Issue - Kambala

KAMBALA’S TRI ANNUAL MAGAZINE
VOL 7
OCT
2013
Issue of October 2013,
Volume 7
— The Soubeiran
03
From the Principal
04
Leadership
05
Global Young Leaders Conference
08
The Global Status of Women
10
Building Learning Power
11
Teamwork – what is it?
13
Spreading their wings
The gap program is a great way to make connections between schools in Australia and overseas,
allowing an exchange of experiences and ideas and providing a safe environment from which
students can explore and extend their boundaries.
COVER PICTURE
Head Prefect
for 2013/2014
Jessica Epstein
PUBLISHER
794 New South Head Road
Rose Bay NSW 2029
Tel. (02) 9388 6777
Email [email protected]
Web http://www.kambala.nsw.edu.au
EDITORIAL
Editor in Chief:
Margaret White
14
Thinking Teaching
16
If only the Lonely were home
Editor:
Tania Layden
Deborah Mills
18
Experiential education
KOGU Newsletter:
Anne Crooks, Anne Harris
20
World Challenge Costa Rica/Nicaragua
ADVERTISING INQUIRIES
On the weekend of 15 June, 2013, 27 challengers, four staff members and two World Challenge
expedition leaders embarked on what was to become a four-week adventure of a lifetime that none
involved will ever forget.
23
Tania Layden, Tel. (02) 9388 6747
[email protected]
Save the Oceans
DESIGN & PRINT
24
Sharing My Learning: One Teacher’s Learning Experience
ARTSPEC / Brand Engagement
http://www.artspec.com.au
25
Outstanding Achievements
28
KPA
— Kambala Old Girls’ Union Newsletter
30
President’s Report
31
Reunions
33
Year 11 Morning Tea
34
Teachers who made a Difference
35
New KOGU Initiatives
36
Creative Careers – Life as an Artist
38
Births, Engagements, Marriages & Deaths
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— The Soubeiran
From The
Principal
Leadership is something that we have
come to expect of Kambala girls both
during their time here and after they
leave us.
03
VIEW MARGARET’S VIDEO ADDRESS
ON THE IPAD VERSION OF THE
SOUBEIRAN. SEE OPPOSITE PAGE
FOR MORE INFORMATION.
— Margaret White, Principal
W
hat does leadership look like
and how can we ensure that
it is taught and practiced in a
way that will enhance the individual
and the organisation within which
we live and learn?
An Evening to Farewell
our Principal
You are warmly invited
to
an evening with
Margaret & Friends at
the City Recital Hall,
Angel Place.
Friday 18 October 2013
– Commencing at 7.00 pm.
This special farewell event
will be an evening of
laughter, music, drama,
surprises and no doubt some tears as we celebrate
Margaret’s 14 years as Principal.
Complimentary tickets are available at the
City Recital Hall Angel Place Box Office.
Book online at:
http://www.cityrecitalhall.com/events/id/1503
or phone the box office directly.
For enquiries please contact
Mrs Margaret Esdaile, Director of Public Relations
[email protected]
Over the mid year break I attended
the National Coalition of Girls’ School
Conference entitled ‘Launching
Future Leaders’. There were a number
of excellent speakers and it was
refreshing to share views with other
educators who see the importance of
ensuring that our graduates have a
realistic view of the challenges as well
as the opportunities that lie ahead.
Leadership can be an attitude. The girls
here are aware that I see leadership as
a way of serving a community. I believe
that a good leader allows people to use
their talents and skills for the benefit of
all by facilitating each person achieving
their best.
As outlined by Catherine SteinerAdair, a Clinical Psychologist,
School Consultant and author
with the Harvard Medical School:
Girls’ Schools can and must make a
difference through developing skills,
character traits, competencies and
literacies to prepare young women
for leadership. They must also make
accessible the social and emotional
learning tools to acquire these skills
and traits. The programs we have
developed here at Kambala align
comfortably with these view and
we must continue to emphasise the
importance of this work.
A Seat At The Table is a documentary
made by students at ‘Miss Hall’s
School’ as they explore the essential
questions they have about taking on
leadership opportunities themselves
– now and into the future. Through
the answers of successful women
leaders they are given insight into
the possible obstacles and pathways
they will encounter.
These and many other speakers and
presentations during the Conference
focussed our attention on not only
the current, less than satisfactory
situation, but also on the aspirations
held by so many impressive young
women within our schools.
Leadership opportunities and
development abound here at
Kambala. Leaders can be elected,
selected or they can volunteer. As
with everything in life, you get out of
something what you put into it and I
encourage every student to be open
to leadership and just see what a
difference you can make to Kambala
and to yourself.
VOL 7 , OCT 2013 —
04
Leadership
Developing leadership skills in students is
an important part of education at Kambala
The prefects for 2013/2014 are:
Head Prefect – Jessica Epstein
Deputy Head Prefect – Kate Duke
Head Boarder – Mollie Menzies
Deputy Head Boarder – Charlotte Chambers
Charity Prefects – Judith Ainge McLeish,
Isabella Yazbek
Communications Prefects – Cynthia Imad,
Isabella Thompson
Debating Prefects – Grace Donaldson, Maria Fidler
Drama Prefects – Georgina Niven, Georgina Pender
Environment Prefects – Talya Blackman,
Samantha Chew
Music Prefects – Claudia Borton, Debbie Zhou
Sports Prefects – Emily Bassett, Jessica Suriano
Visual Arts Prefects – Yanrong Chen, Ella Lister
Gurney – Elizabeth Kerslake, Georgina Neal
Hawthorne – Julia Henderson, Zoe Nochar
Roseby – Chelsea Lucas, Hannah Yeo
Wentworth – Chloe Aro, Rachel Siu
W
e recognise the benefits
to students of being given
both informal and formal
opportunities to lead their peers.
These opportunities foster and
develop ‘adventurous’ learning
where failure is not to be feared but
embraced as a step towards the path
of lifelong learning.
Informal leadership
opportunities include:
In the Senior School, formal
leadership takes the following forms:
•Big Sister Program (Year 12)
•Membership of the Student
Representative Council (Years 7-12)
•Membership of a Committee
(Communications, Music,
Drama, Debating, Sport, Charity,
Environment, Visual Arts)
•Membership of the backstage ‘Krew’
•Editor/production team
for ‘Kamblabla’
•House Officer (Year 11)
•Prefect (Year 12)
— The Soubeiran
•Roles performed on the Outdoor
Education Program (Years 7-10)
and World Challenge Year 10
•Roles performed in CASaK
program Year 9
•Captaincy of a sports team
Leadership is essentially about
Service: putting the needs of others
first and helping girls develop and
perform as highly as possible. Our
leaders understand that they are role
models: they need to possess courage,
compassion, strength of purpose
and a commitment to working for
something that is bigger than them.
Prefects for 2013/14 were inducted
into their office on 23 July at a
ceremony attended by parents, staff
and students. They accepted their
prefect badges from Margaret White
and took an oath of office to serve the
school community to the best of their
ability, and to be a good example in
both word and deed.
05
2
1
Global Young
Leaders Conference
The opportunity of a lifetime
few (and contrary to what the name
of the group suggests).
I
During our time in Vienna we went to
St Stephen’s Cathedral, the Natural
History Museum, shopped, listened
to Opera at the Summer Palace, had
sack races in our mini Olympics,
ate at Global Food Markets, learnt
about solutions concerning drugs
and crime in the UN, dined with the
mayor, Tanja Wejesely and Austrian
entrepreneur and philanthropist
Selma Prodanovic at City Hall
and listened to key speakers in
Parliament including member of the
People’s Party, Silvia Grunberger, and
member of the Greens Party, Alev
Korun, who provided interesting
perspectives on international
relations and key humanity issues
such as the importance of education
of the younger generations.
– Judith Ainge McLeish, Year 11
f someone had told me three
months ago that I would go away
for two weeks and not miss home,
I would have laughed. But - as
incredibly clichéd as it sounds – three
months ago it had not hit me that I
was about to embark on two of the
greatest weeks of my life at the Global
Young Leader Conference in Europe.
On Saturday 29 June I left my family
at 6:00am in chilly Sydney to fly 22
hours via Dubai to Vienna where I
spent my first night alone, 16 million
miles away from home.
The next day I was introduced to
my GYLC group, Group 15 (the
United Kingdom) and we spent
the first of many long leadership
group meetings getting to know
each other; a group of complete
strangers I would come closer to in
10 days than I would have anyone in
a year. We were all from all over the
world: Bahamas, El Salvador, Kuwait,
Barbados and India just to name a
There was a warm vibe amongst us
as we journeyed to Prague in the
Czech Republic. Here we went to the
Old Town Square and saw buskers,
…CONTINUED P07 ‣
The Congressional Youth Leadership Council
(CYLC) is an organisation that provides
high-achieving students aged 15-18 with
an opportunity to experience roles as global
ambassadors, analysing concepts surrounding
communications, diplomacy, law, human rights,
peace, security, economics and the role of the
United Nations. Students who are selected to
be part of this program can choose to attend
conferences in Washington, DC, New York City,
China or in Europe.
This year two Kambala students were privileged
to be selected: Judith Ainge McLeish went to
Vienna, while Kate Duke attended the conference
in Washington.
1
— The Australian Flag flying outside the
UN building
2
— Inside the United Nations
VOL 7 , OCT 2013 —
06
3
4
5
6
— The Soubeiran
7
informal forums of biotechnicians
(specialising in genetically modified
foods) where we heard of, for
example, the various ethical issues
that surround these “frackenfoods”.
Unimaginable, yet made seamlessly
possible, amongst this mayhem we
visited Washington and New York
City! In Washington, I visited
the White House, the Martin
Luther King Memorial, the
Smithsonian, and perhaps
most poignantly, the
Holocaust Museum. It was
then, after an eight-hour bus
trip, we arrived in New York City. In
a mere three days we experienced
the exoticism of Chinatown and
Little Italy, visited the Rockefeller
Centre, shopped for several hours in
Times Square, marvelled at Matilda
on Broadway and participated in the
United Nations General Assembly
at the United Nations. However, it
was the cruise across the New York
Skyline and under the Statue of
Liberty that amazed me most.
07
8
mime artists and bubble blowers.
We walked across the Charles Bridge,
passed the Old Jewish Cemetery,
watched the changing of the guard at
the President’s castle, learnt about the
importance of the Velvet Revolution
and as an exercise in political
dynamics discussed how water
scarcity may affect key stakeholders.
Berlin brought new excitements but
also a degree of sadness as we knew
it would be the last place we would
visit. Here we saw the Brandenburg
Gate, Checkpoint Charlie, Potsdam
Platz, the Holocaust Memorial, the
Berlin Wall Memorial and toured
Parliament. Our different groups
finally presented solutions to water
scarcity in India. Our speaker,
Muhamed Mesic, was the perfect
finale to our leadership talks. Playing
a major role in human rights and
international exchange he compelled
us to make a difference, by “sharing
what drives you”. I asked him how
he approached those who presented
challenges to his leadership and
with a laugh he answered: “I listen,
even if they do have broad Australian
accents”. And so it was with a quiet
reverence that we too continued
to listen and took away with us his
powerful words:“failure was put
inside our heads to make us forget
our dreams”. In a way I guess we had
all had success in our heads, as we
were all living our dream. Something
we would all never forget, where
lifetime friendships were formed
and we learnt more from each other
than any textbook. For those who
had helped me to live the dream in
Europe - the Rotary Club, Kambala
who introduced me to the GYLC,
and my friends and family - I am
truly grateful. And for those of you
who are lucky enough to get the
opportunity to attend Global Young
Leadership Congress, I thoroughly
recommend it.
Exploring cultural differences
– Kate Duke, Year 11
I
had the fortunate opportunity
to travel to the United States to
attend The Global Young Leaders
Conference. It was here that I learnt
from and exchanged ideas with
some of the world’s top business
leaders, policy officials, lobbyists,
journalists, diplomats and academics.
I spoke to (among others) Aaron
Snipe (US Department of State Near
Eastern Affairs Spokesperson),
and participated in a lively and
particularly vehement (given the
recent revelations of the Arab
Spring) Q&A session, led by students
from Egypt, Syria, Iraq and beyond. I
also had the privilege to listen to the
arguments of an economists’ panel
as they discussed the dependency,
reciprocity and paradoxes of food
aid given to developing nations.
This was starkly contrasted to the
Ultimately though it was the people
I met that made this experience
so memorable and significant.
The moments of uninhibited fits
of laughter, and perhaps most
importantly, the ingeniously
opinionated discussions provided
me with an invaluable lesson. I was
surrounded by educated, inspired
and motivated students from as far
as Vienna, Norway, Cape Town, and
Columbia and as close as Woollahra.
I had the opportunity to explore
cultural differences first hand,
absorb diplomatic skills daily, build
confidence and enhance my (much
sought after) political opinion.
3
— Kate Duke with members of her
group which was representing Indonesia,
watching the GYLC Olympics
4
— Kate Duke with fellow GYLC members
outside the M&M store in Times Square
5
— The entire GYLC Europe Group
6
— Old Town Square, Prague
7
— Kate Duke with other GYLC members
seeing the sites in Washington – here
standing in front of the White House
8
— Judith Ainge McLeish (centre) with
members of her group standing in front
of German Parliament
VOL 7 , OCT 2013 —
08
The Global
Status
of Women
Grace Franki has worked hard to become
Australia’s representative at the
International Future Problem Solving Finals
­— Margaret Witts, Future Problem Solving Co-ordinator
FPSPI Mission – To develop the ability of young
people globally to design and promote positive
futures using critical, creative thinking.
Founded by creativity pioneer, Dr E Paul
Torrance, Future Problem Solving Program
International (FPSPI) stimulates critical and
creative thinking skills, encourages students to
develop a vision for the future, and prepares
students for leadership roles. FPSPI engages
students in creative problem solving within
the curriculum and provides competitive
opportunities. Future Problem Solving Program
International involves thousands of students
annually from Australia, Great Britain, Hong
Kong, India, Japan, Korea, Malaysia, New
Zealand, Portugal, Singapore, Turkey, and the
United States.
T
he Global Status of Women
was an absorbing and powerful
topic for Grace Franki to
research when she embarked on
representing Australia and Kambala
in the Future Problem Solving
International Finals recently.
necessity of seeing women’s rights
as essentially a human rights issue
around the world. This book is a
powerful account of amazing women
who have overcome hurdles of
discrimination and brutality to change
their communities and the world.
Grace, the current Individual
Australian Global Issues ProblemSolving Champion, had been working
on a weekly basis on the topic since
the beginning of the year, honing her
skills in each of the six steps of the
FPS problem-solving process. Our
task also was to research the issue,
gathering many different perspectives
on contentious issues on the topic.
To this end, Grace developed a
survey based on the Delphi method
of information gathering, to canvass
different perspectives on the role
of women in our world and thereby
build a deeper understanding of the
basis for widely divergent views.
When we arrived at the University of
Indiana, Grace understood the reality
of what she had been told. Last year’s
team of Lauren Chee, Sarah Muller,
Lucy Nason and Lauren Taylor also
attended the competition at the
University of Indiana. It is a beautiful
campus of woodlands and limestone
buildings, but it is huge and we
certainly all got fit during our four
days there. Lots of squirrel spotting
kept us amused as we marched the
miles between different venues!
However, our reading of Half the Sky
by Nicholas D Kristof and Sheryl
Wudunn, Pulitzer Prize-winning
journalists, really brought home the
— The Soubeiran
On the first day, there was the Swap
Meet where Grace was besieged
by lots of interested American
students and other students from
thirteen other overseas countries.
Recent entrants, Portugal, Jordan
and Turkey lent a new vibrancy
to the proceedings. Grace had the
09
honour of carrying the NSW flag at
the Opening Ceremony that evening.
Each flag carrier was required to
wear a costume representative
of their country or state. Grace
eschewed the stereotypical outback
look (complete with corks on the
hat) for lifesaver garb with zinc on
the face, for which she was given a
huge cheer.
The next day was the competition
where she had to work at a frenetic
pace for two hours to respond to a
scenario on women’s rights set thirty
five years into the future. After that
we both could relax a little and wait
for the results.
Grace also had the opportunity to
attend a Senior Students’ Forum,
where she was able to network with
international students who, like her,
were graduating this year.
The Closing Ceremony took place
on Sunday 9 June, when all the
awards were handed out. Grace did
extremely well in gaining 5th place
in the individual competition and
was rightly very excited. I was very
proud of her performance and also
her ambassadorship for Australia
in the time that we spent in the US.
She came away with a substantial
trophy that elicited congratulations
from passengers on the various
flights taken soon after the end of
the ceremony. We had four flights in
all to arrive back early on Tuesday
morning, just in time for Grace to get
to Assembly at school and play the
drums for her ensemble. That’s just
the kind of Kambala girl she is!
Well done in all respects, Grace.
VOL 7 , OCT 2013 —
10
Building
Learning
Power
In an ideal world, we would all want our children to be
reflective, resourceful, resilient and to exhibit reciprocity.
­— Renee De Rossi, Year 4 Teacher
I
t is easy to assume that these
dispositions develop naturally
as a child develops socially,
intellectually and physically. What
is often needed, however, is
explicit teaching.
In 2011, a group of teachers at
Kambala, including Jennie McLean,
Lucy Saunders, Shauna McGeehan
and I, attended the AIS Primary
Conference, ‘Foundations and
Aspirations: The Heat of Education’.
Guy Claxton, a teaching expert on
the development of young people’s
learning and creative capacities,
claimed that building learning power
“puts at the heart of education
the development of psychological
characteristics that are judged to
be of the highest value to young
people growing up in a turbulent and
demanding world.” He talked about
the need to develop in students the
‘4 R’s’: resourcefulness, resilience,
reflectiveness and reciprocity. We
could indeed argue that these
dispositions are necessary to thrive
in the 21st century.
— The Soubeiran
In 2012 our aim was to build our
capacity to infuse these dispositions
into the curriculum and thus
enhance the learning power of
our students. We wanted to know:
Would enhancing the students’
skills relating to reciprocity, make a
difference to their learning?
Whilst the word ‘reciprocity’ was
one we grappled with, the students
took to it easily, delighting in
the sophistication of the word
and its multiple syllables. Once
establishing its meaning as ‘being
ready, willing and able to learn alone
and with others’, we identified the
further ‘ingredients’ of reciprocity;
interdependence, collaboration,
empathy, listening and imitation.
Students were shown what each
capacity looked like and then we
brainstormed how each could be
improved. The students were then
required to engage in cooperative
activities in a range of contexts,
whilst consciously aiming to improve
their collaborative habits. An
important part of the process was
analysis and evaluation. Students
analysed video footage of themselves
interacting with others and used it as
a springboard for change.
One would imagine that all students
know how to listen, work with others
interdependently, collaborate and
learn by observing the habits of
others. This is true; however, they do
so to different degrees. In the same
way as adults, children are more or
less disposed to using these habits
well. Whilst many children already
‘do’ these habits, very few know how
to improve them, which was our
fundamental aim.
Although the project was brief
the impacts were considerable.
It was clear that the students’
understanding of, commitment to and
capacity to work interdependently
improved. They were able to listen
(truly listen) and negotiate with
each other in teams more effectively.
Students felt valued as their voices
were being heard and learning
outcomes were enhanced.
Teamwork
– what is it?
­— Ingrid Holden, Deputy Head Junior School
T
eamwork, not to be confused with
cooperative learning, provides
students with many advantages,
especially when they work together to
solve a challenge. Competitiveness, to a
greater or lesser degree, often provides
a healthy stimulus to a team.
Team members work best
when group dynamics flow.
Csikszentmihalyi defines flow as
being ‘in the zone’. Students are in
the zone when their skills match the
challenge of the task. If the challenge
is too difficult for their ability, they
become frustrated; if the task is not
sufficiently challenging, they become
bored. Teams also function best when
the goal is clear and when there is
constant and immediate feedback
about how close they are to achieving
that goal. Furthermore, teams need
time and space to leave them free to
concentrate on the challenge.
Group flow tends to emerge when
there are a number of key conditions
in place to ensure the challenge to be
more effective and satisfying. Dr R
Keith Sawyer suggests that ten
conditions are needed for teamwork
to ensure optimum creativity to solve
problems and overcome challenges.
1. Team goal
Team members need to be clear
about what their collective goal is.
This is problem-finding creativity
when the team has to define the
problem as they are solving it. If
the goal can be explicitly stated, it
is a problem-solving creative task.
Problem-finding and problemsolving creativity can both foster
flow when a goal is established that
provides focus for the team; just
enough focus so that team members
can tell when they get closer to a
solution, but one that is open-ended
enough for maximum creativity
to emerge. The challenges of such
competitions as Tournament of
Minds (TOM) and Future Problem
Solving (FPS) tend to foster this flow
most effectively.
2. Close listening
Group flow is more likely to emerge
when everyone is fully engaged.
Taught practices of silence during
initial reactive thought about
the challenge, followed by openended brainstorming, help ensure
that innovation is not blocked by
preconceived ideas of how to reach
the goal.
3. Keep it moving forward
After listening closely, team members
extend and build on contributions.
This ‘piggy-backing’ of suggestions
is a problem-finding process that
can result in surprising new ideas.
Creativity is quickly squashed when
a team member’s ideas are ignored
or criticised.
4. Complete concentration
Complete concentration is required
because there is often a strict time
limit to solve a challenge or reach a
goal. When a team player is ‘in the
flow’, time becomes warped, minutes
can seem like hours or hours seem
to pass in minutes. To enable this
degree of concentration within a
team, it helps to separate the group’s
work from other activities, giving
them the space to devote their
full attention to their work. Highperforming groups have a strong
feeling of team identity.
5. Being in control
Individuals are in the flow more
readily when they are in control
of their actions and of their
environment. In the same way, team
flow increases when people feel
11
autonomy, competence, and
relatedness. But in a team, unlike
with an individual, being in control
results in a paradox: each member
must feel in control while at the
same time remain flexible, listen
closely, and always be willing to defer
to the emergent flow of the group.
The most innovative teams are the
ones that can manage that paradox.
6. Blending egos
Following from the previous points
can be seen the need for an ability
for each team member to submerge
his or her ego to the team mindset,
to balance each individual voice
with active listening. Group flow
is the magical moment when it all
comes together, when the group
is in sync and seem to be thinking
with one mind. In the team flow,
each person’s idea builds on the
ones that their team members have
contributed. Ideas meld and creative
thinking emerges.
7. Equal participation
Group flow is more likely to occur
when all participants play an
equitable (but not necessarily exactly
equal) role in the collective creation
of the final product or performance.
Group flow is blocked if anyone’s skill
level is significantly different from the
rest of the group; all of the members
should have comparable skill levels.
It is also blocked if one member
dominates, is arrogant, or thinks he or
she is superior to the others.
8. Familiarity
By studying many different work
teams, psychologists have found
that when team members are more
familiar with each other, they are
more productive and make more
effective decisions. When members
of a group have been together a
VOL 7 , OCT 2013 —
while, they share a common language
and a common set of unspoken
understanding, what psychologists
call ‘tacit knowledge’. Because it is
unspoken, members often do not
even realise what it is that enables
them to communicate effectively.
This shared understanding enables
group members to be ‘on the same
page’ about the group’s goals.
Clear goals are a cornerstone
of group flow. Familiarity with
one another’s communication
style also helps them respond
to each other quickly, and we
know from Csikszentmihalyi’s
research that immediate feedback is
critical to flow.
12
9. Communication
Group flow requires effective and
unambiguous communication. This
is more likely to happen in open,
spontaneous discussions within
the familiarity of the team with a
common goal to address a challenge,
often within a set time.
10. The potential for failure
Professional actors learn not to ignore
the feeling of stage fright but to
harness it, using it as a powerful force
to push them toward flow. Research
shows repeatedly that the mirror of
innovation is frequent failure. There
is no significant creativity without
failure; there is no group flow without
the risk of failure. It is the group flow
of teamwork that produces the most
creative innovations.
Annually, each student in the Junior
School spends time at a different
Outdoor Education centre. Activities
are non-competitive, centred around
students working in teams to achieve
a goal. These are designed to solve
problems where the outcome is
not possible for a single student to
achieve alone. In order to complete
challenges such as abseiling,
prussiking, low ropes and high ropes,
students need to use both physical
and mental skills as well as the social
skills of discussion and negotiation.
The low ropes challenges, in
particular, help develop social
and emotional competence and
demonstrate the need for students
to overcome the problems by
taking group dynamics, physical
size, strengths and weaknesses
into account; this often can only
— The Soubeiran
occur after much discussion as well
as many trials and failures. After
discussion and working through
failed attempts, eventual success,
reliant on the whole team working
together, can help develop and
strengthen all-important resilience
in students.
Mathematics Challenge Day is
another in-school opportunity for
the Junior School students to address
challenges in a non-competitive
team. Colourful and creatively
designed puzzles test students’
thinking skills; there is a range of
difficult mathematical and logical
problems to be solved. Students work
in teams to solve these through active
manipulation of the puzzles, trial and
error and lots of discussion.
Junior School Officers work hard as
a team and this year’s group is no
exception. The girls meet weekly and
have devised a range of initiatives
that they then carry out, reliably and
responsibly, working in a team and
supporting each other.
different from anything the
students may have studied
in class, so it is essential for them
to work together as a team. They
are challenged to think ‘outside the
dodecahedron’, to think creatively as
well as critically and also to be aware
about how their team members are
faring during these intensive races
against time.
TOM preparation is a long-term
commitment and really tests the
ability of students to work in a team
over a period of time. The program
emphasises group planning and
appreciation of diversity as well as
teamwork. After the initial work
together to brainstorm and bounce
ideas off each other, persistence,
discipline and collaboration are key
to a successful outcome for these
difficult challenges.
It can be seen how students work
together, help and support each
other, care about each other and
celebrate not only each other’s
success, but that of the whole team.
Opportunities for students to work in
a team in a competitive way include
Debating, the da Vinci Decathlon
and Tournament of Minds (TOM).
Debating is an on-going commitment
to a team during all or part of the year,
while Decathlon and TOM are annual
one-day competitions which require,
however, an intensive period of team
bonding and training and preparation.
Debating: Girls can audition to
debate in three different competitions
currently in the Junior School.
Whether it is the Friday evening
ISDA, the Friday afternoon IPSHA or
the Gala Debating Day competition,
girls need to have a team argument
and work collaboratively to allocate
their ideas. As these girls are keen to
learn new skills and enjoy learning
to stand in front of an audience, they
quickly appreciate the necessity of
working as part of a team.
Decathlon: This is a day filled with
mentally challenging problems
and activities. It is only possible to
attempt to solve these challenges
by working as a team, by sharing
the load and by stimulating and
supporting each other. Lateral and
creative thinking are essential.
Decathlon challenges are usually
1
M Csikszentmihalyi, an educator and
psychologist who proposes the full immersion
and enjoyment of being ‘in the flow’ of optimal
thinking, engagement or development has
written many works about flow and its relation to
creativity and happiness.
2
R Keith Sawyer, a professor of psychology
and education, is a leading scientific expert on
creativity. He elaborates on the ideas of the ten
conditions in his book Group Genius.
LISTEN TO AN INTERVIEW WITH
yr 12 boarder Alice Murdoch ON
THE IPAD VERSION OF SOUBEIRAN.
SEE PAGE 02 FOR MORE INFORMATION.
13
1
Spreading their Wings
The gap program is a great way to make connections between
schools in Australia and overseas, allowing an exchange of
experiences and ideas and providing a safe environment
from which students can explore and
extend their boundaries.
­— Judy Duffy, Director of Boarding
E
ach Year 12 boarder at Kambala
has the opportunity to work as
a gap student in their first postschool year, giving them the chance to
do something new and challenging.
“By stepping out of their comfort
zone and living and working in an
unfamiliar environment, climate,
language, religion and currency
‘gappers’ quickly become more
independent and resilient. They learn
how to deal with difficult or unusual
situations whenever they arise” said
Mrs Duffy, Director of Boarding. “For
boarders a gap year is an opportunity
to enjoy a once in a lifetime
opportunity and a genuine personal
adventure; travel the world and
discover new countries and cultures;
meet new people and make friends for
life; take a break and return refreshed
and focused on the future; add unique
experience to their life journey and
curriculum vitae and gain surety about
university and career choices.”
Interested girls register their interest
in one of the available exchanges at
the commencement of their Year 12
academic program. Gaps are provided
with full accommodation (including
meals) and a small stipend go assist
with the purchase of ancillary items.
They are expected to adhere to the
protocols and expectation of all staff
employed by the school. School
holiday periods enable the gaps to
travel around the country and beyond;
the opportunity to accompany school
excursions and camps means that
they can see some of the country with
the schools’ financial support.
Kambala enjoys hosting its own gap
students each year from the UK,
Germany and South Africa. They
bring with them a different boarding
experience, and while at Kambala
they assist in the Boarding House,
Massie House, Senior School and the
Health Centre.
“Having Alice, Charlotte, Bella and
Georgii staying with us has been an
absolute joy, especially for the girls”
Mrs Duffy said. Their contribution has
been invaluable, and they themselves
have benefitted enormously. “Their
fresh young faces and enthusiasm are
great to have around the Boarding
House and the boarders see them as
an inspiration, given that they have
travelled from the other side of the
world to work with them.”
We welcome our new cohort of gap
students who commenced at the
beginning of Term 3 - Charlotte
Dodds and Harriet Spark from the UK
and Nicole Ramsay from South Africa.
1
— L-R: Charlotte Stedman, Deputy Head
Boarder Charlotte Chambers, Alice Read,
Head Boarder Mollie Menzies, Georgii
Jackman and Bella Noakes
VOL 7 , OCT 2013 —
Thinking
14
Teaching
One of the ingredients that is needed
to ensure that a learning community is
dynamic is the quality, motivation and
skill of the teachers that are part of it.
­— Anna Masters, Director of Learning, Teaching and Innovation
Kambala’s Strategic Vision:
Our vision of a dynamic learning community
demands a continuous process of change and
innovation. This will define the future for Kambala
with reference to past generations. The School will
extend its strategic vision to provide greater scope
and capacity for internationalism, social justice
and leadership in a world of change, through the
delivery of a continuum of care and curriculum
from early childhood to adulthood.
The evolution of the vision has occurred in
response to the challenges and opportunities of
the 21st century. This demonstrates Kambala’s
commitment to reflect, learn and change - the
essence of a dynamic learning community.
A copy of the Strategic Vision is available at:
https://news.kambala.nsw.edu.au/index.php/info/
our-school/strategic-vision
1
& 2 — Sharing ideas with colleagues
during a KMeet workshop
— The Soubeiran
T
his article seeks to offer our
readers a “taster menu” so that
they can begin to see the quality
of the performance and development
culture that exists and continues to
evolve at Kambala. Enjoy!
Professional Learning Goals. We
will work to develop and model:
1.Independent Learners
2.Resilient Learners
3.Outward Looking Learners
Extracted from the 2009 Kambala
Strategic Learning Vision Statement at
the 2013 Middle Leader’s Conference.
Those who attended were members
of the school Executive, campus
leaders, teaching and boarding staff
in the Wellbeing group such as Year
Coordinators and Heads of Departments.
KMeet and KMeet Workshops
What are KMeets?
•KMeets are meeting/un-conferences
where Kambala teachers share good
practice, practical ideas and personal
insights into teaching.
•All participants are encouraged to
be ready to volunteer an idea, a tool
or a website that they have delivered
in their classroom.
•Alternatively they can discuss
something that they believe
enhances their classroom practice.
•New scheme teachers are
encouraged to attend and learn.
•The idea behind KMeets is hearing
stories about learning, from teachers.
It is also to celebrate and learn from
the expertise of those we work with.
•This is a chance for teachers from
all of the campuses and faculties
of Kambala to network and to hear
ideas from each other.
•Inspired by the TeachMeet
movement initiative that was first
started in 2005 in Scotland and
which arrived in Sydney in
April 2011.
•1.5 hour sessions that are
made up of 2 minute and 7
minute presentations. They are
strictly timed tasters!
1
15
What are KMeet Workshops?
•A very recent extension of the
KMeet idea, run in response to
audience, that is, teacher demand!
•KMeet follow up rotational
sessions of a longer periods of
time where staff can elect to work
with presenters
When have they been held?
•Thus far, Wednesday afternoons
after school
Who runs them?
•An expert group of event organisers
from the eLearning Leaders group
have made them happen
•Volunteer presenters from the
teaching staff have made them work
and ensured their ongoing success
Programs in Development:
2
Early Career Teachers
KSA
– Early career teacher support
– Mentor for Mandatory Proficient
Teacher Accreditation
5-10 years Experience
10 Years+ Highly
Experienced Practitioners
KSA
Voluntary accreditation support, including:
– Experienced Teacher mentor support
– Accreditation Scholarships for Highly Accomplished
– Professional Excellence and Lead Teacher Certification
Leadership Learning and Support, including:
Leadership Development through staff conference strands, mentor training and coaching
and co-coaching programs
External professional learning opportunities,including:
Local, intrastate, interstate and international conferences and workshops, IB workshops and
conferences, online activities
•Kambala Professional Partners:
our Professional Learning and
Development Framework
•Stepping In/Stepping Out:
Observations, Shadowing
and Exchanges
•Action Research Program:
Teachers Learning in Teams
The National Performance and
Development Framework highlights
what is required to develop a
comprehensive and effective
approach to teacher learning. It
is expected that schools need to
put into place a performance and
development cycle for their context
that incorporates these elements.
School-based professional learning, including:
Staff conferences, Wednesday afternoon workshops, Kmeet/Kmeet workshops, ICT(Learning Leaders)
KPP for all teachers including:
Annual individual professional learning projects, Practictitioner research, action learning cycles,
goal setting, mentoring, coaching, reflection and feedback cycles
KSA: Kambala Supporting Accreditation, KPP: Kambala Professional Partners
VOL 7 , OCT 2013 —
If only
the Lonely
16
were home
The Australian premiere of
If only The Lonely Were Home,
by Finegan Kruckemeyer
was an absolute delight.
VIEW A VIDEO OF THE PRODUCTION IF
ONLY THE LONELY WERE HOME ON THE
IPAD VERSION OF THE SOUBEIRAN. SEE
PAGE 02 FOR MORE INFORMATION.
­— Directed by Lisa Moir, Choreography by Bianca Gallifuoco
T
he ensemble cast of Kambala
girls and Cranbrook boys,
led by Aleisha McLaren as
Penny and Alexander Sheen as
The Lonely, created a funny and
touching narrative that enchanted
the audience with its humour
and whimsy. The ensemble cast
portrayed the eccentric inhabitants
of Port Rodger, both human and
animal, with warmth and vitality
that engaged the whole audience.
Originally written for two actors, the
play has been cleverly adapted for an
ensemble cast, who together created
the magical world of Port Rodger
with song, music, dance and shadows.
The tale unfolds, told by Penny and
the supporting cast of humourous
sheep, nasty crows and townspeople.
The set, designed by Dylan Tonkin,
with its giant ball of red knitting wool
and houses made of the weathered
wood of old boats, evoked the seaside
town perfectly. Penny, dressed in
signature red, carries the audience
with her as she introduces us to the
world of The Lonely – a boy who knits
really badly. His parents are explorers
who discovered the colour red, but are
too busy to take any notice of him.
— The Soubeiran
Penny would like to be friends with
The Lonely, as they pass each other
every day on the way to school, but
each one is too shy. The Lonely’s
only friend is his dog Augustus – a
hilariously camp and confident dog
played by Josh Slabber - who is
wrongly accused of making a girl fall
off her bike.
The vexatious gossip of the crows
forces The Lonely into self-imposed
exile. Nothing will entice him out,
until the townspeople who miss him,
team up with Penny to remind him
of their best memories – the smell of
your mum’s perfume, the sound of
campfires crackling and the feel of a
bigger hand holding a smaller one.
When Penny persuades The Lonely
to enjoy these memories with the
townspeople he finally comes out
of his shell, emerging from the
greatcoat that has weighed him down.
The audience, a little in love with
The Lonely themselves, cheer on
his tentative friendship with Penny.
Together they solve the problem of
the malicious, gossiping crows by
dressing the scarecrows with The
Lonely’s really, really, bad knitting.
The gentle wit and visual qualities
of the play made it very accessible
to small children, teenagers, parents
and grandparents in the audience.
The Director
T
his is Lisa Moir’s first Senior
production since taking over the
position of Head of Drama in late 2012.
“From my very first reading of
Finegan’s play, I was impressed by
its touching central relationship and
vividly imaginative narrative. I felt
its message about appreciating our
individual journeys of self-discovery
and most of all, the importance of
taking pride in who we are, a tale
worth telling.”
VOL 7 , OCT 2013 —
18
Experiential
education
Making a difference outside the classroom
— Lorean Cassidy, Year 11
Experiential education is an extremely
powerful philosophy of teaching. A number of
organisations - Rustic Pathways, World Challenge,
Antipodeans - provide travel experiences that not
only enrich the lives of the students but benefit
communities across the world. These programs
are designed to focus on experiential education,
cross-cultural exchange, community service, life
skills, adventure and language and by doing so
build cultural bridges that lead to greater global
understanding and cooperation.
My trip to India 2013
D
uring the June-July holidays, I
went to India with a program
called Rustic Pathways. I boarded
a plane by myself in Sydney and
arrived in New Delhi without having
any contact details for my group.
Fortunately I found them and went to
our hotel for a couple hours of sleep.
The next morning, after very little
sleep, we started off on a fifteen-hour
drive to Mcleodganj. The driving
in India was terrifying: we played
‘chicken’ with other cars, changed
lanes, dodged cows, weaved our
way over the road to get past and
glided through the water from the
monsoons; I was horrified, especially
because I am just learning to drive.
We were told during our trip that
someone would be alone at a
homestay and I hoped it wasn’t me
but when we finally arrived and met
our host family it did turn out to be
me. As much as I dreaded being by
myself, I enjoyed it and felt like I
had found my second family. It was
dark and the roads were terrifyingly
steep on either side, but my Tibetan
host mother (my ‘Amala’) insisted
on carrying my bag, and holding my
hand as we walked down the hill to
— The Soubeiran
her place. My host family lived in
a two room house, and we slept on
thin mattresses on wooden planks.
We also shared a bathroom with
three other families. This may sound
horrible to some, but my family was
incredibly kind, caring and their
home became my home. In the six
days I spent there, they and I became
a family and we are sending letters
back and forth; even though they
can’t speak much English, their
sons can and will be our interpreter.
Unfortunately for me, but fortunately
for the children, they were at school
during my stay.
Whilst I stayed with my host
family, my group taught English to
refugees from Asia in a place called
the Hope Centre, and cleaned a
Tibetan nursing home. During our
conversational partner work, I made
friends with a monk whom I am now
emailing to help with his English.
In Mcleodganj, we tried to embrace
the culture by eating traditional
Tibetan food, doing a two-hour yoga
class, and listening to speakers. We
heard the stories of both Tenzin
Tsundue, a poet and lead protestor
of the independence of Tibet, and
Ven Bagdro, a monk and political
19
VIEW A FULL GALLERY OF IMAGES FROM LOREAN’S TRIP TO INDIA ON THE IPAD VERSION OF THE
SOUBEIRAN. SEE PAGE 02 FOR MORE INFORMATION.
prisoner. My host family also told me
their stories of coming from Tibet.
My ‘Pala’ (my homestay father) was
imprisoned for six months, when the
supposed ‘crime’ he committed only
allowed a twenty-four hour stay in
prison. When he finally was let go, he
fled to India with a friend who had to
hide under a box of shampoo (each
weighing 2 kg) for eight hours whilst
they crossed the border and went
through police checks. When they
were in the mountains, they almost
drowned as they were crossing
on small pieces of wood; and my
Pala’s friend couldn’t swim. My Pala
considers himself very lucky to be
alive, out of prison and living in the
beautiful Mcleodganj with my Amala
and their sons. They were also happy
to share their stories, as they could
bring awareness to other countries
who could possibly help Tibet in their
struggle for Independence.
Our group was also lucky enough
to be in Mcleodganj during the
teachings of His Holiness, the Dali
Llama, and also go to his birthday
celebration in his summer home
on 6 July.
Tears were shed, and gifts were
given the day I left Mcleodganj,
and my host family begged me to
never forget them. Our group left
for the part of India with great
Nepali influences called Balla. When
we arrived, our host family did a
traditional welcoming by sticking
rice on our foreheads. Whilst we
were there we visited Norbalinka,
a place that conserves Tibetan art.
We also visited a place for disabled
Tibetans, where they can enter from
age seven until eighteen, but never
leave – it becomes their home and
most don’t see their families. They
were very happy to see us, and loved
photos, much like the children in the
slum we visited. However the slum
had a school and we were asked not
to objectify the people by comparing
them to us and what we have, but to
look at the similarities between us:
shelter, food, loving family, washing,
school and much more.
I made some really good friends on
my trip, some in my group, as well as
the people that I stayed with, and the
people that we did service for.
My trip to India really put my
life in perspective: I’m so lucky
to be at Kambala, in a beautiful
area and learning so much. I’m a
very privileged person and I will
definitely try to help those that
aren’t as privileged as myself. My
trip to India was life-changing.
Our main project in Balla was to
build a cooking and eating area for
the children of the ‘untouchabes’
who have very low-paying jobs. They
consider school to be a waste of
time, so an incentive of a free lunch
has been implemented, and most
children now go to school.
VOL 7 , OCT 2013 —
World Challenge
Costa Rica/Nicaragua
20
On the weekend of 15 June, 2013, 27 challengers, four staff
members and two World Challenge expedition leaders
embarked on what was to become a four-week adventure
of a lifetime that none involved will ever forget.
­— Shona Goggin, Kambala World Challenge Coordinator
O
ur destinations for this year’s
World Challenge expedition
were Costa Rica and
Nicaragua. Being two of the world’s
most biologically diverse countries,
Costa Rica and Nicaragua offered
our teams the chance to encounter
spectacular wildlife, exciting volcanos
and mountainous landscapes to trek,
dense jungles, breathtaking cloud
forests and stunning Pacific Ocean
and Caribbean coastlines. On top of
this each team had the opportunity to
explore fascinating colonial Spanish
cities and undertake rewarding
community project work either in
a rural community in Nicaragua or
help out with turtle conservation
work on the Pacific coast of Costa
Rica. The locals that both teams
worked with during their project
phases were extremely friendly and
welcomed us enthusiastically to their
beautiful country. It is no surprise
that the project phase became a
highlight of the expedition, due to
the enthusiasm and generosity of the
communities who opened up their
school and homes to us and worked
by our side each day.
Both itineraries were packed with
physical challenges and eye-opening
cultural exchanges, enabling each
girl to experience a journey of
self-discovery over the four weeks.
Not only did the girls have to
— The Soubeiran
manage their own budget, organise
accommodation, food and transport,
but they had to learn how to work as
a team, take on various leadership
roles and communicate with locals
in Spanish! Each girl was definitely
taken outside her comfort zone at
various times throughout the trip. This
expedition gave them the opportunity
to achieve both personal and team
goals as well as develop valuable
skills for later life, such as teamwork,
leadership, problem-solving and
communication. Through teaching
life-skills and expanding minds
outside the classroom, our expedition
to Costa Rica and Nicaragua truly has
provided a life-changing experience
for all the girls involved.
I would also like to take this
opportunity to thank the amazing staff
who accompanied the girls on this
once in a lifetime journey: Mr James
Whitehead, Ms Nadine Lauer and Miss
Jessie Tu. Without their enthusiasm,
hard work and support, expeditions
like this would not be possible.
Some reflections from
members of Team One
A
fter over a year of built-up
excitement and lots of planning
and preparation, World Challenge
Team One finally arrived in
Nicaragua – in 40ºC heat and at
one o’clock in the morning. The first
few days of acclimatisation were
exhausting, travelling around the
colonial city of Granada and organising
transport, accommodation and food for
the next few days. From Granada we
caught a ferry to Ometepe Island where
we climbed a volcano, swam in the
world’s largest inland lake and enjoyed
meeting the local school children.
After two days of non-stop travelling,
an international border crossing
into Costa Rica and a stopover in
Liberia (and dyeing Mr Whitehead’s
hair red!) we arrived at our project
in Ostional. For eight days we
cleared the beach of driftwood,
went on turtle night patrols and
played soccer with the local school
children on the beach. The money we
fund-raised bought supplies for the
Association for Integral Development
of Ostional, a turtle conservation
group that empowers Ostional’s local
community, run by our local hosts
Maria and Hilbert.
1
— Team One in Costa Rica
2
— Lucy Vincent and Alanah Spillane on
top of Momotombo Volcano
3
— We made it! Team Two on
Momotombo Volcano
4
— Team Two on project with teachers
and families from the community
21
1
3
2
4
VOL 7 , OCT 2013 —
Next came our trek: a four day hike
through Corcovado National Park
on the Osa Peninsula in Southern
Costa Rica. With numerous river
crossings, ‘Costa Rican flat’ mountains
and camping next to horses, spider
monkeys and toucans, we definitely
felt we were in the wild! The views
were absolutely beautiful and
showering in a waterfall on
the last day was an absolute
highlight of the trip.
22
For the team and me, World
Challenge has been an almost
‘un-real’ experience and I
surprise myself by thinking back to
all the amazing times we had during
our month abroad. It has definitely
changed our day-to-day lives as
we’ve gained better organisational
skills, stronger friendships and
memories that we will never be able
to forget! “Pura Vida” from World
Challenge Team One!
– Verity Bligh Year 10,
World Challenge Team One
Some reflections from
members in Team Two
O
nce arriving at the local school
where we were to live and work
for the next week, we were warmly
welcomed by the students, teachers
and families who put on a special
celebratory performance full of
local stories, dancing and singing.
Our Project phase was mentally
and physically exhausting due
to the hard work in the extreme
heat and humidity. Having the
motivation to continually clean and
paint the inside of four classrooms
was extremely hard, but knowing
who we were doing this for and
the difference it would make,
helped push us on. Teamwork
and cooperation were in high
demand that week! Our Project was
definitely the most rewarding and
amazing experience. We interacted
and made friends with some
truly inspirational and beautiful
families whom we are proud to
have been able to help. The locals
in the community were extremely
appreciative of our efforts and we
felt honored to be able to complete
the renovations of the school for
them. On top of this we also helped
— The Soubeiran
5
fund the building of a Health Centre
for the community, which we were
lucky enough to see being built
while we were there.
After having an extremely tiring yet
rewarding week, we said our sad
farewells to the people who had
treated us like their family for the
past week, and who had given us all
the support and motivation needed
in order to complete this project. We
left knowing we had really made
a difference to the lives of many
families. Creating a cleaner and
more inspiring space for teachers
and students to learn and work in
and providing a building so that the
community could now have access
to immediate health care, made us
feel like we really had accomplished
a lot as a team. It was such a great
feeling to be able to help people and
leave knowing that we had made a
difference to their lives.
– Brooke Wanford Year 10, Project
Leader World Challenge Team Two
bonding with our amazing local
guides and enjoying Nicaraguan
coffee on a coffee farm, it was fair to
say that we all had accomplished a
great deal. After these five extremely
challenging days, every member of
our team felt they had learnt so much
more about themselves, having been
tested not only mentally, but also
physically. With every day came a
new challenge; but with high spirits,
a huge sense of teamwork, and a very
positive attitude, we finished our trek
feeling extremely accomplished, and
very proud of what we had achieved
as a team. We all agreed that this
experience of a lifetime has not only
made us stronger, but has given us
life-long friendships that we will
treasure forever.
– Margaux Dalgleish Year 10,
World Challenge Team Two
T
he thought of ascending five
volcanoes in five days seemed
an almost impossible undertaking,
and one that many of us couldn’t
believe we were about to embark
on. The incredible challenge of
hiking the Maribios volcanic chain
in Nicaragua was both physically
and mentally challenging but so
rewarding in the end. With full days
of walking in the soaring heat and
humidity, conquering incredible
heights with breath-taking views,
volcano-boarding down Cerro Negro,
5
— Team Two relaxing in the hot springs
during their acclimatisation trek in
Costa Rica
23
Marine Conservation gets a boost in Massie House
I
t all started with Under The
Sea studies, but after learning
that the biggest threat to ocean
creatures was humans, Year 2
students were sparked into taking
action to protect marine creatures
and their environment.
As part of their research, students
had to choose a marine creature whales and sharks were particular
favourites - and find out about
its habitat, classification, diet and
predators. Using iPads they created
an information report, then made a
Puppet Pal presentation in the form
of an interview between themselves
and their creature, with visuals and
backgrounds to illustrate.
A big discovery was that whales had
no natural predators, but that the
biggest threat to the survival of ocean
creatures was humans – through our
pollution and over-fishing.
So Year 2 decided to do something
about it, and has been collecting
money for the Australian Marine
Conservation Organisation – a notfor-profit organisation dedicated to
protecting the ocean wildlife and
their homes. An important factor
in their decision was that all the
workers are volunteers and all the
money raised goes towards helping.
The girls have taken ownership
of the project and have exceeded
expectations. They have already
raised more than enough money for
sponsorship of a Minke whale and
a variety of other marine animals
through bake sales, garage sales of
old toys, organising a Blue/Green
Dress up day on Open Day on
5 June and donating pocket money.
To date they have raised $850 and
the Australian Marine Conservation
Organisation has publically thanked
and acknowledged the efforts of
the girls, who have served as an
inspiration to others.
Apart from raising funds and
awareness, the girls have used many
other skills – drawing and painting;
library and research skills; navigating
the iPad for word processing,
emailing, research and presentations
and using mathematics in a practical
way to count the money raised.
It has paired different kinds of
learners - visual learners, aural
learners, Tech Angels and writers working together to learn about our
environment and turning an idea
into a reality.
VOL 7 , OCT 2013 —
Sharing
24
My Learning
One Teacher’s Learning Experience
­— Anna Masters, Director of Learning, Teaching and Innovation
F
rom Monday 14 July to Saturday
22 July I had the inspiring
opportunity to participate in a
workshop in Boston. It was the NCTT
Summer Institute on Best Practices in
Thinking-Based Learning focusing on
creating skillful thinkers and learners
by infusing critical and creative
thinking into content instruction.
I attended the second week which
concentrated on strategies for
creating a school-wide thinking-based
curriculum and assessment program.
In a workshop of only ten people
drawn from Hong Kong, Spain, Chile
and Malaysia, we focused on two
comprehensive school-wide issues
about Thinking-Based Learning:
•How can a 21st Century schoolwide curriculum be reconstructed
to integrate teaching thinking into
it in a sustainable way that builds
levels of instruction from year level
to year level and coordinates and
reinforces thinking instruction across
curriculum areas?
•How can a corresponding schoolwide assessment program be
constructed that shows teachers
and students not only the level of
content understanding that students
have achieved but also the level
of skillful thinking that students
have developed as the result of the
instructional program in the school?
Examples of schools and curricula
that have integrated ThinkingBased Learning were examined and
analysed to provide a model for our
own school-wide curricula. Based
on these models we were helped
to construct a strategic plan for the
development of such a curriculum in
— The Soubeiran
our own educational setting. A rich
learning experience for me was being
able to communicate via Skype with
Aurea Gonzales, the Principal of Lope
de Vega School in Spain. She spoke
about her school’s three year journey
of transformation and what processes
she used to become, and continue to
grow, as a TBL institute.
We were shown ways to integrate the
following into our curriculum:
•A core of 21st Century skills
and competencies, including
communication, cooperation,
and metacognitive skills
•Clear standards for
content instruction
•A comprehensive K-12 sequence
of thinking skill objectives and
activities infused into curricular
content, including critical thinking,
creative thinking, and thinking
for understanding
•A structure for introductory and
follow-up practice TBL lessons
infused into appropriate content
•A program of instruction for
important habits of mind
•The coordinated use of “thinkingroutines” to enhance deep
content understanding
•Suggested techniques for making
student learning active and
collaborative as this curriculum is
implemented in the classroom.
I had the opportunity to develop
sample TBL curriculum units from
my own curriculum materials. Having
just studied Hamlet with my Year 12
Advanced English group, I played
with my knowledge of content and
pedagogy to design a TBL infused
program and lessons. The intimacy of
the workshop scenario meant that I
had virtually one-to-one mentoring
from one of the most eminent
academics in this field of education,
Emeritus Professor Robert Schwartz.
In the later half of the week, we
worked on developing a TBL
Assessment Program. We examined
and analyzed how the two basic modes
of written assessment now in practice
can provide us with information about
the level of thinking skill development
that students may achieve.
Examples of the major tools for
assessing thinking were examined
and analysed, together with examples
from the thinking-based assessment
programs in various countries,
including Australia. Techniques for
designing items, assessment prompts,
and grading/scoring rubrics were
extracted from this analysis. Emphasis
was put on ways of integrating the
use of these techniques into the
regular assessment practices in a TBL
school, as well as into school-wide
assessment programs.
I came away from this workshop
with a strong battery of strategies,
ideas and knowledge that I hope
to share and use to help enrich the
learning community and culture of
Kambala. The focus of this workshop
aligns beautifully with our efforts
to make real the vision enunciated
in Kambala’s 2009 Strategic Vision
Learning Statement and the IB
Learner profile.
1
25
3
2
Outstanding Achievements
Great learning experiences often take place outside the
classroom and Kambala students have been participating in a
wide range of sporting, academic and leadership endeavours
with excellent results.
Gold at Perisher
T
he Year 12 trio of Beatrice Studdy,
Grace Franki and Lilli Waller
won Gold in the Division 1 Freestyle
and Relay events at the NSW State
Championships at Perisher. The
team commenced their race for
Gold in the Freestyle event and
expected tough opposition from
Snowy Mountains Grammar. The
final result for the overall team
medals would be based on the
cumulative total of placings for each
team member. The Kambala team
all placed in the top ten in NSW
with Grace Franki 2nd, Beatrice
Studdy 3rd and Lilli Waller 10th.
Snowy Mountains Grammar also
had three top ten finishers and the
final score was close with Kambala 3
points ahead to claim the team Gold
medal and two individual medals.
The team then completed the double
to claim Gold in the Relay with
Beatrice Studdy opening up a big
lead on the first leg, Lilli Waller held
her position against the top Snowy
Mountains competitor and Grace
Franki brought the team home to
finish well ahead of their rivals.
The team have qualified to compete
at the National Championships in
Mount Buller.
The Division 3 team of Zanna Farrell,
Bella Willis and new recruit Sasha
Wynne finished 7th in the Relay and
8th in the Freestyle event. Daniela
Zarfati competed as an individual
in her first Cross Country event and
competed well to finish 35th overall.
Don’t be shy! We’d love to have news of the
fabulous things you’re doing.
To share your good news with the Kambala
community, drop us a line (and photo) to:
[email protected]
1
— NSW State Cross Country Skiing
Champions in Division 1 Freestyle and
Relay Grace Franki, Beatrice Studdy
and Lillian Waller
2
— Greta Szangolies, Zanna Farrell and
Daisy Cobcroft with their medals for
Moguls Div 3
3
— Warren Feakes coach of Kambala’s
Division 1 State Champion Cross Country
Skiing team with Grace Franki, Lillian
Waller and Beatrice Studdy
VOL 7 , OCT 2013 —
The surprise of the day was the
Division 2 team who were formed
the day before the competition. Year
8 Sophie Heron was moved from
Division 3 to compete with Year 10
Caitlin Reid and Year 9 Molly Yeldon.
Caitlin had an outstanding race in the
individual Freestyle event finishing
fourth overall and has now been
invited to attend an elite Cross
Country Skiing Camp as well
as qualifying for the National
Championships.
26
4
The Freestyle team of Caitlin,
Sophie and Molly finished
fourth overall just 3 points behind
Snowy Mountains Grammar who
won the bronze medal. The team
finished 6th in the Relay and will
be invited to attend the National
Championships for both events.
Year 6 Chloe Wynne was Kambala’s
only Junior School Cross Country
competitor and she acquitted herself
well in her first Freestyle race
finishing 26th overall in NSW. Chloe
showed she is a natural skater and is
to be congratulated on her effort to
compete on her own at this level of
competition. We are sure Chloe will be
keen to recruit Junior School girls to
compete in Cross Country next year!
Snowsports Success
C
ongratulations to Kambala’s
Division 3 Snowboarding team of
Bella Willis and Sasha Wynne. The
dynamic duo have qualified for the
State Championships in Snowboard
GS and Snowboard Cross. The team
came 5th in Snowboard GS and 4th in
Snowboard Cross. Bella just missed a
bronze medal finishing 4th overall in
Snowboard GS and Boarder Cross.
The A team of Abby Bonic, Madeline
Sloan and Chloe Wynne finished
5th in Skier X and in the Moguls to
qualify for the State Championships,
with Abby Bonic also qualifiying 5th
as an individual
Abby Bonic qualified for State as
an individual placing 7th in Alpine;
and Greta Szangolies won two gold
medals in Division 3 Skier Cross and
Alpine GS, and the A Team of Zanna,
Greta and Daisy Cobcroft finished
with Bronze medals in Division 3
Skier Cross, and Silver in the in the
Alpine GS with Sophie Heron.
— The Soubeiran
5
6
VIEW A FULL GALLERY OF IMAGES OF THE OUTSTANDING ACHIEVERS ON THE IPAD VERSION OF
THE SOUBEIRAN. SEE PAGE 02 FOR MORE INFORMATION.
NSW Mogul Champions
H
owling winds greeted the Moguls
competitors at Blue Cow for
the NSW Championships but the
Kambala Senior and Junior School
teams did not let the poor conditions
affect their performance. The Junior
School team of Chloe Wynne, Abby
Bonic and Madeleine Sloan completed
the bumps and jumps course on a
day when many other competitors
fell in the tough conditions. The girls
had finished fourth at the Sydney
Regional Championships and knew
qualifying for Nationals would be
difficult against the Alpine based
schools. The results were posted
online and Kambala had finished
fourth in NSW and will be off to the
National Championships!
The Division 3 team then took to
the course and Kambala’s first skier
Zanna Farrell saw a number of the
girls fall before her on the run. Zanna
got the team off to a strong start
negotiating the bumps and completing
her jump to start the team safely in
the competition. Team mates Sophie
Heron and Daisy Cobcroft completed
the course and the team came 5th
in NSW to qualify for the Australian
Championships. Special mention
should be made of Sophie Heron who
was called into the team after Greta
Szangolies’ injury. Sophie finished
11th overall in NSW and was the
highest placegetter in the Kambala
team. I am sure Sophie’s team mates
are grateful she was willing to join
them in this competition.
The Division 4 Skier Cross took
place on Front Valley and the team
of team of Chloe Wynne, Abby
Bonic and Madeleine Sloan all
showed improvement from their
performance at the Sydney Division
Championships. The team finished
a creditable 8th in NSW. Abby
Bonic finished 10th as an individual
and will be selected to compete
in this event at the Australian
Championships. A great result for
Year 5 Abby as she was competing
against girls in Year 6 in this event.
Shining stars
C
7
ongratulations to Emily Bassett
(Yr 11) who has been selected
by Touch Football Australia (TFA)
to attend the AusSquad Camp.
Emily’s selection is based on her
performance at the recent NSW
Junior Regional tournament. They
believe she is a player who, with
further development, has the
potential to reach State and National
age group sides and progress into
the Elite Open division. Emily is one
of only 25 players selected to attend
the camp in the Under 18 division.
Madeleine McCathie (Yr 10)
has been selected in the IGSSA
open netball competition. Maddie
is extremely talented and has
also worked hard to achieve her
selection. Well done Maddie.
8
State Team selection in
Water Polo
C
ongratulations to Lili Duncan
(Yr 9) who has been selected in
the NSW State Under 14 Water Polo
team. She plays for the University
of NSW Under 14 team and gained
selection in the NSW team after
a fine performance at the
State Championships.
Top results in Cross-Country
Kambala produced some
wonderful results at the IGSSA
cross-country carnival.
Samantha King – 1st 15 years
Ruby McNiven (Yr 8) has just been
included in the Australian Junior
Development Polocrosse Team and
will play for Australia against Ireland.
Lara Nemirovsky (Yr 9) has been
accepted to attend a 3-week Advance
Writing Program conducted by the
Johns Hopkins University, Centre for
Talented Youth. Lara qualified for
this program by participating in a
rigorous talent search process.
Rachel Siu (Yr 11) has recently been
awarded the AMusA on the Clarinet.
Jasmine Khurana (Yr 9), took the
initiative to enter a competition on
a website (write4fun.net - open to
students from all grades around
Australia). She wrote a sonnet after
studying this form of poetry in class.
The sonnet she wrote was chosen
to be published, along with other
student’s short stories and poetry
from around the country, in a book
called ‘Written in the Stars’.
Caitlin Reid – 2nd 16 years
Jess Suriano – 10th 17 years
Olivia Carolan – 1st 12 years
Emily Tapper – 5th 13 years
Kambala finished 9th overall,
which is our first top ten finish.
Thank you to Andrew Taylor for
his preparation of the girls.
Speaking up
introduced debating to the school,
and encouraged Kambala students
to become ‘world citizens’.
Congratulations to Helena Hu who
won the Senior Section and Alice
Nason who won the Junior section.
They earned high praise from the
KOGU adjudicators, and they were
presented the prizes on behalf of
the Kambala Old Girls’ Union.
27
The was followed by House
debating, which was won by
Roseby in the Senior Section,
debating the topic That Disney
princesses are good role models for
today’s young women and Wentworth
in the Junior Section debating the
topic that ‘rom-coms’ ruin real life
relationship expectations.
Untouchables
– By Jasmine Khurana
T
he faded shacks stretch ‘neath the
stained grey sky,
As stagnant urine and disease creep in.
Hunched at the pyramid’s tight base
we lie:
Looked down upon by our superiors.
In this poor life we’ve been
condemned to die;
Forever stuck to our unwanted caste!
Our tummies are filled with what can’t
be sold.
Our hopes and dreams just
playful fantasies.
Drained from its soothing warmth,
the earth feels cold.
Where, I ask you, are the democracies
That stop worthless things like me
getting sold?
We are all just pawns in conspiracies.
Besides the wealthy, we’re easy to find:
We are the untouchables of mankind.
These and many other girls provide
excellent role models for their peers
and younger students to follow.
F
irst semester concluded with a
showcase of the impressive public
speaking talent at Kambala.
The Joyce Gibbons Public Speaking
Competition took place, with the
competitors speaking on such topics
as The time is right and Music to
my ears. The annual competition
is named in honour of former
Principal Joyce Gibbons, who
4
— Lilli Duncan
5
— Greta Szangolies on the moguls
6
— Olivia Carolan wins 2nd place in
NSWPPSSA Cross Country
7
— Emily Bassett
8
— Maddie McCathie
VOL 7 , OCT 2013 —
KPA
28
1
— Catherine Happ, KPA President
A
s we walk through the gates of
the School when our daughters
first start at Kambala, I am
sure we don’t fully comprehend the
role and the effect the School will
have on our daughters, us as parents
and the wider family. The influence
of the School via its mission, its
education, its academic staff and just
as importantly the influence of our
daughters’ peers is immense.
With this influence in mind, it is vital
that the role of the KPA becomes
relevant and also reflects the views
of the parents within the wider
community of the School. It is in this
area that I would like to provide an
update. The KPA has a strong and
interested group of parents who feel
that the KPA is an appropriate vehicle
that can enable parents to become
better informed about current issues
in either education or the general
welfare of their daughters. We are
currently in the process of planning
a list of guest speakers who will
speak at the regular KPA meetings
on a variety of issues. It will cover
areas that are focussed on those with
younger daughters to those whose
daughters are almost at the end of
their time at the School.
We are working on accessing the
best possible experts in each of the
areas of interest, with the assistance
of Mrs White, Mrs Crossman and the
Kambala Executive. The speakers will
discuss such issues as cyber bullying,
alcohol and drugs in teenager years,
through to developing good study
habits and HSC and IB preparation.
— The Soubeiran
I would welcome input from parents
as to their areas of interest, please
feel free to email me. We plan to have
a calendar of events on the KView
during Term 4.
I was delighted to attend the Parents
of Boarders Weekend earlier in Term
3. I attended the weekend as both the
KPA President but also as a parent of
a Year 7 boarder. I would like to thank
the organisers for all the effort and
for making it such a fun weekend. The
boarding community is an important
part of the Kambala Community and
an important part of the KPA.
The Year 12 Father and Daughter
Breakfast was held at the end
of Term 1 and I am sure was an
emotional one. It is these simple
events that the KPA arrange that
often form an enduring memory
both in the mind of the girls and
their fathers.
An event to be held later in Term 4,
which also marks the end of a special
time, is the Year 6 Dinner. I have many
fond memories of this night, and trust
all those involved and those attending
have a special night, as the girls end
their time in Junior School.
We have held three very successful
Cocktail Parties at the School this year,
and I would like to thank all those who
gave their valuable time to make these
events such a success, not just from a
monetary point of view, but also as a
way of bring the parents of the School
together in welcoming manner.
Another event that the KPA were
involved with this Term was the
Junior School Open Day which was
enjoyed by all. We were lucky to have
such wonderful weather. Thank you
to all those who gave their time and
effort to making it a day not just for
current parents to view the School,
but for prospective parents to see why
Kambala is such a special place.
The KPA recently funded the
installation of a commercial grade
dishwasher in the Canteen. This
purchase was made after a number
of the Canteen volunteers and the
school expressed a desire to acquire
one. The KPA will announce later in
the year where funds will be invested
to provide more facilities and
learning aids for all our girls.
I do hope I will see many parents at
the Farewell event for Mrs White and
her husband James. This will be a
wonderful night for the Community to
come together to recognise and thank
Mrs White for her tireless contribution
to the School over the last 14 years. On
behalf of the KPA I would like to thank
her for her support and openness in
discussing the many issues that the
KPA feel are relevant. We all know we
are all working together to provide
a safe, caring and academically
stimulating environment for our girls.
If I can be of any assistance at any
time, or if you would like to get
involved in the work of the KPA,
please do not hesitate to contact me or
any member of the KPA Executive.
1
— Parent helpers at the Junior School
Open Day on 30 August
29
— caption page 39
VOL 7 , OCT 2013 —
President’s Report
h
ow glorious is our winter
weather after our treacherous
wet summer? The Kambala grounds
are looking especially green and
luscious, and it’s a wonderful sight
to see so many girls enjoying the
KOGU courts.
President:
Julie (Kelly) Reid ’77
Vice Presidents:
Anne Crooks ‘80,
Penelope (Lehmann) Donaldson ‘81
Secretary:
30
Our very popular Vintage
Lunch will be held on 30
October 2013. This will
be a lovely opportunity
for our Old Girls to farewell
Margaret White and acknowledge
the enormous contribution she has
made to Kambala during the 13
plus years she has been in charge.
On behalf of the Old Girls I would
like to thank Margaret for her
commitment to excellent education
at Kambala and her support of the
various opportunities that have
been presented to the girls, in the
pursuit of becoming confident and
accomplished young ladies. We wish
her every success and happiness
with the next chapter of her life.
The KOGU Committee is very
enthusiastic about the launch of its
new Networking and Conversation
Series on Friday 30 August 2013.
Patria Mann has been instrumental
in developing this idea featuring
guest speakers, and encouraging
networking between the entire Old
Girl community. All Old Girls have
something to offer at these meetings
whether they are just completing a
degree and considering employment,
or have years of experience to share.
We expect these events will offer
Melinda (Thew) Hudson ’80
Treasurer:
Patria (Harris) Mann ’80
(Acting Treasurer)
Public Officer:
our Old Girls many opportunities
and benefits.
Penelope (Lehmann) Donaldson ‘81
We hope you are enjoying the
fresh look to our KOGU Website
and Facebook page and the ease
with which you can access stories
and information about your School
friends, the reunions and other
events that are taking place. This
is a work in progress and we thank
Anne Crooks for her ongoing
commitment to KOGU and its digital
and communications affairs. We look
forward to regular updates from our
Old Girl community to our various
communication outlets, including
stories, notifications and photos.
Patria (Harris) Mann ’80,
Emily (Smith) Behncke ’96
The Committee welcomes any
suggestions and assistance, and I am
happy to discuss any matters. Please
note you can contact Anne Harris in
the KOGU Office to RSVP for events
or for any Old Girl matter on 9388 6888
or email [email protected].
— Julie Reid, President
Committee:
Patria (Harris) Mann ‘80,
Juliet (Brockhoff) Ovnerud ‘73,
Hannah Ryan ‘07
Sub Committee:
Peggy (Winning) Formosa ’72
Editors:
Anne Crooks ‘80, Anne Harris
www.kogu.kambala.nsw.edu.au
www.facebook.com/
KambalaOldGirlsUnion
Join us on LinkedIn – Search
Groups/KambalaOldGirls
Don’t miss out on
To ensure your contact details
are current:
1. Update My Account at
www.kogu.kambala.nsw.edu.au.
requests the pleasure of your company at
the Annual Reunion Luncheon
2. Join Groups/KambalaOldGirls
on LinkedIn
Kambala Old Girls 1939 - 1962
3. Let us know at
[email protected].
Date: 30 October 2013, 11.30am – 2.30pm
Venue: Kambala, 794 New South Head
Road Rose Bay
Price: $50 (members) $55 (non members)
RSVP by 20 October 2013 or
[email protected]
— KOGU NEWSLETTER
School Council Representatives:
KOGU’s New Initiatives
Vintage Lunch
— Vintage Lunch Beatrice (Peel) Watts ‘41, Lorna
(Halloran) Stewart ‘40 and Margaret White at the 2010
Vintage Luncheon.
2013 KOGU Committee
Due to catering arrangements, we will
be unable to accept any bookings after
this date.
The Soubeiran can also be
downloaded from the KOGU or
Kambala Websites and there is a free
app at the iTunes Store to download
to your iPad or phone.
Reunions
A little more from last years’ 50
year Reunion from Class of ‘62
W
hat a time we had with laughter
and memories! After the
initial meeting on the Lawn at
Kambala where there were
quiet asides to friends asking,
“Who is this?”, nothing held
us back from talking and
sharing stories.
31
Prue’s poem, delivered during
dinner summed it up and was
widely acclaimed.
— 1963. Left to right – standing: Elizabeth (Ross) Allchin, Margaret (Bear) Harris, Janet (Graham) Williams, Peta (Sweetnam)
Hall, Alexa (Henry) Gilbert-Obrart, Jenny (McIver) Anderson, Sue (Carr) Blair, Christine (Horsfield) Clarke, Marcia (Van Coevorden)
Phillips, Susan (Haining) Dadswell, Lyndie Hemery, Elizabeth (Isaacs) Sternfeld, Danni Oliver, Kathy (Stewart) Neilson,
Julie (Grace) Drew, Margaret (Copp) Armstrong, Jenny (Abbott) Michelsen, left to right – kneeling: Susan (Nivison) Bettington,
Vivien Liibus, Kit Steele
1963, 50 Years
1
963 was a fabulous year. It was
a momentous time in history to
be young and starting life outside
school. The average cost of a car was
$3,200 and 22 cents bought a loaf of
bread. Channel 9 was founded as a
national network where you could
watch the Dick Van Dyke Show,
Coronation Street and The Avengers.
At the movies, you could see Steve
McQueen and James Garner in
The Great Escape, be terrified by
Alfred Hitchcock’s the Birds, or
maybe Lassie. The Four Seasons,
Elvis Presley, Roy Orbison and
the Beatles were shaking up the
generations, musically and culturally.
In history, Martin Luther King, Jr.
delivered his “I have a dream”
speech; the Profumo affair filled the
papers, and Indigenous Australians
were permitted full voting rights for
the first time. In tennis, Margaret
Court, Lesley Bowrey and Roy
Emerson were the champions in
Wimbledon, Australia and the US
Open. In that year, Australia
retained the Ashes.
At Kambala, things in education
were changing. The School
Certificate and HSC were about to
be phased in, and high school would
change from five to six years. There
was greater focus on sciences and
math; the names of classes were
altered so that 6th class became
Form I, and so forth. And so in 1963,
Kambala prepared six classes to sit
the Intermediate Certificate. As a
result, it was an unusual year where
there were double lots of prizes and
Scholarships awarded.
28 Old Girls from this fabulous
cohort met in May, toured and
enjoyed the many changes to
Kambala. They found the facilities
breathtaking. All commented how
lucky the students are today to attend
such a special school. They felt that
Kambala girls today could achieve
anything given such a wonderful and
positive environment.
As always, the Drawing Room in
Tivoli is a special place for Old Girls
and an important link to our School
Days over many decades. For the
girls who left in 1963, it brought
back many memories, and they were
very thankful that the lawn outside
remains as it was in their school days.
It was a very special day. Those who
could not attend were sadly missed
and we hope will be there for the
next reunion.
— Anne Crooks ’80 Editor and Lyndie Hemery ‘63
We’ve seen it all
We’ve done it all
We’ve been around the block.
We’re living large
We’re so in charge
Old ladiesWhat a crock!
We’ve just begun to have our fun
We’ve earned each little wrinkle.
Say it loud
We’re downright proud
Real women feel it’s no big deal to add
another candle.
We’re old, we’re bold, we’re solid gold
There’s nothing we can’t handle.
— Prue (Walters) Layton 1962
— Reunions in 2013
2008 – 5 year
1978 – 35 year
2003 – 10 year
1973 – 40 year
1998 – 15 year
1968 – 45 year
1993 – 20 year
1963 – 50 year
1988 – 25 year
1958 – 55 year
1983 – 30 year
1953 – 60 year
Function Dates 2013
— KOGU Committee Meeting
Wednesday, 16 October
Term 4, 6.30pm
— KOGU Vintage Lunch
Wednesday, 30 October
— KOGU Melbourne Cup Function
Tuesday, 5 November
— KOGU Committee Meeting
Wednesday, 27 November
VOL 7 , OCT 2013 —
Your Reunion
If you want to register interest, have
any ideas for your reunion, would like
to plan a reunion at the School or if you
know others who may like to organise
it, please contact Anne Harris in the
KOGU Office who will advise you on
(02) 9388 6888, 0412 112 063 or
[email protected]
— 1973, 40 Year Reunion
Date: 13 October, 2013
Joyce Gibbons
Public Speaking
– Friday 21 June
Venue: 11am Tour of the School,
1pm Lunch at Rose Bay RSL
Contact: Fiona Verge
[email protected]
— 1983, 30 Year Reunion
Date: 26 October, 2013
Venue: 4pm Tour of the School,
7pm Royal Oaks Hotel, Double Bay
Contact: Lisa Yazbek
[email protected]
— 1988, 25 Year Reunion
Details to be confirmed. Please
contact Narelle (O’Conor) Boyd:
[email protected] or 0405 835 559
— 1993, 20 Year Reunion
Date: 26 October, 2013
Venue: 4pm Tour of the School,
6.30pm ‘Midas Room’, Golden Sheaf
Hotel, Double Bay
Contact: Charlotte (Christmas) Schaefer
[email protected]
— 1998, 15 Year Reunion
Date: 12 October 2013
Venue: 7pm Verde Restaurant and Bar
115 Riley Street, East Sydney
Contact: Diane Wilson 0411 668 844
— 2003, 10 Year Reunion
Date: 31 August 2013
Venue: 3pm Tour of the School, 5.00pm
Drinks at the Sheaf, Double Bay.
Contact: Lauren Esdaile 0414 849 001
[email protected] or
Luci Sheppard 0467 978 390
[email protected].
— 2008, 5 Year Reunion
Date: 2 November 2013
Venue: 7pm Harbourview Room,
Hampshire House, Kambala
Cost: $30 each
Contact: Gen George 0427 676 708
— L to R: Annie Handmer ‘11, Maria Fidler, Helena Hu, Grace Donaldson, Grace Franki, Alice Nason, Heather Robson ‘04,
Mirella Carr, Jade Hazan, Grace Mathew ’05 (absent Belinda Guo)
I
n June, Kambala and KOGU hosted
the Joyce Gibbons Public Speaking
events attended by Years 7-12 of the
Senior School.
Participants in the Junior section were
Belinda Guo (Year 7) and Mirella Carr,
Alice Nason (Junior prize recipient)
and Jade Hazan (all Year 8).
Senior School speakers included
Grace Franki, Helena Hu (Senior
prize recipient), Maria Fidler and
Grace Donaldson. Ms Meghan Long
(Religious Education Department),
who coaches debating and public
speaking, prepared the girls for the
competition and offered behind the
scenes support to the speakers.
This year’s adjudicators were
Heather Robson ‘04, Grace Mathew
‘05, and Annie Handmer ‘11, while
Julie (Kelly) Reid ‘77 (KOGU
President) also attended the event.
Kambala’s Head of Senior School, Ms
Jenny Crossman joined the Old Girls
and Speakers in the Tivoli Drawing
Room for morning tea.
networking
(more on p.35)
Next events:
Wednesday December 4, 2013
Tuesday March 4, 2014
Many Old Girls were disappointed
that they did not hear about our
first Networking Event.
Please make sure your contact
details are current.
Put us in touch with any of
your KOG colleagues who
are interested.
You can also invite them
to join LinkedIn/Groups/
KambalaOldGirls.
Year 11 Morning Tea
— Margaret Esdaile, Julie (Kelly) Reid ‘77, Jade Clarke’ 12, Margaret White, Alice Donaldson ‘12, Pen (Lehmann) Donaldson ‘81
O
nce again the Foyer of the Ann and
John Lewis Music Centre provided
a beautiful backdrop to the Year 11
Morning Tea hosted by KOGU on
Tuesday 4 June.
Pen (Lehmann) Donaldson ‘81 a
KOGU VP did a magnificent job of
running the event with President
Julie (Kelly) Reid ’77. We were very
fortunate to have 2012 graduates,
Alice Donaldson (IB) and Jade Clarke
(HSC), return to address the current
girls. Currently at the University
of Sydney, Jade is pursuing an Arts
degree and Alice is studying Media
and Communications.
Alice and Jade shared their insights
into coping with Year 12 and
preparations for the HSC and beyond,
including technology-free days and
down time. They stressed the bonds
which form between girls during Year
12 and facilitated by interactions in
the Soubeiran room which provided
them both with lifelong memories. Jade
— OGs Lisa (Malouf) Yazbek ‘83, Suellen (Adair) Thompson ‘81, Susie Pincombe ‘72, Yvonne Scali ‘79, Jade Clarke ‘12,
Alice Donaldson ‘12, Pen (Lehmann) Donaldson ‘81, Julie (Kelly) Reid ‘77
and Alice are now running an Internet
radio show each Wednesday evening
from 6-7 pm on Sydney Uni radio
called Biscuits in Britain.
KOGU also thanks the Old Girl
mothers of Year 11 for their generous
contributions of delicious treats for
the morning tea. Principal Margaret
White joined us for the morning and
Phil Milton (Year 11 Coordinator) was
there along with Robyn McMillan and
several other teachers.
VOL 7 , OCT 2013 —
Teachers who made a Difference
W
e would love to hear from you
about Kambala experiences
including anecdotes of teachers or
friendships that had an impact on
your lives. Please send to
[email protected].
34
Miss Elizabeth
Campbell – history
Teacher 1967-1980
I
t is one of the few regrets I have
from my school years that I was
not one of Miss Campbell’s fortunate
history pupils. Outstanding and
inspiring, she gave her students a love
of inquiry and quest for meaning.
She came to Kambala in 1967 and
as Head of History taught 24 classes
per week, supervised extracurricular
studies and shared the administrative
tasks with Patricia Cockburn as
Co-Head under Headmistress Joyce
Gibbons. Miss Campbell fostered a
great love of history and archiving.
During the 90th Anniversary of
Kambala, it was her idea to place a
time capsule in the foundations of the
Tivoli building. All students and staff,
including this Editor contributed to
the contents. Many of her students
found her genuine interest in them
as individuals empowering. She was
funny but always gracious.
Many may not be aware of her life
before Kambala. Not surprisingly she
was a brilliant student completing her
Intermediate Certificate at the age of
11 and her Leaving Certificate at 14
from PLC.
During WWII, she was the first
woman appointed to the position
of radio announcer with the ABC.
She managed a large department
for the ABC after the War and spent
two years with the BBC in London.
She also cofounded the Australian
chapter of an organization that
helped to evacuate and relocate
European refugees. One woman who
she helped relocate and settle in
Australia was Mrs. Eleonore Eggers
who coincidentally was Head of
Mathematics when Miss Campbell
came to Kambala twenty years later.
— KOGU NEWSLETTER
— Jayne Symon and Lynne Whan
— Miss Elizabeth Campbell
It was after WWII that Miss Campbell
decided to pursue teaching. After
obtaining a Diploma of Education and
a M.A., she joined Kambala.
school; she knew the broader
responsibilities of the educator
and felt her skills would make more
difference to students who lived in
not such fortunate circumstances.
What kept her at Kambala was her
devotion to the girls she taught, a
genuine fondness for the people she
worked with and her appreciation of
how much the students valued her,
something which as far as I know, she
never publicly acknowledged. Only ill
health forced her to leave Kambala
and sadly, teaching altogether.
One of her students in this Editor’s
Peer Year is now an archivist and
recorder of oral histories. She has
always loved history and reading,
and a book club she founded when
we were at university is still meeting
monthly 25 years later. When I asked
if Miss Campbell may have had
something to do with her life choices,
she smiles and nods.
I am sure many of you have wonderful
memories of Elizabeth Campbell.
KOGU would love to share them,
email [email protected].
Lynne Whan – Teacher Modern
history 1970-2001
I
f Lynne Whan had to say how long
she had been at Kambala, she’d
say, half-joking, half not, “Forever”.
Her last year of teaching at Kambala
was 2000 and she was definitely
at Kambala the year I did my prac
teaching in 1987.
She had an easy camaraderie with
the students, I remember once when
a student commented she had a shirt
just like the one Lynne was wearing,
Lynne, who constantly fought to be a
different shape than she was, stood at
the front of the class, held her arms
out wide and said –‘But not quite the
same size.’
Occasionally Lynne felt she should
be teaching in a less privileged
Lynne had a vast knowledge of
Modern History, particularly Chinese
and Japanese history, to which she
brought enthusiasm for the subject,
a sense of humour and belief in even
the most reluctant student. Part of
her secret was that Lynne did not
confine her wisdom to her subject,
she always taught the whole person.
Of all the people I have worked with
she was one of the very best.
After she died there was, at her
request, typically, no funeral.
Many of those who taught with her
or were educated by her regretted
not having the opportunity to show
her family how fond of her we were,
and that although she is gone she is
not forgotten. And I can just hear her
repeating that cliché ending......
and laughing.
— Kate Pardey, history Department, Kambala
KOGU
Tennis Day
Friday 17 May, 2013
T
he KOGU Tennis day is for
all members of the Kambala
Community, current parents and
friends, as well as Old Girls. It is
a fantastic opportunity to use the
KOGU Courts at Kambala in one
of the best settings in Sydney for a
wonderful morning of tennis and
good company. KOGU provides lunch
in the Tivoli Room afterwards where,
this year, we awarded past parent
Caroline Frykberg as the overall
winner, with Becky Sinnott (Year 6
mum), Sally Wade and Nicola Peters
(Year 6 mum) hot on her heels.
— Tennis Day ‘13. Victoria Gooch, Nicola Peters, Caroline Frykerg, Iona Duncan, Sally Wade, Milenka Kolenda, Fiona Pullen,
Lewena White, Sharon Frost, Julie Reid, Kneeling Jennie Kluck, Jenny Miles, Becky Sinnott
New KOGU Initiatives
K
ambala Old Girls has developed
the KOG Networking Event and
Conversation Series with the aim
of providing unique opportunities
for all Old Girls to meet, socialise
and share experiences in a relaxed
and friendly environment. Both
the Networking Events and
Conversation Series will provide
the opportunity for every Old Girl, no
matter their age, to meet, support or
learn from other Old Girls.
We anticipate a number of events
will be held each year at different
locations, with a variety of speakers
on particular topics of interest.
The first event KOG Networking
Event was held on Friday 30 August,
2013 in the Boardroom of First State
Super in Sydney CBD. Thank you to
our hosts, for their generous support
of KOGU, for giving us the benefit of
their time, experience and insights,
and for making this inaugural event
such an outstanding success:
Suzanne (Bunce) Williams’67, BSc
LLB, Partner, Korn Ferry
Patria (Harris) Mann ’80, BEc CA,
Non-Executive Director
— L to R: Sophie Newman ’04, Amelia Gilbert ’11, Alexandra (Cowlishaw) Macauley ’85 and Grace (Livingston-Clark) Atkinson ‘00
at Inaugural Networking Event
Alix (Varley) Rimington, ’96, BA
(Media & Communications), Group
Manager, Corporate Affairs, Telstra
Mandy Gooch ’05 BCom MComm,
Analyst, Macquarie Group
Updates and photos are available on
www.kogu.kambala.nsw.edu.au and
our Facebook pages.
Please join our LinkedIn Group
Page www.linkedin.com/groups/
KambalaOldGirls for details of
upcoming events.
Next events:
Wednesday December 4, 2013
Tuesday March 4, 2014
VOL 7 , OCT 2013 —
Creative Careers – Life as an Artist
K
ambala’s graduating classes in the
last few years have been dominated
by further studies in business, legal
and communications related fields.
However, Kambala has produced
some outstanding talents in the
Arts, in drama and television
and in Fine Arts.
36
KOGU is delighted to focus
on several Old Girls who are
award winning painters, who
have generously shared their thoughts
on their careers and lives as Artists.
Sally West ‘89
When you read Sally’s history on
her website, you learn a lot about the
choices of creative souls. Not only did
Sally pursue classical training in Fine
Arts but she travelled Australia and
overseas to learn technique and find
inspiration. You see there is great
tenacity in her efforts to develop and
promote her work.
She believes her career as a
professional artist began in 1998,
where she held her first exhibition
at the Bondi Pavilion. It was very
well received and was in effect,
the beginning of her career as a
professional artist.
— “Catalina’s, Rose Bay”, Finalist Waverley Art Prize 2013: Sally’s works have been recognised by the NSW Parliament Plein
Air Painting Prize, Redlands Art Awards, Waverley Art Prize, Salon Des Refuses (Wynne), Hawkesbury Art Prize, Portia Geach
Art Prize, Mosman Art Prize, Charlatan Ink Art Prize NYC, Prometheus Art Award and Country Energy Art Prize.
Since then her work has been
exhibited in Paris, London, Hong Kong,
New York and many other places.
“The thing that I love most about my
“job” is that my hours are flexible and I
travel a lot. My annual solo exhibition
in New York is a great highlight of my
year, where my work has also featured
in 11 mixed exhibitions. This year
was my 4th solo there. I usually take
my children with me, (my girls are 11
and 8) and my international profile is
growing with each showing.
I have a great love for the outdoors
and being a passionate ‘en plein air’
painter, I revel in the opportunity to
take my studio outside. I usually go
out once a week and since relocating
to Sydney this year from the mid north
coast of NSW; I am really enjoying
painting the Harbour, the Eastern
Suburbs and the Northern Beaches”.
— KOGU NEWSLETTER
— Bungwahl Vista, 46x46cm, oil on canvas. Finalist 2013 NSW Parliament Plein Air Art Prize
— Nai Nai – My neighbour in Nanning was born the same
year as the last Emperor Puyi. She was in her 40’s during
the Cultural Revolution, and Great Leap Forward. Her 2
storey home is about to be knocked down and developed
into a block of flats to cater for the growth of population
in the city of Nanning, which means she will be relocated
soon by the Chinese Government to somewhere unknown.
Kate Kennedy ’96 – the
winding path from IT Producer
to Gypsy Artist
Kate Kennedy has generously
shared her thoughts about seeking a
career in the fine arts. Kate’s career
path encompasses the stresses of
deadlines in the business sector, to
travel and adventure. For Kate, a
strong sense of creativity has allowed
her to make some fascinating career
and life choices.
Kate majored in Time Based Art in
her Bachelor of Fine Arts (UNSW),
where her knowledge of software
led her to work in flash design
and animation in various Sydney
advertising agencies. From website
development and e-learning, she then
managed the application development
for iPhone, iPad and Android
devices. For ten years, Kate worked
adrenaline-fueled deadlines in this
challenging and interesting field.
Then in 2009, a desire for an
extended vacation took her to
India where she travelled from the
relatively wealthy state of Kerala
— Little Birds – is a painting where I explore eastern and western concepts of freedom
through central India into war-torn
Kashmir in the north. “Hearing
distant gun-shots at night for the first
time was a stark reminder of how good
life really is for us in Australia. It was
a hard six months of travelling, but
well worth the sensational experience
of eye-popping sights, smells, and
most of all, the inspiration to find a
way to start painting again”.
“Reading about the rapid growth and
economic boom in China while the rest
of the world was in recession made me
want to see and experience firsthand
what it would be like to live there. So
my partner and I moved to the spice
capital of China, Chengdu in Sichuan
Province, and with the help of Google
translate rented an apartment for
three months before heading south to
Nanning in Guangxi Province. I took
lessons in traditional Chinese Art
which helped me immerse myself into
local culture. My art teacher couldn’t
speak a word of English so I found an
English speaking waitress at a local
tea-house to translate for me. I stuck
to a routine of painting five days a
week, and referred to Australian and
Chinese art to help develop and refine
my own language and style in art.
This of course was broken up by bike
trips around our city and other towns
like Guilin, Yangshou and Xinping
famous for their karst landscapes and
traditional Chinese painting”.
Kate currently lives in regional
NSW and is now focusing on
Australian landscapes.
“For any student seeking a career
in the fine arts, my advice is to be
prolific and disciplined. Don’t be
afraid to try new techniques and
materials. I’ve found I’ve learned the
most from the mistakes I’ve made.
Enter art competitions, apply for art
grants, explore artist-in-residence
programs, and don’t be afraid to ask
for help from galleries and fellow
artists. Most of all, be curious about
the world around you and always look
for the hidden beauty and art in life”.
VOL 7 , OCT 2013 —
Births, Engagements, Marriages & Deaths
Births
Amy (Pongrass) Dusseldorp ‘00
and husband Tom Dusseldorp
welcome a daughter Araminta
Kristina Dusseldorp (Minty), born in
London 6 October, 2012. She is
little sister to Finn Alexander
Dusseldorp, three years old.
Amy has already enrolled
Araminta to be a Kambala girl
too! The family is now living in
Sydney after two years overseas.
38
Tamara (Lang) Isaacs ‘01 and
husband Andrew welcomed a
daughter, Emily Jane, on 20 June.
Proud Kambala relatives include
Grandmother Betsy Lang (Head of IT,
Kambala), aunt Kirsty (Lang) Berger
‘95 and great-aunt Suzanne Lang ‘72.
Lisa (Mayson) Shaw ‘91 and
husband Wes announce the birth of
their second child Benjamin Michael
Richard Shaw on 27 December, 2012.
A brother for Olivia and a grandson
for Kathy (Photios) Mayson ‘65.
— Amy (Pongrass) Dusseldorp ‘00 with Minty and Finn
— Anna Karina Smart first daughter for Robyn (Jewell)
Smart ‘01
— KOGU NEWSLETTER
Robyn (Jewell) Smart ‘01 and
husband James welcomed their first
daughter Anna Karina Smart on 2
February, also a first grandchild for
Jeni (Folkard) Jewell ‘70.
Deaths
Nell (a’Beckett) Allworth ‘41
passed away on 9 June in Wellington,
NSW. She attended Kambala for
only one year before returning to
the family property due to wartime
labour shortages. Nell was born in
1924 and married John Allworth
in 1950 - they had 3 children, but
sadly he died in 1959 at the young
age of 34 years. In 1965 Nell moved
to Sydney`s north shore to educate
her children at private schools. She
returned to Wellington in 1978,
where she became an active member
of various charities including the
Patron of Red Cross for a number
of years and a board member of the
retirement village named Maranatha.
She was Wellington`s Citizen of the
Decade in 1990. After her death
part of Maranatha was named “The
Allworth Wing” in her honour. She is
survived by her daughters Ann and
Elizabeth, son David and brother
Robert. (thanks to Thea (Carruthers)
McKeown ‘57)
Joseph (Joe) Chadwick passed
away 27 May after a brief illness.
Husband of Deb (Hing) Chadwick
‘76 and father of Sam ‘10, Nikki ‘12
and Amanda (Year 10). A Memorial
celebrating his life was held at St.
Michael’s Anglican Church with a
request for no black clothes. In lieu of
flowers, donations to the Haematology
Department, Royal Prince Alfred
Hospital were appreciated.
Peter Fraser Davidson passed
away 21 May, aged 77 years. Peter
had a long history of supporting
Kambala as a member of the School
Council and as father, husband
and brother-in-law of Old Girls.
Husband of Sandra (Crago) Davidson
‘59, father of Elizabeth (Davidson)
Newman ‘84, Prudence (Davidson)
Gibson ‘86 and Peter. Brother-inlaw of Jill (Crago) White ‘57 and
Sally (Crago) Humphrey ‘65, uncle
of Olivia ‘94 and Jane ‘97 Humphrey.
Father-in-law of Brett, Michael and
Peta. Grandfather of Thomas, George,
Zachary, Zoe, Claudia, Eve, Angus,
Benjamin and Amber.
Rose (Molly) (Williams) Donaldson
‘48 passed away 2 June. Sister of
Mary (Williams) Armstrong ‘44.
Mary (Molly) (Cox) Fitzharding
‘37, passed away 27 May aged 94
years. Wife of the late James. Mother
of Susan, John, Kathryn. Missed by
her children, grandchildren and
great grandchildren. Passed away
peacefully. A celebration of her life to
be held in Canberra at a later date.
Isobel Mary (Beechie)
(MacLachlan) Holthouse born 3
March 1939 at Cipolletti Argentina,
passed away 17 March, at Braidwood
NSW. Wife of David, mother of Guy
and Victoria Holthouse ‘84, motherin-law of Lucy and grandmother of
Isabelle and Madeleine.
Margaret (Brown) Irwin ‘48 passed
away 17 May. Wife of Patrick, mother
of Jane and Jennifer, mother-in-law of
Michael and Andrew. Grandmother
of Victoria, Lucy and Heather and
great-grandmother of Henry, Orsom,
Hamish and Alice.
Joan (Walder) Kersey ‘44 passed
away in May. She was a multi-talented
woman, passionately interested in
politics and social justice. She was
an Australia Party candidate in the
1973 New South Wales Legislative
Assembly Armidale by-election. She
represented the Australian Democrats
in the House of Representatives
elections for Wentworth in 1977,
1980 and 1981 (by-election). Joan
is survived by her children, Susan
(Kersey) Winkler ‘73, Sarah and
Julian, grandchildren, Mella, Iain,
Noni Winkler ’07, Tara, as well as
great-grandchildren, Lyla and Oscar.
A celebration of Joan Kersey’s life
was held at Nielsen Park restaurant.
Josephina Lee ‘08 passed away 22
April. The Class of 2008 requested
a memorial service for Josephina
at St Michael’s, which was followed
by a gathering at Christine & Nick
Southcombe’s home. Josephina was a
very gifted student, excelling in music.
school prefect in 1944 and sister
of Joyce (Miller) Beaumont ‘45
(dec). Mona leaves three daughters,
Janet Rankin-Hambleton, Marilyn
Rankin-Harris and Susan RankinGolding, seven grandchildren
and two great grandchildren in
Canada and a niece and nephew
in Australia. Mona’s family had
all been together for a large
Christmas gathering at
her house and take some
comfort in knowing she saw
everyone before she died,
right down to the two little
great grandchildren.
— Eva MacLean
39
— Marjorie (Monk) Meddows ‘44
— Mona (Miller) Rankin ‘44
Eva MacLean, passed away on
17 January, in Melbourne aged 97
years. Mother of Alison (MacLean)
Parkinson ‘67 and mother-in-law of
Elizabeth (Sayer) MacLean ‘66, Eva
worked tirelessly for Kambala Parents
and Friends Association. Eva worked
full time but felt strongly about
contributing to the School community.
She held the position of secretary
for many years, working with school
presidents Bruce Jackson and Basil
Bruce, even after Alison left school.
Eva was a great role-model with her
boundless energy, unfailing kindness
and tolerance, and her ability to see
good in all people and situations.
At the age 97, her optimism and
kindness still shone through.
mother of Peter, Bronwyn, David
and their families, grand-mother and
great-grandmother of Paul, Sarah,
James, and their families. Sister of
Edna (Monk) Mitchell ‘40 (dec),
Davida (Monk) Winning ‘42 (dec) and
Connie (Monk) Nicolson ‘45 (dec);
cousin of Barbara (Mort) Thelander
‘39, Mary (Mort) Mackenzie ‘36 and
Margaret Mort ‘35 (dec) aunt of
Peggy (Winning) Formosa ’71, Jenny
(Nicolson) Greenwood ‘74, Elaine
(Nicolson) Budd ‘65 and great aunt
of Georgie Formosa ‘11. Marjorie
also had many second cousins attend
Kambala and was Vice President of
Kambala Old Girls’ Union from 1973
until 1977 inclusive.
Marjorie (Monk) Meddows ‘44,
passed away 4 June. Wife of Jim (dec),
— Cover photo credit: 1906 Kambala Victoria
Road Bellevue Hill. (From the Kambala
Archives photographic collection)
Help us
W
e are looking for Old Girls to
send us their favourite memories
or donate archival material to the school
for our next newsletter and to keep our
history intact.
Mona (Miller) Rankin ‘44
passed away suddenly 11 January
in Ontario, Canada. She was a
Naomi Meares (Stevenson)
Trenerry ‘47 passed away on 27
May. Wife of Peter, mother of Penny,
Jo, Sue and Annabelle. Mother-inlaw of Brian, Warren, John and Jeff.
“Namie” to Miranda, Ross, Pip and
Edwin, Phoebe and James, Kate and
Jonty, Matthew, Nicholas and Jeremy.
Naomi was a prefect in 1947 and on
the KOGU Committee in 1951.
David Tym of Gullargambone
passed away suddenly in a farming
accident, March this year. Husband
of Sue and father of Annabel ’10 and
Charles. Son of Gwen (Lambell) Tym
’47, brother of Sandra (Tym) Curnow
’77 and Helen (Tym) Malone ’72.
Vanda Wright died peacefully at
home 2 July, aged 92. Wife to John
for 64 years, mother of Laura Wright
‘67 and Mary (Wright) White ‘69
(dec). Vanda always cherished the
friendships she made with other
Kambala mothers.
Please send notices for inclusion in this section
to Anne Harris: [email protected]
Don’t lose touch!
T
he KOGU Online Directory is a
way to stay in touch with Old Girls,
share photos and keep up to date with
Kambala and KOGU. Log on to
http://www.kogu.kambala.nsw.edu.au
or access the directory through the
Kambala View site by selecting Portals
from the top menu, then select KOGU
from the drop down box.
Any material submitted constitutes your permission
for, and consent to, its dissemination and use in
connection with the Archives in all media perpetuity.
Please contact Anne Harris on 9388 6888
or [email protected]
VOL 7 , OCT 2013 —
794 New South Head Road
Rose Bay NSW 2029
TEL. (02) 9388 6777
EMAIL [email protected]
http://www.kambala.nsw.edu.au