave me the confidence to have a go at something new and the resilience needed to manage life’s inevitable setbacks.

My further study began with an arts degree at Swinburne University of Technology. During the course of my studies I discovered I was passionate about the study of people and how and why we function as we do. Towards the end of my degree I was involved in making a documentary for Alzheimer’s Australia which investigated the impact of this disease on children whose parents and grandparents were sufferers. My involvement in the documentary led to further study at Monash for a degree in social work.

While studying I completed a placement at the Office of Public Prosecutions Witness Assistance Service which is part of the Victims Strategy and Services Directorate.

Following the placement they created a position for me and this is where I spent the next ten years, working in an office of nearly nine hundred paralegals, lawyers and crown prosecutors and two other social workers.

During this time I continued to further my studies and completed my Master of Counselling at Monash. I also got married and now have three beautiful children.

With two small children and working full time, I needed to find a better work/life balance. I seconded from the Office of Public Prosecutions to the Department of Education to work closer to home and to have more time with my babies. In this social work position I worked in a multidisciplinary allied health team of youth workers, social workers, speech pathologists and psychologists and, together, we supported students in primary and secondary schools across the Wyndham region.

I collected data, researched, applied for funding grants and in 2015 launched Australia’s, and in fact what appears to be the world’s, first in-house school lawyer program.

There has been quite a lot of media interest in the project with the launch of a documentary entitled ‘The High School Lawyer’ (available on YouTube) and the incredible person we employed for the role, Vinnie Shin.

In life it is great to find something you really enjoy and then be willing to work really hard. Be willing to make mistakes.

Essentially nothing has changed since I was at Westbourne Grammar School.

I still talk incessantly, I am still easily distracted; but I have played to my strengths and found success.

Renee Dowling

From this role I moved to the position of student wellbeing counsellor at a secondary school in the Wyndham region. When working with complex family dynamics it is important to link people with systems that provide them with resources, services, and opportunities to assist in their recovery. With this in mind, I created a prevention program that would truly target and respond to the needs of our high risk/vulnerable families.

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COMMUNITY NEWS

DA N I E L

F I N D L AY

( 1 9 9 3 )

Making his own luck

I always wanted to make movies. At nine years of age, walking out of the majestic Forum Theatre having just seen Back to the Future (1985) for the first time, I knew that movies were special to me and that I wanted to know everything I could about them.

For me, as a child, movies were an escape.

For two hours in a darkened room I could go anywhere. Whether it was New York City, the Mojave Desert or outer space, I could leave my safe life in the suburbs and go on an adventure. As I got older, I began to understand the other amazing powers film embodied and could give us; connection, community, education and emotion - in short, the human condition.

Luck is when opportunity meets preparedness.

By getting a visa, boarding a plane, moving myself to Los Angeles, ingraining myself in Hollywood and surrounding myself with people in the film industry I had put myself in a position to seize an opportunity should one arise: I was prepared.

Film is universal. It is difficult to find anyone, anywhere, who does not enjoy watching movies. No matter what country I am in, when I tell people I am a movie producer their eyes often light up: they are interested. They ask a lot of questions and attempt to engage me on a debate about some actor, film, or the current state of the industry. Sometimes they try to convince me to give them a part in my next film! But the question I get most of all is: ‘How did you manage to get that job? How did you do it?’

My answer is always the same. Luck.

People will try to pull me up on that ‘Surely you worked hard to get there?

You must have had some special skill to do it?’ I then explain my definition of luck, which I first heard from my acting teacher in Los Angeles, Howard Fine, who shared with the class this notion that you may be familiar with:

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I love my job. It is amazing how few people in life you meet that can actually say that. You have heard it said that if you love your job you never work a day in your life, and you can take it from me that it is true. I enjoy the simple pleasure of sitting down to read a script, hoping to discover a gem. I delight in auditioning actors; watching a character or a scene that I have helped shape over many months on the page suddenly spring to life. I relish being on set, the creative juices flowing - the excitement in the air is magnificent. But my favourite moment is the first time I hear the director say ‘Action!’ because then it all becomes real.

It was amusing to me that after all my years in Hollywood, the first movie I would produce would be in Australia!

We had a ball making the film. Kill Me Three Times had its world premiere at the Toronto Film Festival in 2014.

The movie took me to five different countries and I attended premieres in London, Toronto and Los Angeles.

It was one of the best and most memorable experiences of my life.

I had acquired a good education from Westbourne Grammar and transitioned that into a business degree. The visa I applied for to gain entry into the United States required me to have a university degree. So I think it is important to acknowledge that without my formal schooling, I would not be in the position that I am in today.

Upon arriving in Los Angeles I immersed myself in film. I had always done so but now that I was in ‘Tinseltown’ it was time to up my game. I created my own film school tailored to me. I watched hundreds of movies. I absorbed films by the all-time greats from around the world including Godard, Kubrick, Kurosawa, Fellini, Renoir and Bergman.

I made my way through the American Film Institute’s top one hundred films of all time. I listened to the commentaries, read about the films and directors online, and learned as much as I could. I studied books on editing and cinematography.

I read dozens of screenplays and even wrote a few myself. I kept up-to-date with current movies and industry news. I knew which films were in production, which had been green-lit, and what mergers and acquisitions were happening in the studio world. I wrote, directed and acted in my own short films.

I took low level jobs on big productions like Bedtime Stories and True Blood to get on-set experience. Before long, not only was I well versed in film, I was an expert by Hollywood standards.

When I met producer Laurence Malkin (Death at a Funeral, A Few Best Men, Kill Me Three Times) I recognised an opportunity. He was looking to expand his operations and I was able to demonstrate to him how I could be of value. After a short time, I expressed to him my desire to produce a movie with him. He said yes almost immediately.

This particular opportunity had met with my preparedness and I had just become lucky.

I am currently finishing my second feature film here in Melbourne and have several new films in the works. I still feel that I have a long way to go to reach my goals as a filmmaker, but I am happy getting there - one movie at a time. As a side note, the other question I get the most is, ‘Do you know anyone famous?’

I have been fortunate to come across a lot of people whose work I admire over the years, but my favourite celebrity meeting would have to be with my childhood hero, and star of Back to the Future, Michael J Fox. He is as brilliant, funny and generous in real life as I had hoped he would be.

If I had any advice for the current students at Westbourne it would be the following: - Education is everything.

Think big.

Work hard.

Make your own luck.

Daniel Findlay Producer Time Traveller Entertainment

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THE SCHOOL REMEMBERS

RAFAEL MORAES: 23 MARCH 2004 – 16 DECEMBER 2015

In the end it’s not the years in your life that count, it’s the life in your years.

— Abraham Lincoln Just after the close of the 2015 school year, the devastating news came through that one of our Year 5 students, Rafael Moraes, had lost his seven-year battle with cancer.

Rafael was a much loved member of our School community. His heroic journey throughout his long illness captured everyone’s admiration. He showed enormous courage and, despite all the challenges he faced, Rafael always had a wonderfully positive outlook on life.

His beaming trademark smile, beautiful disposition and amazing strength of character were qualities he displayed every single day.

Rafael truly was an inspiration to us all.

This was never more evident than at last year’s Inter-House Athletics Carnival, where he participated in the 800 metres event. Having just come out of hospital, Rafael laboured significantly through the race, but he just would not give in!

The final 100 metres saw him struggle to the finishing line, but by then the whole school had risen as one, chanting his name. The crescendo of ‘Rafael …

Rafael’ was a fitting testament to how much this courageous young boy was loved and admired.

Indeed, Rafael’s sphere of influence extended far beyond the confines of school. Through postings on social media, his incredible story resonated with people around the globe. As a result, for his tenth birthday, Rafael received well in excess of 13,000 cards.

As they came flooding in, Werribee Post Office was forced to put on an extra worker simply to cope with the sudden influx of mail.

Under the leadership of the School Chaplain, Reverend Matthew Thompson, Rafael’s funeral was held in the School Chapel on Christmas Eve. It was a heart-wrenching time for everyone. A memorial service followed four weeks later in January and was attended by approximately five hundred people in the School Auditorium.

The latter occasion was a wonderful celebration of a life lived to the full, as Rafael undoubtedly packed more into his eleven short years than most people would do in a lifetime. A number of staff members and some of his close friends shared beautiful memories of him and then it was time for his sister, Gabriela, and his parents, Dom and Tash, to lovingly reflect on their sibling and son respectively. It was a very moving and powerful conclusion to the service.

Our deepest sympathy is extended to Rafael’s family on their loss. There will always be a place in our hearts for Rafael, who taught all of us so much about the way to live our lives.

Rest in peace, Rafael. (#Forever11)

Paul Barklamb Head of Junior School Postscript: To highlight just how far and wide Rafael’s inspirational story has spread, his family recently received notification that The Gary L. Hoop Foundation in America had followed Rafael’s Warriors, a Facebook site dedicated to sharing his incredible journey.

In short, the President and CEO of this organisation, John Hoop, declared that Rafael ‘should live forever as an inspirational figure for similarly situated kids worldwide.’ To recognise all that Rafael achieved, the Foundation, in conjunction with Congressman Alan S Lowenthal, organised for a flag to be flown in his honour over the US Capitol on Tuesday 5 January 2016. This flag was subsequently presented to the Moraes family.

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RUNNING HEADER

DOROTHY RICHARDS (HICK 1927): 7 JUNE 1916 – 2 FEBRUARY 2016

Dorothy Richards (Hick) was born in Williamstown, the fourth daughter to Ernst and Lily Hick.

Recalling her primary school years, Dorothy wrote ‘The First World War had been over just four years when I began … at a private school … run by Ms M M Molland, and known locally as Mollo’s.

That was where I spent all my early school days.’

Dorothy later described Mollo’s as ‘a place of learning’, with a typical school day consisting of: ‘before lunch Mental Arithmetic, after lunch Geography held on the stage where water, sand, lakes, peninsulas and billabongs were demonstrated. Next day, History with pictures of Joan of Arc and King Canute and Alfred burning cakes, followed by more Mental Arithmetic and repeating times tables so often we knew them backwards.’

Graduating in 1927 following the completion of Grade 6, Dorothy completed her education at Methodist Ladies’ College. In adult life she married Harold Richards, becoming the mother of four sons and later a grandmother and great grandmother. A well-known writer, Dorothy was a prizewinning author of articles, short stories, poetry and several books including her wonderfully evocative personal memoir of family life in Williamstown in the first half of the twentieth century, An Anthology of Aunts: Growing Up in Williamstown.

In 1970 Dorothy became a founding member of the Society of Women Writers (Victoria), later serving as President of the Society.

Sue Johnston Director of Corporate Communications and Research

ELLIE HOGAN

Ellie Hogan joined the Westbourne staff at the beginning of 1994, having been recruited to fill the position of Dean of Overseas Students for the newlycreated international student program.

In addition to her responsibilities as Dean, Ellie taught English as a second language to international students and was responsible for their assimilation into the School.

Six years later, in 1999, Ellie added to her role the areas of new business, further education and marketing as the School’s Registrar, later becoming the Director of Admissions and Marketing and finally, as the School grew, Director of Development. After two decades of service to Westbourne, Ellie retired in 2013 and passed away in late 2015.

Ellie worked with great passion for the vision of the School and its aspirations for its students. Her strong sense of aesthetic influenced the School’s visual presence and ensured that events were scoped with careful attention, turning them into special occasions.

Ellie’s sense of humour, perhaps best described as deadpan, enlivened and enriched the lives of her colleagues.

Meg Hansen Principal Monomeith | Edition 08 2016 | 31

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THE SCHOOL REMEMBERS

CHRISTOPHER HAYMES: 18 JANUARY 1947 – 23 NOVEMBER 2015

Christopher Haymes joined the teaching staff of Westbourne Grammar almost by accident.

In 2003 Chris had taken time off teaching to work on his doctoral thesis based on his interest in and work on archaeology, especially Roman coins of the Republican era. Coincidently, at the same time Westbourne had advertised for a replacement teacher of mathematics whilst a staff member was on long service leave. Chris applied and was appointed to the replacement position.

It was not long before Chris’s students were commenting very favorably on his teaching and the Head of Mathematics was asking if there was any way we could keep him on the staff. Chris must have also enjoyed the role because, towards the end of his stint at Westbourne, he mentioned he would be interested in on-going work should anything arise. Chris was a teacher of many talents. He could not only teach mathematics but also science, physics and his specialist subject, chemistry.

For good teachers you create vacancies.

So, in 2004, Chris joined the staff on a permanent full-time basis, teaching a load comprising some mathematics, some science and some chemistry.

Chris was a wonderful teacher and an outstanding chemistry teacher. He knew and loved his subject matter and was very good at communicating that to students. As time passed, Chris’s teaching load became focused entirely on senior chemistry, teaching several Years 11 and 12 chemistry classes.

Chris also taught Monash University first year chemistry to Westbourne’s brightest students as part of the Monash University Enhancement Studies Program. Monash did not let just ‘anyone’ teach in this Program; they needed to be satisfied that one was up to the standard of their own lecturers.

Chris did that easily and, on more than one occasion, students from his Enhancement Chemistry class topped the Monash course, which was taught in several centres around Victoria.

As House Master of Strathmore House, Chris helped establish a model for pastoral care of students that is still flourishing today. Chris’s gentle manner, wisdom and genuine interest in young people guaranteed his success in this most important role.

When Chris’s illness became known in 2006 he went on extended sick leave for two years before eventually retiring from teaching on the grounds of ill health. Even during this period, Chris would regularly turn up at Westbourne (particularly late in the year) to help tutor and coach Year 12 chemistry students in the lead-up to their final examinations.

Chris Haymes was many things to many people; however, to a generation of Westbourne students he was a muchloved teacher and their Head of House.

Geoffrey Ryan Friend and colleague (Principal 1990 – 2010)

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FROM THE ARCHIVES

Our archives

are our stories At the Senior School, over by the Molland locker pod, there is a small brown brick annexe with ‘ARCHIVES’ on the door.

As I sit at the archivist’s desk I can turn to the right and see a small selfadhesive aluminium plate, the kind you might pick up at the key cutters, with ‘WWGS ARCHIVES We have a home … JULY 11th 2006’ shakily engraved on the surface. This little plaque tells a story. It sits on the wall, proudly displaying through its very existence, the enthusiasm and dedication of the people who have cared for our archives in the past.

And now it is my turn. I am a Westbourne parent, currently completing a Masters in Cultural Materials Conservation (University of Melbourne) with experience in archives and collection management. As I write I have been Westbourne’s archivist for all of one week

and spent three part-time days in the archives. Even in this short time it has been a delight to realise that Westbourne Grammar School as we know it today, the values that guide life in the classroom and the community, stem directly from all that has come before.

Think Like A Hero, as a sound and fitting brand for the School, can be authenticated in one afternoon connecting with the material in our archives.

My role as archivist is to support this understanding of Westbourne’s identity and culture through the collection, organisation and care of the authentic records and materials that tell our story.

Our aim is to grow and organise the collection according to best practice and work towards a permanent archives and exhibition space. As I approached archives and turned the key in the lock this morning I overheard two students talking: ‘I’ve always wondered what’s in there,’ one said to the other.

‘Yeah, I wanna see,’ came the response.

Everyone in the Westbourne community should be able to experience our archival collection and to know that our records show each individual is part of a story of heroes, from Principals to Preps. In time this is what we will achieve.

If you have kept anything from your school days (for example, objects, reports, letters, original work and so on) that might help us tell our almost one hundred and fifty year long story, please contact me at archives@westbourne.vic.edu.au or by telephone 9731 9456 (Monday, Wednesday, Thursday).

We would love to hear from you.

Linda North Archivist

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PHOTO GALLERY

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RUNNING PHOTO GALLERY HEADER

WESTBOURNE I love a windswept Westbourne A land of aero-planes Of rowdy, noisy children, Of smiles and many pains.

I love the flat red playground, I love the growing trees, With noise and many buses, A Westbourne life for me.

Bronwen Mannering Grade 6 Literata 1984

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Calendar of School Events:

JUNE

June–November 2016 10 Year 12 Formal

JULY

D’OLIVE RECEPTIONS

22–23

Super Soiree Saturday

Senior Play Educating Rita

TRUGANINA CAMPUS

SCHOOL DRAMA CENTRE

15

19

26

28–02

Annual Concert

Year 10 VCE Information Night

University Application Information Night

Photography Exhibition Opening

TRUGANINA CAMPUS

JAMES MITCHELL CENTRE

TRUGANINA CAMPUS

02

08

25

31

Year 10 Subject Selection Information Night

Piano and Strings Festival

Life Drawing Exhibition

Choral Festival

TRUGANINA CAMPUS

JAMES MITCHELL CENTRE

MELBOURNE RECITAL CENTRE

AUGUST

18

(AUG)

TRUGANINA CAMPUS

SEPTEMBER

JAMES MITCHELL CENTRE

02

07–08

Father’s Day breakfast

Junior School Performing Arts Festival

OCTOBER

TRUGANINA AND WILLIAMSTOWN CAMPUS

04 Westbourne Celebrates 2016

AUDITORIUM

12 Reunion

NOVEMBER

MELBOURNE CONVENTION AND EXHIBITION CENTRE

23 FOS Colour and Fun Run TRUGANINA CAMPUS

02

10

10–15

17

25

Year 9 Project Presentation Evening

Williamstown Soiree

Art Exhibition Opening

Valedictory Dinner

Golf Day

FLEMINGTON RACECOURSE

SANCTUARY LAKES GOLF CLUB

WILLIAMSTOWN CAMPUS

AUDITORIUM/JAMES MITCHELL CENTRE

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PO Box 37 Werribee Vic 3030 Australia info@westbourne.vic.edu.au Telephone 03 9731 9444 westbournegrammar.com

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CRICOS Provider No. 00355F

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