COMMUNITY NEWS
A Fair to Remember
THE PRINCIPAL
Community of Practice
Future Focused, Skills Based
YEAR 9
Edi tio 201 n 14 9
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Edition 14 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 Principal, Meg Hansen, at the official opening of the new Sports & Aquatic Centre. Cover photograph: Peter Casamento
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.
It is quite interesting to understand that for forty years the students at the Truganina campus have been eating their lunches wherever there was a seat or place out of the weather.
Food for thought?
It is quite interesting to understand that for forty years the students at the Truganina campus have been eating their lunches wherever there was a seat or place out of the weather. More than likely it would be a hot Four and Twenty pie with sauce, hot cheese roll washed down with a milkshake and topped off with an iced doughnut. That was then. This is now. Over the Christmas break, what was the Drama Centre, is going to become a new indoor social and eating space for our students. I have been told that back in the early days of the school, they did actually sell pies and pasties from a room at the back of the Drama Centre, so there is a history of this space nourishing the students of Westbourne. What is planned for our students is a contemporary social and eating space where they can chat, work, eat and enjoy an indoor space away from the winds of Westbourne. This social hub will provide delicious healthy food and snacks and I think pretty quickly it will be a real feature of school life for the students each day. This very worthwhile project is the focus of our Annual Appeal this year and already the interest and support have been amazing. We have received some lead donations from generous members of the school community, for which we are extremely grateful. Every dollar counts and the more we can raise for this project, the more we will be able to add the range of features envisaged by the architects. As you know, a donation to the Annual Appeal is tax deductible. With your help, this practical and innovative use of an existing space will nourish students for many years to come. — Anne Bright Director of Development
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ROM HE CHOOL OARD
A Dream Fulfilled Plans for the Future What began as a bold vision some decades ago is now a reality.
The magnificent facility with its twenty-five metre, eight lane heated pool; a learn-to-swim pool; weights room; and state of the art dance studio has added a whole new dimension to the opportunities available for participation in sporting, fitness and personal wellbeing programs. And so, while our pool may have seemed a long time in coming, what we have achieved has been more than worth the wait. We were delighted that so many local dignitaries, representing a wide range of associations with the school, were able to share in the excitement of the opening ceremony. The school was honoured to welcome: City of Hobsons Bay mayor and deputy mayor, respectively, Councillor Jonathon Marsden and Councillor Michael Grech; from the City of Wyndham, Councillors Aaron An and Kim McAliney. Also in attendance were past Board members and donors to Westbourne, who over the course of many years have given so generously of their time and expertise on behalf of this school, Ray Horsburgh and Brendan Blott. Over recent months the Board has been working with management and other stakeholders to develop a new Strategic Plan which will take our school forward to 2022. In defining the medium-term direction in the context of the school’s needs and priorities, Westbourne aims to seek new opportunities for improvement; while at the same time, driving positive innovation within the school and its extended community. With an emphasis on ensuring the long-term sustainability of the school and what is now its recognised position as the leading learning community in Melbourne’s fast-growing west, the Plan focuses on strategies to further create and deliver the kind of enrolment outcomes, quality curriculum, professional expertise and community engagement that will underpin and provide the best possible learning experiences for every student.
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In a world characterised by rapid technological change, globalisation, uncertainties with respect to how governments will fund the independent sector, the possible entry of competitors to the marketplace, and rising community expectations, it is important that Westbourne continues to foster an innovative and responsive culture of professionalism and the prudent stewardship of resources. It is in this context that the Strategic Plan provides a framework for future-proofing our school. This will be achieved through continued investment in systems to drive efficiencies, achieve savings and manage the programs of teaching and learning that are providing the academic skills and personal attributes needed in the twenty-first century. To say Westbourne has come a long way since our early days at Truganina would, I think, be something of an understatement. Our school is the fullest it has ever been, with a substantial waiting list. The two campuses with their landscaping and modern buildings look fantastic. It is now time to see our community enjoy all we have at Westbourne and continue our great success in Shaping Learners Who Inspire the World! — Ilija Grgic School Board Chairperson
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Community of Practice in Practice Homo Sapiens, we are told, can adapt with remarkable agility due largely to the way in which our brains work and our understanding of collective efficacy1. These are helpful dispositions when we think about the collective agency that is required to ensure effective learning for the young people in our care. I would argue that all organisations need a very clear sense of their moral purpose and their values underpinned by a deep understanding of their community. Thus, the beginning of Westbourne’s shared model of Community of Practice was a consultative values project completed in 2011. This gave us a clear direction about what we believed to be right. Concurrent projects began to emerge including: K -12 Common Language, Moral Purpose, Reggio Emilia, Cognitive Coaching, Restorative Practice, Leading the Learning that Matters (Harvard/ISV), Development of a Toolbox, our Sesquicentenary History and Masterplan infrastructure builds that are closely aligned with pedagogy. The intersection points of these major projects developed into a nuanced eco-system, captured in our representation of three intersecting circles surrounded by the macro environment that is Westbourne. This model, with its focus on themes of expertise, encounter and learning that matters, also seeks to capture the precision with which each component must work with all other components; suggesting how the visible signs of success could be expressed as passion, confidence, growth and ultimately joy.
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See: Yuval Noah Harari, Sapiens: A Brief History of Humankind and also John
Hattie, ‘Collective Teacher Efficacy’.
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Evolution is one of the most remarkable processes on our planet. At its most basic level of understanding it is about responding and adapting to the environment in which one finds oneself. There is significant research and theory underpinning every aspect of the Community of Practice model which can be tracked. I have discussed the model with Professors Wilson and Perkins and Dr Chua from Harvard University and with John Corrigan among others. However, it has been the collective input from many people including staff, researchers and consultants, that has allowed us to arrive at our current resting point. If we are confident enough to work with this model, we will see that it functions exactly as an adaptive ecology works.
Passionate about working with schools to help them achieve successful implementation of learning technologies, Clancy’s expertise in this area means that his message and processes are both user friendly and easily understood.
Recently, our teaching staff participated in a three-day conference designed to build their professional capacity and deepen their understanding of the latest research into issues such as eLearning, SOLO Taxonomy, inquiry learning, collective efficacy, encounter and teacher wellbeing. Over the three days, participants heard from four recognised education thought-leaders and were actively involved in the very wide range of workshops run by our own staff.
It is this shared commitment to the school as a thriving community of practice; coupled with a repertoire of resources in the form of experiences, professional expertise, knowledge, stories, insights and so on that continues to reinforce the school’s moral purpose, shared values and aspirations.
Feedback from the conference has been overwhelmingly positive, as has the collective endorsement of our Community of Practice model. We can see that members of our community are engaged in all that they do to foster excellence in teaching and learning.
— Meg Hansen Principal
Keynote presenters, Daniela Falecki and Chantelle Love, shared a wealth of knowledge and practical, real life experiences of team teaching, collaboration, inquiry-based learning and problem solving, while special guests, John Corrigan and Clancy Merrett, presented at workshops. An expert in helping individuals to bring their whole of mind to their daily life and increase the effectiveness of those around them, John’s cognitive coaching is integral to professional learning at Westbourne. 5
A S S O C I AT E
PRINCIPAL
Professional Learning, New Ideas and Collaborative Expertise In a compelling paper entitled, ‘What Works Best in Education: The Politics of Collaborative Expertise’, renowned educationist, John Hattie, put forward the following argument: My claim is that the greatest influence on student progression in learning is having highly expert, inspired and passionate teachers and school leaders working together to maximise the effect of their teaching on all students in their care. Collaborative expertise amongst teachers at Westbourne is an incredibly important part of the ways in which we are constantly investing in the professional learning of our staff and thus significantly improving learning outcomes for all students. Over the past twelve months, examples of us putting collaborative expertise to the forefront of our daily lives have abounded across the entire school. In the early years our commitment to the Reggio Emilia philosophy has had a profound effect on learning in Amici and Winjeel. We have been recognised as a high performing school and this is enhanced by the knowledge and experience of all our staff. The Head of Amci and Winjeel, Andrea Elliott, has extensive experience in this area of schooling and along with Heather Conroy, our pedagogista, they live the ideals of collaborative expertise. An important aspect of leading collaborative expertise is taking the opportunity to carefully invest in significant professional development. Earlier this year, Nicole Armatas, the Head of the Verdon Centre (Years 3-6), was able to visit Reggio in Italy, where she was able to deepen her understanding of the associated pedagogies and bring them back to put into practice in the Verdon Centre. Such professional undertakings are evidence of our commitment to whole school learning. The strengths of our early years schooling are understood by all and built upon as our students move into the next phase of their education. At the same time, Kylie Baxter, the Deputy Head of Junior School, has been leading a significant staff learning project with external consultants No Tosh. This team approach has been delving deeply into design thinking and inquiry learning and how these techniques can best be leveraged in the junior years.
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As part of our strategic plan we are also reviewing all aspects of learning from Years 5–8. Such reviews initially entail an audit of what we are currently doing whilst concurrently researching and reviewing educational trends and best practice around the educational world. We then decide what to adopt that is new, what to leave as is and what to improve. Our moral purpose that all children can succeed and should achieve significant learning growth each year is constantly at the forefront of innovative thinking. Student wellbeing is interwoven with learning. Less and less we are considering these as separate aspects of a Westbourne education, as they can’t easily be separated. We continue to provide professional opportunities for our staff to obtain further skills in both aspects of student development. Recently Dennis Nowak (Deputy Head of Senior School) and Mario Chrisanthou (Head of Williamstown) attended a conference in Queensland that allowed them to work with leading experts on emotional wellbeing, positive psychology, strength-based models and resilience. They were able to meld this through their expert knowledge of student learning and then present back to staff on key take-aways that both affirm our current practices and provide opportunities for ongoing improvement. This is an example of how collaborative expertise is evoked whenever our staff have the opportunity to gain insights into contemporary education. I was also privileged to recently visit six renowned international schools across Australia, Singapore and China and to look forensically into their strengths and innovations with a view to informing future strategic decisions around learning at Westbourne. Our recent three-day staff conference also harnessed thought leadership in a powerful way and relied heavily on a blend of external provocations and internal collaborative expertise. The insights above are just a few examples of our commitment to improving student learning and at Westbourne our staff are ‘always learning, always sharing’. — Andrew McGregor Associate Principal
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The Learning That Matters Most
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As a person who has spent most of their life as a teacher, it is probably not surprising that I love learning.
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As educators in a world that is forever changing, it is sometimes difficult to know what we should be ‘teaching’ our students. Of course, we require our students to acquire knowledge and develop skills. In some ways this is the easy bit. The real challenge is developing them into people who have an intrinsic love of learning and are fully engaged. We want them to be people who ask questions and then ask some more, who become innovators, 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. Recently I shared lunch with a small group of Year 7 and 8 students to talk about their experiences of the senior school. I was keen to know what they loved about their learning and what mattered most to them as learners. What were the fun things that kept them interested, the concepts that challenged their thinking, and the tasks or questions that made their head hurt. I was keen to know what the environment of the senior school ‘looked like’ and ‘felt like’ to them. I was inspired by how articulate our students were and how readily and easily they could talk about their learning and what mattered most to them. It was no surprise that students recognised the quality of teachers and their expertise was essential in guiding them and developing them as learners. Ruby Streit (7P) explained it was important that she was part of a community where everyone belongs, and which helps students to develop a moral compass.
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Every day I find myself in the privileged position of working with young people, and every day I am fully aware of the huge responsibility that this entails.
Sara Al-Muriet (8F) and Shivangi Mishra (8P) shared the idea of teachers finding different ways to challenge them by asking open ended questions. This in turn leads to lively discussions and an expectation for all to contribute to the learning culture. Marco Daniel (7P), Ryan Sherwood (7P) and Seth Gacutan (8D) listed their experience of the extracurricular activities on offer: the STEM club available to everyone to learn about problem solving; the House system offering a support network and exposure to new experiences; and a sports program that allows them to collaborate with each other. Lily Tamblyn (8H) and Oscar Hart (7D) both commented on the life skills they obtained (almost by osmosis) by being part of Westbourne, such as the importance of punctuality and tidiness, persistence and respect. All the students spoke about the positive role modelling they received from their teachers whom they said were genuinely interested in them as people and passionate about the subjects they taught. After forty-five minutes of sharing lunch and talking about learning, I was made acutely aware, once again, of the enormous responsibility we have to the young people in our care. They demand an education that is rich in content, intellectually challenging and a preparation for lifelong learning. In holding us accountable every day they ensure what they experience at Westbourne is very much the learning that matters. — Louisa Scerri Head of Senior School
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Successful Transition Through the School Builds Confidence
There is no doubt that for our students, making a successful transition through the school is of the utmost importance to their learning and overall sense of wellbeing.
Over the years, my experience with respect to key transition points has been that it is the focus on orientation programs and confidence building that has proved most effective. For our students at the Williamstown campus this includes the introduction of a buddy system whereby students from Williamstown are ‘buddied’ with students at Truganina. At the same time, all students from the year level in question spend time at each other’s campus and staff exchange places so students will get to know the teachers they will have for the following year. A series of Information evenings for our Williamstown parents mean that everyone will be familiar with how the transition process is managed and what to expect. In recent years, these information sessions have been led in part by students who were at Williamstown and are now in Year 6. Their enthusiasm and willingness to share their experiences and speak knowledgeably about their transition to Truganina has added enormously to the success of the program. Last year, for example, one hundred per cent of our Williamstown students made a smooth transition to Truganina and have since settled comfortably into life in the Verdon Centre. Similarly, an extensive Prep Transition Program has proven to be very effective in ensuring that our incoming Preps (including those transitioning from Amici, Westbourne’s Early Learning Centre) feel confident they will ‘hit the ground running’ in their first few weeks of school.
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A number of orientation sessions held towards the end of the year in Term 4 have also made a huge difference – as have activities such as the Prep barbecue. Held on a Saturday afternoon, this very popular event is a great opportunity for our parent community to meet socially and get to know the school and each other. Detailed and informative parent orientation evenings also provide reassurance to those whose children are entering the school system for the first time. And it is worth noting that, from Prep all the way through the lower and middle primary years, students across both junior campuses attend camps and excursions together, so that they can assimilate seamlessly when the two groups join as one in Year 4). Other key transition points are very important too. With the establishment of the Winjeel campus (Prep-Year 2), there is a strong focus on supporting students who are making the move to Year 3 at the Verdon Centre. For those in Year 6, the transition to Year 7 and the senior school is underpinned by what are known as 6.5 days. These occasions, which involve classes in a range of subject specific areas, give our Year 6 students a great taste of what to expect in Year 7. When students feel confident in, and familiar with, their surroundings, it is my firm belief that they settle in more quickly and are able to focus on their learning. What this means in practice is all the thought, planning and commitment that goes into the transition program is a reflection of the professionalism of our staff and their dedication to achieving the best possible outcomes for the students in their care. — Paul Barklamb Head of Junior School
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SPOTLIGHT
Future Focused, Skills Based and Collaborative — Delivering for Year 9
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We live in a rapidly changing world, one in which the effects of globalisation are truly tangible and felt by our young people. New ideas and information are more accessible than ever and it seems almost everything is right at our fingertips.
Recently, I have been thinking a lot about the concept ‘knowledge is power’ and how this notion may be less relevant now and into the future that is the twenty-first century. Is knowledge alone power? Or do the skills in gaining knowledge and questioning what is known become more powerful? The purpose of the Year 9 program is to equip our young people with the skills and dispositions to succeed and thrive in life throughout and beyond school. Our teachers aim to foster greater independence in learning and enhance the ability of Year 9 students to collaborate effectively, think critically and problem solve. The 6Cs are central to what we do, how students learn and the language that is shared within the program: ▪▪ Communication ▪▪ Collaboration ▪▪ Critical thinking ▪▪ Creativity ▪▪ Character
While project-based learning can be observed in various parts of the school, Year 9 students embark on a unique journey; one which is year-long, community focused and truly collaborative. In groups of three to four, students use the internationally recognised Future Problem Solving framework to explore current issues and derive real solutions. In many cases, collaboration with external stakeholders assures the legitimacy of the project and gives students a greater sense of achievement and accountability. Recent years have seen students forge effective partnerships with organisations such as Western Health, Foodbank and Vision Australia. In 2019 we have been fortunate to acquire the expertise of members of the Project Management Institute to work with our students to design projects using industry tools and methodologies. With students thinking about current project ideas such as mental health initiatives, electric vehicle facilities and bee hotels, it is exciting to contemplate what might be achieved. The Project Presentation Night in mid-November is a highlight of the year, which will see the Geoffrey Ryan Centre a hive of activity showcasing the wonderful project work of our Year 9 students. Importantly, the transferrable skills developed through the program are hugely valuable and increasingly relevant. It is a joy to see students in the senior years continue to utilise the skills and knowledge gained in Year 9.
▪▪ Citizenship — Brendan Evans Head of Year 9
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Building Learning Success in a Managed Environment
In an increasingly complex and interconnected world where the rate of technological change seems to occur almost exponentially, some key questions for those involved in the education of our young people are: Should we embrace or avoid risk? What are the benefits of such strategies and how is their implementation best effected in a school setting? While it may be natural to head for the safety of certainty and thus avoid any potential harm; sometimes taking risks should be encouraged. Indeed, taking a carefully measured risk can be highly beneficial - even though, in a classroom or professional situation; the risk taker may not want to reveal what they do not know or cannot do. We learn most when we take a risk in our learning. In this context, motivation - the reasons for wanting to do something – is crucial. Although some students may struggle to take a risk if they do not believe it will help them achieve their goals, motivated learners see taking a risk as an opportunity to receive constructive feedback and then use this to move closer to their goals. Our sense of self-efficacy, or how confident we feel in taking a task, is also influential in determining one’s relationship to risk taking. While risk-averse learners may not believe they will benefit from knowing their current limitations, learners with a high degree of self-belief see this uncertainty as a challenge; they are more likely to understand the value of risk taking in their learning. At the same time, learners also evaluate the ‘stakes’- what they believe they have to lose. They consider the potential cost of ‘failure’ and calculate whether the potential benefits of taking the risk outweigh these costs. As the research indicates, students who are strategic and take calculated risks in their learning tend to be more successful in the long run. Why then, should we encourage our students to take calculated risks in their learning? One answer is that such risk taking is preparation for both an immediate and a longer-term future. For example, with respect to immediate benefits, these can include building self-confidence by taking on something that is just beyond what is currently known or done, but not out of reach or impossible. The Partnership for Twenty-First Century Skills list the qualities students will need to be fully prepared for life after school. They emphasise the need for students to view failure as an opportunity to learn, believing that true learning is a ‘long term cyclical process of small successes and frequent mistakes’. Moreover, taking risks in learning can foster other healthy ways of thinking. Creative thinkers – those who can generate original ideas – learn to deal with the possibility that their suggestions might meet resistance. These learners are also metacognitive – they think about how they learn and are aware of the factors that might influence their chances of success. They use this knowledge to plan their next steps.
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And when we, as teachers, support our learners, we should encourage them not to fall into the trap of seeing formative activities as less valuable than summative activities because they are opportunities to try out something bold in what they might believe is a ‘lower stakes’ activity. We also want them to share an idea, ask a question or offer an answer in class – especially if they are more reserved learners. And, we must encourage them to speak with their teachers about wanting to take a risk in their learning, and to discuss the sort of support they need to feel more comfortable when involved in this process.
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In considering how teachers can encourage students to feel empowered to take calculated risks with their learning, it is important to recognise that first, it is not necessary for everyone to suddenly take a risk in all their learning, and secondly, what constitutes a risk for one learner will be different from the interpretation of another. However, that said, in a learning community, I believe we can all be bolder when we learn.
Finally, as a successful, forward-thinking, twenty-first century learning community, our teachers and their students need to think more about the benefits of appropriate risk taking and why it is worth trying something a bit more daring. We need to remind ourselves and our students why something is worth attempting and thus provide opportunities for them to embrace the adventure that will follow. — Peter Westhead Director of Learning Senior School
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Faculty Review — Commerce Education is not the learning of facts, but the training of the mind to think. — Albert Einstein
In this era of global citizenship, it is imperative students develop skills which enable them to use their initiative and to take calculated risks that will make the world a better place. The study of commerce equips our learners with critical thinking and decision making skills that will enable them to become rational, ethical and informed consumers, while also preparing them to be effective and responsible members of society. The enrichment courses offered by the commerce faculty to students in Years 7, 8 and 9 equip them to be informed consumers. The Year 7 enrichment program, Holiday of a Lifetime, provides an excellent opportunity for students to enhance their organisational skills by planning for a holiday of their choice. They follow their passions to plan their dream holiday – whether it is a mesmerising chocolate tour around the world or an adventurous ski trip in the Alps. During this process, students explore several budgeting and planning tools in an engaging way and develop an appreciation for differences in culture and legal regulations across the globe. Students in Year 8 investigate the consumer and legal world in the enrichment course, Money and Justice. They explore their legal rights and duties as young citizens and analyse strategies to become a money-wise consumer. Students develop their analytical and problem-solving skills by encountering real life scenarios such as comparing phone plans to maximise their utility and discussing responsible use of the cyberspace. The focus of Year 9 Enrichment, Money Matters, is to hone the financial management and entrepreneurial skills in our learners. Students are challenged to think outside the box and work collaboratively to develop innovative ideas for either the rebranding of an existing business or the development of a creative business idea from scratch. Students learn the art of effective business communication and investigate the impact of fluctuating exchange rates on travel, tourism and international trade. 16
In Years 10, 11 and 12, students can choose from a number of commerce subjects, including accounting, business management, economics and legal studies. Each subject has a strong focus on equipping our learners with the necessary twenty-first century skills to make them future ready and socially responsible citizens. Accounting is often referred to as the language of business. It provides crucial information needed to make business decisions. The study of accounting allows our students to refine their financial management and decision-making skills and apply these to their day to day life as they learn to prepare budgets and analyse financial information to make sound business and personal decisions. Students particularly enjoy speaking to the business manager at Westbourne to understand the rigorous budgeting process that is used by a large-scale organisation. They feel intrigued by the accounting processes and practices that a business must abide by within the real world. Business management examines the way businesses manage their resources. Students develop critical thinking and collaboration skills and build their capacity to participate effectively as socially responsible members and leaders of the business community. Students of business management are provided numerous opportunities to apply the theory learnt in class to real life scenarios. Students visit Australian businesses, such as the Port of Melbourne and Grill’D to gain a first-hand experience of businesses in action. There are also various in-house events such as workshops on innovation and entrepreneurship, meeting with a local entrepreneur and a marketing presentation by a university lecturer that enables our students to deepen their understanding of the curriculum.
Economics is the study of resource allocation and enables students to gain valuable insights into the economic challenges they may face as individuals and as a society. The study of economics allows students to understand how the simplest decision made by them as consumers – whether it is to buy a house or to go on an overseas holiday – has an impact on the wider economy. Our students get an opportunity to visit economics departments of leading universities and participate in economics experiments to further develop their problem-solving skills. Attending an economics lecture gives them a taste of tertiary education. In legal studies our learners explore where our laws originate, what criminal and civil laws are, and how the jury system works. This subject enables students to develop analytical skills and broadens their understanding of complex issues they may hear about in media such as a road rage incident or the Royal Commission. Students become active and informed citizens and explore ways of creating positive changes to the legal system. Areas of discussion constantly change as real-life cases are debated in terms of sentencing, fairness and justice. In summary, Westbourne’s commerce faculty provides avenues for students to relate what is studied in class to the real world. This dynamic legal, business and economic environment provides contemporary scenarios that allow real connections to be made. Our students can see the possibilities of future prospects for study and vocation. — Amrita Ahuja Director of Commerce
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C E L E B R AT I N G T H E S P O RTS & AQ UAT I C C E N T R E
Congratulations Class of 2018
In 2018, of the 150 students enrolled in Year 12, all were awarded their VCE certificate and all applied for tertiary courses. Actively engaged in the life of the school and dedicated to promoting the concept of ‘student voice’, the Class of 2018 has been described by principal. Meg Hansen as ‘exceptional in their leadership of the school, their commitment to their studies and their willingness to ‘have a go’ and participate in the many opportunities Westbourne has offered them. I am confident they will have much to offer in the years to come.’ Throughout their final year at Westbourne the Year 12s involved themselves in a wide range of sporting, cultural and community service pursuits. In particular, these young people demonstrated that they were prepared to be strong advocates for the student body, most notably through their commitment to promoting Westbourne’s values and the principles of inclusion and community. The school is extremely proud of these achievements, which are a reflection of the hard work and enthusiasm of our students as well as the professionalism and dedication of Westbourne’s teachers. In congratulating everyone the school also acknowledges the seven international students who attained an ATAR over 90.
CLASS OF 2018 TERTIARY DESTINATIONS
# OF TERTIARY OFFERS BY FIELD OF STUDY
Commerce
37
Society and Culture
37
Science
27
Creative Arts
24
Health
20
Education
10
Engineering
10
Architecture/Building
09
Information Technology
07
Agriculture/ Environment
05
RMIT University
31
Monash University
28
Dux of the school achieved an ATAR of 99.75
Deakin University
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Four students achieved an ATAR of 99.00 or above
Swinburne University of Technology
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(top 1% in the country)
Victoria University
08
Australian Catholic University
08
LaTrobe University
07
(top 10% in the country)
Independent Tertiary Colleges
05
55% of students achieved an ATAR of 80.00 or above
Federation University
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15% of students achieved an ATAR of 95.00 or above (top 5% of the country)
23% of students achieved an ATAR of 90.00 or above
(top 20% of the country)
The median ATAR was 81.55 Other offers were also received from: University of Queensland, University of North Carolina, Louisiana State University, Bradley University, Illinois and University College, London.
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Two perfect study scores of 50
(Accounting and Physical Education)
There were 131 subject scores over 40
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Westbourne Excellence Recognised at Awards Ceremony Westbourne Grammar is the independent school winner (Melbourne western region category) of the inaugural Schools that Excel award recently established by the Age newspaper. This award is in recognition of Westbourne’s excellent academic record over the past ten years. Not only has the school’s median VCE study score (a ranking that shows how well students have performed in individual subjects) improved over that time, but we are continuing to maintain this high level of academic success. For the past two years, our students have attained a median study score of 34, a first for the school. This puts Westbourne several points above the state-wide median of 30. At the same time, the proportion of study scores above 40 has also improved, last year reaching a ten year high of 16.5 per cent. By way of contrast, only nine percent of students in Victoria will get a score of 40 or above.
A dedicated focus on the improvement of teaching and learning applied across the school, the pursuit of deep engagement with our reflections on great practice, gathering and analysing data, an unremitting emphasis on our moral purpose that every child from early learning to Year 12 can succeed, coupled with powerful wellbeing strategies are some of the elements that have led us to develop a Community of Practice model which has resulted in this recognition from the Age. In mid-March, Age journalist Jewel Topsfield spent a day at the school meeting with students and staff, asking questions and gathering insights into the Westbourne community and its culture. She spoke at length with a group of Year 11 and 12 students, finding them to be articulate, knowledgeable and thoughtful in their responses. In summary, they said Westbourne was a school where it was accepted and encouraged by peers and teachers to do well, to enjoy the challenges of learning and to be successful and proud of achievements. There really can be no greater endorsement of what we are doing at Westbourne than hearing these young people speak so positively about their learning. Westbourne was delighted to accept this very prestigious award – a wonderful expression of all that the school stands for and strives to achieve. — Meg Hansen Principal
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Wicked Casts Its Magical Spell
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Wicked is the perfect combination of politics and comedy – themes with which I’m sure the audience will connect.
It was with great excitement that I heard that Wicked had become available for school productions. Even more exciting was the news that Westbourne received the rights to perform the Stephen Schwartz masterpiece and audition dates were announced. Welcoming back director Paul Watson, musical director Andrew Leach and choreographer Kendrie Coonan an enthusiastic cast, led by talented and committed senior students, began a journey to conquer this huge show. So why Wicked? In the words of music captain, Carly Gauci, who played the role of Glinda: Wicked is so relevant in today’s society. It symbolises so many aspects of the modern world, such as racism, hierarchy and power, ethnic cleansing and ultimately, good versus evil. Wicked is the perfect combination of politics and comedy – themes with which I’m sure the audience will connect. 2019 marks forty years of musical productions at Westbourne Grammar. There have been many great shows and each year there is an effort to improve on the show preceding. The quote in Literata after the 1979 production of Ned Kelly expresses this ambition: ‘It was a great show. If you missed it come along next year as it will be bigger and better.’ Our aim in producing a musical is to enable students, cast, orchestra and crew, to have a professional theatre experience. We would like as many students as possible to be involved and to learn about stagecraft, character development and theatre etiquette.
We encourage students to audition for a role on stage, play in the orchestra, become part of the technical crew and assist with lighting, sound, make-up, costumes and program design. When we get this right, we have a great show. Each year we endeavour to make the experience better for those involved and for the audience. Over the years there have been many ‘best shows ever’ and this year Wicked was another triumph. Was it the best show ever? It depends on your criteria. Style of music, period in which the show is presented, the overarching themes contained within the libretto perhaps. After presenting our productions at the Wyndham Cultural Centre we have a ‘Westbourne way of doing things’. Maximum student involvement. Minimal sets so that the feature is the cast, and the orchestra on stage where possible. Student leadership via lead roles, dance captains and stage management. Creative direction by Paul Watson has enabled us to fulfil these criteria. I will leave it to you to decide whether this was the best show ever in our forty years of musical productions. I can say that I am tremendously proud of the students and staff who worked tirelessly over many months to achieve a brilliant outcome which included a full-house for each of the four shows. I know the students involved will have very special memories of the production for years to come. — Geoff Hayhow Director of People and Culture and Producer of Wicked
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The Sound of Music Westbourne Musicians in Europe On 2 January 2019, forty-three students and five staff embarked on Westbourne’s seventh European music tour. The three week tour encompassed six countries; France, Belgium, Netherlands, Germany, Czech Republic and Austria.
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to perform In Flanders Fields as part of the ceremony, and Matilda Johnson read the Ode of Remembrance, capping off a truly unforgettable day for the entire touring party.
Westbourne musicians had spent twelve months rehearsing for this experience, with the aim of presenting eight performances in twenty-one days to appreciative European audiences. Interspersed amongst a variety of cathedral, local school and hostel concerts, the touring party also had the opportunity to immerse themselves in European music and arts culture.
Performances at the English International School, Prague and another at the city’s acoustically stunning Concert Hall Hlahol, were opportunities to feature a lot of the Australian repertoire that had been prepared; including My Island Home by Neil Murray, Weather With You by Crowded House, traditional Torres Strait Island works Tungarre and Sesere Eeye, as well as works by Australian composer Stephen Chin and Waltzing Matilda.
Our first stop, Paris, provided a memorable highlight of the tour with a performance at the beautiful La Madeleine Cathedral. Several hundred observers witnessed an outstanding presentation of music from our brass ensemble and choir, as well as feature items from Tehya Nguyen (Violin) and Joshua Jinu (French Horn). The concert closed with a voice duet accompanied by orchestra featuring Stephanie Murdoch and Mia Hodder.
Our final destinations, Salzburg and Vienna, provided a fitting end to a magical tour. After visiting Sportmiteelschule in Mondsee near Salzburg in 2015, we returned to present a one hour performance that had students of both schools singing, dancing and sharing the joy of music together. In Vienna the group visited the quaint, charming town of Matzen and Noah Straughan’s German introduction and rendition of Die Nacht was a sure highlight.
On the way to Ypres, Belgium, the tour group visited several significant war memorials, notably the Australian National Memorial at Villers-Bretonneux, giving students a new perspective and understanding of our war history. On arrival in Ypres the group attended the Menin Gate Last Post Ceremony. This iconic and extraordinarily moving event has taken place each evening since 1927. The Westbourne choir were granted the special opportunity
The weary, but inspired touring party returned to Melbourne in late January. Everyone agreed that the tour had been an unforgettable experience. — Andrew Leach Director of Music
LEARNING
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Promoting STEM Awareness Westbourne’s hugely successful STEM Club is a new initiative developed by Dr Lucy Cassar. The aim of the club is to deliver a program beyond the scope of the classroom. The club is providing participants with opportunities to extend their STEM understanding and skills in a fun and exploratory environment. At the same time, the club offers students the prospect of increasing their awareness of the relevance of Science, Technology, Engineering and Mathematics to their everyday lives. Students are encouraged to think critically about the world around them and use specific STEM processes to define and address scaled down real world problems. The approach we take also encourages students to work collaboratively, thus fostering their communication and interpersonal skills. Our first activity involved students being posed the question: ‘Can you stop a Bunsen burner from melting a piece of chocolate?’ This activity focused on the space shuttle design in protecting its payload from energy transfer. Eighteen students from Years 7 and 8, took on the challenge. In pairs, the students designed, made, tested and evaluated an appropriate heatshield to preserve a square of chocolate from the heat source (Bunsen burner). The current club record stands at thirty-two minutes, with no signs of the chocolate melting! Feedback from the participants has been overwhelmingly positive and included statements such as; ‘STEM club is fun’, ‘It allows us to meet new people’ and ‘It provides us with a challenge’.
STEM club meets on Monday afternoons from 3:45 to 5:00 pm. Students begin with a specific question and are then asked to design their solution. Once this is complete, students then have two to three weeks to plan and execute their ideas. There are many reasons why STEM education is important, but two are foremost. First, we want to prepare our future STEM workers, and secondly, we want to increase the number of students who understand how science and technology are applied and work in real life settings. Current research identifies that STEM education benefits students by providing them with a deeper understanding of the four STEM disciplines. It creates and fosters skills enabling students to be competitive in the twenty-first century workplace. Examples of these skills are: collaboration, critical thinking, creativity, problem-solving and having the confidence to be a lifelong learner. We welcome anyone and everyone to come and participate in this challenging and stimulating new program. — Lucy Cassar Science Teacher
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P R E S E N TAT I O N
BALL
Starry Starry Night 2019
A gala atmosphere of excitement, pride, glamour and the wonderful sight of our Year 11 girls in their beautiful dresses and boys in their traditional evening wear of white tie and tails made this year’s Presentation Ball a very memorable occasion for the school community. Once again this much anticipated event was very well attended. More than five hundred people gathered to watch the forty-four pairs of students being presented to their community. First held in 1985 and originally known as the ‘Debutante Ball’, today’s ball has evolved into an opportunity for our Year 11 students to participate in a special event – one that showcases their commitment and dedication to learning the formalities of dancing and the behaviors expected at such times. As in past years, dance instructor Mr Marcus Michelin guided and coached our students over eight weeks of training for this year’s brilliant exhibition of the Cha Cha, the Gypsy Tap and the Jive. Students also worked with Ms Mary-Lou Callan whose professional expertise assisted them with their preparations for what they wanted to say to the community about themselves and their involvement in school life. Following the formalities, it has become customary for each student to ask a special person such as a parent, grandparent, guardian or friend to take the dance floor with them. Everyone loves this moment which is a great reflection of all that the ball means in terms of inclusion, appreciation and formal recognition of the school’s values and all that Westbourne strives to achieve. — Anne Bright Director of Development
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Living Westbourne’s Values — Michael Parks Champion Sailor With his eyes firmly fixed on one day securing a place in Australia’s Olympic team, multi-race winning sailor Michael Parks (11P) is already basking in a track record of stellar success on the water. A Victorian state champion in open and under 18 divisions in the Laser 4.7, the Year 11 student recently took out the Barwon Sports Academy’s highest honour, the Lee Troop Award for Excellence, also being awarded the 2018–19 Victorian Junior Sailor of the Year. Last year Michael was placed seventh at the Australian championships, fourth at the WASZP Class Australian Championships and sixth in his heat at the world championships in Poland, before finishing third in the Applecross Cup in Perth, second overall in the Spring Sail and fifth in the Western Australian Youth Championships. In April 2019 he achieved his third win in the Victorian Sailing Cup (Laser Radial Class). Sailing is in the Parks family; his father, who shares Michael’s love of sailing was a competitor in the Melbourne to Devonport race. Speaking about how he first became involved in sailing Michael said it was his father who ‘took me to a tackers program in Geelong when I was seven. Then, the following year I did my first solo sail and I thought Wow! This is fantastic!’ This year, Michael has been selected to join the Victorian Institute of Sport Training Partner Athlete program. He is also hoping to compete in the Laser Radial World Championship in Kingston Canada in July – an important event for young sailors with ambitions to participate in future Olympics. These commitments, coupled with his sailing at weekends, mean he has to be very well organised with respect to his school work and other activities. Currently enjoying his Year 11 studies, especially in history – his favourite subject – Michael hopes to continue onto a business degree following Year 12.
Away from sailing and his studies, Michael is involved in a wide rage of community service activities. Along with a group of his Westbourne friends, Michael ran the Melbourne Marathon (half marathon), raising funds for prostate cancer research and the Global-Red Bull Run for Life, fundraising for spinal cord research. Michael lists amongst his ambitions for the future, the 2024 Paris Olympics, the 2028 Los Angeles Olympics and a place in the crew for the next America’s Cup, to be held in Auckland. — Sue Johnston Director of Corporate Communications and Research
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Elegant Mother’s Day Luncheon Just when you thought it could not get any better, our Mother’s Day Luncheon was truly a most elegant and enjoyable day.
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A Christening in the JR Pascoe Chapel Sunday 24 February 2019 was a very special day for the school. Over sixty family and friends of Andreas GK Morrison gathered at the JR Pascoe Chapel to celebrate his christening. The chapel looked fabulous for this very important occasion, highlighted by the specially designed and made baptismal candle. Drawing on both the traditions of christening and some contemporary touches, the service was beautiful in its liturgy and inspiring in its application. Parents Lisa and Martine Morrison, grandparents, godparents, extended family and many friends all played an active role in the service accepting promises and ultimately agreeing to the statement that: ‘It takes a village to raise a child.’ Thanks to organisers Fran Armstrong, Deb Huntington and Michelle Williams, this year we found ourselves in the River Room at The Crown on a very wet and bleak day. However, inside it was warm, colourful and abuzz with two hundred beautifully dressed women (and a couple of men) enjoying each other’s company and the delicious food. This Parent Association event is so popular it sells out within hours of bookings opening on line. With incredible generosity from our sponsors, the Mother’s Day Raffle prizes were outstanding and highly sought after! Andrea Moss (John 1985) generously donated a luxury skin care product for every guest from her range at Liberty Belle Skin Centre as well as the major raffle prize of products and services. We would like to thank all our sponsors who supported this year’s raffle and made a number of winners very happy: Chris Moss/ Liberty Bell Skin Centre, Parker Diamonds, Galea Homes, Ella Bache Williamstown, RDM Electrical, A Flower Affair, Once upon a Biscuit, Kulara Estate, ABA Wyndham and Red 23.
In my welcoming address, I spoke about how special two-year-old Andreas is and the unconditional love he has from every member of his family: Today is even more special because Andreas is so special. Lisa and Martine, Andreas has been trusted into your care because I believe God needed him to be loved unconditionally for who he is. God needed him to have parents who could and would always see his potential; the gift to the world that Andreas is. To see him become all he was created to be. You guys are so incredibly blessed to be trusted with one of God’s super special, gifted and cutest kids. Andreas was certainly the star of the day. His behaviour was perfect, and his uniqueness brought smiles and high fives from all in attendance. What a privilege it was to christen the child of Westbourne alumnus, Lisa Morrison (1995) and her partner Martine.
Congratulations to the Parent Association organising committee for another very successful event. The feedback has been overwhelmingly positive.
Opened in 1988, the JR Pascoe Chapel is a place of peace and reflection where students and staff from a wide range of faith backgrounds are welcomed. A symbol of the Christian values that underpin the school, regular services are opportunities for students to actively contribute through bringing prayers, Bible readings and music. With seating for around one hundred and eighty people, Westbourne’s chapel is available to all members of the school community (staff, alumni and direct family of current students) for events such as weddings and christenings.
— Anne Bright Director of Development
For further information and bookings, please contact the chaplain on (03) 9731 9455 or morrison.steve@westbourne.vic.edu.au — Reverend Steve Morrison School Chaplain
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A Fair to Remember Long before the first turn of the spinning wheel and the Williamstown campus busy with enthusiastic crowds, the Fete began.
Steered by the Fete Committee with Jacqui Garnsworthy at the helm, months of planning laid the foundation for the crisp autumn day. Time spent sourcing sponsors, acquiring council approval and organising countless stalls with much dedication, were hidden from the general public. The maintenance team too, worked tirelessly before and after to ensure the grounds were festive and safe.
Behind the Sailor’s Quarters up to the Diane John Centre was Eat Street: a blend of cuisines, snacks and treats that peaked the olfactory and tempted all who wandered by. Flanked on each end were the book stall and art show in the Sailor’s Quarters, and cake stall in the Diane John Centre; all great attractions with even greater results.
The day arrived and the threads of all that had gone before, were finally woven into a tapestry of colour and pageantry. On one side of The Strand was the carnival; the spruiking for show bags; the bleating of farm animals and the shrills of ride-seekers echoed across the street and out over Port Phillip Bay.
If an event is to be measured by the smiles on the day and the compliments which lingered for weeks thereafter, then it can be said without a doubt, the 2019 Fete was a great community success.
On the other side, the campus was divided, first by the Market Place, dotted with marquees offering games, activities and goods to purchase. Next, on the steps of Monomeith, Westbourne choirs and musicians continuously added energy to the festivities with their remarkable and varied talents. A short interlude on the veranda, showcased Suong Pham of MKR fame and sponsored by Heart of Hall. Her culinary demonstration included the assistance of some eager Westbourne students ready to taste test.
So, a very big thank you to all our hardworking volunteers and the generosity of our sponsors: Assosec Advanced Vetcare All Green Nursery Architecture HQ Cleanaway Diamond Security EZ Banner Heart of Hall La Porchetta — Lee Beasley Events Manager
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Laser Clinics Australia Little Santorini Opaliah Oporto RDM Electrical Victorian Fireplaces Western Children’s Health Centre
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Renewing, Reconnecting and Supporting Our Alumni Sunday 17 March 2019 was a wonderful opportunity for Westbourne’s alumni community to get together to reconnect and catch up with what everyone has been doing since leaving school. In her welcome address, principal, Meg Hansen, spoke about some of the school’s recent achievements, including the opening of the new pool and aquatic centre – as well as some of her memories of earlier times that many of us could relate to. In those days, the Winjeel trainers from the base at Point Cook would fly over the school grounds; the housing that has sprung up in more recent years was something that was way off in the distant future; Lenny Fester was the school nurse and Reverend George DuRinck the chaplain. Once again, the ‘All Years Reunion’ was held at the Hellenic Hotel in Williamstown and 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 (and sunny) afternoon, with the roar of laughter, storytelling, and friendships renewed filling the space upstairs. A colourful spread of welcome cocktails, scrumptious Greek cuisine, archived photographs and copies of Literata certainly made for a special event on the alumni calendar, particularly as some in attendance were celebrating twenty and thirty years since completing their secondary education. The All Years Reunion for 2019 was a very special gathering of unique individuals each of whom is connected through Westbourne. It was an occasion which reminded me of the strong, friendly and welcoming community that our school continues to create, nurture and support. And for me, personally, it was quite remarkable to see how easily people reconnected with one another, or simply connected for the first time. I look forward to facilitating more of these positive alumni events in the future. For further information about the alumni program and staying in touch with Westbourne, please check the website or email: alumni@westbourne.vic.edu.au — Jessica Stojkovski (2008) Alumni President
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Gregory Dean (1986) 16 July 1968 – 28 December 2018 The Westbourne community has been greatly saddened to learn of the death of Gregory Dean. A member of the Class of 1986, the school’s Vice-Captain and a champion athlete, Greg is remembered today by his teacher, John Johnson, as ‘a person of extraordinary talent, and a fine cricketer and footballer who excelled in athletics.’ Having begun his secondary education at St Albans Technical School, in Year 9, Greg transferred to Westbourne. At first, the transition proved to be something of a challenge since, as his father later put it: ‘Greg found himself coming from clear top of the class in Year 8 to struggling around the bottom in Year 9. But true to Greg’s ability to focus and make the most of every opportunity, he committed himself to additional tutoring and classes with teachers to achieve his goals and this was recognised and rewarded’. Not only did he receive his school colours, but at Speech Night in his final year at Westbourne, Greg was presented with an award for Outstanding School Service (Leadership, Sports Coaching and Student Effort) – a most appropriate acknowledgement of his many exceptional contributions to school life. In Year 11, Greg was appointed to the position of Boys Athletics Captain for the Inter School Athletics Carnival. At the carnival, he broke the school record for the Boys Open Age 400m and 800m races. This outstanding record in the 400m remains unbroken to this day. Off the sports field he performed in the school’s production of Grease (as Eugene), competed in the Rotary Youth of the Year public speaking competition – working his way through the rounds to a place in the Grand Final of three – and partnered a young woman for the school’s annual debutante ball. On leaving Westbourne, Greg enrolled at Victoria University where he qualified as a physical education teacher. In 1992 he married Catherine Boland, later becoming the father of Molly and Lachlan. During his career, Greg worked in England, the Arab Emirates, Saudi Arabia and China. The Westbourne community was well represented at Greg’s funeral by friends from the Class of 1986: Simon Skinner 12E, Janelle Smith 12E, Craig Fensling 12A and Russell Boudrie (11D 1985). — Sue Johnston Director of Corporate Communications and Research
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The Venerable William (Bill) Alan Beagley 5 April 1955 – 9 January 2019 Earlier this year, the school community was deeply saddened to learn of the death of the Venerable William Alan Beagley, the Vicar at Williamstown’s Holy Trinity Anglican church – and known to all as ‘Bill’. Throughout his years at Holy Trinity, Bill was a great friend to our school, always so warm and accommodating, particularly when hosting our annual Christmas carol service and inviting our students to participate in ceremonies such as the Lighting of the Lamp. As many Westbournians know, our school has had a very long association with Williamstown’s Holy Trinity Church, one that dates back more than a century. In 1915, we had the good fortune to be allowed to use the church hall – a practice that continued until the move to Monomeith in The Strand fifty years later. Sadly, Bill was only sixty-three when he died. To say that his life ended much too soon would be something of an understatement. Bill’s farewell at his memorial service was deeply moving and characterised by sentiments of deep faith, humour and love. The tributes from his three daughters were utterly compelling, their words so beautifully constructed, their delivery remarkably dignified. They allowed their father space to climb into the room with us as it were. Described as ‘a man of rich diversity and broad impact’ Bill was born in Melbourne and educated at Blackburn Primary, Nunawading High School, the Phillip Institute of Technology (Diploma of Welfare Studies) and the University of Melbourne (Bachelor of Theology, Diploma of Ministry, Master of Theological Studies). Following a career in business, welfare work and public relations, Bill completed the formal qualifications required for ordination in the Anglican church. In addition to his ministry at various parishes, he was also the Priest in Charge (St James and St Peters, Kilsyth and Montrose), Incumbent (St Alban’s, Coburg West and Pascoe Vale South, Holy Trinity Williamstown), Prison Chaplain (Port Phillip Prison) and a member of the Lowther Hall school board. I know I speak for all in our community when I say that we are, like so many others, deeply saddened that the Venerable Bill Beagley is no longer with us. May he rest in peace. — Meg Hansen Principal
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THE
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COLLECTION
Forty Years of Senior Musicals at Westbourne In 1979 a musical performance called Ned Kelly was staged by Westbourne seniors from Form 2B, with some choral help from Form 2C. The richness of the experience for the students involved was clear. Two years later, following five months of preparation and rehearsal, a stage was built in the school assembly hall for a performance of the musical Oliver! by an auditioned senior student cast. Student Michael Davies played The Artful Dodger and said: ‘It was a really good show and if you didn’t see it you missed something great. Roll on next year when we can look forward to bigger and better productions.’ The senior musical did become bigger and better each year with a production team of staff, parents and students all contributing time, talent and skills behind the scenes. The production team took on roles from directing and choreography, to designing and creating costumes, to rigging lighting and setting the stage. Just off the stage but always visible, the student orchestra beautifully played the scores that carried the story and the voices of the cast on stage. And what voices the audience has been treated to over the years! Leading cast members have gone on to successful careers in music, such as tenor Michael Lapina (1992) and soprano Janet Todd (2006), both award-winning opera singers.
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Lead role, ensemble or orchestra, on stage or back stage, the involvement of students in as much of the production as possible has always been a defining feature of the Westbourne senior musical. Students from across the year levels, including some junior students, spend hours of preparation and rehearsal together, becoming friends and supporting each other to put on the best show possible. With the exception of a brief foray out to the Altona Civic Centre for the 1983 performance of South Pacific, musicals were entirely home-grown and performed on the stage in the Drama Centre, then the Auditorium after it was built in 1991. In 2014, following decades of performances at the school, the Westbourne senior musical was moved to the Wyndham Cultural Centre, a move that former Director of Music Geoff Hayhow says, ‘enabled us to give the students the full professional experience’. As producer, Geoff Hayhow’s dedication to providing that experience is evident. Students are involved in crew, cast, orchestra, costumes and make up. They learn about stagecraft, character development and theatre etiquette. The orchestra benefits from the seemingly tireless enthusiasm and dedication of Andrew Leach, who in addition to his role as Director of Music at Westbourne, works in music theatre across Melbourne. And the cast now work with a professional director and choreographer in a purpose-built performing arts theatre with advanced sound and lighting systems. At times, across forty years of senior musicals, it has been a challenge to come up with a new and fresh musical each year and we have returned a second time to some of the classics. So when secondary school’s licencing was announced in May 2018 for the musical Wicked our musicals team had their finger on the pulse ensuring a Westbourne performance of this fabulous musical in only its second year of release. And what a show it was! Roll on bigger and better productions indeed! — Linda North Archivist
The senior musical did become bigger and better each year with a production team of staff, parents and students all contributing time, talent and skills behind the scenes.
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Celebrating the Performing Arts 2019
Wicked
1999
Guys and Dolls
2018
Anything Goes
1998
South Pacific
2017
Chicago
1997
Gigi
2016
Merrily We Roll Along
1996
Oklahoma!
2015
Children of Eden
1995
Sweet Charity
2014
Little Shop of Horrors
1994
Fiddler on the Roof
2013
Honk!
1993
Oliver!
2012
Bye Bye Birdie
1992
Annie
2011
Crazy For You
1991
Bye Bye Birdie
2010
All Shook Up
1990
The King and I
2009
Thoroughly Modern Millie
1989
HMS Pinafore
2008
Lucky Stiff
1988
Calamity Jane
2007
Hello Dolly!
1987
The Pirates of Penzance
2006
Grease
1986
The Boyfriend
2005
Kiss Me Kate
1985
Grease
2004
Into the Woods
1984
Oklahoma!
2003
My Fair Lady
1983
South Pacific
2002
Mack and Mabel
1982
Annie Get Your Gun
2001
West Side Story
1981
Oliver!
2000
Camelot
1979
Ned Kelly
Calendar of School Events July Annual Concert Sunday 21 July Melbourne Recital Centre Cambodia Community Night Tuesday 30 July James Mitchell Centre
August Netball Match vs St Michaels Wednesday 14 August The Sports & Aquatic Centre Strings Festival (7–12) Wednesday 21 August Auditorium Prefects Auction and Trivia Night Friday 23 August Drama Centre Father’s Day Breakfast Friday 30 August Verdon Piazza Winjeel & Di John Centre
September Choral Festival Thursday 5 September Auditorium Junior School Musical Suessical Wednesday 11 & Thursday 12 September Auditorium VCE Media Presentation Evening Thursday 12 September Sun Theatre
July–December 2019
October Piano Soiree (P–12) Thursday 10 October Auditorium, JMC, Chapel & MOA Westbourne Celebrates Thursday 17 October Melbourne Convention and Exhibition Centre Williamstown Soiree Tuesday 22 October Di John Centre
November Yr 10–12 Art Exhibition Opening Thursday 7 November Drama & Horsburgh Centres Yr 9 Projects Presentations Tuesday 12 November Geoffrey Ryan Centre Valedictory Dinner Friday 22 November The Atrium Flemington Racecourse Foundation Golf Day Friday 29 November Sanctuary Lakes Golf Course
December Carol Service Thursday 5 December Holy Trinity Church
Food for thought? a new social and eating space for our students
ANNUAL APPEAL 2019 westbournegrammar.com/fundraising