“Woodleigh is a treasure trove of opportunities for those adventurous enough to seek them out.”
Inspired by the past, looking to the future
I would like to welcome you to this edition of Namalata, to take a journey through its pages and immerse yourself in the amazing life of our school.
We continue to grow and define what it is that pushes our students to be the very best version of themselves. We continue to be inspired by the past and look to our future. Our work to create great young human beings is centred on the experiences our students have during their time here and the relationships they develop with each other, their teachers and their school. It is through experiences and relationships that they understand what enduring learning means, to love learning that lasts a lifetime rather than remembering for the next test or assessment task only.
As a Principal one of my great joys is seeing our students in many and varied settings as they learn and laugh together, finding joy in what they do and most importantly growing into compassionate and caring human beings who know how to form and sustain positive relationships with other people. They learn about respect, accountability, reliability and most importantly how to bring people
David Baker Principal
together to solve problems and make the world a better place. In a time when our world is struggling with so many challenges, the need to create good humans is more important than ever, humans who can go out into the world and take action when required, support those who need support and take up the never ending fight for equality.
I hope that you enjoy these pages and seeing our school in action. For Alumni, I hope you read these pages with pride as the spirit of Woodleigh continues to inspire everything we do. For our current families, I hope you can relate to the amazing experiences our students have at school and see first hand as your children continue to grow and develop into great human beings.
We acknowledge that we work, play and learn on the land of the Boon Wurrung and Bunurong People, the traditional landowners of this area.
We pay our respects to the Elders past, present and emerging, recognising that, like us, they have taught and continue to teach children about the world, sharing their knowledge and ideas in the hope of giving them a fulfilling and rich life.
First Peoples’ perspectives are embedded in our educational program and are an important aspect of the way we engage with our environment.
As we strive to help children build connections with the land, it is essential that we also offer them an opportunity to develop an understanding of our cultural heritage.
Get Back! 1984, 1994, 2004 & 2014 Reunion
Woodleigh graduates spanning four decades came together to remember their time in Woodleigh’s long history.
David Baker welcomed all graduates to reflect on their school years, and consider those things that feel the same and those that have evolved since their own days at Woodleigh.
Past students were taken on a tour of the newly completed Futures Studio, an example of a contemporary iteration of the values-led education that has always been the foundation of a Woodleigh education. They browsed new and old yearbooks, shared stories of their own lives, laughed and remembered the old days - the multi-generational legacy holding strong, as many have children or grandchildren of their own now at Woodleigh.
Ben Zachariah, a 2004 graduate and now journalist (among many other things - macroeconomics anybody?) offered to mentor students and explore ways to support them. Others volunteered to sift through and archive old photos and documents from the school’s history. Let’s not forget Alumni, parent and current Woodleigh teacher -hello Mr Donaldson.
This year’s Alumni reunion was a perfect reflection of a community that values its history, embraces change and looks to the future. We are forever grateful for the continued support and involvement of our Alumni, and we look forward to all the future opportunities to connect, reflect and grow together.
Stay in touch
Woodleigh is delighted to be reinvigorating its alumni program. We’ve got big plans, but first things first, we need to stay connected! Please email us at alumni@ woodleigh.vic.edu.au so we can add you to THE WAY newsletter where you will hear about upcoming reunion events and opportunities to connect.
Namalata Semester 2,
Amy White & Dan Ablethorpe
Classes of 1992 and 1994
Healing systems and building healthy communities.
At Woodleigh, our commitment to innovative education is clear to see in the upcoming Regenerative Futures Program (RFP). The program is designed to ‘reimagine learning for Year 10 students’ starting in 2025. The curriculum will be housed in the new Futures Studio, a centre that embodies regenerative principles in its design and supports learning aimed at equipping students with the skills and knowledge to navigate their unpredictable world.
The RFP wants to address common challenges faced by students as they transition to VCE; disengagement and a lack of preparedness for the academic and personal challenges ahead. Heads of Regenerative Futures Program, Amy White (1992) and Michelle Pitcher, understand from experience that senior students need more than subject knowledge - they need to be critical thinkers, self-managers and compassionate problem solvers. The RFP curriculum has a strong foundation in core areas of language, literature, mathematics, science, humanities and health, but its impact will extend far beyond traditional subjects. It will prepare students for VCE and for life, fostering personal resilience, adaptability and a deeper connection with themselves and others.
The concept of regeneration is often misunderstood. Its true meaning is far broader than planting trees! Regeneration is about healing systems, whether environmental, social or economic. It’s about building fairness, equality and healthy communities through sustainable practices. As Dr Richard Owens, Director of The Woodleigh Institute, explains the goal is ‘to enable people to see with new eyes by shifting the cultural
narratives and organising ideas about what it means to be human.’ We believe that education plays a key role in the regenerative culture of the future. The Futures Studio will serve as a hub where students can engage in forward-thinking, regenerative practices and empower them to make a positive impact in the world.
Dan Ablethorpe (1994) of Peninsula Recycled Timber, reflects on his own education at Woodleigh. Dan says that his time ‘definitely helped shape who I am today.’ His company exemplifies the kind of forward-thinking, regenerative mindset that Woodleigh continues to nurture.
Supplying sustainably sourced timber from local buildings and wharves, Peninsula Recycled Timber prevents precious materials from ending up in landfill while reducing the demand for new logging. Dan’s business restored and provided the beautiful, weathered timber from the refurbished St Kilda Pier to the Futures Studio (right). For Dan, it’s an opportunity to contribute to the Woodleigh community as his daughters prepare to begin their own journey at the school.
Since opening its doors in 2016, Peninsula Recycled Timber has become a go-to for architects, furniture makers, and builders. The business’ sustainable model aligns perfectly with Woodleigh’s regenerative philosophies.
Progressive education and real-world applications of sustainable practices underpin Woodleigh’s Regenerative Futures Program, aiming to inspire students to make change and imagine a better future for themseves, others and the environment.
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“The RFP is designed to reimagine learning for Year 10 students.”
Bill Buckley & Yvonne Kendall
Classes of 1998 and 1983
Woodleigh’s Elisabeth Murdoch Gallery’s Permanent Collection proudly acquired Yvonne Kendall’s The Flametree Swan this year. A graduate of Woodleigh from the class of 1983, Kendall’s work resonates with themes of interconnectedness, seen and unseen— that cut through the surface of our daily lives. Now a part of the permanent collection at Woodleigh’s Elisabeth Murdoch Gallery, this piece is a reminder of the unseen threads that bind us.
Equally exciting, artist Bill Buckley (1998) returns to Woodleigh, donating his Vase for Dead Things III, a piece that melds industrial aesthetics with a profound appreciation for simplicity. Buckley, known for his multifaceted work with materials ranging from brass to acrylic, continues to redefine the boundaries between art and utility, reminding us that beauty often lies in the imperfections of existence.
Top: Bill Buckley with his piece Vase for Dead Things III. Above: Yvonne Kendall and her work The Flametree Swan.
Amy White
Amy White
Dan Ablethorpe
2024: Weird and Wonderful
Reflecting on an incredible year through the voices of students and their families.
Time to Breathe
Ava Drayton-Benson, Year 12 Reflection
I hope we can all spend a moment to extend our gratitude for this wonderful school and the memories we've made here. Today we're gathered in the Bush Chapel, and I can't think of a better way to leave than just sitting here, content amongst our teachers, parents and peers, it cultivates not only a culture of learning, but one of connection, expression and discovery.
When I tell people that our school chucks us out on a week-long desert trip, they're surprised and a little confused. But fighting off great spider webs, and searching for vias through the hot sand dunes has equipped us with more than book learning. At Woodleigh, our education is not summarised by our work.
Our education is culture. It's formed in the relationships we foster, the avenues we discover, and the moments we find to reflect, respond, and rediscover what's important to us. In VCE, that's hard. Between busy SACs weeks and exam preparation. There's barely time to take a breath. But what I love about Woodleigh is that it gives us time to breathe.
We're given time to remind ourselves of the world that exists beyond school. I'm so proud to have gone to a school that balances art, music, science, sport and more and encourages us to explore our passions. Now we face an exciting time where we get to leave school and navigate these interests on our own terms. We can make the world what we want to it to be.
“I hope we can learn many things from Woodleigh as we begin to build the lives
and careers of our dreams.”
I hope we can find moments of clarity. For me, that's been the weird and wonderful moments that have happened within and without, Woodleigh. Whether that be Mr. Benton's Karaoke Wednesdays or the streams of sunlight that we between the mist of Monday mornings, I hope we can turn this outlook that Woodleigh has instilled in us towards greater things.
And I hope we can find moments that give us a sense of belonging as we work towards our dreams. Finally, I just wanted to thank everybody, our teachers and our class of 2024, for sharing these moments that are soon to become memories. I wish you all the best and I hope that we meet again at reunions or beyond Woodleigh.
Good luck out there. You're going to smash it.
This is an excerpt from Ava’s speech delivered at the Year 12 Reflection Service
Developing Adventurous Minds
Rufus Griffiths, Year 8 student
Woodleigh is a treasure trove of opportunities for those adventurous enough to seek them out. I’ve always loved maths, but what sets Woodleigh apart is how our teachers make lessons unique with problem-solving challenges and engaging games. This approach clearly works- got a perfect score in the Australian Maths Challenge (I promise this isn’t just to brag and is actually relevant to the point I’m trying to make). Anyway, maths at Woodleigh is good.
English has also been exciting, with projects like creating ads for mundane objects. I turned bulldog clips into something amazing with stop-motion and elevator music! Public speaking was on topics we care about. My speech on why university should be free was a highlight.
I take every chance to do more music because it’s like a body workout for the brain. Debating is another activity I’ve enjoyed, as it develops research, communication, and quick-thinking skills—skills you’ll use in any field. Chess, too, is valuable for building cognitive abilities, and our school does well in SIS tournaments every year. Honestly, they should unblock chess.com; it’s better to be distracted by something productive than not.
At Woodleigh, we focus on developing Adventurous Minds—people who are curious, willing to take risks and eager to make a difference. This mindset encourages us to question, create and work toward improving the world.
50 Years of the Woodleigh Way
Mr & Mrs White, Woodleigh Grandparents of 50 years
The very ‘Woodleigh Style’ Reflections event was a highly nostalgic occasion for us as it marked the end of our 50 year association with Woodleigh. Having met Michael Norman and deciding that his education philosophy aligned with ours, baby Dominic was enroled at St Paul’s School.
By the time Dominic’s cohort finished Year 6, ‘Woodleigh’ campus was well established, with a waiting list indicative of the recognition of its educational aspirations. Fundraising was a part of our lives here too as facilities were modest. What other school could see the Principal (Ian MacMillan) waiting tables?
Woodleigh did not have a Latin motto; it had the 3 R’s. It did not truss up teenagers in restrictive uniforms; our kids could dress for action. What we all absorbed was ‘The Woodleigh Way’ which imparted knowledge and ingrained values of inclusivity & understanding. Our “Year 13’s” have followed an amazing variety of paths with creative insight & confidence.
As Woodleigh has grown, adapted to societal changes and produced high academic results, we are so impressed to see tolerance & respect for all still ingrained in today’s students … The Woodleigh Way is alive & well. As our last grandson leaves the Woodleigh haven, we thank every staff member who has seen 2 generations of our family reap the benefits of a remarkable education.
Embracing Possibility
A chat with Jade & Anu Year 4 & 3 students at Minimbah Jade and Anu required no prompting when asked a question that would stump most in the room; What is an adventurous mind, to you?
Anu described it so easily and so eloquently. ‘To me, an adventurous mind is determined and ready to learn. Ready to see what the world has to offer and is creative’ and Jade continued ‘an adventurous mind feels like someone who takes on challenges and is ready for the world to be open, someone that’s kind and caring. They never give up on anything that they do.’
It is a concept for many, but a reality for Woodleigh kids. While they have many outdoor adventures, the true nature of their education is adventurous and curious learning, creative and critical thinking and measured risk taking. Sprinkle some determination and an eagerness to step into a world of possibility.
Rufus
Looking Back
A Community of Leaders
Reflecting on the past year, we remember and honour Brian Henderson and Michael Norman, whose legacy of respect and inclusivity continues to inspire us.
The longstanding ‘Woodleigh Way’ emphasises relationships, respect, learning from life’s messiness and embracing highs and lows - principles that guide us still.
The beloved Brian Henderson Reserve at Senior Campus received a timely Victorian Junior Landcare and Biodiversity Grant in 2023. The Reserve continues to thrive under such dedication to a collective and regenerative future. Various other initiatives, events and partnerships highlighted our commitment to progress and connection. Notably, our union with Wugularr.
Vivienne Wearne took her new role as Wugubank Coordinator and continued Penbank’s legacy of cultural exchange from the Bottom End to the Top End of Australia. Senior Campus maintains a long-standing relationship with the Ampilatwatja community. Students, staff and elders from Ampilatwatja School visited Woodleigh, deepening friendships and connections built over 14 years.
The Middle Years Programme (MYP) Community Project is designed to give Year 9s an opportunity to apply their learning, develop essential skills and make a positive impact on their local communities. The Community Projects are student-led initiatives that allow them to explore their passions and address real-world issues. This year, for example, a love of surfing led a group of Year 9s to collaborate with local organisations to raffle surf and skate merchandise, raising money for those with experience of mental health challenges.
The Broadening Horizons Program offers realworld learning experiences, including intercultural opportunities with our Cambodia Partnership, French Cultural Visit and Round Square School Visits. Closer to home, during Broadening Horizons
Week, Year 10 and 11 students created a public art mural celebrating local heritage and community spirit in Red Hill.
2024 saw significant and exciting progress on the new Futures Studio at Senior Campus. The building will house the Year 10 Regenerative Futures Program (RFP), officially launching in 2025, and can be seen as the physical manifestation of the curriculum program; a closed loop, open source, thriving ecosystem rather than a classroom. This reminds us of what interconnectedness and a community of leaders can achieve for our future.
At the beginning of each year Woodleigh hosts Reflections, a time for introspection and renewal, supporting our community connections. The sentiment continues throughout the year with events like Mother’s Day, Harmony Day and the Big Sleep Out. As we look ahead, we are wholly committed to caring for our inclusive, adventurous community, celebrating achievements, embracing challenges and moving into a connected future where we thrive intellectually, emotionally and socially. The involvement and strength of our Woodleigh community is crucial as we move forward, together.
Leading Voices: Woodleigh Committee
As students, the Woodleigh Committee has been our primary platform to be heard for many years. For the last two, Cody and I are proud to have been Leaders.
Running the Committee and engaging with students outside our year level has provided us with unique insights into the diverse perspectives at Woodleigh. Day to day, we focus on organising Committee meetings, running assemblies, speaking to groups of students and coordinating activities with staff and students.
Over our time as Leaders, we’ve spearheaded initiatives like ‘R U OK? Day,’ WaterAid charity events, domestic violence fundraisers, numerous bake sales and even running our own Activities unit. The Committee has given us a platform to voice our ideas in an environment often shaped by older perspectives. At Woodleigh, we’ve never had to fight to be heard. Staff across the school respect the Committee and we are frequently consulted on various issues and ideas. This mutual respect, extended by our Principal, Vice Principal, and school leadership, has been instrumental in ensuring our voices are heard.
Leading the Woodleigh Committee has been a deeply rewarding experience, both practically, as I’ve honed my leadership and communication skills, and personally, through the meaningful connections I’ve built with staff and students alike. Having our opinions valued by teachers has empowered us to help shape Woodleigh into the school it is today - one that prioritises its students down to the smallest detail.
Recently, when we noticed that the current assembly format was no longer engaging the student body, we proposed taking over the process. Cody and I formed a sub-team of students who now meet regularly with Mrs McLennan to devise a new assembly program. This program focuses on amplifying student voices and moving forward, assemblies will be entirely student-led, with no teachers speaking directly to the students.
As we are preparing to hand over the Committee’s responsibilities, we take great pride in knowing that the Woodleigh Committee is a cornerstone of our school - a body that actively advocates for and enhances the student experience. As new Committee leaders take the reins, we strongly encourage all staff and students to continue supporting the Woodleigh Committee in every way possible.
Bethany Elphinstone and Cody Hammock, Year 12 students
Students speak at Homestead night at Senior Campus (top-left), and at Minimbah during assembly (above) and Year 6 badge presentation (left).
Life’s a Stage
Drama, comedy, music or celebration of culture, our students and staff continue to surprise us all – and themselves.
Cosi August 2024
At Woodleigh’s Senior Campus students delivered a brilliant rendition of Cosi. It was a mature and nuanced spectacle that showed the calibre and dedication of everyone involved.
Set in 1971, Cosi follows Lewis, a fresh university graduate who agrees to direct an amateur theatre production with patients at a mental health hospital. This classic piece of Australian theatre is comedic, tragic and from a different social and political time - a tall order for school aged actors and they handled the complexities and themes with such skill – and spot on comedy. Their performance balanced moments of discomfort and laughter, always laughing with the characters and never at them.
As for Doug ... we’re thankful he hasn’t found his way to Woodleigh – we’re rather fond of our performance hall...
Seussical Septemer 2024
Minimbah took us to the wild world of Dr Seuss. Seussical Jr’s insanely fun costumes and sets were, as always, made by families and teachers. With every ounce of infectious energy and inventiveness you’d expect from Minimbah kids, Seussical Jr brought Horton the Elephant and The Cat in the Hat to glorious life. Each year Minimbah creates something special setting them apart, together.
‘Think and wonder and dream, far and wide.’ How could we not imagine a world of possibility?
Musicale November 2024
We’ll have to begin scalping tickets for Musicale events soon; it’s always a hard ticket to get hold of—and for good reason. There is something in the air every time, it’s different every time and it’s brilliant every time.
Winter Musicale in Term 2 had all the nostalgic tunes we remember from the stage and the screen; Sky Fall, Nania, Mama Mia, Les Mis and Game of Thrones - just a whiff of the full show.
Spring Musicale in Term 4 was titled ‘New Frontiers, music inspired by exploration, adventure and discovery’. There was plenty of that; Space Oddity, Cult of Personality, Mr Brightside and a night’s worth of other ground breaking, genre shaking music.
2024’s Best & Brightest
At Woodleigh, excellence takes many forms, and this year’s award recipients showcase the diverse talents and contributions that make our school community so vibrant.
The Woodleigh Prize, our highest honor, goes to Phoebe Azzopardi. Phoebe’s outstanding academic achievements, tireless work in community service and leadership in initiatives like Eat Up, Pincha-Poo and the Big Sleepout (see her reflection below) have left a lasting legacy. Pheobe is a talented musician and an active participant in school productions, sports and global programs. Phoebe’s compassion and humour make her a most deserving recipient of this award.
This year’s Principal’s Award recipients embody the heart of Woodleigh, excelling across academics, arts, leadership and service. Tahran Holmes is a standout in both academics and sport, earning awards in Science and Maths while leading as Swimming Captain. Ava Drayton-Benson has balanced her love of Science with contributions to sustainability and global volunteering, inspiring others with her quiet determination.
Hazel Murray has driven change through
programs like Eat Up and the Student Assembly committee, while Pippa Remato has shown exceptional leadership in similar initiatives, alongside her creative contributions to theatre and international exchanges. Both have been instrumental in strengthening the school’s culture of service.
Patrick Cummin is a dynamic presence in both the performing arts and sports, from starring in musicals to competing at a national level in sailing. Similarly, Bethany Elphinstone has taken on leadership roles in RUOK? Day and school events while excelling behind the scenes in productions and volunteering projects.
Tabitha Plummer shines in the Performing Arts, with standout roles in musicals and choirs, paired with her commitment to community initiatives. Finally, Cody Hammock’s creativity and leadership have shaped key events like RUOK? Day, all while contributing to sports and school life with energy and inclusion.
Lessons in Empathy and Leadership
Phoebe Azzopardi reflects on her Big Sleepout experience
The Big Sleep Out gives students a glimpse into what sleeping rough is like and how it can impact mental and physical well-being. The idea was inspired by ‘Sleep at the ‘G,’ where participants spend a night sleeping in the cold and then face the challenge of going to work - or in our case, school - the next day.
Together, these students reflect the values of leadership, creativity, and community spirit that define Woodleigh. Congratulations to all our award recipients for 2024!
For the past few years, we’ve walked 3 km from school to Woolworths to purchase toiletry products for Pinch-a-Poo, a charity that supports disadvantaged people. We then carry our purchases back to school. Sleeping on the cold, hard floor of the hall is a humbling experience. We take time to reflect on the experience and what we’ve learned before tackling the school day, which is much harder than usual for everyone involved - including me.
To me. an Adventurous Mind is someone who embraces new experiences, stays curious about the world, and isn’t afraid to step outside their comfort zone. This mindset perfectly aligns with what the Big Sleep Out represents - trying something challenging to understand a deeper issue.
I’ve always wanted to help others and make a difference, no matter how small.
The Big Sleep Out, hope, inspires others to show empathy toward all members of the community. It encourages staff and students to realise that even small actions can contribute meaningfully to this cause.
For me personally, the Big Sleep Out has opened my eyes to the complexities of homelessness in Australia. It’s shown me that homelessness is about more than not having a roof over your head - it’s about resilience, community, and how small actions can create ripples of change.
curtain call at Minimbah’s ‘Seussical’. Below: the Cast and crew of ‘Cosi’.
Top: Principal David Baker with Woodleigh Prize winner Phoebe Azzopardi. Above, left-right: Cody Hammock, Tabitha Plummer, Bethany Elphinstone, Patrick Cummin, Pippa Remato, Hazel Murray, Tahram Holmes and Ava Drayton-Benson.
Hattah as a Rite of Passage
For Woodleigh students, the Hattah experience is more than just a school camp – it’s a transition.
It’s a journey that pushes them to their physical and emotional limits, forcing them to confront challenges they’d never face in the familiar confines of a classroom. For Allegra Moloney and Izzy Cameron, two students who participated in this week-long trek into the unknown, Hattah was a transformative experience of personal growth and understanding the world around them.
‘Hattah challenged me by putting me in situations with people I wasn’t greatly acquainted with,’ Allegra reflected. ‘Finding middle ground on arguments and working out the dynamic of the group were some of the challenges.’ These dynamics are part of what makes Hattah compelling: students are thrown together in a way that’s uncomfortable and bonding.
Izzy, who shared many of the same sentiments, said the camp forced her to see things from a new perspective.
‘People who, in my opinion, didn’t contribute much to the group gave me an awareness of how to work with people’s differences,’ she explained. ‘It’s not just about physical endurance; it’s about learning how to navigate different personalities.’
From the very beginning of the trek, students are dropped into a new world. The night before they leave, there’s a sending-off ritual where the group gathers with their parents, setting the stage for the week ahead.
‘It created a relaxed atmosphere, where parents could share experiences related to some of the core parts of Hattah,’ Allegra explained. ‘This made the first day feel less out of the blue and more thought out.’
Izzy spoke to the power of rituals, ‘the sending off process was thoughtful. It allowed us to get a sense of what the group dynamic might be, and even though it was low-key, it helped ease the transition.’ The rituals offered comfort but didn’t sugarcoat the challenges that lay ahead either.
One of the most difficult days, Allegra and Izzy agreed, was the third day. ‘It was the longest hike of the trip,’ Allegra remembered. ‘We had issues trusting the compass and who was directing. There were also complaints from the group. But in the end, we just had to trust each other and ignore our concerns.’ This trust, under the pressure of heat, exhaustion and uncertainty, was a key moment.
For Izzy, the hike was more than physical strain, ‘I struggled with an issue in my knees and the hike really exaggerated that. But my group made sure I felt supported despite how ashamed I felt. The sense of achievement when we got picked up by the small bus on the last day, knowing had finished this challenge, was huge.’
The night alone, when students are sent into the
wilderness with only the essentials, is another defining moment. Allegra spoke of waking up after her solo night with a transformed understanding of herself, ‘I’d made it through the night. It showed me how independent I could be.’ Izzy agreed that the experience ‘highlighted my stubbornness as a strength - something that helped me not quit in tough situations.’
“I’ve just felt more confident in myself and all of my choices. Like I can fully trust and understand myself.” – Izzy
As the week came to a close, there was a sense of accomplishment within the group. They’d survived Hattah! And with new friendships, some hard lessons learnt and for Allegra, connections that will last her school life. ‘I gained friendships that influenced who I would prefer to work with in the future,’ she said. Big deal, woudn’t you say?
Izzy had learnt her own lessons. ‘Honestly, it made me realise how so many people actually didn’t hate me. I had been so insecure that I didn’t realise everyone else that I thought was amazing was just as insecure.’ Also a big deal.
Hattah gives kids perspective. ‘This experience will remind me that there are bigger things in life and how things can easily change,’ Allegra said. For Izzy, the camp gave her a greater sense of adventure. ‘Hattah has just made me feel more adventurous as a whole. I want to see way more of the world than I did before I left.’
Hattah marks a transition, or a rite of passage as we like to say. ‘It’s the final year-level hike, the work up from Baw-Baw, Outward Bound, to Hattah really made a metaphorical mountain of achievement to be climbed, finishing in Year 10. After Hattah, there is a change from people doing things for you to doing things yourself. It’s a commitment to working for yourself,’ Allegra said.
Izzy agreed, ‘it was a very big week of learning about myself and looking in the mirror. Coming out of it, I’ve just felt more confident in myself and all of my choices. Like can fully trust and understand myself.’
As the camp came to an end, students shared compliments and reflected on their experiences during a final homecoming ritual. For Izzy, ‘there are still things my peers said about me that I think about a lot. I didn’t realise that other people saw me so positively. It really made me want to put more positivity into the world.’
And Izzy’s final word on Hattah - ‘it showed me how tough and resilient I am. That’s something try to take forward in everything.’
Adventurous Minds in Tasmania
Year 5 and 6 students from Penbank recently attended the Round Square – Ecosystems Sustainability Conference in Tasmania.
Focusing on the themes of Environmentalism, Leadership, Service, and Adventure, Penbank students demonstrated an impressive commitment to creating a better future. Congratulations to all of the participants!
Year 5 student Mac was initially worried about the trip due to crazy weather. ‘I was very worried the trip would be cancelled but fortunately it wasn’t! Then, when we were flying over Tassie, I could see flooded paddocks, plains and rivers everywhere! This trip made us adaptable and flexible, which are some of Woodleigh’s key attributes!”
Year 6 student Tilly highlighted the role of leadership, ‘in Round Square, leadership is a huge part of the experience because there are lots of leaders around us. Even if they are students, they can still be leaders, one example is the Year 11s who were our group leaders. This trip has influenced me to want to be a part of trips like these and to be a leader, environmentalist, to do things for the community, and have an adventurous mind.’
Tasmania Trip
by Harper, Penbank Year 5 student
In Tasmania we did so many activities and EVERY single one had so many great learning opportunities. Our groups highlights would have to be the inspiring speech on Round Square and what it is. Our group found it is super interesting to learn about the history.
After the speech, we were tasked to create a totem, including the key concepts: IDEALS, Round Square and environmentalism, by using recycled materials for decoration. It’s cool how if you look at each art piece, you can see little parts of everybody’s personalities.
After we slept our heads off that night, we had a massive hike ahead. Climbing Cataract Gorge was such a beauty! I was so grateful to be learning in such a beautiful environment, and I know I’m not the only one.
After climbing Cataract Gorge we kept walking down the street to the nearby park. It was HUGE, with a bunch of giant ladders, leading up to bridges and fast slides that take you all the way back down. There were massive swings that flew over a deep dip in the ground, filling you with adrenaline. We all wanted to stay longer but we had to catch our bus to ... the museum! There were some dino bones, information boards and heaps of interactive activities! We all learnt a lot about Tasmania and its history, animals and habitat there.
That night there was a big talk about gratitude, I was extremely grateful to be there, learning new things, being there with my friends and even making new friends from other schools!
After another good night’s sleep, we had a big day of sustainability talks. In the afternoon we had a group dance off! Everybody loved it and had a great time. They played a bunch of classics, YMCA, Macarena, Gangnam Style, Cotton Eye Joe, Watch Me Whip and a couple of others. The dance was probably my favourite and it was a great way to close off the conference.
We learnt so many new things and met so many new people. I would definitely do it again. Hopefully, our school will host a mini-cluster conference in the future!
At Woodleigh School, we’re not just building a learning centre – we’re creating an ecosystem.
Our Futures Studio, the purpose-built space for the Year 10 Regenerative Futures Program (RFP) is now complete and students will be welcomed at the beginning of the 2025 school year. This project reflects our commitment to future-focused learning, deep educational experiences and regeneration.
One of the standout features of the Futures Studio is the installation of the wicking rooftop garden. Unlike typical rooftops, this is designed to support vegetation yearround, providing insulation and creating a predator-free habitat for butterflies. Beyond its ecological benefits, the garden serves as an educational tool for students, merging with the surrounding natural reserve and contributing to the building’s sustainability.
The building’s walls and ceilings are another example of our innovative approach. In place of plasterboard is Durra Panel - an eco-friendly material made from recycled straw. Compressed under intense heat, this straw-based product forms strong, durable panels without the need for glues or toxic materials. The use of these panels demonstrates the real-world application of sustainable and available building practices, showing students hands-on examples of how new thinking can make a big impact.
An Update Woodleigh’son Futures Studio
Recently, a group of senior students had the opportunity to tour the Futures Studio alongside our Principal, David Baker. Their enthusiasm was clear as they explored the space and imagined the unique learning opportunities it will provide. The excitement among students is a testament to the potential of this project to inspire a new generation of thinkers and doers.
One of the most exciting partnerships we’ve forged is with Woodleigh alumni and local business owner, Dan Ablethorpe,
(Class of 1994) of Peninsula Recycled Timber. Dan and his team are restoring timber from the refurbishment of St Kilda Pier, preventing the material from ending up in landfill. This beautiful, durable timber will soon be part of the Futures Studio, reducing the need for new logging.
The building’s exterior is coated with cork spray, a natural product sourced from the offcuts of cork oak trees in Sardinia. It enhances the building’s fireproofing and purifies the surrounding air. This second skin is designed for functionality and ecological responsibility to wild life and of course, the students using the spaces.
97% of the build’s waste is recyclable, recent waste skips achieving a 100% recycling result. The Futures Studio is an example of what can be achieved when we put our values into practice.
The Futures Studio is a reflection of Woodleigh dedication to regeneration, innovation, future thinking and future generations, creating a space with purpose and one that will educate but also inspire.
Above: Joost Bakker helps to plant out the rooftop wicking beds.
Left: the Futures Studio under construction.
Left to right: Mac, Min & Harper
Right: Tilly (in pink )
Year 9 Middle Years Programme (MYP)
Challenges and Triumphs
City Bound 2024
Woodleigh’s Year 9 cohort head to Melbourne each year for City Bound. A program offering opportunities to see their own city through the eyes of its communities and a gateway to the International Baccalaureate (IB) Middle Years Programme (MYP) Community Project. Over a week, students are immersed in the first hand stories of ex-gamblers, refugees, and social entrepreneurs - stories that take them out of their own life. A visit to a mosque, an encounter with a person who has experienced homelessness, or a walk through Melbourne’s storied laneways becomes more than a field trip; it’s an invitation to consider the city’s layers of inclusion and exclusion.
City Bound exposes students to their own city and challenges them to engage, question and consider their place, their independence, and question themselves before questioning others. Citybound kicks off the six month MYP Community Partnerships student-led program.
Community Partnerships and Family Project Expo
The Year 9 MYP Community Partnerships and Family Project Expo was held in September. The event is an exhibition of the experiential work that Year 9 students undertook during the year. Work that builds on the ground swell of City Bound, community awareness and engagement in genuinely meaningful ways. Having connected to community groups in the city, they were then mentored throughout the year up until their exhibition showcase. The first presentation was to a formal panel - including David Baker and Year 12 students who have been through the process themselves - before presenting at the inaugural evening Expo to parents, families and teachers.
The success of the program is multifaceted. Some students engaged more than others, some had their
projects derailed, findings along the way altered their trajectory, and some had predictable outcomes while others didn't. Whichever way their projects moved, the final showcase was an inspired room of students able to be reflective enough to pull apart their challenges and triumphs and decide whether they could have done something differently. Their next year of schooling is the Regenerative Futures Program (RFP) and the lessons learned give them the physical and emotional preparedness to make the most of a once in a life time learning opportunity.
Pinch-Points
Year 9 student Oscar Morton's MYP mission is to untangle the bottleneck at the Senior Campus driveway – a pinch point that spills into the surrounding residential streets as frustrated parents either get stuck or seek alternatives.
After surveying the community and analysing traffic flow, Oscar identified the culprit, right-turning cars stalling the exiting queue. His fix is a temporary Left Turn only sign aimed at speeding up the exodus. Oscar’s plan begins with a two-week trial and data collected during the experiment will inform a follow-up survey, paving the way for a long-term solution. 'My hope is that the change will ease congestion for everyone' he said, signalling a future where pickup lines move with ease.
Year 10 Regenerative Futures Program (RFP)
The Inaugural Futures Project Exhibition
We asked Ruby Peynenborg and Miguel Trebels to share their Futures Projects and consider what ‘Regeneration’ means to them. The Projects explore ways to make positive change in their communities. Ruby looked at the effects of music to enhance empathy and inclusivity within her school, while Miguel investigated communication dynamics within Esports teams. Both projects show us how the Regenerative Futures framework encourages interdisciplinary thinking and hands-on research, empowering students to tackle realworld challenges in creative and sustainable ways.
Music and Empathy
Ruby Peynenborg
Regeneration means the revival or renewal of something, bringing it back to life in a new, sustainable way. For me, it’s how society and communities can evolve through intentional, empathetic actions.
My Regenerative Futures Project focuses on how different music genres can foster empathy and inclusivity within Woodleigh’s Year 10 community. As schools become more diverse, understanding how music affects emotional responses is key to creating a more supportive environment. To gather valuable data, participants will watch emotionally charged videos of various genres like jazz, rap, and rock, then complete surveys to measure changes in empathy. By analysing how music influences inclusivity, my goal is to provide insights that schools can
use to create more empathetic, connected classrooms and communities, through music.
As I prepare for VCE, this project has taught me to approach learning with an interdisciplinary mindset to create meaningful, practical outcomes. It’s given me the confidence to think outside the box and look for solutions that make a difference in the community.
Communication in Esports
Miguel Trebels
To me, regeneration is a process that is lasting and sustainable, something that continually goes on. I believe regeneration should be an ongoing cycle.
Considering this, for my Regenerative Futures Project I conducted research on communication within high school Esports teams. I distributed a survey to students in Years 8-12, gathering over 100 responses. I also organised a tournament so I could collect valuable data on how players communicate, and then assess their perceptions of their own teamwork.
The Regenerative Futures Project has taught me to approach learning differently - in my regular school classes, we rarely collect data or consult expert opinions, let alone analyse our findings - showing me how to use even simple tools like Google in advanced ways to find precisely what need. In preparaton for VCE learning through research has been a refreshing change.
Right and far-right: Ruby and Miguel present at the Futures Exhibition.
Above: Students answer questions about their projects at the MYP Expo.
Left: Exploring Melbourne in City Bound.
PFG: Making a Difference
Senior Campus
The Senior Parents and Friends Group (PFG) has had a successful 2024. Kicking off the year at the Arty Market, an opportunity for the PFG to connect with the Woodleigh Community.
In May, we held our hugely successful Mother’s Day Luncheon. Every year, this event sells out in minutes, and those lucky enough to get a ticket were entertained by some of our incredibly talented students and enjoyed a beautifully prepared lunch at the Merricks General Store. The weather was perfect and there was not a dry eye in the room as we heard original poetry from two students, lovingly dedicated to their Mums. And it wouldn’t be the Woodleigh Mother’s Day Luncheon without the Auction, where we were treated with donations from our generous community. This is our major fundraising event of the year, and we are working to make it even bigger and better in 2025.
September was Father’s Day and the AFL grand final. This year, we held our Family Day Breakfast near the Bush Chapel, with bacon & egg rolls, fruit platters, the everessential coffee and a student band.
Our fundraising efforts are also supported by Ritchies IGA - think of us when you undertake your Christmas shopping this year! Thank you to
$1,000 to Chumkriel Language School in Kampot, Cambodia.
Penbank
Penbank’s PFG has been incredibly active in 2024, sizzling countless sausages and making many hot Milos, all to raise money for our students, school and the wider community.
Key PFG events this year included sausage sizzles, a morning tea, the Easter Pie Drive, IDAHOBIT ribbons, Rock Quiz and the ever-popular Wine Fundraiser. These events have been generously supported by Penbank families, enabling the PFG to pass profits on to worthy causes. Beneficiaries include the Wugubank Partnership, Mums Supporting Families in Need and Minus18. The PFG is also very proud to have supported our Year 6 students by contributing to their fundraising efforts for Wugubank T-shirts.
While fundraising is important and rewarding, it’s just one aspect of the PFG. The two meetings per term and the events themselves provide opportunities for members to connect, socialise and experience the school from a new perspective. Many PFG members would agree that the best part is seeing how
happy the kids are on these special days (it’s amazing how much joy a simple icy pole can bring!).
The Penbank community is truly special and the PFG offers another way to get involved and build meaningful connections. All Penbank parents and friends are invited and encouraged to join the PFG in 2025!
Minimbah
The Minimbah PFG has gone from strength to strength this year. The group has worked hard to bring exciting and innovative events to bring the school community together. A particularly memorable initiative was the Mother’s Day gifts where beautiful plates were hand painted by the students and fired.
The engagement from parent volunteers is always outstanding and we are so lucky to have a dedicated bunch of people to drive our incredible school events. To streamline our operations and ensure that the PFG continues to grow in capability and value, we’ve begun to review our governance arrangements. This work will be finalised early next year and we look forward to launching our revamped approach in 2025. We welcome all nominations for appointment to the PFG, and for those interested, stay tuned for more information about the process.
Harmony Day
Three Woodleigh campuses came together again to celebrate the cultural diversity of our community and beyond. Shared values of inclusivity, respect and belonging were in the air amongst the community that connects us. Always a highlight, the kids hip-hop routines are led by the Indigenous Outreach Project. There was energy, warmth and sweaty hip-hopping kids as far as the eye could see.
Arts Festival 2024 ‘Radiance’: A Celebration of Hues and Cues
This year’s Arts Festival had all the treats we are used to. The opening night was launched by artist Sophie Perez who spoke about creativity in innovation and learning, and the importance of the A in STEAM! Speeches followed, and a gallery walk-through of our Year 12s work and beautiful sketchbooks – a surprise highlight. The 2024 Bonnie Daniello Prize was awarded to Maya Stubbs for her ‘Untitled’ piece, acquired by Woodleigh’s Elisabeth Murdoch Gallery Permanent Collection. Product Design, Music, Media and Drama, Roving Percussion, The Great Pottery Throwdown and, to finish the week, the VCE Film Festival ‘Smile’.
Whoa. Too tired to list any more ... wait, Dress Up Day. And Workshops with potters, painters, drummers, rappers, actors, choreographers, screenwriters, percussionists and ...
Warm Fuzzies*
Warm Fuzzy (noun): A fluffy ball, carried by former Principal Ian MacMillan to share good vibes with students and staff.
Debating
If there was a Debating Olympics, Woodleigh School would be there, talking their way out of any topics left, right and centre. Southern Independent Schools (SIS) Debating Grand Final winners were Char Palmer (left), Lily Carter, Matthew Brown, Danny Adams-Heitz and in second place, Woodleigh team of Abby Clark, Isaac McGrath and Lachie Ray. Woodleigh’s Junior Debating Team was the only undefeated team in the competition, and Woodleigh students were also Debaters Association of Victoria (DAV) semi finalists and won the DAV ‘Swannie’ – that is, the best speaker in the region. Char Palmer, Charlie Russo and Bas Peach we congratulate you all. The takeaway? Don’t argue with a Woodleigh kid.
Aerobics
Woodleigh’s Senior and Minimbah Campus Aerobics teams were crowned champions in the Aeroschools National Championships on the Gold Coast this year. An enormous thankyou to coach Billie for your leadership and fun. “Their achievements are a testament to theit perseverance and passion for the sport” said Head of Minimbah, Kate Bird.
Top Arts 2023
Hugo Brunton’s oil on canvas, Kids on the Farm, (detail, left) was selected for Top Arts this year, a showcase of talented young artists at the National Gallery of Victoria. The Top Arts judges said ‘The Farm’s bright colours and surreal perspective offer a playful charm”.
everyone who supported us, we are pleased to announce our contribution of $10,000 for a digital screen at Senior Campus, and
Left: High spirits at the annual Mother’s Day Out fundraiser.
Below: Minimbah (top) and Penbank Family breakfasts.
Three campuses, a shared mission.
Namalata Semester 2, 2024
A Future ReimaginED
Brian Henderson
Those who knew Brian knew of his convictions regarding life and leadership. As a driving force during Woodleigh School’s formative years, he helped to shape what would be known as The Woodleigh Way.
Brian was a realist; perfection was never the goal. Instead, he supported a culture beyond the quick fix. The Woodleigh Way is many things, but it acknowledges the messiness of life. Brian’s philosophy revolved around a consistent faith in young people and their ability to learn through challenge. In Brian’s view, anything less would be to sell them short. Tom Ryan, a long-time teacher at Woodleigh, recalls that he consistently held high expectations for young people, ‘especially when they were challenging.’
Brian valued relationships and took the time to celebrate each student and staff member, acknowledging the commitments and passions that mattered to them. His passing has impacted the Woodleigh community deeply; he mentored many here as Head of the Senior Campus and Deputy Principal. Glen Ogier, mentored under his leadership, describes Brian as ‘honest, caring, supportive, passionate, stoic, and compassionate.’ A longstanding member of Woodleigh’s community, Craig Azzopardi, reminisces about ‘Hendo’ as more than just a leader, stating, ‘he didn’t just impart knowledge; he ingrained values, nurtured development, demonstrated compassion and empathy,
and fostered an environment of inclusivity and understanding.’ Glenn echoes these sentiments, remembering Brian as ‘a gentle man among gentlemen,’ both in his role as educator and friend.
His legacy lives on in the everyday of Woodleigh, from the renowned 3Rs, respect for self, others and the environment to the self-assuredness the community fosters so consistently, all a testament to the enduring strength of his philosophies.
‘His legacy will endure through all those fortunate enough to have called him teacher, colleague, and friend. He was a gentleman in every sense. He will be sorely missed,’ remarked Tom Ryan. Let us nurture the spirit he championed - one that believes in every individual, reminding us of the wise, the wonderful, The Woodleigh Way.
Vale Brian Henderson.
Pat, a cherished member Woodleigh and a dedicated educator made a lasting impact on the St Paul’s community in Frankston and St Paul’s Minimbah, where she worked from 1968 to 1983.
Pat’s commitment to education and legacy as a devoted teacher and mentor will be remembered fondly by all who had the privilege of working with her.
Tess Watschur
1989 2024
Minimbah and Penbank students explored the concept of regeneration at ReimaginED Junior, an event they organised as part of their inquiry unit, ‘How We Organise Ourselves.’ The event sparked questions and conversations about reimagining a future where the systems of daily life work to heal natural environments and relationships - encouraging students to take radical responsibility for their thinking, choices and actions.
What does this look like in practice?
Minimbah’s Year 5 students focused on the restoration of Sweetwater Creek, a local and cherished natural site significantly affected by erosion. With guidance from local environmentalists and community members they engaged in hands-on efforts to rejuvenate the creek, gaining a deeper understanding of the interconnectedness between community and environment. By taking action rather than merely memorising information, they saw - and felt - how small, collaborative efforts can lead to meaningful change.
As explained by ReimaginED Jnr panellist, Doc Simpson, students can feel
empowered and not overwhelmed by understanding that every choice they make – whether in the classroom, with friends, or in their community – can contribute to regenerating their world. Foundation to Year 6 students posed many thoughtful questions to the panel, such as, ‘how can our small actions help the world?’ and ‘how can we make things better, not just for ourselves but for the future?
Inspired by Sarah Pirie-Nally, author of The Wonder Mindset, students reflected on how regenerative thinking can restore trust and help us face challenges with a growth mindset, recognising that some discomfort is essential for healing and growth.
As the inquiry concluded, students were encouraged to imagine what the world might look like a century from now if regenerative practices were universally adopted. Their reflections carried a hopeful message, ‘the environment will grow taller than the cities.’
Thank you, Joshie, Year 1, Minimbah!
So, let us tread lightly on our Earth, care for one another and take radical Responsibility for ourselves, others and the environment.
Tess, a beloved member of the Woodleigh community, graduated in 2007. She was an integral part of the Jago family during her six years at Woodleigh, known for her musical gifts and vibrant spirit. Tess travelled the world before settling in Brisbane, Her family remembers her as a kind and creative soul whose presence touched all who knew her.
Tess’s legacy will live on in the hearts of her family, friends, and the Woodleigh community.
Woodleigh people have deep roots. Stay connected to your community!
Head to woodleigh.vic.edu.au/alumni and update your details to receive Community news and event details.
Get involved
We love having past students ad staff members back on campus, sharing their wisdom and passion. If you would be interested in participating as a guest speaker, performer, interviewer/interviewee or helping at one of our community events, email us at alumni@woodleigh.vic.edu.au
Share your stories
Toot your horn! We’d love to share your latest news with the wider Woodleigh community. Whatever big news is unfolding in your life, whether it be professional or personal, we’d love to hear about it! Drop us a line (or dob in a mate) at alumni@woodleigh.vic.edu.au
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Continue your Woodleigh story
Priority is given to alumni when enrolling your children into Woodleigh. We invite you to come along and meet Principal David Baker at one of our regular Enrolment Information Evenings. Visit woodleigh.vic.edu.au for further details.
