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PDF - St Leonard`s College

stleonards.vic.edu.au
June 2016
8
Known, Nurtured, Loved
Specialist Teachers
for Specialist
Learners
15
What a Wonderful World
d
Contents
12
20
24
Confidence
4
Congratulations Class of 2015
8
Building a Culture of Thinking and Learning
9
12
Specialist Teachers for Specialist Learners
15
Equation for Success
18
Learning to Pay Attention Through Mindfulness
20
Supporting a Global Citizen
22
24
Introducing Our 2016 College Captains
26
Educational Leadership
29
Sensational Sport
30
Marvellous Music
31
Community Day Fair
32
From the Archives
34
2016 Reunions
36
Milestones
38
Confidence
Stuart Davis, Principal
You are as young as your faith, as old as your doubt;
as young as your self-confidence, as old as your fear;
as young as your hope, as old as your despair.
– Samuel Ullman
These words, often mistakenly attributed to General
Douglas MacArthur, remind us of our challenge as
educators to nurture positive self-belief in young
people, and the importance of understanding that
confidence is an attitude.
Recent studies reveal that, despite their engagement
in programs that promote wellbeing, students
continue to lose confidence and are increasingly
more anxious as they approach their final years of
school. This anxiety is heightened as they prepare
Our College theme in 2016
is Confidence.
The word ‘confidence’ comes from the Latin cum fides
– with faith. Confidence must not be confused with
arrogance, which is the product of an over inflated
ego and is gained by the continual achievement of
small personal successes. Rather, taking a quiet pride
in who we are and what we are achieving forms the
foundation upon which our confidence is built. It
comes from within and it comes from believing that
we can and will cope with whatever life throws at us.
4 | St Leonard’s College
to undertake the examinations that they believe will
determine their success or failure in securing their
goals, and begin to reflect on their sense of identity.
Some key insights from recent studies reveal:
• 33% of young people surveyed are ‘not confident’
• Confidence is lowest amongst 17 year olds - 45%
say they are ‘not confident’
• 37% of social media users aged 14-17 surveyed
online feel they can be more confident on social
media than in person
• 66% of girls say their confidence is influenced by
how attractive they feel compared to only 46% of
boys
• 97% of parents and 90% of young people consider
confidence to their parenting skills. In 2015 there
confidence as an important factor for achieving
were more than 1,000 attendees at various workshops
success and view it as more important than being
and presentations held by the College, reflecting our
naturally clever
parents’ awareness of the important role they play
in providing encouragement and developing in their
Whilst these findings are from research released in
children the confidence to overcome life’s challenges
the UK, they are not significantly different to findings
and achieve their goals. What brings me the greatest
in Australia and the USA. Research reveals that as
satisfaction is that our parents are determined to
young people mature they go on a confidence journey,
be the best that they can be and are prepared to
peaking in the pre-teen years when they have fewer
demonstrate the humility of not assuming they have
fears and more readily receive external validation from
all the answers, for none of us do.
key people in their lives such as parents, teachers,
sport coaches and club leaders. This is often referred
Building optimism that inspires our young people to
to as the ‘confidence curve’, because of the peaks and
see the world through confident eyes, requires strong
troughs of the journey.
That these troughs have shifted further towards the
final years of school appears to reflect the increasing
pressures caused by growing uncertainty about the
future and the desire to achieve academic success and
thereby gain access to a ‘better’ life. These pressures
are increasingly being intensified by parents who are
clearly struggling – and I include myself in this – to
ensure that their best efforts are aiding and not
inhibiting the development and wellbeing of their
children. Interestingly, as the UK schools approach
their season of university entrance examinations,
“Research reveals
that as young people
mature they go on a
confidence journey...
This is often referred to
as the ‘confidence curve’,
because of the peaks and
troughs of the journey.”
principals are reporting the growing need for
them to manage ‘parent examination anxiety’! It
foundations. It is my belief that a child’s deep-seated
would appear that this worrying trend is based on
sense of identity and their emotional responses are
the need to manage anxiety related to apparent
rooted in early cultural experiences that influence the
‘return on investment’ and parents’ deep desire for
development of their human qualities and attitudes.
acknowledgement from work and friendship groups
based on their child’s success. Unfortunately, similar
At St Leonard’s College, the first culture of learning
signs are already emerging in Australia.
that our young people experience is the Reggio Emilia
philosophy, which places the child at the centre of
I know that our parents recognise the value of the
their learning experiences by valuing their inherent
array of seminars that are organised by Deborah
brilliance. It is an approach that builds their self-image
Trengove to assist in further strengthening and adding
through developing confidence in themselves as
Network June 2016 | 5
learners and their ability to overcome challenges.
Self-expression is promoted and our youngest
students are invited to collaborate as they develop the
confidence to explore the world in which they live.
At this stage of learning the self-esteem of every child
is paramount, and our skilled ELC educators are adept
at nurturing confidence by focusing on wellbeing and
the development of a positive sense of self. A visit to
the ELC will reveal young people who are fortunate
to enjoy a wonderful balance of rigour, rest and
recreation, and who display a vitality and enjoyment
for learning, which reduces anxiety and increases
engagement.
As students’ skills and capabilities grow so does the
diversity of staff required to mentor and nurture
their many and varied talents and needs. The holistic
approach overseen by a single teacher in the younger
years is progressively replaced by a broader array of
specialists within a model that is akin to an ancient
Roman triumvirate: academia, pastoral care and
“We hold firmly to the
view that academic
learning needs to be
set within a wider
offering of cocurricular
engagement...Such
activities encourage
the soft skills of team
work, leadership, selfconfidence and general
emotional intelligence.”
cocurricular. I believe that the strength of a school can
be determined by its capacity to successfully connect
this triumvirate. Those schools that achieve this allow
each child to successfully continue their educational
journey and build on the cultural foundations focused
on developing inquiring, knowledgeable and caring
young people who are motivated to influence the
world through intercultural understanding and respect. Our College Academic Directorate has the
responsibility of developing a seamless sequential
academic journey through the College. Mindful of the
importance of continuous improvement in academic
outcomes, our core focus in recent years has been on
improving educational outcomes without inducing
the levels of anxiety that are increasingly being
reported in school-aged children around the world.
This has included a focus on the cultures of teaching
and learning, the development of curriculum, how
our learning environs influence and support learning,
and how the daily structures and distribution of time
can optimise the opportunities for individual growth.
We are also mindful of the importance of developing
the basic abilities of each child through dedication
and hard work, and by creating a love of learning and
resilience, both of which are critical for the future.
The extension and ongoing development of our
cocurricular program is another fundamental
component of how we nurture the confidence and
wellbeing of our young people. We hold firmly to the
view that academic learning needs to be set within a
wider offering of cocurricular engagement in debating,
drama, sports, music, art and clubs that stimulate
other interests. Such activities encourage the soft
skills of team work, leadership, self-confidence and
general emotional intelligence. Interestingly, the same
research that suggests a future in which technology
will address basic administrative and clerical tasks is
also revealing a growing demand for the interpersonal
skills that these extra-curricular activities develop.
The final component of the triumvirate, pastoral
care, relates to how we develop the wellbeing of our
students and staff. Mindful of the many emerging
forces that can impact on a child’s self-confidence and
self-belief, we seek to ensure that each child has a
strong sense that they are known, nurtured and loved.
The mentor, working in conjunction with parents, is a
significant figure as students navigate a safe passage
through the teenage years, when many negative
It is my belief that the fundamentals of a great
underlying forces begin to erode the confidence of
education have not changed in the 2000 years
our young people. Building, repairing and rejuvenating
since Heraclitus shared that it is our character that
relationships lies at the centre of determining a child’s
will determine our fate. The four ancient pillars of
sense of belonging and their confidence. The extended
character – justice, temperance, wisdom and courage
mentoring system, highlighted later in this edition
– are as central to our education as they have always
of Network, has resulted in a reduction to class and
been; we are merely utilising new technologies as we
mentor group sizes from years 1 to 12 to help build
develop new ways of thinking. Combine these with
the confidence and positive outlook of our students.
the added focus of developing values that reflect
As Werner indicates: “Competence, confidence, and
moral fortitude, a growth mindset, a love of learning
caring can flourish, even under adverse circumstances,
and the leadership skills to successfully influence
if youngsters encounter caring persons who provide
the communities to which they belong, and we are
them with a secure basis for the development of trust,
continuing to develop a culture that will ensure our
autonomy, initiative, and above all, hope”
young people can view the world and their future
through confident eyes.
Congratulations
Class of 2015
St Leonard’s College
congratulates the Class of
2015 on an outstanding set
of results.
Tertiary destinations
Of the 2015 graduates who applied through VTAC,
99% gained a first round offer. Monash University and
Melbourne University were tied as the most popular
destinations for our VCE and IBDP graduates, with
46% accepted into courses at these institutions. Some
of our students will study at interstate and overseas
• College Duces Kate Garrow and Lihini Jayathillake
universities, with graduates applying to study in
gained perfect IBDP scores of 45 and ATARs of
Canberra, Adelaide, Townsville, Toronto, Monaco the
99.95
UK and the USA.
• Jaeger Konidaris and Sabre Konidaris gained IBDP
scores of 44 and ATARs of 99.85
• VCE Duces Edie McAsey and Campbell Smith
achieved ATARs of 99.50 followed closely by Joel
Hannan and Alex Qu on 99.40
• In the IBDP the median ATAR was 95.80 and 72%
of students achieved an ATAR of 90.00 or above
• 71 perfect subject scores were achieved across
5% - Overseas
Universities
4% - Other
3% - ANU*
4% - ACU^
23% - Melbourne
University
23% - Monash
University
IBDP and VCE
7% - Deakin
22% - RMIT
9% - Swinburne
* Australian National University
^ Australian Catholic University
Building a Culture of
Thinking and Learning
Jacqui Coker, Director of Teacher Professional Learning
There is no doubt that the
educational landscape is
changing, and changing
rapidly.
We inhabit a world where information about
everything and anything is accessible at the push of a
button. If the internet allows us to access information
in seconds, what are the implications for the
classroom and what we should be teaching students?
In answering this question, I am drawn back to my
fundamental beliefs about what makes for a powerful
education: an education that will set students up
for life. These beliefs have been strongly influenced
by my own learning experiences and by substantial
educational research from leading universities around
the world. While much research acknowledges the
importance of fundamental literacy and numeracy
skills, findings increasingly point to the need to
nurture those dispositions that will allow students to
become active learners and effective thinkers – eager
and able to create, innovate and solve problems – all
within a critical and ethical framework.
Researcher at the Harvard Graduate School of
Education, Ron Richhart, paints the ideal portrait
of a student emerging from school to take their
place in the world as that of an “engaged and active
thinker, able to communicate, innovate, collaborate
and problem solve.” Rather than producing students
who possess a discrete set of knowledge or who
sit passively waiting to be fed the information they
need to pass the test, our goal must be to develop in
students the dispositions they need for life beyond
our school gates.
In his most recent book, Futurewise, David Perkins
(Harvard Graduate School of Education) argues the
case for schools to become places where students
are prepared “for the lives they are going to lead”.
He challenges readers to think about the shifts that
need to take place in schools if understanding and
application of skills and knowledge, rather than
the acquisition of knowledge, become the goals
of education. Furthermore, he invites readers to
challenge the ‘old’ story of school and learning, to
evaluate the ‘current’ story, and to reimagine a ‘new’
story: one that more effectively addresses the needs
students are going to live. They will need to adopt
of students and prepares them for their lives ahead.
pedagogies and approaches to learning that value and
actively promote student thinking. Bringing this ‘new’
If we look back at our own education, what is
story of learning to life will be a demanding venture
the ‘story of learning’ that has endured? Is it the
and one that will require perseverance, dedication,
‘traditional’ story of teacher as the gatekeeper to
collegiality and leadership.
knowledge, transmitter of information and wisdom? A story about conformity, compliance, wooden desks
Perkins invites readers to wonder about the learning
in rows, facing the front, silence, anonymity, working
that really matters for today’s students. As educators,
from textbooks, remembering facts, figures and
what do we need to know, understand and be able to
formulas, and tests of memory? Can we imagine a
do to ensure that we cultivate the environments and
different story: a story where the student, rather than
opportunities that allow such learning to occur? Of
the teacher, is the hero of the narrative, where he or
course, literacy and numeracy are the bedrock upon
she is at the centre of the action, actively engaged and
which all other learning is built and we must ensure
participating in the thinking and learning opportunities
that they are prioritised, but beyond these essentials
provided?
in what else should we invest our time?
The enactment of such a narrative requires teachers
More than ever, educational researchers are
to invest time learning about and reflecting on
suggesting that what contemporary students need
contemporary research, collaboratively reimagining,
most is the capacity to think – creatively, critically,
and thinking about a ‘new’ story of learning and how
ethically and collaboratively. We need to build a
this will unfold in each classroom. Teachers will need
culture in which student thinking is, as Richhart
to come together to create and develop curriculum
suggests, “valued, visible and actively promoted” in
around thinking, inquiry and student engagement:
all classes. Furthermore, if we want to build these
a curriculum that is more relevant to the lives our
cultures of thinking in our classrooms, our teachers
and leaders need to develop the knowledge, skills and
“Project Zero was about challenging teachers
understandings that will allow them to nurture these
to be comfortable being uncomfortable – to be
environments.
pedagogically creative and to have the courage to
move beyond the features of traditional education,”
At St Leonard’s College we are committed to building
said English Teacher Catriona Woodford, “I really
structures that allow teachers to observe each other
enjoyed Ron Ritchhart’s plenary in which he suggested
on a regular basis and provide the opportunity for all
that changing education is not about constant policy
teachers to receive constructive feedback on how
and curriculum shifts, but about changing the culture
they are nurturing the learning of their students. Time
of the classroom – about moving away from our
has been reconfigured to allow teachers to collaborate
obsession with content and assessment, and instead
more frequently. Expectations have been established
considering if we are creating cultures of thinking
around teachers adopting innovative approaches
amongst our students.”
and practices, and sharing their experiences
with colleagues. Targeted professional learning
opportunities have been made available for teachers
and leaders so that they can learn more about
effective pedagogies and constructive observation
and feedback. Video camera infrastructure is now in
place that will enable teachers to record themselves
and their students in action. This will allow more
teachers to have the opportunity to critically examine
their practices.
Several of our teachers have also been involved in
“Educational researchers
are suggesting that what
contemporary students
need most is the capacity
to think – creatively,
critically, ethically and
collaboratively.”
the Harvard Graduate School of Education’s Project
Zero program. Project Zero was founded by the
For Junior School Teacher Daniel Dunlevie, “the
philosopher Nelson Goodman in 1967 to study and
conference reaffirmed my beliefs that there needs
improve education in the arts. Goodman believed
to be a greater focus given to students’ critical
that arts learning should be studied as a serious
and creative thinking skills. It has always been
cognitive activity, but that ‘zero’ had yet been firmly
an important focus but today’s students face a
established about the field. In addition to research,
very different workforce where collaboration,
Project Zero runs workshops and conferences in cities
communication and thinking skills are essential.”
all around the world. In March this year, 24 teachers
from St Leonard’s College attended the Melbourne
When teachers and leaders engage in action learning
conference. This was an opportunity to learn
that investigates the efficacy of their own practices,
collaboratively with teachers from other schools, and
then the quality of leading, teaching and learning will
consider practices that enrich teaching and learning
improve and students will have every opportunity to
opportunities for students.
leave St Leonard’s College well prepared and confident
to take on the challenges of the world.
Deborah Trengove, Director of Pastoral Care
In Greek mythology,
Mentor was the faithful
companion of Odysseus,
King of Ithaca.
they provide ongoing guidance, instruction and
encouragement, aimed at helping young people
develop their character, achieve their goals and
become involved members of the College community.
It has long been recognised that a key protective
factor for young people is a relationship with a
Legend has it that when Odysseus set off for the
trusted adult, often a teacher. This can also enhance
Trojan wars, Mentor was given responsibility to ensure
the sense of belonging to their school community,
that Odysseus’ son Telemachus was raised to be a fit
another important protective factor for wellbeing. The
person to succeed his father. Mentor’s role was to be
mentor program at St Leonard’s College is founded on
parent figure, teacher, advisor, role model, supporter,
a commitment to provide a range of opportunities for
challenger and encourager. These elements are also
these connections to develop. Relationships are at the
found in the role of mentors at St Leonard’s College.
centre of our model of pastoral care and the mentor’s
role is pivotal in this context, focusing on each
At St Leonard’s each student is part of a home room,
individual student according to their interests, abilities
led by a teacher known as the mentor. Mentors
and potential for personal growth.
develop a relationship with their students in which
Mentors meet with their students either daily or
several times each week, depending on the age
group. They take an holistic view of their students and
come to know them across all domains of school life.
Mentors track academic progress, know a student’s
strengths and weaknesses, and meet regularly with
individual students to discuss progress and challenges.
Older students develop personal academic goals each
semester and reflect on these with their mentors at
regular intervals during the year, using this opportunity
to develop personal action plans for achieving their
own potential and ambitions.
Mentors also proactively assist students to develop
people. Effective pastoral mentoring recognises the
the skills they need to achieve their goals and further
developmental challenges and social pressures of
their potential. This may include study skills or
different ages and stages. In collaboration with other
organisational habits, connecting students to other
pastoral staff, mentors deliver a personal development
supports at the College, or helping the student identify
program, which plays an important part in developing
solutions for challenges. Essential to this approach is
the social-emotional skills and values our young
that mentors seek to empower young people through
people need today. This covers a broad range of
fostering positive goals that are owned by the student,
content across the College, and includes such areas
and are therefore meaningful to their lives and dreams.
as cyber education, anti-bullying and growth mindset
challenges.
The mentoring program is based on our whole child
philosophy of pastoral care. As well as monitoring
Mentors are the first point of contact for parents and
a student’s academic progress, mentors keep an
an important connecting element in the vital home-
overview on cocurricular participation and social
school partnership. Each term, mentors have three
and emotional development. Cocurricular activities
enhance young people’s sense of belonging and
growth in self-esteem, and bring a potential for
peer mentoring and role models. Encouraging and
fostering opportunities for joining in is an important
role of the mentor, as well as helping senior students
plan to manage more complex time demands and
responsibilities.
The holistic relationship and guidance offered by
mentors is also evident in their understanding of
the social and emotional development of young
“Mentors track academic
progress, know a
student’s strengths and
weaknesses, and meet
regularly with individual
students to discuss
progress and challenges.”
points of contact with each family in their mentor
group, by telephone, email or face-to-face. These
connections enable parents to share any concerns,
hear about successes and discuss strategies on which
home and school can collaborate for the benefit of the
student. Mentors give valuable feedback and advise,
reassure and support families throughout their child’s
educational journey.
Mentors play a particularly important role in times
of transition, whether that be at the start of school
in prep, beginning secondary school in year 7 or
moving into the Senior School at year 10. During
transition periods students are more vulnerable as
they experience new challenges such as making new
friends, learning new routines and managing more
complex academic demands. Mentors at each of these
ages are key players in monitoring the progress of
their charges and ensuring extra support is offered to
those who are struggling. Mentors are well-versed in
the additional challenges at these key transition times
and are expert in working together with families to
ensure a positive movement into the next stage of
schooling.
Mentors bring many skills to their role: encouraging,
advising, organising, teaching and listening. This is
based on an interest in each individual child and
a commitment to knowing that child in a genuine,
holistic manner. Mentors are also members of teams
at each level of the College, which enables them to
identify and understand issues relevant to a given
cohort and share strategies with other mentors. They
are supported by experienced pastoral staff across the
College including team leaders, Heads of Year, Heads
of House, Heads and Deputy Heads of School and the
counselling team. 14 | St Leonard’s College
Steven Spielberg gives us the essence of the purpose
of mentoring: “The delicate balance of mentoring
someone is not creating them in your own image, but
giving them the opportunity to create themselves.” It is
the best version of themselves that our young people
are encouraged to create, supported by mentors in
partnership with parents.
Specialist Teachers for
Specialist Learners
Annie McGuire, Head of Middle School
As I stroll through the
Middle School building, it
is amazing to consider the
changes our year 5 and 6
program has undergone
over the past six years.
Not so long ago the entire year 5 and 6 cohort was in
the main Middle School building, along with years 7 to
9. It is hard to imagine!
In 2011 the Year 5/6 Centre was added to the
St Leonard’s landscape, providing a more flexible
space and true home for this particular age and stage.
Students and staff in this area have thrived in the new
available to them instantly and at any time online.
The life of an 11 year-old now is very different to that
of their parents and teachers at the same age, and
accordingly the old ways of teaching are unable to
meet modern year 5 and 6 students’ potential abilities
and understandings. We quickly recognised the need
for a change in both the structure of this age and
stage and the model of teaching.
“The old ways of
teaching are unable
to meet modern year
5 and 6 students’
potential abilities and
understandings.”
building, enjoying the break out spaces and flexible
classrooms, led by our Head of Years 5 and 6, Anna
Principal Stuart Davis began exploring the idea of
Adams. Her understanding and knowledge of students
introducing specialist teachers across all of years 5 and
at this age, and her openness to new ideas enabled
6. Why couldn’t we have mathematicians at the front
this large shift to be a great success. of year 5 and 6 Maths classes? Our students love to
be challenged in Maths, Science, Literature, History
The winds of change began to swirl again in early
and Geography; why wouldn’t we encourage a greater
2015 as we entered our third year of iPads for every
depth of understanding by providing an expert to lead
student in Middle School and developed an increasing
the learning?
understanding that students in years 5 and 6 learn
differently. Children at this age have a real thirst
Anna Adams embraced this opportunity and quickly
for knowledge, driven by the wealth of information
began to discuss and debate this with her team of
teachers, while other stakeholders within the College
This planning is based on informed contemporary
were also given the opportunity to discuss the
understandings, such as the implementation of
organisation of this sort of model and the impact it
visible thinking routines covered as a part of the
would have on the teaching in this area and the rest of
Project Zero program from Harvard University. One
the Middle School curriculum.
goal is to ensure our children are critical thinkers
and problem solvers, rather than rote learners
As planning continued, the search for specialist staff
with little understanding of the learning process.
commenced. We knew what we were looking for:
In pursuit of this, two new subjects added to our
teachers to lead change in each learning area across
year 5 and 6 curriculum are Critical Thinking and
years 5 and 6, as well as teachers who had an absolute
Head, Heart and Soul. Mark Hodges designed and
passion for their subject areas and a love of this
teaches Critical Thinking within years 5 and 6.
particular age and stage. The search was conducted
“In a world of rapid technological change, critical
both internally and externally, and the calibre of
thinking is crucial for the future career prospects of
applicants was simply amazing. today’s children,” he said. The course encourages
the development of intellectual independence and
Five key appointments who have had significant
equips our students with the ability to reason with
positive impact on the initial successes of the model
precision. Our Head, Heart and Soul course explores
are Anna Adams as Head of Humanities, Siti Kim as
the ideas of ethical understandings as well as personal
Head of Primary Science, Christina Klopfer as Head of
and social capabilities. Both courses challenge our
Primary English, Daniel Mackay as Learning Support
children’s thinking and require them to evaluate other
and English Teacher, and Merrilee Jongsma as Head of
perspectives.
Primary Mathematics. These leaders meet with their
curriculum teams and Heads of Learning to coordinate
Under the previous year 5 and 6 model, students
the scope and sequence of teaching and learning. spent the majority of their learning time in the same
classroom with the same teacher. Now our year 5/6
students move around the College for specialist
classes; they learn Science from a specialist Science
Teacher in a science lab, and Maths from a specialist
Maths Teacher in a maths room. Liam Murphy (year 6)
comments, “The enjoyable things of the new system
are not having one teacher all day and even moving
classes makes it more engaging.” As well as easing the
transition into secondary school, this allows for the
delivery of a deeper curriculum, providing access to
specialist educators and equipment and challenging
students to actively engage with their learning in
a way that better meets the educational needs of
today’s year 5 and 6 students. Sara Milenkovic (year 6)
was in year 5 at St Leonard’s last year and was asked
her perspective of the new model. “I think the new
model is great; we have new teachers for each subject
and because that teacher is amazing in that field it is
much easier if you have really specific questions,” she
said. Her thoughts reflect the overall response from
our students, which has been positive and upbeat.
“We have new teachers
for each subject and
because that teacher is
amazing in that field it is
much easier if you have
really specific questions.”
provide greater pastoral care, delivered by mentors.
Mentoring in years 5 and 6 is organised by Houses,
with one year 5 and one year 6 mentor per House.
This has allowed for a real sense of community to
develop, with one mentor describing their House as
their own “little family”. During mentor time year 5 and
6 students work side-by-side, breaking down barriers
between the year levels and allowing new friendships
to be established outside of regular class groupings.
As each mentor works with a small group of students,
In addition to curriculum changes, the organisational
strong relationships have formed between mentors
structure of years 5 and 6 has been reimagined to
and children. Newman House mentor Daniel Mackay
commented that “the students know where my office
is and often come in during recess and lunch or at
other times throughout the day to have a chat or ask
questions.” This feeling of connection and belonging
is a significant part of the new model in years 5 and 6,
and essential to the wellbeing and success of students
at this age.
The joy our teachers experience with this wonderful
age and stage of Middle School is evident as you walk
into the Year 5/6 Centre. Conversations about the
next lesson, homework or what students are having
for lunch fill the corridors and the energy is incredibly
positive. A spark has been lit within this section of our
Middle School and we look forward to the learning
and growing we will see over this first year and into
the future.
Equation for Success
Linda Shardlow, Head of Learning - Mathematics
What if all students were
engaged in their learning
and realised their own
power to improve this
learning?
This question guides my current practice as a
classroom teacher and leader of mathematics learning
at St Leonard’s College. I want to see active and
engaged learners, rather than complacent students
who are simply passive consumers as the process of
schooling is ‘done’ to them.
I believe that the opposite of success is not failure,
but inaction and disengagement. Students need to be
able to look openly at the world and have the skills to
create a continually evolving and improving society.
These skills are often referred to as ‘21st Century
skills’. If we want our students to become adults with
a sense of agency – that is having the understanding,
knowledge and skills to positively interact with the
world and enact change – then we need to model and
develop 21st Century skills in schools.
When fully engaged with their learning, students
concentrate, focus on achieving goals, are flexible
in their work and cope with failure. A Canadian
Education Association report on student engagement
found that “students do not want learning made easy,
they want it to mean something. They want to feel
something, to be moved by what they learn; they
want to connect deeply with things that matter to the
world and matter to them; and they want the chance
to make a difference. Years of research have proven
that schools can have a powerful impact on student
engagement.”
The challenge for schools is how to help students
engage more meaningfully with their learning. For
every individual student to progress in their learning,
they each need to answer the three questions
education consultant Dylan Wiliam puts forward:
1. Where am I trying to go in my learning?
2. Where am I now?
3. How can I get there?
Successful learners need to be able to articulate their
goals for learning, evaluate their current learning,
and know how to strategically improve this learning.
Teachers should be able to help each student develop
these abilities, whilst simultaneously evaluating their
own efforts and continually working on improving this
capacity.
All assessment should be about diagnosing, evaluating
and improving learning. Formative assessments are
regular, informal tasks used to assist teachers and
students to gauge their level of understanding and
guide future learning activities. These could include
writing short lesson summaries or completing quick
activities that give our students opportunities to learn
quizzes. These formative assessments allow teachers
through playing with situations and posing and solving
to learn where to go next in their teaching by paying
problems. Mathematical thinking is better developed
attention to how well their students are learning. This
this way, rather than by merely showing prepared
should be done continually and in every class; waiting
examples and expecting students to regurgitate the
until the end-of-topic test to check for understanding
methods shown.
is too late.
Many students find mathematics challenging. The
One of the most effective strategies we have been
capacity to be motivated to keep trying comes
using in our mathematics classes is the use of mini
from developing dispositions of persistence, open-
whiteboards. Students use small erasable boards to do
mindedness, perspective and forgiveness. Every one
quick quizzes and hold up their responses, providing
of us has the capacity to become more resilient in
the teacher with instant feedback on their class’ level
the face of challenge and change our response to
of understanding. We also use exit passes and entry
making mistakes. As teachers, we encourage students
cards, which ask students to answer one question
to take academic risks, try new things and have a go.
about the lesson’s intent upon entering or leaving
To develop this academic resilience students must
the classroom. This allows the teacher to gauge the
become reflective learners who are able to monitor
learning gained or identify any misunderstandings.
and review their own learning. As teachers we
encourage our students to understand the importance
To receive accurate and authentic information about
of making and learning from mistakes, and focusing on
their learning, students need the space to play with
learning goals rather than simply on final grades. We
ideas, be creative and discover multiple pathways to a
encourage our students to work collaboratively and
solution. The only way to develop this approach is to
emphasise the importance of ‘having a go’, even if you
learn from mistakes and have the capacity to try again.
are not sure you are correct.
Learning is about not expecting to get everything
right the first time; authentic and deep learning
If we can help students become engaged in their
takes time. As Irish writer Samuel Beckett said, “Ever
learning and know that they have the agency to do so
failed. No matter. Try again. Fail again. Fail better.” We
then they will certainly have the capacity to create an
are purposefully increasing the number of learning
informed and better future.
Learning to Pay Attention
Through Mindfulness
Felicity Hutton, Deputy Head of Junior School, Mindfulness Leader
Jane Lukaitis, Junior School Teacher, Mindfulness Leader
Learning how to pay
attention and maintain
focus are vital skills
for students living and
learning in the modern
world.
St Leonard’s College is committed to the integration of
mindfulness practices and principles in the classroom,
and as a result a Mindfulness Leadership Team has
been appointed in 2016. These leaders are dedicated
to implementing mindfulness practices throughout
all areas of the College. One of the Mindfulness
Leaders in the Junior School, Jane Lukaitis, has been
incorporating both formal and informal mindfulness
practices with year 2 classes. At the beginning of
each day students participate in a range of informal
Year 2 students from McMillan House have been
practices which help to develop increased focus by
training their minds to pay greater attention to the
being fully present in a particular activity. This could
present and increase their focus by participating in
include juggling, balancing, movement exercises,
mindfulness practices.
yoga poses, memory games, observation of objects
and brain gym. Importantly, when students notice
Mindfulness coach Dr Amy Saltzman says mindfulness
their mind wandering, they simply acknowledge the
is “paying attention to your life, here and now, with
thoughts for what they are – just thoughts – without
kindness and curiosity. One of the primary ironies
judgement. Students can then return their attention to
of modern education is that we ask students to ‘pay
the task at hand.
attention’ dozens of times a day, yet we never teach
them how. The practice of mindfulness teaches
“Mindfulness means consciously bringing awareness
students how to pay attention, and this way of
to your here-and-now experience with openness,
paying attention enhances both academic and social‐
interest and receptiveness.” – Russ Harris, The
emotional learning”.
Mindfulness Trap
Mindfulness teaches us how to use the mind
Regular informal mindfulness practices have benefited
consciously, to develop awareness of our thoughts and
students through greater attention and increased
observe them without judgement. The more we focus
focus. In addition, year 2 students have completed a
on the present and immerse ourselves in the moment
formal mindfulness program influenced by range of
the more we improve our attention.
resources including Peaceful Kids, Sitting Still Like a
Frog and Smiling Minds. This weekly program aims
to lessen anxiety and stress and increase resilience in
children.
• Make positive choices that affect both themselves
and others
• Reinforce self-confidence by developing a growth
mindset of “I can do this!”
The mindfulness program offers a safe and relaxed
• Become kinder to themselves and other people
environment where students can share their personal
• Cultivate the whole person – both their physical
feelings and experiences, and provides them with
and mental wellbeing
the opportunity to develop skills and strategies to
deal with stressful and emotional times. Each session
The combination of both formal and informal
focuses on a specific concept and includes an opening
mindfulness practices has allowed students to
meditation, discussion time, hands-on activities and
assimilate these practices in their everyday lives.
exercises that help to deepen their understanding,
Students have commented on the benefits:
before concluding with a longer meditation. These
sessions cover a variety of learning techniques that
“Mindfulness is good for the mind because it calms
students can effortlessly integrate into their daily life.
you down and takes your mind off what you are
thinking.” – Isabelle
The mindfulness program helps students to:
“Mindfulness helps when you feel angry, sad or
• Build stamina in focusing and attending to the here
worried. It helps when you go to sleep.” – Cole
and now
• Learn how to recognise and dismiss both external
and internal distractions
• Become more aware of their own emotions and
self-regulate to change the situation
• Develop resilience and flexibility in coping with
unfamiliar and changing situations
Mindfulness requires ongoing practice and time to
cultivate. The benefits of regular mindfulness practice
are plentiful, and importantly help students to develop
increased self-awareness and focus, understand and
regulate their emotions, bring full attention to their
tasks and develop greater resilience.
Supporting a Global Citizen
In 2016 St Leonard’s
College is pleased to offer
its first Global Citizen
Scholarship, established
to provide support for
students who have recently
immigrated to Melbourne
with their families.
Our first recipient is year 9 student Michael Abdalla.
Michael and his family recently moved to Melbourne
from Sudan, and before joining St Leonard’s he studied
at Noble Park English Language Centre, a school with
which the College has a close relationship.
“My first term at St Leonard’s was a great term that I
won’t forget,” said Michael, “Firstly, I got to get used
to the school and secondly, which was so important
to me, I made a lot of friends. I think the second point
won’t stop until I finish year 12.” Michael’s favourite
subject is Science and he says the best thing about
being a student at St Leonard’s College is the quality
of education he receives and the freedom to get
involved in many different activities.
Our first Global Citizen Scholarship has been
sponsored by Chair of College Council, Nicki Amiel
and her husband Mike. “As a family, we are proud
to be sponsoring a Global Citizen Scholarship
because we think it is good to reach out to others
“I feel really proud
of myself and this
scholarship has made
me look forward to my
future in many ways.”
where possible,” they said, “We are grateful for the
outstanding experience that our three children have
had at St Leonard’s. We are delighted that we can
give Michael similar opportunities - he is a wonderful
young man and we are sure that he will also enjoy and
benefit from his time at St Leonard’s.”
For Michael, the scholarship has given great hope
for the future. “I feel really proud of myself and this
Michael Abdalla with Mike and Nicki Amiel
scholarship has made me look forward to my future
in many ways. It has helped my family by making
them very proud within our Sudanese community in
Australia, and they know that I will be working hard.”
“My plan is to be a dentist, which I think I can do if I
work harder and harder.”
Nicki and Mike point to the increasing cultural
diversity of Australia, and the benefits this brings for
us all, as important reasons for supporting scholarships
“We are grateful for the
outstanding experience
that our three children
have had at St Leonard’s.
We are delighted that
we can give Michael
similar opportunities.”
like this. “We believe that it is important to help
people who are new to Australia so that they can
The St Leonard’s College Foundation is committed
make the most of their lives here. If many members
to ensuring the future prosperity of the College and
of the community can help in some way, whether it is
providing scholarship opportunities for students
through a small or large donation, it will continue to
like Michael. All members of the College community
add a positive dimension to St Leonard’s and make an
are invited to support the Foundation’s work by
enormous difference to some students’ lives.”
contributing to the Annual Giving campaign, making
donations at any time during the year, or considering
“It would be wonderful if we could have several
leaving a bequest to the College. For more information
similar scholarships supported by the St Leonard’s
on how you can support the St Leonard’s College
community. It would also be worthwhile to show
Foundation please visit stleonards.vic.edu.au or
our current students that as a community we value
contact the Foundation at
supporting others, and that it is achievable.”
[email protected] or 9909 9457.
Liz Bawden, Director of the Early Learning Centre
What does it mean to be
a successful learner in the
21st Century?
This is a question educators and parents in the ELC
recently explored together. At a parent evening at the
beginning of the year we talked about what we hope
for collectively. Educators talked about what they
value in their practice and parents took a moment
to think about what they hoped for their children as
they grow into adults. The list of values was shared by
both parents and educators, and included confidence,
creativity, independence, persistence, a caring nature,
curiosity and happiness.
Together parents and educators foster these
dispositions and others that are identified as positive
temperaments for learning in the Early Years Learning
Framework for Australia. They are also reflected in the
International Baccalaureate Primary Years Programme
learner attributes, one of which is confidence. The
International Baccalaureate aims to develop students
who “feel confident in their ability as learners, having
the courage to take risks, apply what they have
learned and make appropriate decisions.”
Strongly influenced by what we have learnt from the
educational project in Reggio Emilia, educators in the
ELC have a strong image of children, seeing them as
capable and knowledgeable with much to offer. A
competent and confident child is one who has adults
around them who view them as such.
Fostering a strong sense of belonging also helps
to instill confidence. The children in the ELC
stay together for two years, supporting positive
relationships with adults and peers. The ELC is
welcoming and our beautiful environment creates a
sense of wonder and curiosity.
“Experiencing belonging – knowing where and with
whom you belong – is integral to human existence.
Children belong first to a family, a cultural group, a
neighbourhood and a wider community. Belonging
acknowledges children’s interdependence with others
and the basis of relationships in defining identities.
In early childhood, and throughout life, relationships
are crucial to a sense of belonging.” – The Early Years
Learning Framework for Australia.
When adults listen to children, children are allowed
to confidently put forward their own theories and
understandings of the world. We value listening
to children and giving them time to play, express
themselves and explore their environment. A culture
of respect and listening is established early in ELC3 as
we introduce children to morning meetings and what
is expected of all members of the ELC community.
Educators also document their observations of
children at play as they interact with others and
the environment, making sense of their world. The
children see us documenting their thinking and gain
the understanding that their ideas are important and
valued. Confident learners ask questions, are open
to different points of view and will take risks in their
learning. As the children listen to each other they
co-construct theories and knowledge through the
relationships that they build with others.
“Imagine a beautiful happy world with lots of lights
so we can see when it’s dark.” – Aiden “Water gives us hope for our world.” – Alice
“Imagine a beautiful happy world where there is lots
and lots of food to eat.” – James
“The earth helps us breathe when we are playing
outside with our friends.” – Zoe
“If there wasn’t any earth there would be no plants,
A recent ELC project called ‘What a Wonderful
people and ground – anything. The earth gives us
World’ began with a provocation from early childhood
friends.” – Louis
directors Debbie LeeKeenan and John Nimmo: “In
“Imagine a world with rainbows and love and clear
Reggio the process of learning involves making
bridges so we can see the fish.” – Tania
connections and relationships between feelings, ideas,
“Happiness means having fun with all your friends
words and actions.”
and Mummy and Daddy.” – Felix
“My whole family, I love you my whole family. You
The ELC staff began to explore this quote as an
make me happy in my heart.” – Arabella
inspiration for a community project that we hoped
“My friends at the ELC, make me happy. They
would offer the children an opportunity to reflect on
say I love you and I tell them I love them too.
their learning and strengthen their sense of belonging
They play with me every day.” – Sienna
and connection to the ELC as a whole.
For weeks each class took on different research
into happiness, imagination, gratitude and kindness.
The children put forward their own theories as they
created messages to the world, which they visually
represented using paint and pen on calico flags.
The children expressed their ideas demonstrating
their own interpretation and understanding of their
wonderful world. In collaboration with all children
in the ELC, they created messages to the world
about what matters to them as they explored the
importance of relationships with friends, family and
the environment. This was explored over many weeks
and the insightful theories and comments from the
three and four year old children were amazing.
To share the children’s learning and messages for the
world, a night with the whole ELC community was
held. All families joined to celebrate our community
of learners. The children’s flags were sewn together
as a collaborative piece and hung from the tree in the
McMillan House atrium for all to see. The messages
demonstrated the children’s joy in their relationships
with others and the environment. The flags are now
hanging in the ELC playground and as they blow in the
breeze the children can see their own painted images
sending messages to their wonderful world.
“A child’s world should be
the world of the possible.”
– Loris Malaguzzi
Introducing Our 2016
College Captains
Our 2016 College Captains
are Isobel Galloway and
Hamish McGowan.
Tell us a little about your time at St Leonard’s.
Isobel: I began at St Leonard’s in the middle of year 1.
I have enjoyed so many aspects of what St Leonard’s
College has to offer in that time. Some of these
include Big Experience, being involved in musicals
and competing at the Mt Gambier Generations in Jazz
Competition. Being a part of the Hillary Challenge
Team that competed in New Zealand last year is also
something I will remember for the rest of my life.
Hamish: I started at St Leonard’s in year 10. My most
memorable moments have been my experiences with
the Outdoor Education program. Visiting Nepal and
representing Australia in the Hillary Challenge Final
in New Zealand in 2015 were two of the awesome
opportunities that I have had.
What’s your favourite part of life at the College?
I: Because of St Leonard’s I have been able to see so
many places and do so many things I couldn’t have
dreamed of when I walked in the door on my first day
here. It’s also my day-to-day experiences that make
my time at St Leonard’s so amazing. Whether it be
getting up for swimming in the morning, sitting in class
or singing in choir, I enjoy every moment because of
the people around me: friends, teachers and mentors.
H: My favourite part of life at the College is the
extensive array of opportunities, whether it be
sporting teams, musical groups, academic help or just
a friendly check in with your mentor. These aspects of
College life create not just a school community, but an
extensive, supportive network that gets the best out
of students.
What makes St Leonard’s College special?
I: St Leonard’s College is special because anyone can
pursue whatever they want and be respected for it.
No pursuit is too small or large, obscure or typical
or boring. Because of this, St Leonard’s is a place of
interesting and diverse people, all bringing something
to the community.
H: The willingness to go that extra step to cater for an
individual student’s needs creates relationships within
the College that are respectful and always positive.
This is then reflected onto the cohort, creating a very
special student body.
What does good leadership mean to you?
I: Good leadership starts with the ability to
communicate. I think it’s a fundamental skill to be
able to listen to anyone and ensure everyone is
informed and understands what is going on. Effective
leadership also means being able to make a hard
“Aspects of College life
create not just a school
community, but an
extensive, supportive
network that gets the
best out of students.”
decision and be accountable for it, making sure that
working on: to find which opportunities are best going
you’ve communicated to everyone why it was made
to benefit the community in a meaningful way.
and not passing the blame to others. I think it’s also
important to be respected, but respect earned for the
H: By far the best part of being College Captain is
commitment and enthusiasm you bring to the role and
the new relationships that you are able to establish.
not because you expect it. A leader should lead every
I am now engaging with more students and staff
day, being a role model and a friendly face in every
members then I have previously. The new staff day
situation. In doing this a leader can also motivate
at the start of this year is a great example of this. Not
others to motivate themselves, something which is
only was I able to work with the younger students in
valuable to the individual and the whole community.
leadership positions, but also introduce these new
staff members into the school community. The hardest
H: Leadership to me is about being a positive role
part as College Captain personally is having a position
model. A leader should aim to undertake any task
of relative power and influence, but feeling that your
presented to them with a positive attitude and try
involvement is not enough. Reflecting on what other
to complete the task to the best of their ability.
Captains have done in the past leaves me feeling as if I
Furthermore, they need to be able to relate and
am not reaching my full leadership potential. It is very
share their experiences with others, especially
hard to gauge how the broader College community
people younger than them. When I was younger and
views you and your influence.
participating in national level sport, the older kids
around me inspired and influenced me. Their focus
In your role as College Captain do you have any
and dedication to not only their chosen sport, but also
particular goals or plans for 2016?
their studies showed me that there is always a balance
I: Our plans are mainly based around what we are
in this respect. If they were able to achieve excellent
working on in the Student Council and I find it
results in year 12 and also be involved with activities
important that we plan and make decisions within
they enjoy, then so can I. This balance and rounded
the whole group, not just the Captains. We want to
outlook is important in a leader.
continue to develop the positive and unique attitudes
of the College community and allow each student to
What are the best and hardest parts of being Captain?
shine in whatever they decide to do.
I: Being College Captain has meant I have been
able to connect with so many new people and work
H: My goal for 2016 is to continue my involvement
collaboratively with them. It is great having the ability
in cocurriculum and maintain my results to show
to represent the student body and wider community,
that balance is attainable, even in your final years of
helping make their ideas a reality, however I’ve had
schooling. If I could do this I will hopefully inspire
to learn that sometimes you can’t please everyone.
people in the same way I was inspired by my role
Something that is both the best and hardest part
models. As the 2016 Student Council we aim to bring
about being College Captain is that I have the
together more of the school community. This is quite
potential to instigate great change but it is how to
a broad goal, but organising events across year level
make the most meaningful and valuable change that is
councils has been one way of trying to do this.
difficult. It is a challenge we, as a Student Council, are
Educational Leadership
Pat Kenny, Head of Junior School
Earlier this year, I was
honoured to be elected as
the Victorian President of
the Independent Primary
School Heads of Australia
(IPSHA).
The role of President is to promote and sustain the
IPSHA is an incorporated body of heads of
As President, I look forward to being the active voice
independent primary schools throughout Australia.
of independent primary education in Victoria and
It provides professional support for its members and
Australia by supporting IPSHA’s goals of:
goals and objectives of the Association and to build a
culture of collegiality that is inclusive of all members,
and that allows them to contribute and develop their
own leadership skills within the Association. The
President is State Representative on the Federal Board
and is a co-opted member of the Board of the Centre
for Strategic Education and the primary panel of the
Victorian Curriculum and Assessment Authority.
their teachers through ongoing learning opportunities
and collegiality.
• embracing and nurturing the diversity of
educational philosophy among member schools
On the national political stage, IPSHA has a voice of
influence as a member of peak educational bodies
• promoting independent primary education through
quality engagement
including Australian Primary Principals Association
and Principals Australia Institute. The Association
also fosters close links with independent school
associations in New Zealand, the United Kingdom,
the United States of America and International
Confederation of Principals. IPSHA aspires to
empower independent primary school leaders to
achieve excellence in the broad education of children.
Sensational Sport
Teagan Boughton, Head of Sport
Mark Slykhuis, Head of Community Sport
ACS Swimming
The St Leonard’s ACS Swimming team put our Carnival
season on the map, winning the Boys Aggregate and
Overall Aggregate trophies. There were three records
broken on the day: Beau Kulik in the year 8 50m
breaststroke (35.41), Hamish Harrison in the year 12
50m breaststroke (31.12), and the year 12 boys 200m
freestyle relay, broken by Hamish Harrison, Hamish
McGowan, Costas Papadopoulos and Tim Davis in
1.48.56.
ACS Summer Sport
Term 1 brought five Senior ACS Premierships in 1st
boys basketball, 2nd boys softball, 1st and 2nd mixed
touch rugby and 1st boys cricket. After five rounds
of Middle School ACS sport the year 8 cricket, year
8 girls and boys softball and year 9 girls volleyball B
teams are sitting on top of the ladder. The Middle
School summer season will continue in term 4 and we
look forward to seeing more impressive performances
from our year 7 to 9 athletes.
Sailing
St Leonard’s College has once again displayed its
dominance in the first two major sailing competitions
of the year. At the annual Girl Sail event Caroline
Brown (year 12) and Zara Challis (year 9) placed first in
Division 1, and the combined efforts of all St Leonard’s
sailors saw the College come away with the overall
Best Performing Team trophy for the third consecutive
year. In the State Championships, St Leonard’s College
placed second overall in Division 1 and equal third in
Division 2. This performance qualified the team for the
National Finals in South Australia.
Equestrian
The Equestrian program has recommenced at
St Leonard’s College with an enthusiastic group of
students representing the College at competitions. At
the Victorian Equestrian Interschool Championships,
Lara McNally (year 6) placed in the top 10 for all of her
events, while Conor McNally (year 2) came home State
Champion for Primary Equestrian Games as well as
placing fourth in Handimount and sixth in Grand Prix
Showjumping.
Marvellous Music
Elizabeth Furman, Director of Music - Education
Peter Foley, Director of Music - Performance
Combined Schools Music Festival
St Leonard’s College has participated in the biennial
thousands of jazz enthusiasts. St Leonard’s College
was represented by four bands and three choirs.
Combined Schools Music Festival since the festival
commenced in 2004. This year the host school
All four of our bands and all three of our choirs placed
was Scotch College, Adelaide who were joined by
within the top half of their divisions, confirming the
students and staff from Radford College in Canberra,
strength of our music program and the talent of our
Kinross Wolaroi School in Orange, St John’s Anglican
students. Based on their individual performances,
College in Brisbane, Kristen School in Auckland and
Zoe Heffernan (year 11), Albie Sands (year 12), Darcy
St Leonard’s College. Over 180 students and staff
Neate (year 11), Rainer Curcio (year 12) and Max
came together to rehearse for three days as a member
Bruten (year 10) were selected to perform alongside
of the Festival Choir, Concert Band or Orchestra.
world-renowned musician James Morrison as part of
Some students also took up the opportunity to get
the invitation-only Superband. Only 18 competitors
involved with the extra offerings of the Stage Bands,
make the Superband and we are very proud to have
Barbershop Quartets and Rock Bands. The students
five students selected. This is an amazing achievement
worked tirelessly each day exploring a range of
that recognises them as being among the best school
challenging repertoire with the guest conductors.
musicians in Australia.
The final concert on Saturday evening gave each
group an opportunity to perform. A further highlight
of the evening included St Leonard’s College year 11
student Sylvie Evans performing Cinema Paradiso as
soloist on the soprano saxophone accompanied by the
Concert Band.
Generations in Jazz
Almost 120 St Leonard’s students travelled to
Mt Gambier to compete at the 2016 Generations in
Jazz competition. The competition brings together
stage bands and vocal ensembles from over 200
schools across the country to compete in front of
Community Day Fair
A hallmark of St Leonard’s
College is our vibrant and
caring community, which
is on display each year at
the Community Day Fair.
This year’s fair was held on Saturday 19 March, and
saw students, parents and friends of the College, along
with members of the local Bayside community, come
together for a day of fun and enjoyment. The vibrancy
of our College community was evident throughout the
day, as well as its generosity in supporting the fair, our
major annual fundraiser.
Funds raised this year will be directed towards the
creation of laboratories to support our Science,
robotics with simple materials to build working models
that address current challenges in the world.
It takes a mammoth effort on behalf of many
volunteers from our College community to organise
the Community Day Fair. The College extends
its particular thanks to our Community Day Fair
committee, a team of dedicated parents, for their
tireless work, energy and passion.
Technology Engineering and Maths (STEM)
Steph Thornborrow
Emma Masterman
programs. In these spaces, students will combine
Natalie Currie
Aimee Page
new technologies such as 3D printing, solar cells and
David Eedle
Jen Neate
Karen Lasky
Nicole Haydon
Katrina Clinton-Powell
Bronwyn Betro
Stuart Mitchell
Shirley Dare
Danielle Halak
Mary Ross
Betsy McLean
Jill Esplan
Kristen Smethurst
Our thanks also go to the many other parents,
students, and staff who volunteered their time.
“It takes a mammoth
effort on behalf of many
volunteers from our
College community
to organise the
Community Day Fair.”
From the Archives
Barry Pemberton, Archivist
In March 2016 the new
College museum opened
in Harefield, in what
was for many years the
Boarders’ Dining Room,
and what we understand
was the original Billiards
Room.
Having recently celebrated 100 years, it is important
to have this magnificent space where Old Collegians
and staff can proudly reflect on our unique history,
and where new students and visitors can learn about
traditions and events that have brought the College
to where it is now. No room seems more appropriate
than this, having been used by Harefield’s residents,
staff, and music students, and for reunions, guest
speakers and other gatherings.
The name of the building comes from Harefield,
Tasmania, where the original owner Arthur Groom was
born. The room’s ornate and partly glazed Baltic Pine
ceiling is one of the house’s finest features. Recently
restored to its original size, the room has also been
refurnished for meetings and other uses. It replaces
the first museum opened in 1995 in the long northsouth hallway.
The arched billiard cue alcove now has mannequins
and glass display areas for sets of vintage uniforms,
and the adjacent built-in cupboard has been enlarged
and remodelled to match. Along the room’s western
and northern walls are a series of handsome glass
display cabinets.
Getting the museum ready for March was a team
effort, and I am grateful to Jillian Wilson, Lydia Holmes
and Bron Davis for their enthusiastic help in arranging
the fixtures and displays, and to the Principal Stuart
Davis for his instigation and support of the whole
project.
The aim is to show different aspects of the College
through the ages, and so representative items have
been selected to illustrate the early years at
St Leonard’s Church and Were Street, the middle
years of St Leonard’s Presbyterian Girls’ College, and
the present coeducational College. In addition to the
uniforms this includes items from the three legendary
girls’ school principals Rebecca Cullen, Florence Munro
and Thelma Woolhouse, boarders, prefects, sport, all
seven Houses, musicals, plays, speech nights, student
work, coeducation, the school magazine, tableware
and other merchandise. Whether it is the grey oldstyle uniforms, the changes in the school badge, or
the chance to browse through the full set of bound
Leonardians, there is plenty to see. It is expected the
displays will evolve and change from time to time.
The Museum is open at all reunions, Community Day
Fair, other events and by appointment. Donations
The variety on display is largely due to generous
donations from Old Collegians and others over the
years. The base collection I started with many years
ago was skewed toward more recent material, so
or loans of items for the Museum are greatly
appreciated. We are particularly seeking memorabilia
from the Wolseley Grove, Were Street and Boarding
House eras.
the donations of uniforms, photographs and other
memorabilia have been invaluable. Nevertheless, there
If you have items you wish to donate or loan, please
are still gaps to fill and back-up duplicates needed, and
contact Bron Davis, Alumni Relations Manager:
we will be very grateful for any contributions.
[email protected] or 9909 9457.
2016 Reunions
Class of 1981 - 35 Year Reunion
and donated to the College. How it’s all changed; thank
When I told people I was attending my 35 year reunion, they
Pemberton (our Geography teacher) has been involved in
looked surprised – not many people attend school reunions,
let alone 35 years on! After the surprise came questions like
“Will you know or recognise anyone?” and “Aren’t you a bit
nervous?” Thanks to a school that organises these reunions
every five years and the evolution of social media, it’s not
that daunting at all.
Forty members of the class of 1981 came together 35 years
goodness! We also loved the archive collection which Barry
setting up.
Our year was the last of St Leonard’s being a girls’ school.
We certainly did have a lot of fun getting up to all sorts of
mischief, but always in good humour! I really loved
St Leonard’s and have so many fond memories. Most of my
close friends now are St Leonard’s girls of all ages.
Lauri Evans, née Bainbridge (OC1971)
after completing school. As we entered from South Road, we
weaved our way through a crowd of parents awaiting their
children’s return from camp. Immediately fond memories of
our time at Camp Ibis came flooding back, and this was just
the beginning of what was a night filled with reminiscing and
The class of 1966 gathered to celebrate their ‘golden
memories. The conversations flowed and laughter filled the
anniversary’ reunion, much to the disbelief of all those
room. As we were leaving we could hear people asking, “I
present. Some of the cohort had made the trip from distant
wonder where we will all be in another five years’ time?” and
places, and for some it was their first visit to St Leonard’s in
I look forward to finding out.
50 years! It was also lovely to have in our midst Miss Addis,
Jenny Vulcan (OC1981)
one of our former Sports teachers, whose astute memory of
our antics and personalities was both funny and illuminating.
It was great to catch up with old friends at the class of 1971
45 year reunion; after all these years we still recognised each
other, with screeches and laughter, just as school girls do!
We were welcomed at the stairs of Harefield House by year
12 students and given a tour. We were very impressed,
especially with the new canteen area where I had worked as
a student and a parent for a few years. It was great to see some of our old uniform, especially
those sports bloomers, which one of the girls brought along
After a tour of the College, we were inducted into the
Harefield Club. The musical performances at the induction
lifted our spirits and we were sure that Mrs Marchant would
have been smiling as well at the prowess of the talented
students and the wonderful music facilities.
Such was the air of relaxed conversation at the reunion,
that the years seemed to melt away and we were school
girls once more. It was particularly heartening that we
were no longer 6P and 6G students in separate classes, but
one cohesive group eagerly sharing our memories and our
journey of those school days from so long ago.
Jenny McPherson, née Palfery (OC1971)
To update your details and view all reunion photos, visit stleonardscollegians.org
Network Season 2016 | 37
Milestones
In Memoriam
legacy was formally acknowledged in
St Leonard’s College is saddened by the
2008 with a wing of the new Senior
passing of the following Old Collegians and
School building named in his honour.
extends its deepest sympathies to their
The College is extremely grateful for
family and friends:
Ron’s outstanding contribution and
Kerry Parker (OC1975)
extends its deepest and heartfelt
Marsha Bennett (OC1970) in October 2015
sympathies to his family and friends.
Geoff Reid (OC1937) in January 2016
Brenda Uphill (OC1960) in February 2016
Brian Drummond Newham
The College was saddened to hear
of the passing of Brian Drummond
Births
Newham on 29 April 2016. Brian was
Ron Munro
The St Leonard’s College community was
saddened by the passing of Ron Munro
in March 2016. A member of College
Council from 1961 until 1974, Ron was
a wonderful friend and supporter of the
Treasurer for the College Council from
1970 to 1973. His contribution during
this time was invaluable, particularly in
the acquisition of the Patterson River
property resulting in the establishment
of the Cornish Campus.
College. His tenure as Chair of College
Brian’s two daughters Janette (dec,
Council (1967-1974) brought great
OC1972) and Suzie (OC1975) attended
change to St Leonard’s, including his
the College, as did his grandchildren
crowning achievement of introducing
Leonie (OC1999), Michael (OC2002)
coeducation in 1972.
and Justin (OC2009).
Ron’s three daughters Susan (OC1963),
Mary (OC1967) and Anne (dec.
OC1971) all attended St Leonard’s
College, as did his grandchildren Paul
(OC1992), Timothy (OC1993), Amelia
(OC1994) and Lucinda (OC1997). His
The College is very grateful for Brian’s
notable contribution and extends its
condolences to his wife Sylvia as well as
all of his family and friends.
Cassandra Beatrix Overell
James Overell (OC1996) and his wife
Carmen welcomed their first child,
Cassandra Beatrix, on 3 February 2015.
Weddings
Laurie Coll and Andrea Fox (both OC2006) were married on 20 February 2016. The
Nick De Zilwa (OC1998 and current
bridal party included Sarah Sojka (OC2006), Jeremy Sojka (OC2006), Durham Brown
staff member) married Jessica Mahony
(OC2007) and Jono Main (OC2006).
on 2 April 2016.
Lachlan Andrew Costley
Milla Dianne MacSween and
Emma Louise Ulbrick
Philippa Costley, née Ulbrick (OC2002)
Charli Madelene MacSween
David Ulbrick (OC1998) and wife
and husband Andrew welcomed Lachlan
Belinda MacSween, née Price (OC1999)
Shelley welcomed their daughter Emma
Andrew on 27 October 2015.
and husband Kenny welcomed twin girls
Louise on 1 January 2016.
Milla Dianne and Charli Madelene on 20
November 2015.
St Leonard’s College
163 South Road, Brighton East VIC 3187
[email protected]
stleonards.vic.edu.au P (+61 3) 9909 9300
F (+61 3) 9592 3439
 /stleonards3187
 /stleonardscollege
 /stleonardscollege
ABN 52 006 106 556
CRICOS 00343K
Editor Shannon Lawton

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