Annual Report 2019 Contents

Chairman’s report 3 Principal’s report 5 Foundation report 7 Introduction 8 Governance 11 Achievements 13 Senior School 15 Building Project 29 LIfe at Howqua 31 Junior School 33 Kindergarten 39 Co-Curricular activities 45 Sport at Lauriston 58 Community service 69 School Community 71 School Performance 75 Staff Qualiﬁ cations 79 Financial Results 82

2 2019 ANNUAL REPORT Foreword

Chairman’s report ‘Our Year 12 students proved to be RICK BALL a diverse and well-rounded group Chairman, Lauriston Girls’ School Council of young women.’

Lauriston Girls’ School is Each year there is a breadth of co- listen to the broad range of community very much a School for Life. curricular opportunities for students members they meet. This can be seen through the across the school to participate in, and broad range of activities our 2019 was no exception. In the Junior While the school has well-established students involve themselves School, students were provided with groups such as Amnesty International, in throughout the year and opportunities to participate in Coding Girl Up and Greenies, in 2019 a group 2019 was no exception. Club, Netball Club, Gymnastics, Dance of Year 12 students established a Pride and Movement, French classes, Chess Club because they wanted to provide Our Year 12 students proved to be a Club, Music and Skipz. a supportive space for the LGBT+ diverse and well-rounded group of community. The mission of the students young women. Academically, they The Compass program was introduced at their weekly meetings was to openly excelled, with 16% achieving an ATAR for 2019 and Junior School students discuss issues within our community and of 99 and above, while 80% achieved could participate in activities which form spread awareness. The Model UN Club an ATAR of 80 and above. The the foundation for later participation in was another new initiative which was students participated in a broad range the Duke of Edinburgh program, which embraced by our students, and not only of co-curricular activities throughout is off ered from Years 8 to 12. Senior did they participate in external events their years at Lauriston. As School Co- School students can participate in Art but they presented a lively debate at Captain, Lier Deng said: “I really enjoy Extension, Communication and Speech School Assembly. the multiple opportunities the School Training, Music, Rowing and Netball, and off ers to develop leadership. Through the Makers Space was made available The Sports Strategic plan entered participation in roles and activities to students in Years 7 and 8. Students its second year of implementation. like Tutor Captain, SRC, Howqua and across the school have access to both All students from Years 7 to 10 must overseas World Challenge trips, they Sport and Music programs, and the undertake a compulsory sport or have prepared me for how to be a performing arts is enhanced through recreational activity with a view that we leader and to push myself out of my Middle and Senior School plays and want to promote a healthy lifestyle for comfort zone.” musicals. life and give attention to the importance of physical activity for the wellbeing of It was positive to begin construction of Our Community Service program, GIVE, every girl. Sport in the Junior School the fi rst phase of our School’s building grew in strength throughout 2019. was also enhanced throughout the year. plan. We saw construction of the Lauriston supported organisations such In Senior School Girls Sport Victoria underground carpark throughout 2019 as Very Special Kids, Asylum Seekers (SSV) competition, Lauriston reached and we look forward to its opening in Resource Centre, Malvern Emergency the Division 1 Championship Carnival early 2020. The next stages will include Food Program, Lighthouse Foundation in Track and Field for the second year the construction of the Health and and Friday Night School through a in a row and achieved a creditable 7th Wellbeing Centre and the Years 5 and 6 range of activities including packaging overall place. The GSV Cross Country classrooms. The construction of these and delivering food to community team fi nished in 5th place in the new facilities will enhance the ongoing housing, sleeping ‘rough’ and building Division 1 Championships. Lauriston work in building strong curriculum and a vegetable garden for the Lighthouse Snowsports continued to fl ourish with co-curricular programs. Foundation, volunteering in Philanthropy over 100 students competing in the 2019 events and tutoring at Friday Night season – our Junior School team ranked School. The strength of the community fi rst overall while our Senior School service program lies in the hands-on team ranked 3rd overall. In the Junior involvement of our students and their School, Year 6 students enjoyed district willingness to communicate with and competitions in Soccer, Netball, AFL and

3 2019 ANNUAL REPORT Basketball. House Cross Country and I would like to off er my thanks to those Athletics are popular with our students members of our School community and House sporting activities are who volunteer their time and resources enjoyed by all. to be members of the School Council, Lauriston Foundation, LPA, the OLA The Lauriston Parents’ Association and the many groups which all play (LPA) and its sub-groups fi ll each year an important role in strengthening our with events and activities for our parent community. I would like to off er my community. In 2019, the Summertime sincere thanks to all individuals who Fair was a successful event for the concluded their roles on these groups entire school community. This was a at the end of 2019 and thank you very signifi cant undertaking by the LPA much for the signifi cant contribution you and we thank them most sincerely have made throughout the education of for bringing the School community your daughters. together. The Huntingtower Lunch was another successful event, made even The staff of Lauriston Girls’ School are more special with the involvement committed and professional individuals of our Old Lauristonians’ Association whose priority is the education of our (OLA). There were a number of OLA young women. Their eff orts are much tables at the event and each table appreciated and they provide support recognised the achievements of a for each girl as she moves up through past student. Our annual Mothers and the school on her educational journey. Fathers’ Day Breakfasts bring together our Junior School parents and their The Annual Report for 2019 provides daughters. It is wonderful to hear from an overview of our School which I our girls when they speak about the believe demonstrates the wonderful importance of their mothers and fathers achievements of our students and the in their lives. We are most appreciative important role that teachers, parents of the involvement of the LPA and and members of our School community its sub-groups in making our school play in the academic and personal a welcoming place for families and growth of each girl. bringing our community together.

4 2019 ANNUAL REPORT Principal’s report ‘A highlight of 2019 was the Gala SUSAN JUST Concert held at Hamer Hall, Melbourne.’ Principal

During 2019 we continued Throughout 2019, the Digital Intent A highlight of 2019 was the Gala the implementation of document began to be implemented, Concert held at Hamer Hall, Melbourne. our Strategic Plan, along with particular focus being given to All students from Prep to Year 12 with our Sport Strategic teachers on how digital devices can participated in the Gala Concert Plan, Community Service be utilised to change pedagogical through mass singing, ensemble, and Action Plan and our approaches within the classroom. orchestral and choral performances. Digital Intent Document. There was sound evidence of teacher’s This was the ﬁ rst time that the School One particular focus during professional development throughout performed at Hamer Hall for families 2019 was the consolidation of Faculty the School through the learning and friends. A particular highlight developed detailed rubrics of student activities implemented in the Junior of the evening was a choral item growth across four criteria and the School and Senior School. In each including alumnae and current students use of an indicator of progress in each Junior School year level, digital activities performing a composition specially criteria from 1 to 8. The use of the have been mapped and completed in written for the evening by a past detailed rubrics was extended to Years each Term. A number of Faculties in the student. Visual and Performing Arts 9 and 10, with students and parents Senior School embraced applications provided for a number of highlights being provided with information about such as Showbie, which enabled throughout 2019. The Middle School demonstrated growth in each criteria teachers to provide detailed feedback Musical, Mary Poppins Junior, was well for completed assessment throughout to students about assessment and received by the School community and the year. Teachers provide detailed learning activities, and students to included a large cast of students from feedback and feedforward to students maintain an online record of their work Years 5 to 8. and parents using our online reporting and teacher feedback. system, and also on the assessment The second year of the Sport Strategic items themselves. The Digital Fabrication Laboratory plan implementation saw continued continues to be used by children and improvement in results for Girls Sport Continued reﬁ nements to our online students from Kindergarten to Year Victoria carnivals and Junior School reporting system were focused on 12. Junior School students completed sporting competition. There has providing more in-depth information a broad range of Inquiry activities been enhanced used of technology about progress to both the parents utilising their design applications, the to record improvement in physical and students. For our Year 9 students, laser cutters, hand tools, robotics activity. All students in Years 7, 8 and we continued to develop House Tutor and micro-bits. Students have access 10 undertake compulsory sport and all comments for each student based on to a variety of resources which can are encouraged to participate in team a set of personal skills and attributes be utilised in design and making. sport and a recreational sport. The which can be demonstrated and Senior School students use the digital Lauriston Netball Team has continued enhanced throughout the Howqua year. fabrication laboratory in their digital to grow in popularity and we have Signature Projects and also in subject- appreciated the guidance provided based disciplines such as Visual Art and by a parent support group. In 2019 a Design, Physics and Mathematics. Parents of Sport group was established with the intent of parental involvement and encouragement of sport in the lives of the students. Sporting awards and colours was reviewed and the new system was introduced to the students and their parents.

5 2019 ANNUAL REPORT Community Service has continued to The involvement of our Lauriston Whether our work is on the develop at Lauriston and during 2019 Parents’ Association is important to development of curriculum and learning our students worked with a number our School and the sense of belonging programs, or the establishment of new of local organisations in supporting created through the various activities facilities, improved student outcomes young people and families both locally they off er to parents and students are always at the centre of any initiative. and within the Melbourne region. Very throughout each year. In 2019 we held Special Children, Friday Night School our Summertime Fair, which was highly and the Lighthouse organisation were successful in bringing the School and among the organisations supported local community together in a day fi lled by our students and their families. The with enjoyable activities for families. focus has been to provide practical Our Lauriston Parents’ Association support, either through active created a wonderful day with each year participation such a tutoring at Friday level making a contribution to the stalls Night School or spending time with and activities. The annual Huntingtower young people at risk, or through Lunch was well attended and there was providing groceries and necessities to an increased number in alumnae who families in need. Our students and their attended this event. The Fathers for families have been working together on Change group held a successful dinner some activities and there has been a with a panel presentation on Women positive sense of making a contribution in Sport. to others. Throughout 2019, the construction of We maintained our international links the underground carpark was underway. during 2019 with students undertaking This is the fi rst phase of the building a cultural trip to Italy (an activity construction plans for our School and which is off ered to students every two construction ran to schedule for most of years), the inaugural Performing Arts the year. The underground carpark was trip to the USA and a STEM trip to the earmarked for conclusion in early 2020. USA. In addition, fi ve students spent a While the fi rst phase of construction week at the Noonkanbah community was underway, our design team, project in Western Australia, an activity which manager and building committee has been in place for more than 20 continued with the planning process for years, and a group of Year 5 and 6 the next phases, which will include the students visited Central Australia. construction of the Sports, Health and Our Duke of Edinburgh students and Wellbeing precinct and classrooms for teachers completed the Three Capes Years 5 and 6 and Prep. Walk in Tasmania. The lives of our Year 10 students were enriched through participation in exchanges to the York House School in Vancouver and the London School for Girls.

6 2019 ANNUAL REPORT Foundation report ‘…how fortunate Lauriston is to have MARINA JOHNSON such a connected and supportive Director of Advancement community.’

The ﬁ rst thought that comes The Scholarship program also enjoyed community through invitations to to mind when reﬂ ecting continued support from across the school-based events and by providing upon 2019 is how fortunate community. As a result of this support regular updates on how community Lauriston is to have such a we were able to off er a scholarship to support is delivering impact for students connected and supportive a young girl from country Victoria who and helping the School continue to community. Our current relocated with her family to Melbourne advance. and past families, alumnae, to commence in Year 11 in 2020. More staff and friends have been than 25% of current families regularly We are grateful for the support our generous in their support of support this program through the community has shown, and I look the School and its vision to be a School payment of a Voluntary Levy. forward to continuing working with our for Life. A sincere thank you to each and community members in 2020 to deliver every member of our community who The Lauriston Foundation welcomed the opportunities and facilities girls has shown their support throughout 25 new members in 2019. Since its need to achieve their potential. 2019. Regardless of size, every gift creation in 1984 the Foundation has is greatly appreciated and provides grown to 594 members across six positive impacts for students today and membership levels. We continue to for future generations. focus on strengthening relationships with Foundation members and our The Lauriston Foundation works with the broader community to help deliver new and extended programs, facilities and resources needed to help the School achieve its vision and remain at the forefront of girls’ education.

The community continued to show strong support for the It’s Her Turn campaign, which is helping fund vital new facilities for students. As at the end of December 2019, donors from across the community had gifted $2.06m in pledges and gifts. These gifts will help fund the development of a new Sports, Health and Wellbeing Precinct, unify the Junior School on the Huntingtower Road campus, and create an Early Learning Centre at Blairholme. The campaign continues to ensure that the total project, which is anticipated to cost more than $35m, is delivered with minimal borrowings.

7 2019 ANNUAL REPORT Introduction

Lauriston Girls’ School is at the forefront of girls’ education, with a focus on providing individual learning and care for all students so that they build on their academic growth, as well as their emotional and physical wellbeing each year. Our School of approximately 1,040 students is spread across Kindergarten, Junior School and Senior School. The School is co-educational in Kindergarten (three- and four-year-old classes) and all-girls from Prep to Year 12.

Lauriston Junior School Kindergarten Our Junior School continues our quest of developing a child’s natural curiosity Lauriston Kindergarten off ers programs about our world. A strong emphasis based on the Reggio Emilia philosophy, on literacy and numeracy continues which has close ties with our School’s from Prep to Year 6 through direct mission and values. Our Kindergarten instruction and project-based learning. children are encouraged to engage in Our Junior School students participate their learning through activities which in a broad-based curriculum which give attention to hands-on learning and includes Mandarin, Visual Art, Drama, play. Each child is encouraged to explore Music, Physical Education and Sport. In and continue to develop their natural addition, through our digital fabrication curiosity about the world around them. laboratory, we teach our students the A new initiative has been the design thinking process, how to code establishment of the Bush Kindergarten and how to make objects they have each Friday, where our children and designed. educators come together to explore the natural environment and use the Senior School objects they ﬁ nd in imaginative games and activities. The broad-based curriculum off ered in our Senior School gives attention to the value of learning through subject disciplines and interdisciplinary opportunities to apply our students’ learning in real-life projects. Direct instruction from the teacher builds knowledge and understanding and complements the collaborative and hands-on learning activities such as the Signature projects our students undertake from Years 7 to 10.

8 2019 ANNUAL REPORT Year 9 Howqua Student Wellbeing We know that young women not only feel better about themselves Program At Lauriston, we endeavour to use when they help other people, but that Australian and international research they want to fi nd future employment Our Year 9 Howqua program recognises which acknowledges the strong links where they will be able to make a the importance of young women between academic success, fl ourishing contribution or help others. building their capacity to undertake mental health and physical activity. challenging activities that move them Each year level in our School out of their comfort zone. Located in The eight domains covered in our participates in a community the Victorian High Country, the Howqua student wellbeing programs include service program. The students are program continues the academic self-awareness, healthy holistic habits, given responsibility for choosing curriculum off ered in Years 7 and 8 emotional awareness, mindsets, positive their community service and for but includes an Outdoor Program and direction, positive relationships, role determining how they can best make Fitness program that encourage our modelling and looking outward. These a meaningful contribution. students to build life skills over the year domains complement our School’s through the physical challenges they values and give attention to the face. development of young women who are Sport resilient and have the skills to manage The removal of daily access to Our sport strategic plan emphasises change and adversity in their lives. technology off ers an environment where the value of physical activity for all girls; Empathy and purpose go hand in hand girls can give attention to their own hence sport or recreational activities are when considering how we help our social and emotional growth, and their now compulsory for all students from young people to fl ourish in their lives. capacity to collaborate with others. Years 7 to 10. During the years when girls are more likely to decrease their Community Service participation, our School has chosen Years 11 and 12 to track the sporting involvement of all At Lauriston, our community service students and to encourage participation The senior years of school off er and strategic plan seek to raise student throughout the school year. intellectual and personal challenges for awareness of social concerns within young people. At Lauriston we off er the our communities, encourage initiatives Along with involvement in physical Victorian Certifi cate of Education (VCE) from individual students and year levels, activities, our School aims to ensure that and the International Baccalaureate (IB) and make connections with external girls have the opportunity to pursue Diploma program in Years 11 and 12. Both individuals and organisations. their sporting interests and this involves courses of study provide intellectual working with individual students to challenges for our students. determine their future development, including continued skill development, support with nutrition and positive mindsets.

9 2019 ANNUAL REPORT Our vision, mission and values

At the heart of Lauriston Girls’ School is a vision for girls’ education that encompasses pedagogical, environmental and pastoral considerations. Central to the success of this vision is our ability to think beyond the ‘now’ and plan for an ever- changing and complex future.

Vision Values

A school for life. Relationships Intellectual curiosity We communicate openly, honestly We engage proactively with the world, Mission and respectfully, allowing us to have determined to better understand, meaningful connections with each other reﬂ ect upon and question ourselves, our Our purpose is to inspire Lauriston girls in the community and beyond. We foster experiences and the society in which to be courageous lifelong learners. They a culture of optimism, collaboration and we live. We are critically engaged and are ethical and compassionate young celebration. curious about all that we encounter and women who seek to resolve new-world learn. problems and strive to be responsible, global citizens working with others to Courage shape their world. We are courageous in our approach to Engagement in life managing change; embracing physical, By our purposeful engagement in all moral and intellectual challenges; and aspects of school life, we learn how to standing up for what we believe in. connect with others, manage the highs Courage enables us to understand our and lows, and reap the rewards of our strengths and act accordingly. commitment. We are motivated to participate and respond to changes in Creativity our world. Creativity is a cornerstone of the way we approach our learning and teaching. We are imaginative, inventive and entrepreneurial. We are open to, and champion, new ideas and new ways.

10 2019 ANNUAL REPORT Governance

Council members 2019 (as of 31 December 2019)

Rick Ball Kirsten Gray David Hackett Glenda Ralph Chairman BA, LLB (Hons), GDipMgmt BCom (Melb), MBA (Exec) B Special Education (SA), BCom (Melb), CA (Melb) (UNSW AGSM), CA Higher Diploma in Education (Capetown)

John Morrison Susie Roberts Tracey Curro Xing Zhang Chairman – The Lauriston Lauriston Parents’ Lauriston Parents’ Old Lauristonians’ Foundation Inc. Association Representative Association Representative Association Representative BE (Hons) (UWA), MBA Master of Workplace BBus Communications (QUT) BEng, BCom/BEng (Melb), (Melb) Relations (Monash),Cert GCertEI (Swinburne) IV Workplace training and Resigned 29/5/2019 assessor, Mediation skills techniques and practice, Australian Disputes Centre

Fiona Finster Gill Dvir Susan Just Catherine Tan Old Lauristonians’ B Eng Principal (ex offi cio) Association Representative BA, DipEd (Qld), Med Business Manager/School B Eng (Building) (Admin) (UNE) Council Secretary B teaching BEc (Monash), MBA (Hons) (Swinburne), Grad Cert Gov Prac, Dip Proj Mgt, CA

Louise Kanis Certiﬁ cate in Superannuation Management Appointed 29/5/2019

11 2019 ANNUAL REPORT Sub-committees

Finance

Rick Ball Charles Read David Hackett Patricia Stebbens

Dima Petherbridge Susan Just Catherine Tan

The Lauriston Foundation

John Morrison Peter Scott Angus Graham OAM Charissa Ho Chairman Treasurer Treasurer (Retired 22 May 2019) (retired 22 May 2019) (since 22 May 2019)

Vicki Redwood Rick Ball Susan Just Georgie Bruce

Elise Gillespie Jane Freemantle OAM Sam Hunt Mark Roberts (appointed 21 June 2019) (appointed 1 Oct 2019)

Catherine Tan Marina Johnson Secretary (ex offi cio) (ex offi cio) (appointed 14 Jan 2019)

Executive Team

Susan Just Tim Watson Chris Toms Catherine Tan Principal Deputy Principal, Vice Principal, Business Manager Learning and Innovation Head of Junior School

Nick Thornton Kate Gilchrist James Garkel Director of Lauriston Institute Acting Head of Senior School Director of Operations – Senior School

12 2019 ANNUAL REPORT Achievements

Leadership – This focus on growth in reporting Community aligns with the introduction in 2019 – Lauriston achieved the endorsement – The School organised more than 500 of a Growth Mindset curriculum. of building plans from Stonnington events for Lauriston parents to meet, Through a partnership with Growth Council for the construction of an learn more about the school and be Mindset Australia, we have been underground carpark, Sport and involved in their daughter’s education. fortunate to work on a program Wellbeing precinct and Years 5 and targeted specifi cally at students. This 6 Centre as well as a unifi ed Junior – The Lauriston Arts Association work aligns with our broader aims to School and new Early Learning Centre supports scholars in residence each continually encourage our students to at Blairholme. year and highlights from this program be resilient, courageous risk takers in for 2019 were the Kindergarten all that they do. sculpture installation, the Years 3-4 Professional Development Virtual Reality Exhibition, and the – A group of teaching staff from K to – - 2019 saw the culmination of our VCE/IB Art Exhibition. 12 have been working on researching, work with the Melbourne Graduate defi ning and then elaborating on the School of Education and our – The LPA hosted the 2019 key dispositions and skills that we presentation to the broader education Huntingtower Lunch, the Mother’s Day wish our students to possess before community on the work we have Breakfast and the annual New Parents’ they leave Lauriston. completed regarding the collection, Cocktail Evening. collation and use of student data – 2019 saw the launch of the Lauriston – The Lauriston New and International to inform teaching practice. Our Digital Strategic Intent. Our team of Parents’ Group organised a Chinese association with the University of ICT lead teachers have been working New Year celebration for the School Melbourne Network of Schools over on articulating key areas of focus in community, including cultural the last three years has provided our the digital space over the next fi ve activities and performances as well as teaching staff with the opportunity to years and identifying strategies that coff ee mornings and lunches, and free be exposed to the latest research on will be employed to meet our desired weekly EAL classes. best practice. outcomes. – The Old Lauristonians’ Association – A signifi cant part of the work with – In 2019 we also introduced a student held many wonderful reunions and the university has been our shift in data dashboard which tracks student events including: Huntingtower Years 7 to 10 to using a developmental progression and achievement. This Lunch, OLA and LPA Golf Day, model of reporting that focuses on dashboard includes information Senior Old Girls’ Music Lunch, House student growth over time rather than regarding standardised testing Music Morning Tea, Careers Night, single task-based reporting. At the (NAPLAN, PAT and Allwell) as well Speakers for the SHINE program, Y12 heart of the reporting model is a as information about engagement, Conference and Signature Program, stronger focus on students having a eff ort, and emotional responses. The OLA Guard of Honour at Valedictory, clearer idea of what the next steps dashboard will support teachers and and many inspiring speakers at Senior are in their learning journey and the our academic advisors when meeting School Assemblies strategies they can employ to reach with students and preparing targeted developmental milestones. learning. – Fathers of Lauriston held The Father of Lauriston Dinner fundraiser at Kooyong Tennis Club.

13 2019 ANNUAL REPORT Community Service The Arts – Years 10 and 11 students regularly – We had 30 best speaker awards in the tutored refugees and second language 8-12 Years Debaters Association of English students at Friday Night Victoria competition. School. – The Senior School musical – Students and staff travelled to A Midsummer Night’s Dream Noonkanbah to live and work with an was held at Irving Hall. indigenous community. – Years 5–8 staged Mary Poppins Jnr. – Over 200 girls from Years 7 & 8 attended G.I.V.E. Back Days, helping – Two Year 12 students were shortlisted charities such as CCare. for the VCE Top Designs 2019.

– Year 10 girls held a working bee at – One student was awarded the VCE the Lighthouse Foundation safe Premier’s Award in Studio Arts. house. They also hosted a dinner – Term 4 saw the VCE/IB Arts in the Kensington safe house, ﬁ ve Exhibition, which was a week-long Thursday lunches in the park for the VCE and IB collaboration of all the arts East Malvern safe house, collected subjects. and gift-wrapped Christmas presents, and knitted squares to make three – Years 3 and 4 held a virtual reality blankets. exhibition inspired by artist in residence Susannah Langley. – Year 6 G.I.V.E Leadership Team attended the Kidsview Social justice – Clay installations and sculptures conference and visited charities for were produced by Kindergarten (Avalon, St Kilda Mums, ASRC, Emmy as part of their artist in residence Monash) to start conversations program with Deborah Kelly. between the School and these charities. Academic – As part of the Youth in Philanthropy – Class of 2019 achieved fantastic Program (Lord Mayor’s Charitable results in both the VCE and IB. The Fund), Year 10 girls visited three median ATAR achieved across both charities and put together a proposal programs was 89.90. In the VCE, for how to spend $10,000 in their the median study score was 35, with chosen area of impact. 22% receiving a study score of 40 or above. – A number of fundraising events were held: UNICEF casual clothes day, Biggest Morning tea (Australia Cancer Council), Go Grey in May (Robert Connor Dawes Paediatric brain cancer), Very Special Kids Treadmill Challenge, Down Syndrome Socks Day, Pink Day (BCNA).

– A number of collections were held including: Malvern Emergency Food Program, coats for St Kilda Mums, toiletries for the homeless, Christmas gifts for Lighthouse

14 2019 ANNUAL REPORT VCE and IB

A Lauriston student chooses either the International Baccalaureate (IB) Diploma or the Victorian Certiﬁ cate of Education (VCE) for study in Years 11 and 12.

VCE or IB? The choice is yours Lauriston has a history of outstanding English is the only mandatory subject Students completing the IB study academic results in both the VCE and IB. in the VCE; students are free to choose six subjects including the student’s In 2019, 59% of students who studied at the remaining subjects of their own own language, a foreign language, a Lauriston placed in the top 10% of the accord. Students may choose to stack humanity, an experimental science, state’s results. As a school, Lauriston was their learning and select courses from mathematics, and one other subject ranked within the top 20 best schools one or two areas of interest, such as which may be drawn from the arts or overall in the state. These incredible the sciences, the humanities or the arts, from a subject area already mentioned. results came from a wonderful group or select a more general course that of girls who are dedicated, focused and encompasses all ﬁ elds of learning. Each student works with the School’s determined. VCE and IB Coordinators, as well as The IB is a two-year curriculum that their teachers, the Careers Advisor and The VCE is administered by the Victorian fosters high academic standards parents to choose the pathway that best Curriculum and Assessment Authority and international understanding. It suits her interests and future study plans. (VCAA) and is a two-year course. is recognised by Australian tertiary The VCE is the most common form of institutions and major universities assessment in Victoria and follows a worldwide and encourages students structure that can be tailored to the across the globe to become active and interests and aspirations of each student. compassionate lifelong learners.

From VCE Coordinator From IB Coordinator Marina Leggatt Sandra McCowan

The Victorian Certiﬁ cate of Education (VCE) is ﬂ exible and The International Baccalaureate (IB) Diploma program was students are able to alter their subject choices at various undertaken by approximately 49% of Lauriston students times throughout the two years of the course. in 2019. It is an international course, recognised and understood by universities in Australia and around the world. The VCE also allows students to specialise by choosing a number of related subjects according to interest or strength. The diploma’s strengths include its global perspective, At Lauriston, students can apply to study certain Year 12 the requirement that students maintain a broad range subjects when they are in Year 11 if they have demonstrated of academic subjects and its focus on producing critical, their ability to do so during their Year 10 studies. creative thinkers who are also balanced young women.

The Lauriston VCE cohorts consistently perform well and Lauriston has off ered the IB Diploma since 1991. The 2019 rank among Victoria’s top achievers. cohort has maintained the very high standard of the previous years.

15 2019 ANNUAL REPORT Leaders of the future

Our School Captains are encouraged Lier: I really enjoy the fact that Lara and What do you enjoy most to lead by example. Each year they I have been able to meet and work with about Lauriston? choose a theme and the theme for so many diff erent people, both within Lier: I really enjoy the multiple 2019 was ‘Ohana’. Ohana means ‘family’ the Lauriston community and outside opportunities the School off ers in Hawaiian, but in a much broader it, whether it be old Lauristonians, staff to develop leadership. Through sense it means to include not only administration or even other school participation in roles and activities one’s immediate family but also one’s captains across Australia and the world. like Tutor Captain, SRC, Howqua and cousins, in-laws, friends and neighbours. I am always learning and being inspired! Lauriston’s greatest strength is our overseas World Challenge trips (to name a few). They have not only prepared me community and our family, and Lara What does leadership and Lier wanted to emphasise and for how to be a leader, but also pushed encourage this across all aspects of mean to you? me out of my comfort zone and taught the School through their approach to Lara: For me, leadership is the capacity me many life skills along the way. leadership. to translate vision into reality by Lara: The diversity! There are so many motivating and empowering others. It’s opportunities to explore diff erent often about taking risks and challenging Why did you put yourself passions and interests within the School, the norm in order to achieve your goals whether that be through subjects, extra- forward to become a and make a diff erence in the world curricular activities or class discussions. leader at Lauriston? around you. Being involved in the Amnesty group Lara: I’m so grateful for the Lier: To me, leadership is any action, no has inspired me to learn more about opportunities I’ve been given and matter how big or small, that makes the global politics, while DAV debating has friendships I’ve made over the past eight world a better place and empowers and encouraged me to learn more about the years and felt the role of School Captain inspires people to strive to be their best world and society I live in. was the perfect way to give back to the and make a positive change. School community. What do you think sets Lier: It is such a great way of giving What are your plans for Lauriston apart from back and making a positive impact on after school? other schools? the School community. I really wanted Lara: I’m hoping to study medicine and to increase the sense of family within Lier: Defi nitely Howqua. I learned so become a dermatologist. I’ve always Lauriston. much about myself and what I can received a tremendous amount of achieve, as well as forming a close bond satisfaction from working with others and with my year level. I reckon everyone What aspects are can think of nothing more rewarding than comes out a more understanding, aware, rewarding? being able to improve the lives of those independent and appreciative person at Lara: It sounds strange but it’s the small around me, even if only in a small way. the end of the Howqua program. things that truly make the role worth Lier: Currently, I am interested in Lara: A defi nite strength of Lauriston is it! Lier and I love it when girls from studying environmental science or the overwhelming sense of belonging younger year levels come up to us to environmental law – but my interests and inclusivity evident in all aspects of ask for advice or just say hi. Being able change daily. All I hope is that I enjoy school life. Despite the diversity, every to engage and form connections with whatever path life takes me on, and individual is valued and praised for their so many diff erent people is such an defi nitely catch up on sleep… achievements. amazing privilege.

16 2019 ANNUAL REPORT Year 12 reﬂ ections

We spoke to four students about their Lauriston experience and how it has prepared and shaped them for the future.

Carmen Umbers Cassie Rozental I started at Lauriston in Year 4 (2011) and I began my schooling at Lauriston have made the most of the incredible in Year 3 as an elite gymnast. Being breadth of sport, music, drama, and at Lauriston allowed me to combine community service activities on my education with 36 hours a week off er. Howqua was a highlight of my of intensive training at the Australian time at Lauriston, where I developed High Performance Centre. I retired great friendships and numerous skills from gymnastics in Year 8 and became including leadership and resilience. I more absorbed in the full experience of was a Prefect and Hockey Captain in my Lauriston life. My year away at Howqua ﬁ nal year, rowed at three Head of the was life-changing. It was a unique Schoolgirls events, and was nominated opportunity to live away from home in a as Lauriston’s representative for the totally diff erent environment and I made Australian Olympic Change-Maker many strong friendships that will last Award 2019. I played the trumpet in the a lifetime. Lauriston has provided me symphonic band and orchestra and have with diverse opportunities like debating also taken part in a number of school and philanthropy, and sports such as drama performances, both acting and rowing and skiing. I have been able to backstage. I was recently awarded my study a wide range of academic subjects Gold Duke of Edinburgh, for which I and have discovered a passion for have completed a year of community commerce subjects. The teachers have service at Friday Night School, which I been incredibly supportive and always have found really rewarding. I travelled encouraged me to aim for a high level of to Ecuador, a World Challenge trip, excellence. VCE has been a challenging and also had the privilege of going to year with a high degree of personal Noonkanbah and spending a week in growth, but I know that the learning the community. Both experiences were environment at Lauriston has made unforgettable. I have a particular interest this possible. I look forward to moving in visual communication and media and on to university to study in my chosen hope to pursue this beyond school. ﬁ eld and I am grateful for the incredible foundation that Lauriston has given me.

17 2019 ANNUAL REPORT Sam Eade Angela Gao (Sport Co-Captain) I have most enjoyed the relationships The experience that Howqua gave me that I have built throughout my time at allowed me to build my resilience and Lauriston, whether it is my friendships show me what it’s like to explore life with my fellow students or with my outside of my comfort zone. Since then teachers. Lauriston students come I have felt encouraged to put myself in from a range of diff erent backgrounds positions of fear such as applying for and many girls have had previous Sport Captain or going on the Borneo experience of living overseas. Howqua trip. I have also learned to shape my off ered an incredible opportunity for future decisions without concern of me to experience living independently what my friends are doing or whether with nine other girls. Through or not I will be in their group as I learned understanding how to compromise through Howqua, sometimes the best in a group situation and how to experiences can be discovered on your communicate to resolve conﬂ icts, I am own with new people. This has resulted now better prepared for life beyond in my continuation of participation in school where I will meet many people sports such as rowing when none of my who come from diff erent backgrounds. friends were doing it, but this meant I aspire to be a world citizen and that I met new friends and was able to wish to travel and work in various have new experiences with these people. diff erent countries around the world. Howqua showed me the importance For me, Lauriston’s strongest feature of ﬁ nding and doing the things that is the opportunity that is off ered make you happy and since then this has here. We were exposed to so many helped me in my subject choices as well opportunities, ranging from Howqua as my extracurricular activities. After to the International Baccalaureate (IB) school, I would like get in to an acting program, and these truly prepared us course at either Victorian College of the for our future. One other advantage Arts or NIDA in Sydney. Failing that, I will of being at Lauriston is the small continue to pursue and explore my love class size. This environment enables of sport and exercise in Deakin’s sports, more one-on-one support from the exercise and nutrition courses. I have teachers, who are incredibly caring always been a part of sport at School and professional, and I have developed and learning about sports science in both as a learner and as a person PE at School has sparked a curiosity through their guidance. in discovering how it can be applied to everyday life as well as high-level sport.

18 2019 ANNUAL REPORT ATAR results

The graduating class of 2019 achieved fantastic results in both the IB and VCE, with 64% of the cohort achieving an ATAR* of 90 or above.

Lara Bennett (IB) was dux, achieving an ATAR of 99.95. The median ATAR achieved across both programs was 89.90. In the VCE, the median study score achieved was 35, with 22% of students achieving a study score of 40 or above. The combined results for our IB/VCE Class of 2019 results included: • 16% of students in the top 1% with an ATAR of 99 and above • 39% of students in the top 5% with an ATAR of 95 and above • 59% of students in the top 10% with an ATAR of 90 and above • 79% of students in the top 20% with an ATAR of 80 and above

Distribution of study scores 2019

20%

15%

10%

0% ATAR below ATAR ATAR ATAR ATAR ATAR above 79.95 between between between between 99.00 80.00–84.95 85.00–89.95 90.00–94.95 95.00–98.95

*Australian Tertiary Rank, a rank that shows a student’s achievement in relation to other students completing the VCE. The rank is used as part of the selection process for tertiary education in Australia. Lauriston off ers both the VCE and the IB so, to produce an overview of the performance of the entire Year 12 cohort, IB scores are converted to equivalent ATARs which are combined with the VCE results.

19 2019 ANNUAL REPORT Lauriston combined ATARs 2013–2019

ATAR 13% 21% 19% 7% 14% 15% 16% above 99.00 29% ATAR 33% 33% between 95.00–98.95 26% 23% 24% 21% ATAR between 90.00–94.95 ATAR 24% between 85.00–89.95 20% 21% 15% 23% ATAR 18% 19% between 80.00–84.95 ATAR 9% below 79.95 17% 14% 10% 15% 5% 10% 10% 8% 13% 6% 24% 9% 7% 23% 8% 20% 15% 15% 16% 13%

20132014 2015 2016 2017 2018 2019

First round off ers by institution

1 Deakin College 3 Deakin University 29 Monash University 8 RMIT 5 Swinburne University 36 University of Melbourne (The)

First round off ers by course

20 Humanities 5 Social Sciences 24 Natural Sciences 1 Formal Sciences 33 Applied Sciences

20 2019 ANNUAL REPORT Subject off erings

Curriculum domain Year 7 Year 8 Year 9 Year 10

Arts Drama Drama Music Art Music Music Art Drama Visual Arts Visual Arts Media Music Visual Communication Design (VCD) Languages other than Chinese (Mandarin) Chinese (Mandarin) Chinese (Mandarin) Chinese (Mandarin) English (LOTE) French French French French English English English English English Learning Enhancement Learning Enhancement Learning Enhancement Development English EAL EAL EAL EAL Literature and Media Humanities Geography Geography Geography Geography History History History History Mathematics Mathematics Mathematics Mathematics Mathematics Physical Health and PE Health and PE Health and Wellbeing PE Education (PE) and Health and Wellbeing Health and Wellbeing Outdoor Studies PE Theory Health PE Sport Science Strength, SHINE SHINE Howqua SHINE Health, Inspire, ICT Nurture and Psychology Engagement (SHINE) Science Science Science Environmental Science Science Science, Technology, Engineering and Mathematics (STEM) Social Sciences Politics Economics and Legal Studies Globalisation International Relations The Law in Perspective Business Studies

21 2019 ANNUAL REPORT Subject off erings

Curriculum domain Year 11 Year 12 VCE IB VCE IB Arts Media Music Media Music HL Music Visual Arts Music Performance Visual Arts HL Studio Arts Theatre Studio Arts Theatre SL/HL Theatre Studies Theatre Studies VCD VCD

Languages other than Chinese (Second Chinese A Chinese (Second Chinese A SL/HL English (LOTE) language) Chinese B language) Chinese B SL/HL French French French English B SL/HL Chinese (First Spanish ab initio Chinese (First French SL/HL language) language) Spanish ab initio SL

English English English A English English A SL/HL English Literature English Literature English as an EAL Additional Language (EAL) Humanities Sociology History Revolutions (History) History SL/HL History Theory of Knowledge Theory of Knowledge Geography Geography Geography Mathematics General Mathematics Mathematics SL/HL Further Mathematics Mathematics SL/HL Mathematical Methods Mathematical Methods Specialist Mathematics Specialist Mathematics Physical PE PE Education (PE) and Health Strength, SHINE SHINE Health, Inspire, Nurture and Engagement (SHINE) Science Biology Biology Biology Biology SL/HL Chemistry Chemistry Chemistry Chemistry SL/HL Physics Physics Physics Physics HL Psychology Psychology Social Sciences Economics Economics Economics Economics SL/HL Accounting Legal Studies Global Politics Accounting

22 2019 ANNUAL REPORT Learning and innovation

In 2019 much was achieved in terms of A signifi cant part of the work with the 2019 saw the launch of the Lauriston teaching, learning and wellbeing. The university has been our shift in Years 7 Digital Strategic Intent. Our team of year focused largely on consolidation to 10 to using a developmental model ICT lead teachers have been working of a number of innovations that were of reporting that focuses on student on articulating key areas of focus in introduced over the previous years, as growth over time rather than single the digital space over the next fi ve well as beginning the groundwork on task-based reporting. At the heart years and identifying strategies that some future projects. Underpinning this of the reporting model is a stronger will be employed to meet our desired is the fi rm belief that we want Lauriston focus on students having a clearer outcomes. This intent document students to have the dispositions, skills idea of what the next steps are in their is dynamic in nature and will be and knowledge to live the most fulfi lling learning journey and the strategies they responsive to the ever-changing lives possible beyond the school gates can employ to reach developmental digital environment. We will focus on – not just in terms of the vocation they milestones. technological and ethical skills – a choose or the study they carry out, but complex space that requires thought more broadly to be able to engage with This focus on growth in reporting and consideration in the years ahead. ideas, art, literature and global issues. aligns with the introduction in 2019 of a Growth Mindset curriculum. Through In 2019 we also introduced a student We continued to off er Signature a partnership with Growth Mindset data dashboard which tracks student Projects at Years 7, 8 and 10. This Australia, we have been fortunate to progression and achievement. This included a variety of projects that work on a program targeted specifi cally dashboard includes information required students to utilise the design at students. Our Year 8 cohort had the regarding standardised testing process to ideate, pitch and create. Our opportunity to work with their tutor (NAPLAN, PAT and Allwell) as well Year 10 program involved a number of on learning how to identify times when as information about engagement, provocations intended to encourage they might display traits of a fi xed eff ort, and emotional responses. The our students to critically engage with mindset and what actions they can take dashboard will support teachers and complex ideas. to move back into a growth mindset. our academic advisors when meeting This work aligns with our broader aims with students and preparing targeted 2019 saw the culmination of our work to continually encourage our students learning. with the Melbourne Graduate School to be resilient, courageous risk takers in of Education and our presentation to all that they do. All of the innovations link closely with the broader education community our core values to ensure that we are on the work we have completed A group of teaching staff from K to helping our students to engage in regarding the collection, collation and 12 have been working on researching, life, build relationships, and become use of student data to inform teaching defi ning and then elaborating on the creative, curious and courageous practice. Our association with the key dispositions and skills that we wish individuals. University of Melbourne Network of our students to possess before they Schools over the last three years has leave Lauriston. provided our teaching staff with the opportunity to be exposed to the latest research on best practice.

23 2019 ANNUAL REPORT Signature program

Between Years 7 to 10, students at Lauriston Girls’ School participate in a range of Signature projects and experiences that are focused on developing skills, dispositions and ways of working that will prepare them for the future of work.

At the heart of the program is the desire our students learning tangible skills in project. Students can choose a range to instill in our students our key values: the area of digital technologies. The of diff erent projects – from pieces of relationships, creativity, engagement in program, based on developing students’ artwork, formal research into an area life, intellectual curiosity and courage. abilities to think refl ectively, culminates of interest, creation of business plans in a product that represents the girls’ or development of a product using the In Years 7 and 8, the girls participate in progression through the Howqua Fabrication Laboratory. At the end of week-long immersive projects based on program and all that they have learned. Year 10, students create our Signature problem fi nding and the design process Exhibition where parents are invited to that require them to utilise either digital In Year 10, the program becomes more look over the work they have created or fabrication technologies. These independent. Initially, students are over the year. projects involve working collaboratively involved in a speaker series focused with other students, thinking creatively, around provocative ideas; exposing the The program is sequential and directly developing entrepreneurial skills and girls to a range of ideas and ways of focused on the skills that we believe real-world application of the skills that thinking. These presentations then form the girls will need to have in order to be have been learned through the more the base of some explicit research skills ‘future proof’ – to survive in the dynamic traditional curriculum. development that occurs over the fi rst world of tomorrow that is yet unclear. semester. In Semester 2 the focus shifts In Year 9, the Signature program to students completing an independent occurs on a weekly basis and involves

24 2019 ANNUAL REPORT Festival of Political Ideas brings politics to life

The English Department takes an experiential approach to learning about Australia’s political life.

In recent years, as scandals, partisan in politics as a young migrant from a Sri attacks and bullying have cast a pall Lankan refugee background. Referring over our national parliament, a career to climate warrior Greta Thunberg as in politics has come to seem ever an example, she urged girls to become less desirable, particularly for young passionate about the issues that aff ect women. With this year’s federal election their lives and make a positive diff erence announced for 18 May, Year 10 English to their communities. Giulia Baggio, chief students at Lauriston were recently of staff to the Lord Mayor of Melbourne, given the opportunity to learn how talked about how she became a women can make a positive contribution communications advisor to government to Australia’s political life while honing ministers following a glittering career in their public speaking skills. print and television journalism. George Megalogenis explored some of the In the past, students had prepared demographic trends that will aff ect and delivered a persuasive speech to Australian politics in the decades to their classmates on an issue of their come, while Dennis Glover looked at the choice. This year, a more experiential ingredients that go into a great political Student reﬂ ections and collaborative approach to learning speech. was adopted. Students formed political ‘I really loved this unit as it parties based on their ideological The unit concluded with a presentation enabled me to create my own preferences. They elaborated a party evening where some of the best political understanding and platform, developed policies on key student speeches were screened. Five stance on topics relevant to issues and adopted ministerial portfolios. particularly outstanding speeches – by the world in which we live in … Girls were encouraged to speak on Georgina Burgess, Amelie Graham, highlighting all the possible issues close to their own hopes and Victoria Li, Sophia Murphy and Liscia ways that I could take action to fears for our nation. Silby – were presented live to an provoke change in our society. audience of parents and invited guests. Dr Dennis Glover, an experienced Overall, not only did this unit professional speechwriter for senior It can only be hoped that the unit has develop my public speaking and national politicians, helped girls learn inspired girls to take a keener interest in wider English skills, but it applied about the importance of political oratory politics – and perhaps enter the political them to a real-life scenario in combating the forces of extremism, arena themselves one day. (politics); in eff ect, making the populism and demagoguery. Under his classroom learning applicable to expert guidance, girls researched, wrote, life.’ Amelie Graham ﬁ lmed and edited campaign videos DR ROBERT SAVAGE ‘We were exposed to presenting their policies to an audience YEAR 10 ENGLISH COORDINATOR techniques which enhance of voters. At the end of the process, the our political speeches and videos were screened and a vote was soundbites, as well as use of held using materials kindly supplied by language which draws the the Australian Electoral Commission. audience’s attention.’ Victoria Li Winners were determined according to the preferential system.

Throughout the process, students were treated to a range of inspiring guest speakers, all involved in politics in some way. Samantha Ratnam, leader of the Greens Party in Victoria, shared her story of how she ﬁ rst became interested

25 2019 ANNUAL REPORT May it please the court …

Lauriston is seen as part of Victoria’s educational vanguard, steadied by its proud history of achievement and excited by new opportunities, be they technological innovation or pedagogic practice.

Term 1 this year saw the Year 10 students engaged in the Law in Perspective course undertake a range of activities outside the classroom in support of their studies.

On March 14, the students visited the Melbourne Magistrates’ Court to gain fi rst-hand knowledge and experience of a court in action. Students were privy to several exciting interchanges between the Bench and the defence and prosecution teams as various applications for bail hearings, remand etc were heard. Other cases involved a range of assaults, fraudulent presentations, cultivation of marijuana and absconding from police. All in all, it was an exciting morning! The cases are presented by two teams – and passionate performances by both Later in the day, students were lucky a prosecution/plaintiff team and a prosecution and defence. On the day, enough to visit the Law Library at defence/defendant team – made up of the defence team were victorious, the the Supreme Court and view some students playing the roles of barristers, jury not confi dent beyond a shadow of a fascinating relics of Victoria’s criminal solicitors, witnesses and court offi cials. doubt and returning a ‘Not Guilty’ verdict! history, including the Bench Journal of Sir Redmond Barry as he brought to a close A Mock Trial Competition provides an Mock trials are a very big part of the exploits of Edward ‘Ned’ Kelly with enjoyable, dynamic way of introducing secondary legal studies in other states. the simple inscription ‘Guilty’. Upstairs in students to the law. It provides students The Social Science team at Lauriston the reading room are journals, legislative with an opportunity to learn valuable are exploring ways to introduce a similar records and judicial decisions from all skills in research and in the development concept to both the School and the over the Commonwealth. These date and presentation of a persuasive wider community as a means of both as far back as 1720 and to this very day argument. In addition, it is a perfect strengthening the teaching of legal are used to guide decisions and legal opportunity for them to translate the studies as a subject and encouraging stratagems in our courts. theories and ideals they have been young women to view the law as a taught and discussed at length in class, career option upon graduating. Much of the inspiration and knowledge apply them to a ‘practical’ situation and the girls picked up from our excursion test their skills at achieving victory for came to the fore on 18 March when they their side! PETER EDWARDS participated in their fi rst ‘Mock Trial’. SOCIAL SCIENCE FACULTY Students tackled a challenging case A facet of almost every law school, for their fi rst trial: a murder charge and also many secondary schools against a lonely widow charged with around Australia and overseas, a mock the shooting, and subsequent death, of trial is a simulated court case in which a prowler! Forensic experts were called, teams contest a fi ctitious legal matter police gave their evidence and the court presented in the Victorian court system. was captivated by the enthusiastic

26 2019 ANNUAL REPORT SHINE

The Lauriston Wellbeing Program for Years 7–12 is called SHINE – Strength, Health, Inspiring, Nurturing and Engagement.

SHINE is underpinned by the work of Dr Kenneth Ginsburg and his focus on the 7 Cs: Competence, Conﬁ dence, Connection, Character, Coping, Contribution and Control. His philosophy describes how to raise successful children who are emotionally and socially intelligent, happy, hardworking, compassionate, creative, innovative and resilient.

The goal of SHINE is to provide the girls with a toolkit of skills that they can draw upon when required. Every week throughout the School year, each year level has a particular focus, ranging from what constitutes a respectful relationship, communication skills, emotional regulation and awareness, empathy and kindness as well as mindfulness. The Lauriston Wellbeing Program is a holistic program, which means that we aim to develop the whole student. We not only look at Positive Education principles but we also teach the girls about areas such as time management, study skills and digital literacy. SHINE also incorporates a peer-led buddy program, which gives the girls opportunities for leadership, mentoring, friendships and an expanded support network through regular cross-year level activities. The Peer Support Program assists in the transition from Year 6 to Year 7; Year 11 students are asked to help ‘model’ positive and responsible behaviours.

A Student Wellbeing Committee was created in 2016. This included representatives from Years 10 to 12. The purpose of this committee is to design tissues, a tea bag, a cup, chocolate and are encouraged to be part of the and implement a variety of activities that an inspirational quote. This was very well design process as well as the teaching nurtures the wellbeing of the students in received by the students. and leading of activities during the the School. One of the more signiﬁ cant Wednesday session. An initiative in 2019 Our SHINE representatives are ventures that came from this group was to provide the SHINE representatives also instrumental to the ongoing was the development of ‘care packs’ with some formal mindfulness training development and implementation of that were distributed to Years 11 and 12 which they were then encouraged the SHINE Program. Each tutor group students in the lead-in to the mid-year to take back to their tutor groups. A has two student representatives who examination period. The pack included successful wellbeing program is one that

27 2019 ANNUAL REPORT consists of a suite of modules developed and mental health topics. We utilise a What does wellbeing look to enhance and maintain emotional and variety of presenters to support the like at Lauriston? psychological resilience. The program program including Paul Dillon (Drug DOMAIN 1: SELF-AWARENESS is based on cognitive-behavioural and Alcohol education), Jonny Shannon DOMAIN 2: HEALTHY HOLISTIC principles, which say that our thoughts (Digital Literacy), The Resilience HABITS play a critical role in infl uencing Project (Respectful Relationships and DOMAIN 3: EMOTIONAL feelings and subsequent behaviour. Perspective), Michael Carr-Gregg and AWARENESS Some topics that are covered with our Andrew Fuller (Supporting Students and students include: helpful thinking and Families to Achieve their Potential) and DOMAIN 4: MINDSETS self-talk, emotional recognition and a wide variety of our Old Lauristonians. DOMAIN 5: POSITIVE DIRECTION regulation, communication, planning and DOMAIN 6: POSITIVE time management, and life problem- We continue to strive to assist students RELATIONSHIPS solving. Our Peer Support Program to develop the self-confi dence and wellbeing tools required to allow them DOMAIN 7: ROLE MODELLING also supports the development of these skills as the older students work to achieve their academic potential. We DOMAIN 8: LOOKING OUTWARD with the younger girls to provide use the concept of academic care, which advice and strategies to manage their recognises the link between student wellbeing and academic progress. The is led by the students, one which the responsibilities. We also use The Free School recognises that all teachers have students feel that they can contribute to Be Program, developed through the pastoral care duties and are engaged to. Our wellbeing program is fl exible to Butterfl y Foundation, which raises the in providing academic care through accommodate the needs of our students. topics of body esteem and the infl uence academic structures and processes. One week we might be talking about of social media on how our young We continue to strive to enhance and time management and the next week we people view themselves. develop a positive learning environment are talking about behaviours on social The Lauriston Wellbeing Program in which all staff assume responsibility media platforms. works alongside the Health Curriculum. for the overall wellbeing of the Our Years 7 and 8 students are also The Health Curriculum is delivered in students in their care; that they provide involved in timetabled classes that focus timetabled classes from Years 7–10 successful experiences for all children, on a variety of wellbeing topics. This and is then delivered in a workshop where students feel safe and secure in particular program is built around two setting to our Years 11 and 12 students. a supportive environment and have a resources: Sense Ability and Free to Be. This program covers a range of topics sense of belonging; and where wellbeing Sense Ability is a program developed including nutrition, drugs and alcohol, is encouraged. Students are taught how by Beyond Blue and designed as a safe partying, sexual education, looking to develop positive social behaviours, strengths-based resilience program that after your friends (basic fi rst aid) resilience and problem-solving skills.

The House System There are many friendly House Our House system is an integral part of competitions throughout the year our School community. such as House sport, debating, public speaking, music and drama, which help From Prep to Year 12, each student to build a strong spirit of camaraderie becomes a member of one of four and community. Houses – Kirkhope, Irving, Andrews and Mitchell – with the aim of creating a In the senior years, each House has supportive and nurturing environment a Tutor group, giving students the where they can make friendships across opportunity to discuss day-to-day year levels, broaden their interests and concerns with a mentor and their involvement in the School community, peers, focus on areas of need, such as and develop their potential. study skills and managing time and stress, and develop learning goals and leadership skills.

28 2019 ANNUAL REPORT Building Project

Lauriston has embarked on an exciting and innovative building project that will give girls access to a state-of-the-art sport and health precinct, a uniﬁ ed Junior School and a new ELC.

Sport and health precinct Unifi ed Junior School New Early Learning Centre The new gymnasium will address the The Junior School is currently run current inequity of appropriate sporting across two sites with the younger A new consolidated approach facilities available to girls and women in years (Prep to Year 2) located at to the Early Learning program is the Stonnington area. Access to more Blairholme on Malvern Road. These consistent with Lauriston’s strategy facilities will provide Lauriston students girls are brought to the main campus for the Junior and Senior Schools. and other girls in the community with to access the library, pool, refectory Children and families can move more opportunity to continue with their and main hall. Consolidating the Junior seamlessly from babies to four-year- sporting pursuits and, in turn, support School into one area will allow all the old Kindergarten, benefi ting from the their overall wellbeing. girls to be together. For the older girls, Reggio Emilia-inspired program and it will provide opportunities to show an extensive play area. The ground fl oor of the new leadership and take on mentoring roles. gymnasium features two full-size For the younger girls, being close to A refurbished and extended Blairholme basketball and netball courts that can their older peers will develop a greater House, set back from Murray Street, also be used for other sports. There sense of belonging. will be fi tted out with new kitchens and is stadium-seating for carnival and bathrooms. The architectural approach interschool matches so the School can The Years 5 and 6 Centre has is in line with the streetscape and host fi nals matches and off er the space fl exible working spaces over two includes natural, muted colour palettes to the broader community. Teachers levels, harnessing the high ceilings of external materials. have dedicated offi ces, and the extra and natural light of the existing change rooms allow more people to gymnasium. Each fl oor has generously- Increased parking use the facility. The addition of a small sized classrooms, a common space learn-to-swim pool helps teachers to where girls can come together as well Our new underground parking facility focus on specifi c needs of young or as quiet areas where students can read will help Lauriston to cater for all inexperienced swimmers. or refl ect on their learning. parking needs of teachers, staff and visitors onsite for many years to come. The fi rst fl oor of the gymnasium Two purpose-built Prep classrooms It will eliminate the need for people features a cardio room so students can are situated next to the Years 5 and 6 associated with the School to park in undertake pre-season development and Centre with easy access to the outdoor neighbouring streets. strengthening. A weights area helps to play area. The adventure playground is personalise the program according to a fun and varied space that includes a body type and skill level. A yoga and range of equipment to foster creative meditation space allows students to and active play. The concept is to take explore the power of mindful practice, girls on an adventure of their choosing. and greater equipment storage allows The playscape is structured in age- more choice of sports. appropriate levels and is designed to help prepare students for Howqua. The provision of external multi-purpose sports courts will enable multiple classes of junior and senior students to participate in sport at the same time with appropriate staff supervision.

29 2019 ANNUAL REPORT 30 2019 ANNUAL REPORT Life at Howqua

The Howqua program runs for a full year, taking the girls away from their homes and transporting them into a more challenging environment – placing them out of their comfort zones from the beginning.

Howqua is not a week, a camp, a Howqua challenges convention. It is a realisation that they can benefi t term or a semester away. It is a fully multifaceted holistic program designed intrinsically from helping our wider immersive and experiential program to gradually increase the level of community and learn to respect and with benefi ts that are measurable and challenge throughout the year, and value others’ points of view, lifestyles recognisable, transferrable into the each accomplishment highlights to the and social and cultural diff erences. future and preferential against today’s girls how capable they truly are. Often ever-changing environment. during the program, girls go above The Howqua program is, without doubt, and beyond what they believe they a challenge. The girls are away from Each Tuesday and Wednesday, the are capable of – not just physically, home for the year, without their more students and staff head out on a variety but mentally, socially, emotionally and traditional support structures in the of Outdoor Programs which include academically – as they continue to form of family and friends. But the canoeing, rock climbing and abseiling, strive for excellence. Howqua community is incredibly strong solo camping, mountain biking, with great support and mentoring horse riding, navigation and hiking. By the year’s end, the students have from every member; be it our Howqua Classes are undertaken both inside completed a 17-kilometre mountain run psychologist, coordinator of pastoral and outside of the more traditional between Mount Stirling and Mount Buller; care, front offi ce staff , kitchen staff or classroom. Some of the girls’ academic undertaken a rigorous Academic Year teaching staff . learning experiences take them up on 9 program unassisted by their parents; to Mount Stirling or down onto the lived with 10 other girls in a house; spent For a program as diverse and area below the school around Wild over 50 days on a variety of Outdoor challenging as this, the staff must Dog Creek. The girls are responsible Programs; and completed a self-directed be of a high calibre, passionate and for the campus, their Houses and three- and six-day hike. And all while committed. There are many and varied themselves, undertaking house and having fun with their peers along the staff and all are dedicated to ensuring campus inspections and operating in an way. How empowering is that? that the girls are well supported and environment where there are no bells mentored throughout their time at for classes. There are many aspects of the Howqua Howqua. program that are widely showcased. Importantly, there is no access to social What is perhaps not as well-recognised While each year group responds to media and the internet is used as a is the incredible variety of ‘life skills’ the Howqua experience diff erently research tool. Letter writing is the main that the girls amass during the year and progresses at diff erent paces, the form of communication with parents while immersed in a community that overall outcomes always leave the girls and friends. Research is continually values not just the individual and their with a sense of wonder and amazement building about teenagers’ exposure to self-worth, but the entire cohort and at what they have accomplished, the social media, the negative psychological the contributions that they make. This relationships they have formed, and a impact it is having on both teenagers’ concept of ‘interdependence’ is key, resilient and positive outlook towards learning and processing, and the gradual and staff spend an inordinate amount any future challenges and opportunities erosion of communication skills and of time and energy encouraging our that come their way. positive relationships. At Howqua, girls to recognise the necessity of everything is real. teamwork to achieve positive outcomes. Other integral life skills include the SAM RIDLEY VICE PRINCIPAL – HOWQUA Almost every minute of the day is art of communication, cooperation, scheduled. This regimentation and building resilience and independence. routine provides the fi rst of many In addition, our Community Service challenges for our girls. In a world program, which sees the students where we strive to increase our levels heading out into the local community of choice and make our lives easier, to work, encourages empathy, the

31 2019 ANNUAL REPORT A Taste of Howqua Community: – Multicultural dinner Co-curricular: – Trivia night – MasterChef challenge – Art club – Bingo night – Artist in residence – Dance – Movie nights – Civics and Citizenship program – Sustainability club – Outdoor Program games nights – Uai Bua evening – Fitness circuit – Leadership program – Easter egg hunt – Howquarian editors – end of year – Regional Tour/Ned Kelly tour – External music performances – magazine – ANZAC day performance – whole Steiner School, Bindaree House, – Music Captains – responsible for school Jamieson Autumn Festival. organising events – Mother’s Day Classic – Student Representative Council – Drama Club and Interschools Drama Outdoor Program: – Use of mountain bikes after school on competition – Hiking; 2, 3 & 6 day hikes mountain bike track on campus – Music Class Battles – 4 per year – Mountain biking – Running after school on single tracks – Biggest Morning Tea – Canoeing or Ring Road – Community service – 8 days in the – Solo – 24 and 48 hour experience – After school academic help club local community – Rock climbing – Optional music practice in speciﬁ c – Duke of Edinburgh’s International – Horse riding rooms Award – Navigation skills day on Mount Stirling – Performing Arts Day – External presentations from Body – Downhill & cross-country skiing on – House debates works and Paul Dillon Mount Buller – Mini Olympics – Romeo and Juliet live performance – House Community Service activities – Halloween dinner – Art Fashion Show – Masquerade Ball

32 2019 ANNUAL REPORT Why Howqua?

For the past couple of years, Lauriston Students Parents Girls’ School has commissioned a study of the Howqua program. This Key areas where students saw changes: Key areas where parents saw changes: research examines key areas of – Positive self-image (61% before – Often moves out of her comfort Howqua, including wellbeing, ﬁ tness Howqua, 71% after Howqua) zone (37% before Howqua, 61% after and community engagement. Students Howqua) and parents complete two surveys – Feel healthier: (60% before Howqua, over the course of the year, one at the 88% after Howqua) – Doesn’t let setbacks discourage program’s commencement and one at her (50% before Howqua, 82% after the conclusion. – Feel more connected to friends: (69% Howqua) before Howqua, 85% after Howqua) The results found that overall Howqua – Hardworking (78% before Howqua, had a positive impact on students’ – More likely to move out of their 85% after Howqua) personal growth, wellbeing and health. comfort zone: (45% before Howqua, 66% after Howqua) – Healthy (67% before Howqua, 97% 2019 survey results were again hugely after Howqua) positive. – More likely to ﬁ nish what they begin: (45% before Howqua, 76% after – Has a go at new challenges (76% Howqua) before Howqua, 82% after Howqua)

Student Positive Self Image

Healthy

After Connected to friends Before

Often move out of comfort zone

Finish what I begin

0% 20% 40% 60% 80% 100%

Parent Often moves out of her comfort zone

Doesn’t let setbacks discourage her After Hard working Before

Healthy

Has a go at new challenges

0% 20% 40% 60% 80% 100%

33 2019 ANNUAL REPORT Our Junior School

As we approach the conclusion Involvement in community service very proud of them. They have been of 2019 and we acknowledge and provides young people with a sense of excellent leaders of our Junior School celebrate our achievements of this purpose because they can think beyond and they have had a lot of fun along year, I would like to congratulate all themselves and their needs. Research the way! our students in the Junior School on indicates that children will be more their various successes. caring and compassionate in those I would like to thank all the parents environments where they feel they are in the Lauriston community. We During 2019, the Junior School has making a diff erence. appreciate all your support. Thank you had a strong focus on kindness. We to the Lauriston Parents Association for have incorporated kindness into our Even before they are born, we dream their wonderful eff orts in supporting wellbeing programs because research of the things we want most for our the School. In particular, I would like to has shown that kindness has a great children. We want them to be happy, thank LPA President Tracey Curro for number of physical and emotional healthy, well-rounded and successful. her wonderful contribution to the Junior beneﬁ ts. Scientists have discovered But deep down, what I want most is School this year. that performing an act of kindness for us to raise children who are kind, increases a chemical called serotonin compassionate and empathetic. That’s I also extend my thanks to the Junior in your brain. Serotonin helps calm the kind of character we want to see in School Leadership team of Ms Hehir, you down, improves your mood our children and it’s worth more than Ms Owens, Ms Long, Mrs Stewart, and increases your happiness levels. any trophy, blue ribbon, straight-A Mrs Bacholer and Mrs Ireland for Science indicates that higher levels of report card or ATAR. Don’t get me leading their areas so effi ciently, serotonin can improve our sense of wrong, it’s wonderful to see our children professionally and with such care. wellbeing, increase energy and can achieve goals and excel at their talents. I would also like to acknowledge the give a wonderful feeling of positivity But there is nothing like the pride you Junior School staff who have continued and self worth. Research indicates that feel when you see a child off ering to provide an environment where brief, small, regular acts of kindness assistance to others and being kind and students are nurtured and cared for, lead to the highest level of wellbeing. thoughtful towards other children. and where a strong sense of belonging Kindness is something that all children Children need to hear from teachers is developed. Our Junior School can exhibit, and our Junior School girls and parents that kindness is important motto of ‘Care, Share and Respect’ have learned about the importance of and we need to encourage children is reﬂ ected in everything we do in kindness this year. The Junior School to be empathetic and to consider the the Junior School, and our teachers girls have participated in several perspective and struggles of others. have worked hard to develop caring class activities focusing on kindness. and respectful learning environments We highlighted the importance of During the year, I shared one of my where the children feel supported. I kindness in assemblies throughout the favourite quotes with the Junior School congratulate and commend the Junior year and celebrated World Kindness girls: ‘People will forget what you said, School staff for their outstanding Day in November. people will forget what you did. But commitment and dedication. people will never forget how you made We have also been further developing them feel.’ (Maya Angelou) our Community Service program CHRIS TOMS to provide our girls with more In conclusion, I would like to VICE PRINCIPAL AND HEAD OF JUNIOR SCHOOL opportunities to be kind, give back congratulate our Year 6 girls. Our and be hands-on in their contribution. Year 6 girls have fully embraced their time in the Junior School and we are

34 2019 ANNUAL REPORT Musical: Mary Poppins Jr (Years 5-8)

35 2019 ANNUAL REPORT Junior School Book Week

What fun we all had during Book Week On Wednesday the wonderfully The happiest day of the week was in the Junior School. All week we calm and engaging author Alex Miles Friday when the girls and teachers had a book sale in the Library, where taught the girls how to make their came to school as their favourite many families took advantage of the own stories interesting. author or book character and were fantastic selection of books for all ages able to parade for peers and parents and occasions. This year we had four Mark Wilson, the author and superb at our Book Week Assembly led by visiting speakers. illustrator of 17 award-winning picture Elizabeth Sheezel and Jacqueline books, joined us on Thursday and Zheng. Many girls threw themselves into On Monday the irrepressible author/ used his style and enthusiasm to teach the Guess the Teachers’ Secret Powers illustrator Sue deGennaro taught the the girls how to care for and illustrate competition and the winners received girls to start their illustrations using endangered animals. their prizes during the assembly. simple shapes. Each of these authors was welcomed Tuesday saw a visit from the hilarious by the Year 5s who wrote and delivered author Michael Wagner who kept the their own welcome speeches. DENISE DESSAU LIBRARIAN, JUNIOR SCHOOL girls entertained and informed by his quirkiness and enthusiasm for writing and adventure.

36 2019 ANNUAL REPORT Encouraging curiosity and creativity through STEM

We believe that providing learning experiences for our Junior School girls that are engaging, hands-on and challenging is the most eff ective way of encouraging curiosity and creativity in STEM.

As leaders in STEM (Science, and then designed their ﬁ nal product for programming language through Technology, Engineering and printing on wood in the FabLearn Lab. kinaesthetic experiences, Sphero, Mathematics) education for girls, Through the process, the girls gained Blue Bots and Dash n Dot robots and Lauriston has developed a sequential conﬁ dence in using a range of digital coding applications. Underpinning these STEM program throughout the Junior tools and built on their knowledge of programs is the belief that an early School. The girls undertake an inquiry- mathematical and engineering concepts. introduction to basic programming based approach to STEM learning and concepts can help children build are provided with challenges linked to In Year 1, the girls broadened their skills transferable skills such as problem- real-world problems. Beginning in Prep, through creating a sustainable fairy solving and critical thinking. Many girls work through the engineering house for the Blairholme Fairy Garden. In children are perceived to be competent design cycle – Ask, Imagine, Plan, Create, this engineering project, the girls again with modern technology, but often they Improve and Share – to create a range of worked through the design cycle, but are merely users of that technology. digital solutions. this time with much greater complexity We aim for children to be creators of as they considered the types of shapes technology. This places the girls in good Some highlights of our Junior School and structures needed to create a stead to be able to use more complex STEM program are as follows. sustainable house. Assembling these programming languages to create digital houses was an engineering feat for the solutions in the later primary years. Prep–2 girls and they worked well to continually modify and improve their designs. In Prep, the girls designed a toy box Year 4 As part of the P–2 program, girls also for their favourite toy. They had to In Year 4, the girls looked at the have incursions from Coding Edge, a measure and design a prototype using connection between length, area and lunchtime STEM club for Year 2 girls, applications on the iPad. When they perimeter by designing their own mini and a number of other plugged and completed their prototype, they were golf course. They began by using grid given feedback to make improvements unplugged opportunities to explore

37 2019 ANNUAL REPORT The diagram opposite Digital Solutions, 2019 Need to explore opportunities to include Digital Tech - Knowledge and highlights some key Tools Understanding..e.g ’what are digital systems and how do they work?’ Skills digital learning activities. • Coding Edge Incursion (T2) DT- Process & • Code a story about a number in Scratch Jnr Production Skills Maths • Create a sequence of step for a BeeBot to These activities have been Prep travel in the shape of 3D numbers (T4). further enhanced by digital • Coding Edge Incursions (T1) Design a program using sequencing to create fabrication learning activities, Skills • Maths stories in Maths and English. (T3) English • Design a sequence of steps to create numbers particularly using our design DT- Process & Year 1 in Maths. (T4) Production Skills thinking cycle and the • Coding Edge Incursions (T1) equipment in the digital Skills • Design a path to for Dash to take Dot on a tour History of Blairholme (T4) Science • Link to Inquiry: Use Tynker to record an oral fabrication laboratory. DT- Process & Year 2 retell of the history of Lauriston. Production Skills

• Design and recreate a traditional fairytale using coding. (T3) Skills Maths • Based on individual data, students design & create a digital solution to help improve Year 3 English DT- Process & knowledge of spelling rules (T4). Production Skills

• Design an algorithm for Dash robot to push and pull a toy. (T3) Skills Science • Design a game in Tynker based on concept of Chance. (T4) DT- Process & Year 4 Maths Production Skills

Design and create a website for small Skills Science • Wellbeing business. (T2) Year 5 • Ev3 Robots-Robot Dance Science (T3) DT- Process & • Design and create an interactive Pepper’s Production Skills Ghost Box. (T4)

Skills Science • Students design a warning system for a natural disaster (T2) DT- Process & Year 6 Production Skills • Ev3 Robots- Science. Using Sensors (T4)

paper to map out a golf course to fi t disaster, but also send a warning to the excellence in STEM studies. Through the a required area. They had to problem- community by using the radio signal. acquisition of digital technologies and solve and look at how they could best For example, students were able to use the implementation of an integrated use the given area to create a mini golf the thermometer to measure a spike in STEM curriculum, we provide the girls hole that can be played using a marble. temperature and the accelerometer to with opportunities to develop key skills Once they designed the layout of their measure shaking. in problem-solving, creativity, critical golf course, they measured the length analysis, teamwork, independent of the edges to create small fences to The Year 6 girls also participated in thinking, initiative, communication and stop the ball from falling off the course. a mini Signature Project, where they digital literacy. These skills will be vital They then drew the required area and combined their learning of electrical skills for life in our rapidly changing fences of the golf course in Vectornator, circuits in science with design and digital world. which created a raster fi le for printing technology. The girls worked in small on the laser cutter in the FabLearn Lab. teams to design and build an object out of recycled materials. Using a motor, First, the girls fi rst cut out a prototype CHRIS TOMS in cardboard. Following adjustments battery pack and wires, they then tried VICE PRINCIPAL AND HEAD OF JUNIOR SCHOOL and some redesigning, they printed their to get their objects to move. fi nal golf course out of plywood. Worldwide, the number of girls Year 4 girls have also been using the participating in the subject areas of Dash robots to explore push and pull. STEM is declining. This is not apparent They learned how to code Dash, and at Lauriston, but as educators we then they constructed a cart out of have to constantly fi nd new ways to LEGO that carried rocks that Dash had positively infl uence our students and to push and pull. create a culture of engagement and

Year 6

Year 6 girls looked at how a microcontroller can be used to warn a community about an impending natural disaster. They were able to connect their learning in Science about the warning signs of natural disasters and their understanding of how sensors and radio function on the microcontroller could be used to warn a community. It was essential that the microcontroller could not only detect the natural

38 2019 ANNUAL REPORT Kindergarten

‘I understand myself through my interactions with people and objects around me and the way I am reﬂ ected in the eyes of other people.’ Loris Malaguzzi, founder of Reggio Emilia’s educational philosophy

The program of teaching and learning For Lauriston Kindergarten teachers, Children’s learning is extended by at Lauriston Kindergarten is based documentation in the rooms and the sharing strategies for learning and on the highly regarded Reggio Emilia weekly diary allow children, teachers and through an emphasis on connections philosophy of early childhood education parents to revisit and review experiences between ideas. Using a range of learning that says it the role of early childhood and construct deeper knowledge. opportunities, our educators strive educators to create rich environments to develop a community of learners where children can immerse themselves The philosophies of the Schools of who are curious and keen to broaden in play-based learning to develop and Reggio Emilia view the environment their knowledge. By sharing learning deepen their understandings. Originally as ‘the third teacher’. Learning experiences and giving children developed by Loris Malaguzzi in the situations encourage children to opportunities to reﬂ ect on their learning, Italian city of Reggio Emilia, the program engage in investigation and provide we are able to support, inform, assess, has been adapted throughout the world. rich learning opportunities. and enrich learning and understanding.

The Schools of Reggio Emilia also At Lauriston Kindergarten, teachers provoke educators to demonstrate their place great emphasis on the beauty of the environment so children are drawn FIONA IRELAND respect for the children by helping them DIRECTOR OF KINDERGARTEN to investigate beyond the superﬁ cial and to investigate and engage with learning therefore gain greater understandings. experiences. They also emphasise Reﬂ ecting on previous learning is key. the importance of active listening so children and adults feel their ideas are valued. In this way, children gain a deeper understanding of their thoughts and knowledge.

39 2019 ANNUAL REPORT The Language of Kindness

Kindness is the quality of being gentle, caring, friendly and generous.

Research is informing us that with the Factors we considered with the children: Kindness is a spontaneous gesture of rise of digital communication, important goodwill towards another person, an life values, including kindness and – Kindness starts with yourself, and is animal or our environment. We teach empathy, are in decline. Our aim is to about knowing your principles and that kind words come from a state of instil in our young children feelings of what is right and wrong compassion generated by deep feelings general wellbeing that are generated – Being kind isn’t the same as being of wellbeing within us. We explain that by kind acts and kind thoughts. The nice. Kindness is based on your own everyone performs many small acts topic was broad enough to allow each ethics, values and beliefs; niceness is of kindness each day such as smiling, Kindergarten teacher to work with the based on how others see you greeting each other, opening a door and ideas of the children within that group – Kindness is rooted in empathy and using manners. and explore related themes to reach acceptance, having a concern for deeper understandings. others; an ability to understand someone’s situation, ﬁ nding compassion

40 2019 ANNUAL REPORT Kindness is acting out all those soft clean up their environment and recycle You can support your child by fostering words: caring, thoughtful, loving, the rubbish they found. This was an kindness within your daily life and your sympathetic, warm and compassionate. authentic example of how we can be family. Too often simple acts of kindness These are words that acknowledge kind to the environment. The children are missed, due to engagement with respect and help to unite us in became interested in where plastic goes technology or looking at screens. Help relationships. We feel it is particularly and the harm it can do when it enters your children by pointing out acts of important in our hurried world, where our waterways. An investigation began kindess and engaging in conversation technology has overtaken other ways of into how plastic harms the creatures about what kindness means to them and communication, to instil in the children that live in the sea. to the wider community and world. a strong sense of empathy and kindness as an integral part of their development. The Kookaburra group followed Campbell Remiss who has developed ‘No act of kindness, A book that particularly resonated with Project 365. He makes teddy bears the children was called Have you fi lled for children who are in hospital. The however small, is a bucket today? by Carol McCloud. This Kookaburra children designed and made book uses the concept of an invisible their own bear which they displayed at wasted’ – Aesop bucket and encourages children to an exhibition and parents donated for be a bucket fi ller by showing love to this cause. someone, doing or saying something kind or simply smiling at someone. The Lyrebird children broke the topic The children learnt that making friends into three main areas: kindness to is deeply rooted in acts of kindness, yourself – eating healthy food, doing showing empathy and understanding yoga and generally looking after our and caring about each other. bodies; being kind to each other – sharing, showing kindness to our friends Intially the children discussed ways of and generating feelings of wellbeing; being kind to each other: and kindness to the environment – caring for the chickens, composting ‘You could take turns on the swing’ and looking after the worm farm. – Lucy The Dolphin children investigated ‘If a friend falls over you could give the scientifi c nature of the kind and Extra reading material them a cuddle’ – Ellie generous beings that are trees. Have you fi lled your bucket today? They discovered ‘The Kindness Trees’ And to themselves: by Carol McCloud provide us with oxygen for breathing, ‘Get lots of sleep and eat vegetables’ shelter, medicine, shade, foods and, Pig the Pug by Aaron Blabey – Oscar because they are a critical part of the hydrological cycle, even water! The Norton and Alpha by Kristina Litten ‘Eat fruit, do exercise and sleep’ children collected the gifts of trees – The Last Tiger by Rebecca Elliott – Cooper acorns from our big oak, pomegranates and avocado pips – and though a series As each group worked with these ideas, The Giving Tree by Shel Silverston of dying experiments discovered that deeper thoughts were generated. The trees can also give colour! Extra Yarn by Mac Barnett Wombat group were motivated to

41 2019 ANNUAL REPORT Going Bush

The initiative of a Nature Play Day grew out of a desire to embed nature into the Lauriston Kindergarten program, encouraging free uninterrupted creative play.

Consistent research overwhelmingly We know that throwing on a regular supports the benefi ts of nature play basis while your brain is still developing VOICES OF THE CHILDREN for children. Nature play is not simply establishes strong neural pathways taking children outside to play; that persist into adulthood. Balancing Our Kindergarten students refl ect rather the program is underpinned on an unstable log gives children the on what they have learnt through by theories and pedagogy integral opportunity to grip with their toes, to nature play. to its eff ectiveness. Furthermore, our concentrate on the task as they navigate principles are informed by the Victorian it safely and eff ectively. ‘So far, I’ve learnt that you can’t National Curriculum Frameworks pull all the bark off the tree, all of Today’s children have decreased for Early Years Education: ‘Children it will go and you’ll have to chop muscle strength because they are must be allowed time to explore and it down and start again. It is its more sedentary. Nature play is ideal for experience the natural environment.’ skin and trees also have blood.’ developing strong core muscles and Lola The benefi ts are well-documented and good posture, and helps with fi ne motor nature is a perfectly balanced play skills that lead to the development of ‘I climbed a tree. I had to hold on space. It is abundant in loose parts eff ective hand-writing. tight with my hands and feet. You and allows children to gain a sense of get strong muscles and I had a Nature Play Day occurs on a Friday purpose as they problem-solve and view from the top.’ Sarah become independent, while enjoying at the Urban Forest Reserve which uninterrupted periods to pursue games runs between Waverley Road and ‘I like to collect things which I of imagination and creativity. Dandenong Road in Malvern East. The give to Mummy, and you can children gather in a secluded grassed make pictures.’ Victoria Children have real-life opportunities area and have learnt the pathed to take risks, and develop grit and boundaries: they now know to stay ‘I like the lake at bush kinder courage. For example, while recently within ‘cooee’ of an adult. By giving this because I put my stick in and ‘ponding’ during nature play, one of small group of children a natural bush I got a tadpole in my bucket.’ our students, Victoria, took a tumble experience we hope to foster a new Oscar off a rock straight into the murky pond generation of stewards of the earth who water. She looked up with a smile, have a deep connection with nature. EXTRA READING MATERIAL unsure of my reaction but reassured, lifted herself up and took up her net All the children attending the Balanced and Barefoot and got on with the activity she was Kindergarten are given as much time as by Angela Hanscom (adult) engaged in. (We did change her into possible in the outdoor areas, whether dry clothes shortly after!) it is in our playgrounds or in ‘the wild’ Last Child in the Woods area bounded by the turning circle. by Richard Louv (adult) Research is also showing us that Many learning opportunities are set children are not developing basic up in the outdoors so that children We’re Going on a Bear Hunt: skills such as climbing, jumping, rock- benefi t from the calmness and increased My Adventure Field Guide by scrambling, balancing or walking on concentration that can be attributed to Hannah Pan and Susannah uneven surfaces. spending time in nature. Chapman (to share with your child)

Finding Wild by Megan Wagner Lloyd (a picture story book)

42 2019 ANNUAL REPORT Listening Deeply

How do we embed indigenous perspectives into the Kindergarten curriculum?

For Aboriginal people one of the most Murrundindi spent time with each Niall tea and played Indigenous games and important attributes to hand down is to and Michael House group, sharing made an Aboriginal ﬂ ag. give young children an identity within stories and the history of his culture. their own culture. The early childhood We looked at a number of artefacts A highlight of the day was the smoking curriculum places emphasis on the and he taught us some words from the ceremony. Murrindindi lit the sacred need for educators to build cultural Wurundjeri language. We learnt the fungus and danced and sang around our competence and explore identity in its Indigenous names of all our groups as meeting tree. many forms. We decided we needed to well as new ways to wish each other It is recognised that non-Indigenous focus on the people of the Wurundjeri “good morning”, “enjoy our meal” and to educators cannot be experts on tribe, as they are the people that lived say “see you later”. Indigenous Australia, but they can on the land we now occupy. With each group of children Murrundindi demonstrate a preparedness to We were both fortunate and privileged explored culture, identity, language understand and value cultural diversity. to welcome Murrindindi into the and traditions. While the children were The educators in the Kindergarten Kindergarten for three days. Murrundindi listening to Murrindindi, other groups displayed determination and courage is the Elder of the Wurundjeri clan from were engaged in many authentic in our explorations of this topic. We the Healesville area. activities. They used ochre to paint have found ways to embed it into our traditional symbols, they explored the curriculum in an authentic way which art of weaving, they cooked damper and will be to the beneﬁ t of future children and reconciliation.

43 2019 ANNUAL REPORT Artist in Residence Program

‘Creativity is intelligence having fun’ Albert Einstein

Every year we are very fortunate In 2018 we welcomed Andrew Plant, Every week, Deborah worked with the to have an artist in residence in our author and illustrator of many children’s children in each class, getting to know Kindergarten, funded by the Lauriston books such as The Poppy, The Little them, sharing her ideas and looking at Parents’ Association (LAA) and Dinosaur and Spark. He engaged the the works of several artists, including Lauriston Arts Association (LAA). children in real-life sketching, illustrated ancient Indigenous sculptures and stories they made up, and taught them Deborah’s own sculptures. The vision Young children become deeply involved how to tell stories through illustration. for the project was the human fi gure, in art. The process of creating art Their fi nal project was creating an and inspiration was taken from Anthony expands a child’s ability to interact with astonishing mural of a dragon, which Gormley’s fi eld of people, which was a the world around them and provides was unveiled at the 2018 Vibrant Arts link to the Kindergarten’s Big Idea for diff erent skills for their self-expression Festival at Lauriston. 2019: ‘A Community of Makers’. and communication. It is a crucial means of uninhibited expressiveness In 2019, artist Deborah Edwards Each child worked with the clay to and increases their sense of wonder and worked with the children using the make a fi gure of themselves and then curiosity. It is a fundamental component language of clay. Deborah is a well- collaborated in the creation of two of being human. The Artist in Residence known sculptor and currently leads enigmatic totem-like sculptures; these program promotes exploration, the Ceramic Program at Melbourne will be placed at the gates of Niall House collaboration and problem solving within University. Deborah has exhibited in solo to welcome the community. the creative process. and group exhibitions nationally and internationally. Her sculptural practice Deborah’s expertise and her guidance employs a wide range of materials, and support of each child’s unique processes and techniques to explore strengths and perspectives has ideas of belonging, community, ecology created a meaningful piece of art. It and environment. will live on as a part of the history of the Kindergarten and form part of our ongoing refl ections.

44 2019 ANNUAL REPORT Co-curricular activities ELC Prep 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 10 Year 11 Year 12 Year

Art Extension •••••

Chess (lunchtime) ••••••

Coding* ••••

Communication and Speech • •••••••

French Language Classes* ••••••

Dance and Movement ••••••••

Drama (lunchtime) ••••••••

Duke of Edinburgh’s International Award •••• English as an Additional Language Classes ••••••

Gymnastics* ••••••••••••

Life Drawing •••

Makers Space ••

Music ••••••••••••

Netball Club ••••••••

Rowing ••••

Skipz* ••••

SnowSports ••••••••••••

Swimming •••••••••••••

Tennis* ••••••••••••

*Provided by an external company (held at Lauriston Girls’ School).

45 2019 ANNUAL REPORT Art Extension (Years 7–12) EAL Classes (Years 1–6) *Skipz (Years 3–6) Small classes focus on exploring and Lauriston Junior School is off ering A high-energy rope skipping program to refi ning diverse art skills in areas such as English as a second language classes music. printmaking, ceramics, fi lm production, after school. photography and painting. SnowSports (Prep–Year 12) *French Language Classes (Years 1–6) All abilities welcome. alpine giant slalom, Chess (Years 1–6; lunchtime) Held by Alliance Francaise on Fridays in snowboard giant slalom, boardercross, For both beginners and advanced the Junior School Library. skiercross, moguls, cross country students; working towards interschool classical, cross country freestyle relay tournaments, chess camps and holiday *Gymnastics (Prep–12) and cross country ski trials. programs organised by Chess Australia. For all abilities and run by Waverley Gymnastics Centre at Swimming (all year levels) *Coding (Years 3–6) St Catherine’s. All abilities welcome to our Learn to Learn about coding and building apps. Swim program, Swim Squad and Swim Life Drawing (Years 10–12) Club. Communication and Speech Training A challenging and rewarding activity (Years 5–12) for those interested in greater hand-eye *Tennis (all year levels) Aims to produce confi dent, articulate coordination, or as creative relaxation. A Held off -site by the Victorian Tennis speakers with strong presentation live model is provided at each lesson, as Academy. skills; specifi c skills such as vocal tone is basic drawing equipment. development, clarity of speech, oral interpretation of literature, dramatic Makers Space (Years 7 & 8) skills. Learn to create in our digital Fabrication Lab. Dance and Movement (Kindergarten– Year 6) Music (all year levels) The Australian Academy of Dance Music lessons are available to all students provides dance lessons in classical ballet in Prep to Year 12. Lauriston has an and our pre-school program of Dance extensive ensemble program open to Magic. all students, including choirs, bands, orchestras and ensemble groups. Drama (Years 4–12; lunchtime) Provides participants with an enjoyable Netball Club (Years 4–12) drama experience while increasing their An opportunity for girls who play club confi dence, creativity, skill levels and netball for the School. Teams play out of development of drama techniques. Waverley Netball Centre.

Duke of Edinburgh’s International Rowing (Years 8–12) Award (Years 8–12) The Lauriston Rowing program is Encourages participants to pursue off ered in Terms 1, 3 and 4 and is held and maintain a wide range of desirable at Melbourne Girls’ College Boat Shed, interests that will enhance their own Yarra Boulevard. development.

46 2019 ANNUAL REPORT Arts and the FabLearn Lab

In the years since Lauriston established selected for Top Designs in 2019 and 21st-century learning skill underpins the FabLearn Lab, its function as a by the excellent work produced by this successful design in a plethora of fi elds, digital fabrication laboratory has truly year’s cohort. organisations and communities. The become integrated into our Visual Art ability to think deeply and broadly to and Design program, particularly in our Visual arts opportunities and problem-solve is a skill that will benefi t Senior School Years of 10, 11 and 12. applications have been most obvious our students well into the future. The in sculptural work, installations and in way that this is supported by the The opportunities provided by this an expanded range of presentation fabrication opportunities is through innovation has enabled us to expand options. Once again it was laser cutting the expansion of what is possible and design thinking to highly practical and that was the most popular technique, through students having the ability to innovative solutions, particularly in the but applications of etching have also follow ideation of concepts through to areas of product and environmental provided some excellent results. Most presentation of these refi ned concepts. design. Students have acquired skills in notable, this year was Ellen Ho’s etching programming to develop fi les that can into wood to emulate ancient Japanese There is little doubt that the depth of be read; in the Lab, they have developed woodblock printing techniques. This thinking, engagement and collaboration, communication and collaboration skills fusion of old and new enabled a and the quality of outcomes produced as they communicate concepts and signifi cantly rich cultural, technological have been signifi cantly enhanced refi ned drawings to our technician, and conceptual investigation to occur through our ability to design ideas Andrew Gibson, and they interfaced as part of her overall International knowing that we have the technologies with contemporary design practice as Baccalaureate Visual Arts experience. and materials required to take those they modelled the skills used in industry. ideas through the entire design process The more subtle, but more signifi cant to presentation. These opportunities have impacted the benefi t of this advancement in overall quality of our outcomes as noted digital technologies application is by the Year 12 Visual Communication the expansion it has generated in DAVID MORRISON Design students’ successes in being students’ design thinking. This essential HEAD OF ARTS

1 23

4 5

1. Louise Fletcher - Hanako 2. Madeleine Buckingham 3. India Walshe – a still from 4. Mia Fyson – Melbourne – The ecosystem of a the ﬁ lm Bush for the Ages Media Museum grazing ﬁ eld is boring. So 5. Mia Fyson – Melbourne why did you cut down the Media Museum, model 2 trees?

47 2019 ANNUAL REPORT 6 78

10 11 12

13 14 15

16 17 18 19

6. Nelushi Dissanayake – 10. Ellen Ho – A walk through 14. Jaren Jiarun (Cecelia) 18. Junhan Shen – Family La Belleza time Liu – Snow White Property 7. Mia Savio – Red Poppy 11. Ellen Ho – Marching Over 15. Louisa Fletcher – Isabella 19. Madeleine Buckingham – (part of a series) the Stumps 16. Gemma Colquhoun – The Butterﬂ ies Blocked by 8. Alicia Rice – Profondeur 12. Fonda Chen – Imagine if... Bloodbath the Wall 13. Daisy Upfal – Boundless 17. Jessica McNair – Connection Reﬂ ection

48 2019 ANNUAL REPORT Music

2019 was another busy and eventful year for the Music School at Lauriston.

The Music School this year has been at to make the most of the time we had, The Year 12s were placed, not only the forefront of the theme of growth and spent the weekend working hard in at the head of their individual 11-12 and coming together as a school family, preparation for the big evening ahead. house music performances, but in most notably through the monumental charge of coordinating an instrumental event of our inaugural Prep-12 Gala Following the post-Gala blues, the Music performance from each house Concert at Hamer Hall. Such an School did anything but slow down the consisting of girls from 7-12. incredible venue brought the grandeur intensity of production preparation. of the evening to light, and the eff ort This year, the passion brought to the The Junior School production of of coordinating the involvement of Music School by the drive of our Year 12 Mary Poppins Jnr. spent the second every single student in the school was leaders has been a joy to witness, and it semester working hard on turning the preceded by months of Ms Ryan’s has been wonderful to watch alongside hall into a shapeshifting set of 20th diligent planning to produce an evening the heads of each ensemble as girls Century England, for what was an show casing the incredible quality of bring their ﬁ nal year in the Lauriston incredible show. Lauriston’s musical ability. music program to full potential. House Music placed the girls in Year 10 Jazz Cabaret, this year to the tune of back into a major leadership position “Vintage Jazz,” saw the hall decked following on from Junior House drama, CHARLOTTE ROBERTS out in glitz and glam with stellar CAPTAIN and allowed each house to choose performances from a number of the their arrangement from a selection to hard-working ensembles, as well as prepare for the girls in Years 7, 8, and 10 some students performing solo. to perform for the entirety of the Senior Music Camp was unfortunately shorter School at the end of Term 3. Every this year due to the reorganisation house put their heart and soul into their of the Hamer Hall concert, but as a performances, and the work of the girls collective of Years 10-12 ensemble conducting, assisting, accompanying, members (as well as our favourite Year and supporting, shone through in each 7s and 8s in Orchestra), we managed of their individual performances.

49 2019 ANNUAL REPORT Co-curricular activities

Drama

As Drama Captains, we were responsible teachers perform. We both had such blast. The Year 12 production of the for organising and hosting House Drama a fun time hosting the afternoon as Penelopiad in Term 3 turned out to be 2019 which happened in Term 1. This we also got to perform while hosting. a powerful examination of femininity required us to create a prompt pack We were also able to interact with the and women’s power. In the coming with rules that all Houses had to follow. whole school while playing a huge game weeks, the colourful Junior Musical, As we are both fascinated by diff erent of Just Dance. This event was very Mary Poppins will be performed which cultures, ideologies and trends within memorable for us and we will always the Drama and Music departments have diff erent eras, we thought that making cherish the unity and laughs this day been hard at work at for the past 2 the prompt “Time Periods” would give brought us. terms now. We are so appreciative to Ms the Year 12s a good opportunity to have Khan, Ms Greig and Ms Davies for all of fun and be creative during the planning We were also involved in the School their hard work and we cannot wait to stages of creating their plays. Play for this year, A Midsummer Night’s see where Lauriston Drama goes next. Dream by Shakespeare. It was a lively Each House Captain picked a time production inspired by a steampunk period out of a hat, which included The aesthetic with detailed cog-covered MOLLY PHILLIPS AND ANDREA Wild West, the Future, the Jurassic era costumes and a dedicated group of ANDRIANAKOS and the 80’s. Not only did we create people all working together to make it a CO-CAPTAINS the prompt, but we also set some rules smooth experience. about what theatrical components to be included in each performance. For On the second night of performance instance, all plays needed to include we had a last-minute location change a dance sequence of some kind, this to the hall from an outdoor performing enabled keen dancers to participate in space due to weather; this was a House Drama. Also, at least one teacher stressful change but was made possible from each house had to have a cameo with the hard work and patience of in the play, which helped bring together Ms Khan, Ms Davies and Ms Greig. The the entire school community. It was also production turned out to be a successful extremely entertaining to watch the event and everyone involved had a

50 2019 ANNUAL REPORT Senior School Play: A Midsummer Night’s Dream

51 2019 ANNUAL REPORT Debating

2019 has certainly been a jam- As well as debating, we had a total of Late last year, when I had just received packed year for debating and public 13 students compete in fi ve diff erent the role of Debating Captain, I wrote speaking. Girls from all year levels have public-speaking competitions, including down a few goals I wanted to achieve. continued to be hard-working and the Legacy Award, Ainger Award and One of these was to encourage girls to enthusiastic, resulting in an immense DAV junior competition. Congratulations realise the power of their own voice. number of victories. With over 30 to Jasmine Stern and Sami Robinson I hope, after their participation this best-speaker awards throughout the who achieved outstanding successes, year, they continue to be motivated Debating Association of Victoria (DAV) as well as EAL students Julie Zhou and to speak out about their passions and competition season, there is no doubt Jessica Qiu, who impressively competed ideas. I am so proud of all of them and that Lauriston debaters are fi erce, in recently learned English. feel incredibly lucky to have been part intelligent and passionate young women. of their journey towards becoming Debating is often praised for the way confi dent, bold and articulate speakers. House Debating was a close in which it boosts personal confi dence I wish them the best of luck in all their competition, with topics varying from and analytical thinking skills, but I have future endeavours. the worth of the ATAR system to also been astounded by the teamwork concerns about artifi cial intelligence. and collaboration skills shown by the Despite taking place in a busy Term 2, students. REESA NAVANI it was amazing to see the eff ort and DEBATING CAPTAIN time the House Captains and mentors Though adjudicators only hear the fi nal dedicated towards helping the teams. speech, I would like to commend the Ultimately, Mitchell won Senior House debaters on their cooperative research, Debating and Kirkhope won Junior practice and discussion in the weeks House Debating. Another highlight leading up to the debate. was the staff -student debate, fi lled The debating and public-speaking with witty banter as the student team programs only run as successfully as successfully persuaded the school that they do due to the hard work of the teachers should not participate in House staff , so I would like to thank Dr Savage, Cross Country. Ms Koirala and Ms Mare. Their support, encouragement and organisation has made debating and public speaking a wonderful experience.

52 2019 ANNUAL REPORT School Clubs

Feeding our passions: there is always something to do at Lauriston, no matter what the student’s interest is.

Amnesty In general, these fundraisers are terrifi c We hosted a fundraiser at the end of ways to encourage the student body Term 3 where we screened the movie, International Group to participate in human-rights matters Love, Simon. All the revenue from this and also, of course, to meet and form fundraiser went to Pride Foundation We are the 2018/19 Captains of the relationships with other students. We Australia, an organisation that supports Amnesty International Group, and our would like to thank Ms Traynor for the young LGBT+ community. This night group continued its support of the her role in assisting supervising us in was incredibly successful with over GOMO Foundation, an organisation the Amnesty Group, as well as all our 20 people attending the movie. We that provides education opportunities regular members who contributed provided food and comfortable seating for young women in Zimbabwe. Each their time and eff orts to our interesting for the viewing of this iconic teen fi lm week, we held a meeting for students discussions and successful fundraisers. that created a shift in the fi lm world and in Senior School to share and discuss We are so excited to see what the the LGBT+ community. relevant human-rights issues about Amnesty Group can continue to achieve which we are concerned. We joined in the years to come! By exploring issues within the LGBT+ the Amnesty Group as we share a community around the world and passion for cultivating and enriching a spreading awareness throughout our more globally aware community, while school we are hoping that it becomes fostering critical thinking about the AMNESTY INTERNATIONAL CAPTAINS more natural and easier to discuss these ethics of our daily decisions. Driving issues and enable a resolution. We hope social change is the foundation of the that the school continues this journey Amnesty Group. so that the Lauriston community Pride Club becomes more diverse and accepting of During our year, we held fundraisers to diff erent people. support the GOMO Foundation. In total, This year three of us in Year 12, decided we raised over $1000 by organising to start a Pride Club at Lauriston and hosting a movie night and a very because it was something we were successful bake sale. We see both of passionate about and we felt it was PRIDE CLUB CAPTAINS these events as huge achievements, as imperative that there be a supportive we saw girls from across diff erent year space at the school for the LGBT+ levels as well as teachers and other community. The new group allowed members of the Lauriston community, people from all year levels whether a contributing to this wonderful cause. part of the LGBT+ community or allies Some girls baked goods for both the to meet and fi nd support. Our mission movie night and the bake sale, while every Thursday was to educate and some assisted at the bake sale stall with discuss issues within our community money handling. whether past or recent.

53 2019 ANNUAL REPORT Trips and tours

Noonkanbah

During our time in the Noonkanbah Our immersion in community shed and red rock. For sunset, we had our community we were completely light on the cultural morals and values classic fi sh and chips at Gantheaume welcomed by the teachers as well as they uphold. From helping the students Point. It was truly a view that photos the students. A typical day consisted with art, to playing sports with them could not do justice. Once the sun had of a ride on the school bus around after school, the sheer happiness of disappeared we headed towards the the community, which picked up the the children changed our personal deck-chair cinema where we enjoyed children and staff for the school day. outlooks on life. We were inspired a lovely evening of mosquito bites and During this time we got to talk to the by the community’s compassion and choc tops. A defi nite highlight from kids about what they did the night inclusivity for anyone, regardless of age Broome was the iconic camel ride along before and then play hopscotch once or gender. There were two noteworthy the beach at sunset. This experience we got off the bus. We then would principles that we believed nurtured was one like no other. As the sun set spend the school day from 8-2:30 at the welcoming and compassionate over the water, the white sand was Kulkarriya Community School. We did a community we got to know and love: tinged with a brilliant orange while the variety of activities, from learning some the importance of family, and cultural natural red colour of the rocks were of the local language to helping teach preservation. further emphasised. To top it all off , at the younger kids Maths. the end of the ride, we fed each of our At one morning assembly, Kulkarriya’s camels a carrot before heading off to At lunch and recess we enjoyed playing School Principal, Huria Chapman, dinner ourselves at our new favourite basketball, cricket and frisbee. We can all made a touching speech about the restaurant, Zanders. admit that the children were much more signifi cance of a word she had written talented at us in sport. Each night we in chalk on the ground: family. In We had an exceptional trip, and we would make our own dinner but on a few community, the term ‘family’ did not would like to say a great thank you occasions we went to the community necessarily translate to the common to: the Noonkanbah community for basketball court before dinner and defi nition of one’s immediate family, making us feel like family, to all the played with the kids. This was a highlight rather the community as a whole. staff at Kulkarriya Community School, of the trip for many of us. She emphasised the importance of particularly Huria Chapman, for making expressing one’s feelings respectfully this experience irreplaceable, to the One night during our time in during disputes, and looking after each children for their warmth and love, and Noonkanbah we had a campout with other as they were the future family especially to Ms Lippold (Jules) for the Senior School kids from Kulkarriya. of Noonkanbah. It was a noteworthy being our wonderful mum for 10 days – On the campout we stayed beside a message, which all of us had grown to we don’t know how you did it! billabong. The girls from the school appreciate during our stay, for we had made us an amazing barbecue and been welcomed in such a warm-hearted This trip was a wonderful opportunity to had set a fi re for us to sit around at manner, we felt as if we were part of the advance our Indigenous reconciliation night. We were also welcomed to the Noonkanbah family too. and build positive, respectful country on the campout through a relationships for future generations – it smoke ceremony. On this trip we were In the fi nal days of our trip, we took is a trip we will never forget. fully welcomed into the school as well some time for rest and restoration after as the community, which was a very a busy term. In Broome, we visited the humbling experience. beautiful Cable Beach where crystal VEASNA GUNAWAN blue water met white sand beaches

54 2019 ANNUAL REPORT NASA

A group of 26 students and three staff learned quite a lot during our day trips. We had to design our own lunar ventured to the USA for a two-week modules, build them using Lego and trip that saw us visit San Fransisco, The highlight of the tour was our get them to move successfully on a NASA Space Camp in Alabama and Los time spent at Space Camp where mock lunar landscape. This showed Angeles. we underwent astronaut training for us how diffi cult it must have been to a week. There were many diff erent design the real modules as the testing In San Fransisco, our fi rst experience activities that required diff erent skills had to be done in an environment that was on an open double-decker bus that and provided physical and mental cannot accurately refl ect what occurs took us across the Golden Gate Bridge challenges with a major focus on on the Moon or on another planet. We and then through all the boroughs of cooperation. We scuba-dived in were asked to test ourselves on some the city, including the Height/Ashbury a 15m tank designed to replicate simulators, ride some of the astronaut area where the hippie movement weightlessness. We designed and then training devices and we got to listen to was born. On other days we went to made model rockets that had to be some presentations on various NASA Alcatraz (and all of us were let out), the launched from a launching pad and explorations. It was a full week that Exploratorium, Silicon Valley (including then return to land with the aid of a everyone on the tour really enjoyed, and time at Stanford University) and the parachute. Our astronaut (Mr Egg) we all would have stayed longer if we Marine Mammal Centre. needed to be intact on landing. We only had more time. undertook simulated missions where The fi nal leg of our trip was Los some of us were in Mission Control, The trip was an absolutely memorable Angeles where we went to Universal others were located in a space station experience and one that we highly Studios, Paramount Pictures, Griffi th and/or on a space shuttle and we had recommend to any students considering Observatory, the California Science to successfully get those in Space this trip in the future. Museum, got to walk on Hollywood to carry out the tasks that NASA Boulevard and fl y in the I-Fly needed done. This required a level of experience. The days in San Fransisco cooperation beyond what we need TREVOR SMITH and Los Angeles were great and while at school, and while it might seem a TOUR COORDINATOR we did some tourist-type activities, the relatively simple task it was actually time also had a STEM focus and we extremely diffi cult.

55 2019 ANNUAL REPORT Cambodia

Early on Thursday the 6th of December, opening, giving us the opportunity to of the school taught them life lessons 14 of us headed off to Cambodia, via refl ect on how lucky we are. and, in our company, he taught them in Singapore. Our excitement rumbled English. through the two airplanes, much to On this jam-packed day, our van the dismay of fellow passengers (oh decided to break down, giving us plenty Then it was time to move to Siem Reap, well!). Upon landing in Phnom Penh, of time to dance on the side of the road where our outdoor exploration phase Cambodia, we immediately felt the while we waited for a new van to come began. We began our hike through humidity as the sweat droplets began to to pick us up. To follow this, a visit to the the Kulen Mountains where we had an collect in all places. Our fi rst challenge night market was incredibly necessary, awesome guide who took us through upon arrival was to get our money with many of us buying all the fakes that many diff erent temples. These sites were changed from Australian currency to we have ever dreamed of . . . truly picturesque as they were built into Riel and then to buy a plan for our team the sides of mountains. On this hike, we Next thing we knew, we were on a phone. Both of these activities, which were able to go for a swim in a waterfall, beautiful boat on the Mekong, chuffi ng many of us had never had to do in a which for many was the highlight. our way over to the Coconut School for foreign country before, proved diffi cult. the community service aspect of our After some refreshing showers and a We then piled into taxis and were on World Challenge experience. When we quick rest, it was time to visit Angkor our way to our fi rst overnight stay to fi rst caught sight of the island, we saw Wat, the largest temple complex in our surprise, at a hotel! locals smiling and waving at our boat. the world. We got there very early Phnom Penh is a bustling and lively A quick tuktuk ride took us straight out and watched the sunrise, ending our city and seems to have no road rules. the front of the School, which was made trip nicely! On our fi rst day, we visited the Khmer of recycled objects. During this period Rouge killing Fields and the S-21 prison, of the trip, we made friends with the where prisoners of the Khmer Rouge young kids and helped them to build JESSICA DETERING were held. Both of these experiences, a new part of their school where we although incredibly horrifi c were eye- learned to lay bricks! At night, we sat in their ‘life classes’ where the principal

56 2019 ANNUAL REPORT Italy

Our favourite snapshot of Italy was the The 2019 Italy trip was such an If we had to choose a favourite day, Venice Biennale. There we obtained incredible experience for all of us and it would have to be the day in Venice many inspirations for school folios and one we will never forget. We have had when we visited the ﬁ rst half of the gained many insights about the trends our eyes opened to the world’s most Biennale, and then went mask-painting. in contemporary art. The interactive inﬂ uential artists and artworks, and at We loved exploring modern artists from and modern artworks allowed us only 16/17 years old, an experience like around the world’s interpretations of this to reconsider the boundaries of art, this is so amazing. Not only have we year’s Biennale theme: ‘May You Live while enjoying this immersive artistic experienced the art but also we have in Interesting Times’. We particularly experience. Later in the day, we been thoroughly introduced to the enjoyed the Venice and Russia pavilions, attended a local mask workshop, where longstanding culture and history of Italy. and found Israel’s slightly creepy we were introduced to the historical but also very creative. Following the background and processes that are We have made so many close Biennale, we rushed through Venice’s required to make the traditional Venice friendships with other girls, especially crowded alleyways and over its many masks. The workshop enabled us to the girls we didn’t know in other year bridges to make it to the mask-painting express our creativity through painting levels, and we shared such a special session. It was a great opportunity to our own mask. Many of us employed experience that we know those have a hands-on experience in an art the inspirations we gained from the friendships will not be lost. form that was unique to Venice. It was Biennale in our mask designs. The two exciting being able to experiment with experiences combined comprise our textures, gradients, and diff erent colours favourite memory of Italy. MATILDA CAMPBELL, and designs, and we really love how all CLAIRE CAMPBELL AND the masks turned out. MILLICENT MAANNING

YUER (KELLY) GONG AND CHEUK CHUN (HELEN) CHOI POPPY EATHER AND POLLY HUANG

57 2019 ANNUAL REPORT A physical outlook on life

Our Physical Education and Sport program allows us to see the holistic development of students while producing better long- term results and happy girls.

As Physical Education teachers, one of 14. These statistics are damning and Faculty plays in building a strong of the greatest challenges we face is indicate a signifi cant issue that schools platform for healthy development keeping the girls connected to their must address. and eff ective learning. Further, in physical activity. This is due to a variety placing as much importance on a of reasons, including the impact of social So how are we at Lauriston addressing student’s emotional wellbeing, physical media, body image issues, the infl uence these issues and why are we putting wellbeing and social capacities as on of friends and balancing sporting such a big emphasis on being active? their cognitive abilities and academic expectations with academic results. skills. Physical Education and Sport To combat these rising levels of are vital to a student’s wellbeing; they depression and distress, it is critical that An important aspect of our role as build character, leadership and off er we equip our young people with the educators is to encourage students to wonderful social opportunities and skills to build resilience and positivity. try new activities and not to be afraid of interaction with all year levels. making mistakes. Through challenging One of the greatest cures of stress ourselves we learn resilience and we and anxiety is exercise. Schools can At Lauriston we want to instil in know that we do not have to reach have the best curriculum and greatest our girls the importance of lifelong perfection in everything that we do. technology, but if young people are participation in physical activity. We struggling with their own wellbeing, off er our students a wide range of The most recent statistics indicate that then it is refl ected in their attitude recreational, team and competitive stress and anxiety rank as the number towards learning and, ultimately, in their sporting opportunities to develop one issue with young people. Around academic outcomes. their confi dence, develop positive 10–20% of adolescents experience relationships, increase their engagement, As educators, we recognise the crucial mental disorders worldwide and half and build their self-esteem and sense role our Physical Education and Sport of all mental illnesses begin by the age of belonging. In addition to interschool,

58 2019 ANNUAL REPORT School Sport Victoria and Girls Sport and recreational activities. The tracking health and wellbeing. We hope that as Victoria carnivals, girls in Years 5 to process allows our PE teachers to the Year 10s become more involved in 12 are encouraged to participate in have in-depth conversations with each physical activity, it will assist them in weekly interschool sport, choosing from individual regarding sporting and reconnecting with the Armadale campus an array of possible sports. Girls also academic commitments, wellbeing and after their Howqua year. compete in House Sport events and managing busy schedules. carnivals throughout the year. These We recognise that Physical Education are lively events which bring the House In 2018, the School made the classes and sport sessions must be fun, community closer together and help our commitment to establish compulsory challenging and engaging. We expose girls grow in confi dence, determination sport and recreation for our Years 7 the girls to a wide variety of sports and and organisation, as well as develop and 8 students and in 2019 this was activities with the prime purpose of friendships across year levels. rolled out to our Year 10 students. It is fi nding an activity that they enjoy and encouraging to see that we had 93% of are likely to continue with later in life, One of our key focus areas for 2019 has Year 7 girls and 89% of Year 8 girls take whether that be playing competitive been to continue to increase the levels part in our Sport and Recreation program netball or maintaining their fi tness levels of physical activity our girls undertake in on a weekly basis. These statistics through joining a gym. Our Physical Junior and Senior School, and manage are outstanding and demonstrate the Education, Co-curricular Sport and their wellbeing by tracking their sport commitment our girls have given to their Wellbeing programs aim to develop the girls’ breadth of character, confi dence and values, enabling them to fl ourish THREE KEY OUTCOMES OF OUR PROGRAM: and make the most of their future.

1. Promotion of health and wellbeing It takes a whole-school approach to run the Physical Education and Sport Support for health and wellbeing is important for facilitating individual student program and we appreciate the ongoing development and increasing positive interaction with others. Students involved support and commitment our parents in Sport and Physical Education are taught the importance of leading a provide. We have every conﬁ dence healthy lifestyle and including physical activity in their daily routine. Lauriston that the program will continue to build students are exposed to specialist coaches who are excellent role models and moving forward and we look forward to share their experience and expertise to encourage our students to keep active the challenges and rewards it off ers our and motivated. Lauriston girls. 2. Development of resilience

Promoting resilience is a key factor in learning as well as in social and emotional ROB COOPER development. Through sport our girls have the opportunity to challenge DIRECTOR OF SPORT themselves and move out of their comfort zone in a supportive environment, AND KATE GILCHRIST which may include signing up for their ﬁ rst triathlon, tackling a tough cross- DIRECTOR OF country race or working in teams across year levels. STUDENT WELLBEING 3. Development of human and social capital

Belonging is essential to positive wellbeing, and at Lauriston the key to this is each girl’s connection to her House. Participation in House events is an important element of the Lauriston experience and each girl from Prep to Year 12 is expected to participate in some or all of the House sports on off er. The House system provides invaluable opportunities for girls to demonstrate leadership and teamwork and House activities allow girls to enhance and demonstrate a broad range of talents, and develop meaningful and long-lasting relationships with peers across Prep to Year 12.

59 2019 ANNUAL REPORT Track and ﬁ eld

This year we have had a very Over the past few years, Lauriston’s Our Year level champions for 2019 successful Track and Field season with Athletics program has grown and this were: Year 7, Amelia Dethridge; Year 8, Lauriston qualifying for the Division 1 would not have been possible without Georgia Reeh; Year 10, Jessica Bloom; Championship Carnival for the second Mr Zwar and Mr Cooper and our Year 11, Penny Gioddy and for Year 12, year in a row. Just two years ago, coaches, Leana, James, Karen, Kylie, Ellen Ho. Lauriston fi nished 17th out of 24 schools, Clodagh and Kathryn. We are very however this year we achieved our best grateful to have such qualifi ed coaches. Record breakers for this year were: result in 18 years and fi nished 7th overall. Without their expertise we would not Emma de Jong (800m), Penny Giddy This is an amazing achievement and a have been able to perform as well as we (Shot-put), Amelia Zhu (Long Jump), testament to the hard work each girl has have done this season. Lara Stebbens (Shot-put) and Ellen Ho put into training this season. (Triple Jump). Due to our success at the GSV Success cannot be achieved without Championship Carnival, this year we We are both very proud of the Lauriston dedication, and it has been great to had a total of 32 events qualify for the Track and Field team this season and, see a total of 77 girls attend training GSV fi nals night where we received 15 although our time as Captains has come this year on cold mornings and rainy medals: two Gold, seven Silver and six to an end, we hope the team will afternoons. These training sessions have Bronze. The Lauriston Track and Field continue to grow in the future. not only brought a group of girls with a team has also extended our success similar interest together, but a Lauriston to the Victorian All Schools relay athletics community has been formed. championships and the Victorian Nitro Schools Challenge where our teams were able to compete with other schools across Victoria.

60 2019 ANNUAL REPORT Cross Country and Soccer

Cross Country Soccer A highlight of the season would have to be House Soccer, where all girls from The Lauriston Cross Country squad This season, there were four teams years 7-12 and staff members were had a spectacular season, fi nishing 5th playing GSV Soccer, and it was a encouraged to participate in a game overall in Division 1 Championships. fabulous season. These successes would of Five-a-Side. The day was fi lled with Juniors placed 3rd, the best of our have been impossible were it not for the laughter and amongst all the chaos performances. Intermediates came 8th, determination and sportsmanship of Mitchell won the Golden Soccer Boot. As which was an impeccable result from each girl, rising early in the mornings for Soccer Captain for 2018-19, I could not having diffi cult results with Year 9s frosty training sessions and cheering on be more proud of the achievements this being absent, and fi nally the Seniors their teammates as they raced across season, not only because of the level placed 5th. The conditions were the soccer pitch during games. Despite of skill that was seen on the fi eld, but harsh, due to rain making a slippery only scoring one goal throughout the because of the support, enthusiasm and course. This was Lauriston’s best result season, the Senior team remained high- teamwork demonstrated by each girl. since 2008, where we also came 5th. spirited thanks to the optimism of Lauriston fi nished 8th overall in 2018 Mr Hetherington, the Senior coach, and a I would like to express the team’s and 19th in 2017. terrifi c sense of humour across the team. gratitude to our coaches, Mr The Intermediate team narrowly missed Hetherington, Emma Checker, David The strong growth and drastic fi nals by a few points, so hopefully next Gatford, Julie Chong and Abdel improvement over the past couple of season they will be bringing back a Deroune, without whom the season years is due to the new coaches, as well trophy! Finally, the Juniors enjoyed three would not have been possible. as strong commitment from all of the wins as they developed their skills. girls driven to succeed. This year there was an implementation of a ‘traffi c light’ program; girls were awarded a shoelace for ongoing attendance, which further encouraged them to work hard to receive this reward. Well done to all the girls who trained and raced over both carnivals.

61 2019 ANNUAL REPORT Tennis and volleyball

Tennis Our fi rst game of the season was A highlight of the season was defi nitely against MLC, with the B team winning the Senior As versus Junior As match. Term 1 was an excellent term for GSV overall and unfortunately the A team Each team had quite tough competition Tennis at Lauriston. The A and B teams losing. However, the A team won all to face, but it was lots of fun. Aside from came overall second in their zone and their rounds after the fi rst. The A team GSV Volleyball, House Volleyball was not far off fi rst. This was due to the girls showed massive improvement over the also an exciting day, as Mitchell took putting in their best eff orts and working course of time and won all their rounds home the prize of fi rst place. hard to show up to each training session. against Melbourne Girls Grammar, St The team spirit of all the girls was shown Catherine’s, Loreto and Shelford. GSV I just wanted to thank everyone for in each match, along with their excellent tennis for Term 1 was outstanding and their participation, hard work and support of each other in doubles. The a school experience not to forget. All the great spirit that they brought, teams were built from Year 11 and Year the players abilities were at a very high and acknowledge all the teachers 12 students. This meant the year levels standard and the results were and coaches who led such a great cohort were able to build friendships and a confi rmation of this. of girls. I am excited to see what is in experience being doubles partners with store for our Volleyball players next year. girls from diff erent age group. Volleyball

The Volleyball season this year has gone really well with super high levels of participation in the younger and older year levels. Great improvements in skills were seen across year levels thanks to our coaches Brett, Maddy and Matt. Even though no Lauriston team made it to grand ﬁ nals, the Juniors worked super hard and made us proud in reaching the ﬁ nals, given that they won every zone match leading up to this competition.

62 2019 ANNUAL REPORT Rowing

This season, the Rowing squad was able receiving the best results for Year 8 On behalf of the rowers and the coxes, to achieve great things. Having started rowing at Lauriston in many years. It will I would like to say a massive thank you training in Term 3 of last year, the girls be exciting to see what they can achieve to Rob Manning and all of the Year 8, put countless hours into preparing for when they come back from Howqua! Year 10 and Senior coaches. We are the bigger regattas in Term 1 of 2019. extremely grateful for all the time and This year, a new training schedule, with The hard work, dedication and time eff ort that the coaches put in to helping increased strength and conditioning that all of the girls committed to the each crew achieve their best; we could and on-the-water sessions was sport defi nitely paid off , with each and not have done it without you. introduced, and it was fantastic to see every crew achieving fantastic results at this approached with enthusiasm and HOSG. Luckily, the weather we had this Finally, I would like to congratulate all a positive attitude from all members of year allowed us to race the fi nals and the rowers for a great season and wish the squad. each crew raced hard down the course future squads the best of luck! to the fi nish line, achieving great times Throughout the season, the Year 10 and and results in their respective divisions. Senior rowers competed at a number I would also like to say a massive thank of regattas in Geelong, Nagambie and you to all the girls who came to Geelong in Bairnsdale and, at each regatta, to support Lauriston Rowing: your crews saw improvements in their times support and cheering defi nitely helped and results as they worked towards to motivate the girls as they rowed the the biggest regatta of the season, The last 200 metres of the race. Head of the Schoolgirls (HOSG). The Year 8 crews, who rowed in Term 3 of last year, also showed great potential,

63 2019 ANNUAL REPORT Softball and Hockey

Softball skill, which showed when both teams kitted up and ready to play.Our Senior A won against Loreto. Their eff ort and team remained undefeated for the zone This year Lauriston was able to enter fi ve commitment can defi nitely be seen rounds, only conceding one goal, and Softball teams, more than ever before. through the standard of Softball they this allowed them to push forward into This started off a great Softball season were playing. Overall, the Lauriston the next round. The semifi nal was a tight for Lauriston. Although the Senior team Softball season was one fi lled with match, but Lauriston just managed to lost their fi rst game, with the help of great enthusiasm and skill, which was knock one in during the last few minutes the coach they were able to put into rewarded with many victories. of the match, sending the team straight action strategies that saw them win into to the grand fi nal . . . and the coach almost every game afterwards. It was to the ground in pure celebration and really great to see their hard training Hockey joy! Unfortunately, Lauriston did not pull turn the team around for a great season Hockey has always been a popular off the win in the grand fi nal, but it was of Softball. Lauriston’s Intermediate sport at Lauriston, so it was great to see certainly a great match to be involved in! As also had a strong season, only so many girls picking up the stick for I would like to say a huge thank enduring two losses in the season. The the fi rst time, or developing their skills you to all the coaches across all the team’s determination was clear from from previous years. Our Junior and levels, for their positive attitude and all their games. Their tenacity brought Intermediate teams had a great season, encouragement throughout the season, them many well-deserved victories. only missing out on semifi nals by a which really built up the confi dence and The Intermediate Bs, showed great couple of goals. Our two Senior teams skills in the girls. perseverance, bringing their Lauriston had an incredible season with everyone spirit and guts to every game. Every playing with such enthusiasm and spirit. week they fought hard with many very Despite the sometimes wet and dismal close games. Despite the fact that early mornings, it was great to see the Juniors started their season late, such a large turnout of smiling girls all they still had great enthusiasm and

64 2019 ANNUAL REPORT Netball

2019 brought an incredible season really displays the young talent moving of Netball to Lauriston. This year the up through the school. I look forward number of girls participating in Netball, to watching the level of competition we ranging from the Juniors to the Seniors, bring to the sport grow in future years. was higher than ever before. Our Senior None of this could have been possible and Intermediate teams all played with without our incredible coaches and in grit and passion each week and the particular, Jo Hockley, who coached Senior B team made it through to fi nals. the Senior and Junior A teams, as her Lauriston entered an astonishing seven vast knowledge and experience of teams into the Junior competition, Netball combined with her dedication all of which performed to a very high to her players really shaped Lauriston’s standard. The Junior A and B teams, performance this year. having both won their zones, went through to the fi nals. The B team was unfortunately defeated in the qualifying round by Sienna, but the A team, having not lost a game all season, managed to remain undefeated by overcoming Sacré Cœr in the grand fi nal, 30-25. This is an outstanding result for Lauriston and

65 2019 ANNUAL REPORT SnowSports

Lauriston’s SnowSports has continued The LSSA has continued to put so As the Captain of the 2019 SnowSports to fl ourish with over 100 girls competing much dedication and time into the squad, I have had the absolute privilege in the 2019 season from Prep to Year 12. SnowSports program with brand-new of leading such an amazing group of This is mainly due to the growing size ski jackets for all our competitors as well young ladies and witnessing the spirit of of the team and the pure talent that as race training from the specialised the girls and their love of the sport. Lauriston holds in this sport. We had instructors on the mountain. multiple podium fi nishes in all disciplines To the SnowSports squad, I want to of skiing and snowboarding from our I would like to give a special thank you thank you all for an incredible season, very talented team as well as coming to our SnowSports Coordinator, Ms and it is thanks to you that Lauriston rank 1 overall for Junior year levels and Howden, who somehow manages to is now one of the leading schools in rank 3 overall for Senior year levels. It organise such a huge team and ensure SnowSports Victoria. I look forward to was fantastic to see so many Lauriston that everything runs smoothly. She has reading future Interschools results and girls fi nishing with medals and trophies. built a team at Lauriston that keeps on seeing Lauriston girls leading the group. becoming more and more successful. Over the course of the season there The direction that Lauriston is going Good luck to all our future competitors has been incredible improvement from in, in terms of SnowSports, is a true and a huge congratulations to Millie all girls through their hard work in testament to her passion and dedication Evans who will be Lauriston’s 2020 dryland training and race training. The to the sport; for that, the entire team Captain. dedication of the girls during the season thanks her. has been unbelievable and as a result we have seen consecutive exceptional outcomes.

66 2019 ANNUAL REPORT AFL and water polo

AFL Water polo Our shooting and accuracy improved through using a shot clock The Lauriston AFL season started The Senior Water Polo team has done and speedometer. off with the inaugural Huntingtower- extremely well this season. We have won Heyington shield. The rivalry match four out of fi ve of our games. We had a We also improved signifi cantly in both between St Catherine’s School and team predominantly fi lled with Year 10s our defence and attack skills. However, Lauriston was played, with St Cath’s and 11s. They were all eager to play and this came after a few training sessions narrowly taking the win. The Lauriston train hard. and games as our team needed to work team demonstrated great enthusiasm on communication skills under pressure throughout the game. It was also We had some girls who were new to and in game situations. During our last pleasing to see a Junior AFL 9s team Water Polo. The new girls were able to games, we were able to make clear calls consisting of Year 7s and 8s commence improve much quicker with other girls from our back line to our attackers to this year. with skills surrounding them. The fact attempt plays that would allow us to we also had tough competition made us score. We played tough teams and all Although our Senior team’s success work even harder in the water. the girls put in an outstanding eff ort. did not translate onto the scoreboard throughout the season, their enthusiasm We practised our skills in training A special thanks to our coach Perry and willingness to play in all conditions and worked on drills that could put Gaylard for his dedication and support and bounce back positively each time us ahead of girls who may have been throughout the season. was truly rewarding to see. The Junior stronger swimmers than us. This meant team also won a game, a Lauriston fi rst. we focused primarily on our ball skills. We used deceptive methods that A huge thank you to Ally Kirkwood, would lead and divert our swimmers Ms Brown and Will Fraser Smith for in other directions, allowing us to keep coaching the teams and helping us possession of the ball. to improve our skills. Without you, the season would not have been as enjoyable and rewarding as it was.

67 2019 ANNUAL REPORT Diving and swimming

Diving the results for Diving were spread Firstly, the squad was extremely across the houses with Kirkhope, lucky to welcome a new head swim The 2019 season for Diving has been Andrews and Mitchell taking fi rst place coach, Phil Clarke, whose coaching, one of our best. in the Seniors, Intermediate and Juniors enthusiasm, leadership and support was respectively. I would like to give a instrumental in allowing every girl to We began our great season with big thank you to our coach Jess, our reach her full potential. Without Phil, the winning the overall GSV Preliminary coordinator Mr Morrison and to the PE amazing achievements and ability in the Competition in Division 3, resulting staff who have helped us achieve such team may not have been realised. in us qualifying for Division 1 of the amazing results over the season. Championships for the fi rst time in Furthermore, it was the hard work and nine years! This result was achieved by determination of every team member strong participation across that allowed us to achieve such success. all three year groups and particularly Swimming Getting up and jumping into a cold through each of the Seniors, Nikita, pool early in the morning, when it is Looking back on the 2019 Swimming Ellen and myself, winning their division. freezing cold, is no easy feat; it takes season, the achievements of the team It was an amazing achievement by the dedication and spirit. Nonetheless, were incredible. We produced some of team and we are so proud and grateful every girl showed up to training with the best results Lauriston has had in for the amazing achievements and a smile, ready to work hard and better many years, making Division 1 for the eff ort that everyone in the team gave. herself, not only physically but mentally. GSV Swimming Championships for the With multiple PB meets across the As a team, we placed 7th out of 24 fi rst time in nine years after some great season, every team member took these schools. The Year 8s were the most racing at preliminaries! The team’s huge opportunities to improve, regardless of enthusiastic and regular participants success, I believe, was facilitated by a placings and times. in training with many taking up diving few factors. for the fi rst time. While Irving won the overall carnival for House Swimming,

68 2019 ANNUAL REPORT Junior sport

Congratulations to all Junior School girls team in Victoria. At the Australian environment where house spirit is in making 2019 a successful sporting Championships, our SnowSports team fostered. Girls have competed for their year. Andrews won the Year 2–6 House competed exceptionally well, fi nishing house in Tee-ball, 4 Wicket Cricket and Cross Country and Athletics while Irving second overall in Australia. Netball, developing sport-specifi c skills, demonstrated terrifi c house spirit at strategies, team work and game play. the Athletics, winning the Spirit Cup. Year 6 girls had an opportunity to be For the fi rst time, the Blairholme Picnic selected to compete for Lauriston in House spirit was alive at our House Races were held off campus where the Soccer or Netball, AFL or Basketball. Carnivals and in our House Meetings. girls ran extremely well, demonstrating Teams trained in the lead up to the As a house activity, students learned a variety of locomotion skills and great District competitions through sessions and practised new chants and created house spirit. that were led by our SSV coaches house banners. All students are valued and PE staff . The teams supported house members who contribute We had Junior School girls represent each other on and off the court/fi eld, to making our House program so Lauriston in a variety of SSV sports at demonstrating wonderful team spirit successful. District, Division, Regional and State and representing Lauriston proudly. levels, with our Year 5/6 Water Polo All Year 6 students enjoyed their Well done to all Junior School girls. team competing in the Victorian Water Interschool sporting experiences during Polo Primary Schools Competition and Terms 2 and 3, playing against a variety SnowsSports. of schools, and in Term 4 they were MONIQUE STEWART JUNIOR PHYSICAL EDUCATION introduced to a number of GSV sports. AND SPORT COORDINATOR Having won the Victorian Interschools XC Championships and the Since its introduction in 2017, the Year Victorian Interschools SnowSports 5 House Sport program has continued Championships for 2019, Lauriston to develop the students’ physical and is considered the best SnowSports social skills in a safe and challenging

69 2019 ANNUAL REPORT Community Service

Girls in Values Education (GIVE) focuses – Hester Hornbrook Academy situated fi ve hours inland from Broome. on engagement and relationships by – Melbourne City Mission They spent fi ve days with the members developing empathy, connections – Malvern Emergency Food Program of this remote Indigenous community, and acceptance. attending school, sleeping in swags We got involved by: under the stars, playing with the GIVE is not about giving to people children and forming relationships with – Packaging and delivering food but working with people. We learn the community. from the people in our communities to Community Housing experiencing hardship and overwhelming – Hosting a Biggest Morning Tea Some Year 10 girls took part in a four- challenges. We build bridges between for Breast Cancer month Youth in Philanthropy Program the Lauriston community and people – Walking for the UN Walk for Women (YiP). The group was given $10,000 of diff erent backgrounds, cultures, – Running in the Treadmill challenge from the Lord Mayor’s Charitable ages, wealth and social positions. This at Very Special Kids Fund to choose how the funds will be connection is a vital part of social change. – Making lemonade, walking dogs, distributed between three charities. baking cookies, sweeping, vacuuming, They attended a forum where they GIVE provides opportunities to become and mopping to raise funds for Very learned about philanthropy. They involved with a number of organisations. Special Kids then visited three charities, and were All year levels at Lauriston, including – Singing at the Very Special Kids Fair presented with funding proposals. The Kindergarten, choose a charity or – Playing netball against Melbourne students then considered the proposals organisation for which they raise Grammar to raise funds for Robert and made a group decision on how the awareness, have hands on involvement and Connor Dawes Foundation $10,000 should be divided. They then participate in fundraising or collections. – Tutoring at Friday Night School delivered their recommendations to the – Sleeping ‘rough’ and building a committee at YiP and fi nally attended a During 2019 Lauriston has supported the vegetable garden for Lighthouse graduation where they heard about the following organisations and many more: Foundation recommendations from other schools. – Cooking with the youth from – Royal Children’s Hospital Lighthouse Foundation, East Malvern The GIVE program inspires the girls – Very Special Kids – Taking part in the Kidsview Social to work together for a positive social – Robert Connor Dawes Foundation Justice conference in Footscray change, it encourages them to be curious and paediatric brain cancer – Visiting MECWA and taking residents about the world and to see people for – Asylum Seekers Resource Centre on a virtual tour and singing for them who they really are. It ignites passion. – Kids in Philanthropy – Going Grey in May for Robert Connor – Youth in Philanthropy Dawes Foundation – Malvern Emergency Food program – Volunteering for more than 12 Kids in – CCare SARAH JESSUP Philanthropy events COMMUNITY SERVICE – Will Murray Foundation COORDINATOR – Having a GIVE Back Day for years 7/8 – Aussie Farmers contributing to nine charities – Try Kinder and Muslim women’s – Shaving hair for Minus18 swimming lessons – Children’s Ground In September Year 11 girls went to – Lighthouse Foundation Noonkanbah, a working cattle station

70 2019 ANNUAL REPORT Supporting our School

Lauriston Parents’ Lauriston Arts Fathers of Lauriston Association Association The Fathers of Lauriston connects the male members of the Lauriston The School has an active and supportive The Lauriston Arts Association (LAA) community, with social gatherings held community led by the Lauriston Parents’ hosted some great events in 2019. every term. One of the major events for Association (LPA) and a number of this group is the Fathers of Lauriston subgroups within it. These groups work The LAA supports scholars in residence Dinner, an annual fundraiser at Kooyong with the School to foster relationships each year to enrich the arts curriculum, Tennis Club that seeks to bring all dads that are vital in maintaining the happy and highlights this year included the together from across the School. and engaged community that is Kindergarten sculpture installation, Lauriston. the Years 3–4 exciting Virtual Reality Exhibition, and the VCE/IB Art Lauriston Rowing 2019 saw a vibrant gathering of current Exhibition, which showcased the works parents and Old Lauristonians for our of our talented students under the Association annual Huntingtower Lunch. Wonderful guidance of industry professionals. The Lauriston Rowing Association performances by our Senior School Other 2019 highlights included the aims to support the School’s Rowing String Ensemble, Year 10 student Royce Chamber Music Lunch, the Jazz Cabaret program. It does so through fundraising; and Old Lauristonians illustrated the and art tours throughout the year for ensuring that equipment is up-to- strong connections between our School parents. date and well-maintained; organising and its wider community. functions for the rowers and their The annual Mother’s Day Breakfast had Lauriston families to foster open communication 400 attendees again this year, with SnowSports and knowledge-sharing between parents mothers and daughters up early to and the Rowing program; and fulﬁ lling celebrate and give thanks. The annual Association Lauriston’s obligations to provide New Parents’ Cocktail Evening helps offi cials and marshals at regattas. The Lauriston SnowSports Association grow and support a sense of connection aims to support the SnowSports within the Lauriston community and program through fundraising and season this year was no exception, with parents preparation, on-mountain organisation, enjoying good company, food and wine supervision and social activities to in Irvine Courtyard. ensure the success of the team. The logistics of the sport means the support of parents is paramount and the team continues to grow and thrive because the committee is so capable and passionate.

71 2019 ANNUAL REPORT New and Tuckerbox – Huntingtower Lunch, with over 300 in attendance, including more than International Tuckerbox is a service delivered by 70 alumnae Parents Group the School community. Created to – OLA and LPA Golf Day and lunch with help those families and staff who have lots of fun had on the green The New and International Parents experienced an injury, serious illness or – Senior Old Girls’ Music Lunch with Group welcomes those families who are family bereavement, Tuckerbox provides current Lauriston music students new to Lauriston and works to ensure meals and food to those in need. performing to ‘old girls’ (50+ years that they feel supported as they join the out) community. The group also helps those – House Music Morning Tea parents who have relocated not to just Old Lauristonians’ – Senior School Assemblies with a new school, but also to a new country. Association (OLA) guest speakers including Lizzie A number of international families join O’Shea (2000) [Founders’ Day], Zoe In conjunction with Lauriston, the OLA Lauriston each year from countries McKenzie (1989) [Leaders’ Assembly] engages, connects andf supports our across the globe from locations as and Ginny Blair (2007) [Valedictory] alumnae through a range of activities diverse as Japan, China, the United – Careers night and events to continue to build and States of America, Canada, the United – Speakers for the Shine program, nurture friendships in order to acitively Kingdom, France, Korea, India, Malaysia, Leaders, Y12 Conference, Signature maintain a connection between Old Thailand, New Zealand, Tahiti, Vietnam Program Lauristonians, the OLA and Lauriston and the Czech Republic. – Mother/Daughter Photo at both the Girls’ School. Armadale and Howqua campuses The group meets monthly and plans In 2019, the OLA held many wonderful – OLA Guard of Honour at Valedictory activities to help new families meet reunions and events including: others in the Lauriston community. In 2020, we continue to off er reunions Activities include coff ee mornings and – Class Reunions for 2014, 2009, 1999, and events to celebrate and share our lunches, and free weekly English as an 1994, 1989, 1979, 1969, 1964, 1959 and old girls’ experiences. Additional Language (EAL) classes. our 10 Year Howqua Reunion for 2012 – Chapter Reunions outside of Victoria, reaching alumnae globally

72 2019 ANNUAL REPORT Sophie Rice, Amanda Brown, Fiona Finster

June Danks, Brenda Upjohn Susan Just, Jane Freemantle, Lizzie O’Shea

The Lauriston Founders’ Day Foundation Morning Tea and The Lauriston Foundation, established Assembly 35 years ago, was created to support Lauriston’s Founders’ Day Assembly the vision, values and continued takes place in the Irving Hall and it’s advancement of the School. It plays a really lovely opportunity for Old an invaluable part in developing Lauristonians to come back to School Lauriston as one of Australia’s leading and hear about the School’s beginnings girls’ schools and is vital in delivering and to sing the School song one more the new and extended academic and time. Morning Tea is also provided so extra-curricular programs, facilities there is time to mingle. We were thrilled and resources that enable the School’s this year to have Lizzie O’Shea (Class of long-term goals to come to fruition. 2000) as our inspiring guest speaker. Many of the facilities and programs Lizzie is a lawyer, writer and broadcaster that Lauriston off ers are the result and she kindly presented in the Year 10 of the generous support of previous Signature Program in March. generations. The Howqua program, the Science and Resource Centre, the FabLearn Lab and needs-based scholarships all exist today as a result of the support of our community.

73 2019 ANNUAL REPORT 74 2019 ANNUAL REPORT School performance

Our workforce

Workforce composition

Head Count Full-Time In 2019 there were no staff members Equivalent (FTE) who have advised us that they have an Aboriginal or Torres Strait Islander Number of teachers 184 153.39 background. and assistants employed Number of non-teachers employed 93 72.71 During 2019, Lauriston Girls’ School Total 277 226.1 received a Workplace Gender Equality Agency (WGEA) Employer of Choice for Gender Equality citation. Lauriston was the only school in Australia to achieve the citation. Lauriston has been the recipient of citations awarded by the WGEA, and its predecessor the Equal Opportunity for Women in the Workplace Agency (EOWA), since 2008

Teacher standards and qualifications Many of our staff contribute as presenters at professional During 2019 Lauriston Girls’ School staff and diversity of opinion within the development activities particularly as employed 162 Victorian Institute of School. For 2019 we provided a two day workshop leaders in the International Teaching (VIT) registered teachers either intensive induction program for the 25+ Baccalaureate Diploma training full-time, part-time or as replacement staff members who were recruited programs both in Australia and overseas. staff . In addition, instrumental music During 2019 four of our staff presented teachers were also employed largely In 2019 the spread of qualifications training programs for the IB Diploma for one-on-one tuition. Not all of these encompasses four doctorates, 38 program in a range of overseas locations teachers are VIT registered unless master’s degrees, 82 postgraduate diplomas and certificates, an MBA and a they are teaching classroom music. All Staff retention Lauriston staff members have submitted range of non-teaching industry specific qualifications, for example Certified to a criminal records check or have a The average tenure of all existing Practising Accountant, Chartered current Working with Children Check. teaching staff employed at the end of Accountant, Research Chemist, 2019 was 7.6 years (2018: 7.9 years). Lauriston staff members engage Merchant Banking and several with a in signifi cant amounts of ongoing Nursing background. In 2019 there were 32 departures from professional learning and as a the teaching staff , including teachers Many teachers are members of consequence there are many that hold and teacher assistants. Of those who professional bodies such as the additional qualifications. Most commonly departed in 2019: this is a Master’s degree but many Australian College of Educators (ACE), staff members also hold certificates the Australian College of Educational – Resignations/retirements: 26 of competency in specialist teaching Leaders (ACEL), a full range of teacher – End of contract: 6 areas, such as English as an Alternative subject associations and the Australian Language (EAL), careers education, Curriculum Studies Association (ACSA). Staff attendance individual diff erences including gifted A number of our staff members are During 2019, the staff attendance was education, and digital technology. As in Fellows of these organisations or hold rate was 97%, indicating that staff previous years, 2019 saw the recruitment executive, board or management missed 1.5 days each school term. In of highly-qualified teachers, many positions as part of their contributions 2018 the attendance rate was 98%. of whom have come to the teaching to the profession. profession from other occupations. This broadens the experiential profile of the

75 2019 ANNUAL REPORT Our students

Student attendance Student retention The student attendance rate is deﬁ ned In 2019, the student retention rate (that Year Level Attendance Rate as the number of actual full-time is, how many students who graduated 94% equivalent student-days attended by Year 1 Year 12 in 2019 completed Year 9 with full-time students in years 1 to 10 as Year 2 95% Lauriston) was 90% a percentage of the total number of Year 3 95% possible student-days attended over Year Retention Rate Year 4 95% the reporting period. Any unexplained 2013 82% 94% student absence is ﬁ rst addressed with Year 5 2014 96% an SMS to parents, with a follow-up Year 6 94% 2015 92% communication made by the student’s Year 7 94% Tutor or Head of House if necessary. 2016 89% Year 8 94% Students who are continually absent or 2017 82% 96% late without reason are given an after- Year 9 2018 92% school detention. Year 10 94% 2019 90%

76 2019 ANNUAL REPORT Welcome to Lauriston

NAPLAN results

Student outcomes in standardised national literacy and numeracy testing (NAPLAN) Lauriston participates in the National Assessment Program – Literacy and Numeracy (NAPLAN) in Years 3, 5, 7 and 9. Assessments have been conducted since 2008.

The tables below detail the mean score achieved across each tested cohort for the past ﬁ ve years. Year 3 Year 7 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019

Reading 529 518 495 564 486 Reading 606 592 610 600 604 Writing 481 487 491 477 441 Writing 574 579 587 588 571 Spelling 463 467 472 491 448 Spelling 597 586 592 585 595 Grammar and 520 522 522 532 498 Grammar and 608 607 615 600 622 Punctuation Punctuation Numeracy 467 469 476 486 445 Numeracy 634 619 627 608 623 Year 5 Year 9 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019

Reading 567 557 572 533 562 Reading 641 623 633 650 650 Writing 535 533 544 523 517 Writing 620 616 631 629 616 Spelling 535 544 545 511 547 Spelling 628 616 630 632 622 Grammar and 568 573 587 548 574 Grammar and 626 632 628 659 646 Punctuation Punctuation Numeracy 549 553 543 514 541 Numeracy 671 664 664 662 658

77 2019 ANNUAL REPORT Teachers

Human resources and Feedback on performance Other opportunities to consult are also used. For the most part, these are staff support The Lauriston Professional Recognition regularly scheduled whole School staff Program (LPRP) has been developed The Director of the Lauriston Institute meetings, section meetings and, from to ensure that all staff members and Human Resources – Teaching time-to-time, project teams and research have access to specific performance is responsible for managing the groups set up to consider organisational feedback. Two separate but recruitment and retention of highly and curriculum change. qualified and motivated teachers, complementary programs exist for and for their ongoing professional teaching and non-teaching staff . The In the negotiation of the Certified development. This function is carried teacher version is a developmental Agreement, formal meetings between out in conjunction with the School program that focusses on improving school management and members of Executive, which has an ongoing instruction and enhancing pedagogical the Certified Agreement Consultative commitment to high-quality learning skills. The guiding principles of the Committee are scheduled. The Fair and teaching. program are the Australian Institute Work Act provides an opportunity for Teaching and School Leadership for any staff member to be part of During 2019 Lauriston expanded (AITSL) standards. This program is these discussions should they wish its support base for staff by the online and approximately 50% of to participate. Generally all sectors of employment of a part time Manager – teaching staff complete the six-step the School are represented around the People and Culture. This appointment program each year. This program negotiation table. came about as a result of an extensive has previously been used to confirm consultation between management and ongoing employment during the six- Regular meeting are held with parents non-teaching staff . Clearly, the school month probation period and for some to report on student progress and saw an established need to provide teachers is a contribution to their move with the School community to discuss support on a broader basis to a broader from provisional to full registration with matters of common interest. range of staff . The Manager- People and the Victorian Institute of Teachers but Culture works in conjunction with the looking forward another program will Director to ensure that issues can be be developed for that purpose addressed in a timely manner and that appropriate coaching and mentoring For non-teaching staff , the LPRP can be provided to staff . is based on a set of established competencies on which unit managers In addition to the provision of a broad are able to provide feedback. This range of professional learning, the system is, at present, paper-based and is Director is responsible for a range still being developed of human resource functions which include performance management, the Broad participation management of the School Employee Assistance program, study support in decision-making programs for staff , and general staff processes welfare. The Director works with the The School has a representative Staff Principal to ensure that all staff are Consultative Committee that meets appropriately briefed in relation to Child once a term with the Principal and Safe Standards, Reportable Conduct School Executive team to discuss and the expectations of the Lauriston matters of common interest or concern. Code of Conduct. All staff members have access to the agenda of the committee and may, if The Director, the Manager – People they wish, attend and speak to items and Culture and the Business Manager listed for the meeting. also oversee Human Resource issues related to non-teaching staff and they It will be necessary in 2020 to manage the negotiation of the Certified reconstitute the Consultative Committee Agreement under the Fair Work based around an amended set of Australia legislation. During 2019 a new guiding principles and to replace four year Enterprise Agreement was persons whose electoral term has successfully negotiated. expired.

78 2019 ANNUAL REPORT Staff qualiﬁ cations 2019

Classroom Teachers – Armadale and Howqua

Terence Abraham John Burke Alana Daniels Kate Geier DipT, BEd, BDes, BEc, DipEd, Monash M. Teach (Early Childhood) BArts(MediaSt), University of South Australia University; GradDipEd, Monash BTeach(Prim), University of Melbourne MSchoolLeadership, Monash Annette Ambesi Briony Davenport University B.Ed, Australian Catholic Katie Burns BSc(Hons), University of University; Grad Dip BAppSc(HumMove), Adelaide; GradDipEd(Sec), Emily Gibbs-Connor Multicultural Studies, Australian Catholic Southern Cross B. Soc Sci, RMIT; B. Teaching, Australian Catholic University; BTeach(Prim), University of Melbourne University; Dip Teaching, University of Melbourne Andrea Davidson Phillip Institute BArts, Monash University; Angela Gilchrist Paul Butler GradDipEd, Victoria College; BComm(Hons), University of Margaret Arnold MArts, PostGradCertEd, GradDipTESOL, Deakin Melbourne; DipEd, Monash B. Mus Ed, Monash University of Oxford; BEd, University University University; M.A(Vocal), MEd, Monash University Monash University Jannah Davies Kate Gilchrist Sarah Cain B. Ed, (Deakin) BAppSc, Victoria University; Louise Bacholer BEd(EarlChildEd), University DipEd, MEd(StudentWelfare), BTeach, BArts(Ling), MEd, of Melbourne Denise Dessau University of Melbourne MPET, Deakin University DipArt, RMIT; DipT, Australian Peter Campitelli Teacher Training Institute; Jeff rey Goonan Rani Baker BEd, GradDip(InfoLib), University BArts(Hons), DipEd, B.Ed, Deakin University; VictoriaCollege,Burwood; of Melbourne; MArts, Deakin University of Melbourne Grad Dip Communications & DipT, Deakin University University Public Relation, RMIT Jenna Grace Tim Cavanagh Joan Downie B. Film and Screen Media Roger Bamforth B. Ed (MCAE), B.Ed BSc, GradDipMath, University Production (Griffi ths), Dip Ed MArts, PostGradCertEd, (Secondary Science), of Melbourne; DipEd, State (QUT) University of Cambridge; University of Melbourne College of Victoria MEd, Latrobe University; Lindy Grahn GDipEd(EdAdmin), Jennifer Chin Kerrie Dwyer B.A, B. Sc, University of MA (LiteraryStuds), B. Sc., B. Ed (Sydney) GradDip(ArtsEd), Phillip Melbourne; Dip Ed, University Deakin University; Institute of Technology of Melbourne; Grad Cert GradDip(MulticulEd/TESOL), Rachael Collier Business Admin, Mt Eliza University of New England; B, Early Childhood Stephen Edmonds M.(AppLing), University of (Holmesglen) BSc, BArts, DipEd, Monash Bronwyn Greig Melbourne University; GradDipComp, BEd, Deakin University Kate Collin RMIT Sarah Ballantyne-Brodie DipT, Victoria College, Cert A Tom Grinter B.A, Monash University; Post Peter Edwards B.Ed PE (Federation) Cert Grad Dip Psych, Bond; M.A., Danielle Conquest B. A (Edith Cowan, Dip Ed IV Training and Assessment, Ballarat, MAPS B.Bldg, Deakin University; (UNE), M. Ed Leadership University of Ballarat DipEd(EarlChildEd), RMIT (Melbourne) Christine Brown (Roux) Yifan (Echo) Gu B, Ed Primary Rob Cooper Georgia Emselle B. Com, University of Melb; (Witwatersrand-South B. Physical Education, Deakin B.Ed Primary, (Melbourne) Grad Dip Ed, MGSE Africa), M. Ed (Special University Needs) Deakin Xi Feng Leanne Guinea Fiona Curnow BArts, BTeach(Prim), BAppSc(PhyslEd), RMIT Farah Bostock B.A. Hons, University of GradCertTeachLOTE, Deakin B.A, B.Teaching, Dip Event Melbourne; Dip Ed, Latrobe University Florence Guthrie Management, University of MArts, Paris-Sorbonne Melbourne Sallyanne Craig Owen Flattery University; PostGradDip BArts, RMIT; B. Sc, Cantebury –NZ; Grad (Russian), Polytechnic of Zoe Brinkley GradDip(EarlChildEd), Dip Ed, NZGSE Central London; DipEd, B. Outdoor Ed, Latrobe), Monash University University of Melbourne Grad Dip Applied Learning, Katrina Fox Deakin University Jane Curran BSc, DipEd, Monash Dion Hall DipT, BEd, State College of University BSc, GradDipEd, Southern Noel Broadway Victoria, Toorak Cross BArts, DipEd, Robyn Fox GradDip(EnvSc), Monash Jenny D’Altera B. Ed (ACU), Dip Teaching, Joan Hammonds University B. Com, Deakin University; Griffi th BAppSc(InfoLib), Curtin Grad Cert Careers University; GradDipEd, Evan Brophy Counselling, RMIT; Dip Ed, Andrea French Monash University B.A Outdoor Ed, Latrobe; Latrobe B. Mus Ed, University of Grad Dip Ed, Latrobe Queensland; AMusA, Perth Sally Hanratty Giuliana D’Angelo BSocSc, GradDipPsych, Penny Brown BEdSec (VisArts), University Sue Fryer Charles Sturt University B. PE and Outdoor of Melbourne B.Sc., Dip Ed (New England) Education, Latrobe Kylie Harris Carolyn Dance Maria Galanis BEd(Prim), BSc, Deakin Bree Burke BEd, Australian Catholic DipEd, GradDipCLang, University B.A, Deakin University; B. University; DipT, Victoria University of South Australia Teach, Deakin University; College Burwood; MEd, Kristen Hebden Grad Dip Outdoor and University of Melbourne James Garkel B. Sc, B.E (Mechanical), Environmental Education, BEd, DipT, University of University of Melbourne; Latrobe Melbourne Grad Dip Ed., Latrobe

79 2019 ANNUAL REPORT Katrina Hehir Kate Kaleski Tamara Lovett David Morrison BArts, BEd, BMus, DipEd, MEd, University B.Ed, Deakin University; Post DipArt, Prahran College of Deakin University; of Melbourne Grad Dip Ed Welfare, M.Ed, Advanced Education; DipEd, MSchoolLeadership, Monash University of Melbourne; Monash University University Cate Kalnins Grad Dip Psychology, Deakin B. Ed (Early Childhood and University; Cert IV Training Kate Murray Tom Hetherington Primary), Australian Catholic and Assesmsnt, Grad Cert BDes (CommDes), RMIT; BTeach(Prim), Deakin University Special Education, University DipEd, University of University; CertEd of Melbourne; M Psych Melbourne (Integration Aide), Monash James Karageorgiou (Clinical), Assoc MAPS, University M. Sc. (Manchester, B. Health MAGCA. Emily Noonan Science, Victoria University; B. Ed PE University of Jennifer Hockley B.A., Monash University Damien Luscombe Ballarat DipEd, MERH; BEd, Trained BArts(Hons), University of Infant Teachers Certiﬁ cate, Fotini Katsivas Melbourne; DipEd, Melbourne Jennifer Owens Toorak Teachers’ College DipT(Sec), Salisbury College State College; CertTEFL, B. Health Science, Grad of Advanced Education, RSA/Cambridge Dip Ed – Primary, Monash Caroline Hodges South Australia University B. Applied Sc –Horticulture, Courtney Lynch University of Melbourne; B. Kathryn Kennedy B. Sport & Outdoor Ed, Pushpa Parasuraman Teaching, Deakin B. Mus Ed (Hons), University Latrobe; B. Ed, Monash M. Teaching (Early of Melbourne University Childhood), University of Lisa Howden Melbourne BEd, DipEd, University of Lisa Khan Emma Macrae Melbourne BEd(Drama)(Hons), BEd(Mus)(Sec), University of Veronica Parsons University of Tasmania Melbourne; AMusA(Clarinet) B.Ed Secondary Science) Shannon Huang Melbourne, Grad Dip Ed BArts, Shanghai International Saradha Koirala Elspeth Maddocks Psych (Monash) Studies University; DipEd, M.A (Creative Writing – BArts, DipEd, University Monash University Poetry), Grad Dip Ed, Victoria of Melbourne; MArts, Joanne Piavanini University – Wellington NZ; DipModLang(French), B. A (Curtin), Grad Dip Ed Sarah Hubbard B.A, Otago University of New England (Edith Cowan), M. Liberal BComm, BEc, Monash Arts, PhD (ANU) University; GradDipEd, Adrian Lawrence Michelle Mai University of Western B.A, Grad Dip Horticulture, BArts, Henan University, Campbell Reither Australia University of Melbourne; China; DipEd, Victoria B. Music, Australian Catholic Grad Dip Ed, University of University University; Grad Dip Ed, Clare Iacano Melbourne University of Melbourne M. Ed, University of Angela Mare Melbourne Marina Leggatt BArts, Latrobe; GradDip(Lib), Sophie Richards B.Ed, Victoria College – University of Melbourne BEd (PhyslEd/Sc), Kate Ingram Rusden; M. Special Ed, Grad BTeach(Prim), Deakin B.Arts(Journalism), Dip Psychological Studies, Imelda Mason University; MEd, University of GradDipEd(Prim), Monash Deakin University DipT(Prim), Australian Melbourne University Catholic University; Stephanie Leung GradDipSpecEd, Deakin Melanie Ridley Fiona Ireland M. Teach (Early Childhood), University B. Ed –PE, University of BTeach, Monash University; University of Melbourne Ballarat); Grad Dip Ed BEd, University of Melbourne Sandra McCowan Outdoor Education, Latrobe; Yan Ru Li B. A, M.A., Dip Ed (UWA) M. Ed Student Welfare, Danielle Jackson MEd, GradDipTESOL, Monash University of Melbourne BArts, Monash University; University; GradDipEd, Vanessa McDonnell GradDipEd, University of University of Melbourne BSc, DipEd, Macquarie Samuel Ridley Melbourne University BArts, La Trobe University; Maria Lieberth DipEd, Monash University Diane Jenkins BArts, RMIT; GradDipEd, Kathryn McKendry BArts, BEd, Deakin University of Melbourne B.Ed (Secondary) MCAE, M. Caroline Rose University; CELTS, Ed Librarianship (Charles M. Ed, Monash University; University of Cambridge; Julia Lippold Sturt) B.A., Monash University; Dip GradCertSpecEd, Flinders BArts(Hons), DipEd, Monash Ed, University of Melbourne University University; CertWkplTrain, Emma McKillop Chisholm Institute BMus, DipEd, Australian Jesse Roth-Barton Sarah Jessup Catholic University B.Sc Hons, PhD, University of Dip Teaching Primary, Sashelle Lock Melbourne; M. Teach, Deakin Victoria College, Cert A BArts, La Trobe University; Caroline Meleka University BEd, Deakin University B. Medical Science, Dip Ed, Eric Joyce Wollongong Ursula Rowe B.A., Dip Ed (Melbourne) Caroline Long BArts (Mus), DipEd, Deakin BArts, Deakin University; Ilse Middleton University Catherine Julien-Kemp MEd, University of B. Eng (Chemical), Monash French, Licence, LEA France; Cambridge University; Dip Ed, UWA Kellie Ryan MArts, DipEd, Monash BEd, University of University Lisa Loveless Emma Milligan Melbourne; AMusA(Piano), BArts, BTeach, BEd(EarlChildEd),University LMusA(Piano) Susan Just Deakin University; of Melbourne BArts, DipEd, University of GradDipEd(MidYears), Christine Sandow Queensland; MEd(Admin), Latrobe Jodie Mitchell Trained Infant Teachers University of New England; BSc, Monash University; Certiﬁ cate, Toorak Teachers Advanced Management DipEd, La Trobe University College/ Deakin University; Course, Harvard University Cert 3 in Early Childhood Education and Care

80 2019 ANNUAL REPORT Tim Santamaria Emma Steer Tim Watson B. A, B. Primary Teaching D.Clinical Psych, MPsych BArts(Eng), University of (Melbourne) (Ed & Dev), PostGradDip Canterbury; GradDipEd, App Psych, PostGradDip Ed, MSchLrshp, Monash Robert Savage Monash University; B.BSc, La University PhD, Monash University; Trobe University; ExecCert B. A Hons, University of (Positive Psych Coaching), Andrea Weghorn Queensland; Dip Ed, Monash Reg Psych (Ed & Dev), MAPS BArts(OutdoorEd), Latrobe; University DipEd, Monash University Eirwen Stevenson Cyndi Sauvage BSc(Hons), MEd, University Will White B.A, Michigan State, M.A of Sydney B. A (UQ), Grad Dip Ed (UQ) Middlebury School France Vermont Jodie Stirling Joseph Zhou B. Teach (Charles Sturt, Dip B A (Tianjin) B. Ed, Deakin Debbie Scally Children’s Services University BSc, DipEd, BEd, Monash University Carolyn Stone Tim Zwar B. Ed Secondary, (QUT). M. B. Ed (Rusden), Victorian Rose Schneider Ed Leadership, University of State College B. Biomedical Science, Melbourne University of Melbourne; M. Teaching, University of Jane Sutton Melbourne Grad Dip Library Science (QUT), Grad Dip Ed, Monash Anne Seares University BArts, DipEd, Monash University Teresa Swiercznski B.Sc., M. Teaching, University Brianna Shannon of Melbourne B.A., B. Teach., (Deakin) Deborah Taylor Warwick Sharpin DipT(EarlChildEd), RMIT; BMus, BMusEd, University of BArts, University of Melbourne; AMusA(Clarinet), Melbourne AMusA(Piano) Nick Thornton Brooke Sheridan BCom, Deakin University; M. Teaching, Monash DipT, Melbourne State University; B. Com, B.A, College) DipBus, GIT; Deakin University GradDipEdAdm, HIE; CPA, FACE, FACEL (Vic) MAHRI Sherrin Sibly BEed (Mus), University of Sue Traynor Melbourne M. Applied Positive Psychology, University of Kelly Smith Melbourne, B. Ed (Rusden) B. A Hons (Liverpool), Post Grad Cert in Education, Danny Tisnado-Ortiz Manchester MEd, Monash University

Trevor Smith Chris Toms BEd, Rusden B.Com, University of Melbourne; B.Ed, Deakin Janice Snow University; MEd, Monash BEd, Toorak State College; University DipT, Frankston State College Thomas Top Fiona Snape B.A. Outdoor Ed, (Latrobe) BArts, DipEd, BEd, MEd, Dip Ed (Latrobe) University of Melbourne Phillipe Vallantin Victoria Snell b.A. (Melbourne), Grad Cert B. A (Reading), M.A, TESOL (Melb) University College London Amanda Varmalis Jeanne Sorich BEd(Math/Sc), Rusden State BEd, Monash University; College DipT, Institute of Early Childhood Development Toni Vernon M. A (Monash), B.A, Emilly Spanos University of Melbourne; Dip BSc(FoodSc), Victoria Ed, Deakin University University; DipEd, Monash University Andrea Walter BEd(Prim), DipEd(Prim), Monique Stewart University of Melbourne BAppSc(PhyslEd), RMIT Sarina Walter B. Mus (Melbourne), Dip Ed (ACU)

81 2019 ANNUAL REPORT Financial results

Lauriston’s Finance Committee currently comprises ﬁ ve external members, the Principal and Business Manager.

The committee meets formally During 2019 the majority of the The Foundation’s assets in the Education seven times a year and provides operational expenditure relates to and Scholarship funds form part of the informal consultation to the School’s staffi ng, curriculum and student Foundation Corpus and income from management across the year. This costs. (See Figure 2 – Expenses 2019) these funds is used to support the committee has direct responsibility During 2019, the School achieved an School’s programs. Donations made to for overseeing the financial operations operating surplus of $2.53 million. This the School via the Foundation’s Building of the School and is tasked with accumulated surplus has been retained and Library funds are directed to recommending annual budgets, for future development of the School’s specific building projects and purchase reviewing the monthly results and facilities including construction of a new of library resources. approving the annual financial underground car park, sport and health statements. This committee reports to precinct, unified Junior School and The School had no external borrowings the School Council. Early Learning Centre. Construction of during 2019. the underground carpark commenced The School prepares annual financial in late 2018 and continued through statements that are audited by Deloitte. 2019. Completion of the car park and These consolidated accounts include the ELC village is expected in the fi rst half revenue and expenses of the School and of 2020. the Lauriston Foundation (which is the fundraising entity of the School). Figure 1: Income 2019 Figure 2: Expenses 2019 Lauriston derives the majority of its operating revenue from tuition and program fees to fund the annual operations of the School (see Figure 1 –Income 2019). The School also supplements its income by hiring out facilities to external users, operating the uniform shop and aquatic centre. When setting the annual budget, the School seeks to minimise increases in tuition fees and to operate with a modest operating surplus (after allowing for depreciation costs). The surplus or deficit naturally varies from year-to- year depending on enrolment numbers, programs run and expenditure incurred. 76.64% Tuition and residential fees 73.69% Staff 6.08% Grants – Federal 6.56% Educational/curriculum 1.78% Grants – State 6.08% Services 3.77% Childcare 2.81% Sundry 11.74% Other 1.25% Development/marketing 4.79% Depreciation Camps and Student 3.68% expenses 1.09% Howqua boarding

82 2019 ANNUAL REPORT LAURISTON GIRLS’ SCHOOL ACN 004 264 402

STATEMENT OF PROFIT OR LOSS AND OTHER COMPREHENSIVE INCOME FOR THE YEAR ENDED 31 DECEMBER 2019

Consolidated School 2019 2018 2019 2018 Note $ $ $ $

Revenue 3 41,931,698 42,579,727 40,678,184 41,698,498

Employee benefits expense 4 (28,113,768) (25,820,473) (28,113,768) (25,820,473)

Depreciation and amortisation expenses 4 (1,826,067) (1,733,905) (1,826,067) (1,733,905)

Services expenses (2,319,933) (3,790,951) (2,319,933) (3,790,951)

Curriculum expenses (2,502,303) (2,224,583) (2,502,303) (2,224,583)

Camps and sundry student expenses (1,404,277) (1,815,167) (1,404,277) (1,815,167)

Other expenses (1,560,446) (2,101,496) (1,490,119) (1,812,143)

Development and marketing expenses (477,245) (617,448) (477,245) (617,448)

Finance costs 4 (17,357) (23,695) (17,357) (23,695)

Total Surplus for the year 3,710,302 4,452,009 2,527,115 3,860,133

Items that will not be reclassified subsequently to profit of loss:

- remeasurement defined benefit 9,485 34,000 9,485 34,000 obligation

Other Comprehensive Income 9,485 34,000 9,485 34,000

Total Comprehensive Surplus attributable to: Lauriston Girls' School 3,719,787 4,486,009 2,536,600 3,894,133

The accompanying notes form part of the financial statements.

83 2019 ANNUAL REPORT LAURISTON GIRLS’ SCHOOL ACN 004 264 402

STATEMENT OF FINANCIAL POSITION AS AT 31 DECEMBER 2019

2019 2018 2019 2018 ASSETS Note $ $ $ $ Current Assets Cash and cash equivalents 5 8,680,682 11,429,512 8,366,204 10,230,231 Trade and other receivables 6 1,029,669 1,246,221 1,009,494 1,229,525 Inventories 7 146,533 166,764 146,533 166,764 Other 8 439,392 431,374 439,392 431,374 Financial Assets 9 15,755,213 17,593,229 10,400,000 14,300,000 Total Current Assets 26,051,489 30,867,100 20,361,623 26,357,894

Non-Current Assets Other 8 - 125,000 - 125,000 Financial assets 9 1,336 1,052 1,336 1,052 Property, plant and equipment 10 (a) 35,167,196 27,501,637 37,632,677 29,967,118 Right to use asset 10 (b) 545,143 - 545,143 - Total Non-Current Assets 35,713,675 27,627,689 38,179,156 30,093,170

TOTAL ASSETS 61,765,164 58,494,789 58,540,779 56,451,064

Current Liabilities Trade and other payables 11 13,464,167 13,252,653 13,456,860 13,242,819 Lease Liability 12 251,059 218,971 251,059 218,971 Provisions 13 3,161,948 3,076,330 3,161,948 3,076,330 Total Current Liabilities 16,877,174 16,547,954 16,869,867 16,538,120

Non-Current Liabilities Lease Liability 12 217,448 229,330 217,448 229,330 Provisions 13 394,481 314,942 394,481 314,942 Total Non-Current Liabilities 611,929 544,272 611,929 544,272

TOTAL LIABILITIES 17,489,103 17,092,226 17,481,796 17,082,392

NET ASSETS 44,276,061 41,402,563 41,058,983 39,368,672

EQUITY Reserves 14 16,288,009 17,505,807 16,463,383 16,462,637 Accumulated funds 27,988,052 23,896,756 24,595,600 22,906,035

TOTAL EQUITY 44,276,061 41,402,563 41,058,983 39,368,672

The accompanying notes form part of the financial statements

84 2019 ANNUAL REPORT Deloitte Touche Tohmatsu ABN 74 490 121 060

477 Collins Street Melbourne VIC 3000 GPO Box 78 Melbourne VIC 3001 Australia

Tel: +61 (0) 3 9671 7000 Fax: +61 (0) 3 9671 7001 www.deloitte.com.au

Report of the Independent Auditor on the Summary Financial Statements to the Members of Lauriston Girls’ School

Opinion

The summary financial statements, which comprise the consolidated statement of financial position as at 31 December 2019 and the consolidated statement of profit and loss and other comprehensive income for the year then ended (the “summary financial statements”), are derived from the audited financial report of Lauriston Girls’ School for the year ended 31 December 2019.

In our opinion, the accompanying summary financial statements are consistent, in all material respects, with the audited financial report.

Summary Financial Statements

The summary financial statements do not contain all the disclosures required by the Australian Accounting Standards. Reading the summary financial statements and the auditor’s report thereon, therefore, is not a substitute for reading the audited financial report and the auditor’s report thereon. The summary financial statements and the audited financial report do not reflect the effects of events that occurred subsequent to the date of our report on the audited financial report.

The Audited Financial Report and Our Report Thereon

We expressed an unmodified audit opinion on the audited financial report in our report dated 11 May 2020.

The Directors’ Responsibility for the Summary Financial Statements

The Directors are responsible for the preparation of the summary financial statements.

Auditor’s Responsibility

Our responsibility is to express an opinion on whether the summary financial statements are consistent, in all material respects, with the audited financial report based on our procedures, which were conducted in accordance with Auditing Standard ASA 810 Engagements to Report on Summary Financial Statements.

DELOITTE TOUCHE TOHMATSU

Isabelle Lefevre Partner Chartered Accountants Melbourne, 27 August 2020

Liability limited by a scheme approved under Professional Standards Legislation

85 2019 ANNUAL REPORT