Jewell Magazine - June 2014 - Walford Anglican School for Girls

2014: Issue One
The Walford Magazine
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Contents
Council News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
From the Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Jubilee Garden – Enriching the Junior School Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Our Student Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2013 Year 12 Results and Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Focus On: Boarding Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1o
Head of the River Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Building House Spirit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Remarkable Walford Women – Alumni Award Winners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Walk ’n’ Wag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Old Scholars’ Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Old Scholars on Social Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Postcard from OS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
New Starts. Fond Memories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
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
Published by Walford Anglican School for Girls Inc
Approved for Print Post
531629/00009
Council News
Pamela Martin, Chair of Council
As we progress further into the 21st Century
we have been reflecting upon our past history,
whilst at the same time recognising the need
for future vision.
links to the School, and always has time for Walford
students. The girls on the 2011 Walford China trip hold
fond memories of being treated to a special talk and
afternoon tea at the Australian Embassy with Frances.
We have been delighted to welcome Tom Hester as a
new member on Council. Tom is an Old Scholar of Prince
Alfred College and a Graduate of Adelaide University.
His family has a significant engagement with Walford.
His youngest daughter Alison completed her schooling
at Walford as did his mother, Jean Hester (nee Williams)
and his Aunts, plus several cousins and nieces.
Last year it was wonderful to mark Walford’s 120th
anniversary, and bear witness to the growth and success
of Walford since its humble beginnings. Jubilee events
such as the Walford Ball and the Walford School Fair,
while helping raise funds to assist school activities, were
perfect opportunities to promote a feeling of community
and togetherness at Walford.
Tom is a Mechanical Engineer with an extensive career in
auto design and operations management and professional
experience in the expanding wine industry. He has held
senior roles in businesses with operational sites in Europe,
South Africa, USA, New Zealand and, of course Australia.
Tom now operates as a consultant to the wine industry
with clients throughout Australia, and in India, China
and Europe.
2013 also marked a special year in my own relationship
with the School; it was my 50th reunion year, which gave
me cause to look back at my own time at Walford. When
I started in Kindergarten, Miss Baker was still in charge
and she and her sister, Miss Dobb, resided in what is now
known as Baker House. They used to walk around the
School dressed very formally, with hats and suits and
walking their black and white Cocker Spaniels.
Tom believes education is the gateway to self development
and the satisfaction of the human drives of curiosity and
creativity and is keen to assist the preparedness and
strength of Walford as it engages with future challenges.
He is a practising Christian, at St Columba’s Church,
Hawthorn, lives locally and knows many Walford Old
and current Scholars.
At this time, no Walford girl would dare step out of the
school without being attired in hats, gloves and uniforms
of proper length. However, by the time I did Leaving
Honours, now Year 12, Miss Morrison had been
Headmistress for nine years, uniforms were being hitched
over belts to achieve much shorter skirts, the Beatles had
come and gone and we students had even held a strike
which was reported in the daily newspaper. Our staff who
were brilliantly educated in the classics shared with us
not only lessons on a particular subject, but also lessons
in life over that time.
Our Old Scholars are such an important asset to the school
and often share their post school experiences with our
present day students. In 2009 we were privileged to have
one of our Old Scholars, Ms Frances Adamson (’78) speak
to us at the School’s Speech Night. At the time, she was a
member of the Australian Diplomatic Corp, and was
subsequently appointed Australian Ambassador to China.
I was reminded of this recently as I noted with great
pride and pleasure, Frances’ presence in the recent media
coverage of the Prime Minister’s trip to China, and his
special welcome. It is worth highlighting that while she is
playing a key role during this auspicious time in Australia’s
diplomatic relationship with China, she has retained strong
Whilst it is always good to reflect on past experiences, we
now need to focus firmly on the future of the School. The
School has embarked upon an extensive consultation and
planning process under the direction and guidance of the
Council to ensure that our vision for Walford is refreshed
and progressive. As Walford has done over the last 120
years, we will strive for continual improvement. This
process will take much of this year, and will shape our
direction as we head further into the 21st Century.
Jewell - The Walford Magazine
page 1
From the Principal
Rebecca Clarke
There are defining moments in the life of
every school. For Walford, 2014 is proving
to be a year in which we closely examine who
we are, where we have been, and importantly,
what we as a school truly value as we articulate
where we are heading. Determining our
strategic directions will see each member
of our community, both past and present,
invited to help us create a compelling vision
for Walford’s future.
Articulating our strategic directions provides the
opportunity to identify and celebrate what it is that makes
Walford unique.
There is no doubt in my mind that the strength of our
learning community is one of our greatest attributes.
Our staff remain committed to seeking out new ways of
engaging their students. Teaching and learning remains
their priority and this is often the focus of robust inquiry
as they seek to better understand how students learn in
order that they may teach more effectively.
Whilst teaching and learning should always be our priority
at Walford, we must not underestimate the impact our
relationships with one another can have on this outcome.
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Jewell - The Walford Magazine
Taking the time to develop positive relationships is a key
feature of Walford and one which we must protect.
When relationships are nurtured, well being is enhanced,
resilience is promoted and learners thrive.
In their exit interview with me, the graduating students in
the classes of 2013 and 2012 each commented that they
appreciated the strong relationships they had forged with
their teachers at Walford, especially during their final year.
So too was the comment from their teachers, who
identified in their conversations with me early in my first
year that what makes working at Walford so enjoyable is
the quality of the relationships they are able to develop
with their students.
Visitors to Walford often comment on the warm and
friendly atmosphere which pervades the school during
school hours. Whilst the boutique nature of our campus
enables friendships to be established across year levels, this
endearing feature extends beyond the school gates.
Recently, I heard about a weekend gathering which involved
girls who travel together on one of our school buses. The
group made up of various year levels, including old scholars
who once travelled on this bus, decided to catch up on the
weekend to continue the conversations that start and end
each school day. It’s a wonderful testament to the
friendliness of the school environment that would see such
an excursion unfold.
Taking the time to develop
positive relationships is a key
feature of Walford and one
which we must protect. When
relationships are nurtured,
well being is enhanced,
resilience is promoted and
learners thrive.
Of course, our Boarding House is not limited either by
geographic boundaries. A wander through the house
before dinner will see boarders from across cultures and
year levels nestled casually and comfortably in a central
living space, sharing the news of the day. It is in this space
that the students will chat excitedly about the forthcoming exeat, share their joy around family news, assist
one another with homework, offer words of comfort if
homesickness has set in or devise who will wear what from
whose wardrobe this weekend. The relationships nurtured
in this part of our school enable our boarders to feel an
important sense of belonging in their home away from
home which in turn enables them to optimise their
learning opportunities in class.
For more than one hundred and twenty years, Walford has
remained dedicated to the education of girls. By staying
true to her humble origin in the Adamson family home,
Walford has sought to maintain a family friendly ethos
which actively encourages the partnership between school
and home.
As I noted in my Speech Day address last year, schools
today serve a far greater purpose as they provide the
opportunities for children and families to connect with
others particularly in the absence of membership at other
community or church based establishments. Our Parent
Teacher Association and Junior School Parents’ Club
participation remains strong and our whole community
continues to benefit from the excellent activities and
initiatives planned by these committed and industrious
volunteers. I have heard it said by new parents that they
are always made to feel welcome by current families; a
comment shared by new students at the end of their first
days at school.
In the years ahead, the conversations with governments
of the day regarding school funding will continue. The
debate about how best to measure student learning
outcomes so that international standards can be applied
and compared will not subside. The heightened focus on
regulation and compliance in schools will remain. And
this is precisely why all that is treasured at Walford must
be carefully identified, protected and nurtured. We must
not lose sight of that which is most important to us.
Walford is a special community and one which binds our
students, staff, parents, carers and old scholars through
their shared values, aspirations and attitudes towards
learning. 2014 is proving to be an exciting year for
Walford; a defining moment for our school.
Jewell - The Walford Magazine
page 3
Jubilee Secret Garden
Enriching the Junior
School Experience
Rainer Mayer, Head of Junior School
A child’s play space can be
easily filled with artificial turf,
plastic and metal, but it takes
some courage and vision to look
beyond the easy standard fit,
and build something that stirs
a child’s soul, and unleashes
her imagination.
Whether it be setting the water play in motion, organising
activities in the shop, experimenting with the sound
wall, building with tree branches or performing on stage,
it is clear the garden helps initiate collaboration and
participation. In fact, our garden is so rich with opportunity,
teachers are designing lessons to make use of it in class
time. The garden is truly a place of liberty, of creativity,
a place to grow understanding. The garden sees those who
play in it as active and powerful, open to new ideas.
The Jubilee Secret Garden, located in the Junior School,
recognises the need for children to flourish in a natural
environment that stimulates both their imagination and
their physical well-being, no matter their individual ability.
I have appreciated watching the garden develop as a work
in progress during the holiday period, and then witness
on the first day of school, the gasps of delight as girls and
their families discovered it as they returned for the start
of the year.
The garden is not a traditional one, although in some
respects it returns this play space back to a time when we
encouraged our young people to find their own ways to
play and interact with their space, to layer their
environment with fantastic adventures that know no
boundaries. Parts of the garden are dynamic enough to
allow the girls to influence it - to build, dismantle and
rebuild again and again.
It is a very tactile space that draws upon many elements.
The garden is filled with robust plants that will tolerate
inquiring minds and quizzical fingers. The water from a
wine barrel flows along a watercourse and empties into a
sand pit, and we know what happens when water meets
sand! We don’t mind the girls getting their hands dirty.
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Jewell - The Walford Magazine
The Jubilee Secret Garden is a glowing example of
the Walford community pulling together and supporting
the project. To you, through the PTA, we gratefully
acknowledge your support, and thank you for seeing this
vision through to reality.
Jewell - The Walford Magazine
page 5
Assist Mentor Contribute
Teamwork Motivate Inspire
Friendship Encourage
Service Rewarding
Challenging Role Model
Our Student Leaders
Kate Sharley
Walford School Captain 2013-14
Kate Sharley has attended Walford since Year 5,
the year she first ran for a leadership position.
She was not successful on that occasion, but
it did not deter her from applying for future
leadership roles. Prior to being elected as
School Captain, Kate had been a Middle School
Committee Member, and the Murray House
representative on the Year 10 Committee.
Kate describes herself as an all-rounder, who
enjoys challenging herself both academically
and also in sport. Her sporting interests extend
from tennis, soccer and netball to horse riding,
water sports, fun runs and mini-triathlons.
“The role of School Captain is a challenging, but
rewarding one. It involves not only leading the School, but
more specifically, guiding and influencing the Student
Council team.
I have held several leadership positions previously, but
it’s important to note, I have not been successful in all
the positions I have run for. During my time at Walford
each role that I have held has enabled me to develop
as a leader. However, the roles that I haven’t received have
had a greater impact on me as a person and I’m sure the
development of my character.
Joining the leadership group at Walford is something I
wanted to be involved in, having watched and looked up
to the leaders who had gone before me. These older girls
were such role models for me and gave me something
to strive for. As I grew older I understood the other
opportunities that came with a leadership role, such as
the chance to interact with all the girls on a personal level,
to assist those needing assistance, and to inspire girls in
their efforts.
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Jewell - The Walford Magazine
I aim to be a role model to those in years below me, and
also to my peers. I like to think of myself as a mentor for
girls when they are in need of help, or in need of a friend
or a shoulder to lean on.
The Student Council, as a leadership group, plan and
run several fundraisers and events during the year.
My role in this is to be an unbiased peacekeeper at times.
I try to ensure all ideas are heard and explained before
any decisions are made. This is a time consuming task but
means that as a team we can be as productive as possible
during our term of office.
The role of School Captain has opened up many more
opportunities than I had first envisaged. The role has
expanded my friendships within the school and beyond.
One of the most significant experiences has been the
opportunity to represent Walford at the Student Leadership
Conference at Bond University earlier this year. As well as
forming many incredible friendships with girls from all over
the country and overseas, I learnt a lot about myself as a
person and leader through the experience.
I interact with both teachers and students on a formal and
informal basis. Cosette and I meet with our Principal,
Ms Clarke, each week to discuss the overall life of the school,
and in particular, our year level. We can voice any matter
which we feel necessary and we know our opinion is valued.
We address the School as a whole at assemblies and
present our ideas on initiatives.
I have learnt a lot about relating to people, getting the best
out of people, and dealing with issues that naturally arise
in life. This role has taught me that if I set my mind to a
task, I am able to achieve it, and there are many wonderful
people at hand to reach out to for assistance.
I would advise other girls interested in taking up a
leadership role at the school to put themselves forward
and give it a go. Applying for a position is never a waste,
even if you do not receive the role you were aiming for. The
experience gained is what is most worthwhile, and if you
are fortunate to attend such a wonderful school as Walford,
then why not make the most of every opportunity offered?”
Cosette Schilling,
Walford Vice Captain 2013-14
Cosette Schilling is a boarder from a farm near a
small town called Nhill in Victoria. She came to
Walford in Year 9, and is the only girl in a family
of three brothers. A keen artist, Cosette received
The Shirley Cameron Wilson and Honor Wilson
Scholarship for Excellence in Art in 2013.
Cosette is Walford’s present Vice Captain and
has held a number of leadership positions at the
School, including representing Cleland House
on the Middle School Committee and as Year 10
Representative. She was also a Peer Leader
in Year 11.
“My role as Vice Captain supports Kate, as School Captain,
and provides a second opinion when needed.
Through my schooling at Walford, each and every leader
has made an impact on me, and I wanted to reciprocate
what I had been fortunate to receive. Being in this
role has also given me the chance to leave my mark on
the School and contribute to the strong Walford legacy of
student service.
Past leadership positions have enabled me to understand
both sides of leadership; the really fun events as well
as some of the tougher decision-making that is required.
During our first meeting with Ms Clarke, Kate and I were
advised to always make decisions with the greater good
in mind. This piece of advice has stayed with me and has
impacted on each and every decision I have made.
I soon realised that you cannot make everyone happy, and
that’s just part of life. It’s the way you handle those difficult
decisions that makes you a true leader.
Since holding this role, I feel that I have learnt more
about myself and the true meaning of leadership. Before
applying, speaking to a large group would make me
nervous, and I often felt that it was something I just
couldn’t do. The saying, “the fear of public speaking is far
greater than the fear of death” was true for me! Once I
became Vice Captain, my confidence increased, and the
fears I had just disappeared. I have been able to prove to
myself that I can be challenged and succeed no matter
what my fears are.
One of the most important things I have learnt is the
importance of strong communication between myself and
the rest of the student body. This has played a huge part
in my role, because to lead, you need the skill to clearly
communicate your ideas to those you serve. This has been
one of my greatest areas of improvement, particularly
when communicating some of the harder decisions.
I have appreciated the increased trust and responsibility
that has come with this role. I know what it’s like to look
up to someone who is in a leadership role, and I am always
aware of this when interacting with the student body. I am
not only a Walford girl, but I hope I am a role model for
our students.”
Jewell - The Walford Magazine
page 7
2013
Year 12 Results and Pathways
Congratulations to all our Year 12s
IB Diploma Merit Awards
SACE Merit Awards
(International Baccalaureate)
21 Merit Certificates obtained by 15
students across 12 subjects.
45 Merit Certificates obtained by 18
students across 13 subjects.
Lucy Haysman
Alice Gage-Brown
Chemistry, Mathematical
Studies, Specialist
Mathematics, Physics
Lusa Li
Emily Humphries
99.95
Biology, English
Communications,
Mathematical Methods
Meghan Barnett
99.9
English Communications,
Modern History
97.7
Carrie Moyes
Olivia Haysman
Physics
99.75
Mahanoor Baig
Biology
99.45
Michaela Zadow
Economics
Madeline Cook
Mathematical Methods
Lucinda Irvine-Baldock
Mathematical Applications
Sophie Campbell
English Communications
Amelia Basedow
Workplace Practices
Year 11
Sarah Jones
English Communications
Year 11
Kathryn Sharley
Research Project
Year 11
Sarah Jones
Research Project
Year 11
Eleanor Schofield
Research Project
Year 11
Lucinda Irvine-Baldock
Research Project
Year 11
6
99.95 ATARs
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Jewell - The Walford Magazine
99.1
98.45
Tiffany Pang
99.95
History HL, Biology HL,
Mathematics SL,
Chemistry SL, French SL
99.95
English HL, Biology HL,
French SL, Spanish ab initio
99.95
Chinese B HL, Biology HL,
Chemistry HL, Mathematics SL
99.95
Philippa McDonald Geography HL, Physics HL,
Mathematics SL, Spanish ab initio 99.95
Rachael Xu
96.9
95.15
English HL, French HL,
Biology HL, Geography SL,
Mathematics SL, Chemistry SL
Hannah Jury
Physics HL, Chemistry HL,
Geography SL, German SL
99.1
Physics HL, Chemistry SL,
Geography SL
97.9
Lotta Danner
German HL, Spanish ab initio
98.25
Lauren Wearne
Physics HL, Chemistry SL
97.9
Lauren Middleton
French SL, Mathematics SL
98.25
Amy Zhou
Chinese B HL, Chemistry SL
98.75
Lily Franklin
Spanish ab initio
95.15
Eleanor Last
Biology HL
98.75
Claudia Lim
Chinese B SL
95.85
Bethany Phipps
Physics HL
98.25
Eden Wellings
Visual Art HL
83.45
Tallulah Griffiths
Theatre Art HL
91.6
Michaela Zadow
Geography SL
99.10
Tertiary Placements
Flinders University
University of SA
Adelaide University
Interstate/Overseas Universities
Working
Dux of 2013 IB Diploma, Alice Gage-Brown and Dux of 2013 SACE, Lucy
Haysman, photographed at a special presentation assembly, February 2014.
2013 Outstanding Results
66 Merit certificates were
obtained by 33 students.
47% of
students
14% of achieved
students an ATAR
7% of
achieved
95+
students
an ATAR
achieved
99+
an ATAR
99.95
7%
14%
47%
62% of
students
achieved
an ATAR
90+
Tertiary Offers
86% of
students
achieved
an ATAR
80+
Architecture, Interior Architecture
4
Commerce, Business
7
Dentistry
1
Development Studies, International Relations
3
Engineering, Civil, Structural,
Architecture, Biomedical
Health Science, Medical Science,
Law
62%
86%
Consistent Excellence
Of particular interest is the consistency of these
results. Comparisons over the last 10 years show:
10
6
15
Languages
1
Mathematical Science, Info Tech Games & Design
2
Medical Radiation
1
Media
2
Medicine
8
Nursing
3
Occupational Therapy
1
Optometry
1
YEAR
ATAR of 90+
ATAR of 99+
2004
48.00%
10.00%
2005
66.00%
21.00%
2006
57.00%
12.00%
Pharmacy
2
2007
60.00%
19.00%
2008
61.00%
16.00%
Physiotherapy, Podiatry,
Clinical Exercise Physiology
4
2009
58.00%
9.00%
Psychology Science, Behavioural Science,
3
2010
70.00%
14.00%
Science, Nutrition & Food Science
5
2011
59.00%
10.50%
2012
64.00%
14.00%
Teaching
(Early Childhood/PrimaryMiddle/Music)
4
2013
62.00%
14.00%
Vet Science, Animal Science
3
Jewell - The Walford Magazine
page 9
A Solid Foundation
Kate Ryan, Walford Boarding Parent
Larissa started boarding at the beginning of Year 10, in 2012.
I had attended boarding school myself, and found it to be a very
positive learning experience. I wanted my children to have the
same opportunities. Boarding has always been discussed from
a young age in our home, and our children were aware that we
would never force them to go, that it was a shared decision.
Boarding Life:
The Ryan Family
Friendships, Confidence and Self-Belief
Larissa Ryan, Walford Boarding Student
I come from a small farm, 19kms away from Kimba, and 457kms
from Adelaide. I like living in a small country town (there are 1,200
people in our district), because you tend to know everyone.
I always wanted to come to boarding school – ever since I was
a little girl. My parents let it be my decision and gave me the
opportunity to visit any boarding school in Adelaide. Walford was
the first school I visited, and I knew straight after the visit that it
was the right school for me and that I was meant to come here.
I did feel a mix of emotions when I started boarding. I was worried
about going to a completely different school, making new friends,
living in a boarding school and being away from my parents.
It was daunting at first – living with so many people, and going
to school with just girls. I was so nervous on my first day of school.
I remember getting lost about ten times that day! Like all
boarders, I also had to adapt to new rules, and being away from
my parents, but after a while it felt like home.
All the boarders are always really nice to the new girls and
make them feel welcome in the boarding house. This helped
me settle in.
Living with your friends is the best part of being a boarder, and
the hardest part is being away from loved ones. Your friends make
it easier when there are tough times – there is always someone to
cheer you up if you are feeling a bit down.
We also have a lot to do with the day girls. When I first came here,
I didn’t expect them to be so friendly and nice! Now they are
amongst my best friends.
Boarding has helped me develop confidence and self-belief.
Mrs Jones-Parry and the staff make the boarding house feel so
much like home. They organise special outings for us, such as
going to the beach, shopping trips, ice skating, movies, socials and
paint balling. These have definitely been a highlight of boarding!
Now, when I look back, I can’t imagine not boarding, I have
formed so many friendships that will last a lifetime. I had always
wanted a sister, and now I have fifty of them!
Becoming a boarder was the best decision I’ve ever made. The
boarding house feels so much like home, and I will miss it when
I leave at the end of the year.
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Jewell - The Walford Magazine
When it came to selecting a school, Larissa, having two younger
brothers, had her heart set on attending an all-girls’ school.
When I boarded in Adelaide I had a friend at Walford, and
remembered the friendly atmosphere there. Larissa and I visited
Walford’s stand at the Cleve Field Day. Following a chat there,
we felt sure that Walford could provide a supportive, nurturing
environment where Larissa could learn to confidently live away
from home. We felt very comfortable when we had our tour of
the school and the boarding house (we loved the design and the
ensuite in each room!), and the approachable, welcoming nature
of all the staff we met. Our search ended there – we decided,
why look any further when we felt we had found the right place?
The decision was made!
I must admit, the first drive home was heart wrenching, and
I remember telling my husband I was glad I didn’t have to do it
alone. Larissa pretended everything was rosy at first, then came
the sad phone calls from a terribly homesick daughter wanting
to come home.
A real turning point for us was a school trip to Vanuatu at
the end of Year 10. This, and a good piece of advice from
Ms Clarke made all the difference. We had been waiting for the
homesickness to go away, but Ms Clarke explained, “Larissa
may always be homesick – it’s about learning how to manage it.”
This changed the way we approached homesickness, and made
a huge difference. Now Larissa can’t wait to get back and see
her friends after holidays.
I’m always hearing how encouraging and supportive the
boarders and day girls are, and I believe Larissa has also
developed these skills towards others. Her worldview has
expanded, and the way the staff and school value and encourage
each individual to be her best has given her the confidence to
have a go, and be her best.
Boarding provides the opportunity to meet new people and
learn how to develop healthy relationships with others. Larissa
has also learnt how to deal with challenges that arise from
situations and behaviours that she may not have experienced
before. I believed it would, and it has, given Larissa the
confidence to be able to continue living away from home for
further study or employment next year when she finishes school.
The boarding house outings are also fantastic opportunities
that simply are not available in our small home town.
We are able to feel a part of the school community via boarding
and school newsletters, the Facebook page, and through phone
calls from the staff, who are always helpful and supportive.
I would recommend boarding to any family exploring this
opportunity for their child, if they are able to. It is a valuable life
experience with many highs, and also challenges. These help
develop character and resilience in a child and give them a solid
foundation to build their life upon. Friendships formed through
boarding often last a lifetime.
Jewell - The Walford Magazine
page 11
Boarding Life: An Insight
Our Boarding House Manager,
Mrs Sue Jones-Parry gave us an
insight into life in the boarding
house and her role in making the
girls feel at home.
What is boarding life like in 2014?
Views of boarding are often based on
“Harry Potter”, “To Serve Them All My Days”, or to the other
extreme of “Wild Child”. Modern boarding is like none of these
literary tales. It is dynamic and constantly changing. It is much
more nurturing and caring in its relationships and cognisant
of the need to provide a positive, fun and safe home away
from home.
What do you see your role as being in the girls’ lives?
My role is a great privilege. I get to play an active role in the
lives of many young people and have some input into helping
them to develop into caring and thoughtful young women.
I am a mix between the mum and the dad, the teacher the nurse,
the counsellor and the Mrs Fix It! My role is whatever is needed
at the time.
I love managing the boarding house. It is rewarding, fun and
always different. I cannot imagine doing anything else.
How do you bring a sense of “home” to the
boarding house?
We constantly look for ways to make the boarding house seem
as home-like as possible. We make sure we have staff who are
kind, generous of spirit and able to relate to young people in a
positive manner.
We have a common room that would be similar to many homes,
where the girls are encouraged to relax and watch TV together
or just be together and make noise! We have a kitchen that is
used a lot and is often the source of wonderful baking aromas.
I try to provide the boarders with the same opportunities that the
day girls have, which has led to me attending midnight screenings
of movies with them! We base our outings on what the girls want
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Jewell - The Walford Magazine
to do and, just like at home, we encourage the girls to have pride
in their rooms and house and complete chores.
How do you help the new girls settle in?
I always try to pair new girls with a current boarder who will
be able to support them. We have an induction night the term
prior to the girls starting, and they meet girls who will be in
the same year as them. We do lots of activities in the boarding
house to familiarise newcomers with some of our routines.
We put on different activities at weekends to keep the girls
busy and provide opportunities for different year levels to meet.
How do you help the girls get through the more
challenging times?
Being the mother of a teenage girl I am aware that there
are many challenging times in the day of a teenager. Our
supervisors are very good at noticing girls who are not their
usual selves and we make sure we chat to these girls as soon
as possible. We approach these conversations carefully - it is
important for the girls to trust me and share their concerns
of their own free will.
We have a great leadership system in the boarding house, with
a Captain or Prefect assigned to every house. She is responsible
for catching up with all of the girls on a regular basis. Our
leaders meet with me on a weekly basis and we share the issues
that may have been identified in the house. I work closely with
the Heads of School and Heads of House and we communicate
regularly to ensure that learning both in the classroom and
at home in the Boarding House is supported. All girls new to
boarding also meet with the school counsellor so that they are
aware of the extended help we offer.
What are some of the best moments in the
boarding house?
The best moments are when we are able to have a laugh with
the girls. That may be through cooking, watching TV, on outings
or simply when a group of us is having a chat. I love having the
time to get to know the girls. Food is a big part of boarding and
I love an excuse to go off and buy special treats for the girls,
especially around sports days and carnivals.
Celebrating Boarding Life
The role of our boarding students and families
in the School community was celebrated during
Boarders’ Week earlier this year. The week was
filled with fun activities that provided our day
students with an insight into what boarding life
is really like and facilitated opportunities to talk
about boarding.
Food-based activities are always popular with our boarders,
so it was no surprise that a BBQ, international lunch and cake
competition were enjoyed by all the girls. Sporting matches
between boarding and day students were spiritedly contested.
Day students, including our youngest ELC students, were also
eager to take the opportunity to tour the boarding house, and
had plenty of questions for the boarders.
One of the highlights of the week was the Boarders’ Assembly.
The boarders developed an excellent program that both
entertained and informed. Students enjoyed watching a
specially produced video, which showed the boarders in their
home environments. Boarders and day girls came together
in a series of boarding, rural, and internationally themed games
devised by the boarders.
At a special Staff Assembly, boarders from regional Australia,
and as far away as Hong Kong and Singapore shared stories of
their boarding experiences. Invited guest, and boarding mum,
Kim Nicholson provided a wonderful insight into what the
boarding experience is like from a family perspective.
This was Walford’s inaugural Boarders’ Week, and we look
forward to it becoming an annual tradition.
Jewell - The Walford Magazine
page 13
Head of the River 5 in a Row!
West Lakes was awash with a joyous sea of blue
as Walford girls celebrated the remarkable
achievements of our rowing crews at the recent
Head of the River. The excitement flowed, and
cheers roared as Walford consolidated its position
as the state’s leading Girls’ School rowing team.
Walford won the Florence Eaton Trophy for the Schoolgirl
First Eight for the fifth year in a row – the only school to
do so in the history of the race – and equaling our record
set in the early 1990s. In a thrilling race, the crew stayed
calm under pressure, rowing a mature, well-executed
race to win by a third of a length. A young team, the First
Eight included only one returning member from the 2013
winning Eight.
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Jewell - The Walford Magazine
This win was preceded by a huge win by the Second Eight,
who dominated their race from the start, to win by a
resounding 45 seconds.
It was a day of team spirit, great achievements, and fine
sportsmanship. All crews progressed to their Finals, with
the Junior E Crew bookending an historic day with a
win in the first final. All girls competed strongly, with
many teams achieving their best race for the season and
recording high placings against formidable competition.
The girls were also generous in their support and
applause of competing schools throughout the day.
Building House Spirit
Walford House Dinners, introduced this year,
have proved popular with our students, providing
another opportunity for friendships with other
girls to be strengthened.
The dinners have been lively, fun events, with the
House colours featuring prominently in the theming
and decorations. Rooms were transformed, and girls
arrived dressed according to the theme of their dinner,
which included ‘under the sea’ (Gordon), Charlie and the
Chocolate Factory (Prince Rayner), emerald Bollywood
(Cleland) as well as the Fiesta de Fletcher and the
Murray Soirée.
Students from all tutor groups were involved in preparing
entertainment for the dinners, which included video
presentations, flash mobs, dance troupes, Bollywood
dancing, musical items and sing-alongs. There were
even surprise visits from cartoon characters.
Each dinner featured a guest speaker, in many cases
an old scholar, who spoke about her experiences since
leaving school, imparting motivating messages to
the students.
The girls enjoyed delicious and varied meals, including
aromatic curries, traditional paellas, gourmet pizzas and
treats such as a chocolate fountain and fresh fruit.
Students, parent helpers and staff demonstrated their
passion and allegiance for their House group through
their enthusiastic participation, with friendly House
rivalry driving their efforts.
Jewell - The Walford Magazine
page 15
Left to right: Marion McCall OAM (mother of Sarah McCall), Pamela Martin PSM, Mandy Ayres, Edwina Butterworth (President, Old
Scholars’ Association), Wendy Barnes (sister of Sue Duval) and Joan Paroissien OAM
Remarkable Walford Women
The Walford Alumni Awards celebrate the remarkable achievements of
our old scholar community. Old Scholars from the 2013 reunion years were
nominated for outstanding achievements in their chosen fields.
1953
1963
Joan Paroissien OAM (nee Pitcher)
Pamela Martin PSM (nee Hammond)
Director of Nursing (retired)
Solicitor
Joan qualified as a nurse in 1959 and over the next thirtysix years she worked her way up to become the Director
of Nursing at St Andrew’s Hospital; a position she held
for 17 years until her retirement. Community service
has always played a large part in Joan’s life. During her
time at St Andrew’s, Joan helped serve breakfast at the
Hutt Street Service for the Homeless before work and
she currently volunteers for the Magdalene Centre as an
outreach officer.
Pamela has dedicated much of her time to supporting
the Walford Anglican School for Girls Community
through her many roles. She is presently the Chair of the
Walford Council of Governors.
Joan committed a large portion of her time to the
Military and Hospitaller Order of St Lazarus of
Jerusalem and in 2004, Joan was awarded an Order
of Australia Medal for services to nursing and
community services.
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Jewell - The Walford Magazine
Pamela is also a practising solicitor and holds the role of
Director of Commercial Advice with the Department of
Premier and Cabinet, where she advises the government
on intergovernmental relations and manages complex
project work.
1963
1993
Mandy Ayres (nee Allen)
Elizabeth McCall OAM
Physiotherapist
Vocal Performer
Mandy has dedicated herself to teaching and practising
physiotherapy and serves on a number of Boards
involved with education, students and the preservation
of history.
After graduating from the Elder Conservatorium of
Music in 1998, Elizabeth moved to London to pursue
a career in singing. In her eleven years abroad, she
has not only forged a path in opera, but has developed
herself as a composer, session musician, community arts
director and was appointed to the senior management
of the UK’s finest chamber music concert venue,
Wigmore Hall as Head of Learning. As Head of Learning
at Wigmore Hall, Elizabeth ran 400 events annually
including “Music for Life”, a program which uses music
to connect with people with advanced dementia.
In January 2013, Elizabeth released her debut album
‘Two Different Paths”.
Mandy has also dedicated much of her time to
supporting the Walford Community. She was the
Chair of the inaugural Walford Fundraising
Committee and has since been involved in raising
money for the refurbishment of the Helen Reid Hall
and the Walford Sports Centre.
1973
2003
Sue Duval (1973)
Amy Schirmer
Professor
Medical Practitioner
After leaving school, Sue received a Bachelor of Science
with First Class Honours in Statistical Science. She
soon moved to the United States, where she pursued
studies in Biostatistics and quickly became involved
in cardiovascular research and the application of
methodological approaches to clinical trials.
Whilst completing her medical degree, Amy found a
passion for Obstetrics and Gynaecology and reaching
out to remote and rural communities. This led her to
the 2h project and specifically the Safe Arrivals project.
The Safe Arrivals project provides training to traditional
birth attendants in Cambodia in the hope that the lives
of many mothers and babies will be saved by the sharing
of knowledge. Amy travelled to Cambodia with a team
of midwives this year to provide seminars to the
traditional birth attendants.
Sue is currently a Professor at the University of
Minnesota where she is a mentor to graduate
students, publishes prolifically in journals and books
and is researching methodological approaches to
understanding heart failure.
1983
Sarah Denbigh (nee Taylor)
Amy was the runner up in the Australian Women’s
Weekly – Woman of the Future Award and the
scholarship she received as a prize was able to fund
these seminars. Amy also teaches students and young
doctors in her position as a Clinical Lecturer at the
University of Adelaide and she is about to embark on a
six-year training program to qualify as an Obstetrician
and Gynaecologist.
Cellist
Sarah began playing the cello at the age of eight. After
completing her Bachelor of Music in 1987, Sarah joined
the Adelaide Symphony Orchestra where she won a
permanent chair in 1990. In the past 25 years with the
ASO, Sarah has performed with a huge variety of wellknown, international classical artists as well as a number
of popular musicians such as Tim and Neil Finn, k.d. lang,
Ben Folds and James Morrison. Sarah has been a cello
teacher for many years as well as a regular tutor for the
SA State Music Camp and the Adelaide Youth Orchestra.
Jewell - The Walford Magazine
page 17
Walk ’n’ Wag
Members of the Walford community formed
a wonderful sight as they walked through
the streets of Hyde Park with their dogs at
the School’s Walk’n’Wag, held in April.
Over one hundred guests took part in the
walk, in memory of Dr Helen Reid AM OAM,
Headmistress of Walford from 1972-91.
The morning was hosted by the Walford Old Scholars’
Association, and relives one of Dr Reid’s favourite
routines; her Sunday morning walk with her dog Morag
through the streets surrounding Walford. We were
thrilled to have Morag and her present master, Peter,
join us as special guests on the day.
The walk was followed by a scrumptious
pancake breakfast and tightly contested
doggy awards!
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Jewell - The Walford Magazine
Old Scholars’
Week
Old Scholars
on Social Media
One of the most popular events held during Walford’s
Old Scholars’ Week was the celebration of “A Walford
Morning”, which commenced with a Communion
Service led by Rev’d Tracey Gracey, School Chaplain,
and featured the Walford Old Scholars’ Choir conducted
by Suzanne Moorehead.
We encourage you to visit, connect and engage
with the Old Scholars’ Association through
social media.
The Service was followed by a special morning tea
during which Eleanor Adams, School Archivist, delivered
an interesting historical talk; Year 7 students gave a
demonstration of what they are learning in the School’s
newest subject, Design and Technology, and Year 10
student, Emily Slimming, delighted everyone with a
flute recital.
The morning concluded with the “Back to School Assembly”
and “Rose Bowl Debate”. The topic, “That looks will take
you further”, saw current Walford students, debating the
negative motion, winning the wonderfully entertaining
and hotly contested debate over the Old Scholars’ team.
Our next issue of Jewell will feature full coverage of the
week’s events.
Please keep sending us your news to share through these
channels via our email address: [email protected]
Old Scholars’ Facebook
www.facebook.com/walfordoldscholars
We are thrilled that many of you have already joined our
Old Scholars’ Facebook page, which continues to grow with
your support. Liking us on Facebook is an easy way to stay
in touch and keep updated on Old Scholar social events
and news.
Tip: To ensure you are receiving all of our posts,
make sure you have selected the Get Notifications
option. To do this, once you have Liked our page,
hover your mouse over the Liked button, and select
Get Notifications from the drop-down menu that
will appear.
Alumni Group
The Walford network should not be under-estimated in
providing business connections. We have created this
space for our Old Scholars to get in touch, network and
maintain ties with Walford on a professional platform.
We look forward to expanding our communication with
you as we grow this community.
The easiest way to reach our LinkedIn group page is to
search for Walford Alumni on LinkedIn.
Sing Along with the Old Scholars
The Walford Old Scholars’ Choir provides a valuable
opportunity for our past students to spend time together
singing and performing. We are currently seeking a
volunteer to conduct the group. The choir performs three
times per year, with three rehearsals for each concert.
The conductor is responsible for selecting music and
organising rehearsals. Ideally the conductor will be able to
play the piano.
We also encourage new members
to join the group. If you are
interested in leading, or joining,
the choir, please contact
Ana Gozalo on 8373 4062 or
email [email protected]
Jewell - The Walford Magazine
page 19
POSTCARD FROM OS
Rowing to Success!
As a Year 8 Walford student, trying out for a place on the Junior
Rowing Team, Victoria Basedow (’12) would never have dreamed
that rowing would lead her on a path to Harvard University in
the United States.
Now enjoying her first year of a rowing scholarship at Harvard,
Victoria spoke about her time at Walford and updated us on
what she is doing now.
“I was at Walford from Reception through to Year 12, and I
cannot imagine having gone to school anywhere else.
In Walford I found a safe environment where students are
encouraged to speak out and have opinions.
This has been incredibly important during my first year overseas, as you quickly learn that if you do not speak for yourself,
you will be overlooked. I was also able to finish at Walford with
an amazing group of friends with whom I am still in contact.”
Victoria’s future direction was set following a rowing trip to the
UK where she was part of a group of Walford students competing
in the Women’s Henley Regatta. It was there that her desire to
continue rowing was cemented, and key connections were made.
“Victoria Spencer, my coach at Walford, was contacted by the
Harvard recruiter, who was scouting for students. I had not
considered the possibility of studying in America – at the time
I was planning on studying Mechanical Engineering at
Adelaide University.
Rowing at the Henley Regatta confirmed for me that I was not
ready to give up competitive rowing once I finished school
at Walford. After watching the American colleges competing at
the Regatta I felt the American collegiate system could be a
good option for me, allowing me to pursue academics without
giving up rowing.”
Victoria’s outstanding academic and rowing record held her in
good stead, with Harvard’s rowing coach agreeing to support
her application, recommending her to the Admissions Office as
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Jewell - The Walford Magazine
one of the University’s ten heavyweight female rowing recruits
for that year.
“The process was intense, with the application involving essays
and interviews over Skype. I was very thankful for the support of
Walford’s Careers Counsellor, Ms Harty, who helped me work
through all the forms.”
Victoria and her family were thrilled when the news arrived that
she had been accepted into Harvard. “I am really enjoying my
time at Harvard. Whilst it is challenging, both academically and
physically, I am meeting amazing people and am able to take a
variety of interesting courses.
At Harvard, I train once or twice a day for two to three hours, six
days a week. The rowing program is great, it’s been a wonderful
way to meet people and has helped me to immediately feel
comfortable at Harvard.
It is taking me a long time to adjust to the cold Boston weather.
We spend most of February and March training indoors on the
rowing machines since the river is frozen.
Rowing at Walford prepared me both technically and mentally
for my future, as the values of commitment and organisation
were taught so well. I would strongly encourage any girl
interested in rowing to give it a go. I also think it is important
to continue involvement in extra curricular activities through
the senior years. The values taught through participation in
extra curricular activities such as team sports, music programs
and debating are unparalleled. These diversified interests are
also particularly important for anyone considering continuing
their education at an American college.
Looking to my future, I am still deciding what I will pursue after
my four-year undergraduate degree. At the moment, I’m looking
forward to booking my ticket home in June and catching up
with family and friends.”
New Starts. Fond Memories.
Births
Engagements
Sally Amour (Ollerenshaw ’86) a daughter Holly Alexandra
on 20.09.11, a sister to Isabelle Carroll.
Sophie Wilkinson (’04) engaged to Martin Wilson in
early 2013.
Adele Pepper (’03) a daughter, Milla Joan Hersey on 20.02.13.
Lucy Russell (’07) engaged to Simon Byrne in October 2013.
Ann-Marie Woron (’90) a daughter, Lily Charlotte Harris
on 4.03.13.
Kirsten Hawthorn (Morris ’95) a daughter, Ailie Christine
Hawthorn on 29.04.13, sister for Edwin and a niece for Annie
Morris (’02) and Grace Hawthorn (currently in Year 10).
Julia Dreosti (Hoffmann ’94) a daughter, Camilla on 2.06.13,
sister to Leo and Rafael.
Deaths
Nancy Alvey (Evan ’20) on 5.10.12
Joan Scott (Toms ’33) on 15.04.13
Margaret Maplestone (Thomson ’39) on 25.07.13
Judith (Jude) Smith (Reid ’95) a son, Oscar Stevenson
Smith, on 5.06.13, a little brother to Jackson Wishart Smith.
Pauline Huelin (Cotton ’35) on 26.07.13
Emily Tsoutouras (Mellows ’97) a son, Charles Christopher
Ernest on 1.08.13, a brother to Thomas (Tom).
Barbara Rennie (Andrews ’39) on 8.09.13
Nicole Blackwell (Vile ’89) a daughter, Ivy Clarice
Blackwell on 19.10.13, a little sister for Meg, Ada and Pippa.
Lorna Selth (Chesterman ’29) on 19.08.13
Margaret Moody (Johnston ’51) on 9.09.13
Barbara Bean (Hoar ’40) on 18.09.13
Alice Duncan (Tolley ’97) a daughter, Sophia Alexandra
Duncan on 23.10.13, a little sister for Daisy and Millie.
Margaret (Peg) Clipstone (’39) on 1.10.13
Elizabeth Porter (’99) a son, Peter Frederick Biven on
13.11.13, a brother to Charlotte and Rosie.
Jan Teusner (Tomlinson ’50) on 31.10.13
Lisa Brown (Dungey ’89) a son, Alexander Joel Brown born
on 12.12.13.
Margaret Osman (Moody ’35) on 19.12.13
Elizabeth Peake (Walford Teacher) on 1.10.13
June Fearn (Branson ’39) on 26.11.13
Sarah Jay (’98) a son, Jonathan Michael Bass, born on
25.12.13, a little brother to George and Eleanor.
Catherine White (Lawrie ’65) on 3.01.14
Sally Hicks (Williamson ’97) a daughter, Masie Anna Hick
on 1.12.13.
Joan Strickland (Prince ’35) on 29.01.14
Sally Badenoch (Kellett ’00) a son Angus Hubert Badenoch
on 4.02.14.
Deborah Jane Pontifex (’65) on 19.04.14
Wo Fenner (Walford Teacher) on 28.01.14
Chani van der Merwe (’05) on 17.03.14
Marriages
Laura Claassen (’99) married Dr Gregory Bowers on
4 August 2013 in Las Vegas, Nevada, USA.
Margot Shearer (’92) married Ross Patten on 5 October
2013 in Noosa, Queensland.
Olivia Hoffman (’04) married Tom Barry on 9 November
2013. The bridal party included the following old scholars:
Katrina Stokes (’04), Sophie Wilkinson (’04), Julia Dreosti
(Hoffmann ’94) and Catriona Flavel (Hoffmann ’02).
Alexandra Stubberfield (’02) married Michael Bollard on
10 January 2014 at the Longview Winery. The bridal party
included the following old scholars: Cathy Stubberfield (’01),
Stephanie Morley (’02) and Emma Sharley (’02).
Amelia Burge (’01) married Huw Thomas on 1 February
2014 at Corryton Park, Barossa Valley.
Vale – The Reverend John Stephenson
The Reverend John Stephenson, a respected and
valued member of the Walford community, passed
away at home on Saturday 19 April 2014.
John had a long association with Walford, which
commenced when he was a student at the previously
co-educational Walford Junior School. John was a
father, grandfather, brother and uncle of Walford old
scholars, and a long standing member of the Walford
Council of Governors, having served on Council as a
Council of Governors’ appointee from October 1982
to June 1986 and as the Archbishop’s nominee from
February 1998 until August 2007.
John is survived by his wife Denise, six children and
twelve grandchildren.
Kelly Sykes (’02) married Clae Murray on 1 March 2014 at
The Beachouse Glenelg. Bridal party included the following
old scholars: Helen Taylor (’02), Annabel McLachlan (’02),
Melissa Sykes (’04) and Laura Sandford (’02).
Jewell - The Walford Magazine
page 21
MelindaParentCreative6790
Walford Anglican School for Girls Inc.
316 Unley Road Hyde Park South Australia 5061 | PO Box 430 Unley South Australia 5061
Telephone. 08 8272 6555 | Facsimile. 08 8272 0313
walford.asn.au
/walfordschool