December 2015 - Walford Anglican School for Girls

2015: Issue Two
The Walford Magazine
In the second half of the year, we have been delighted to
welcome two new members of Council, Margaret Taylor
and Jane Brooks (Kellett), whom we are sure will assist us
greatly in our tasks. Both Councilors have had close
connections with the school and their expertise will
supplement the skills already in Council.
14
13
8
Pamela Martin,
Chair of Council
5
10
23
The Technology Edition
Contents
Council News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
From the Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Digitising the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Robots Set the Path for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
IT & Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
iPads in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Wellbeing on Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Designing the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Determining the Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Addams Family Musical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Building Cultural Bridges Through Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Focus on the PTA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Junior School Christmas Celebration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Teacher Profile - Jennifer Simpson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Staff Profile - Amanda Murphy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Walford Ball. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Looking Back at Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Postcard from Overseas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Walford Women at Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
New Starts. Fond Memories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Annual Giving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Another year has come and gone and the
members of Council have continued to work
hard with our Principal, Rebecca Clarke, to
ensure that the education we offer to our
students is maintained at the highest standard
while also being refreshed and augmented.
In March, the Council embarked upon the process of
appointing an appropriately qualified and experienced
consultancy firm to work with the School in developing
a Master Plan to support the School’s ‘Towards 2020’
Strategic Plan.
When completed, the Master Plan will provide the
concept overview for building developments for the next
five to ten-year period, addressing various strategic
components including contemporary educational
design, building priorities, town planning processes and
financial considerations.
In total, nine architectural firms were invited to participate
in Stage 1 of the process and, after all preliminary
submissions had been carefully assessed and rated
against key criteria, a ‘short list’ of four progressed to
Stage 2 in May.
Stage 2 was an extensive exercise that required
considerable research, investigation and consultation over
several months, culminating in the submission of a
detailed proposal for the consideration of the Council in
August 2015.
I am very pleased to advise that on 26 August, from a very
close field, Walter Brooke and Associates was selected as
the outstanding candidate to partner with the School in
delivering to the Walford community a new Master Plan.
Editors
Prue Bowley, Libby Emery & Ana Gozalo
Telephone: 8373 4062 Email: [email protected]
Walford Anglican School for Girls
316 Unley Road Hyde Park SA 5061
Telephone: 8272 6555
walford.asn.au
CRICOS No: 00563J
Council News
Published by Walford Anglican School for Girls Inc
Approved for Print Post
531629/00009
Work on the Master Plan commenced in early September
and will continue into next year with a view to delivering
this very significant project towards the end of Term 1, 2016.
Margaret Taylor is passionate about girls’ education and
has spent 27 years working in three independent girls’
schools including Walford, where she was Head Of Junior
School for 14 years. She has a strong interest in curriculum,
and introduced the International Baccalaureate PYP to
Walford’s Junior School in 2003. Her recent experience
includes: acting as a consultant with the Association of
Independent Schools SA focusing on the support of
Principals and leadership teams with the implementation
of the Australian Curriculum. Her voluntary work (inter
alia) has included 10 years as Deputy Director of
Tournament of Minds SA and 6 years as secretary of the
Junior School Heads’ Association (IPSHA). We are
delighted that her love of, and commitment to, Walford
continues through her membership of Council.
Jane Brooks is our youngest member of Council and
started at Walford in Year 3 in 1991 with her twin sister,
Sally. Having completed Year 12 in 2000 when she was
secretary of Student Council, she progressed to study Law
and a Bachelor of Health Sciences at Adelaide University
graduating in 2006. During her time at University, she
served on the board of the Adelaide University Union,
which, besides representing students, ran commercial
operations including food and beverage outlets and the
bookshop. After University, she worked as a solicitor in
private practice for 8 years whilst continuing her
involvement with Walford as a member of the Old
Scholars’ Committee for 9 years, including 5 years as
President. In that time, she undertook further study in
communications and recently joined a specialist family
law firm as Senior Associate.
We look forward to their contribution in the future,
particularly as we implement our important Master Plan to
ensure that Walford continues to deliver a program
enabling every girl to be the best that she can.
This year, Rebecca Clarke completes her third year as
Principal. She has more than justified our confidence in her
original appointment in every way and her commitment
and dedication to her role has been exemplary. The position
of Principal in a school has become increasingly complex
and demanding. Rebecca has met every challenge
presented to her as Principal and continues to grow and
develop in the job.
In order to show our support of this exceptional young
woman, Council has offered her a further five-year
appointment as Principal of Walford, and I am delighted
to announce that Rebecca has accepted our offer.
We look forward to continuing to work together as a team
to ensure a bright and stable future for Walford.
Jewell - The Walford Magazine
page 1
From the Principal
Rebecca Clarke
Technology is only technology for those who were
born before the technology. For those born after it, it
is not the technology, it is the environment.
Simon Breakspear, CEO Learn Labs
Have you ever felt as though the world is getting faster?
The exponential rate at which technology is progressing
can leave us all feeling exhausted as we try to keep up.
Very few homes or workplaces are immune from the
impact of technological progress. And neither are schools.
Embracing digital technologies at Walford has never been
about keeping up with the latest technology. Even if this
were to be the objective, it would simply be impossible to
achieve. What has been important here at Walford however
is that we look to seamlessly integrate those technologies
which are considered, as the opening quote suggests, a part
of “the environment” and seek innovative ways to use them
to engage students in the learning process.
There is no doubt that school age children have embraced
digital technologies and are, to coin a well used phrase,
“digital natives”. The raft of research available shows that
87% of school aged children in the western world, from as
young as 12 will move comfortably between 2–3
technological devices a day, and in doing so will be
exposed to 12,000+ advertising and online content
messages. By age 21, young people, predominantly boys,
page 2
Jewell - The Walford Magazine
will have undertaken more than 10,000 hours of online
gaming. (Ransom, H 2015)
Students today share music more prolifically than in the past
where the cassette recorder was the only means of taping
favourite songs from the radio. Now, we have playlists and
can share large files between friends via air drop.
Whether we watch a movie online or attend the theatre,
whether we see a live band, or download their songs from
iTunes, the core of what we are appreciating remains the
same - artistic content created for our enjoyment. It is
simply our means of accessing it that has changed.
This is the approach we seek in the classroom at Walford.
Our use of digital technologies is not in place of creating
quality teaching and learning experiences, nor is our use
of these technologies designed to replace critical content
and understandings within subjects and trans-disciplines.
Embracing technology at Walford has been about
understanding what is essential in learning and engaging
students in the process so that we can enhance their
experience and improve outcomes.
There is irrefutable evidence to support that students
engage more readily in learning when technology is
incorporated and this in turn can have a positive effect on
academic outcomes. The practice of “flipping the
classroom” so that students read and view online content
before attending class where concepts are reinforced
through practical activities and discussions is one such
example of how digital technologies are embraced at
Walford. You will read about this in the pages that follow.
At an administrative level, we have welcomed efficiencies
created with the use of the online portal. Next year, our
teachers will use an online planning tool, which will aid
their curriculum delivery and promote further sharing of
practice, this being an important strategic objective of
ours. We are better placed to track the progress of
students and to intervene if the need arises thanks to the
online assessment tools now at our disposal.
The use of mobile devices amongst secondary school age
children and increasingly, children of primary age, is
ubiquitous. We expect that in the future this will only
grow. This is why schools today more than ever need to be
the haven where the safe and effective use of digital
technologies is promoted, and tempered with a focus on
what some would term “good old fashioned basics”.
Literacy, including digital literacy, and numeracy remains
an essential learning, as does helping students learn to
relate to people in the “real” world as distinct from the
virtual landscape. As students share content with their
friends online, we have a duty to help them understand
that real and authentic relationships matter. Our personal
relationships will always surpass any online tool.
In this, we can be heartened. Digital technologies have
provided students with the mechanism to engage readily
with one another. As recently reported, “Young people
today are engaged with one another, with news stories and
with pro-social endeavours to a greater degree than when
the dominant technology was television”. (Lukianoff &
Haidt, 2015)
Embracing technologies at Walford has opened an
important and ongoing dialogue between teachers,
parents and students. We must continue to discuss how to
keep safe online and of course how to manage privacy and
keep personal identities exactly that - personal. Where
once footprints were what we left when we trudged
through the house in muddy shoes, today, we are more
than ever mindful of the digital footprint we are creating
and this too must continue to be a focus of our discourse.
But our dialogue is also important in helping us to better
understand how our students can be engaged in their
education and how we too can respond critically and
creatively to support their learning in the digital age.
References:
Claxton G. What is the Point of School. Oneworld Publications. 2008
www.ibo.org
Zhao, Y. Cultivating diverse, creative and entrepreneurial talents. Master Class lecture given
at AISSA 1 May 2015
Jewell - The Walford Magazine
page 3
The Bee-Bot helped us
learn about left and
right and measuring.
I loved it so much I
have one at home.
Ava
I liked pressing the
numbers and the arrows
and seeing whether the
Bee-Bot went where you
wanted it to.
Joanna
Using the Bee-Bot
was really fun and I
liked learning about
directions and how
long each step takes.
Olivia
Digitising the
Curriculum
Fiona McAuliffe, Director of Studies
We know that technology is a useful tool in classrooms, as it
enables teachers to tap into specialised materials beyond the
standard textbooks and to run innovative learning projects in
class. We also know that mobility is an advantage in the
middle school classrooms where the device can be accessed
anywhere and at anytime. But can a focus on fluency in
digital technology impact skills in traditional literacies?
Time spent browsing the internet or on social media will
not improve literacy skills. As parents and teachers
responsible for guiding our girls’ learning, it is important
that we ensure adequate time is allowed for communicating
through speaking, writing and reading.
When students use iPads to copy and paste answers to
questions from one source to another, it is unlikely to help
them to become smarter. If we want students to become
smarter than an iPad, we need to focus on the opportunities
for interpretive analysis and critical thinking the device
offers. Technology can amplify great learning but great
technology cannot replace authentic learning.
Digital literacy is an expected skill in the 21st Century,
and at Walford this skill is developed to enhance
learning and engage students in the traditional
page 4 Jewell - The Walford Magazine
disciplines of literacy, numeracy and science. Research
recommends occasional and situational use of iPads. You
will read more in this issue of Jewell about how Walford
classrooms reflect this approach and our students are
becoming more adept at determining appropriate
situations for the use of digital technology.
“Ensuring that every student attains proficiency in reading
and mathematics will do more to create equal opportunities
in a digital world than can be achieved by expanding or
subsidising access to high-tech devices and services.”
(OECD report, 2012)
In September, the country’s education ministers endorsed
coding as part of the new digital technologies curriculum.
The current Design Program in Year 6 and 7 and the
Walford Digital Technology Program ensure that we have
the courses and tools that already meet these Australian
Curriculum recommendations.
Australia’s new curriculum mirrors the successful
programs that have been implemented in the United
States and the UK who also introduced coding in their
curriculum for primary schools last year.
The Walford Design Program continues to grow with the
introduction of Design and Technology at Year 10 in 2016.
The interest in this subject is greater than expected in its
first year and we will be running full classes in both
semesters. This course will establish skills and familiarise
students with assessment processes required in SACE
Stage 1 Design subjects. Topics include, but are not
limited to: Smart Fashion Design, Impairment Assisting
Robot Programming and 2D Animation.
Robots set the
Path for Learning
Leanne Brook, Year 2 Teacher
As part of Year 2 Measurement and Geometry,
girls explore spatial concepts, including the
use of sequential drawings to represent the
turns and rotations of an object as it is moved
along a specific course.
Walford has a set of Bee-Bots for Junior School students to
use. These are small robots that can be programed by
children. The Bee-Bot moves forwards, backwards, left and
right by taking single steps and quarter turns, using up to 40
commands as programed by the user, to follow a particular
pathway to reach the desired destination. They have been a
valuable resource in developing the students’ understanding
of sequencing, direction and problem solving.
Students use Bee-Bots to improve their understanding and
use of directional language, to break a complex task into a
series of smaller steps, and to solve problems at different
levels of challenge.
It was fun and easy
to learn. I liked
making the obstacle
course best and
having the Bee-Bot
go through it.
Ruby
It was fun learning
how to use the arrows
and telling the
Bee-Bot where to go.
Renae
The girls were introduced to Bee-Bots through an app,
enabling them first to become familiar with the operation of
the robot and the required language. After working through
different problems using this app, the girls worked in small
groups using the real robot. They needed to program their
Bee-Bot to move along different pathways. This required
breaking the journey into individual steps and left or right
turns. Girls quickly learnt that the correct sequencing of
commands was critical in keeping their Bee-Bot on track.
The inclusion of different obstacles in the path for the
Bee-Bot to navigate around provided further challenges.
The girls found the Bee-Bots to be highly motivating and
readily engaged in all aspects of each tasks. The Bee-Bots
are also being used in the Year 4 classrooms.
Jewell - The Walford Magazine
page 5
IT and Physical
Education – An
Unexpected Duo
Anna Puckridge, PE Teacher
Physical Education and IT are not often used
in the same sentence, but at Walford, IT
resources are an integral part of our teaching
and learning.
Monitoring and Feedback
Walford’s Physical Education program has been carefully
designed to prepare students from ELC to Year 12 for a
lifetime of physical activity and optimum health. Regular
participation in physical activity contributes to the
enhancement of physical, social and psychological
wellbeing. The program incorporates rudimentary and
fundamental movement skills, through to complex and
advanced processing and physical and social development.
One of the most important elements of teaching is to
monitor students’ progress and provide feedback. The use
of IT resources such as iPads facilitate this process in a
number of ways. In Physical Education, we use a number
of applications, or ‘apps’, which specifically record
movement patterns and allow the teacher to stop and
replay the movement to the student instantly. This form of
page 6
Jewell - The Walford Magazine
feedback has proven very effective in correcting technique
and making students more aware of their form.
Self-directed Learning
Applications are also used to provide a self-directed
learning tool for students to work out set plays and tactics
in team games, biomechanical analysis examining
trajectory, motion and speed of an object, or as a data
recording tool and management system – for example,
recording and analysing fitness testing results. These
applications highlight that Physical Eduation involves far
more than just being physically active. It also focuses on
student literacy, numeracy, analytical and problem solving
skills, all of which are essential skills in every day life.
Student Engagement
Many scholarly articles published in the last ten years that
focus on female adolescent disengagement in Physical
Education all have a resounding message. Educators need
to provide constant feedback through multiple modes in
order to maintain student engagement. Whilst females
generally have quite a strong aural ability in comparison
to their male counterparts, they are also very visual and
kinesthetic learners. In the cognitive (initial) stage of
learning, students are unable to feel or identify correct
movement patterns for themselves, and need to have a
correct visual image and understanding of this motor
pattern presented to them. In other words, adolescents
need to ‘see themselves’ performing techniques in order to
understand the process and how to improve or refine
technique. By using coaching software such as Burst
Mode, Coach Pad and others on iPads, students can film
each other and begin to critically analyse performances.
This not only enhances outcomes for the student
undertaking the physical task, it also teaches the student
‘teacher’ communication skills and digital literacy that
provides a deeper understanding of the task at hand.
Instant and Constant Feedback
In traditional textbook-based subjects, students receive
feedback through test results and written feedback which is
usually at the end of a task. In Physical Education, learning is
based on a continuum and is constant. In a unit of handball,
there may be some students with a strong sporting
background who are able to transfer skills from a similar
activity e.g. basketball, while others may have minimal team
game experience or transferable skills. In order to engage all
students and ensure adequate progression of skills, it is
important to demonstrate a skilled performance so all
students get ‘a picture’ of what is required. The Physical
Education department has made frequent use of YouTube
video or similar short video clips to demonstrate idea
techniques or approaches. Once the student has formed a
mental image, they then practise the skill. As part of the
learning process, students will also often film each other to
compare and contrast immediate performance. A student
may also use a coaching program which is designed to
slow down or freeze frame a task so the teacher is able to
provide meaningful feedback to the learner.
In our final year of the MYP program, Year 10 students
undertake a self-directed study of either swimming or
fitness. In swimming, students become experts in a
particular swimming stroke. Students are given a design
brief to film their partner, and are tasked with researching
it by utilising teacher knowledge or external sources,
which demonstrate what correct technique looks like.
The student then teaches their partner the correct
technique and again films the activity, allowing for a
comparison of before and after. This flipped classroom
approach ensures that student centered learning is at the
forefront of education. The approach encourages students
to become independent learners in order to solve complex
problems in familiar and unfamiliar situations in order to
achieve the highest possible grade against MYP criteria
and ultimately prepare them for situations outside of
physical education and school.
Visual Diaries
Year 9 students have been applying technology to
trampolining, keeping visual diaries of their routines.
Trampolining was introduced to the curriculum due to the
high number of childhood injuries caused by incorrect
usage of backyard trampolines. Our staff, who have been
trained by Trampolining SA, teach the girls safely rules
and how to safely execute the basic skills up to the SA
level 3 routine. Through their visual diaries, students are
able to log their progression visually, watch their
performances and receive feedback. This has proven to be
very successful in promoting improvement and
confidence amongst the students and their overall
enjoyment of the program.
Techology, particularly the use of iPads with a range of apps,
has enhanced the learning experience in Physical Education
at Walford. Faculty staff have enthusiastically embraced this
new technology and the opportunities it presents, and are
constantly exploring new ways to engage students.
Jewell - The Walford Magazine
page 7
wide variety of interactive components or ‘widgets’.
Widgets change an ordinary book or text from simply
reading to interacting. Diagrams, pictures, videos and
photos come to life with the click of a button. Notes can be
taken and understanding of concepts can be
instantaneously tested with a variety of formative
assessments imbedded within the iBook. These results are
then simultaneously passed onto the teacher to inform
and shape further tasks.
iBooks have the ability to be edited to keep up with latest
research, and suit the needs of the individual learners and
their student questions. In a world where we must be
aware of our finite natural resources and the carbon
footprint we leave, an instantly downloaded interactive
iBook is favoured by students rather than a paper copy
that can be lost and damaged.
The use of iPads within the PYP transdisciplinary
programme of inquiry encourages students to investigate,
create, communicate, organise and be responsible
digital citizens.
“The effective integration of ICT enhances the
learner’s opportunity to connect globally and to
explore different perspectives in order to understand
evolving cultural and social norms.”
(The Role of ICT in the PYP)
iPads in the Classroom
Moving Beyond Google Search
Jennifer Simpson, Year 5 Teacher
The International Baccalaureate Primary
Years Programme (PYP) asks us as educators
to go beyond the realms of learning through
isolated subject areas and immerse our
children within a transdisciplinary approach
to learning.
are engaged, their attention and focus increases and they
become motivated to practice higher-level critical
thinking skills. Authentic and real world connections
made throughout a transdisciplinary programme of
inquiry are fostered and promoted by the copious
amounts of apps, software programs and online learning
engagements available to us.
“To be truly educated, a student must also make
connections across the disciplines, discover ways to
integrate the separate subjects, and ultimately relate
what they learn to life.”
(Boyer 1995)
Whilst Google search holds a firm place within the
classroom to support the inquiry process, the 1:1 iPad
programme in Year Five takes the students’ learning to
another level. As wise man, Benjamin Franklin, once said,
“Tell me and I forget, teach me and I may remember,
involve me and I learn.”
With such an important role to play, PYP educators must
equip themselves with the best tools to facilitate authentic,
empowering and real world learning engagements. To
enhance purposeful inquiry, students must be engaged
and make connections to new concepts. When students
The 1:1 iPad programme has proven to engage students
through interesting and interactive provocations. iBooks
have become increasingly popular over the past few years
and for good reason. They open a world of possibilities
and engage the students by permitting the author to use a
page 8
Jewell - The Walford Magazine
The Programme connects learners with the wider
community and plays an important role is assisting them
to become global citizens. Safe social media platforms
such as Twitter and Weebly are used to gather information
and data from a variety of sources worldwide. Thinking is
made visible with the assistance of apps such as ‘Explain
Everything’. Students can record their thought process
using a canvas of infinite possibilities – inserting pictures,
photographs, diagrams and drawings, all whilst filming or
recording themselves in ‘real time’. Learning outcomes
and achievements can then be shared with anyone in our
virtual world.
Girls are always provided with opportunities to enable them
to share their knowledge and teach fellow students essential
concepts. Responsibility for their own learning comes into
play, and their audience is instantly engaged by the use of
interactive learning engagements. Allowing students to
demonstrate their knowledge in a variety of ways caters for
the diverse range of learning styles. iMovies encourage
creativity whilst developing speaking and presenting skills.
Developing questions and finding the answer for QR codes
promote thinking skills, whilst the use of emails and
Facetime have proven to connect our students and keep
them up to date on group and class tasks.
“I have enjoyed using different presenting apps like
Explain Everything, iMovie and Keynote to show my
work in different ways. Using iPads has improved my
learning by giving me more opportunities to enhance
and demonstrate my learning.”
Grace Forbes, Year 5 student
Wellbeing
on Display
As part of the IB Primary Years Programme, Walford
Year 5 students recently held an exhibition showcasing
projects completed during an 8-week investigation of
wellbeing. Students investigated the importance of
having a balance in their spiritual, mental, physical,
personal and social health. This led to them looking
at topics such as mental health, the dangers of sugar,
childhood obesity, social media health and peer
support in an age-appropriate manner.
The girls themselves initiated the research, which
involved contacting and using primary sources
of information – this included organising AFL
players, the Sydney Swans coach, leading surgeons,
cardiologists, organic store owners and other
members of the community to come and speak to
them on how we can improve wellbeing. The girls
also participated in a number of different activities to
improve their wellbeing, such as meditation, dance,
aerobics, brain training and peer support. Each group
also produced a picture book for younger students.
Students from other IB schools all over the world
were also involved in the programme at the same
time, with Walford girls live tweeting with another
school in Singapore during the project.
Jewell - The Walford Magazine
page 9
Student Comments
“I received great feedback on my film and had a lot
of fun planning, making and showing the class my
whole finished project”.
Alison Brown
“I received comments from my friends such as,
“excellent use of sound effects”, “great storyline”,
“very realistic” and even, “I was on the edge of my
seat!” I loved these comments and will take them
into further consideration for the future.”
Georgia Standing
“My Year 5 buddy enjoyed my game. She found it
entertaining and exciting”.
Anisha McGavigan
“Overall I really enjoyed working on coding in
design and would not mind doing this again as my
game would be better because I know more about
coding now. I also have feedback that I could use to
make my game as exciting and enjoyable to play
as I possibly can!”
Chloe Gibbons
To view some of the videos the students have
created, please visit vimeo.com/148027608 or
access our Vimeo page from the Walford home
page walford.asn.au
Designing the Future
Carly Brooks, Debra White and Helen Woodward, Year 7 Design Teachers
Film-making and editing, coding iPad games
and making robots dance and navigate a
maze are activities that are becoming secondnature to Year 7 students as Design continues
to be implemented at Walford.
Design was first implemented at Walford in 2014 at Year 6
and 7. In 2016, Design will be expanded to be studied by
some Year 10 students, providing a variety of different
pathways within SACE and the Diploma Programme.
From 2017, Design will be studied by all students from
Years 6-10.
Design is one of the eight key learning areas in the
International Baccalaureate Middle Years Programme
(MYP). The aim of MYP Design is to ‘challenge all
students to apply practical and creative thinking skills to
solve design problems’ as well as to investigate historical
and culture influences and raise awareness of
environmental and ethical responsibilities when
designing solutions to problems.
The Year 7 Design curriculum builds on the
understanding of the Design Cycle developed in Year 6.
The Design Cycle is the process by which students
investigate, analyse, create and evaluate a solution to a
design problem.
Design integrates perfectly with the Australian Government’s
focus on STEM Education (Science, Technology, Engineering
and Mathematics), particularly for girls, and is one of the
learning areas awaiting approval in the Australian Curriculum.
Walford believes that a balanced pedagogical approach
that teaches creative design, social responsibility and
sustainable practices is essential to support innovation.
This in turn will equip students with the generic skills
required to adapt to the future needs of our rapidly
changing world.
page 10
Jewell - The Walford Magazine
In Year 7, students explore the ways in which robotics and
technology have evolved over time and the way robotics
can benefit society. They will apply creative, engineering
and mathematical skills to build and program the latest
Lego Mindstorm EV3 robots to dance to a piece of music
and later, move through a minefield. The skills developed
in this design challenge will transfer to more complex
robotic coding and challenges in future years.
Students also explore cinematography and video editing
skills on their iPads to craft suspenseful and emotive short
films. Year 7 students are introduced to the latest in
stabilisation tools and camera techniques, utilising a
range of specialist video production tools for the iPad.
The students have been able to identify the importance of
these skills and the ability to transfer these skills to other
learning areas and activities, such as Drama, Oliphant
Science Awards, and the creation of presentations for a
variety of different learning areas.
One of the new challenges, both for teachers and students,
this year has been the introduction of a unit on coding. In
this unit, students firstly investigated the features of iPad
games that they enjoyed playing. Students in 7B then
buddied with a student in 5D, and after interviewing their
buddy about their iPad use, designed a game specifically
for them using the coding app Tynker. This challenging
design problem saw the girls build their logic and
mathematical skills to develop coding knowledge. All
teachers were amazed at the quality of games produced by
the students, and the Year 7s enjoyed sharing their games
with the Year 5 students. In future years, the skills created
in this unit will be developed through further design
challenges using a wider variety of programming and
coding languages.
Design has been a rewarding challenge for the students
and teachers in Year 6 and 7 and we look forward to seeing
the students’ skills develop further in future years and see
the transfer of these skills across learning areas.
Jewell - The Walford Magazine
page 11
Accuracy
We have high-speed wifi across our campus and most of the
globe. A connected device can deliver access to anything at
any time. Students need to learn discrimination and
determination. They have to learn techniques to be sure
that what they are accessing is accurate. They then need to
use the tools to portray that information as a coherent story.
Connectedness
We live in a connected world. Not everyone is happy
about it. Media makes an easy meal knocking our youth
for their need to connect all the time. A connected
workplace is an expectation. Collaborative work teams are
an expectation. Learning occurs in a connected
environment. Students learn together, leveraging the best
of their peers to enhance what they know. Learning how
best to be a connected citizen is a valuable lesson.
Personal Choice
Much of what we do in schools involves students
demonstrating their learning. Students need to prove that
they have experienced a learning process. They need to
prove that they have acquired some knowledge. We expect
them to know something about applying that knowledge.
We have always used essays and tests to show this learning.
Today, with our technology, we have many more ways to
demonstrate learning. Students now have the potential to
choose their preferred way to demonstrate learning.
Determining the
Question
Geoff Perkins, Director of IT
In IT, we always knew the answer was mobility.
We just never quite knew what the questions
should be. The questions IT has addressed in
schools have changed over each decade.
I first used a computer in a classroom in the 80s. It was a
huge Raytheon word processing machine. I knew then
that it would be important for students to learn how to use
a computer. Computing was going to be their future. At
that time, 35 years ago, computing was all about how.
In the 90s, computing seemed to be all about when.
Student access to computers was generally limited to
when it fitted into the computing room schedule. Often
this meant one hour per week to do everything you
needed to do on a computer. How you used computers
seemed a little less important in the 90s. When was not the
question either.
page 12 Jewell - The Walford Magazine
Where you used your computing became more of a focus
as we entered the 21st century. We knew we wanted
mobility with our computing. Laptops become more
common in schools. We began to discuss computing
inside and outside the standard classroom. We wanted to
use computing in science labs, not just computing labs.
We wanted our devices in art studios and music studios,
in fields and gardens and zoos. We wanted to use our
technology anywhere, anytime.
As I entered my fourth decade of computing in schools we
began to discover that the question was why. In the
foreseeable future (less than 3 years in IT) we need to look
at why we use the technology we have at our fingertips.
Why do we use technology in school?
Following a busy year of planing, rehearsing and working
together to create this year’s musical production,
The Addams Family Musical was warmly received by
sell-out audiences.
To see highlights from the performance, please visit
vimeo.com/134047673 or access our Vimeo page
from the Walford website walford.asn.au
When I wrote the media studies curriculum in the 80s I
argued that making a movie to demonstrate learning was
too hard. At the time, the techniques of movie making got
in the way of showing learning. Today making a movie on
an iPad is less complex than writing an essay. Now, such a
movie can easily demonstrate learning.
Productivity
Personal productivity is a key to success in business. It is
also a major key to success in school. Senior school is a
particularly dense learning environment, and often the
best performers are the best organised. Tools to enhance
personal productivity are available as software for all
devices, and accessible to students. Using these organisational
tools is a valuable skill. They help students work within
deadlines and be better prepared for their future.
Why?
Over the next few years, the challenge will be why use
digital technologies in schools.
We know how to use these technologies.
Resilience
We can be sure that what we know today will not work forever.
Let’s be clear about this. We can’t teach students how to
use the technology they will use in their future. IT changes
too fast. We can, however, give them flexibility and
resilience to deal with the changes that are coming.
We know that we will use our technologies when we choose to.
Many users hate the idea of a new version of their
favourite software. We need to help our students embrace
that change. Change is the only constant they can rely on
in their future. We future-proof the next generation only
by generating a resilience to change.
The Addams
Family musical
We know we can use our technologies where we choose to.
Students must now come to grips with why we use our
technologies. It is not just so we do not miss a Facebook
update. We can help our students get on top of this as they
move through our learning environment. This will be
invaluable as they move on to tertiary learning and their
future workplaces.
Jewell - The Walford Magazine page 13
The Walford PTA
Building Cultural
Bridges Through
Technology
Elaine Yu, Emily Biggs and Abeny Kuol,
Year 12 Students and Abbie Thomas,
English Coordinator
The pedagogical framework underpinning a
novel study in English has not really changed
over time, but how we go about it in the
classroom might look a little different from
times past.
In Year 11 IB English, digital technology has played a large
role in enlarging our understanding of the works in
translation texts From Sleep Unbound by French-Lebanese
author Andrée Chedid, Senegalese author Mariama Ba’s
So Long a Letter, and Crossing The Mangrove by FrenchGuadeloupean writer Maryse Condé.
Digital technologies such as online maps, encyclopaedias,
translation services, literary databases, YouTube
documentaries and SlideShare presentations have all
worked to broaden our knowledge of religion and gender
equality in twentieth century Egypt, the changing role of
women and education in post-colonial Senegal, as well as
racial and cultural tensions in Guadeloupe.
When conducting research on So Long a Letter, a novella
recounting the struggles of educated, married women in
post-colonial Senegal, it was surprising to read a range of
critical sources that both contradicted and supported the
page 14
Jewell - The Walford Magazine
author’s feminist ideals. Author interviews and literary
sources taught us more about the complex relationship
Senegalese women, such as Ba, have with Senegalese
culture, in that while they faithfully practise deeply held
Islamic beliefs, they are both resentful and critical of
polygamous marriage.
Learning more about gender equality in Egypt through
films was central to our study of the female protagonist in
Chedid’s novel. It was confronting to learn of the prevalence
of sexual harassment against women in this country today
through documentaries on YouTube made by local street
people. In this way we could see how digital technology, in
particular social media campaigns, has the ability to provide
a voice to oppressed minorities such as women in the
Middle East, and how important it is that they can express
themselves freely and anonymously, gaining empowerment
in a way that may not be a reality offline.
These weeks of study showed us that the more we learned
about these novels’ settings and cultural contexts, the
more real the characters and their lives became. It was
interesting to discover that there is no stereotypical
experience of a typical Senegalese woman, and learning
more about Guadeloupe’s political history beyond the
tourist’s travel brochure changed the way we considered
the issues of cultural unrest in the novel.
Ultimately, it was important for us to see how works in
translation texts can be just as appealing as Western
literature. Yes, they are foreign, but digital technology
plays a large part in breaking these differences down so that
the different places and people we see and read about online
don’t seem so far away. In this way, digital technology plays a
key role in building bridges between cultures and expanding
worldviews. None of this would be possible without the
Internet. By bringing the issues and ideas of others to a
global, online audience, technology can be used in a
positive way to reach a powerful, unprecedented level of
international unity.
Did you know…
ƌɄ The central focus of the PTA is to promote a sense of
community and to support our girls, families and
teachers. Any funds raised from PTA events go directly
to funding new equipment/events to support our
Walford community - in particular our girls.
ƌɄ The PTA subscriptions collected when nominated on
your school fee account are used solely for ventures to
support staff, students and families at Walford.
ƌɄ Over the past 5 years, the PTA, together with the Junior
School Parent Committee have funded:
- all exercise equipment and mirrors for the exercise
room in the Walford Gymnasium at a cost in excess
of $100,000;
- a new BBQ trailer and freestanding BBQ;
- the purchase of several marquees to provide shelter
for Walford events;
- a contribution toward the heating of the Walford
swimming pool;
- a $20,000 donation toward the Jubilee Garden in the
Junior School;
- bench seating outside the Walford Gymnasium;
- invited speakers, Paul Dillon and Susan McLean, to
speak to our girls and the Walford Community;
- five $50 Speech Day Prizes awarded annually.
ƌɄ The PTA supports and hosts several school events
during the year, including:
- New Parent Drinks;
- PTA Family BBQ Picnic;
- Fathers’ Day Breakfast;
- The Walford Beach House Family ‘Lock In’ this year;
- Provision of supper and support for Music
Department performances;
- Various other friend/fundraising events.
You can be a part of this!
The PTA comprises a committee of approximately 20
parents, teachers and support staff, and we would love to
have you onboard!
Meetings are held just once per term (at 7.30pm on the
third Tuesday of each term) and a relaxed way to learn
what is happening across the school. Being part of the
PTA is also a great way of meeting staff and other parents.
For further information, or to register your
interest please contact Walford’s Marketing
and Communications Office on 8373 4062 or
[email protected].
Jewell - The Walford Magazine page 15
What led you to a career in education?
I initially studied law as I wanted to help those children who
desperately needed a voice and an advocate for their rights. I
began my law degree with the aspiration of becoming a barrister
specialising in family law, but the prospect of having to defend
the guilty did not appeal to me. I felt that I could make more of a
difference in the classroom, and assist in shaping happy,
well-rounded students.
I love working with children and have a strong passion for
ensuring they receive the best education and support so they
can be well-rounded global citizens who contribute to making
our world a happy and safe place to live.
Staff Profile
Jennifer
Simpson
Junior School
Christmas
Celebrations
The annual Christmas Celebration is one of the
highlights of the year for Junior School students
and parents. The students delighted the audience
with their wonderful performance.
What you love most about being involved in education?
I love seeing children achieve their personal best. Every
student’s path is different and when personal goals are reached,
the look of achievement and success on that student’s face is
worth every late night of planning and marking.
You have previously taught in Queensland and Singapore,
what brought you to Adelaide?
My fiancé, Joe, works as a jockey with thoroughbred racehorses.
While I was working in Singapore at the Australian
International School, Joe was offered a position with a leading
stable here in Adelaide. It was a hard decision whether to stay in
Singapore, pursue opportunities that had arisen in Germany or
make the move back to Australia. Adelaide is a world-renowned
leader in education (particularly within the International
Baccalaureate) and I saw this as a wonderful opportunity to
continue my career within the IB.
What role does digital technology play in your classroom?
Digital technology plays an integral role in my classroom. I was
lucky enough to work for the first time with 1:1 iPads in Year 5,
and I don’t know how I ever taught without them! They are used
in a variety of ways to support and enhance teaching and
learning within the classroom. Students are engaged. The wide
variety of programs and apps heavily supports an inquiry-based
approach to learning tasks and offers many platforms for the
girls to share their learning and make their thinking visible. As
society continues to advance, we must advance with it. Tasks are
interactive, encouraging engagement and supporting creativity.
page 16
Jewell - The Walford Magazine
You have a rich background in the International Baccalaureate.
What does the IB, and particularly the PYP bring to learning?
I was extremely fortunate to start my teaching career at an elite
IB school on the Gold Coast - Somerset College. Under the
guidance of some extremely knowledgeable PYP and MYP
teachers, I quickly learnt about the benefits of teaching through
concepts using an inquiry based approach. Having spent my
entire teaching career with IB schools, it has allowed me to see
first-hand the importance of allowing our students to explore
real-life problems. This approach not only enhances their
knowledge of the world, but also inspires them to take action
and make a difference in the world. Being a framework of
teaching that has been adopted by thousands of schools all over
the globe is testament to its success.
The Primary Years Programme assists in developing well-rounded
students who are given the tools to be able to tackle difficult
situations, having the ability to solve problems and to aptly apply
their learnt knowledge and skills. Developing students who display
the Learner Profile attitudes and attributes is extremely
important and is at the core of all teaching and learning.
Tell me about your upcoming role next year as Walford’s
Primary Years Programme and Wellbeing Coordinator.
I am thrilled to be stepping into the role. The PYPC role will see
me working collaboratively with the ELC-Year 5 teachers to
guide, direct and facilitate the development of the PYP. This
involves curriculum development, organisation and administration
of the Programme. Promoting resilience, supporting students
and enhancing wellbeing is a pivotal part of my role as
Wellbeing Coordinator. These roles will allow me to work
closely with all students within the Junior School.
I am looking forward to working directly with the incredibly
talented Junior School staff and students. I will be collaborating
with teachers to allow our girls to access cutting edge,
differentiated, inquiry-based learning experiences. Wellbeing is
such an important aspect of everyone’s life and the opportunity
to implement programmes that support and foster our girls is
very exciting.
What are your interests outside education?
When I’m not at work you’ll often find me perusing the fashion
boutiques for new clothes, shoes and handbags or spending
time with my two chihuahuas, Archie and Maggie. I enjoy all
aspects of horse racing, and having shares in six thoroughbred
racehorses keeps me on my toes with the latest fashion trends
and millinery pieces to wear to race meetings.
My family is extremely important to me, and as they live in
Queensland, I enjoy lengthy phone calls catching up, and the rare
trip home to Rockhampton is always a highlight of my year. Being
a proud Queenslander, I am also an avid Rugby League fan, who
loves seeing my team beat New South Wales in the State of
Origin each year! Now that I am living in South Australia, I enjoy
the vast selection of gourmet food and exquisite wine on offer.
Who inspires you?
My parents, Garry and Margaret, are two people who truly
inspire me. My dad’s impeccably strong work ethic was instilled
in me from a very young age. He taught me the importance of
working hard and being independent. Mum constantly reminds
me of how to be kind, caring and humble. She consistently puts
everyone before herself, and demonstrates how to show love,
compassion and respect for all.
I admire highly motivated women who work hard in their field
and balance the demands of a busy life. I am extremely blessed
to work alongside colleagues who are the epitome of these
attributes that I hold in such high regard. The important role I
play as an educator to our future leaders encourages me to be
the best person I can be.
Jewell - The Walford Magazine
page 17
I see my role as an integral part in the successful
implementation of curriculum in the school. I need be
aware of what the students are learning and how the
teachers would like to facilitate this. I also need to be
aware of new programs and provide staff with access to
professional publications. At the same time I also need to
know what children are reading for pleasure, and to
promote new literature as well as encouraging the classics
that we grew up with.
How do you think technology has changed or enhanced
the role of a Librarian and the function of a Library?
I think the use of technology gives a Librarian added
currency and a broader spectrum of resources for
student learning.
How do you integrate technology into the experience
of students in the Library?
I try to use technology in variety of ways in the Library.
Whether it is through accessing the Internet for learning,
using applications to show or apply learning, or having the
girls taking a turn at being the teacher and utilising
technology to do so.
Staff Profile
Amanda Murphy
Junior School Librarian and Walford Old Scholar
I understand you are a Walford Old Scholar. How did
your time at Walford shape who you are today?
I think my time as a Walford student encouraged me to
follow my dreams and to always remember those
important to me. It also taught me to be strong in my
convictions and independent but empathetic to others.
What is it like to work at the school you attended?
Some days it can feel a bit surreal being a staff member
where I was a student, especially when I pass Mr Freeman
who was my Year 12 Homeroom teacher! There is
something really exciting about coming back to a place
which shaped so much of who I am today.
There have definitely been some changes, including the
new Boarding House, new Administration Building and
the Gym. I still remember having my PE lessons in the
Old Hall when the weather was wet.
When and why did you decide you wanted to be a
Librarian?
I have always loved reading and after being a classroom
teacher for eight years, I was ready for a new challenge.
I was encouraged by my Principal at the time to take on
the role of Teacher Librarian for the Junior School while
attaining my library qualifications.
The role of Librarian has changed significantly over
the years. What do you see as the major changes, and
what do you see your role within a school as being?
I think the most significant change has been the
integration of technology into the role of the Librarian.
This has completely changed how students learn and how
we facilitate learning.
page 18
Jewell - The Walford Magazine
Will there always be a place for books in a Library?
How do these coexist with the changes in technology?
I strongly believe there will always be a place for books in
the Library. There is something comforting in the ability to
flick through the pages of a book or utilise a non-fiction
resource without the click of a button.
I also think books provide a powerful tool for teaching
students how to be efficient and successful users of digital
technology. I think both can coexist really well together
- the key is to not be afraid of the technology but to
embrace it and also not always be the expert - allow the
students to teach you and then you can show them how
those skills can be applied in a text format.
What do you enjoy most about your role?
I really enjoy the variety that my role brings. Every day is
different and I am fortunate to spend time with the
youngest members of the Junior School right through to
the Year 5s.
There is nothing quite like the feeling you have when you
find a book for a struggling reader or the student who
likes to test your recall. I also like the different relationship
I am able to have with the students.
What do you enjoy most about Walford?
I thoroughly enjoy the relationships that I have developed
with staff and students. It really is a pleasure to come to
work every day. The ability to work with Middle School
students through cross-campus buddy reading and
working with the senior Library is really exciting.
What are your interests outside of school?
Outside of school I enjoy reading, spending time with my
husband and two boys, cooking, travelling and being
active outdoors.
Who or what inspires you?
A great story inspires me. Where it is a personal one or a work
of fiction, I find the experiences of others really inspiring.
Walford Ball Wrap Up 2015
Guests at the Walford “Mad Hatter’s” Ball
found themselves taking a trip down the rabbit
hole on 26 October, as they journeyed through
a tunnel which took them to a room beautifully
decorated in theme, complete with croquet
lawn, pink flamingos and a giant pack of cards.
Hypnotist, Isaac Lomman had guests spellbound as brave
vounteers took to the stage and submitted to his powers.
Later in the evening The Holeproofs had everyone up on
their feet dancing the night away.
Past Walford parent, Mike Smithson, was warmly
welcomed as our MC for the evening, and Walford
parents, John and Stephanie Williams, provided the
services of Brock Williams auctioneer, Hamish Mill, to
officiate our auction.
We thank all who contributed to the success of the Walford
Ball, through attendance, generous donations and support.
Money raised on the night will be directed to exciting new
development ventures arising from Walford’s Master Plan.
In particular, we would like to extend a special thank you to
the generosity of Walford families, past and present, who
kindly donated a fabulous variety of auction items which
greatly contributed to the fundraising on the night.
A huge thank you and congratulations to the Blue and Gold
Committee, headed by Imelda Lynch, on their superb
efforts in organising such a stunning event. Members of the
Committee include: Amanda Callcott, Peter Campbell,
Penny Connell, Viv Hall, Mandy Hore, Richard Jones-Parry,
Jay McGavigan, Patsy Murray, Kathryn Presser, Sarah Vaile,
Ana Gozalo, Jane Oberdan and Prue Bowley.
We look forward to seeing you all at our next Ball, in 2018!
Jewell - The Walford Magazine
page 19
girls can listen to records and tapes simultaneously without
disturbing the rest of the class’. Around the same time, the
business course was reporting ever-expanding numbers of
students wishing to learn how to type on the school’s new
electric typewriters, and they made an excited
announcement about introducing a new dictaphone and
headsets to the classroom. The dictaphone would increase
the girls’ range in the typing field, increase their efficiency
and would improve their chances of employment. By the
late 1970s, the school had installed two Apple II computers
for use by the Business Studies students.
From the Archives
Looking Back at Technology
Eleanor Adams, School Archivist
Walford has always embraced technology.
From the earliest days when students were
instructed in botany and physiology with the
aid of microscopes, to today where digital
technology has been integrated into just about
every facet of learning and more broadly into
the experience of school life, technology has
always been present at Walford.
The 1930s saw the beginnings of exponential growth of
the use of technology in school. A gramophone was
introduced to music classes so the girls could hear
recordings of performances from all over the world, and
the Cinema Committee was established. The Cinema
Committee regularly screened educational films, such as
the rather dry sounding Bacteria, which showed up-to-date
methods of sterilisation, as well as travelogues that
introduced the girls to ‘the conditions and customs of
foreign countries’, throughout the school year. Eleanor
Wells (Jacobs, ’39), a student from 1930 to 1939 recalls
being involved in fundraising for an epidiascope, the first
visual aid equipment to be introduced to Walford. This
‘contraption’ was used to project images of solid objects
onto a screen so all the students could observe it.
page 20
Jewell - The Walford Magazine
By 1953, the Cinema Committee had been replaced by the
Visual Aids Club. At the inaugural meeting of the Visual
Aids Club, Miss Baker, the Headmistress at the time,
stressed the “importance of moving pictures for a
complete education”. They continued to show educational
films and also began showing films of recent school
events, such as the School Pageant. At the time, it was a
novelty for the students to see themselves projected onto
a screen. A strong Gramophone and Radio Club had also
been established by this time. At meetings, students
listened to broadcasts and recordings interspersed with
papers given by students on relevant topics.
The Visual Aids Club lasted until 1970, by which time it
had evolved from showing exclusively moving pictures to
having slide evenings and utilising the ability to project
slides in the classroom. Until the 1970s, the use of
technology for teaching had been a group activity and
often extracurricular, but as the 1970s progressed,
technology was becoming more integrated into school
life, and was becoming more available for the students to
use individually. In 1973, the Library reported that
projectors had been bought to allow individual girls to
look at slides and stripfilms at the carrel desks. They also
reported electronically linking a radio cassette recorder
and a record player to a listening post so that ‘a group of
Perhaps the biggest advancement in technology at
Walford happened in 1983 when the School Council
approved the purchase of a BBC computer network. The
network featured nine workstations connected to a master
system and a printer. Up to 18 students could be
accommodated at the workstations. In 1984, formal
computing lessons were introduced for Years 8 and 9,
and a Junior Computing Club was formed for selected
students. Many subject teachers took advantage of the
new computer network and began using various programs
to enhance their lessons. The Geography students used
programs to enhance their map knowledge, English
teachers used spelling programs to individually tailor
word lists to each student’s ability, and similarly, Math
teachers were able to use math drill programs to
encourage each girl to progress at her own rate. Miss
Reid, Headmistress at the time, cautioned the school
community that they should not be dominated by the
rapid changes in technology, nor its shortcomings but
instead “strive to maximize the benefits which
technology can offer mankind”.
Since 1983, the use of computers at Walford surged ahead.
The network computers were upgraded in 1986 to have a
30 Megabyte hard disk and the Junior School received
four BBC computers to add to the network. By 1987 there
were stand-alone computers in all of the senior classrooms
and by 1988, there were also two laptops for students and
staff to work at home on word processing and typing
assignments. By 1990, all classrooms in the school had
stand-alone computers and the BBC network had been
partially retired to become a teaching resource for the
junior students. A suite of Macintosh Plus computers
replaced the BBC network for the Year 10-12 students.
Ten years after the installation of the first computer
network at Walford, computers had become an essential
part of education. Mrs Haysom, the Headmistress at the
time, acknowledged that Information Technology had
changed the way teachers taught and the way students
were learning. She stated “we are working on changing the
way children learn: they must be able to look at
information critically, assess its value, and incorporate it
into their own learning as efficiently as possible. At
Walford, we believe the most useful way to approach the
use of computer technology is to enable free access to it
so that girls use computers to gain information, to
experiment with ideas and to produce documents for their
different subjects”.
By 1993 it was common for students to undertake research
on the Internet, access electronic databases and use CD
ROMs in the Resource Centre. Computers were
increasingly being found in the homes of Walford families
and Walford began offering parents introductory
computer courses. The first recorded use of email at
Walford was also in 1993 when Year 3 and 4 students wrote
to an author via the Nexus system and the author
responded the same way. “All the students agreed that
using electronic mail was fun- but it’s not much good for
stamp collectors”.
Now that computers were firmly established at Walford,
other technologies were being explored and purchased
such as scanners and digital cameras. By 1995 digital
photography was a popular activity at Computing Club, as
was building LEGO models and operating them through
the computer. By 1999, the school had expanded its
network to capture every computer in the school and an
intranet had been established. Other schools were visiting
Walford to see how information technology could be
applied in their own institutions, and as a result Walford
was accepted as an Apple Distinguished School, one of
only 20 in Australia. By 2002, the wired network had
become wireless, access to the school’s servers from home
had been initiated, and Walford considered information
technology part of its core business. Walford had fully
committed to providing its students with an educational
environment rich in information technology.
The following ten years saw another evolution in
technology at Walford as the school moved away from
fixed computers and rooms of equipment to more
portable, more personal devices. By 2012, students in the
Middle School and beyond were using tablets, and in
particular, iPads as a tool to enhance their education.
Geoff Perkins, Director of IT, described an English lesson
where one student has been heard to say “Who needs a
text book when you have the entire knowledge of the
world in your iPad?”.
Looking beyond 2015, Walford will continue to build on its
strong history of using technology in the classroom and
will continue to innovate, embrace and be challenged by
the technology to come.
Jewell - The Walford Magazine
page 21
POSTCARD FROM OVERSEAS
experience at the university. I enjoy putting my energy and
passion into welfare work.
Thinking back, going to Walford allowed me to experience
many different things that inspired me throughout my
adolescence. I’ve always been an arty person, I can even
seem a little strange, especially when I’m involved with
artistic work. I don’t think I was ever in a ‘cool girls group’ at
school, but I didn’t really care. I was the biggest geek you
could find. When other girls went shopping, I spent all my
money going to the cinema. When my friend asked for a
Pandora bracelet for Christmas, I asked for a camcorder. I
was my happiest when I was writing, drawing and filming,
and that is how my journey began as a filmmaker.
You are pretty fortunate if you are able to discover what
you want to do for the rest of your life when you are young.
Luckily, filmmaking was everything to me since I was a
little girl. I was always into animation and live action films.
I started doing everything I could to be involved in
professional filmmaking.
Honey Yeo is an independent film producer
and writer currently based in London.
Specialising in short films, Honey’s work has
been recognised with a number of awards,
including the RCA Film Award from the South
Australian Government.
When I joined Walford in Year 7, I was no one really, just a tiny,
shy Korean girl. I was nervous. My English had improved but
certainly not to a level where I felt confident. I was also
one of the few international students in my year group.
That first year at Walford did not start out well. I was not
following what the teachers were saying. Doing homework
seemed like torture! Luckily, I was a boarder and I started to
open up to friends across all year levels. I started to realise
that asking questions about the things I did not understand
was not such a bad thing, and things began to improve. I
began to join girls from my class when they went shopping,
and went to the movies and my language quickly started to
improve. That’s when I realised I wasn’t alone.
My desire to stand up for minority groups led me to become
a peer leader at Walford. Later, I wanted to be in a position
to support students who struggled alone. I wanted students
to be aware that I was here to help and there was no need to
be shy. So I decided to stand for Vice President of the
Boarding House, and was elected into the position, even
though I didn’t think I would be. I used this opportunity to
work hard to do the best I could to help others. I have
continued this passion, being elected Vice President for
Production and Welfare at Ravensbourne University. In this
position, I work to bring students together, promote student
engagement and support students to have their best
page 22
Jewell - The Walford Magazine
I first had an article about me and the film I’d made published
online when I was in Year 10. My first live action short film
was selected to be screened in one of the American film
festivals while I was in Year 11. My friends, especially
boarders continually provided me with interesting
material that developed into amazing stories, helping to
convey what I wanted the entire world to hear. I was young,
I dreamed big and I imagined a whole new world based on
the stories I had written while at Walford. Those were
special times that I would never exchange for anything.
Currently I am creating a lot of different experimental short
films and eventually I would like to move back into the
animation industry. The paintings, stories and scripts I
started writing while at Walford are still used nowadays to
add a little touch of inspiration for my current projects.
I was invited to the Walt Disney World Professional
Internship Alumni earlier this year, and have just started
working as a production assistant for the second series of
Grantchester. Grantchester is based on the novels of James
Runcie, and averaged 6.6 million viewers in its first series
earlier this year.
This journey can be a little scary because, after all, I am new
to this industry. However, this has never stopped me from
travelling the world or experiencing new things ever since I
was a little girl, since the time I entered Walford.
Like my mother, I’ve always been a strong woman on the
inside. I believe that all Walford girls have the potential to be
strong women, we just need to realise that. I believe in female
power and I’ve always admired women characters who
change the world. They don’t just exist in fictional stories,
they exist in real life too, and I’ve always aimed to become
one of those women who will one day inspire others.
Visit yeohoney.wix.com/fairytale to see Honey’s
latest work.
Networking your
Way to Success
The Walford Women at Work program offers a series of
events designed to enable women with Walford connections
to network together, share their experiences and develop
their skills. At our latest event, networking expert, Linda
Chaousis, led a breakfast workshop that focused on how to
approach anyone with confidence and purpose, how to craft a
memorable answer to “what do you do?” and how to create a
mindset to draw others towards you.
We are planning an exciting program of events for 2016 and
will be developing an online presence for this group.
New Starts. Fond Memories.
Births
Marriages
Karen Noble (Russell ’90) a daughter Emily Rose
Noble on 1 February 2015.
Cass Smith (’95) married Billy van den Broek on 27
February 2015.
Danielle McBeath (Voumard ’97) twins Lily Amelia
and Henry George McBeath on 3 March 2015, a little
sister and little brother for Ruby.
Kirsty Withers (’97) married Chad Marston on 20
March 2015.
Charlotte Sale (’98) a daughter Alice Ella van den
Hengel on 14 April 2015.
Catherine Stead (‘03) married Wynand Marais on 11
September 2015.
Claire Hobson (Dunstall ’01) a son Samuel James
Hobson on 13 May 2015.
Nicolette Gittings (Tsonis ’03) a daughter, Victoria
Eve Gitting on 6 July 2015
Deaths
Tennille Siemer (Thomas ’95) a son, Archie Baden
Siemer on 16 July 2015, brother to Jack Thomas, Ned
Austin, Finn Toby.
Margaret Denton (Brookes ’44) on 18.09.14
Kirsty Marston (Withers ’97) a son, Hugo Stewart
Marston on 19 July 2015.
Sara Stone (Gregory ’34) on 11.04.14
Joan Burnard (Butler ’40) in November 2014
Helen Ritson (Trevivian ’70)
ArleneSkinner (Scottney-Turbill ’51) on 14.04.15
Engagements
Kate Franz (’03) engaged to Benjamin Vinall in
April 2015.
Debbie Aston (Rowett ’90) on 4.07.15
Mary Howie (’36) on 4.08.15
Elinor Weaver (Bourne ’63) on 24.10.15
Jewell - The Walford Magazine
page 23
Annual Giving
We would like to acknowledge and thank the following donors for their generosity to Walford.
Building Fund
Dr M J and Dr A E Arens
Mrs A Auricht
Mrs S H D Ball and
Mr S A S Ball
Mrs J Last and
Dr P M Last, OAM
Ms A Last
Dr M and Dr L Le Mire
Dr S Shepperd
Dr S and Mrs R Hobbs
Mr W Sun and Mrs F Zhang
Mrs E Holthouse
Ms A C Taliangis
Mr S Kirkbride and
Mrs S Lewis
Mrs E Thompson
Ms Y Li and Mr J Ma
Dr A Barbour
Mr N J and Mrs C Lewis
Mr E and Mrs M Bardy
Mrs N C Lowe
Dr N Vrodos and Dr A
Galanopoulos
Mrs D Bowyer
Mrs L Martin
Mr Y Zhang and Ms Y Huo
Mrs G Burfield
Ms M Mayne
Dr A Campbell
Miss M Myers
Library Fund
Judge G and Mrs C Muecke
Ms R Clarke and Mr J Pyke
Mr C J Pearce and
Ms L Jarvis
Mr I J Anderson
Mr G M and Mrs J E Nelligan
Dr M Ayres
Mrs J Paroissien
Mr P L Gillespie
Mr R S Murray and
Ms E J Ramsey
The Hon J Cashmore AM
Miss E Pitcher
Mrs D M Gray
Miss K Myers
Mr P Chisholm
Mr C N and Mrs K M Grundy
Dr S Rajapaksa and
Mrs A Roberts-Thomson
Mrs K Porter and Mr B Porter
Mrs A Hannaford
Mrs J H Renton
Mrs B Hayman
Mrs G Edwards and
Mr H Edwards
Mr P and Ms O F Riquier
Dr S and Mrs R Hobbs
Mrs G Fisher
Mrs E Thompson
Mrs E Rust
Ms A R Hunt
Mr G and Mrs A Rutherford
Mrs C Goodes and
Rev’d B Goodes
Dr M Worthley and
Dr A Solly
Mrs S Humphrey
Mrs A Saunders
Mrs D M Gray
Mrs B J Joyner
Dr R Shea and Ms A Pak-Poy
Mrs E Hastings
Mr M Evans
Miss M E McInnes
Mrs M Millar
Mrs J Moller and Mr P Moller
Miss P C Edwards
Mrs E Sauer
Mrs H Silvy
Save the Date
10 February 2016
Welcome to New Parents and Mentor Drinks, Parent Information Evening and
Academic Endeavour and Excellence Awards
15-19 February 2016
Boarders’ Week
26 February 2016
PTA Family BBQ
1 April 2016
Jazz & Tonic, a fun fundraising evening hosted by the Blue and Gold Committee
6 May 2016
PTA & JSPC Mother’s Day High Tea
23-28 May 2016
Old Scholars’ Week
page 24
Jewell - The Walford Magazine
OranjeCreative7469
Walford Anglican School for Girls Inc.
316 Unley Road Hyde Park South Australia 5061
PO Box 430 Unley South Australia 5061
Tel. 61 8 8373 4062 | Fax. 61 8 8272 0313
/walfordschool | walford.asn.au