LAURISTON LIFE

EDITION 2 December 2019 ON THE COVER: Jasmin Goldberg PHOTOGRAPHER: Ben Weinstein DESIGN: Actual Size PRINTING: New Artworx

Lauriston Life Lauriston Girls’ School t: +61 3 9864 7555 CRICOS number 00152F The magazine of 38 Huntingtower Road e: [email protected] Lauriston Girls’ School Armadale VIC 3143 Australia lauriston.vic.edu.au

2 LAURISTON LIFE EDITION 2 2019 CONTENTS 4 10

STEM: Future- Innovation focused beyond the design-based classroom learning in Years 7 and 8 7 12

Building a future Engineering for science without boundaries Jasmin Goldberg 18 20

Music Junior School bringing Encouraging our School curiosity and community creativity together through STEM

22 26 28

Howqua STEM in early Sport highlights childhoood Using 2019 technology to track fi tness 30

Arts and the FabLearn Lab

LAURISTON LIFE EDITION 2 2019 3 PRINCIPAL’S INSIGHT

STEM: Innovation beyond the classroom

SUSAN JUST PRINCIPAL ‘Too often we give children answers to remember rather than problems to solve.’ Roger Lewin

What knowledge, skills, values and We understand that the world in experiences will young people need to which we live is rapidly changing and thrive in a rapidly changing world? Skills our 21st century the skills required of those entering students need the workforce both now and in the This is a question that educators are – High levels of functional literacy coming years make it a priority for considering around the world, and and numeracy. young people to understand the at Lauriston we lean towards the building blocks of computation and view that to best prepare students – A deep understanding of the to engage with technology and for the changes brought about by core concepts in the subject its implications. Young people will AI and other global trends, schools disciplines, including higher need to have the skills to evaluate will need to set students up for levels of digital literacy. information, and to understand how lifetime education, to be empathetic, machines make decisions, the choices comfortable with change, and to have – The opportunity to apply embedded in computer code, and the the capacity to critically engage with knowledge in meaningful ways privacy implications arising with every new technologies. (Education Future and develop mastery in both technological development. Frontiers: Opportunities and Challenges content and capabilities. for Education Discussion Paper 2.) Connected to the need for explicit – The mindsets and strategies attention to digital literacy is the need to to be adaptable and resilient consider the level of attention we should learners, to reach their goals be giving to ethics and philosophy. and continue to learn. The more research that I read, the – To be well-rounded, informed more I understand that teaching STEM and culturally aware citizens (science, technology, engineering and who are able to positively mathematics) subject disciplines goes engage in an increasingly hand in hand in with teaching those 21st interconnected world. century skills or capabilities which are spoken about broadly in education and business, but have not all been clearly defi ned and are problematic to measure and assess in a school-based setting.

4 LAURISTON LIFE EDITION 2 2019 There is a growing breadth of research Our digital fabrication laboratory We off er a broad range of co-curricular around the 21st century skills/ (FabLearn Lab) has been in place at activities to our students, which include capabilities and a number of reports Lauriston since 2013. Our intention Robocup, Coders and Makers Club, from our Australian universities and through digital fabrication and making Lauriston Start-up Entrepreneurs Group, business corporations. The 21st century was, fi rstly, to determine ways in the RACV Solar Challenge, AI for Good skills/capabilities generally fall under which we could further develop the Challenge and Spaghetti Machine the following categories: critical and experiential or ‘hands-on’ learning Challenge. We are always looking for innovative thinking, interpersonal skills, activities for our students, and secondly, new opportunities for our students intrapersonal skills, global citizenship, consider how we might address the and in 2020 we will continue our and media and information literacy. concern that girls are less likely to development of an entrepreneurial think choose tertiary studies and careers tank for our students and continue our I would contend that a number of these related to STEM. current initiatives. skills/capabilities can be fostered by integrating digital technologies and The FabLearn Lab has become an We are confi dent that when girls are digital fabrication learning activities into important cross-disciplinary learning provided with opportunities from the our curriculum. space for students from Prep to Year early years of Junior School to develop 12 and has helped them to engage their understanding and skills in STEM- For example, over the last four years eff ectively with STEM. The use of digital related subject disciplines, they will our Years 7 and 8 students have been fabrication has been embedded in a continue with the study of these areas involved in a number of learning broader Digital Intent strategy, which as they move through the School. Our activities which we have called ‘We we have documented. girls need to develop positive mindsets have an opportunity’. We have invited and hands-on skills from their early students and their teachers from a In 2019 our Junior School students have years, which in turn will help their self- number of local and Australian girls’ been involved in a number of STEM- confi dence and desire to ‘take risks’ in schools to join us for these projects. integrated activities that focused on their learning, particularly in science We have had students working with design process and production skills. and mathematics. people who have disabilities to design These included coding a story about a and prototype products which will number (Prep), designing and prototyping We believe that an integrated approach make their daily lives a little easier; in a fairy house (Year 1), designing an to STEM-related activities enables our 2018, the student groups worked on the algorithm for Dash robot to push and pull girls to participate in ‘real-life’ activities design and prototyping of products that a toy (Year 4), designing and creating a and practise the transfer of skills to would help individuals or groups in their website for a small business (Year 5) and diff erent subject disciplines. We want schools. designing a warning signal for a natural our girls to believe in themselves and disaster (Year 6). See more about these their ability to undertake science and The ‘We have an opportunity’ projects activities on page 20. mathematics subjects in their senior bring girls together for a social years of school. The ‘bottom-up’ purpose as they work through the In Years 7 and 8 our students each approach we have chosen by working to design thinking process. Working in a participate in four-week-long intensive engage our students in STEM from the group over an extended time period programs across the year; two with a early primary years is aimed to continue provides an opportunity for the girls focus on digital fabrication and two to build the interest and confi dence of to collaborate with each other and with a focus on digital technology. girls in approaching all STEM-related develop an appreciation for the personal Our Year 9 students continue with a subject disciplines. strengths each brings to the group. digital technology program, which has These types of activities enable girls to a current focus on coding. Our Year 10 better understand that STEM-focused students have access to semester-based careers are accessible for them. electives which have a digital fabrication or a digital technology focus.

LAURISTON LIFE EDITION 2 2019 5 TEACHER INSIGHT Maths, the unsung hero

ZARA DENNIS DIGITAL FABRICATION LEAD TEACHER, SCIENCE AND MATHEMATICS TEACHER

The acronym STEM originated in the 1990s. Its popularity has increased signifi cantly in recent years in response to both employer demand and projections that around 75% of the fastest-growing occupations will require STEM skills.

There are now a huge range of adding suspended weights, and then inspirational STEM programs run by both recording the extension. This real data educational institutions and industry, with produced a linear trend, which was the aim of increasing student interest in then graphed, and associated questions these technical disciplines. were asked based on what had been previously covered in class. The second Many of these programs, however, task then used the graphing website while inspiring, educational and fun, ‘Desmos’ to recreate the outline of a often overlook the core mathematical supplied photograph by working out the foundations that these technical functions of each required line. Linear subjects share. As a result, students equations were essential, but students choose to pursue a higher-level were also encouraged to explore other STEM subject, but quickly become functions beyond what had been overwhelmed by the mathematical specifi cally taught. aspects and, in the worst-case scenario, opt out of this career pathway. Both tasks presented an appropriately challenging level of mathematical skill. Although the level of mathematical The real-life data in the Jelly Snakes task ability does vary across disciplines, was not perfect, and trial and error was student success in STEM is highly encouraged in developing the Desmos dependent upon their knowledge image. The tasks were also specifi cally of, and interest in, analytical skills. chosen to integrate non-maths STEM Children and young adults are naturally subjects, specifi cally science with curious, so our aim at Lauriston is to the Jelly Snakes task and technology instil an interest in the versatility of with the Desmos task. In doing so, we mathematical literacy at an early age hoped to emphasis to the students how and show how it can be applied to real- critically intertwined their mathematical life scenarios. The latter is particularly abilities are, and that the STEM subjects important in creating interest in STEM are not four isolated areas. beyond school studies. For students who are planning to pursue Our Year 7 Extension Maths class STEM as a career, a sound mathematical was eager to take on the challenge foundation is something which cannot of addressing this conundrum and aff ord to be overlooked. By introducing pioneering some new classroom tasks. tasks into Maths at Lauriston, which The two tasks applied their linear students would typically associate graphing skills in unfamiliar scenarios with other subjects, and by making and presented the students with a these tasks more relevant to real-life very diff erent kind of problem to applications, we hope to highlight the those they were used to dealing with. intertwined nature of the ‘M’ in STEM and encourage an ongoing interest in The fi rst task required various brands this pathway. of Jelly Snake lollies to be stretched by

6 LAURISTON LIFE EDITION 2 2019 TEACHER INSIGHT

BUILDING A FUTURE FOR SCIENCE

SUE FRYER ACTING HEAD OF SCIENCE

‘Science is fun. Science is curiosity. We all have natural curiosity. Science is a process of investigating. It’s posing questions and coming up with a method. It’s delving in.’ Sally Ride, NASA astronaut.

Science is everywhere in today’s world. basic materials. As part of this exercise, workshops and holiday programs It plays a crucial role in so many aspects students had to consider the challenges throughout the year. We have had of our lives and Lauriston students are faced by countries with limited ability students attend the National Youth presented with many opportunities not to source materials. The engineering Science Forum and the Australian just to learn scientifi c concepts in the students also discussed the very Science Olympiads Summer School, classroom, but to experience it in its important aspects of engineering and both of which require students to be many forms in wider society. the crucial role it plays in society. specifi cally selected from a range of candidates. The NASA International During Science Week in August, Senior Science students have been able tour to the USA provides an students were privileged to hear from to put their knowledge into practice by opportunity for students to experience Dianne McGrath, Mars One astronaut visiting laboratories at universities. Year astronaut training at Space Camp, candidate, environmental engineer and 12 Chemistry students have taken part as well as visiting a number of other founder of Watch my Waste research. in an instrumental analysis workshop organisations that are world leaders in Dianne has a particular interest in not at Melbourne University to identify engineering, innovation, technology and only being among the fi rst people to unknown organic compounds. Biology other STEM fi elds. travel to Mars, but also in minimising students have investigated evolution, food wastage. As well as sharing her diversity and classifi cation at Melbourne Science is constantly growing and journey through the Mars One selection Zoo, and also worked alongside a evolving, and so too is the Science process, Dianne challenged the students number of talented and inspirational program at Lauriston. Students are to reimagine a society where we could scientists at the Gene Technology able to create their own research start over – and consider what we would Access Centre to identify the pathogen questions, work in collaborative groups, do diff erently. Year 8 students were able involved in infl uenza epidemics using conduct their own experiments, make to talk with Dianne in more detail as she a range of sophisticated equipment mistakes, and learn from them; and worked with them to plan and build a and DNA manipulation techniques. even draw connections between habitat for the moon. They have also introduced the use of multiple subjects. Partnerships with genetic engineering equipment in the industry and universities are being As part of the Science program at classroom to transfer genes from one developed, and connections are being Lauriston, students have the opportunity species to another. made with practising scientists so that to work with practising scientists and students can work with those who engineers. Year 7 students worked with Students are able to take up make a real diff erence to so many Engineers Without Borders (EWB) to opportunities for extension through aspects of society. build water fi ltration systems using a range of competitions, STEM

LAURISTON LIFE EDITION 2 2019 7 STUDENT INSIGHT Year 12 refl ections

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

Lier Deng (School Co-Captain) Carmen Umbers

I’ve had the incredible opportunity Being School Captain has not always I started at Lauriston in Year 4 (2011) and of leading the Senior School and the been easy – at times it was diffi cult to have made the most of the incredible Year 12 cohort alongside Lara Bennett balance with the demands of Year 12 – breadth of sport, music, drama, and throughout 2019. Looking back, it seems however, it has always been heaps of community service activities on crazy to think about everything that has fun and extremely rewarding. To say I off er. Howqua was a highlight of my happened and how fast the year has am eternally grateful to have been given time at Lauriston, where I developed fl own by. One of the most memorable this opportunity is an understatement. great friendships and numerous skills moments this year was when we I have learned that leadership is not including leadership and resilience. I travelled to Sydney for a leadership only about implementing the changes was a Prefect and Hockey Captain in camp, where we not only met so many which you want to see, but to guide and my fi nal year, rowed at three Head of other incredible school captains, but help others reach their full potential by the Schoolgirls events, and have been also established our School theme equipping them with the right tools to nominated as Lauriston’s representative for the year: Ohana (family). Some do so. It has been an honour being able for the Australian Olympic Change- other memorable moments consist of to do that and to fuel the drive that Maker Award 2019. I played the trumpet us coming up with our iCarly rip-off is so clearly within all the girls in our in the symphonic band and orchestra identities for our student assemblies, Lauriston ohana. and have also taken part in a number of gathering the 2019 leaders for our High school drama performances, both acting School Musical-themed introductory and backstage. I was recently awarded video, and organising the Year 12 Fair. my Gold Duke of Edinburgh, for which However, my personal favourite has to I have completed a year of community be recruiting teachers for a surprise service at Friday Night School, which I ‘Greatest Showman’ dance act for the have found really rewarding. I travelled Term 2 Talent Show; observing their to Ecuador, a World Challenge trip, amazing dance rehearsals has to take and also had the privilege of going to the cake! Noonkanbah and spending a week in the community. Both experiences were unforgettable. I have a particular interest in visual communication and media and hope to pursue this beyond school.

8 LAURISTON LIFE EDITION 2 2019 Cassie Rozental Angela Gao

I began my schooling at Lauriston I have most enjoyed the relationships in Year 3 as an elite gymnast. Being that I have built throughout my time at at Lauriston allowed me to combine Lauriston, whether it is my friendships my education with 36 hours a week with my fellow students or with my of intensive training at the Australian teachers. Lauriston students come High Performance Centre. I retired from a range of diff erent backgrounds from gymnastics in Year 8 and became and many girls have had previous more absorbed in the full experience of experience of living overseas. Howqua Lauriston life. My year away at Howqua off ered an incredible opportunity for was life-changing. It was a unique me to experience living independently opportunity to live away from home in a with nine other girls. Through totally diff erent environment and I made understanding how to compromise many strong friendships that will last in a group situation and how to a lifetime. Lauriston has provided me communicate to resolve confl icts, I am with diverse opportunities like debating now better prepared for life beyond and philanthropy, and sports such as school where I will meet many people rowing and skiing. I have been able to who come from diff erent backgrounds. study a wide range of academic subjects I aspire to be a world citizen and and have discovered a passion for wish to travel and work in various commerce subjects. The teachers have diff erent countries around the world. been incredibly supportive and always Sam Eade For me, Lauriston’s strongest feature encouraged me to aim for a high level of (Sport Co-Captain) is the opportunity that is off ered excellence. VCE has been a challenging here. We were exposed to so many year with a high degree of personal The experience that Howqua gave me opportunities, ranging from Howqua growth, but I know that the learning allowed me to build my resilience and to the International Baccalaureate (IB) environment at Lauriston has made show me what it’s like to explore life program, and these truly prepared us this possible. I look forward to moving outside of my comfort zone. Since then for our future. One other advantage on to university to study in my chosen I have felt encouraged to put myself in of being at Lauriston is the small fi eld and I am grateful for the incredible positions of fear such as applying for class size. This environment enables foundation that Lauriston has given me. Sport Captain or going on the Borneo more one-on-one support from the trip. I have also learned to shape my teachers, who are incredibly caring future decisions without concern of and professional, and I have developed what my friends are doing or whether both as a learner and as a person or not I will be in their group as I learned through their guidance. through Howqua, sometimes the best experiences can be discovered on your own with new people. This has resulted in my continuation of participation in sports such as rowing when none of my friends were doing it, but this meant that I met new friends and was able to have new experiences with these people. Howqua showed me the importance of fi nding and doing the things that make you happy and since then this has helped me in my subject choices as well as my extracurricular activities. After school, I would like get in to an acting course at either Victorian College of the Arts or NIDA in Sydney. Failing that, I will continue to pursue and explore my love of sport and exercise in Deakin’s sports, exercise and nutrition courses. I have always been a part of sport at School and learning about sports science in PE at School has sparked a curiosity in discovering how it can be applied to everyday life as well as high-level sport.

LAURISTON LIFE EDITION 2 2019 9 TEACHER INSIGHT

FUTURE-FOCUSED DESIGN-BASED LEARNING IN YEARS 7 AND 8

OWEN FLATTERY DIRECTOR OF SENIOR SCHOOL CURRICULUM SUPPORT AND WHOLE SCHOOL INITIATIVES

How might we design and deliver programs that equip our students with the skill sets, tool sets and mindsets to live and work eff ectively in a future with increasing technological ubiquity and empower them to make a positive impact in the world?

One way in which we are trying to and emerging issues. All projects are like or how their idea will pan out, so address this challenge is through our collaborative in nature and in addition we can’t always off er support. The best Signature Projects, design-based to the skills acquired while working course of action here is to try, perhaps learning activities where students through a design process (for example, fail, and then learn from that failure. are challenged to work through a ideation and prototyping strategies), design thinking process to identify an students also practise creativity, We hope that the projects inspire the opportunity or problem, and design and communication, critical thinking, students to be opportunity fi nders and create a solution. entrepreneurship, digital literacy, digital problem-solvers. To be creative, deal citizenship, empathy, fl exibility, inter- with failure and, of course, embrace the In Years 7 and 8 our students complete and intrapersonal skills and resilience. ambiguity of it all! two signature projects. These projects are intensive four- to fi ve-day While either a digital or physical product experiences where the normal timetable is the visible outcome of the projects, is collapsed, allowing students to work we focus on the actual process. A key solely on the challenge. message we try to inculcate during these projects is to ‘embrace the ambiguity’. The projects each have their own What this means is that when students specifi c theme, are interdisciplinary work through their project, we don’t and seek to address contemporary quite know what the next step will look

10 LAURISTON LIFE EDITION 2 2019 Year 7 Signature Projects Year 8 Signature Projects

Robotics, Artifi cial Intelligence Game On and Ethics Students design and create a table- In this project, students are challenged top game based on one of the United to design and prototype an Artifi cial Nations’ sustainable development goals. Intelligence solution that will solve a The game must incorporate a physical problem relating to accessibility, Earth technology in some creative way and to (environment) or humanitarian issues. address this the students learn to code a Students have the option of submitting micro:bit (a pocket-sized programmable their idea to the AI for Good Challenge, computer). They learn how to prototype a national competition run by Education simple circuits to connect the micro:bit Changemakers in partnership with to both input sensors and outputs, Microsoft (https://aiforgood.com.au/). such as lights or motors. A professional Students also learn to program a robot/ designer is invited in to speak to the autonomous vehicle to complete a students about her process of fi nding number of challenges such as parallel design inspiration and how to create parking, following a path, navigating an a brand. This supports the students as intersection and modifying movement the project requires them to design and based on signals. They learn to code create branding and packaging for their a chatbot and a virtual pet. Students games. Students may choose to use the develop an understanding of the laser cutter to create elements of their importance of ethics with respect to games and a number of hand tools are technological development. available for construction. We Have an Opportunity Toys alive I am Brave This is an extra-curricular opportunity Students design and create an automata The aim of the ‘I am Brave’ project is to open to students in Years 6, 7 and 8. It (a moving mechanical device made in design and prototype a digital solution is a three-day workshop where teams imitation of a human being or animal) of (mobile application, website or video work through the Lauriston design an endangered animal. Students have the game) to help educate Years 5 and thinking process to develop a solution to opportunity to use Adobe Illustrator to 6 Lauriston students about a digital solve a problem in their community. create a vector design of their automata citizenship issue. Year 8 students use components, which are then cut on the real survey data of Years 5/6s’ online In 2017, students worked in small groups laser cutter in the FabLearn Lab. This habits to fi nd an opportunity to create to design and create a solution for a technology allows for rapid prototyping. a solution. Each team selects the best client who has a disability and involved Assembly of the automata also allows platform to create their digital solution. Lauriston students working in teams students to access hand tools. Students They can learn to code either a website with students from other schools. are allocated ‘Lauriston’ money which using HTML and CSS, a mobile app they use to purchase material to dress using AppLab or MIT app inventor, or a In 2018, we invited teachers and their automata to improve its aesthetic. video game using Scratch. students from Fintona, Korowa, St As a team they must negotiate together Michael’s Collegiate, Mentone Girls, how the money will be spent. They also The project culminates in an exhibition Ivanhoe Girls, Wilderness School and develop and deliver an elevator pitch to of digital solutions where the Years 5/6 MLC to join us to learn about a range their class. A supporting session run by students are invited to test and provide of digital tools and use the Lauriston LOTE is translating product information feedback on the digital solutions. design thinking process to create their to an international market. solution.

LAURISTON LIFE EDITION 2 2019 11 ALUMNAE UPDATE

ENGINEERING WITHOUT BOUNDARIES

KATRINA LEHMAN CONTENT WRITER

For as long as she can remember, Jasmin Goldberg has been fascinated by how and why things work. In the six short years since she walked out the Huntingtower gates for the last time, she has taken huge steps towards encouraging future changemakers and pioneering humanitarian engineering.

‘I loved making things and was intrigued Jasmin was the recipient of the Dean’s Jasmin found this outlet when she began by the early innovators – anyone who Honours Award for outstanding volunteering as Chapter Secretary for has invented something fascinates me. achievement in 2014, 2015, 2017 Engineers Without Borders (EWB) at I remember as early as Year 6, when and 2018, the Melbourne School of the University of Melbourne. EWB’s we were given the opportunity to do Engineering Foundation Scholarship, philosophy is based on a community- a project and I chose: “Inventions that the Melbourne Global Scholar’s Award, centred approach, using its engineering shaped the world”.’ the University of Melbourne Transition knowledge and resources to bridge self- Scholarship and the Dean’s Art Award identifi ed gaps in access to community At Lauriston, Jasmin pursued her love of for Visual Communication. health, wellbeing and opportunity. mathematics and design, studying VCE Maths Methods, Chemistry and Biology, Despite these accolades, Jasmin realised ‘I believed that one of the best ways to and complementing this with Visual early on that life is not just about contribute to making this vision a reality Communication and Design, English academic excellence. She was Head of was to be part of an organisation who and Legal Studies. She graduated from Boats at Lauriston, a recipient of Full are passionate about using engineering Lauriston in 2013 in the top 1% of her Colours, and participated in many of to make a better world. I was so inspired cohort with an impressive 98.75 ATAR Lauriston’s extra-curricular activities. by the work we did that I wanted to and is now completing a Masters of contribute more. I was also drawn to the Architectural Engineering, a new course ‘I enjoyed the opportunities to do community and being able to engage off ered at Melbourne University in 2017. extra-curricular things such as GSV engage with like-minded people from all sport or the history trip to Turkey – over the globe.’ ‘Design and maths were my favourite and especially Howqua – to provide subjects at School, as well as my balance and enrichment to the In February this year, Jasmin strengths. I am currently fi nishing a academic side of things and to really attended the Humanitarian Design Master of Architectural Engineering. get involved in the School community. Summit in Cambodia with EWB, to Historically, these disciplines have been Charity work at Lauriston really off er engineering solutions for an seen as very separate in the industry. encouraged me to open my eyes to island community in the Mekong. This course confi rms my belief that the possibilities. I felt a strong need to do most sustainable and often innovative things other than just academic study Recently, Jasmin travelled to Indonesia solutions come from the blurring of while at Lauriston, and I was seeking a with two other Old Lauristonians, these two disciplines.’ similar outlet at university.’ Annabelle Roper and Yvonne Yang, as

12 LAURISTON LIFE EDITION 2 2019 part of the Melbourne School of Design ‘Engineering is relatively male dominated. The EWB workshops aims to show that travelling studio. They explored informal I would love to see this change and see there are ‘soft skills’ required, such as living in the kampungs of Bandung to more women in leading roles within the teamwork and innovation. understand the community spirit that is engineering sector.’ benefi cial in such living arrangements, ‘I’m really excited by the current focus and off er creative solutions to improve At Lauriston, Year 7 students worked on STEM at Lauriston and other schools, living conditions. These travelling with EWB to build water fi ltration and the incredibly nurturing and studios encompass a number of systems using basic materials. They had passionate teaching. I hope that we will disciplines to fi nd solutions for complex, to consider the challenges faced by see more role models in schools and real-life issues. countries with limited ability to source in the wider community to encourage materials. The engineering students also females to pursue STEM pathways, or at EWB also works a lot locally with school discussed the very important aspects of least realise that it is a viable option for outreach programs, inspiring students engineering and the crucial role it plays them and that it’s okay to be passionate to pursue STEM and demonstrating in society. about STEM.’ that engineering is not just the overly technical thing that most people assume, While completing her master’s, Jasmin but that it is also about people, problem- is also working as an undergraduate solving and can be fun and hands-on. engineer at XLam, a leading mass timber solution provider to the Asia From 2017, Jasmin volunteered as Pacifi c region. an EWB Regioneering Roadshow Team Leader, where she leads and ‘My job has been quite an exciting runs engineering workshops at rural journey. XLam was the fi rst manufacturer and under-represented schools in of cross-laminated timber (CLT) panels in the Gippsland, Bendigo, Ballarat and the Southern Hemisphere, and there are Echuca regions. The workshops aim to a lot of opportunities for research and encourage the students – particularly design innovation.’ females – to study engineering at Jasmin says the greatest challenge is the university. There is a particular focus on misconception that engineering (and encouraging females. other STEM pursuits) is purely technical.

LAURISTON LIFE EDITION 2 2019 13 STUDENT INSIGHT

Student snapshot

One of the greatest attributes of Lauriston is the breadth of its programs and the diversity of its community. Following is a snapshot of some of our incredible students and their achievements both at Lauriston and in the wider community.

Kiara Punchihewa

Year 8 student Kiara Punchihewa was one of only eight avid readers selected from 120 applicants around Australia to be a judge for the 2019 Inky Awards, a teen choice book awards hosted by the State Library of Victoria. Kiara and the other judges read and discussed 20 books in three months (!) and shortlisted 10 books for the Inky Awards. The winners was announced in September and as well as sharing her Lara Elliot experiences online for the State Library Allegra Trikash and at School in lunchtime bookclub In 2018 Lara won the Years 7/8 category Allegra began songwriting when she sessions, Kiara was part of a student of the Global Village International was just 12 years old. Now in Year 10, panel interviewing authors Oliver Children & Youth Bilingual Speech she has been gaining recognition at Phommavanh and Felice Arena at the Competition in Melbourne. As a prize, Melbourne venues performing live as Melbourne Writers Festival! Lara was chosen as only one of 24 her stage persona, ROYCE. ROYCE fi nalists from around the world to attend ‘The qualities required of a judge has released nine singles, three of the 10th Global Village International included perseverance (to keep reading which have played nationally on Triple Children & Youth Bilingual Speech books I didn’t necessarily enjoy), time J. In 2019, the single ‘Complicated’ Conference & Ceremony in 2019, where management, and the ability to work was selected by Spotify to appear on she was paired with a student from cooperatively with others. Another great their ‘New Music AU and NZ’, ‘Pop & mainland China to write and deliver a benefi t of my judging experience was Fresh’, and ‘The Offi ce Stereo’ playlists. speech in front of an international panel. the opportunity to read widely, and Allegra prepared for and performed Lara was the only fi nalist chosen to be read genres I may not have considered her fi rst live solo show while at Howqua interviewed on Chinese TV (SINA). reading otherwise.’ and received huge support from the Lauriston community – from friends ‘To represent Lauriston and Australia playing her songs on Mansfi eld radio was such a great honour and I am very and her music teacher Maria Lieberth grateful for the teachers who helped. helping her prepare for her fi rst live solo It was a wonderful opportunity to show to the wonderful experience she meet students from around the world is having as part of the Trebelles singing and to experience the rich culture and group and mixed choir at School and history of Beijing. The scale of the city as a guest performer at this year’s is immense and the level of technology Huntingtower Lunch. is incredible. I will never forget the Great Wall and the Forbidden City. The experience has inspired me to further my studies in Mandarin and I hope to one day speak the language fl uently.’

14 LAURISTON LIFE EDITION 2 2019 Jessica McNair Lara Kelly Veasna Gunaswa

Since arriving at Lauriston in Year 3, Lara fi rst learned to ski at the age of Since Year 7 I’ve loved immersing Jess has been involved in numerous two. Since then, she has learned to myself in as many school activities and committees, extra-curricular activities snowboard and cross-country ski, experiences as I can, from singing in and classes that provided her with and currently loves participating for choir to soccer. Not only did they help a platform to express her creative Lauriston in all events at the interschools develop relationships with other girls interests and helped her develop a competitions. Lara achieved amazing across year groups, but it also gave me strong passion in design. In her junior results at the State Interschools in the opportunity to develop my interest years at Lauriston, she was involved Giant Slalom Skiing (2nd), Skier X in sport and music. in after-school photography classes, (3rd), Giant Slalom Snowboarding (1st), participated in the Media Committee, Boarder X (1st) and Cross Country (1st). Advocating for humanitarian rights, and assisted with makeup, set design This qualifi ed Lara for the National particularly for younger women and and lighting for the School musical. In Championships in all these events education, has always been a passion of Senior School, Jess studied Art and in which she won the Giant Slalom mine and blossomed in Senior School. I Visual Communication and Design and Snowboarding, Boarder X and Cross joined Lauriston’s Amnesty International hopes to pursue her passion for design Country. Outside of Lauriston, Lara skis group in Year 10 and was one of the at university next year. at Mount Buller Race Club and had a leaders for 2018/2019. Being part of great season in 2019, taking out the Amnesty has enriched my knowledge of ‘Lauriston has such a wonderfully U12 King of the Mountain series which the global community and highlighted strong community, which is particularly combines results for Parallel Slalom, to me the vitality of cultivating a more evident through House activities and Giant Slalom and Skier X. globally aware environment. sport. I competed in SnowSports and GSV with girls from years above and While Lara is very proud of her Indigenous reconciliation is also a key below, which allowed me to branch out individual results, she enjoys the team focus for me as a leader in 2019/2020. and create friendships across the whole success with her friends from Lauriston During the September school holidays, I School. The sense of community and just as much. She loves going to school travelled to Noonkanbah, an Indigenous equality across all year levels at School to see her friends, her favourite school community in Western Australia. We was particularly evident for me when activities are participating in Maths, Art immersed ourselves in the school and I was a Year 7 Peer Support leader for and PE classes, and she plays in the incredibly welcoming community and it my House, Irving. The House spirit is a Lauriston Basketball and Netball teams. was a rare and exciting opportunity to constant and has been an aspect of my be part of a younger generation working school life that I have loved.’ Lara hopes to one day ski and towards Indigenous reconciliation. snowboard for Australia at the Olympics and World Cup. While training for this, I am fortunate to be School Co-Captain she would like to study Veterinary for 2019/2020 with Jessica Detering. Science and become a vet once she Leadership to me is about collaboration, fi nishes her career on the World Cup about maximising individual skills circuit... and harnessing potential to achieve a collective outcome that benefi ts everyone. I am looking forward to this journey with the same eagerness I had when I fi rst came to Lauriston in Year 7.

LAURISTON LIFE EDITION 2 2019 15 SCHOOL MUSICAL

A magical Middle School musical

The audience was dancing in their seats as our incredibly talented Middle School students brought everyone’s favourite nanny to life in this magical musical adaptation of Mary Poppins. But the fi nal performance was just a small part of the experience, as shared by some of the cast members below.

Ella O’Brien (Year 8) – Charlotte Ross (Year 7) – Daisy Graham (Year 5) – Bird woman Jane Michael Banks

I think for all of us the musical has been We are 50 girls from four diff erent year I’ve had such an amazing time working a thing of wonder and an experience we levels that have become a tight-knit with all the cast members. Everyone is will remember for our entire lives. The musical community who share the same so kind and happy. Getting a main role people I have met and worked with have passions. It has been really incredible meant that I could spend more time been amazing. Meeting the Years 5 and watching the show rise up from a few with people and get to know them 6 girls has been an absolute privilege songs into a production. Everybody better. I have learned how a stage show and getting to know the Year 7s more becomes increasingly more excited as is put together, including the dancing, has been amazing. The production week more props and sets are introduced and singing, acting and lots more. I’ve had will be a treat for all of us: we can’t as additional scenes are learned. We’ve lots of fun preparing the songs and wait for the costumes, the makeup and learned songs in three parts and worked learning new dances along the way. I the ecstatic feeling you get when you at improving our show. I really enjoyed am super excited for the performance step onto the stage for the fi rst night the gradual process of memorising night and trying on our costumes. It has and fi rst performance of the week. my lines too – it has helped me learn been really amazing to be in such a big The moment when you get the moves how to manage my time effi ciently. production and to know that teachers perfect during rehearsal is when you Being part of this musical has really trust that I can do this. feel like you can do anything. The food showed everyone what it means to shared with friends over the Sunday be committed to something and is an rehearsals and the in-jokes we have are amazing experience that I won’t forget. something we will all share forever. This has been an amazing experience and it’s the hard work of our teachers that’s made it all possible.

16 LAURISTON LIFE EDITION 2 2019 Holly Rice (Year 8) – Jess Tabain (Year 7) – Freya Albrecht (Year 8) – Miss Andrew Mary Poppins Bert

My experience this year as a cast So far, being a part of the Mary Poppins Engaging in a musical allowed me member of Mary Poppins has been a production has been an incredible to acknowledge each character’s very positive one. The commitment, experience. I have met a wide range importance and contribution to the reliability and eff ort required to produce of girls from Years 5, 6 and 8 and have performance. I initially perceived Bert a quality show, as well as balance sport, also been lucky enough to meet even as a sidekick, but as we rehearsed, I music and school work, has greatly more girls from Year 7. Working on unveiled a story. I used this to build improved my time-management skills. the large group numbers has been my on my character’s speech, motion and It has been so much fun meeting girls most enjoyable part of the production motive and it allowed me to concoct from diff erent year levels and defi nitely so far. Being with such a large, talented a persona that I was confi dent in. made the whole production enjoyable. group of girls and getting to sing, dance Participating in Mary Poppins Jr has Although I don’t mind admitting that and act with them has been amazing. been an opportunity that I would not I am kind of scared of Ms Ryan at Being in this production has taught trade for anything. The musical doesn’t times, I have a lot of respect for her me that a great show takes a lot of exclusively aim to produce a wonderful and the teachers involved in directing eff ort when it comes to learning lines, show, but rather a memorable journey these productions. They have so much practising routines and fi nding the right for its participants. I have acquired skill and work their hardest to help us notes to sing when working on duets. many skills: independence, reliability perform to the best of our abilities. Mary Poppins is my fi rst production and commitment. Wonderful friendships I am very excited for my songs on at Lauriston and everyone has made have fl ourished and I have immense stage. Having a role with individual me feel so welcome and comfortable respect for all the cast and teachers lines and songs, while nerve-racking, when going to rehearsals, whether it who dedicated their time to making is awesome and has added to my be teachers giving me directions or this production spectacular. It has been overall involvement immensely. In a talking to other girls backstage. During an enthralling dream to rehearse and couple of weeks the musical will be on production week I am most looking perform with such a delightful cast. and the whole cast is very eager for forward to seeing the whole show come Regardless of your experience, I strongly production week. Among all the chaos together with costumes, props, lights recommend all students should join a and excitement, when the audience is and sound. This is the beginning of Lauriston production; it is an adventure clapping for you, all the hard work pays my time at Lauriston and what a great that you will never forget. off and becomes very much worth it. beginning it has been. I can’t wait for what’s to come!

LAURISTON LIFE EDITION 2 2019 17 MUSIC

MUSIC BRINGING OUR SCHOOL COMMUNITY TOGETHER

KATRINA LEHMAN CONTENT WRITER

From the moment the Preps trotted out onto Hamer Hall stage carrying instruments larger than themselves, I was entranced.

Wielding a violin in front of 1000-strong But this was just one shining example The House Music Competition was, as audience is no mean feat for an adult, of the incredibly rich and diverse Music always, an afternoon of hilarity and noise let alone a fi ve-year-old. From guzhengs program at Lauriston. with Andrews taking out the coveted and saxophones to fusion ensembles 2019 House Cup. Finally, Mary Poppins and orchestras, each peice was fl awless. Throughout the year, we have had music Jr was a wonderful collaboration with I found myself murmuring: ‘Surely they performances at the Junior School the Drama Department and showcased can’t be students?’ Father’s Day Breakfast (3/4 Choir), the the talent of our budding musicians and Huntingtower Lunch (Chamber Strings, actors, as well as the hard work behind Interspersing the performances with Allegra Trikash and Old Lauristonian the scenes. student narratives was also inspired: Nina Lloyd) and the Year 12 Dinner (Year each girl shared her unique school music 12 Lauriana and Charlotte Roberts – The opportunities available for our journey and the common threads were Music Captain). There have been solo students from Prep–Year 12 are limitless. collaboration, friendship and community. and ensembles performances in Junior And the richness of our Music program and Senior School assemblies, as well would not be possible without such The Gala Concert at Hamer Hall was as informal performances at Blairholme a dedicated and nurturing team of not only an example of dedication, skill and Kindergarten. The Chamber Music musicians and teachers. and often breathtaking talent, it was Luncheon and Blairholme Lunchtime the coming together of our School Recital showcased our small ensembles community, and the desire to give our and younger musicians. And our children the opportunity and courage Friday Concerts have continued, with to achieve something beyond their many girls using this as a performance wildest expectations. opportunity before their AMEB Exams.

18 LAURISTON LIFE EDITION 2 2019 LAURISTON LIFE EDITION 2 2019 19 JUNIOR SCHOOL Encouraging curiosity and creativity through STEM

CHRIS TOMS VICE PRINCIPAL AND HEAD OF JUNIOR SCHOOL

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

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

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

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

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

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

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

Year 4 girls have also been using the Dash robots to explore push and pull. They learned how to code Dash, and then they constructed a cart out of LEGO that carried rocks that Dash had to push and pull. Year 6

Year 6 girls looked at how a microcontroller can be used to warn a community about an impending natural disaster. They were able to connect their learning in Science about the warning signs of natural disasters and

LAURISTON LIFE EDITION 2 2019 21 STUDENT INSIGHT

HOWQUA HIGHLIGHTS 2019 We asked our Year 9 students to share their experience of a year in the High Country.

Emma Lazerides Howqua has made me see the world from a wider perspective. It has made me realise how fortunate some people are compared to other people. It has taught me to be grateful because I may not get the same opportunity again.

Jess Wu I’m starting to do things I didn’t think were possible before Howqua. It has given me opportunities to try things I never would have tried before.

Nicole Zhao Through meeting new people and experiencing new things my perspective on the world has broadened and I’ve been able to open myself up to others.

Anabella Stephens The Howqua experience allows us to grow into women who are independent, achieve goals and never leave anyone behind.

22 LAURISTON LIFE EDITION 2 2019 Lily Yang I’ve learned how to challenge myself and how to encourage others.

Sarah King Howqua is obviously diff erent for every year level that comes through. Despite what people said, I was surprised at how unchaotic Howqua actually was and how quickly I fell into a routine.

Angela Song Abigail Zhang We had to get used to the daily I did not expect the experiences and knowledge routines and the Outdoor Program, I learned in Howqua to apply and correlate to but I found that after a few hikes, even everyday life back in Melbourne and the world. though it was still hard, there was such How much I have grown in maturity, confi dence a sense of accomplishment. and resilience was also unexpected.

Anonymous The many challenges I faced at Howqua – mental, physical or emotional – have changed me. The staff was always there to support and guide us through our struggles, allowing us to become independent and confi dent, as only a Howqua girl can be.

LAURISTON LIFE EDITION 2 2019 23 HOWQUA

SCIENCE AT HOWQUA

BRIONY DAVENPORT At Howqua we take a cross-curriculum approach and SCIENCE AND MATHEMATICS TEACHER, LEARNING embed STEM learning opportunities not only in the DIFFERENCES AND LEARNING ENHANCEMENT TEACHER AND classroom, but also in STEM-dedicated days and extra- SUSTAINABILITY COORDINATOR curricular activities.

STEM refers to the vast range fortunate to collaborate with Michael is repeated several times and the project of knowledge and skills that are Ambrose, an architect from CSIRO, culminates with students formally increasingly in demand in our rapidly as part of the STEM Professionals presenting their work to their peers. changing world. But STEM education in Schools program funded by the is more than just acquiring new Australian Government’s Department of Next year we intend on taking this information and skills; it fosters the Education and Training. project one step further by collaborating development of thinking skills such with the FabLearn Lab at the Armadale as creativity, problem-solving, critical Working in small groups, students are campus to bring the best house design thinking and collaboration that can be set the task to design and construct principles together with laser cutters applied beyond the classroom. a model house that investigates the and 3D printers to create new prototype variables aff ecting heat transfer using student houses for Howqua. Creating high-quality STEM learning the principles of passive solar design. opportunities is a complex task and Using HOBO temperature probes kindly In Term 3 each year, students participate requires an interdisciplinary team of donated by CSIRO, students record in a hands-on STEM Day. This year we teachers and industry professionals the diff erent rates of heat transfer were fortunate to be joined once again to collaborate together to create depending upon the modifi cations they by Mr Ambrose and also Zara Dennis, opportunities that are engaging, have made to the design of their house. one of the Science teachers from the relevant, hands-on and use the most up- Students are encouraged to FAIL when Armadale campus. to-date technologies. undertaking this project, as it is the First Mr Ambrose ran a session on CSIRO Step in Learning. Students refl ect upon imaging and created a 3D map of Every year in Science at Howqua, their mistakes as a learning opportunity the Ruth Tideman Resource Centre students study a topic on sustainable and then modify their house design to with students. Then we headed down house design. For this unit we are see if they can improve it. This process to the largest patch of fl at grass we

24 LAURISTON LIFE EDITION 2 2019 have (fondly called ‘the Flat’) for the designing and launching of water bottle rockets. Students applied their recently Meet Briony Davenport learned trigonometry knowledge to calculate the height reached by their Favourite thing about Howqua? rocket and were then set the task of My favourite thing about Howqua exploring diff erent design features to is its strong community. We wake maximise the height reached. up and have breakfast together, have a few classes together, go for a There was no time to be idle, as it long jog through the bush together, was then over to one of our steepest plant a tree or two together, get hills leading up to the campus (called some study in and then have dinner ‘Reception Hill’) for billycart racing. Once together before saying goodnight. students had done a safety check on the During that time we have discussed nuts and bolts of their homemade carts, some big ideas, possibly shed both it was gravity-induced downhill fun, blood and tears, hopefully have had with students applying the principles an ‘aha’ moment, and have shared it of physics to investigate concepts of together in a way that is meaningful. speed, velocity and momentum. It is the community of Howqua that makes this place much more than After dinner the STEM activities just a job; it’s a way of life. continued with students coming together for a presentation on What do you teach at Howqua? Tell us a little bit about yourself? astronomy from Zara Dennis and an How does what you teach diff er to I was a Howqua girl myself back in exploration of the life cycles of stars. a normal school classroom? 1999 and was in Wirringga House. The day culminated with students I teach science, maths, individual When I fi nished school I went to stepping back outside to witness the diff erences and learning England for a gap year and then vastness of our universe in a little enhancement. At Howqua we are went to Adelaide University to study more detail using a Celestron NexStar able to take what we teach and Bachelor of Science (Molecular computerised telescope, which was then step outside to observe or and Drug Design). After fi nishing kindly donated by the Saunders family. apply it in the real world. I am also my Honours year, I worked as a the Sustainability Coordinator. Over Research Scientist at the Hanson Students at Howqua are given many the years we have become more Institute of Medical Reseach other opportunities to participate in aware of our impact on this planet investigating cancer pathways. extra-curricular activities that apply and have taken steps to reduce Funding for science in Australia was and extend their knowledge outside of our consumption of resources and getting tight at that time, so my the classroom. One such opportunity is increase the biodiversity of the local partner and I decided to broaden the Sustainability Group which aims to area. Having the time after school our career prospects by becoming decrease the campus’s use of resources has fi nished for the day to meet with teachers. Two kids, a dog, a master’s and increase biodiversity in the local area. students and focus on how we can degree and 10 years later, here we make a diff erence has been pivotol are. One of the projects completed during to our progress. the year is to construct animal nesting Do you miss ‘normal life’? boxes. Students fi rst research an animal Something few people know about I really miss good sushi. And going whose habitat has been impacted by you? to concerts. And restaurants that logging activities in the local area since I have a secret love of fungi. While serve something other than chicken European settlement. They then design, I consider myself to be a fun girl in parmigiana. But that is about it. build and install their nesting box along general, spotting mushrooms in the What do you like doing in your the Howqua River. In collaboration with wild on a cold and misty autumn day downtime? Landcare Australia, we have purchased would have to be one of my all-time In winter, I love spending the day three remote sensor cameras and use most enjoyable things to do. these to monitor the nesting boxes. cruising the slopes of Mt Stirling on Results are yet to reveal that the nesting cross-country skiis. In spring, I love boxes are being used, so we continue to going for a bush walk to spot wild FAIL, refl ect and modify our design and fl owers. In summer, I love dipping my hope for better outcomes in the future. feet in the Howqua River and spying little insects. And in autumn … it’s all The unique environment that is Howqua about spotting fungi. provides teachers and students with endless opportunities to explore and advance STEM skills and knowledge through real-life, hands-on learning experiences beyond the classroom.

LAURISTON LIFE EDITION 2 2019 25 KINDERGARTEN NEWS

STEM in early childhood

FIONA IRELAND DIRECTOR OF KINDERGARTEN

In the Kindergarten we plan our curriculum using an integrated approach within a play-based program. This provides us with the perfect opportunity to allow the STEM components of curriculum to fl ourish.

Young children are extremely capable One traditional area of play that stands and motion to problem-solving, as well of learning about STEM concepts. out as a space where children can as speed, steepness and the weight of Throughout their play on an everyday engage in opportunities for engineering objects. basis, children are engaging with design is the block area. By providing resources that provide for STEM high-quality wooden blocks of varying Recently, two of the Kindergarten education. However, the proactive sizes, an environment is created educators from Michael House attended involvement of educators and the which children naturally gravitate to, a professional learning workshop by Tom planning of activities to stimulate to design and build intricate block Bernard from the USA, whose specialty curiosity is crucial to higher-level structures. Children learn to think about has been to promote and analyse the thinking and problem-solving. the concepts of stability, balance, the exploration of sensory play to better properties of the materials, as well as understand children’s curiosity and Constructivist pedagogy is part of the number and spatial reasoning. competence in all areas of development. Reggio Emilia philosophy we follow, During the workshop he explained which has problem-solving at its core. Watching as the ‘builders’ progress how to build in and around the sensory through three-year-old to four-year-old tables to make unique spaces for the ‘Teachers operating within constructivist Kindergarten in readiness for school, children to play and learn, drawing pedagogy work to identify children’s the development of these skills is them in to experiment and explore. He interests, structure activities around big exceptional. Take a moment to view the suggested building special apparatus foundational ideas, pose problems that outside structures that are built every with recycled and easy-to-access are real and interesting to the children, day in our atrium at Niall House. These materials to encourage STEM thinking, and develop conceptual understanding are complex feats of engineering. and using diff erent levels, spaces, holes, of these ideas. Constructivist teachers inclines, and horizontal and vertical value children’s points of view and As the children build more complex planes so that children can experiment challenge their theories.’ (Brooks & structures, they look for further with the concept of transportation. Brooks, 1999.) materials to enhance their buildings. Our collections of loose parts greatly For example, water can be used in What kind of materials motivate children add to the diff erent dimensions of the tubes and pipes by the children to to engage in and learn about the constructions and the games they play examine natural fl ow, allowing them principles of engineering design? What within them. By adding curved bamboo to make decisions about changing the does engineering design look like in a ramps and pathways, children can direction of the fl ow. The pipes can kindergarten environment? explore the way a variety of objects include holes, inclines (down the tube) move. This adds the dimension of force and horizontal and vertical concepts.

26 LAURISTON LIFE EDITION 2 2019 Having diff erent levels enables the As the Dolphin children worked The possibilities for incorporating children to test stability, take risks and through their ‘Making project’, they STEM education into the younger years challenge others to take risks, and were supported with the principles is endless as children are naturally connect children in play at diff erent of the design process. Inspired by the curious about the world and learn levels. In a horizontal setting, children construction of the carpark next door, through play. Anything that involves will have to use problem-solving skills to the children came up with their own experimentation, discovery, building or make the apparatus work. Building the ideas. The fi nal outcome was the design collecting immediately stimulates their apparatus with the children develops of a dream home. The children drew active minds. STEM experiences need their creativity and problem-solving their ideas, made prototypes using to be engaging and interesting to the skills as well as their skills in predicting, diff erent materials and enlisted the skills children; they need to be ‘real world’ hypothesising and experimenting. Being of Glen, one of our maintenance team, challenges that are relevant to their able to validate these skills is important who put a simple structure together lives and particularly hands-on, with for developing STEM thinking and while showing them basic woodworking experiential learning being at the core of develops their language and learning of skills and how to use tools in an the practical inquiry process. the correct terminology. appropriate way. STEM learning activities are embedded As part of our Big Idea for 2019, we An important part of this process is the into our everyday curriculum in the have introduced the children to the posing of questions while the children Kindergarten and these experiences help idea of design process. The design are problem-solving – What is the our children create and innovate with process is defi ned as the engineer’s problem? What are the constraints? confi dence. approach to identifying and solving a What are some solutions? – while problem. This approach is open to the getting the children to brainstorm the possibility of many solutions, a context ideas and choose the best one, draw for rich mathematical, scientifi c and diagrams and make lists of materials. technological conceptual development. This gives the children ownership Too complex for preschool age children? over the project. The next step for the Our young children spontaneously and Dolphin children was a visit to our digital enthusiastically designed and created laboratory, the FabLearn Lab, to make using a multiple of materials, revealing their fi nal design into a 3D prototype. the potential for integrated STEM education that is rigorous and relevant, but also within their capabilities.

LAURISTON LIFE EDITION 2 2019 27 SPORTS FEATURE

Using technology to track fi tness

While traditionally physical activity and digital technologies may have been juxtaposed, as technology has progressed so has our ability to explore, measure, analyse and improve physical movement. Throughout 2019, digital tools have been prominent in enhancing student learning within Lauriston’s Physical Education curriculum.

JAMES KARAGEORGIOU COORDINATOR OF COACHING AND ATHLETE DEVELOPMENT

LEANNE GUINEA HEAD OF HEALTH AND PHYSICAL EDUCATION

Video analysis Fitness tracking force plates provide objective data on ankle reactivity which determines Physical Education is an area which In 2019, the Physical Education how students can cope with the stress lends itself to visual and kinesthetic Department implemented a fi tness and imposed on their bodies learning. Digital technologies skill tracking digital platform which provide students with clear videos of centralises student data and provides The revamped fi tness tracking performance and specifi c techniques, as an overview of observable physical procedures assist students to well as providing students with instant fi tness and skill development. The set a range of health and fi tness visual feedback of their own movement platform off ers guidelines on levels of benchmarks, develop goals, inspire through delayed video replay. Advancing performance and provides individualised progress, and can also assist in the software makes this process easy to direction on ways to develop each of talent identifi cation process to help manage within PE lessons. the tracking qualities, creating optimal provide sporting recommendations to challenges for all students. students of all ages.

Physical tracking protocols that use digital technologies provide more reliable data and allow accurate comparisons to be made for repeated measurements. Electronic jump mats measuring force now supersede the vertical jump, and infra-red timing gates provide an accurate measure of speed over 20 metres. Other cutting-edge technology can make qualities that were once immeasurable, accessible. Isokinetic dynamometers provide us with a reliable measure of strength and

28 LAURISTON LIFE EDITION 2 2019 CAMSA (Canadian Agility Wearable technologies One of the most pleasing aspects of and Movement Skill digital technology used in Physical The integration of wearable technologies Education at Lauriston has been the Assessment) and digital devices into Physical increased levels of student motivation as Education has become essential with This year, Lauriston students in Years a result of the ability to review aspects the rise of these devices in society. 4–8 were introduced to CAMSA. CAMSA of their performance and measure In an eff ort to motivate students to is a measure of selected fundamental, personal health and fi tness. Lauriston improve their health, we are now able complex and combined movement students are incredibly open-minded to personalise classes with a classroom skills that are an important foundation and using technology helps us to deliver set of fi tness wearables such as heart for specialised and sport-specifi c skills valuable and engaging lessons. rate sensors to track the time spent required for participation in a variety of at a target heart rate. We hope the We look forward to continuing the physical activities. wearables will help students understand evolution of our digital tracking The CAMSA required students to review the importance of being physically platform and the continued exploration a video of the testing protocol with a active every day and help them in the and implementation of emerging step-by-step technique checklist and to process of setting individual health and technologies in Physical Education. We then complete the movement sequence. fi tness goals. hope to continue fostering excitement Students actively reviewed their in our students about how technology sporting performance to determine what can improve their skills, health and elements of technique are demonstrated lifelong fi tness. and those still to be developed. This was then paired with teacher evaluation and used as a valuable tool for assessment and development.

LAURISTON LIFE EDITION 2 2019 29 VISUAL AND PERFORMING ARTS

ARTS AND THE FABLEARN LAB

DAVID MORRISON HEAD OF THE ARTS FACULTY

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

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

30 LAURISTON LIFE EDITION 2 2019 6 78

10 11 12

13 14 15

16 17 18 19

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

LAURISTON LIFE EDITION 2 2019 31 ADVANCEMENT NEWS Lauriston’s building project unfolds…

MARINA JOHNSON DIRECTOR OF ADVANCEMENT

Work on the new Sports, Health and Wellbeing Precinct will commence in April next year, with the new gymnasium expected to be completed by April 2021.

At the same time, work will begin on unifying the Junior School. Our Prep–Year 2 girls are currently based in the historic Blairholme. While it is a beautiful and much-loved campus, the girls spend a signifi cant amount of time walking to and from the Huntingtower Road campus to attend specialist classes.

Unifying the Junior School will maximise learning time for our youngest students, provide modern teaching spaces and off er increased links, collaboration and mentoring opportunities across the Junior School.

The new facilities will include transforming the existing gymnasium into a Years 5/6 Centre, building a new link building between the 5/6 Centre and Montrose to There is a real sense of excitement Sport has been an integral part of house our Prep students, and refurbishing at Lauriston as the fi rst stage of our Lauriston since the Irving sisters founded Montrose for our Years 1/2 students. building project – the underground the School in 1901. They recognised carpark – nears completion. the importance sport plays in building The fi nal stage of the building project healthy minds, healthy bodies and will see an Early Learning Centre The carpark is an impressive space: at stronger friendships. Today, there is established at Blairholme, thereby almost 5000m2 it off ers parking for an increasing body of research that providing families with a seamless more than 140 vehicles, three charging shows in addition to improved physical transition from childcare to three- and stations for electric vehicles, and bicycle health, sport plays a positive role in four-year-old Kindergarten. parking and sensor lighting to reduce youth development, including improved The building project is being funded energy consumption. academic and behavioural development, in part by the It’s Her Turn fundraising higher self-esteem and better social skills. But where the excitement lies is in that campaign. With an ambitious $5 million fact that once the carpark is completed The Sports, Health and Wellbeing target, this campaign will ensure that and the turf for the fi eld is re-laid in Precinct will feature: a new gymnasium, the new facilities are delivered to a high February 2020, work will commence including two multi-purpose courts; standard and without entering into debt. on two key areas that will have a direct teaching and learning spaces for The Advancement team have been impact on our girls: developing a activities such as yoga, pilates, reaching out through a series of dedicated Sports, Health and Wellbeing meditation, rowing, cycling and weight events and meetings to encourage Precinct and unifying the Junior School. training; four adjoining outdoor courts parents, alumnae and the broader for netball, basketball and tennis; community to become involved in the outdoor cricket nets; new showers and largest building project Lauriston has change room facilities; a new learn-to- undertaken this century. swim pool and refurbishment of the existing swimming pool.

32 LAURISTON LIFE EDITION 2 2019 Acknowledging bequests

Each year the Elizabeth Kirkhope Circle hosts an event to thank existing members and welcome others who may be interested in playing a part in shaping Lauriston’s future by leaving a gift in their Wills. The event was hosted by Alix Bradfi eld, Honorary President of the Elizabeth Kirkhope Circle. Alix, whose daughter and granddaughters attended Lauriston, shared her reasons for becoming a bequestor and reminded everyone that giving to education is giving to the future. Including a gift in your Will is a powerful and empowering act that can create a lasting diff erence for girls of the future, and a life- changing legacy that can help transform the world for generations of girls to come. And it’s clear that the foresight and generosity of past bequestors has had a lasting impact on our girls. A bequest from Diana Robertson (1966) funds a scholarship awarded annually to the best History student in Year 10, while the bequest from Lilian Bayly (1930) helped establish the 7/8 Centre, which has welcomed hundreds of girls since it was opened in 2007. ‘It’s a great space for students to communicate and to hang out together.’ Kathlin, Year 7 ‘It’s open and airy, and you feel you belong.’ Alex, Bella, Charlotte and Zara, Year 7

If the thought of empowering future generations of women by helping provide a world-class education is attractive to you, please contact us. By knowing your wishes we can personally thank you and ensure If you would like to learn more about the project and how you could play a that your gift will support the areas part in shaping Lauriston’s future, please contact Marina Johnson, Director of of most importance to you. Advancement, on +61 3 9864 7582 or [email protected]

LAURISTON LIFE EDITION 2 2019 33 ALUMNAE NEWS

FAMILY MEMORIES OF BLAIRHOLME

LISL BLADIN ARCHIVIST

Mildred twins with their nanny in front of Blairholme, 1935–36. During the September holidays, I took Liz Cunningham to visit Blairholme, where she and her twin sister Patricia Lowe (Mildred, 1951) had been born and brought up. Her father, Lindsay Mildred, had bought the house in 1929 and the family sold it to Lauriston in 1975 following his death.

Our Property Manager Mark Costello My twin sister and I were born at Our father bought Blairholme in 1929 provided Liz with a fl oor plan dating Blairholme in 1933 (our younger brother and lived there with his widowed mother around the time of the sale and she Donald died in 1966) and the following until she died. He married our mother, provided details of renovations her notes are made up from chats with Peggy Macfarlane, in 1931 and it was family made to the internal structure our father, together with information she who changed its original name of the house and identifi ed the original researched by me when the School of Awbridge to Blairholme after Blair plaster ceiling decorations. asked for a history of the house. Atholl in Scotland, from where her family immigrated in the late 19th century to Liz also explained what the rooms In 1877, William Bushby Jones built a New Zealand and later to NSW. were originally used for, pointing out large two-storey classic Victorian and where the day nursery had been, which named it ‘Brockelsby’. It was approached Various alterations to the house were was later part of the billiards room, by a straight drive that ran from Malvern carried out at that time, but in the 1950s the telephone room, and the rear staff Road (parallel with Huntingtower Road) there was some major restructuring to quarters which the children were not across the hockey fi eld to a roundabout build a billiards room in the centre of the allowed to enter. She described the under the still-existing Moreton Bay house. The day nursery, a staff sitting grand drive, which swept from the main fi g tree. The grounds of Brockelsby room, back hallways and some fi replaces gates on the corner of Murray Street extended along Malvern Road from were demolished to create the space around past the entrance steps and the Kooyong Road to Glenferrie Road. and the fl oor stumps reinforced to take camphor laurel tree to the existing gates Murray and Erskine Streets were night the weight of the table. out into Malvern Road. A large cypress cart lanes. hedge ran along the north and west Following the death of our mother in boundaries, which protected Blairholme Mr Jones had two daughters and around 1973 and father in 1974, the house with from dust blown into the city on the 1887 he built two similar houses for them its three-quarters of an acre grounds north wind. The lovely rose gardens on the estate; one was Blairholme and was sold to the school for $225,000, were tended by the gardener, who lived the other was between Murray Street so returning Blairholme to its original in a room in the back garden. and Eskine streets. While Blairholme’s connection with Brockelsby and the exterior remains largely as originally Jones family. Liz kindly allowed me to copy some built, the other has had the tower of her family photographs, and a copy and verandahs removed, but is still Since then the School has made of the history that she and her twin recognisable by its roofl ine. many other adaptations, all with great sister had compiled. The following is sensitivity to the Victorian character an extract. Various Brockelsby blocks were sold of the house. The grounds have off between 1877 and the turn of the been skilfully adapted and the whole century, but we are unsure when and property is a delight to visit and surely a to whom Brockelsby was sold and who wonderful environment for girls to begin owned it up until Lauriston purchased it. their lives at Lauriston.

34 LAURISTON LIFE EDITION 2 2019 1. Mildred twins in their ball gowns at Blairholme, 1957. 2. Mildred twins in the gardens of Blairholme circa 1937. 3. Tennis team, 1951 (Mildred twins bottom row, second from right and top row, far right) 4. Liz and Patricia at their surprise 60th picnic birthday lunch at Blairholme in 1993.

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LAURISTON LIFE EDITION 2 2019 35 ALUMNAE NEWS

WHAT ARE THEY DOING NOW?

CATHERINE MCVEAN ALUMNAE RELATIONS

NSW Branch of the OLA

School ties are still strong despite distance and time…

Ailsa Purvis, Class of 1947

In July, Principal Susan Just and Director Ailsa Faulkner (Purvis, 1947) Margaret Longstaff (Thompson, 1953) of Advancement Marina Johnson had the I attended Lauriston from 1938 until I attended Lauriston from Kindergarten pleasure of attending a meeting of the 1946. During the war years I remember to Year 12, and was one of the 11 NSW Branch of the Old Lauristonians’ the Air Raid drill which included fi ling in students who were still boarding when Association (OLA). The meeting was held an orderly manner to Air Raid Shelters the boarding house closed in 1953. I at the home of Ailsa Faulkner (Purvis, that had been dug out around the recall one evening in Term 3 a group of 1947) who has been heavily involved with hockey fi eld. However, because it was boarders decided to go to the pictures the group since its inception. so wet in Melbourne the alternative drill without permission. Unfortunately, they to avoid getting muddy, was for girls were spotted by an eagle-eyed adult Ailsa attended the fi rst meeting in 1961 to push their desks together under the who reported it to Miss Kirkhope. As a at Sydney’s Pickwick Club, hosted by classroom windows and crawl under result, all boarders were gated for the then Principal Elizabeth Kirkhope. At them for protection. There was also remainder of the term; this cast a bit a subsequent meeting, it was decided an Evacuation drill whereby students, of a pall, but lessons are learned the that meetings would be held three times complete with their haversacks packed hard way. My brother also attended a year at the homes of members. In with necessary survival supplies Lauriston for his transition year, but addition to welcoming Old Lauristonians, (chocolate and biscuits), had to walk in he was always going missing from the group also hosted occasional lunches two lines down to the Armadale Railway class in the afternoons as he was not with the Sydney alumnae branches Station where, theoretically, they would interested in being at school all day. of both Melbourne Girls Grammar be transported to safety. I remember enjoying Science classes and Korowa. The group provided and experiments taught by Biology ex-Melburnians with opportunities to June Steel (McMaster-Smith, 1947) teacher Jean Hook. Ms Hook often develop friendships and networks, My family lived in the country and, as a wore an academic gown fi lled with making the move to Sydney easier. result, I was a boarder at Lauriston from holes, although it was diffi cult to know 1943 to 1946. whether the holes were the results of Marina asked each of the ladies present acid spills or cigarette burns. about their memories of Lauriston, and I remember Miss Kirkhope as kind and I am delighted to share some of their generous, often giving the boarders stories with you. chocolate and lemonade to help them deal with their homesickness and we took turns sitting next to her during mealtimes. On one occasion, when it was my turn to sit next to her, we had tripe for lunch (defi nitely not a favourite). When Miss Kirkhope looked away, I secreted the tripe into my serviette and disposed of it later! I also remember Miss Kirkhope taking a few of the girls on a trip to the ballet. It was certainly a treat for a country girl. My love for the ballet continues to this day.

36 LAURISTON LIFE EDITION 2 2019 L to R: Judy Sennitt, Margaret Longstaff , Principal Susan Just, Jill de Winter, Pamela Lee, Director of Advancement Marina Johnson Front row: Ailsa Faulkner, June Steel.

Judy Sennitt (Mogg, 1959) Jill de Winter, (Lake, 1961) Pamela Lee (1959) I started at Lauriston in Kindergarten, I attended Lauriston from Kindergarten I started school life at Little Lauriston and for me, Sport was the highlight. until Year 12. I spent my fi rst years at (my brother was there at the same [Judy excelled at javelin, and was Little Lauriston, which was housed in a time), then spent three years at MLC Captain of the Athletics, Baseball and church hall in Malvern, before moving and a year boarding at The Hermitage in Basketball teams.] I know some girls to the ‘Big School’ on Huntingtower Geelong, before returning to Lauriston. struggled with Miss Davies (she became Road. Little Lauriston Headmistress I was looking through some past copies Headmistress in 1956), but in my view Miss Brownlow would pick me up from of The Lauristonian recently and came she respected students who were home and walk me to school each across some of my poetry. Obviously committed to achieving their best. It day. Although she was always friendly someone thought it worthy of printing didn’t matter whether it was academia, during the walk, once she arrived or perhaps they were short of copy! I’m drama, music or sport. One of my on school grounds she immediately not sure how to describe it – juvenile favourite pastimes was diverting Miss assumed her teaching persona. Gladys (of course, I was a child at the time), Davies during scripture classes. I would Davies was a friend of my father, who ridiculous or cringeworthy. They did simply put up my hand and ask her had achieved great results in Latin. make me laugh though. I recall Miss thoughts about the Romans, and Gladys Gladys assumed I would inherit my Kirkhope, Mrs McPhee and Miss Moon would launch into her favourite subject – father’s love of Latin, which defi nitely as always being caring, compassionate Roman History. She was so engrossed wasn’t the case. In my Latin exam I and not at all scary. I really did enjoy in her topic that often girls would dive ruled up the paper… and that was it! my time at Lauriston and made many under their desks to complete their Another memory I have is when snow friends, many of whom I see regularly; homework whilst she talked at length fell in Melbourne. At recess all the some live in Sydney, but the majority are about her favourite topic! girls built snowmen. We were very in Melbourne. disappointed when we came out at lunchtime to discover our snowmen It’s thanks to Pamela Lee that Susan and had melted! Marina had the opportunity to connect with the NSW Branch. Pamela recently attended a reunion in Melbourne and as a result of a conversation decided a visit was long overdue! They were delighted to meet this fabulous group of ladies whose bonds, developed through their time at Lauriston, have kept them connected with Lauriston despite distance and time.

These amazing Old Lauristonians have generously supported our Library. Read about the impact of their donation in Judy Mogg, 1959. the enclosed Lauriston Foundation Impact Report. Pam McLeish and Pamela Lee, Wandiligong 1957.

LAURISTON LIFE EDITION 2 2019 37 ALUMNAE EVENTS

Senior Old Girls’ Music Lunch

Our Senior Old Girls enjoyed a wonderful lunch on Wednesday 9 October at the Music Lunch, where they were entertained by a few of Lauriston’s Senior Music students. It was a wonderful occasion where our girls of today engaged with our girls of days gone by.

L to R: Elizabeth Howcroft nee Bradley (1954), Carole Crawford nee Moore (1953). Intergenerational photo – Armadale

38 LAURISTON LIFE EDITION 2 2019 Intergenerational photo – Howqua

Old Lauristonian mothers of girls who are currently at Howqua (top right) or at Armadale (above) gathered for a wonderful photo with their Lauriston daughters.

LAURISTON LIFE EDITION 2 2019 39 REUNIONS

Class of 1989 – 30 Year Reunion

On Friday 17 May, nearly 40 girls from the Class of 1989 had a wonderful evening reconnecting with each other and enjoying some delicious food and drinks, in celebration of 30 years since graduation. After so many years, it is great to see that the connection between these girls is still so strong and vibrant.

L to R: Jasmine Fountain L to R: Kate Azzopardi (Pazitka), (Haag), Sarah Smith (Telford) Tara Byrns (Lesins), Amanda Logie-Smith L to R: Julia Doyle, Sammi Black and Rachel Vanzyl (Platts). and Anna Campbell-Finlay. and Sally Heeley.

Class of 1989.

40 LAURISTON LIFE EDITION 2 2019 Class of 1999 – 20 Year Reunion

On Friday 31 May, we hosted the 20 Year Reunion for girls from the Class of 1999. It had been a while since many of these girls had caught up, and it was a pleasure meeting them all.

L to R: Lucy Grant, Diana Poole, Suzi Maxwell-Wright, Emily Keon-Cohen, Amber Stanley and Callie MacIntosh (Pearce).

L to R: Diana Poole and Elise Brennan (Gourlay).

L to R: Ruth Ahchow, Claudia Alexander, Fiona Miller (Collins), Anna McCarthy (Corby) Class of 1999. and Sally Elliott.

LAURISTON LIFE EDITION 2 2019 41 REUNIONS

Class of 1959 – 60 Year Reunion

On Wednesday 5 June, 12 girls from Class of 1959 attended a beautiful lunch and enjoyed an afternoon reacquainting themselves with their School during a tour after lunch.

Class of 1959

L to R: Helen Wirtz, Gill Cohen, L to R: Wendy Forbes, Suzie Roberts, Susan Just, Wendy Chandler and L to R: Marg Edmonds and Ann Knowles and Barbara Lonie. Deirdre Beville. Marg Birch.

Class of 1964 – 55 Year Reunion

On Wednesday 31 July, girls from the Class of 1964 attended a lovely lunch along with a tour of their School.

Class of 1964

Class of 1964 catching up. L to R: Barbara Chisholm, Susan Just, Judith Koch and Ann Chisholm.

42 LAURISTON LIFE EDITION 2 2019 Class of 1994 – 25 Year Reunion

On Friday 9 August, girls from the Class of 1994 reunited for a wonderful evening to celebrate 25 years since graduation. The excitement in the room was palpable and they all had a fantastic night reconnecting and catching up on each other’s life stories.

Class of 1994

L to R: Lucy Etienne (Williams) and L to R: Katrina Gowans (Howie), Lydia Cesana (Heng) and Simone Brookes. Ingrid Broberg (Blandy).

BIRTHS WEDDINGS

Congratulations to Holly Hockley (2001) on Congratulations to Sarah Vick (2000), the arrival of beautiful Ivy Grace Neilson, born who recently married Geoff rey Bazzan, on 11 June 2019 at Epworth Freemasons. Director of Maple-Brown Abbott. The wedding was at the All Saints’ Church in Woollahra, with the reception at their favourite restaurant, Bistro Moncur. Sarah and Geoff live in Woollahra with their French bulldog Lucky and Geoff ’s 12-year-old son Harry, who was best man at the wedding. Old Lauristonians Sarah Whiteing (Harding, 2000) and Amber Stanley (1999) were among the bridesmaids. Sarah currently works for The Australian Ballet, looking after sponsorship.

LAURISTON LIFE EDITION 2 2019 43 VALE

Tennis team 1938 Standing: Margaret Barker (Captain), Margaret Campbell, Rosemary Attiwell, Dilys Fethers Kneeling: Norma Telling, Shirley Davis Sitting: Flora Sharp, Denise Radford, Jeanette Smith.

Susan St Leon Then she smiled. And I could not believe Then came Susan’s next vision: ‘Valerie! this was a principal. We have a wonderful Art Department, a 27.2.1928 – 6.9.2019 wonderful Music Department. I want you I was delighted to accept the job off er, to build a successful Drama Department.’ Principal Susan St Leon (Irvine) was and soon became part of the Lauriston Lauriston’s Principal from 1973 to 1983. community – a community I loved for Drama and theatre studies in those She empowered students and staff to over 30 years. years were mainly for senior girls, but ‘help people to realise what their own I received full support from Susan to potentiality is and where their strength At Easter 1974, Susan informed me the introduce Middle School Drama and lies’. During her tenure, Lauriston Year 12 students had expressed their Junior Secondary Drama Festivals – expanded with the purchases of Niall desire to produce a review instead of where students wrote, produced and House (1974), Blairholme (1975) and a play (well, it was the early 70s!) and performed their own plays. Montrose (1976). In 1982 the St Leon she wanted me to take over the school Library was opened. Susan was an play. With only six weeks to do this, Susan’s passion was not just for the arts. important and much-loved member I was understandably cautious, but Her commitment to build mathematics, of the Lauriston community and will Susan’s determination and trust won chemistry and physics in a girls’ school be missed by many girls who were me over. In response to my stipulation, ‘I was profound. In those days, girls rarely fortunate enough to experience her will need the girls Tuesdays, Thursdays attempted these subjects, but Susan guidance and governance at School. and weekends,’ she replied without made sure they became an important Susan passed away in Tasmania on 6 hesitation, ‘Done!’ Susan gave me her and vital part of Lauriston’s curriculum. September 2019. full support, including bringing boxes of pastries to the School Hall at weekends. When the Victorian Institute of Valerie Heath (past staff , 1974–2005) This, of course, charmed the girls! Secondary Education off ered teachers homage the opportunity to write courses at I have a lot of drive, but with Susan a Year 12 level, Susan encouraged us My fi rst memory of Susan was sitting in behind me, it increased by 500%. I did to participate. Hence, theatre studies the offi ce awaiting my interview for the not want to let her down. She reminded became an entrenched part of Lauriston. position of Speech and Drama Teacher me of Helen Franklin, Head of the at Lauriston. I wondered what a principal National Drama School where I had Susan had vision, drive, energy and of a highly regarded private girls’ spent four years. They were both so commitment and was an extraordinary school would look like. I was imagining charismatic and determined. woman. I loved her then and I cherish tweed and brogues when a whirlwind, a the memory of her now. She changed beautifully dressed woman in blue, blew My husband supported me over those many people’s lives and she changed through the door. The energy around her six weeks and The Vigil was a success. mine. was extraordinary. The relief was extraordinary!

44 LAURISTON LIFE EDITION 2 2019 Dilys Mary Crosser (Fethers, Class of 1938) Edith ‘Morna’ Sturrock AM

14.2.1920 – 17.4.2019 Dilys attended many Lauriston functions 5.3.1925 – 26.9.2018 over the years. In 2017, aged 97, she Dilys Crosser passed away in April this called to say that she was now too old Morna Sturrock, the talented woman year, aged 99. Dilys was very involved to attend functions, but still loved to be who created the exquisite Lauriston in Lauriston, both while at School and invited and to receive news of her School. Banner still used today, died in 2018, afterwards. She attended Lauriston from aged 93. Morna was a founding member 1933 to 1938 and was School Captain in Shirley Holten of the Embroiderers Guild and was 1938. In addition, she was a Probationer (DeRavin, Class of 1943) extremely talented at her craft. The and Prefect (1937), assistant librarian banner, made in the 1990s, includes (1937), a member of the Baseball team 27.1.1927 – 8.5.2019 silver thread in the logo, which came and Tennis team and Vice-Captain of from the Vatican. Morna’s son made Shirley died in May this year, aged 92. Hockey (1938). the wooden banner stand. Helen Shirley was at Lauriston from 1938 to Drummond, Lauriston’s former PE 1943. Shirley was both a Probationer Dilys was also a talented singer and teacher, arranged for the Lauriston and a Prefect, a member of the Tennis pianist and was a founder of the Banner to be made. School’s fi rst music club in 1938. That and Hockey teams and Vice-Captain year the Music Club procured two of Irving House. Upon leaving school, violins, a fl ute and a cello, with the future Shirley went to Melbourne University objective of creating a School orchestra. and qualifi ed as a physiotherapist. She married ‘Mac’ Holten, a Scotch College Dilys married Jack Crosser after World boy and Collingwood footballer. They War II ended and had two children, married in 1949, moved to Wangaratta Megan and Russell. The following is an and had three daughters: Carolyn excerpt written by Dilys and used in the and Diana (twins), and Deborah. Mac Order of Service: went into Federal Parliament for 20 years while Shirley was busy looking Suddenly it seemed that war was after the family. Shirley’s sister, Jean imminent; the air was electric with (deceased, 1940), and nieces Robeena tension. I was right in the centre of the Evensen (Holten, 1975), Louise Dunn future enemy. My Swiss Banker host got (Holten, 1978) and Virginia Connell to work for me and managed to get a (Holten, 1985) all attended Lauriston. train ticket for me to the border. From She has six grandchildren and six great- there I got to London and met up again grandchildren and was a proud Old with my teacher friend. I managed to Lauristonian to the very end. get a cabin to share with a stranger (the last available berth, they told me) 1943 Hockey team and so sailed home after war had been Left to right: Pat Gibson, Shirley DeRavin, declared. Our liner zigzagged all the way Nanette McCausland, June Watt, Nanette home to avoid torpedo attack, so we Johnson, Jean Pitcher, Margaret Anne Andrew AO, Michael were told, and arrived safely. Browning, Rosemary Robinson, Margaret (Chair of Council 2002–2007) – Wallace, Ruth Cox, Barbara Browning, passed away 23 June 2019 Catherine Carlyle. Cudlipp, Lauren (Class of 2000) – passed away 13 April 2019

Fisher, Margaret ‘Midge’ (Malkin, Class of 1958) – passed away 4 February 2019

Herron, Courtney (Class of 2012) – passed away 25 May 2019

Hunter, Mary (Bell, Class of 1962) – passed away 4 March 2019

Keating, Anna (Class of 1997) – passed away 3 March 2019

Peardon, Jenny (Horne, Class of 1965) – passed away 18 May 2018

Seton, Joan (Begg, Class of 1943) – passed away 16 May 2019

LAURISTON LIFE EDITION 2 2019 45 NEWS FROM THE ARCHIVES

A tangible reminder of our past

LISL BLADIN ARCHIVIST

in March this year I was asked to fi nd out who Lauriston’s fi rst law graduate was. I checked our ‘University Degrees’ honour boards, which date from 1916 to 1976, and found that Kathleen Alice Syme qualifi ed with a Law Degree from Melbourne University in 1923. Looking at these honour boards, I refl ected upon the importance of preserving tangible links to our past. They remind us where we came from and provide touchstones to mark points along our journey to where we are now.

It did not surprise me it took until 1916, However, it was not until the 1960s, In 1931, Lauriston had two fi rsts. Rachel 15 years after Lauriston opened, for under the leadership of Principal Gillespie graduated from London one of our students to graduate with a Gladys Davies, that our science stream University to be a Member of the Bachelor of Arts. From the beginning, gained resources and importance. With Royal College of Surgeons. She had Lauriston off ered a curriculum up to the more women going to university and commenced her training as a nurse equivalent of Year 12, but only a small competing with men for jobs in the at the Alfred Hospital in Melbourne. percentage of girls remained at school workforce, science subjects became an In 1923, Rachel went to England on a to complete their university entrance integral part of our School’s curriculum. holiday trip and ended up studying exams. Most parents took the view that medicine at the Royal Free Hospital a broad education would enhance a In 1963, the Commonwealth Government for Women in London. Enid Marks also woman’s ability to carry out her role off ered assistance to independent graduated in 1931 with a Bachelor of as a wife and mother, but not lead to a schools to build science laboratories and Dental Science. Three years later, in university education or paid career. introduced a new scholarship scheme 1934, Margot Cowen graduated with to support students in their last two a Bachelor of Agricultural Science. It The majority of Lauriston’s fi rst years at school. In May 1964, Gladys took until 1971 for the honour boards students concentrated on humanities Davies successfully applied for a science to record a Bachelor of Engineering and languages. Only the most talented laboratory grant. In 1966, when the ‘Old degree – awarded to Deborah Canning maths students persisted beyond House’ was demolished to make way by the University of Melbourne. acquiring basic skills. The teaching of for the new Special Studies Wing, this sciences at Lauriston required suitably facility included then state-of-the-art Our ‘University Degree’ honour boards qualifi ed female teachers and specialised science laboratories. indicate that up until the 1960s, less than facilities, which were not easily available 20% of Lauriston alumnae undertook in what was then an essentially domestic The ‘University Degrees’ honour boards a university degree in STEM courses. school environment. record the fact that, despite setbacks, However, the honour boards do not some of our early students forged represent other education options In 1934, Lauriston was assessed by the a career in what we now identify as available at the time. Some Lauriston Education Department for its suitability STEM subjects (science, technology, students took up hospital-based to receive government scholarship engineering and maths). In 1921, training to become nurses. Others holders and was found that the Science Dorothy Halford was the fi rst Lauriston went to Melbourne Technical College Room only provided the ‘barest student to qualify for a Bachelor of (later called RMIT) to study degree- essentials in accommodation, and the Science, though curiously her degree level courses such as engineering or equipment is insuffi cient for laboratory was belatedly recorded among the to get vocational qualifi cations for the practice for a class of 17 pupils’. Students entries from the late 1940s. In 1928, workplace (for example, as a laboratory at the time had to go elsewhere to study Hildred Mary Butler also qualifi ed for technician); and Lincoln Institute taught chemistry or physics as Lauriston only her Bachelor of Science and in 1946 courses in applied behavioural and off ered biology in its syllabus. In 1943, her Doctor of Science. Hildred become medical sciences such as physiotherapy, the Science Room was fi nally upgraded a bacteriologist, fi rstly working at occupational and speech therapy. to a ‘real laboratory’ appropriate for the Baker Medical Research Institute senior chemistry. in Melbourne, and later at the Royal Women’s Hospital.

46 LAURISTON LIFE EDITION 2 2019 Physics Laboratory, 1968 Chemistry Laboratory, 1958

Students looking into a microscope, 2010 Science Laboratories, 2003

The honour boards mainly represent The last honour board is incomplete, education choices. Their hand-painted University of Melbourne graduates and with only two entries for the years 1974 entries are touchstones that mark our a handful of alumnae who ventured to 1976. The very last student listed is a students’ journey, from one of limited overseas or interstate to get their late inclusion from the 1973 peer year: career options in the early 20th century, qualifi cations. The boards record Anne Small, who obtained her Bachelor to the boundless possibilities that exist both the graduate and postgraduate of Medicine and Bachelor of Surgery today. qualifi cations of Lauriston alumnae. from Monash University. By 1964, with the opening of Monash (1958) and Latrobe universities (1964) I can only assume that once tertiary expanding our students’ options, the qualifi cations became ubiquitous, it was honour boards list each student’s impractical to record all our students. qualifi cation and the name of the The ‘University Degree’ honour boards university from where it was obtained. represent nearly 60 years of alumnae

Donations to the archives Lisl would like to acknowledge the Lisl works Monday to Wednesday and following 2019 donors. You can can be contacted on 9864 7579 or see some of these donations in our [email protected] display cabinets.

Object Donor Sports team, madrigals and other photographs Margaret Birch (Deane, 1959) Letter from Elizabeth Kirkhope and card from Suzie Brown (Metz, 1959) the Music Department Photographs, badge and memorabilia Wendy Forbes (Penwarden, 1959) Copies of her school photos Gillian Cohen (1959) Photographs and memorabilia Lauren Rose (1984) 1928 Book Prize Marilyn Armstrong, (1963) for her mother Jean Armstrong (Holmes, 1933) Blazer and school dress Tori Brookes (Mims, 1992) 1995 staff photograph Helen Drummond, former staff member Photograph, reports and memorabilia Jane Hamilton-Fox (Hamilton, 1982) Personal snapshots of staff and students Patricia Ritter OAM (Sandral, 1950)

LAURISTON LIFE EDITION 2 2019 47 Semester 1, 2020 OLA events

February April 11 20 Founders Day Morning Tea and Assembly OLA Committee Meeting 17 24 OLA Committee Meeting ANZAC Day Morning Tea

28 May Class of 2010 10-Year Reunion 22 March Class of 1980 40-Year Reunion 13 25 Class of 2015 5-Year Reunion OLA Annual General Meeting

19 June Perth Chapter Event 11 New York Chapter Event 19 Class of 1990 30-Year Reunion

/LauristonArmadale /lauriston.gs

If you’d like to receive Lauriston Life electronically, please contact [email protected] or call 03 9864 7555. The Lauriston Foundation Inc.

Impact Report 2019 Providing Impact for Today and for Tomorrow

The Lauriston Foundation was in the years after they graduate, as is evidenced by the established in 1984 with the aim of increasing number of young women who make the journey to providing financial support to develop Howqua to celebrate their 10-year Howqua reunion. and improve the standard, facilities and The Lilian Bayly 7/8 Centre provides a welcoming home for wellbeing of Lauriston. Since then, and years 7 and 8 students, while the FabLearn Lab (opened in thanks to the generosity of the Lauriston 2014) is used by students from Prep to Year 12 to access open community, the Foundation has raised source technology, digital fabrication and programming. The more than $10 million which has helped fund important facility also hosts binannual FabLearn Australia conference projects at the School, including: with the goal of developing a local network of digital –– development of the swimming pool fabrication educators.

–– purchase of land and subsequent construction of the The support provided by the community has also given a Howqua campus number of girls the opportunity to experience a Lauriston education; an experience that has helped them become the –– development of the Science and Resource Centre and the young women they are today. Lilian Bayly 7/8 Centre The Foundation’s current focus is the It’s Her Turn campaign, –– establishment of the Lauriston Foundation Scholarship and which is helping to deliver a transformative building project. other scholarships (Please see page 9 to learn more.) We are also continuing to –– development of the FabLearn Lab. raise funds for scholarships, with the goal of offering a Creative When I reflect on the support shown by our community over and Performing Arts Scholarship within the next three years. the years, I wonder if these generous individuals realise the Thank you to all those who have supported Lauriston in 2019. lasting impact their donations continue to have. I look forward to seeing the impact this generosity will have for Since its opening in 1989, the swimming pool has not only today’s girls and for future generations. served generations of Lauriston girls, it has also provided a venue for swimming lessons for students from several local primary schools. JOHN MORRISON CHAIR More than 2,500 girls have experienced Howqua since the THE LAURISTON FOUNDATION campus first welcomed students in 1993. The impact the Howqua year has on these girls becomes even more apparent

2 Supporting Students by Developing Flexible Learning Spaces

We believe that if our students are going our Sports, Heath and Wellbeing Precinct draws attention to to thrive in the future, they will need our commitment to the development of young women who to have the skills required to become are thriving both physically and mentally. Our Junior School lifelong learners who are comfortable classrooms and outdoor play space offer exciting and flexible with change and have the capacity to learning spaces which can be re-purposed as the educational critically engage with complex issues needs of our teachers and students change in the years to and new technologies. Their ability come. Our Blairholme Early Learning Centre encompasses an to work with others, exercise good environment where siblings can learn and play together, and judgement and to engage with both their heads and their develop a love of learning which will be carried forward into hearts will position them well when seeking to resolve global the primary years. problems and helping to shape their world. On the completion of our current facilities, we envisage the We are helping our students to prepare for a rapidly changing construction of a creative arts building, encompassing visual world and this has altered our thinking about what an and performing arts, flexible learning spaces for years 10, 11 and education should look like. In the 21st century we believe that 12 and enhanced facilities for our staff. students need high levels of literacy and numeracy and a Your support of the Lauriston Foundation is helping to turn deep understanding in the subject disciplines. It has become our vision into reality. Not only will our current students important for our girls to have digital literacy skills. Connected benefit from the facilities we are constructing today, but future to this are capabilities or attributes to be developed, such as generations will benefit from the flexible learning spaces we critical thinking skills, interpersonal skills, intrapersonal skills are creating. and intercultural understanding.

While we consider the knowledge, skills and attributes our girls need to thrive in the future, we know that our curriculum SUSAN JUST offerings and our co-curricular programs are vital for achieving PRINCIPAL the student outcomes we aspire to.

Hand in hand with our curriculum and co-curricular offerings, our facilities masterplan will support our School in achieving successful outcomes for our students. The development of

3 Our Community Digs Deep for our Girls

In my role, I have the privilege of interacting daily with our students, our alumnae and our supporters. The thread that binds us all is our connection with Lauriston.

Our supporters, whether they are This year’s Annual Appeal – Give the Gift of Opportunity – students, parents of current students, past parents or alumnae raised more than $118,000. The generous support of current are passionate about the School and its vision of being a and past parents, alumnae and friends has: school for life. –– grown the scholarship fund, providing a young girl with the In 2019, the key focus of the Lauriston Foundation has been opportunity to experience a Lauriston education helping to deliver the new Sports, Health and Wellbeing –– enabled the purchase of new resources for the Junior, Precinct and a unified Junior School, and establishing an Early Howqua and Senior School libraries, benefitting all girls (see Learning Centre at Blairholme. page 6) Thank you to the 102 families who have already shown their –– given girls the opportunity to develop entrepreneurial skills support for the above project, which will transform the face of by enabling the creation of a new Entrepreneurs Program. Lauriston and benefit both today’s girls and future generations. Your support is much valued and the new facilities you are It is wonderful to see some of our current students choosing helping provide will impact ALL our girls as they progress to make a difference to the School. Read Year 12 student Chloe through their Lauriston journey. Di Gemma’s piece on why she chose to support two areas that really made a difference to her during her schooling – the A huge thank you to the 247 donors who, through their library and sport (page 8). regular support of the Voluntary Levy, are helping to fund the Lauriston Foundation Scholarship and the Creative and A final thank you to those individuals who have chosen to Performing Arts Scholarship. These needs-based scholarships leave a gift to Lauriston in their Wills. It is a privilege to meet provide deserving young girls with the opportunity to these generous individuals who are committed to providing experience a Lauriston education. the most important gift of all – the gift of education. Read more about the reason why Jane Freemantle has chosen to Thanks to your support we are able to offer a Foundation leave a gift in her Will on page 7. Scholarship to a young girl commencing in Year 11 in 2020. The corpus of the Creative and Performing Arts Scholarship On behalf of our girls and our staff, I would like to offer a continues to grow and in the next three years we look forward sincere thank you to all those who have so generously shown to offering another young girl the opportunity to attend their support in 2019. Lauriston with the support of this scholarship.

(Discover the opportunities a scholarship has provided Jayde MARINA JOHNSON Cosford on page 7.) DIRECTOR OF ADVANCEMENT

4 Key Achievements

Thank you to users 367 $727,289 Lauriston families who gave during the year Total Raised current families who gave to 247 malefemalemalefemale the Voluntary Levy program

$504,950* It’s Her Turn Capital Campaign $9,617 MONEY-BILL-ALT General Building Fund $166,187 Hand-holding Scholarship Fund $41,035 Giving Library Fund Programs $5,500 Education * Includes cash gifts and pledge commitments over several years $501,967 Major Giving programs and other giving $118,622 Warm welcome to… Annual Giving program families who donated to 109 malefemalemalefemale Lauriston for the first time $106,700 Voluntary Levy program new families who joined the 21 Lauriston Foundation

1 Box-Usd new bequestor to Lauriston Donors to the Annual Appeal – The Gift of Opportunity Campaign

Every gift makes a difference 8% Other

gift gift $20 smallest $75K 26% gift Current Families largest gift 36% Past Parents Oldest OLA Donor 30% Graduated in 1935 Old Youngest OLA Donor Lauristonians Graduated in 2019

5 Resources for Readers

Earlier this year the NSW branch of Old Lauristonians’ Association made a donation to our libraries, which enabled Head of Library Services Angela Mare to purchase a range of non-fiction texts.

Angela invited some Year 7 members of the Book Reviewers The new resources were purchased thanks to a Club to check out the new texts and share their thoughts. donation made by a group of Old Girls who live in NSW. If you were able to meet them, what Who do you think might use these new books? would you say? I think that many girls throughout the year levels would use I would say: ‘Thank you, thank you, thank you so much for your these books to learn about topics they’re passionate about. generous donation! It means a lot that you are still thinking Any girls with upcoming exams can refer to them. Pippa C of ways to help Lauriston so many years after you left our Why it is important to update the library School.’ I’m sure each of the group of Old Girls have stories collection? behind what the library meant to them during their time at New books give a fresh perspective and shine a light to some Lauriston, and I would love to hear those stories. Lotus D information that mightn’t have been in previous books. The You can discover these women’s stories by reading ‘School ties more books on any subject, the better! Pippa C are still strong despite distance and time’ on page 36-37 of the I think that it is important to update the library collection 2019 December issue of Lauriston Life. because facts and research can go out of date and people can discover more information about something or someone. Charlotte B

6 School Days Inspire Gift Scholarship Recipient for the Future Jayde Cosford (2019)

Including a gift in your Will is a powerful and empowering act Jayde Cosford has had a big year in 2019 as the Belinda that can create a lasting difference for girls of the future, and Phillips Goldman Sachs Memorial Scholarship recipient. Earlier is a life-changing legacy that can help transform the world for this year she was selected to represent Australia in the 2019 generations of girls to come. ITU Triathlon, Multisport World Championships in Pontevedra, Spain. Earlier this year Jane Freemantle (Mason, 1966) advised us of her intention to leave a bequest in her Will. For Jane, the Preparing for her event – an Aquathlon (a 1km open-water decision to include a bequest was based upon her experiences swim followed by a 5km run) – meant completing 15–20 as a student. training sessions (swimming, running, riding and gym) per week. Jayde finished a very commendable eighth in her age ‘I was a very fortunate recipient not only of a great education, group. but also an empowering and supportive environment during my years at Lauriston. The teaching and staff at Lauriston Since completing the event Jayde has been focusing on transformed us into strong, independent women. I credit them completing the final year of her International Baccalaureate. with developing in me the strength, values and resilience that I Her dreams to study biomedicine at the University of have drawn on in my adult life.’ Melbourne were recently given a boost when she was awarded Jane has asked that her bequest be used to help fund needs- a Hansen Scholarship to attend the university. based scholarships. Applying for the scholarship was quite involved. ‘By leaving a bequest to fund scholarships, I know I will be ‘It’s a four-stage application, involving written and video enabling young women who might not otherwise be able to applications as well as interviews. I decided that I would do attend Lauriston and have the opportunity to experience the my video from the pool to make my application stand out, and same things I did.’ also because I spend so much time there!’ Thank you, Jane and all those who have chosen to leave a gift Jayde is feeling excited about the future but will also be sad to in their Wills. Your generosity and foresight really will have a leave Lauriston. positive impact on the lives of our future students. ‘I’ve really enjoyed my time at Lauriston, and without the support of the Lauriston Foundation, I never would have had the opportunity to experience Lauriston. The Hansen Scholarship means I can continue my education journey. I’m so grateful for the support I’ve received and know that the generosity of others has had, and will continue to have, such an impact on my life.’

7 Student Giving: Making a Difference for Tomorrow’s Girls

I would like to give back to Lauriston in a meaningful way that benefitted me during my schooling.

As an avid reader, I spent considerable time browsing in the I hope the Library Fund donation will provide many wonderful Junior School Library for books to borrow. learning opportunities for other Lauriston students.

In Year 4, I was awarded the Premier’s Reading Challenge I also really enjoyed being part of the sporting program which Champion badge from Mrs Dessau who really encouraged my has helped shape who I am today as an individual and athlete. love of reading. This is also the same year that I won a prize While figure skating is my greatest passion, nothing has given for designing a book cover for Our Australian Girl and my first me greater pride and joy than representing Andrews House story ‘Meet Malala’ was published in Oz Kids in Print. My mum at sporting events and Lauriston at Girls Sport Victoria (GSV) still remembers Mrs Dessau’s excitement when sharing the carnivals and sports events. news with her. I hope my gift to the It’s Her Turn campaign contributes to the In the Senior School, I was often in the Senior School Library development of the new Sports, Health and Wellbeing Precinct during lunchtimes and study periods. During this time, I which will be an amazing place for staff and students. formed a close bond with staff Bruce Robertson and Angela Mare who took a personal interest in me as a student, not only in the library but also in other aspects of my school life. CHLOE DI GEMMA I enjoyed collecting snow globes on my travels around the 12A (2019) world to add to the colourful and interesting collection on display. I am also looking forward to providing a Swiss cuckoo clock as a memento of my connection to Switzerland and being part of a Lauriston Library tradition.

8 It’s Her Turn Campaign Update

Lauriston has always been a trailblazer in girls’ Capital Campaign education. From co-founding the Girls’ School Hockey Association in 1905 to establishing the Howqua campus in 1993, we have consistently been a leader in education. Our enduring goal is to empower and support our young women by $1.87m $5m giving them a world-class education. as at 19 November 2019 Goal

Our ambitious 10-year masterplan will ensure that our girls It’s Her Turn Donors have access to the facilities and programs they need to engage in their passions and achieve their full potential. It is a significant milestone for Lauriston and our girls – one that will (as at 19 November 2019) benefit girls at the School today and for future generations. Arnold, Elspeth & Ian Jack Z Family Ayres, Lisa-Anne & Roberts, Mark Johnson, Marina & Daryl Throughout the year the Advancement Team at Lauriston Backwell, Kate & Peter Just, Susan has organised numerous events to inform the community Ball, Christine & Rick Khan, Zafreen about our building plans. We are delighted with the positive Baum, Annabel J (2012) Lansarova, Soniiam & Ma, Hancheng Baum, Georgina L (2009) responses we have received from our friends within the Lauriston Parents’ Association Beischer, Andrew & Ellen Lee, Juliette (1984) & Tan, Erwin Lauriston community. Hand in hand with the first stage of Bongiorno, Jack & Anne Li, Jingyi & Chen, Jun the building project is the It’s Her Turn fundraising campaign Bradfield, Alix & Ross Lin, Lynne & Phillips, Adrian to support construction. Although the School has prepared Bruce, Georgie, Robert & Mardi Liu, Wei Qun & Qiu, Yu Ming Cattermole & Canning Families Lu, Li & Yau, Kam Man itself for the building project over the past decade, this is Chadwick, Nigel & Susan M & J Rockman Foundation the biggest redevelopment in the School’s history and the Chambers, Andrew & Genevieve MacLeod, Kirsten & Orloff, James community’s support is critical to ensure construction is Chan, Carina (2015) Marks, Caroline & Kane, Robert Chan, Hue & Vincent McGuirk, Heather (Boykett, 1985) completed in a timely manner, and that the planned facilities Chan, Jonathan (2018) Mo, Sylvia & Huang, Kelvin have high-quality finishes, forward-looking technology and Chen, Wendy & Douglas Morrison, Jessica (2010) sustainable features. Financial support from the community Cook, Gillian (Ferguson, 1951) & Robert Morrison, John & Karen will also mean that we are able to redirect any surplus School Cui, Helen & Xu, Jack Morrison, Rebecca (2013) Curro, Tracey Murray, Katherine & James funds towards additional teaching and learning programs for Di Gemma, Chloe (2019) & Nie, Sophie & Joanna our girls. Di Gemma, Diane O’Brien, Thomas & Katrina Ding, Qiumei & Jiang, Ting Officer, Georgie (Farquharson, 1993) & Our aim is to raise $5 million and we have already raised Dixon, Eva & Chris Officer, Robert $1.87million. We extend our heartfelt gratitude to the people Dvir, Moran & Gill Ou, Sybil (2015) who believed in what we are trying to achieve and have Fang Family Pacalt-Shady, Kate & Shady, James Ficarra, Mina & Houghton-Allen, Nigel Pan, Fang & Liu, Michael already generously donated to the It’s Her Turn campaign. Finster, Fiona (Marshall, 1991) & Richard Park, Kitty (Farquharson, 1990) & Dean We also thank the various organisations within the School Fitzgerald, Caroline (Pearce, 1999) & Patterson, Nicole & Stuart – the Lauriston Parents’ Association and its associated Fitzgerald, Aaron Perelberg Family Fletcher, Lisa & Marcus Philip, Mary-Lou (Doggett, 1949) & Bill organisations, the Old Lauristonians’ Association, the Lauriston Fox Family Ralph, Glenda Foundation Board, and the School Council and its committees Freemantle, Jane (Mason, 1966) & Randall Foundation for helping us reach out to the wider community. Finally, a Freemantle, Jim Robinson, Alice (1991) Gillespie Family Foundation very special thank you to the members (and their partners) of Roche, Georgie (Beddison, 1999) & Gomez Family Roche, Edward the It’s Her Turn Campaign Committee – Julia Rockman (Co- Graham & Cohen Families Ryan, Kerry & Klok, Anthony Chair, 1986), Elli Walker (Co-Chair, 1988), Anna Wilson (1990), Graham, Natalie & Graham OAM, Angus Shao, May & Wang, Jianming Georgie Bruce, Tom O’Brien, Moran Dvir – for their advice, Gray, Kirsten (1983) & Taylor, Damian Smibert, Linden (1968) Griffith, Rosemary & Kelvin Stebbens, Pat & Toby encouragement and guidance. Gunawan, Rosa & Tony Szabo, Joanna & Tamas Guo, Jingjing Tan, Catherine This is an exciting time in the history of Lauriston Girls’ School. Haldane, Liz & Clyde Umbers, Lynne & Richard We will be reaching out to more and more members of the Hackett, Louise & David Walker, Elli (Reason, 1988) & Campbell Lauriston community next year. If you would like to know The Harle Family Wang, Maggie & David more about the It’s Her Turn campaign, please contact Hillier, Jane & Nigel Warner, Grace & Ian Ho, Charissa & James Webb, Nathalie & Holmes, Christopher Marina Johnson, Director of Advancement, at The Humanity Foundation Yang, Michelle & Chen, Peter [email protected] or +61 3 9864 7582. Hunt, Georgina (Thomas, 1992) & Sam Yuvaraj, Kanchana & Jagadeesan, Raj Ingham, Elizabeth (Morrow, 1963) & Peter Zhang, Yani Irons Family 7 Anonymous donors

9 In Focus

Q & A WITH HUE CHAN Hue and Vincent Chan’s daughter Carina graduated from Lauriston is currently developing a new Sports, Lauriston in 2015. Carina is now undertaking a Bachelor of Health and Wellbeing Precinct. How important Medical Science and Doctor of Medicine at Monash University. do you think it is for girls to be involved in Earlier this year the Chan family decided to make a gift to sport? We consider sport to be a vital part of a well-balanced Lauriston, so we decided to ask them why they had chosen to education; the Howqua year with its wide range of outdoor make a difference. activities is such a memorable year for Carina. Hue, how long has your family been part of the Lauriston community? In addition to supporting the Building Fund, We have been part of the Lauriston community since Carina your family also made a gift to the Scholarship started three-year-old Kindergarten, and for a long time Fund. Why do you think scholarships are Lauriston felt like a second home to us. Some enduring important? Scholarships provide an opportunity for families that might friendships were made during those years. not otherwise have the financial means to send their girls to Why did your family decide to make a gift to Lauriston. Scholarships also provide an incentive for the girls Lauriston this year? to reach their full potential. We decided to make a gift to the Lauriston community because we could see the benefits Lauriston had brought Is there anything else you would like to share to Carina in both a well-balanced education and a nurturing about supporting the causes you care about? An opportunity for a rewarding education is the impetus for all social environment, and we feel that such an opportunity our support to causes that we care about. should be further enhanced via our contribution for the extensive development the school is currently undertaking.

10 You Can Make a Difference!

You can help provide a progressive learning environment and boost the development of girls’ education by making a donation to the Lauriston Foundation.

Building Fund: Education Fund: Your gift to the Building Fund will help provide exceptional A gift to the Education Fund benefits our girls by enabling the infrastructure and aid the development of innovative programs. purchase of educational resources to priority programs such You can choose to support the It’s Her Turn campaign, or make as Science, Technology Engineering & Maths, as well as musical a gift to the broader Building Fund. and sports equipment.

Library Fund: Donations to the Building, Library and Scholarship Funds are Gifts to the Library Fund enable the purchase of educational tax-deductible. resources, helping expand our girls’ horizons. Leaving a bequest in your Will is another way you can make a lasting impact on current and future generations. As a Scholarship Fund: bequestor you will join the Elizabeth Kirkhope Circle of Giving, Your gift will help fund needs-based scholarships and provide a community of like-minded individuals who are committed to deserving young girls with the opportunity to experience a the longevity and ongoing success of the School. Lauriston education.

To discover more about how you can make a difference to girls’ education, please contact Marina Johnson, Director of Advancement on +61 3 9864 7582 or [email protected] or visit www.lauriston.vic.edu.au/community/the-lauriston- foundation/about

11 Lauriston Girls’ School 38 Huntingtower Road Armadale VIC 3143 Australia t: +61 3 9864 7555 e: [email protected] lauriston.vic.edu.au

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