Annual Report 2018 Contents

Chairman’s report 3 Principal’s report 5 Foundation report 7 Introduction 8 Governance 11 Achievements 13 Senior School – Learning and innovation 21 New building projects 27 Life at Howqua 29 Junior School 32 Kindergarten 38 Co-Curricular activities 46 Sport at Lauriston 60 Community service 66 School community 67 School performance 70 Staff qualifi cations 74 Financial Results 77

2 2018 ANNUAL REPORT Foreword

Chairman’s report ‘2018 was a great year for RICK BALL teamwork and building a strong Chairman, Lauriston Girls’ School Council Lauriston community.’

Academically, our young Our Sports Strategic Plan is providing The TEDxYouth event organised by a women continue to achieve more opportunities for our girls to small group of Year 11 and 12 girls was incredible results. Across the participate in a broad range of sports a fi rst for our school. There was an VCE and IB programs, 64% and receive excellent specialised impressive line-up of speakers including of our 2018 girls achieved coaching. Our students are already Lauriston students and teachers, and an ATAR of 90 or above. being rewarded with excellent results. inspiring young external speakers such Lauriston seeks to support In Track and Field, Lauriston was placed as Shasta Henry. the growth and development in GSV Division 1 for the fi rst time in of the whole student. Each individual is 10 years and achieved 8th place from The extensive number and range encouraged to fi nd her own strengths 24 schools in the Finals. Our Cross of co-curricular activities and clubs and value the process of learning, which Country squad fi nished in 8th place in available at Lauriston from early will be a necessary prerequisite for the GSV Division 1. Lauriston made GSV learning through to Year 12 provides future. The Class of 2018 supported Division 1 in Swimming for the fi rst time great opportunities for our students to each other and was active across all the in nine years and achieved 7th place in develop their strengths and interests. co-curricular and personal development the Finals. Once again, our SnowSports Not only does participation in varied opportunities available at Lauriston. team had an excellent season of activities enable our students to form racing; our Primary girls achieved 2nd positive relationships with their peers, The school is excited to begin place in Cross Country at both the but it provides them with life skills which construction of our new facilities Victorian Championships and Australian can’t just be measured in their academic in 2019. These facilities will provide Interschools. The launch of the Lauriston results. Throughout 2018, our Junior a strong foundation for the next Netball Club saw more than 100 girls School students were able to participate generation of students. Enrolments from Years 3–8 participate in the local in Chess, Coding, Communication and continue to be strong in all year levels Prahran Netball competition. With the Speech training, French lessons and and the new facilities will enhance the support of our parent committee, we Drama. Our Senior School students learning experiences available for all aim to build and entrench the Netball participated in Duke of Edinburgh Award our students and provide opportunities Club as part of our overall commitment Scheme, Life Drawing, Makers Club, for our teachers to build on their to sport. It provides opportunities for Rowing, Amnesty International, GirlUp, teaching methods. our girls to value physical activity not Greenies and Youth in Philanthropy. only in their school years but into their These activities are all in addition to adult life. our regular sport, debating and public speaking, and co-curricular music Performing Arts shone brightly in 2018, activities. Our Junior and Senior School with the Senior School production girls are also active participants in of The Sound of Music, the annual community service activities where they Years 5–12 concert at the Melbourne work alongside external organisations Recital Centre and the Middle School gaining great practical experience for performance of The Wind in the Willows. their life after School. The high quality of our production and performances continues to underpin the critical importance of Arts, Music and Drama at Lauriston.

3 2018 ANNUAL REPORT Thanks to the Lauriston Parents’ We also deeply appreciate the Association (LPA) and its sub-groups commitment of our staff , who work for a year fi lled with activities and tirelessly at Lauriston for the benefi t parent involvement. Our Lauriston Arts of our students and the wider school Association ran its vibrant Arts Festival community. week, which brought together our students and external artists. Our New The Annual Report for 2018 provides and International Parents’ Association an overall picture of our School, which (NIPA) organised a successful Chinese I hope demonstrates the extraordinary New Year Celebration for our community achievement of our students, but also and off ered a wonderful insight into the extensive and growing role we play some Chinese cultural traditions. The in developing and nurturing young LPA hosted its annual Huntingtower women who will play important roles in Lunch, with guest speaker Kellie Curtain, the wider community in the future. and the annual Mothers’ Day Breakfast. As we move through 2019, we look The Fathers of Lauriston dinner forward to sharing progress about the continued to establish its important construction of our facilities and the place in the annual calendar. continued growth of our students. I would like to thank all those individuals who have volunteered their time and resources to the School over the past year. The School Council, Lauriston Parents’ Association, the Lauriston Foundation and the Old Lauristonians’ Association and many other groups all play a vital role in continuing to strengthen the Lauriston community. To those who have fi nished up working with these groups in the past year, I thank you for your service and contribution on behalf of the current and future students who have the good fortune to attend Lauriston.

4 2018 ANNUAL REPORT Principal’s report ‘2018 was a huge step forward SUSAN JUST in implementing our three Principal strategic plans.’

Throughout 2018 we Our Academic Advisors in Years 7, 8 During 2018 we began implementation continued to implement and 9 continued to meet with students of our Sports Strategic plan. Our broad our three strategic plans on two or more occasions throughout goal is to ensure that our students which we began in 2017. the year. The purpose of our academic understand the value of lifelong Our School Strategic Plan advisors is for our students to establish involvement in physical activity. To that off ers strategic direction their learning and personal goals in the end, sport has been made compulsory for the school and in 2018 fi rst instance, and then to communicate for students in Years 7 and 8. Sport we implemented changes with the Academic Advisor about will become compulsory for Year 10 in our grading and assessment for individual progress throughout the year. students from 2019. Our students must students. Our School has moved to Academic Advisors use a variety of tools participate in either a GSV team sport a developmental model for Years 7 to assist each student in developing or a recreational activity provided by and 8 which provides clear indicators goals and they will communicate our School, or external to the School. of student growth in each subject directly with teachers and Year Level Our Physical Education teachers began discipline throughout the year. During Coordinators about individual students a process of tracking the progress of 2018, each Faculty developed and and their progress. Our Academic students in 2018 by measuring a series utilised detailed rubrics of student Advisors attend academic care meetings of physical activities which are recorded growth across four criteria and provided each cycle with teachers and Year Level each year. Both our teachers and students with an indicator of progress Coordinators where the progress of students will have access to this material in each criteria from 1 to 8. Each student individual students is discussed and in order to assess their progress and is expected to demonstrate growth strategies established for supporting determine goals for future improvement. in each criteria throughout the year. students where required. Detailed feedback and feedforward In 2018 we established the Lauriston was provided to students and parents During 2018, our Digital Intent Netball Club with the objective of on our online reporting system, and document was completed and providing our primary and senior students continued to receive written introduced to our teaching staff . The students with additional opportunities and oral feedback on their tests and purpose of the Digital Intent document for team sport during the weekend. assessment items. is to provide a way forward for off ering We have been encouraged by the professional learning to our teachers continued growth of the Club to more We held parent information sessions on the use of digital technologies in than 100 participants. Our Cross during the year to provide information classrooms and to ensure that our Country team and Athletics squad and enable parents to ask questions students continue to develop their skills saw improved results in 2018 and we about the developmental model for in the use of digital technologies. are pleased with the commitment grading and assessment. In 2019, the demonstrated by our new Athletics developmental model for grading and Signature Projects continued to be Coach. assessment will include our Year 9 implemented in Years 7, 8, 9 and 10. students and we will continue to make Signature projects enable students to refi nements to our online reporting in develop competencies in the use of order to provide parents and students digital technologies. Students developed with more indepth information about their skills in coding and robotics, their progress throughout the year in designed and developed websites and each subject. applications, and utilised the equipment in the digital fabrication laboratory.

5 2018 ANNUAL REPORT Our Service and Action Strategic Our Lauriston Parents’ Association Plan continued to be implemented in (LPA) continues to give attention 2018, with our students participating to bringing our School community in a broad range of service activities together and involving our parents with Melbourne organisations. We in the education of their children and particularly appreciated the opportunity daughters. During 2018, we appreciated to work with Very Special Children the Chinese New Year celebration and the Friday Night School. It has organised by our New and International been pleasing to note that students Parents’ Group and the LPA. Our school have initiated service activities with came together to celebrate Chinese the support of our Community New Year through cultural activities, Service Coordinator. Our students are music and food. Our Lauriston Arts demonstrating empathy towards others Association organised its Arts Festival, and deriving a sense of satisfaction from which included artists in residence doing something for another person. and the installation of some street art near our Senior School Services. Our In 2018, our Years 10, 11 and 12 students LPA began their planning for the 2019 had the opportunity to travel to Borneo Summertime Fair. The LPA undertake a for a service trip and participate in a broad range of activities throughout the Space Camp in the USA. Our Year 7 and year which encompass all sections of 8 students travelled to Vietnam and our our School. Year 5 and 6 students visited Central Australia. Five students completed Throughout 2018 we continued to our annual visit to the Nookanbah work towards our building plans and Indigenous community in Western received consent from Stonnington Australia. These trips and activities form Council to begin construction in 2019. part of a broad initiative which enables Our architects, DesignInc, landscape our students to learn more about architects, ACLA, along with our Project other cultures and make a contribution Manager and appointed construction through service to others. fi rm for the underground carpark phase of our building plan, worked on During 2018 two Year 10 students fi nal design plans and timelines for the hosted two students from York construction phase itself. The hallmark House School in April and attended of these plans for Lauriston lies in the school in Vancouver during the the thorough research and planning September vacation. The students undertaken prior to implementation, appreciated the opportunity to learn whether this was a curriculum initiative more about education and culture in or a building and construction initiative. Australia and Canada.

6 2018 ANNUAL REPORT Foundation report ‘Thanks to so many in our community MARINA JOHNSON for their wonderful support of Director of Advancement Lauriston in 2018.’

It has been a very Thanks to the generosity of our Throughout the year we continued to productive 12 months in the community we also continued to build focus on strengthening our relationships Advancement Offi ce. Our our Scholarship Fund. The Lauriston and improving our communications focus has been twofold: Foundation currently off ers one needs- with our donors. This included inviting directing the gifts we have based, all-round excellence scholarship Foundation members to learn more received to deliver the most and is building the corpus to fund a about the Principal’s vision for the impact for our girls, and second scholarship focused on creativity. School at the annual Evening with building a solid fi nancial the Principal event, and publishing base to fund the ambitious In 2018, we welcomed 26 new members the second edition of the’ Lauriston building project outlined in the School’s to the Foundation. These members Foundation Impact Report’, which aims Master Plan. This project will provide joined us across all membership to keep our donors better informed on state-of-the-art facilities that will benefi t classifi cations. We also farewelled two how their gifts are being directed to today’s girls and future generations. Board members: Richard Phillips and deliver impact to our girls. Tatty Happell. We have been thrilled with the level We are delighted to have the of community support for the ‘It’s Her Our bequest society, the Elizabeth community behind us as we endeavour Turn’ campaign. By the end of 2018 we Kirkhope Circle, also welcomed three to support the School achieve its vision had raised $1.4 million, pledged over a new members. of being a School for Life. number of years, which was directed to the Building Fund. These gifts will be used to help fund the new Sports, Health and Wellbeing Precinct, unify our Junior School, and establish an Early Learning Centre at Blairholme. The total cost of the project is more than $35 million, and the campaign has an ambitious target of $5 million. Our community has helped established a solid funding base, but there is still a long way to go!

7 2018 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 Kindergarten Junior School Year 9 Howqua Program Lauriston Kindergarten off ers programs Our Junior School continues our quest Our Year 9 Howqua program recognises based on the Reggio Emilia philosophy, of developing a child’s natural curiosity the importance of young women which has close ties with our School’s about our world. A strong emphasis building their capacity to undertake mission and values. Our Kindergarten on literacy and numeracy continues challenging activities that move them children are encouraged to engage in from Prep to Year 6 through direct out of their comfort zone. Located in their learning through activities which instruction and project-based learning. the Victorian High Country, the Howqua give attention to hands-on learning and Our Junior School students participate program continues the academic play. Each child is encouraged to explore in a broad-based curriculum which curriculum off ered in Years 7 and 8 and continue to develop their natural includes Mandarin, Visual Art, Drama, but includes an Outdoor Program and curiosity about the world around them. Music, Physical Education and Sport. In Fitness program that encourage our addition, through our digital fabrication students to build life skills over the year A new initiative has been the laboratory, we teach our students the through the physical challenges they establishment of the Bush Kindergarten design thinking process, how to code face. each Friday, where our children and and how to make objects they have educators come together to explore the designed. The removal of daily access to natural environment and use the objects technology off ers an environment where they fi nd in imaginative games and girls can give attention to their own activities. Senior School social and emotional growth, and their The broad-based curriculum off ered capacity to collaborate with others. in our Senior School gives attention to the value of learning through Years 11 and 12 subject-disciplines and interdisciplinary opportunities to apply our students’ The senior years of school off er learning in real-life projects. Direct intellectual and personal challenges for instruction from the teacher builds young people. At Lauriston we off er the knowledge and understanding and Victorian Certifi cate of Education (VCE) complements the collaborative and and the International Baccalaureate (IB) hands-on learning activities such as Diploma program in Years 11 and 12. Both the Signature projects our students courses of study provide intellectual undertake from Years 7 to 10. challenges for our students.

8 2018 ANNUAL REPORT Student Wellbeing Community Service Sport At Lauriston, we endeavour to use At Lauriston, our Service and Action Our Sport Strategic Plan emphasises Australian and international research Strategic Plan seeks to raise student the value of physical activity for all girls; which acknowledges the strong links awareness of social concerns within hence sport or recreational activities are between academic success, fl ourishing our communities, encourage initiatives now compulsory for all students from mental health and physical activity. from individual students and year levels, Years 7 to 10. During the years when and make connections with external girls are more likely to decrease their The eight domains covered in our individuals and organisations. participation, our School has chosen student wellbeing programs include to track the sporting involvement of all self-awareness, healthy holistic habits, We know that young women not only students and to encourage participation emotional awareness, mindsets, positive feel better about themselves when they throughout the school year. direction, positive relationships, role help other people, but that they want to modelling and looking forward. These fi nd future employment where they will Along with involvement in physical domains complement our School’s be able to make a contribution or help activities, our School aims to ensure that values and give attention to the others. girls have the opportunity to pursue development of young women who are their sporting interests and this involves resilient and have the skills to manage Each year level in our School working with individual students to change and adversity in their lives. participates in a community service determine their future development, Empathy and purpose go hand in hand program. The students are given including continued skill development, when considering how we help our responsibility for choosing their support with nutrition and positive young people to fl ourish in their lives. community service and for determining mindsets. how they can best make a meaningful contribution.

9 2018 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 2018 ANNUAL REPORT Governance

Council members 2018

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)

Richard Umbers John Morrison Susie Roberts Tracey Curro BSc Geology/Geography Chairman – The Lauriston Lauriston Parents’ Lauriston Parents’ (Exeter), MSc Finance Foundation Inc. Association Representative Association Representative (Leicester) BE (Hons) (UWA), MBA Master of Workplace BBus Communications (QUT) (resigned 27/9/2018) (Melb) Relations (Monash),Cert IV Workplace training and assessor, Mediation skills techniques and practice, Australian Disputes Centre

Xing Zhang Fiona Finster Gill Dvir Susan Just Old Lauristonians’ Old Lauristonians’ B Eng Principal Association Representative Association Representative Appointed 4/10/2018 BA, DipEd (Qld), Med BEng, BCom/BEng (Melb), B Eng (Building) (Admin) (UNE) GCertEI (Swinburne) B teaching Appointed 30/5/2018

Catherine Tan (ex offi cio) Business Manager/School Council Secretary BEc (Monash), MBA (Hons) (Swinburne), Grad Cert Gov Prac, Dip Proj Mgt, CA

11 2018 ANNUAL REPORT Sub-committees

Marketing

Richard Umbers Susan Just Liz Sannen (resigned 27/9/2018)

Finance

Rick Ball Charles Read David Hackett Patricia Stebbens

Dima Petherbridge Susan Just Catherine Tan (commenced 12/6/2018)

The Lauriston Foundation

John Morrison Peter Scott Angus Graham Charissa Ho Chairman Treasurer

Tatty Happell Vicki Redwood Rick Ball Susan Just (resigned 17/12/2018)

Georgie Bruce Elise Gillespie Catherine Tan Sally de Guingand (appointed 8/2/2018) (appointed 15/8/2018) Secretary (ex offi cio) (ex offi cio)

Executive Team

Susan Just Di Wood Tim Watson Chris Toms Principal Vice Principal, Deputy Principal, Vice Principal, (Head of Senior School) Learning and Innovation Head of Junior School (resigned 14/12/2018)

Catherine Tan Nick Thornton Business Manager Director of Lauriston Institute

12 2018 ANNUAL REPORT Achievements

Leadership – Continued involvement in the Community Cultures of Thinking group also – Lauriston achieved the endorsement – The School organised more than 500 occurred in 2018. Ron Ritchhart of of building plans from Stonnington events for Lauriston parents to meet, the Harvard Graduate School of Council for the construction of an learn more about the school and be Education continued to partner with underground carpark, Sport and involved in their daughter’s education. a consortium of schools looking at Wellbeing precinct and Years 5 and 6 instructional rounds. Centre. – The Lauriston Arts Association organised the Vibrant Arts Festival – Lauriston Girls’ School also began – Lauriston hosted a digital fabrication which is held every three years, to work with the Growth Mindset and design thinking three day project including artists in residence for our Institute on the creation of a Growth for students and teachers from eight students and a parent gallery evening Mindset curriculum for our Year 8 (8) girls’ schools in Victoria and South and auction. Other LAA highlights students. This curriculum was rolled Australia. included the Chamber Music Lunch out to our Year 8 students in 2018. and the Jazz Cabaret. – Another focus on 2018 was on Professional Development – The LPA hosted the 2018 intercultural understanding with a – Lauriston Girls’ School continued our Huntingtower Lunch, the Mother’s Day group of teachers working with the participation in a range of professional Breakfast and the annual New Parents’ University of Melbourne and the development projects. We worked Cocktail Evening. Australian Council of Educational extensively with the University of Research on assessment tools to Melbourne Network of Schools – The Lauriston New and International measure the intercultural competence (UMNOS) on our project around Parents’ Group organised a Chinese of students. the use of data to inform teaching New Year celebration for the School community, including cultural practice. 2019 will see the culmination – A number of school-based activities and performances. of this work with a presentation being working parties also participated in held at the Melbourne Convention professional learning in 2018 including: – The Old Lauristonians’ Association Centre. the Assessment and Grading held many wonderful reunions and Working Party, the Student Wellbeing events including: Philanthropy in Working Party, and the Curriculum the Community Breakfast, Health and Timetable Working Party. These and Wellbeing Breakfast, Senior Old internal professional learning groups Girls’ Music Lunch with students provided support and development performing, House Music Morning opportunities for the broader staff . Tea and many inspiring Senior School Assembly speakers. – The School engaged Misty Adoniou from the University of Canberra as part of the writing focus for Years 5 to 8. This work has involved an audit of our current practice regarding writing and professional learning around current best practice in the developing students’ writing skills.

13 2018 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. – Lauriston was awarded winners – Students and staff travelled to of the Chinese Debating Victoria Noonkanbah to live and work with an competition. indigenous community. – The Senior School musical The Sound – Over 200 girls from Years 7 & 8 of Music was held at Irving Hall. attended G.I.V.E. Back Days, helping charities such as CCare. – Years 5–8 staged The Wind in the Willows. – Year 10 girls held a working bee at the Lighthouse Foundation safe – Two Year 12 students were shortlisted house. They also hosted a dinner for the VCE Top Designs 2019. in the Kensington safe house, fi ve – One student was awarded the VCE Thursday lunches in the park for the Premier’s Award in Studio Arts. East Malvern safe house, collected and gift-wrapped Christmas presents, – Term 3 saw the Vibrant Arts Festival, and knitted squares to make three which was a week-long VCE and IB blankets. collaboration of all the arts subjects.

– Year 6 G.I.V.E Leadership Team attended the Kidsview Social justice Academic conference and visited charities – Class of 2018 achieved fantastic (Avalon, St Kilda Mums, ASRC, Emmy results in both the IB and VCE, with Monash) to start conversations 64% of the cohort receiving an ATAR between the School and these of 90 or above. charities.

– As part of the Youth in Philanthropy Program (Lord Mayor’s Charitable Fund), Year 10 girls visited three charities and put together a proposal for how to spend $10,000 in their chosen area of impact.

– 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 2018 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 in the VCE; students are free to choose six subjects including the student’s and IB. In 2018, 64% of students who the remaining subjects of their own own language, a foreign language, a studied at Lauriston placed in the top accord. Students may choose to stack humanity, an experimental science, 10% of the state’s results. As a school, their learning and select courses from mathematics, and one other subject Lauriston was ranked within the top 20 one or two areas of interest, such as which may be drawn from the arts or best schools overall in the state. These the sciences, the humanities or the arts, from a subject area already mentioned. incredible results came from a wonderful or select a more general course that group of girls who are dedicated, encompasses all fi elds of learning. Each student works with the School’s focused and 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 fosters high academic standards parents to choose the pathway that Victorian Curriculum and Assessment and international understanding. It best suits her interests and future study Authority (VCAA) and is a two-year is recognised by Australian tertiary plans. course. The VCE is the most common institutions and major universities form of assessment in Victoria and worldwide and encourages students follows a structure that can be tailored across the globe to become active and to the interests and aspirations of each compassionate lifelong learners. student.

From VCE Coordinator From IB Coordinator Carolyn Stone Eirwen Stevenson

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 41% of Lauriston students this times throughout the two years of the course. year. 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 2018 rank among Victoria’s top achievers. cohort has maintained the very high standard of the previous 27 years.

15 2018 ANNUAL REPORT Leaders of the future

As Co-School Captains, we have been Cultural understanding and diversity Personally, we fostered this individuality fortunate to lead our cohort and the were addressed through several events by staying true to our own personalities. Senior School in 2018. We both feel throughout the year. Our Reconciliation We strived to present our 0.06%, privileged to have been given this Week celebrations and the formulation whether this be in hosting student opportunity and are proud of what we of the School’s Reconciliation assemblies under the guise of Ellen have accomplished throughout the year, Action Plan fostered awareness and DeGeneres, dancing through a crowd with our excellent Prefect team. From understanding of the Aboriginal and of Lauriston girls, or reading our Jimmy that nerve-racking assembly when we Torres Strait Islanders communities. Fallon Thank You notes that spead were announced as School Captains, Events undertaken by our International ‘gratitude’ through the School. it has been our mission to live up to the Captains, including Chinese New Year responsibility of this role, drawing upon celebrations, celebrated our multicultural We have gained so much from this our passions to make a tangible impact school community. experience: developing our leadership on the Lauriston community. skills, forging relationships with students Appreciation of biodiversity and the and staff , being able to give back to Over the summer holidays, we headed environment were addressed through the School that has given so much to off to Bond University for a Leadership our campaign to instill recycling habits in us and forming a lifelong friendship Camp. This was a fantastic experience the School and through the Greenies’ and with each other. We have learned that and we were inspired by the diversity of Makers’ incredible GrowRoom. leadership is not about imposing our young and empowered female leaders vision upon the community, but about there. It was on this camp that we Our focus on individuality was infl uenced guiding those who already want to make developed our School’s theme for this by a presentation at our Leadership a change. year: Diversity – Celebrating Diff erence. Camp that highlighted the 0.06% of our DNA that makes us ‘diff erent’. We We wish all the future leaders the best We applied this theme to several learned that 99.94% of humans’ DNA of luck and are excited to become part aspects of the Lauriston Community is exactly the same and it is only this of an alumni of past Lauriston leaders. throughout the year, focusing on minuscule 0.06% that accounts for our cultural diversity, biodiversity and the diff erences. Our goal was to cultivate celebration of individuality. these diff erences by celebrating the LUCINDA CHEN diversity of passions and talents in our AND GRETA KANTOR SCHOOL CAPTAINS School. One way this was achieved was through the Lauriston’s Got Talent Show, a fun-fi lled event that illustrated the talent of students and teachers.

16 2018 ANNUAL REPORT 2018 student snapshot

VCE

Brigitte Noonan Brigitte distinguished herself by her commitment to the wellbeing of those around her. She was awarded Academic Distinctions for English, Literature, Drama and Media, and received the Judith Burns Prize, the LAA Drama Encouragement Award, the Meg Hansen Year 11 Prize for Literature and a VCE General Excellence Award. In her senior year she held the lead role in the School’s musical and was Drama Captain. Brigitte represented her House in Swimming, Track and Field, Cross Country, Debating, Volleyball and Softball, was runner-up in the Australian Rostrum Voice of Youth Competition and a fi nalist in the DAV Public Speaking Competition. She was a member of the Student Representative Council, GirlUp, Amnesty International and the Arts Committee, and was awarded Full School Colours. Brigitte achieved a fi nal score of 95.65.

Emma Rice Emma was awarded Academic Distinctions in Physical Education, Art, Psychology, Studio Arts and English, and received the OLA Irving Scholarship and the OLA Kirkhope Scholarship in recognition of her academic ability and leadership capabilities. Emma was also awarded a VCE General Excellence Award, the VCE with Lauriston Honours, and the VCE Premier’s Award in Studio Arts. Outside the classroom, Emma was Captain of Netball and received Distinction Awards in Netball, Tennis and Soccer. She has been a member of several service opportunities including the Media Committee, Peer Support Leader and Lauriston Tour Guide. Emma received a fi nal score of 97.7.

Tiff any Nichols Tiff any is a hard-working, intelligent and independent young woman. She has consistently shown herself to be reliable, determined and conscientious, and tenacious in her approach to learning, and has made an excellent contribution to her House and to the School in a number of areas. Tiff any has been successful in the Alliance Française Competition over a number of years, and has been awarded Academic Distinctions in Art, International Relations, Studio Arts and English. For her outstanding work in Physical Education, Visual Communication and Psychology, Tiff any received Academic Distinctions, the LPA Award for Physical Education, the Dean’s Art Award for Visual Communication, the OLA Award for Visual Communication, and the LPA Award for Psychology. Tiff any received an ATAR of 99.5 and was off ered a place at Monash University, design.

Yi Ting (Angel) Wang Angel has distinguished herself as a supportive, intelligent and focused young woman. She sets very high standards for herself and invariably works diligently to achieve her goals. Angel has been awarded Academic Distinctions in Science, Further Mathematics, Mathematical Methods and Specialist Mathematics and a VCE General Excellence Award. Angel has made a signifi cant contribution to the Music program at Lauriston. She has been a member of various orchestras including Lauriston Chamber Strings, Lauriston Orchestra, Lauriston Symphonic Band and the Percussion Ensemble, as well as displaying her vocal talents in the Anthem Choir and participating in the School Play Music Ensemble and the Monash Drama Festival. She has also represented the School on the sporting fi eld in Senior Cricket and Intermediate Netball. Angel received an ATAR of 99.4 and was off ered a place at the University of Melbourne, commerce.

17 2018 ANNUAL REPORT IB

Yujia (Annie) Liu The breadth of Annie’s interests is refl ected in her achievements. She was Amnesty International Captain (2018), Greenies leader (2017, 2018), part of the Science Committee and Local & Global Issues Committee (2018) and foundation organiser of the TEDxYouth@LGS. She established the Future Link News, a website for students to pursue journalism. In 2018 Annie received the Evelyn Munro Award for Biology, the LPA Award for Economics and an IB General Excellence prize. She was an ANU Chancellor’s Scholar (2017, 2018), and is part of the University of Melbourne Chancellor’s Scholars program. She was also selected for the ‘Mentoring Women’ Program (2018) by the Victorian Department of Treasury and Finance. Annie achieved a fi nal score of 45 (equivalent to an ATAR of 99.95) and was joint dux of the School. She has recieved an off er to the University of Melbourne, science (Chancellor’s Scholar).

Isabella (Bella) Crouch As well as being a passionate scholar, Bella’s overall commitment to Lauriston’s community was recognised in the awards of Full Colours and The Queen’s Cup. Bella played oboe in the School orchestra, tutored migrant refugee students and participated in numerous sports. She co-founded Lauriston’s Model United Nations club, was the School Debating Captain, presented a TEDx talk, and was selected to attend the 2018 National Youth Science Forum. Bella received awards at Valedictory in Mathematics, English Literature and Chinese (second language), as well as Chemistry and Physics.

Bella achieved a fi nal score of 45 (equivalent to an ATAR of 99.95) and was joint dux of the School. She has applied to study mechanical engineering in the USA or United Kingdom.

Petra Kasayapanand Petra was the International Captain in her senior year and a member of the Lauriston Environment Group, GirlUp and Amnesty. Petra was awarded Academic Distinctions for English, History, International Relations, Literature and Spanish; Diana Robertson Scholarship Prize for History; Lauriston Creative Writing Prize and the LPA Award for Spanish. She participated in the DAV Debating competition from Years 7 to 12, has been a debating coach, and was awarded a DAV Debating Badge and Pocket for Debating for her contribution to Debating. Petra has also been a talented member of the Lauriston Orchestra, the Lauriston Symphonic Band and the Anthem Choir, and was awarded distinctions for the Lauriston Symphonic Band and Orchestra. Petra also represented the School in Indoor Cricket, Volleyball and Cricket. Petra achieved a fi nal score of 41 (equivalent to an ATAR score of 98.80).

Nikita Delkousis Nikita achieved Academic Distinctions for Physical Education and Literature and was elected Tutor Captain in Years 7, 8 and 11, and Andrews House Captain for 2018. She has participated in a range of pursuits including SHINE Representative, Tour Guide, UN Walk for Women, the School Play in the Creative Team, and the Malvern Emergency Food Program. Nikita has represented the School in Netball, Cross Country, Basketball, Soccer and Tennis and was awarded a Bronze Sports Badge in 2017 for her contribution. She was also awarded Half Colours for her role as both Director and Cast for the House Drama and House Music and received her Duke of Edinburgh Bronze Award in 2016. Nikita received an ATAR of 96.7.

18 2018 ANNUAL REPORT ATAR results

The graduating class of 2018 achieved fantastic results in both the IB and VCE, with 64% of the cohort achieving an ATAR* of 90 or above.

Isabella Crouch and Annie Liu were joint dux, achieving ATARs of 99.95. The median ATAR achieved across both programs was 93.30. In the VCE, the median study score achieved was 35, with 24% of students achieving a study score of 40 or above. The combined results for our IB/VCE Class of 2018 results included: • 15% of students in the top 1% with an ATAR of 99 and above • 41% of students in the top 5% with an ATAR of 95 and above • 64% of students in the top 10% with an ATAR of 90 and above • 77% of students in the top 20% with an ATAR of 80 and above

Distribution of study scores 2018

30%

25%

20%

15%

10%

5%

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 2018 ANNUAL REPORT Lauriston combined ATARs 2013–2018

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

20132014 2015 2016 2017 2018

First round off ers by institution

38% University of Melbourne 35% Monash University 8% RMIT University 7% Deakin University 4% Swinburne University 1% Victoria University

First round off ers by course

24% Business 20% Arts 17% Science 11% Design 10% Health Sciences and Medicine 6% Media 5% Engineering 3% Law 2% Psychology 2% Agriculture

20 2018 ANNUAL REPORT Learning and innovation

‘Without continual growth and progress, such words as improvement, achievement and success have no meaning.’ Benjamin Franklin

2018 heralded a number of signifi cant Alongside a change in the focus for Though often challenging in the changes regarding our approach to our reporting, we also implemented an beginning, it is always fascinating to teaching and learning in the Senior Academic Advisor program in Years 7, watch the creativity and thoughtfulness School; the most signifi cant of which was 9 and 10. The girls had the opportunity of our girls; from developing business looking carefully at how we assess and to work closely with a teacher mentor proposals, solving issues around report achievement in Years 7, 8 and 10. to develop learning goals and refl ect sustainability, to challenging issues of on their progress. We know the value gender equality, I continue to be amazed A key driver for this change has been a of students having the opportunity to at what young people are capable of keen desire to instill in our girls a strong be counselled one-on-one to discuss when supported and given the space to sense that learning is a journey over their learning and, in particular, their pursue their interests. time and, much like the 17-kilometre aspirations and goals. The work of run to the summit of Mount Buller that our academic advisors has been vital Sitting beneath all of our innovations is completed at Howqua, it requires in assisting our girls to develop skills in 2018 is our continued desire to persistence, resilience and ‘grit’ to reach of self-refl ection and independence; ensure that our girls are prepared for our learning goals. to begin to take control of their own the future. We want them to be able to learning journey. deal with the unexpected; to be strong, With a strong desire to focus on ‘next resilient and capable thinkers excited steps’ in learning, we have implemented 2018 also saw the continued by the challenge of the unknown and a developmental reporting model that development of our Signature projects. understand the value in lifelong learning. is moving towards being able to track With the continued national and how a student has grown over time. international focus on the importance The ultimate goal will be for us to be of developing what has been referred able to measure and monitor the rate to as ‘soft skills’, although I think this students are acquiring knowledge and term fails to capture the importance skills during their time at Lauriston and of these abilities and dispositions, we to share this information with students continue to be trailblazers in off ering and parents. our students the opportunity to work on immersion projects that encourage This innovation aligns with a broader entrepreneurship, collaboration, and focus on instilling in our girls what has critical and creative thinking. Often become a bit of a cliché, a ‘growth anchored on design and digital mindset’. We understand at Lauriston technologies, these projects challenge the need to ensure that our key priorities our girls to solve ‘wicked’ problems in in terms of the wellbeing of our students an experiential context. Our Year 10 are matched with the approaches we program allows for students’ personal take to the learning in our classroom. passions to be explored and the It is imperative that we continue to keep opportunity to undertake an extended front and centre our goals of helping the research project of their choosing. young people in our care to understand that what seems impossible now, is possible in the future. TIM WATSON DEPUTY PRINCIPAL – LEARNING AND INNOVATION

21 2018 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 the area of digital technologies. The artwork, formal research into an area to instill in our students our key values: program, based on developing students’ of interest, creation of business plans relationships, creativity, engagement in abilities to think refl ectively, culminates or development of a product using the life, intellectual curiosity and courage. in a product that represents the girls’ Fabrication Laboratory. At the end of progression through the Howqua Year 10, students create our Signature In Years 7 and 8, the girls participate in program and all that they have learned. Exhibition where parents are invited to week-long immersive projects based on look over the work they have created problem fi nding and the design process In Year 10, the program becomes more over the year. that require them to utilise either digital independent. Initially, students are or fabrication technologies. These involved in a speaker series focused The program is sequential and directly projects involve working collaboratively around provocative ideas; exposing the focused on the skills that we believe with other students, thinking creatively, girls to a range of ideas and ways of the girls will need to have in order to be developing entrepreneurial skills and thinking. These presentations then form ‘future proof’ – to survive in the dynamic real-world application of the skills that the base of some explicit research skills world of tomorrow that is yet unclear. have been learned through the more development that occurs over the fi rst traditional curriculum. semester. In Semester 2 the focus shifts to students completing an independent In Year 9, the Signature program project. Students can choose a range occurs on a weekly basis and involves of diff erent projects – from pieces of our students learning tangible skills in

22 2018 ANNUAL REPORT Embracing poetry

‘A poem is like a wine glass in which you can hold up a little bit of reality and taste it.’ Gwen Harwood

In 2018, three of our senior English At Lauriston, poetry is taught and The focus on poetry at Lauriston should teachers attended a workshop at an IB explored from Junior School all the way come as no surprise given that there are conference in Los Angeles called ‘Poetry to VCE and IB English. several poetry specialists in the English for Assessment and Enjoyment’. Faculty. Robert Savage completed his ‘We felt there was benefi t in PhD and published a critical study on Ms Maddocks, our Head of English, incorporating more poetry into the the German poet Friedrich Hölderlin, recounts: ‘The approach of teaching senior curriculum and whenever there Saradha Koirala has published two poetry at Lauriston was markedly was choice of genre we have opted collections of poetry and Elspeth diff erent from the American teachers’. for poetry, especially in the IB course,’ Maddocks has written a chapter for a Whereas we have always taken an explains Ms Maddocks. collection of essays to be published on analytical approach, our American the Australian poet, Peter Skrzynecki. This year one of the IB poetry texts is colleagues focus on personal Jo Piavanini completed a PhD on The World’s Wife by Carol Ann Duff y, engagement with poetry.’ Nobel Prize-winning Irish poet, Seamus which takes some well-known characters Heaney, last year. Ms Maddocks emphasised that while and myths and presents them from the analysis is still the most important female perspective. Students will also ‘We feel these poets off er a range aspect for exam success, teachers also study the poetry of Emily Dickinson, of perspectives to our students and want students to leave their classrooms Sylvia Plath, Seamus Heaney and Gwen present new ideas about multicultural with a lifelong appreciation of the poetic Harwood during the course. Australia and the female experience. form. ‘The workshop gave us many fun These are insights that will help the ‘Many of the Lauriston students and practical strategies for teaching students form opinions about their own choose to study poetry because they poetry at all levels. What we learned lives and understand the world around can demonstrate their skill with close over the three-day workshop will be of them,’ says Ms Maddocks. great benefi t to our students.’ analysis and display a keen appreciation for the language,’ says Ms Maddocks.

23 2018 ANNUAL REPORT TEDx inspires Lauriston

In 2018, Year 12 student Annie Liu organised a TEDxYouth event focused on changing the future.

She recruited four Lauriston students, The speakers all delivered amazing, How have you managed to fi nd the time two Lauriston teachers and a handful of insightful talks, and I was delighted by to organise the event in the middle of change-makers as speakers. We caught their passion and dedication. Lilith Pett, Year 12? up with her to fi nd out more about this a Year 8 student, spoke to us about inspiring initiative. LGBTQIA representation and how we It has defi nitely been challenging, need to make a conscious eff ort to avoid especially on top of my IB. It has taught How old were you when you fi rst started hastily judging others. As students, I think me a lot about time management and watching TED talks? this is important to keep in mind as we organisation. mature and interact with people from a I’ve been watching TED talks with my Selecting speakers, event decoration wide variety of backgrounds and cultures. family since I was around 11 years old. For and more also made the organisational me, the most memorable talk was one Another speaker, Shasta Henry, process fun! It was a welcome break by Taylor Wilson, a boy who had already discussed how the future will be better from schoolwork and watching the built a nuclear fusion reactor by the time than anticipated, and the role of science event coming together was one of the he was 14 years old! His speech taught and technology in shaping what lies highlights of my year. me that age does not have to restrict our ahead. Considering the abundance of What sort of obstacles did you face in achievements, and that young people distressing stories regarding war and getting the event together? defi nitely have the capacity to spark terrorism in the media, her speech change. I hoped to pass on this message helped shift our mindsets and also I wanted to include student and by setting the theme for TEDxYouth@LGS allowed us to recognise the rapid teacher speakers from my School, as as ‘Shaping the Future’. change driven by technology. Overall, well as guest speakers from the local from Creole languages to the dangers You had an impressive line-up of community. I spent hours searching of nuclear weaponry, the speakers all speakers. Can you talk about some of on the internet for innovative ideas, addressed a diverse array of topics, and the messages that resonated with you before looking for the best people to I’m sure each audience member was and the audience? deliver these messages. Sometimes captivated by their energy and drive. guest speakers were busy, which was disheartening at fi rst. In the end, however, I had a line-up of speakers who were all knowledgeable and passionate about their area of interest. I couldn’t have hoped for better!

24 2018 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 A Student Wellbeing Committee Our Years 7 and 8 students are also Dr Kenneth Ginsburg and his focus on was created in 2016. This included involved in timetabled classes that focus the 7 Cs: Competence, Confi dence, representatives from Years 10 to 12. on a variety of wellbeing topics. This Connection, Character, Coping, The purpose of this committee is to particular program is built around two Contribution and Control. His philosophy design and implement a variety of resources: Sense Ability and Free to Be. describes how to raise successful activities that nurtures the wellbeing of Sense Ability is a program developed children who are emotionally and the students in the School. One of the by Beyond Blue and designed as a socially intelligent, happy, hardworking, more signifi cant ventures that came strengths-based resilience program that compassionate, creative, innovative and from this group was the development consists of a suite of modules developed resilient. of ‘care packs’ that were distributed to to enhance and maintain emotional and Years 11 and 12 students in the lead-in to psychological resilience. The program The goal of SHINE is to provide the the mid-year examination period. The is based on cognitive-behavioural girls with a toolkit of skills that they can pack included tissues, a tea bag, a cup, principles, which say that our thoughts draw upon when required. Every week chocolate and an inspirational quote. play a critical role in infl uencing throughout the School year, each year This was very well received by the feelings and subsequent behaviour. level has a particular focus, ranging students. Some topics that are covered with our from what constitutes a respectful students include: helpful thinking and relationship, communication skills, Our SHINE representatives are self-talk, emotional recognition and emotional regulation and awareness, also instrumental to the ongoing regulation, communication, planning and empathy and kindness as well as development and implementation of time management, and life problem- mindfulness. The Lauriston Wellbeing the SHINE Program. Each tutor group solving. Our Peer Support Program Program is a holistic program, which has two student representatives who also supports the development of means that we aim to develop the whole are encouraged to be part of the these skills as the older students work student. We not only look at Positive design process as well as the teaching with the younger girls to provide Education principles but we also teach and leading of activities during the advice and strategies to manage their the girls about areas such as time Wednesday session. An initiative in 2019 responsibilities. We also use The Free management, study skills and digital is to provide the SHINE representatives to Be Program, developed through the literacy. SHINE also incorporates a peer- with some formal mindfulness training Butterfl y Foundation, which raises the led buddy program, which gives the girls which they will then be encouraged topics of body esteem and the infl uence opportunities for leadership, mentoring, to take back to their tutor groups. A of social media on how our young friendships and an expanded support successful wellbeing program is one that people view themselves. network through regular cross-year level is led by the students, one which the activities. The Peer Support Program students feel that they can contribute The Lauriston Wellbeing Program assists in the transition from Year 6 to to. Our wellbeing program is fl exible works alongside the Health Curriculum. Year 7; Year 11 students are asked to to accommodate the needs of our The Health Curriculum is delivered in help ‘model’ positive and responsible students. One week we might be talking timetabled classes from Years 7–10 behaviours. about time management and the next and is then delivered in a workshop week we are talking about behaviours setting to our Years 11 and 12 students. on social media platforms. This program covers a range of topics including nutrition, drugs and alcohol, safe partying, sexual education, looking after your friends (basic fi rst aid) and mental health topics. We utilise a variety of presenters to support the program including Paul Dillon (Drug and Alcohol education), Jonny Shannon (Digital Literacy), The Resilience Project (Respectful Relationships and Perspective), Michael Carr-Gregg and Andrew Fuller (Supporting Students and

25 2018 ANNUAL REPORT Families to Achieve their Potential) and a wide variety of our Old Lauristonians.

We continue to strive to assist students to develop the self-confi dence and wellbeing tools required to allow them to achieve their academic potential. We use the concept of academic care, which recognises the link between student wellbeing and academic progress. The School recognises that all teachers have pastoral care duties and are engaged in providing academic care through academic structures and processes. We continue to strive to enhance and develop a positive learning environment in which all staff assume responsibility for the overall wellbeing of the students in their care; that they provide successful experiences for all children, where students feel safe and secure in a supportive environment and have a sense of belonging; and where wellbeing is encouraged. Students are taught how to develop positive social behaviours, resilience and problem-solving skills.

What does wellbeing look like at Lauriston? DOMAIN 1: SELF-AWARENESS DOMAIN 2: HEALTHY HOLISTIC HABITS DOMAIN 3: EMOTIONAL AWARENESS DOMAIN 4: MINDSETS DOMAIN 5: POSITIVE DIRECTION DOMAIN 6: POSITIVE RELATIONSHIPS DOMAIN 7: ROLE MODELLING DOMAIN 8: LOOKING OUTWARD

26 2018 ANNUAL REPORT New building projects

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

Sport and health precinct Unifi ed Junior School New Early Learning Centre The new gymnasium will address the The Junior School is currently run across current inequity of appropriate sporting two sites with the younger years (Prep A new consolidated approach to the facilities available to girls and women in to Year 2) located at Blairholme on Early Learning program is consistent the Stonnington area. Access to more Malvern Road. These girls are brought with Lauriston’s strategy for the Junior facilities will provide Lauriston students to the main campus to access the and Senior Schools. Children and and other girls in the community with library, pool, refectory and main hall. families can move seamlessly from more opportunity to continue with their Consolidating the Junior School into one babies to four-year-old Kindergarten, sporting pursuits and, in turn, support area will allow all the girls to be together. benefi tting from the Reggio Emilia- their overall wellbeing. For the older girls, it will provide inspired program and an extensive play opportunities to show leadership area. The ground fl oor of the new gymnasium and take on mentoring roles. For the features two full-size multi-purpose younger girls, being close to their older A refurbished and extended Blairholme courts. There is stadium-seating for peers will develop a greater sense of House, set back from back from carnival and interschool matches so the belonging. Murray Street, will be fi tted out with School can host fi nals matches and off er new kitchens and bathrooms. The the space to the broader community. The Years 5 and 6 Centre has fl exible architectural approach is in line with the Teachers have dedicated offi ces, and the working spaces over two levels, streetscape and includes natural, muted extra change rooms allow more people harnessing the high ceilings and natural colour palettes of external materials. to use the facility. The addition of a light of the existing gymnasium. Each small learn-to-swim pool helps teachers fl oor has generously-sized classrooms, Increased parking to focus on specifi c needs of young or a common space where girls can come inexperienced swimmers. together as well as quiet areas where Our new underground parking facility students can read or refl ect on their will help Lauriston to cater for all The fi rst fl oor of the gymnasium learning. parking needs of teachers, staff and features a cardio room so students can visitors onsite for many years to come. undertake pre-season development and Two purpose-built Prep classrooms It will eliminate the need for people strengthening. A weights area helps to are situated next to the Years 5 and 6 associated with the School to park in personalise the program according to Centre with easy access to the outdoor neighbouring streets. body type and skill level. A yoga and play area. The adventure playground is meditation space allows students to a fun and varied space that includes a Following VCAT approval at the end of explore the power of mindful practice, range of equipment to foster creative 2018, the building works commenced in and greater equipment storage allows and active play. The concept is to take January 2019. more choice of sports. girls on an adventure of their choosing. The playscape is structured in age- The provision of external multi-purpose appropriate levels and is designed to sports courts will enable multiple help prepare students for Howqua. classes of junior and senior students to participate in sport at the same time with appropriate staff supervision.

27 2018 ANNUAL REPORT Artist impression: The exterior of the new 5/6 centre with Prep link building

28 2018 ANNUAL REPORT Life at Howqua

The Howqua program is generally divided into three areas: the Academic program, the Outdoor and Fitness programs, and the Pastoral Care program which covers areas such as personal growth, social and emotional wellbeing, and the learning of life skills. Each aspect of this unique year is progressive and structured to do just that, while allowing the girls to achieve success and safely experience failure as well.

From their fi rst House meeting, Our 2018 girls arrived in great spirits We continued to maintain our 5 star Pastoral Care session and their early and from the outset proved themselves sustainability rating, and our Community academic classes to their fi rst fi tness to be excited and positive, distinguishing Service program was once again a run and their fi rst Outdoor Program, themselves by their early enthusiasm diverse aff air with groups from Jamieson each component’s level of diffi culty for the program and their support for to Mount Stirling and everywhere gradually increases. As the girls move one another. In 2018 for the fi rst time in between. It appeared to be an through Howqua, the levels of support we saw the introduction of personalised unseasonably busy year for injuries, and scaff olding, which are often quite laptops and the internet. This changed particularly concussion, and our nursing substantial at the beginning, are slowly the manner in which staff delivered and academic staff did an admirable job removed and each experience is more their lessons and it enabled students to in caring for the students throughout. self-directed and often more meaningful, research and access more material for their self-awareness increasing with assignments. We also saw an updated The Outdoor and Fitness programs each experience. With 105 students science curriculum being introduced stood out as always, with simple on-campus and all houses being close with environmental science being largely beginnings like day trips, day packs to capacity, the year group embraced phased out. This saw a redevelopment and ring roads, building up to three- the Howqua philosophy, learning a great of C.R.A. 1 and the back storage areas as and six-day hikes and 17-kilometre deal about themselves as individuals it took on a new life as a laboratory and mountain runs between Mount Stirling and also as a cohort. preparation area, moving back towards and Mount Buller. From beautiful blue a more traditional science experience skies to walking in knee-deep snow in Joining the Howqua staff team for for the students. Signature projects strong winds and poor visibility, the girls the fi rst time in 2018 were Lindy was another new subject for 2018, have experienced it all and enjoyed an Grahn (Coordinator of Curriculum and undertaken once per week, with all the incredible snow season. Teaching), Geoff Gravenall (Property girls undertaking a number of computer- Our 2018 girls and staff have joined a Manager), Tom Dunlop (Head based Design and Development growing group of people who have been Chef), Anna Hyslop (Mathematics tasks involving the use of 3D printers, privileged to undertake the Howqua Teacher), Georgina Joubert (Intern), laser cutters and fi mo clay. Brooke Sheridan (Art Teacher), Tom journey. We wish them all the best for Top (Assistant), Mel Haddow and whatever the future holds knowing that Sharyne Rankine (Administration and they are well equipped through their Reception) and two returning nursing experiences to meet the many diverse staff members, Bree Dunnachie and challenges that undoubtedly lie ahead. Andrea Stone.

29 2018 ANNUAL REPORT A Taste of Howqua

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

30 2018 ANNUAL REPORT Why Howqua?

In 2017, Lauriston Girls’ School Students Are less likely to let commissioned the fi rst baseline setback discourage them study of the Howqua program. This After Howqua, students: research examined key areas of 66% don’t let setbacks discourage them; Howqua, including wellbeing, fi tness Have a better self-image an increase from the 55% who claimed and community engagement. Students this before Howqua. 72% of parents also 88% of students claim to like the way and parents completed two surveys found this true after Howqua, compared they are after Howqua, an increase over over the course of the year; one at the to 46% prior. the 74% who claimed this before the program’s commencement and one at program. the conclusion. Feel more connected to friends The results found that overall, Howqua Are healthier had a positive impact on students’ 92% of students claim to be part of a 87% gave a rating of either 4 or 5 out personal growth, wellbeing and health. group of friends that do things together, of 5 for their health after Howqua; 64% Not only do students and parents rate a signifi cant increase from the 82% prior. claimed this before Howqua. the program highly, they are likely to recommend the experience to others. Enjoyed sharing a house

The survey results for 2018 were again with others more than hugely positive: expected 97% claimed to be comfortable sharing a house with others after Howqua, Student compared with 83% prior.

Have a better self-image Parents

The key areas where parents saw Are healthier changes were in their daughters’ attitudes to: After Are less likely to let setback Willingness to fail (78%, compared to discourage them Before 26% prior) Feel more connected to friends Their confi dence (parents believe their daughters are more confi dent 71%, Enjoyed sharing a house with compared to 51%) others more than expected Moving out of their comfort zone 0% 20% 40% 60% 80% 100% (71%, compared to 47%)

Parent Improved physical fi tness (91% feeling their daughter was extremely/moderately fi t after Howqua, Willingness to fail compared to 78% prior).

Confidence

After Moving out of their comfort zone Before

Improved physical fitness

Are less likely to let setback discourage them

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

31 2018 ANNUAL REPORT Junior School – The Power of Resilience

Lauriston has a strong focus on resilience because it’s an attribute that educators believe can improve children’s short- and long-term outcomes.

Life, as well as learning, is demanding, importance of empathy, mindfulness been placed in challenging situations and most young people need to and gratitude. Many parents also and demonstrated resilience throughout confront a range of issues and participated in a parent evening run by the year. Examples include: challenges as they grow up. Lauriston The Resilience Project, which provided aims to build a ‘layer of strength’ into practical strategies to help build their – Our District Cross Country conditions all skills we teach at the School, so the daughters’ resilience. were gruelling and students competed students have regular habits and tools in pouring, unrelenting rain. for coping with diffi culties now and into The Resilience Project emphasises – The girls who attended the Central their adolescence. the importance of creating positive emotions through gratitude. Research Australia trip overcame challenges In the Junior School classroom indicates that grateful people are among such as being away from home and teachers incorporate resilience into the happiest and most resilient, so our facing the harsh conditions of the their wellbeing programs. It is essential classroom teachers encourage the Australian outback. to teach children about the meaning of girls to practise gratitude. One useful – Our Year 5 girls had to overcome their resilience, use everyday examples and technique we use is practising gratitude fears when climbing the abseiling wall emphasise that resilience can be built at the end of every day. The girls are during the Courage Conference. and can change over time. encouraged to consider and discuss: A common question is: ‘What do you The teachers have assisted the girls in What was the best thing that happened want your kids to be?’ and often I hear developing healthy thinking habits that to you today? parents say: ‘Happy’. The major aim I help them manage their emotions, such have for my children is for them to be as positive self-talk, a sense of optimism, What am I most grateful for today resilient. Children have got to be able a positive attitude and gratitude. and why? to get through the tough times, the fun Mindfulness is incorporated into our What am I looking forward to most times and to take care of themselves. curriculum as research indicates that about tomorrow? students with higher mindfulness have It is important that the girls understand greater resilience. If we expect our children to live lives that facing challenges and making steeped in gratitude, we need to model mistakes in life can be valuable. It In 2018, the Junior School has worked this as teachers and parents. That helps us grow as people and gives us closely with The Resilience Project, an means generously thanking everyone knowledge and skills that make us more organisation that brings evidence-based who interacts with us in positive ways. resilient the next time we are challenged. strategies to schools, sports clubs and With practice, gratitude will eventually business to build resilience and improve become a permanent part of all mental health. Lauriston students’ attitude. Resilience CHRIS TOMS VICE PRINCIPAL – Our teachers had professional is something that every child can HEAD OF JUNIOR SCHOOL development sessions while the girls learn, and it’s crucial that every child from Prep to Year 6 attended engaging is provided with opportunities to build incursions where they learned about the resilience. Our Junior School girls have

32 2018 ANNUAL REPORT The Wind in the Willows

‘Which character did you like the most?’ I asked my son Henry as we were driving down High Street.

‘Ratty’ he answers so quickly, it almost talented we felt like we were at a local overlaps with my question. ‘She was just theatre company. And the artistic way Ratty the whole time. I never thought she the ‘recycled set’ was made from bottles, was anyone else than Ratty. But Moley plane tree pruning, newspaper and was also good. I liked Moley too. She was old bike wheels, and the inventiveness very Mole-y.’ of the rotating backdrop (which was entertaining itself), had culminated in ‘How funny was Toad?’ I reminisced. much more than a school play – it was a complete dramatic adventure. And Henry smiled, remembering the car chase, the court case, and the Well done to directors Bron Greig, Lisa prison escape. Khan, all the cast and the production crew for their hard work, inspiring imagination, We were driving home after attending and creative vision in bringing the English the Friday night performance of The countryside to life. I’m very much looking Wind In The Willows by the Middle School forward to the next Middle School play. girls, talking and laughing about our And so is Henry. entertaining night out.

The pleasure of this experience shared between my son and I was one we LIZ SANNEN will remember for a long time, and still DIRECTOR OF MARKETING AND COMMUNICATION occasionally talk about with fondness and laughter. Our Lauriston girls are so

33 2018 ANNUAL REPORT Junior School Book Week

1 2 3

4 5 67

9

8 10 11

1. My character, Katniss is an 5. The wondrous Prep W girls are 8. Is it Canzy or is it Madeline? Canzy inspirational and fi erce role model, and shining brightly on the stage, wondering is utterly fearless as she completes that’s why I chose this character. how they will uncover the treasure. her Book Week activities to fi nd her Chloe M Isabelle A, Chloe B, Ivy C, Runxi C treasure. Canzy M

‘Guess what? There’s a rat in my chef’s 6. ‘I really enjoyed Book Week because 9. Little Miss Fabulous (aka Ms Kylie hat!’ Zoe Kleinig is having fun as Chef I got to meet incredibly cool authors Harris) and her treasured 2H girls. Skinner from Ratatouille. Zoe K and illustrators and I enjoyed the parade because all the costumes were 10. Pretty in pink, Stella, Sabine and 2. The enigmatic candy manufacturer amazing!’ Aaliya D Katie are rocking their piglet costumes Willy Wonka (aka Missy Fox) enjoying and ready to sniff out a book treasure the delights of Book Week 2018. Missy F ‘We chose Alice in Wonderland or two.Stella S, Sabine H, Katie V characters because they are unique and Enjoying the magic of Willy Wonka, have fun personalities.’ Chloe D 11. ‘I dressed up as Thing 1 from the Dr Zahara sparkled in her Golden Ticket Seuss book Cat in a Hat. Thing 1 is funny, costume. Zahara D ‘I loved dressing up as the Queen energetic and bounces – just like me!’ of Hearts because the costume was Coco L 3. The Blairholme girls delight in fi nding colourful and unique and I loved getting their treasure during Lauriston 2018 into her character.’ Ava M ‘When I was little, I had loads of Fancy Book Week celebrations. Alison M, Nancy books so, that is why I decided Madeline M, Elke P, Samantha I 7. Lucy C and Gemma B from Gryffi ndor to be Fancy Nancy for the Book Week House displaying bravery, courage celebrations.’ Ruby K 4. The Prep C girls were striking a pose and determination while fi nding their while treasure hunting as their favourite treasure. book character during the Book Week celebrations. Isabelle C, Eva S, Hana D

34 2018 ANNUAL REPORT Unlocking the code

Coding has become a buzzword in commentary about education.

The term is used so frequently and freely Computers are useful but still require Recently, with the help of an external in schools we thought it might be useful humans to give them instructions. company CodingEdge, we have to explain why everyone is using it and Coding is the step-by-step directions commenced a sequential coding describe Lauriston’s approach to coding. that help computers do what we want program that teaches girls the language them to do. Coders or programmers of computers. Just as we use phonics Just as our girls need to be able to read are people who write the instructions when teaching English, we have and write, educators and employers for everything behind what we see and developed a way to familiarise girls with believe students will benefi t from do on a website, computer program the language of computers that makes being literate in coding. The new digital and smartphone app. We teach coding sense to them. technology curriculum also embraces because it’s ubiquitous in our daily lives. coding, which is a shift away from the focus on instructing children how to use computer software, and towards teaching them about how computers are built and work.

35 2018 ANNUAL REPORT Recently Prep, Year 1 and Year 2 have Parents have also provided feedback By teaching coding at Lauriston from participated in a sequence of successful about their families’ enthusiastic dinner an early age, we believe that our girls coding classes that highlighted four conversations. Some girls have brought will acquire the skills necessary to underlying concepts common to a range in algorithms that they have written create, design and adapt technology. of programming languages. at home. In addition to introducing We aim to prepare children for the the girls to basic programming skills technology-focused world and job Each session starts with kinaesthetic we have also noticed girls further market they will inherit. activities where the girls participate in developing their problem-solving and movement that reinforces the notion critical thinking skills. of directions such as ‘turn left or right’, CHRIS TOMS AND ‘quarter turn’, ‘half turn’ and ‘looping’, A recent Microsoft survey indicated that CAROLINE LONG which are basic coding concepts. These Australian schools provide students with VICE PRINCIPAL, simple but easily recognisable tasks are the least opportunities to learn about HEAD OF JUNIOR SCHOOL AND PREP TO 2 LEARNING known as ‘unplugged’ activities. The girls coding from eight other countries in the MENTOR then apply their unplugged knowledge Asia-Pacifi c region. Our aim is that the to a variety of robotic devices where Lauriston Junior School will be a leading they develop code to follow a pathway. school in this area.

Some fun pathways were followed throughout the lessons and included writing code for:

– Picking fruit from a tree for Red Riding Hood’s basket (Prep).

– Helping the Very Hungry Caterpillar eat his food in the correct sequence (Year 1).

– Participating in a team challenge which involved writing the algorithm to get three bears from the forest to their house, and three other bears from the house to the forest using the same path but no bear ever sharing a Unplugged exercises stepping stone (Year 2).

Each session builds upon the previous one so that our girls have time to revise and develop their skills during class time with linked activities that also reinforce their maths and digital technology skills.

The Blairholme staff has been delighted with the way the girls have persevered when faced with challenges. There have been concepts through digital technologies that have continued during Investigations and part of everyday learning in classrooms.

36 2018 ANNUAL REPORT Solar Boat Challenge

Go, Lady Jane, go; Go, The Boat, The In these diaries, the girls highlighted After a day of testing the girls were Boat; Go, JCT; JCT and The Masking activities that they had to undertake ready for race day. A custom-made pool Tape were distinct names being to create their designs. They had to was set up on the oval with wire above chanted on the inaugural Solar Boat determine whether the motor they were to track the vessels. Five heats were Challenge race day. assigned worked. This involved putting planned, with the two fastest from each batteries in, connecting wires to the making it through to the semi-fi nals and This excitement was the culmination of motor and working out which wires spin. then four achieving line-honours. a three-day challenge in which Year 6 Once all the parts were working the students created solar-powered boats girls recorded their observations and The winners were Lady Jane, The Boat, that they raced down a 10-metre strait. included a photo of their working circuit JCT and The Masking Tape. It refi ned the students’ design and STEM in their Padlet. skills (Science, Technology, Engineering ‘It was great to see how solar panels and Mathematics). Students also completed a solar panel worked, and how we needed to investigation and played around with attach them to the motor to make Lisa Loveless, the Years 3–6 mentor how this was best assembled. They the boat move. It was fun to fi nd out and Year 6 teacher, worked with the connected the motor to the solar panels what materials were the best to use School’s digital specialists, Ms Hebden and tested the diff erent angles of the to make the boat light and able to and Mr Flattery to create a student-led solar panel to determine which angle fl oat.’ – Agnes J challenge. The idea was for students worked best. to build a prototype and then test and ‘I liked the overall experience. It compare it with other groups. Once all the key components were was great to get a peek into what working, the girls then started planning the Signature projects are like in the ‘The students worked in threes and were their vessel designs. They drew the Senior School. Being able to work briefed on the School’s engineering hull, making room for the propeller and with people I wouldn’t usually work design process. This is a series of steps solar panel. They considered how the with was a highlight as teamwork is that starts with asking questions about guidance system worked, as all boats important for our future.’ – Georgie R the project, then moves to the students need to be tracked by a fi shing line imagining what they might design, to above the pool. ‘I liked learning about how to use solar developing a plan, building a prototype panels because they will be important and then testing and sharing,’ explained The students used recycled material to in our future. I enjoyed making boats Ms Hebden. make their crafts. They were advised with my peers, coming up with fun to think about many considerations to and creative ideas. Making mistakes ‘The girls learned many valuable lessons build a swift boat: the drag through was part of the process, and it helped about designing for speed and agility, the water, the benefi t of lightweight us make our boat better in the long and especially about the benefi ts of materials, reducing wind resistance run.’ – Caitlin D using fewer components,’ she said. through an aerodynamic profi le and the tightness of the guide wires. Each group created an online diary using Padlet to remember the development of their design, as well as to record fi ndings and learnings within the project.

37 2018 ANNUAL REPORT Kindergarten – The Learning Environment

‘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.

38 2018 ANNUAL REPORT 39 2018 ANNUAL REPORT The Wonder of Learning

‘The child is made of one hundred. The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking, of playing, of speaking.’ Loris Malaguzzi

Children in the kindergarten are given Young children have a natural tendency Young children are all in various stages many opportunities to engage in the to fantasise, experiment and explore of development and each child’s ability creative arts. Creativity is not limited to their environment. Children are able to to create is linked to their developmental art-based activities but involves many use diverse materials to build creations stage of learning. In each kindergarten other undertakings presented to children from their own imagination. They are room educators will engage with the such as music, dance and drama. encouraged to come up with original children as they work on their tasks. The Creativity is a way of approaching ideas, to discuss, to share and to teacher provides the balance between problem solving and increasing problem solve with others in their group. structure and freedom of expression. awareness and understandings. Our The outcome, although not the most They are there to encourage the child early childhood curriculum is designed important part is highly valued. to concentrate, to discuss the process so that children are able to think and to listen to each individual idea. creatively and critically by tapping into In the kindergarten the environment Educators model creative thinking and their natural curiosity. becomes the third teacher. In a creative behaviour, they encourage persistence environment, inventive play and free and ask open ended questions to In the schools of Reggio Emilia children choice of play are the key components. promote understanding. are encouraged to develop their ideas Play requires imagination, insight, by using various creative mediums, problem solving, divergent thinking Being creative needs to be fun but we hence the term the hundred languages. and the ability to express emotions are constantly aware that for a young By painting, drawing, modelling with and make choices. Play also requires child it can be hard work as it involves clay, dancing and singing children will suffi cient and sustained periods of concentration, persistence and the gain deeper understandings and further time in which children can engage in determination to succeed. develop their ideas. The knowledge materials as they work on investigations. develops further when an adult poses questions, supports the investigation of problems and models diff erent ways of using materials.

40 2018 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 VOICES OF THE CHILDREN supports the benefi ts of nature play basis while your brain is still developing for children. Nature play is not simply establishes strong neural pathways Our Kindergarten students refl ect taking children outside to play; that persist into adulthood. Balancing on what they have learnt through rather the program is underpinned on an unstable log gives children the nature play. by theories and pedagogy integral opportunity to grip with their toes, to ‘So far, I’ve learnt that you can’t to its eff ectiveness. Furthermore, our concentrate on the task as they navigate pull all the bark off the tree, all of principles are informed by the Victorian it safely and eff ectively. it will go and you’ll have to chop National Curriculum Frameworks it down and start again. It is its for Early Years Education: ‘Children Today’s children have decreased skin and trees also have blood.’ must be allowed time to explore and muscle strength because they are Lola experience the natural environment.’ more sedentary. Nature play is ideal for developing strong core muscles and ‘I climbed a tree. I had to hold on The benefi ts are well-documented and good posture, and helps with fi ne motor tight with my hands and feet. You nature is a perfectly balanced play skills that lead to the development of get strong muscles and I had a space. It is abundant in loose parts eff ective hand-writing. view from the top.’ Sarah and allows children to gain a sense of Nature Play Day occurs on a Friday purpose as they problem-solve and ‘I like to collect things which I at the Urban Forest Reserve which become independent, while enjoying give to Mummy, and you can runs between Waverley Road and uninterrupted periods to pursue games make pictures.’ Victoria of imagination and creativity. Dandenong Road in Malvern East. The children gather in a secluded grassed ‘I like the lake at bush kinder Children have real-life opportunities area and have learnt the pathed because I put my stick in and to take risks, and develop grit and boundaries: they now know to stay I got a tadpole in my bucket.’ courage. For example, while recently within ‘cooee’ of an adult. By giving this Oscar ‘ponding’ during nature play, one of small group of children a natural bush our students, Victoria, took a tumble experience we hope to foster a new EXTRA READING MATERIAL 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. Balanced and Barefoot unsure of my reaction but reassured, by Angela Hanscom (adult) lifted herself up and took up her net All the children attending the Kindergarten are given as much time as and got on with the activity she was Last Child in the Woods possible in the outdoor areas, whether engaged in. (We did change her into by Richard Louv (adult) dry clothes shortly after!) it is in our playgrounds or in ‘the wild’ area bounded by the turning circle. We’re Going on a Bear Hunt: Research is also showing us that Many learning opportunities are set My Adventure Field Guide by children are not developing basic up in the outdoors so that children Hannah Pan and Susannah skills such as climbing, jumping, rock- benefi t from the calmness and increased Chapman (to share with your scrambling, balancing or walking on concentration that can be attributed to child) uneven surfaces. spending time in nature. Finding Wild by Megan Wagner Lloyd (a picture story book)

41 2018 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 A highlight of the day was the smoking important attributes to hand down is to and Michael House group, sharing ceremony. Murrindindi lit the sacred give young children an identity within stories and the history of his culture. fungus and danced and sang around our their own culture. The early childhood We looked at a number of artefacts meeting tree. curriculum places emphasis on the and he taught us some words from the need for educators to build cultural Wurundjeri language. We learnt the It is recognised that non-Indigenous competence and explore identity in its Indigenous names of all our groups as educators cannot be experts on many forms. We decided we needed to well as new ways to wish each other Indigenous Australia, but they can focus on the people of the Wurundjeri “good morning”, “enjoy our meal” and to demonstrate a preparedness to tribe, as they are the people that lived say “see you later”. understand and value cultural diversity. on the land we now occupy. The educators in the Kindergarten With each group of children Murrundindi displayed determination and courage We were both fortunate and privileged explored culture, identity, language in our explorations of this topic. We to welcome Murrindindi into the and traditions. While the children were have found ways to embed it into our Kindergarten for three days. Murrundindi listening to Murrindindi, other groups curriculum in an authentic way which is the Elder of the Wurundjeri clan from were engaged in many authentic will be to the benefi t of future children the Healesville area. activities. They used ochre to paint and reconciliation. traditional symbols, they explored the art of weaving, they cooked damper and tea and played Indigenous games and made an Aboriginal fl ag.

42 2018 ANNUAL REPORT Artist in Residence

‘Creativity is intelligence having fun.’ Albert Einstein

Every year we are very fortunate to have The following week Andrew engaged The children’s work is represented on the an artist in residence in our Kindergarten the children in the real-life experience of dragon’s scales. The scales represent an funded by the Lauriston Parents’ drawings that tell a story. animal that each child feels an infi nity for. Association. In 2018 we welcomed We started the project with discussion Andrew Plant, author and illustrator On Andrew’s fi nal visit, he worked with around animals and the children came of many children’s books such as The each child’s strengths and perspectives up with some amazing ideas from Poppy, The Little Dinosaur and Spark. and helped them create a mural of hummingbirds to rats! The children then a dragon – dragons live on in the practised drawing their animals under Andrew spent his fi rst two mornings imaginations of children; they inhabit Andrew’s guidance. Andrew used the with each group, illustrating a story the world of ‘what ifs’ and ‘maybes’ and fi nal drawings to capture each animal on that the children made up. He added children are endlessly attracted to and the fi nished piece. excitement, intrigue, amazement and curious about these imaginary creatures. secrecy and helped the children to The dragon was displayed at the understand the idea of a plot. When Opening of the 2018 Festival of Arts at the story was complete, one of the Lauriston and looked wonderful. children was chosen as narrator to tell This mural that the children created the story back to the children using the together will live on as part of the illustrations as their guide. The children history of our Kindergarten. were fascinated.

43 2018 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 Digital Video Media Digital Production Music Visual Communication Design (VCD) Languages other than Chinese (Mandarin) Chinese (Mandarin) Chinese (Mandarin) Chinese (Mandarin) English (LOTE) French French French French Hispanic Culture and Tradition 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 Strength, SHINE SHINE Howqua SHINE Health, Inspire, Nurture and 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

44 2018 ANNUAL REPORT Curriculum Year 11 Year 12 domain 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 Chinese (Second Chinese A Chinese (Second Chinese A SL/HL than language) Chinese B language) Chinese B SL/HL English (LOTE) French French French English B SL/HL Chinese (First language) Spanish ab initio Chinese (First language) French SL/HL Spanish ab initio SL English English English A English English A SL/HL English Literature English Literature English as an Additional EAL Language (EAL) Humanities Ethics History Revolutions (History) History SL/HL History Theory of Knowledge Theory of Knowledge Geography Geography Geography Mathematics General Mathematics B 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

45 2018 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 ••••••

French Language ••••••••

Gymnastics* ••••••••••••

Life Drawing •••

Makers Space ••

Music ••••••••••••

Netball Club ••••••••

Rowing ••••

Skipz* ••••

SnowSports ••••••••••••

Swimming •••••••••••••

Tennis* ••••••••••••

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

46 2018 ANNUAL REPORT Art Extension (Years 7–12) Duke of Edinburgh’s International Netball Club (Years 4–12) Small classes focus on exploring and Award (Years 8–12) An opportunity for girls who play club refi ning diverse art skills in areas such as Encourages participants to pursue netball for the School. Teams play out of printmaking, ceramics, fi lm production, and maintain a wide range of desirable Waverley Netball Centre. photography and painting. interests that will enhance their own development. Rowing (Years 8–12) Chess (Years 1–6; lunchtime) The Lauriston Rowing program is For both beginners and advanced EAL Classes (Years 1–6) off ered in Terms 1, 3 and 4 and is held students; working towards interschool Lauriston Junior School is off ering at Melbourne Girls’ College Boat Shed, tournaments, chess camps and holiday English as a second language classes Yarra Boulevard. programs organised by Chess Australia. after school. *Skipz (Years 3–6) *Coding (Years 3–6) *French Language Classes (Years 1–6) A high-energy rope skipping program to Learn about coding and building apps. Held by Alliance Francaise on Fridays in music. the Junior School Library. Communication and Speech Training SnowSports (Prep–Year 12) (Years 5–12) *Gymnastics (Prep–12) All abilities welcome. alpine giant slalom, Aims to produce confi dent, articulate For all abilities and run by Waverley snowboard giant slalom, boardercross, speakers with strong presentation Gymnastics Centre in the Lauriston gym. skiercross, moguls, cross country skills; specifi c skills such as vocal tone classical, cross country freestyle relay development, clarity of speech, oral Life Drawing (Years 10–12) and cross country ski trials. interpretation of literature, dramatic A challenging and rewarding activity skills. for those interested in greater hand-eye Swimming (all year levels) coordination, or as creative relaxation. A All abilities welcome to our Learn to Dance and Movement (Kindergarten– live model is provided at each lesson, as Swim program, Swim Squad and Swim Year 6) is basic drawing equipment. Club. The Australian Academy of Dance provides dance lessons in classical ballet Makers Space (Years 7 & 8) *Tennis (all year levels) and our pre-school program of Dance Learn to create in our digital Fabrication Held on campus by the Victorian Tennis Magic. Lab. Academy.

Drama (Years 4–12; lunchtime) Music (all year levels) Provides participants with an enjoyable Music lessons available for all levels and drama experience while increasing their instruments. confi dence, creativity, skill levels and development of drama techniques.

47 2018 ANNUAL REPORT Visual and Performing Arts

Lauriston off ers Visual Arts subjects are nurtured and experimentation in both the VCE and IB programs. encouraged. The Lauriston Arts In VCE, students can study one or Association (LAA) supports scholars more from Theatre Studies, Music in residence each year to enrich the Performance, Studio Arts, Media and arts curriculum, and the vibrant 2018 Visual Communication Design; while LAA Arts Festival was a visual feast in IB we off er Theatre, Music and that brought together the work of our Visual Arts. Each subject is taught by talented students, staff and external specialists in that area. Our consistently practising artists. high VCE and IB results are attributed to a clear scaff olding of skills and enjoyment throughout the Junior and Middle School years where passions

12 4

3

5

687

1. Theodora Beatty 3. Jessica Clement 5. Vidya Satyajit 7. Isabel Honan 2. Alexia Tsaconas 4. Luciana Treacy 6. Ching Hang (Allison) Ng 8. Emma Rice

48 2018 ANNUAL REPORT Our 2018 cohort of VCE and IB students The Arts Faculty enjoys celebrating continues to bring credit to the Arts success within the School and outside, program with some exemplary results. but the most rewarding part of Two students achieved a perfect score teaching the program is the enjoyment, of 50, one in Studio Arts and the other advancements, passion, growth and in Visual Communication Design. skills evident in all student engagements. The Studio Arts student was also the recipient of a prestigious Premier’s Prize. While Lauriston holds an annual exhibition to celebrate the achievements of our senior girls, it is always rewarding to have our work shortlisted and then exhibited in the Seasons of Excellence exhibitions sponsored by VCAA. This year Lauriston has two folios in the Visual Communication Design section of that exhibition.

1 2 3

4 5 6

7

1. Mietta Adams 3. Xin Zhi (Doris) Li 5. Wenjing (Jaina) Zheng 7. Yanni Lin 2. Aspasia Tsakmakis 4. Sophie Melville 6. Charlotte Batten

49 2018 ANNUAL REPORT Music

2018 was another busy and eventful year for the Music School at Lauriston.

The Jazz Cabaret kick-started the Then it was time for the highly Anthem Choir’s concluding performance year. It was a night fi lled with ensemble anticipated Music Camp, a chance for of ‘Found/Tonight’, a mash-up from and solo performances. To jazz up students to spend a weekend rehearsing the musicals Dear Evan Hassan and this year’s cabaret, Xavier College was in an environment fi lled with crisp air Alexander Hamilton, drew a full circle invited to give performances. We hope and fun activities. Throughout the two to previous performances in 2016 to create and continue an inclusive days, students dedicated their time (Alexander Hamilton) and 2017 (Waving tradition where students can work with to polishing their items for the annual Through the Window). other students from a variety of schools. concert. The quality and level of music abilities During Term 2, senior students dedicated The annual concert was held at the displayed by students was inspirational. extensive hours rehearsing for this year’s awe-inspiring Melbourne Recital Centre and we look forward to 2019 music at senior musical, The Sound of Music. Not to cater for the growing number of girls Lauriston. only were talents showcased on stage, participating in the Music program. The a live orchestra consisting of students night opened with a medley of West and staff , was also able to provide an Side Story performed by the Senior engaging soundtrack from the TechLab. Orchestra. Xavier College performed It was an extremely memorable and ‘Africa’ and ‘The Seal Lullaby’ in rewarding experience. collaboration with Lauriana.

50 2018 ANNUAL REPORT Bella Northrop, Lauriston’s 2018 Choir Captain, had a busy year of gigs ...

2018 Gig Guide for Bella Northrop

23 February: Jazz Cabaret Bella grew up with jazz so felt very comfortable singing ‘The best is yet to come’. She sang Stacy Kent’s version solo with the Lauriston teacher’s band in Irving Hall and was a big hit.

2 May: Sound of Music When a young girl in England, Bella went through a stage where she watched the Sound of Music every morning before school, so playing Liesl (the eldest daughter) was a ‘dream come true’. She knows the words to most of the songs, but her favourite is ‘Sixteen going on seventeen’ which she sang as a duet in Lauriston’s production.

3 August: Opening of the Arts Festival: Singing in the 7/8 Centre Bella made a speech to welcome everyone and then the choir sang the traditional gospel piece ‘His eye is on the sparrow’ before launching into ‘Radiant stars,’ an acapella song.

9 August: Solo at the Gala Art Auction ‘I was really nervous before this gig. Maybe it was because it was a solo in front of many people I didn’t know but performing is always about new challenges.’

20 August: 2018 Music Celebration Bella loves performing at large events especially when they take place at quality venues like the Recital Centre. She sang in the Lauriana, Trebelles and Anthem choirs.

6 September: Chamber Music Lunch Trebelles, a group of eight, sang ‘Rise- up’ a soul tune by Andra Day.

14 September: House music Bella was the conductor for Mitchell House’s choral piece. The Mitchell team chose the song, ‘The night we met.’

18 October: Valedictory Bella featured in the Lauriana and Anthem Choir and sang ‘The prayer’ and ‘Stand by me’.

51 2018 ANNUAL REPORT Drama and debating

Drama In Term 3, we saw the Vibrant Arts Debating Festival with a collaboration between 2018 has brought a stupendous array Lauriston achieved fantastic results in 2018 all the arts subjects in a week-long of creativity and talent to the Drama Debating, with 30 best speaker awards celebration of the arts. Year 11 IB and department. The year began with in the 8–12 Years Debaters Association VCE worked together to present the musical-themed Senior House of Victoria competition and the title of a performance of Insects plays by the drama. Each House was given the Chinese Debating Victoria Competition Capek Brothers. We also had Playback task to incorporate one of the School Winners. Our two Year 7 teams also Theatre, a celebrated Melbourne Theatre values within their piece as well as shone in the Junior Secondary program, company, come and work with the Year choreographed dances, singing or approaching their fi rst interschool debates 10s to develop pieces of work based on lip-synching; a challenge they rose to with enthusiasm and intellect. their Howqua experience. The Years 5 to remarkably well. 8 students’ performance of The Wind In This year saw our debating program Term 2 brought the much-anticipated The Willows presented an inspirational expand into a range of speech events, family favourite The Sound of Music message of caring for each other and from British Parliamentary competitions to as the Senior College musical. The our environment. The energy and UN Youth conferences. Over 50 aspiring production enabled students to foster devotion of cast, hard-working crew and diplomats gathered in a jam-packed A119 close relationships across all year levels captivating set of recycled rubbish made to take part in our inaugural Model UN involved. this a sensational production. program. Our students also took stage at the Ainger Award, Plain English Speaking In the academic world of Theatre of IB Award and Legacy Speaking Award, and VCE, the students collaborated to among other competitions. create their fi nal group assessments. The IB students presented their original House debating was fi ercely contested play Damned if You Do, which was a in Term 2 and Irving Hall was graced by piece of biting social commentary on a passionate Staff -Student Debate. the historical oppression of women, while the VCE girls created an evocative These articulate, intelligent young performance of Secret in the Wings by women of 2018 demonstrated that Mary Zimmerman, exploring the nature Lauriston will remain a force to be of dreams and the darkness at the heart reckoned with on the debating stage in of fairytales. the coming years.

52 2018 ANNUAL REPORT The Sound of Music was an ambitious musical production choice, but the girls and teachers made it work brilliantly.

The hills are alive The orchestra was dazzling and while the audience could not see them The overwhelming observation from playing in a separate room in the audiences was ‘these girls can sing’ music department, their live music was and they certainly hit the high notes, patched into the Irving Hall for each especially Skye Dawson’s version performance. Everyone loved the human (Mother Abbess) of ‘Climb Every goats, which were another creative Mountain’. touch in the production but, most The idea to have 11 Von Trapp children importantly, we all loved the story. instead of seven was inspired. The extra Congratulations to all the cast, orchestra cast members allowed the younger and the incredible staff : Kellie Ryan, Bron girls playing Marta (Natalie Nguyen Grieg, Lisa Khan and choreographer, and Susannah Giddy), Brigitta (Sophia Jannah Davies. Hasker and Tegan Gheri) and Gretl (Brielle Cheong and Charlotte Ross) to be fresh for each of the fi ve shows.

53 2018 ANNUAL REPORT School clubs

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

Greenies and Makers The Greenies wanted to plant more took these to Swinburne’s Factory of the indigenous and native plants around Future where we cut the fi nal product in At lunchtime and after school, girls can the School but, with the building plywood.’ attend a range of clubs. The clubs are works imminent, it was diffi cult to run by students for students, but they fi nd a permanent spot. The Greenies The Greenies were in charge of the also rely on the support and skills of our started talking to the Makers and some plants and had excursions to a local teachers. great ideas emerged, including the vertical garden centre and the Port Phillip EcoCentre. An exciting project completed in 2018, GrowRoom. thanks to the Greenies (a club for those Kristen Hebden, Lead Teacher – Digital ‘The aim was to select plants interested in the environment) and Fabrication, was researching urban appropriate for the structure as well the Makers (a club for girls into digital gardens and found a Danish architecture taking into account the limited sunlight fabrication and technology), was the fi rm that had digitally fabricated a and the diff erent types of systems used GrowRoom. As the name implies, it is an portable green room with room for to water the plants. The girls wanted urban vegetable and herb garden farm growth and the ability for people to sit to make the garden as sustainable inside a manufactured space. and enjoy the space. as possible, so used a drip system or storing rainwater.’ It came together mostly as a result of ‘The architects made their plans for the the Greenies winning a Tomorrow’s room open source so we were able to The Greenies planted native and edible Leaders for Sustainability project grant use them’, explained Ms Hebden. ‘The plants in the portable GrowRoom and to work with the City of Stonnington. pieces required were too large for the students and staff are encouraged to School’s laser cutter but the girls made use the herbs and edible plants for prototypes in the FabLearn Lab. We their lunch or take them home for their cooking.

54 2018 ANNUAL REPORT Youth in Philanthropy opportunity for the girls and one that we were invited to share the delicious baked hope will continue to be taken up with goods made by Amnesty members. A group of Year 10 girls took part in enthusiasm every year. They also organised a movie night and a four-month Youth in Philanthropy accompanying bake sale in early Term 4 conference/program. The group was where they showed an all-time favourite, given $10,000 from the Lord Mayor’s Amnesty International Legally Blonde. Charitable Fund and their purpose was Human rights are often taken for to choose how the funds would be granted. However, in Amnesty we strive Not only does this movie fi ght distributed between three charities. The to raise awareness about the breaches stereotypes and promote female girls attended a forum during which of human rights across the globe. Over empowerment, it resonated with they learned about philanthropy. They the course of the past year our students Amnesty’s tradition of debating, and then visited each of their charities – have discussed issues from cybersafety represented the values Amnesty stands listening to their proposals and the to whistle blowers and analysed their by. Not only did the girls contribute funds required for each. The students eff ects on society, both the good and their ideas and expanded the School then considered the proposals and the bad. The group went above and community’s knowledge about human made a group decision about how the beyond in debating important world rights, they brought along their friends $10,000 should be divided between issues and raising awareness. Beyond to participate in the exhilarating and the three charities. They delivered their educating our Lauriston community, the innovative Tuesday lunchtimes sessions. recommendations to the committee at group partnered with GOMO foundation YiP and fi nally attended a graduation to raise money for girls’ education in where they met others in the program Zimbabwe. They hosted a successful and and listened to the recommendations lively bake sale in the Irving courtyard from other schools. This was a wonderful where both senior and junior students

55 2018 ANNUAL REPORT Trips and tours

Noonkanbah stories of the land; not to mention everything from Indigenous Australian several rounds of Baby Shark with the rights to cowboys fi nding love. Noonkanbah was a once-in-a-lifetime kinder kids. experience that was both an amazing On Friday it was the last day of school learning experience and bucketloads On our second night at Noonkanbah, we for the term and so we relaxed with the of fun. Early Saturday morning we camped outside on the billabong. We kids playing cards, sharpening pencils, departed Melbourne, and eight hours had a yummy BBQ dinner and went on and dancing to more Baby Shark. There later we had arrived in the 35 degree the lookout for crocodiles on the river was a school assembly at the end of heat of Broome. We spent our fi rst with torches, spying their eyes shining the day, where they unveiled some new evening there experiencing a Broome back at us. Apart from the crocodiles, it paintings they were displaying around beach sunset. was a relaxing and fun night. the school, one which had the Lauriston logo on it, and then the children were We spent the following week in one of During our week at the school, there dismissed for two weeks’ holiday. the teacher’s houses, where Ms Guinea were several important events including was forced to eat the food we made and Bush Day. On that day we went down We left Noonkanbah early the next day, play endless hours of card games with to the billabong and made damper, a sad to be leaving the community who so us (where we would thrash her, by the traditional bread, learned about skin warmly welcomed us. way). During the school day we would groups, and had a go at fi shing. Every The last days in Broome were full of hop on the school bus that toured the night, once it had ‘cooled down’, we trips to the beach, riding camels, having community every morning to encourage played games on the oval with the kids picnics and playing card games. kids to come to school. In Noonkanbah such as frisbee and AFL. the school attendance is hard to Thursday was the school’s 40th The return home was quiet compared to maintain and is one of the bigger issues anniversary. We spent the day in the the jubilant tone of the rest of the trip. that the principal, Mr T, and his wife Joy kitchen preparing salads and displaying Although we were sad to be coming have to solve. photos from the school’s history which home, we knew that we had lifelong memories of Noonkanbah. We spent time in each of the classes we learned had involved classes in a teaching the kids games, playing netball, sheep shed. basketball and soccer with them in the That night at the celebration, we near 40 degree heat, partaking in their watched in part awe and confusion, classes, and listening to the traditional as Mary G, a drag queen, sang about

56 2018 ANNUAL REPORT Central Australia next couple of days were packed with On the very last day of this activities. On the second evening we set unforgettable trip, after purchasing With its cornfl ower-blue skies, up swags underneath the dazzling stars. many souvenirs, we fl ew back to fascinating culture and warm weather, We departed for Simpsons Gap the day Melbourne fi lled with delight. Our huge this year’s debut Central Australia Trip after, where we spied rock wallabies. thanks to everyone who made this trip for Years 5 and 6 was a truly memorable Waking up bright and early, we possible, and we hope this trip can be experience. As soon as we landed in arid completed a 6.6-kilometre walk around a success in the future so that other Alice Springs, we met our wonderful Kings Canyon, and another 7-kilometre Junior School girls can enjoy it and learn tour guide, Kylie, whose vast knowledge walk around Kata Tjuta the day after. as much as we did. of Central Australia and the Anangu The sights and views we witnessed were region was astonishing. We hopped onto breath-taking. Of course, you can’t miss the bus for our fi rst stop: Alice Springs Uluru while in Central Australia, so we Desert Park. There, we were greeted by set off for a spectacular sunset and took an Aboriginal Elder who told us about many photos. the ways of the Indigenous Australians in the past, and the tales that they pass on generation after generation. The

57 2018 ANNUAL REPORT Vietnam related to tribes in Thailand, Laos and From Hue, we ventured to Hoi An and China; we then began to understand on to Ho Chi Minh for a city tour and The excitement was palpable as Year the diversity within the Vietnamese then a day adventuring in Mekong Delta 7 and Year 8 students, as well as two population. Our stay in Mai Chau ended by various modes of transport: foot, thrilled members of staff , boarded the with a bike ride among the rice paddies boat, canoes and tuk-tuks. Exploring plane at Melbourne airport. and village, allowing us to see much the Mekong Delta was a unique more of people in the Vietnamese experience; with climate change causing Our fi rst stop in Vietnam was Hanoi countrysides way of life. considerable rises in sea levels, the and it was only a matter of minutes Vietnamese Government has expressed before the students had their fi rst taste Further south we were greeted with serious concern about the fate of the of Vietnam. We were taken to a locally historical and cultural sites in Hue, village and villagers of the Mekong run restaurant to sample traditional Vietnam’s former capital. Starting Delta. The experience made us all think Vietnamese cuisine. This was the start of with the Hue Citadel Palace complex, twice about our lifestyle choices and our palate’s odyssey as we experienced we walked through the Old City walls how they would aff ect the environment. unusual and sensational tastes, from and heard enchanting tales about the elephant-ear fi sh and lemon-fl avoured forbidden city and began to understand After two days spent in Ho Chi Minh, the bananas, to the more well-known pho Vietnam’s chequered history. The time had come for us to leave. The girls and tofu dishes. palace, which housed the last of the left saying that they could not wait to Nguyen Dynasty, contained pictures of return and spend more time in such a We then travelled west of Hanoi to the Ngyuen royal family with French beautiful and interesting country. Mai Chau and were entranced by the colonialists. In the palace’s grounds, beautiful Vietnamese countryside. we were confronted by remnants of Walking around the smaller Vietnamese the city’s walls which had been badly villages, surrounded by hills and away damaged during the Vietnam War from the hustle and bustle of Hanoi, (known as the American War in South we found traditional stilt houses and Vietnam). Our interest was piqued by farmers hard at work in the rice paddies. this era of history so we continued on to Pine Forest and saw many old war Our guide informed us that the villagers bunkers overlooking Perfume River. here are mostly White Thai, distantly

58 2018 ANNUAL REPORT Ecuador San Clemente was the location of our Our fi nal phase of the trip was the project phase. Our main goal was to Galapagos Islands. When we arrived, A 20-student group embarked on a fi nish building a house for a family. We everyone was pleasantly surprised to 28-day trip over the summer break to did jobs including painting, roofi ng see sea lions all across the beaches and Ecuador and the Galapagos Islands. and creating a porch-space. The week pathways. Being very playful animals, we We spent a total of 18 days in mainland ended in an emotional ceremony to also found that they would swim around Ecuador before travelling to the give the house to the new owners and us when we went snorkelling, which Galapagos for seven days to enjoy our a traditional dinner served by the family everyone found very fun. We spent a rest-and-relaxation phase. with whom we were staying. We even day at the Charles Darwin Research had the opportunity to play a soccer Station and saw many tortoises and also In the fi rst week in Ecuador, we did two match against some local kids in the summited a mountain and a volcanic acclimatisation hikes: Mount Fui Fui and morning before our day’s work. It was a crater with a stunning view at the top. the Cascada Taxipamba Waterfall. The hard match, and we blamed our lack of We were very sad to leave the Islands treks had us up at 4263 metres above fi tness on the altitude. On the fi nal day when the week came to an end. sea level and were very scenic, allowing we were invited to go on a small walk us to take many photos. Our main trek around the back of the property where Everyone is very grateful to Ms Mitchell was through a portion of the Northern we learned about the medicinal herbs and Ms Zanos for coming with us on Andes and the Alto Chocó cloud forest. and traditional ways that the locals the trip. It was a lot of fun and everyone We were also able to pass through a would cure small colds and illnesses. really appreciated it. The trip was pre-Incan sacrifi cal site. Along with our amazing and made us all appreciate how full group, we also had hike leaders who Among the highlights were the trips privileged we are to have taken part in accompanied us on the trip, and multiple to the market. Everyone emptied their this experience. horses to help carry our belongings to money bags and some of us made some our campsites each day. On our fi nal questionable purchases... night, we were privileged enough to have dinner with locals inside their homes. We After all our bartering and shopping, our fi nished our hike at some hot springs, next problem was getting back home which was very relaxing after four days under the weight limit! of hiking and sleeping in tents.

59 2018 ANNUAL REPORT Sport at Lauriston

Lauriston’s sports department follows the Long-Term Athlete Development (LTAD) model, which means students move through stages of development across all sports. Progression is based on ability, not age, so that students master technique and can start a new sport at any time.

Rob Cooper, the Director of Sport, says very fi rst Junior Footy team played in many of the stronger schools, which this model is proven to help girls stick the GSV AFL 9s competition. While meant that wins came at a minimum. with sport throughout their lives and improved skills and grit throughout The girls all thoroughly enjoyed the reduce the risk of injury. ‘The LTAD the season did not translate to the season and enjoyed working with their allows us to see the holistic development scoreboard, the team’s support and coach to build on their skill set. of students while producing better long- determination were evident and the term results and happy girls.’ girls thoroughly enjoyed it. Lauriston Basketball has joined forces with the Melbourne Basketball was again a very popular Football Club to strengthen our AFL sport played in Term 4. Lauriston had AFL program and the coaching and In 2018, our AFL Girls Sport Victoria eight junior teams and two senior and development of the girls. (GSV) season started off with our intermediate teams take part in the GSV Firsts and Seconds playing against competition. The girls trained once a our old rivals St Catherine’s at Scotch Badminton week and were determined to develop College on the Meares Oval. The game Our badminton program is only off ered their knowledge and skills throughout demonstrated the enthusiasm and to senior students and continues to the season. Although Finals were only excitement that AFLW has bought to grow with many girls enjoying the made by one of our junior teams, all the GSV schools and this continued opportunity to train in the School’s girls enjoyed the opportunity to play throughout the season. Both our senior gym and compete against the other each week and make friends with girls in teams consisted of a mixture of Years GSV schools. This season the girls diff erent year levels. 10, 11 and 12, and we had one junior team worked hard to develop their skills, but made up of Years 7 and 8. Lauriston’s unfortunately, they were fi xtured against

60 2018 ANNUAL REPORT Cricket Diving The Lauriston Netball It was a phenomenal turn-out for The Lauriston Diving team trained Club indoor cricket in 2018, with a total of hard during Term 4 and Term 1 to win A new weekend netball club was fi ve teams from Years 7–12. We had two the Division 3 competition. The girls successfully launched this year. More senior teams and three junior teams – a competed in two major competitions: than 120 girls are playing from Year Lauriston fi rst! It was wonderful to see the preliminaries competition (7th 3 through to Year 8. Much thought so many eager young faces giving it place) and the Divison 3 competition went into the club, which has strong a go. After a hard-fought season, our (1st place). Two of our divers qualifi ed governance, polices and an active Senior A team very narrowly missed for the Championship Finals Night. All committee of 10 people. The qualifi ed out for a spot in the Finals. Every girls competed extremely well in both coaches consist of alumnae as well as match was played in high spirits with competitions and the team support people the association has supplied. In excellent sportswomanship and lots of was inspiring. In 2019 our Diving squad 2018, three Lauriston students in Year encouragement. All the girls showed moved from Division 3 to Division 1. This 10 and one in Year 8 were trained as grit and determination and improved huge jump in divisions is an indication assistant coaches. Lauriston mums and immensely as the season progressed. of the commitment and enjoyment the dads are the team managers. We hope to continue to build both our girls get out of training as a squad and Indoor and Field cricket programs. challenging each other to improve. This Netball is the fi rst time in six years that the Cross country Diving squad has been in Division 1. We had a record numbers of girls playing GSV netball in 2018, with the With a rejuvenated Cross Country Hockey juniors fi elding 10 teams! With such program and the introduction of Head enthusiasm from all age groups, the Coach, the achievements of the 2018 Hockey has always been a popular sport netballing future of Lauriston will be Cross Country squad were outstanding. at Lauriston, and as a focus within our very exciting to watch. Our Senior A and Our new coaches supported the girls Sport Strategic Plan we aim to continue B teams were runners-up in the GSV to reach their potential and see each to build this program and increase the Finals at the Waverley Netball Centre, training challenge as an opportunity number of girls wishing to take part. The while our Intermediate B team reached to improve, rather than placing season saw fi ve teams entered into the the Preliminary Finals. The outstanding pressure on performance. Regardless GSV competition. Although no Finals enthusiasm, sportsmanship and of fi nal placings and times, physical were reached, the girls fought hard and team spirit shown in all matches was and personal growth, and spirit and enjoyed the opportunity to compete wonderful to see. determination were highlights of the and develop their skills. Working with 2018 team. The squad fi nished 3rd in external community hockey clubs to their preliminary carnival and 8th in assist our girls’ development allows us to Division 1. off er their clubs to girls who may wish to take up hockey externally.

61 2018 ANNUAL REPORT Rowing SnowSports Soccer The challenging sequence of movements Lauriston SnowSports is a great 2018 was another terrifi c year for involved in rowing makes it a unique community to be involved in and 2018 Lauriston’s GSV Soccer Squads. Our sport. Currently, Lauriston rowers saw a record 91 athletes from Prep four teams put on some impressive experience all boat classes from Year 8 to Year 12. We had the added benefi t performances over their eight weeks onwards. The School Rowing program of our Howqua girls being able to of GSV competition, coming away consists of morning land and ergo compete in all SnowSports disciplines victorious from many nail-biting training sessions, with evening rows for the fi rst time. This season Lauriston matches. Our senior team unfortunately on the water. This makes it easier for won the Primary Girls Cross Country just missed out on Finals, while our the girls to balance schoolwork and Championships and were 2nd overall intermediate and junior teams fought rowing. Lauriston has a strong team for Primary Girls at both the Victorian strongly to fi nish mid-table. Soccer truly that continues to develop every year Championships and Australian is a team sport, and this year’s successes through our coaches and staff . Rowing Interschools. Our Senior School could not have been achieved without creates long-lasting friendships between successfully competed in all disciplines the contributions of each girl and our diff erent year levels and encourages and placed 4th overall. The Lauriston wonderful coaches. We look forward to team work and resilience. In Term SnowSports Committee also organised watching the Soccer program continue 1, 2019 our 1st IV took out the State the Winterfest, which allowed a large to develop into the future. Championships in the Schoolgirl Cox IV number of alpine, XC and snowboarding Division event. lessons to be provided for the girls on fantastic snow cover. We were blessed and fortunate to have blue skies and sunny weather for the 2018 racing season.

62 2018 ANNUAL REPORT Softball Swimming Tennis Although they faced some tough teams, Students are encouraged to swim There were many moments over the the Junior A and B softball teams came all year round, and there are regular fi ve short weeks of GSV tennis season away with one win from the season, sessions available for Junior and Senior that showcased the perseverance, grit against Melbourne Girls in Round 5. School students. During summer, the and competitive spirit of the Lauriston Two Intermediate teams contested the volume is increased to prepare students tennis squad. Whether it was braving season. The As only lost one game but for the carnival and then to compete in the early morning 7am training sessions narrowly missed out on the Finals. Our the Girls Sport Victoria (GSV) Swimming or playing matches in scorching summer B team had a great season, making it and Diving. Lauriston’s teams are heat, the girls demonstrated that to the semi-fi nals, but sadly losing to selected through times recorded at they were always up for a challenge, Our Lady of Mercy College. Overall, a the House Swimming Carnival, training appreciating their hard-fought wins and fantastic season of softball was had. sessions, personal best meets and learning from their losses. Tennis is an club training, as well as attendance incredibly popular sport with over 150 at training. The 2018 team was strong girls taking part from Years 7–12. in character and swimming skills. The girls competed well in both carnivals, fi nishing 5th in the Preliminary and 7th in Division 2. The start of 2019 has seen some wonderful developments in our program and the results have been outstanding. For the fi rst time in nine years we qualifi ed for Division 1 and our girls swam well, fi nishing 7th. The program continues to grow and we look forward to what lies ahead for Lauriston Swimming.

63 2018 ANNUAL REPORT Track and fi eld Volleyball Water polo Track and fi eld is a great opportunity From the outset of the season, the The 2018 senior girls’ team had a great to improve fi tness and work hard coaches worked tirelessly at improving season, managing to fi nish 2nd in their to achieve goals. It has also allowed technique, and the girls in each age pool in Division A after claiming wins many girls to create lasting friendships division worked hard to take on the in all but one hard-fought game to an across the diff erent year levels, in advice given. This was refl ected in each experienced MLC team. A highlight turn creating a great community at team’s results: in the seniors, both teams of the season was an impressive 11–1 Lauriston. 2018 yielded incredible improved this year, with the B team win against St Catherine’s in the 5th results for the Lauriston Track and Field coming 4th and the A team achieving round. The senior team showed great team. We achieved 2nd place in the 2nd place in their division and being dedication to training throughout the GSV Preliminary Track and Field event, unlucky not to make Finals. The As season, setting an excellent example for placing Lauriston in Division 1 for the played an outstanding season and were the younger players. fi rst time in 10 years. We came 8th in the crowned Premiers of their zone and 2nd Finals out of 24 schools. Twenty girls in the entire intermediate-A competition. qualifi ed to the GSV Finals Evening in Our junior teams were also successful individual events, winning a total of 20 in their respective divisions, with the A medals for outstanding performances in team fi nishing in 2nd place and the Bs their events and placing Lauriston 3rd taking out 3rd place. overall in the medal count.

64 2018 ANNUAL REPORT Junior sport Junior School students have had a very busy and successful year.

A glorious day in April gave the Our Lauriston Year 4–6 Hockey 7s SnowSports continues to grow in the Blairholme girls a chance to show their team, played admirably in their regional Junior School. This year 27 girls from parents their athletic abilities at the qualifying tournament. With many Prep to Year 6 represented Lauriston annual Blairholme Picnic Races. House members of the team being Year 4s, and at the Victorian Interschools Snowsports’ events throughout the year were hotly most of their opponents being Year 6s, Championships. Congratulations in contested. Kirkhope continued to reign fi nishing runners-up in this event is a particular should go the Milly VR who as the house to beat in cross country, good indication of the depth our Hockey became State Champion for Cross Andrews, however, emerged as the team will have moving forward to next Country Skiing and Lara K who received House to be beaten in the House Track year. the Mount Buller Cup for the best overall and Field Carnival. junior female skier. One member of the squad, Amelia D, Girls represented Lauriston in many was selected as a member of the School From the State Championships, we district, division, regional and state– Sport Victoria Primary Girls Hockey had a huge number of girls qualify to level sporting competitions. Individuals team for the national School Sport represent Lauriston at the National All qualifi ed through in swimming, cross Australia Hockey Championships and Schools Snowsports’ Championships at country and track and fi eld, while we has also been recently selected in the Perisher. A fantastic eff ort from all 10 also had strong team representation in U13 Victorian Hockey team. girls with Milly VR and Lara K becoming tennis, netball, soccer, basketball, hockey National Champions in their specialised and water polo. events.

Two students, Lili P (4D) and Amelia D (6) A fantastic sporting year. Well done competed in the State Cross Country everyone! Championships, fi nishing 24th and 12th in their respective age groups.

65 2018 ANNUAL REPORT Community service

Girls in Values Education (GIVE) The Greek philosopher Aristotle All year levels at Lauriston have been We got involved by making thousands inferred the essence of life is ‘to serve encouraged to choose a charity or of sandwiches for Eat Up, door knocked others and do good’. organisation for which they want to for The Royal Children’s Hospital Good raise awareness, be involved with, and Friday Appeal, packaged and delivered At Lauriston, in helping others we participate in fundraising. During 2018 food for Care to Community Housing learn about our local, national and Lauriston supported many organisations across Melbourne, walked with 10 other global communities as well as ourselves. including The Royal Children’s Hospital, schools for the UN Walk for Women, Very Special Kids, Robert Connor Dawes hosted a Syrian cooking class in the Genuine face-to-face connections Foundation, Asylum Seekers Resource refectory for Free to Feed and ran in and extended conversations with real Centre, One Girl, Cystic Fibrosis, the treadmill challenge at Very Special people are important for this growing Kids Under Cover, and Lighthouse Kids. We regularly take part in Friday iGen or meGen to learn how to build Foundation. Night School (tutoring migrant and positive relationships. The Girls In Value non-English speakers) and attended Education (GIVE) program at Lauriston People from a range of organisations the KidsView social justice conference encourages the students to disconnect have spoken in assemblies and SHINE and learned more about poverty and from technology and reconnect through sessions to raise awareness about their children around the world. Poverty is not caring about others, making good work including Lyn Swinburne from just about the absence of food, water, decisions, and to understand ethical Breast Cancer Network Australia, Mim shelter, health and work but also the and responsible behavior. Bartlett for International Women’s Day, absence of power. and Sumaya Harare for World Refugee GIVE begins at the grassroots level Day. Another aspect of our Community at Lauriston in our Kindergarten. The Service and Action model is the student- skills learned by our youngest children The Lauriston community collected initiated service in which we encourage provide them with a scaff olded model coats for St Kilda Mums, cans of food for individuals or groups of students to which will prepare them for more Malvern Emergency Food Program and write proposals for service activities complex community service as they toiletries and scarves for Youth Projects. which are meaningful to them and to move through the School and beyond. include the steps to be followed in achieving their desired outcomes.

66 2018 ANNUAL REPORT School community

Lauriston Parents’ Association Lauriston Arts The School has an active and supportive Committee Association community led by the Lauriston Parents’ The Lauriston Arts Association (LAA) Association (LPA) and a number of Susie Roberts – President hosted some great events in 2018. subgroups within it. These groups work Tracey Curro – Vice President, with the School to foster relationships Senior School The LAA supports scholars in residence that are vital in maintaining the happy Leanne Jeff s – Vice President, each year to enrich the arts curriculum, and engaged community that is Junior School and a highlight of the year was the Lauriston. Elissa McKendry – Secretary Executive Vibrant Arts Festival week; a visual feast of events and activities that brought The 2018 Huntingtower Lunch featured Kimberley Poynton – Secretary Senior together the work of our talented guest speaker author and journalist School students, staff and external practising Kellie Curtain, who captivated the Stefanie Poon – artists for the wider community to enjoy. audience with her energy and insight Secretary Junior School This culminated with the signature LAA and spoke of the emotional journey Geraldine Corbett – Communications Cocktail Party and Art Auction with an behind her book, What shall I wear to Beverly Mallett – Communications amazing selection of works on off er at your funeral? Otomys Gallery. Feng (Sophie) Wang – The annual Mother’s Day Breakfast had Communications Other highlights of the year included 400 attendees again this year, with Marie Kudnig – Event Coordinator the Chamber Music Lunch and the Jazz mothers and daughters up early to Senior School Cabaret. celebrate and give thanks. The annual Faye Louey – Event Coordinator New Parents’ Cocktail Evening helps Junior School grow and support a sense of connection Committee within the Lauriston community and Larissa Griffi ths – Rachel Irons – President this year was no exception, with parents Kindergarten Representative Shirley Lu – Treasurer enjoying good company, food and wine Fiona Finster - OLA Representative in Irvine Courtyard. Charissa Ho – Secretary Juliette Tan – OLA Representative Kirsty Thomas – VP Communications Tatty Happell – Foundation Representative Marissa Crouch – VP Literary Arts Georgie Bruce - Kim Hayes – VP Music Foundation Representative Peta Donnelly – VP Drama Nicky Harle - Iris Isaacs – VP Fine Arts General Committee Member Vicky Fang – International Liaison Cathy Zhang - General Committee Member

67 2018 ANNUAL REPORT Lauriston Fathers of Lauriston New and SnowSports The Fathers of Lauriston connects International Association the male members of the Lauriston Parents Group community, with social gatherings held The Lauriston SnowSports Association every term. One of the major events for The New and International Parents aims to support the SnowSports this group is the Fathers of Lauriston Group welcomes those families who are program through fundraising and season Dinner, an annual fundraiser at Kooyong new to Lauriston and works to ensure preparation, on-mountain organisation, Tennis Club that seeks to bring all dads that they feel supported as they join the supervision and social activities to together from across the School. community. The group also helps those ensure the success of the team. The parents who have relocated not to just logistics of the sport means the support a new school, but also to a new country. of parents is paramount and the team Committee A number of international families join continues to grow and thrive because Andrew Herbert – President Lauriston each year from countries the committee is so capable and across the globe from locations as passionate. Lauriston Rowing diverse as Japan, China, the United States of America, Canada, the United Association Kingdom, France, Korea, India, Malaysia, Committee The Lauriston Rowing Association Thailand, New Zealand, Tahiti, Vietnam Chris Schwarz – President & Moguls aims to support the School’s Rowing and the Czech Republic. Jacqui Le Deux – Vice President program. It does so through fundraising; The group meets monthly and plans Anne Boyce – Secretary ensuring that equipment is up-to- activities to help new families meet date and well-maintained; organising Chris Darby – Treasurer others in the Lauriston community. functions for the rowers and their Activities include coff ee mornings and Deb Batten – Snowboarding families to foster open communication lunches, and free weekly English as an Lisa Schiller – Cross Country and knowledge-sharing between parents Additional Language (EAL) classes. Christine Honan and the Rowing program; and fulfi lling Lauriston’s obligations to provide Nigel Houghton-Allen offi cials and marshals at regattas. Committee Katrina Calder Marissa Crouch Georgina Giddy – Junior School Committee Wendy Zhang Jane Anderson – Junior School Matthew Honan - President Cathy Zhang Amy Zhou Tao Hsu Ida Huang May Sun

68 2018 ANNUAL REPORT Tuckerbox Old Lauristonians’ The Lauriston Tuckerbox is a service delivered by Association Foundation the School community. Created to In conjunction with Lauriston, the OLA The Lauriston Foundation, established help those families and staff who have engages, connects andf supports our 35 years ago, was created to support experienced an injury, serious illness or alumnae thorugh a range of activities the vision, values and continued family bereavement, Tuckerbox provides and events to continue to build and advancement of the School. It plays meals and food to those in need. nurture friendships in order to acitively an invaluable part in developing maintain a connection between Old Lauriston as one of Australia’s leading Committee Lauristonians, the OLA and Lauriston girls’ schools and is vital in delivering Girls’ School. the new and extended academic and Tiff any Comb – Senior School extra-curricular programs, facilities Nicky Harle – Junior School In 2018, the OLA held many wonderful and resources that enable the School’s reunions and events including: long-term goals to come to fruition. Many of the facilities and programs • Reunions: Class of 2011 Howqua, 2013, that Lauriston off ers are the result 2008, 1998, 1993, 1978, 1968, 1963, of the generous support of previous 1958 generations. The Howqua program, • Networking breakfast series: the Science and Resource Centre, Philanthropy in the Community the FabLearn Lab and needs-based Breakfast with Vivienne Harkness scholarships all exist today as a result of (Class of 1957, Stroke Vic) the support of our community. • Health and Wellbeing Breakfast: Alex Eade (Class of 2016, Commonwealth Games Gold Medallist) Founders’ Day • OLA and LPA Golf Day and lunch with lots of fun had on the green assembly • Senior Old Girls’ Music Lunch with Students past and present joined current Lauriston students performing together to celebrate Founders’ Day at for the old girls a special assembly. After an exploration • House Music Morning Tea of the School’s history by our Captains, • Senior School Assesmbly speakers: Helen Whiteside (Class of 1966) spoke Helen Whiteside (former Mayor of about the importance of ‘joining in’ and Glen Eira), Viriginia Porter (lawyer), forming meaningful relationships. Careers night (Edwina Graham) and for the SHINE program, Leaders, Y12 Conference and Signature Program Philanthropy in

In 2019, we continue to off er reunions the Community and events to celebrate and share our Breakfast old girls’ experiences. Our special guest for the Philanthropy in the Community Breakfast was alumna, Committee Vivienne Harkness (Mayer, 1957). (see Mel Rea – President photo above left) (appointed May 2017) At 78, she is unstoppable and an Xing Zhang – Treasurer inspiration to us all. Vivienne was the Pip Duncan driving force behind the fi rst SIDS Sophie Rice Red Nose Day in Victoria in 1987, Fiona Finster which raised $10 million and reduced the incidence of sudden infant death Alexandra Harvey syndrome by 85% during the three years Anna Wilson of her directorship. Kate Wipfl i Since then she has worked with Breastscreen Victoria after her diagnosis with breast cancer, and Booroondara Stroke Support Group after her husband, Peter, had a stroke in 2011. She is now working on a new campaign, Strike Out Stroke, which works with diff erent sporting bodies to train participants to know the signs of stroke and what to do.

69 2018 ANNUAL REPORT School performance

Our workforce

Workforce composition

Head Count Full-Time No staff members have advised us that Equivalent (FTE) they have an Aboriginal or Torres Strait Islander background. Number of teachers 169 153.81 and assistants employed During 2018, Lauriston Girls’ School Number of non-teachers employed 88 55.27 received a Workplace Gender Equality Total 257 209.08 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 qualifi cations Staff retention The average tenure of all existing During 2018 Lauriston Girls’ School In 2018 the spread of qualifi cations teaching staff employed at the end of employed 153 Victorian Institute of encompasses four doctorates, 35 2018 was 7.9 years (2017: 7.4 years). Teaching (VIT) registered teachers either master’s degrees, 83 postgraduate full-time, part-time or as replacement diplomas and certifi cates, an MBA In 2018 there were 28 departures from staff . In addition, instrumental music and a range of non-teaching industry the teaching staff , including teachers teachers were also employed largely specifi c qualifi cations, such as Certifi ed and teacher assistants. Of those who for one-on-one tuition. Not all of these Practising Accountant, Chartered departed in 2018 : teachers are VIT registered unless they Accountant, Research Chemistry, are teaching classroom music. In every Merchant Banking and several with a – Resignations/retirements: 15 instance, staff members have submitted Nursing background. – End of contract: 13 to a criminal records check or have a current Working with Children Check. Many teachers are members of professional bodies such as the Staff attendance Lauriston staff members engage Australian College of Educators (ACE), During 2018, the staff attendance was signifi cantly in ongoing professional the Australian College of Educational rate was 98%, indicating that staff learning and as a consequence there are Leaders (ACEL), subject associations missed 1.2 days each school term. many that hold additional qualifi cations. and the Australian Curriculum Studies In 2017 the attendance rate was 97%. Most commonly this is a master’s Association (ACSA). A number of degree but many staff members also staff members are fellows of these hold certifi cates of competency in organisations or hold executive board or specialist teaching areas, such as management positions as part of their English as an Alternative Language contributions to the profession. (EAL), careers education, individual diff erences including gifted education, Many of our staff contribute and digital technology. As in previous as presenters at professional years, 2018 saw the recruitment of development activities particularly as highly-qualifi ed teachers, many of whom workshop leaders in the International have come to the teaching profession Baccalaureate Diploma training from other occupations. This broadens programs both in Australia and overseas. the experiential profi le of the staff and diversity of opinion within the School.

70 2018 ANNUAL REPORT Our students

Student attendance Student retention The student attendance rate is defi ned In 2018, the student retention rate (that Year Level Attendance Rate as the number of actual full-time is, how many students who graduated equivalent student-days attended by Year 1 94% Year 12 in 2018 completed Year 9 with full-time students in years 1 to 10 as Year 2 92% Lauriston) was 92%. a percentage of the total number of Year 3 96% possible student-days attended over Year Retention Rate Year 4 94% the reporting period. Any unexplained 2013 82% student absence is fi rst addressed with Year 5 95% 2014 96% an SMS to parents, with a follow-up Year 6 95% 2015 92% communication made by the student’s Year 7 93% Tutor or Head of House if necessary. 2016 89% Year 8 95% Students who are continually absent or 2017 82% late without reason are given an after- Year 9 94% 2018 92% school detention. Year 10 94%

71 2018 ANNUAL REPORT 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 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018

Reading 494 529 518 495 564 Reading 603 606 592 610 600 Writing 451 481 487 491 477 Writing 564 574 579 587 588 Spelling 463 463 467 472 491 Spelling 580 597 586 592 585 Grammar and 524 520 522 522 532 Grammar and 609 608 607 615 600 Punctuation Punctuation Numeracy 470 467 469 476 486 Numeracy 617 634 619 627 608 Year 5 Year 9 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018

Reading 563 567 557 572 533 Reading 664 641 623 633 650 Writing 525 535 533 544 523 Writing 656 620 616 631 629 Spelling 540 535 544 545 511 Spelling 647 628 616 630 632 Grammar and 557 568 573 587 548 Grammar and 670 626 632 628 659 Punctuation Punctuation Numeracy 526 549 553 543 514 Numeracy 669 671 664 664 662

72 2018 ANNUAL REPORT Teachers

Human resources and confi rm ongoing employment during School eff ectiveness staff support the six-month probation period and for including parent, student some teachers is a contribution to their The Director of the Lauriston Institute move from provisional to full registration and staff satisfaction and Human Resources – Teaching with the Victorian Institute of Teachers. In 2018 Lauriston Girls School is responsible for managing the participated in the LEAD school recruitment and retention of highly For non-teaching staff , the LPRP eff ectiveness survey process, which is qualifi ed and motivated teachers, is based on a set of established administered by Independent Schools and for their ongoing professional competencies on which unit managers Victoria. This is a comprehensive development. This function is carried are able to provide feedback. This survey which canvasses opinion on out in conjunction with the School system is, at present, paper-based. a wide range of customer/employee Executive, which has an ongoing satisfaction questions. In addition to the commitment to high-quality learning Broad participation groups above, the LEAD survey also and teaching. in decision-making seeks responses from departing Year 12 students and from participants in school In addition to the provision of a broad processes governance, particularly the School range of professional learning, the The School has a representative Staff Council. Director is responsible for a range Consultative Committee that meets of human resource functions which once a term with the Principal and The results of the 2018 survey revealed include performance management, the School Executive team to discuss the following: management of the School Employee matters of common interest or concern. • High levels of parent satisfaction with Assistance program, study support All staff members have access to the the quality of learning and teaching, programs for staff , and general staff agenda of the committee and may, if pastoral care and resourcing. In welfare. The Director works with the they wish, attend and speak to items each of the ten measures Lauriston Principal to ensure that all staff are listed for the meeting. appropriately briefed in relation to Child exceeded the ISV mean. Safe Standards, Reportable Conduct Other opportunities to consult are • High levels of satisfaction from and the expectations of the Lauriston also used. For the most part, these are students indicating that the school Code of Conduct. regularly scheduled whole School staff provides a stimulating learning meetings, section meetings and, from environment, is safe and provides The Director and the Business Manager time-to-time, project teams and research opportunities to develop individual also oversee Human Resource issues groups set up to consider organisational interests and talents. In this related to non-teaching staff and they and curriculum change. measurement Lauriston exceeded the manage the negotiation of the Certifi ed ISV and similar schools mean. Agreement under the Fair Work In the negotiation of the Certifi ed • Levels of staff satisfaction are also Australia legislation. Agreement, formal meetings between high, with staff believing that the school management and members of school has a clearly articulated vision, Feedback on performance the Certifi ed Agreement Consultative positive relationships with students Committee are scheduled. The Fair and parents and are enabled to work The Lauriston Professional Recognition Work Act provides an opportunity eff ectively with colleagues. Additional Program (LPRP) has been developed for any staff member to be part of work is required in the provision of to ensure that all staff members these discussions should they wish feedback about job performance. The have access to specifi c performance to participate. Generally all sectors of vast majority of staff are happy to feedback. Two separate but the School are represented around the recommend the school to others. complementary programs exist for negotiation table. teaching and non-teaching staff . The As is the usual process, the school teacher version is a developmental Regular meeting are held with parents is implementing change where it is program that focusses on improving to report on student progress and necessary to improve performance instruction and enhancing pedagogical with the School community to discuss and will participate in a LEAD survey in skills. The guiding principles of the matters of common interest. 2020 in addition to gathering regular program are the Australian Institute for feedback from a number of ongoing Teaching and School Leadership (AITSL) forums in the school. standards. This program is online and approximately 50% of teaching staff complete the six-step program each year. This program is also used to

73 2018 ANNUAL REPORT Staff qualifi cations

Classroom Teachers – Armadale and Howqua

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

74 2018 ANNUAL REPORT Tom Hetherington Catherine Julien-Kemp Caroline Long Emma Milligan BTeach(Prim), Deakin French, Licence, LEA France; BArts, Deakin University; BEd(EarlChildEd),University University; CertEd MArts, DipEd, Monash MEd, University of of Melbourne (Integration Aide), Monash University Cambridge University Jodie Mitchell Susan Just Lisa Loveless BSc, Monash University; Lauren Ho BArts, DipEd, University of BArts, BTeach, DipEd, La Trobe University BArts, BComm, Queensland; MEd(Admin), Deakin University; GradDipEd,University of University of New England; GradDipEd(MidYears), David Morrison Melbourne Advanced Management Latrobe DipArt, Prahran College of Course, Harvard University Advanced Education; DipEd, Jennifer Hockley Tamara Lovett Monash University DipEd, MERH; BEd, Trained Kate Kaleski B.Ed, Deakin University; Post Infant Teachers Certifi cate, BMus, DipEd, MEd, University Grad Dip Ed Welfare, M.Ed, Kate Murray Toorak Teachers’ College of Melbourne University of Melbourne; BDes (CommDes), RMIT; Grad Dip Psychology, Deakin DipEd, University of Caroline Hodges Cate Kalnins University; Cert IV Training Melbourne B. Applied Sc –Horticulture, B. Ed (Early Childhood and and Assesmsnt, Grad Cert University of Melbourne; B. Primary), Australian Catholic Special Education, University Emily Noonan Teaching, Deakin University of Melbourne; M Psych B. Ed PE University of (Clinical), Assoc MAPS, Ballarat Lisa Howden James Karageorgiou MAGCA. BEd, DipEd, University of M. Sc. (Manchester, B. Health Jennifer Owens Melbourne Science, Victoria University; Damien Luscombe B. Health Science, Grad B.A., Monash University BArts(Hons), University of Dip Ed – Primary, Monash Shannon Huang Melbourne; DipEd, Melbourne University BArts, Shanghai International Fotini Katsivas State College; CertTEFL, Studies University; DipEd, DipT(Sec), Salisbury College RSA/Cambridge Pushpa Parasuraman Monash University of Advanced Education, M. Teaching (Early South Australia Courtney Lynch Childhood), University of Sarah Hubbard B. Sport & Outdoor Ed, Melbourne BComm, BEc, Monash Kathryn Kennedy Latrobe; B. Ed, Monash University; GradDipEd, B. Mus Ed (Hons), University University Joanne Piavanini University of Western of Melbourne B. A (Curtin), Grad Dip Ed Australia Emma Macrae (Edith Cowan), M. Liberal Anna Kidd BEd(Mus)(Sec), University of Arts, PhD (ANU) Clare Iacano B.PhyslEd, Deakin University; Melbourne; AMusA(Clarinet) M. Ed, University of M.Ed, Deakin University Connie Polimenakos Melbourne Elspeth Maddocks M. Ed (ICT), Monash Lisa Khan BArts, DipEd, University University; B. Ed, University Kate Ingram BEd(Drama)(Hons), of Melbourne; MArts, of Melbourne B.Arts(Journalism), University of Tasmania DipModLang(French), GradDipEd(Prim), Monash University of New England Campbell Reither University Saradha Koirala B. Music, Australian Catholic M.A (Creative Writing – Michelle Mai University; Grad Dip Ed, Fiona Ireland Poetry), Grad Dip Ed, Victoria BArts, Henan University, University of Melbourne BTeach, Monash University; University – Wellington NZ; China; DipEd, Victoria BEd, University of Melbourne B.A, Otago University Sophie Richards BEd (PhyslEd/Sc), Danielle Jackson Adrian Lawrence Angela Mare BTeach(Prim), Deakin BArts, Monash University; B.A, Grad Dip Horticulture, BArts, Latrobe; GradDip(Lib), University; MEd, University of GradDipEd, University of University of Melbourne; University of Melbourne Melbourne Melbourne Grad Dip Ed, University of Melbourne Imelda Mason Melanie Ridley Earl James DipT(Prim), Australian B. Ed –PE, University of BArts (AsianStud), BBus Marina Leggatt Catholic University; Ballarat); Grad Dip Ed (IntlTr), GradDipEd(Sec), B.Ed, Victoria College – GradDipSpecEd, Deakin Outdoor Education, Latrobe; MSchLrshp, Monash Rusden; M. Special Ed, Grad University M. Ed Student Welfare, University Dip Psychological Studies, University of Melbourne Deakin University Kathryn McKendry Diane Jenkins B. Ed (Secondary), University Samuel Ridley BArts, BEd, Deakin Stephanie Leung of Melbourne BArts, La Trobe University; University; CELTS, M. Teach (Early Childhood), DipEd, Monash University University of Cambridge; University of Melbourne Vanessa McDonnell GradCertSpecEd, Flinders BSc, DipEd, Macquarie Caroline Rose University Yan Ru Li University M. Ed, Monash University; MEd, GradDipTESOL, Monash B.A., Monash University; Dip Sarah Jessup University; GradDipEd, Emma McKillop Ed, University of Melbourne Dip Teaching Primary, University of Melbourne BMus, DipEd, Australian Victoria College, Cert A Catholic University Jesse Roth-Barton Maria Lieberth B.Sc Hons, PhD, University of Melissa Jones BArts, RMIT; GradDipEd, Caroline Meleka Melbourne; M. Teach, Deakin B. Applied Sci. (Human University of Melbourne B. Medical Science, Dip Ed, University Movement), B. Teaching, Wollongong Deakin University; Julia Lippold Ursula Rowe M. Business (Sports BArts(Hons), DipEd, Monash Ilse Middleton BArts (Mus), DipEd, Deakin Management), Deakin University; CertWkplTrain, B. Eng (Chemical), Monash University University Chisholm Institute University; Dip Ed, UWA Kellie Ryan Eric Joyce Sashelle Lock Caitlyn McWaters BEd, University of B.A. (Latrobe), Dip Ed, BArts, La Trobe University; BPhysl & OutdoorEd, Melbourne; AMusA(Piano), Latrobe BEd, Deakin University Latrobe LMusA(Piano)

75 2018 ANNUAL REPORT Alanna Salt Emilly Spanos Andrea Weghorn B.A (Griffi ths), Dip Ed, BSc(FoodSc), Victoria BArts(OutdoorEd), Latrobe; Griffi ths University; DipEd, Monash DipEd, Monash University University Christine Sandow Will White Trained Infant Teachers Monique Stewart B. A (UQ), Grad Dip Ed (UQ) Certifi cate, Toorak Teachers BAppSc(PhyslEd), RMIT College/ Deakin University; Diane Wood Cert 3 in Early Childhood Emma Steer B.Sc., M.Sc., Dip Ed Education and Care D.Clinical Psych, MPsych (Auckland), Dip Business (Ed & Dev), PostGradDip Studies (Massey) Hayley Sandpearl App Psych, PostGradDip Ed, BArts(Hons), University of Monash University; B.BSc, La Joseph Zhou Leeds; PostGradCertEd, Trobe University; ExecCert B A (Tianjin) B. Ed, Deakin (Middlesex University); (Positive Psych Coaching), University MEd(Res) University of Reg Psych (Ed & Dev), MAPS Melbourne Tim Zwar Eirwen Stevenson B. Ed (Rusden), Victorian Robert Savage BSc(Hons), MEd, University State College PhD, Monash University; of Sydney B. A Hons, University of Queensland; Dip Ed, Monash Carolyn Stone University B. Ed Secondary, (QUT). M. Ed Leadership, University of Cyndi Sauvage Melbourne B.A, Michigan State, M.A Middlebury School France Jane Sutton Vermont Grad Dip Library Science (QUT), Grad Dip Ed, Monash Debbie Scally University BSc, DipEd, BEd, Monash University Teresa Swiercznski B.Sc., M. Teaching, University Rose Schneider of Melbourne B. Biomedical Science, University of Melbourne; Deborah Taylor M. Teaching, University of DipT(EarlChildEd), RMIT; Melbourne BArts, University of Melbourne Anne Seares BArts, DipEd, Monash Nick Thornton University BCom, Deakin University; DipT, Melbourne State Warwick Sharpin College) DipBus, GIT; BMus, BMusEd, University of GradDipEdAdm, HIE; CPA, Melbourne; AMusA(Clarinet), FACE, FACEL (Vic) MAHRI AMusA(Piano) Sue Traynor Brooke Sheridan M. Applied Positive M. Teaching, Monash Psychology, University of University; B. Com, B.A, Melbourne, B. Ed (Rusden) Deakin University Danny Tisnado-Ortiz Sherrin Sibly MEd, Monash University BEed (Mus), University of Melbourne Chris Toms B.Com, University of Kelly Smith Melbourne; B.Ed, Deakin B. A Hons (Liverpool), Post University; MEd, Monash Grad Cert in Education, University Manchester Amanda Varmalis Trevor Smith BEd(Math/Sc), Rusden State BEd, Rusden College

Janice Snow Toni Vernon BEd, Toorak State College; M. A (Monash), B.A, DipT, Frankston State College University of Melbourne; Dip Ed, Deakin University Fiona Snape BArts, DipEd, BEd, MEd, Andrea Walter University of Melbourne BEd(Prim), DipEd(Prim), University of Melbourne Victoria Snell B. A (Reading), M.A, Tim Watson University College London BArts(Eng), University of Canterbury; GradDipEd, Jeanne Sorich MSchLrshp, Monash BEd, Monash University; University DipT, Institute of Early Childhood Development

76 2018 ANNUAL REPORT Financial results

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

During 2018, Dima Petherbridge During 2018 the majority of the The School had no external borrowings joined the committee. The committee operational expenditure relates to during 2018. meets formally seven times a year staffi ng, curriculum and student costs and provides informal consultation (80%). (See Figure 2) to the School’s management across the year. This committee has direct During 2018, the School achieved an responsibility for overseeing the operating surplus of $3.86 million. The fi nancial operations of the School and accumulated surplus has been retained is tasked with recommending annual for future development of the School’s budgets, reviewing the monthly results facilities including construction of a new and approving the annual fi nancial underground car park, sport and health statements. This committee reports to precinct, unifi ed Junior School and Early the School Council. Learning Centre. The construction works commenced in late 2018. The School prepares annual fi nancial statements that are audited by Deloitte. Figure 1: Income 2018 Figure 2: Expenses 2018 These consolidated accounts include the revenue and expenses of the School and the Lauriston Foundation (which is the fundraising entity of the School). The Foundation’s assets in the Education and Scholarship funds form part of the Foundation Corpus and income from these funds is used to support the School’s programs. Donations made to the School via the Foundation’s Building and Library funds are directed to specifi c building projects and purchase of library resources.

Lauriston derives the majority of its operating revenue from tuition and program fees to fund the annual operations of the School (see Figure 1). 75.38% Tuition and residential fees 68.24% Staff The School also supplements its income 6.15% Grants – Federal 5.88% Educational/curriculum by hiring out facilities to external users, 1.74% Grants – State 10.02% Services operating the uniform shop and aquatic 3.71% Childcare 3.64% Sundry centre. When setting the annual budget, the School seeks to minimise increases 13.03% Other 1.63% Development/marketing in tuition fees and to operate with a 4.58% Depreciation modest operating surplus (after allowing Camps and Student 4.80% for depreciation costs). The surplus or expenses defi cit naturally varies from year-to- 1.14% Howqua boarding year depending on enrolment numbers, programs run and expenditure incurred.

77 2018 ANNUAL REPORT LAURISTON GIRLS’ SCHOOL ACN 004 264 402

STATEMENT OF PROFIT or LOSS and OTHER COMPREHENSIVE INCOME FOR THE YEAR ENDED 31 DECEMBER 2018

Consolidated School 2018 2017 2018 2017 Note $ $ $ $

Revenue 3 42,579,727 38,709,811 41,698,498 38,234,143

Employee benefits expense 4 (25,820,473) (23,803,621) (25,820,473) (23,803,621)

Depreciation and amortisation expenses 4 (1,733,905) (1,874,861) (1,733,905) (1,874,861)

Services expenses (3,790,951) (2,349,814) (3,790,951) (2,349,814)

Curriculum expenses (2,224,583) (2,007,571) (2,224,583) (2,007,571)

Camps and sundry student expenses (1,815,167) (1,436,668) (1,815,167) (1,436,669)

Other expenses (2,101,496) (1,971,378) (1,812,143) (1,902,747)

Development and marketing expenses (617,448) (637,188) (617,448) (637,188)

Finance expenses 4 (23,695) (41,275) (23,695) (41,275)

Total Surplus for the year 4,452,009 4,587,435 3,860,133 4,180,397

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

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

Other Comprehensive Income 34,000 - 34,000 -

Total Comprehensive Surplus attributable to: Lauriston Girls' School 4,486,009 4,587,435 3,894,133 4,180,397

The accompanying notes form part of the financial statements.

78 2018 ANNUAL REPORT LAURISTON GIRLS’ SCHOOL ACN 004 264 402

STATEMENT OF FINANCIAL POSITION AS AT 31 DECEMBER 2018

Consolidated School 2018 2017 2018 2017 ASSETS Note $ $ $ $ Current Assets Cash and cash equivalents 5 11,429,512 8,649,042 10,230,231 8,189,660 Trade and other receivables 6 1,246,221 1,207,810 1,229,525 1,178,127 Inventories 7 166,764 140,547 166,764 140,547 Other 8 431,374 426,134 431,374 426,134 Financial Assets 9 17,593,229 16,042,028 14,300,000 12,635,000 Total Current Assets 30,867,100 26,465,561 26,357,894 22,569,468

Non-Current Assets Other 8 125,000 103,000 125,000 103,000 Financial assets 9 1,052 1,347 1,052 1,347 Property, plant and equipment 10 27,501,637 27,241,091 29,967,118 29,706,572 Total Non-Current Assets 27,627,689 27,345,438 30,093,170 29,810,919

TOTAL ASSETS 58,494,789 53,810,999 56,451,064 52,380,387

Current Liabilities Trade and other payables 11 13,252,653 13,009,210 13,242,819 13,020,613 Borrowings 12 218,971 210,067 218,971 210,067 Provisions 13 3,076,330 3,112,318 3,076,330 3,112,318 Total Current Liabilities 16,547,954 16,331,595 16,538,120 16,342,998

Non-Current Liabilities Borrowings 12 229,330 154,888 229,330 154,888 Provisions 13 314,942 407,962 314,942 407,962 Total Non-Current Liabilities 544,272 562,850 544,272 562,850

TOTAL LIABILITIES 17,092,226 16,894,445 17,082,392 16,905,848

NET ASSETS 41,402,563 36,916,554 39,368,672 35,474,539

EQUITY Reserves 14 17,505,807 18,137,298 16,462,637 16,461,971 Accumulated funds 23,896,756 18,779,256 22,906,035 19,012,568

TOTAL EQUITY 41,402,563 36,916,554 39,368,672 35,474,539

The accompanying notes form part of the financial statements

79 2018 ANNUAL REPORT Deloitte Touche Tohmatsu ABN 74 490 121 060

550 Bourke Street Melbourne VIC 3000 GPO Box 78 Melbourne VIC 3001 Australia

DX: 111 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 2018 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 2018.

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 3 May 2019.

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, 16 August 2019

Liability limited by a scheme approved under Professional Standards Legislation Member of Deloitte Asia Pacific Limited and the Deloitte Network.

80 2018 ANNUAL REPORT