LAURISTON LIFE · a toy (Year 4), designing and creating a website for a small business (Year 5) and designing a warning signal for a natural disaster (Year 6). See more about these

LAURISTON LIFEEDITION 2 December 2019

Lauriston Life The magazine of Lauriston Girls’ School

Lauriston Girls’ School38 Huntingtower RoadArmadale VIC 3143 Australia

t: +61 3 9864 7555e: [email protected]

CRICOS number 00152F

ON THE COVER: Jasmin Goldberg PHOTOGRAPHER: Ben Weinstein DESIGN: Actual Size PRINTING: New Artworx

2 LAURISTON LIFE EDITION 2 2019

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10STEM: Innovation beyond the classroom

Music bringing our School community together

Building a future for science

STEM in early childhoood

Junior SchoolEncouraging curiosity and creativity through STEM

SportUsing technology to track fi tness

Engineering without boundariesJasmin Goldberg

Arts and the FabLearn Lab

Future-focused design-based learning in Years 7 and 8

Howqua highlights 2019

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CONTENTS

LAURISTON LIFE EDITION 2 2019 3

STEM: Innovation beyond the classroom

What knowledge, skills, values and experiences will young people need to thrive in a rapidly changing world?

This is a question that educators are considering around the world, and at Lauriston we lean towards the view that to best prepare students for the changes brought about by AI and other global trends, schools will need to set students up for lifetime education, to be empathetic, comfortable with change, and to have the capacity to critically engage with new technologies. (Education Future Frontiers: Opportunities and Challenges for Education Discussion Paper 2.)

We understand that the world in which we live is rapidly changing and the skills required of those entering the workforce both now and in the coming years make it a priority for young people to understand the building blocks of computation and to engage with technology and its implications. Young people will need to have the skills to evaluate information, and to understand how machines make decisions, the choices embedded in computer code, and the privacy implications arising with every technological development.

Connected to the need for explicit attention to digital literacy is the need to consider the level of attention we should be giving to ethics and philosophy.

The more research that I read, the more I understand that teaching STEM (science, technology, engineering and mathematics) subject disciplines goes hand in hand in with teaching those 21st 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.

PRINCIPAL’S INSIGHT

SUSAN JUSTPRINCIPAL

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

Skills our 21st century students need – High levels of functional literacy

and numeracy.

– A deep understanding of the core concepts in the subject disciplines, including higher levels of digital literacy.

– The opportunity to apply knowledge in meaningful ways and develop mastery in both content and capabilities.

– The mindsets and strategies to be adaptable and resilient learners, to reach their goals and continue to learn.

– To be well-rounded, informed and culturally aware citizens who are able to positively engage in an increasingly interconnected world.

LAURISTON LIFE EDITION 2 20194

There is a growing breadth of research around the 21st century skills/capabilities and a number of reports from our Australian universities and business corporations. The 21st century skills/capabilities generally fall under the following categories: critical and innovative thinking, interpersonal skills, intrapersonal skills, global citizenship, and media and information literacy.

I would contend that a number of these skills/capabilities can be fostered by integrating digital technologies and digital fabrication learning activities into our curriculum.

For example, over the last four years our Years 7 and 8 students have been involved in a number of learning activities which we have called ‘We have an opportunity’. We have invited students and their teachers from a number of local and Australian girls’ schools to join us for these projects. We have had students working with people who have disabilities to design and prototype products which will make their daily lives a little easier; in 2018, the student groups worked on the design and prototyping of products that would help individuals or groups in their schools.

The ‘We have an opportunity’ projects bring girls together for a social purpose as they work through the design thinking process. Working in a group over an extended time period provides an opportunity for the girls to collaborate with each other and develop an appreciation for the personal strengths each brings to the group. These types of activities enable girls to better understand that STEM-focused careers are accessible for them.

Our digital fabrication laboratory (FabLearn Lab) has been in place at Lauriston since 2013. Our intention through digital fabrication and making was, fi rstly, to determine ways in which we could further develop the experiential or ‘hands-on’ learning activities for our students, and secondly, consider how we might address the concern that girls are less likely to choose tertiary studies and careers related to STEM.

The FabLearn Lab has become an important cross-disciplinary learning space for students from Prep to Year 12 and has helped them to engage eff ectively with STEM. The use of digital fabrication has been embedded in a broader Digital Intent strategy, which we have documented.

In 2019 our Junior School students have been involved in a number of STEM-integrated activities that focused on design process and production skills. These included coding a story about a number (Prep), designing and prototyping a fairy house (Year 1), designing an algorithm for Dash robot to push and pull a toy (Year 4), designing and creating a website for a small business (Year 5) and designing a warning signal for a natural disaster (Year 6). See more about these activities on page 20.

In Years 7 and 8 our students each participate in four-week-long intensive programs across the year; two with a focus on digital fabrication and two with a focus on digital technology. Our Year 9 students continue with a digital technology program, which has a current focus on coding. Our Year 10 students have access to semester-based electives which have a digital fabrication or a digital technology focus.

We off er a broad range of co-curricular activities to our students, which include Robocup, Coders and Makers Club, Lauriston Start-up Entrepreneurs Group, the RACV Solar Challenge, AI for Good Challenge and Spaghetti Machine Challenge. We are always looking for new opportunities for our students and in 2020 we will continue our development of an entrepreneurial think tank for our students and continue our current initiatives.

We are confi dent that when girls are provided with opportunities from the early years of Junior School to develop their understanding and skills in STEM-related subject disciplines, they will continue with the study of these areas as they move through the School. Our girls need to develop positive mindsets and hands-on skills from their early years, which in turn will help their self-confi dence and desire to ‘take risks’ in their learning, particularly in science and mathematics.

We believe that an integrated approach to STEM-related activities enables our girls to participate in ‘real-life’ activities and practise the transfer of skills to diff erent subject disciplines. We want our girls to believe in themselves and their ability to undertake science and mathematics subjects in their senior years of school. The ‘bottom-up’ approach we have chosen by working to engage our students in STEM from the early primary years is aimed to continue to build the interest and confi dence of girls in approaching all STEM-related subject disciplines.


Maths, theunsung hero

There are now a huge range of inspirational STEM programs run by both educational institutions and industry, with the aim of increasing student interest in these technical disciplines.

Many of these programs, however, while inspiring, educational and fun, often overlook the core mathematical foundations that these technical subjects share. As a result, students choose to pursue a higher-level STEM subject, but quickly become overwhelmed by the mathematical aspects and, in the worst-case scenario, opt out of this career pathway.

Although the level of mathematical ability does vary across disciplines, student success in STEM is highly dependent upon their knowledge of, and interest in, analytical skills. Children and young adults are naturally curious, so our aim at Lauriston is to instil an interest in the versatility of mathematical literacy at an early age and show how it can be applied to real-life scenarios. The latter is particularly important in creating interest in STEM beyond school studies.

Our Year 7 Extension Maths class was eager to take on the challenge of addressing this conundrum and pioneering some new classroom tasks. The two tasks applied their linear graphing skills in unfamiliar scenarios and presented the students with a very diff erent kind of problem to those they were used to dealing with.

The fi rst task required various brands of Jelly Snake lollies to be stretched by

adding suspended weights, and then recording the extension. This real data produced a linear trend, which was then graphed, and associated questions were asked based on what had been previously covered in class. The second task then used the graphing website ‘Desmos’ to recreate the outline of a supplied photograph by working out the functions of each required line. Linear equations were essential, but students were also encouraged to explore other functions beyond what had been specifi cally taught.

Both tasks presented an appropriately challenging level of mathematical skill. The real-life data in the Jelly Snakes task was not perfect, and trial and error was encouraged in developing the Desmos image. The tasks were also specifi cally chosen to integrate non-maths STEM subjects, specifi cally science with the Jelly Snakes task and technology with the Desmos task. In doing so, we hoped to emphasis to the students how critically intertwined their mathematical abilities are, and that the STEM subjects are not four isolated areas.

For students who are planning to pursue STEM as a career, a sound mathematical foundation is something which cannot aff ord to be overlooked. By introducing tasks into Maths at Lauriston, which students would typically associate with other subjects, and by making these tasks more relevant to real-life applications, we hope to highlight the intertwined nature of the ‘M’ in STEM and encourage an ongoing interest in this pathway.

TEACHER INSIGHT

ZARA DENNISDIGITAL 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.

6 LAURISTON LIFE EDITION 2 2019

BUILDING A FUTURE FOR SCIENCE

Science is everywhere in today’s world. It plays a crucial role in so many aspects of our lives and Lauriston students are presented with many opportunities not just to learn scientifi c concepts in the classroom, but to experience it in its many forms in wider society.

During Science Week in August, students were privileged to hear from Dianne McGrath, Mars One astronaut candidate, environmental engineer and founder of Watch my Waste research. Dianne has a particular interest in not only being among the fi rst people to travel to Mars, but also in minimising food wastage. As well as sharing her journey through the Mars One selection process, Dianne challenged the students to reimagine a society where we could start over – and consider what we would do diff erently. Year 8 students were able to talk with Dianne in more detail as she worked with them to plan and build a habitat for the moon.

As part of the Science program at Lauriston, students have the opportunity to work with practising scientists and engineers. Year 7 students worked with Engineers Without Borders (EWB) to build water fi ltration systems using

basic materials. As part of this exercise, students had to consider the challenges faced by countries with limited ability to source materials. The engineering students also discussed the very important aspects of engineering and the crucial role it plays in society.

Senior Science students have been able to put their knowledge into practice by visiting laboratories at universities. Year 12 Chemistry students have taken part in an instrumental analysis workshop at Melbourne University to identify unknown organic compounds. Biology students have investigated evolution, diversity and classifi cation at Melbourne Zoo, and also worked alongside a number of talented and inspirational scientists at the Gene Technology Access Centre to identify the pathogen involved in infl uenza epidemics using a range of sophisticated equipment and DNA manipulation techniques. They have also introduced the use of genetic engineering equipment in the classroom to transfer genes from one species to another.

Students are able to take up opportunities for extension through a range of competitions, STEM

workshops and holiday programs throughout the year. We have had students attend the National Youth Science Forum and the Australian Science Olympiads Summer School, both of which require students to be specifi cally selected from a range of candidates. The NASA International tour to the USA provides an opportunity for students to experience astronaut training at Space Camp, as well as visiting a number of other organisations that are world leaders in engineering, innovation, technology and other STEM fi elds.

Science is constantly growing and evolving, and so too is the Science program at Lauriston. Students are able to create their own research questions, work in collaborative groups, conduct their own experiments, make mistakes, and learn from them; and even draw connections between multiple subjects. Partnerships with industry and universities are being developed, and connections are being made with practising scientists so that students can work with those who make a real diff erence to so many aspects of society.

TEACHER INSIGHT

SUE FRYERACTING 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.


STUDENT INSIGHT

Lier Deng (School Co-Captain)I’ve had the incredible opportunity of leading the Senior School and the Year 12 cohort alongside Lara Bennett throughout 2019. Looking back, it seems crazy to think about everything that has happened and how fast the year has fl own by. One of the most memorable moments this year was when we travelled to Sydney for a leadership camp, where we not only met so many other incredible school captains, but also established our School theme for the year: Ohana (family). Some other memorable moments consist of us coming up with our iCarly rip-off identities for our student assemblies, gathering the 2019 leaders for our High School Musical-themed introductory video, and organising the Year 12 Fair. However, my personal favourite has to be recruiting teachers for a surprise ‘Greatest Showman’ dance act for the Term 2 Talent Show; observing their amazing dance rehearsals has to take the cake!

Being School Captain has not always been easy – at times it was diffi cult to balance with the demands of Year 12 – however, it has always been heaps of fun and extremely rewarding. To say I am eternally grateful to have been given this opportunity is an understatement. I have learned that leadership is not only about implementing the changes which you want to see, but to guide and help others reach their full potential by equipping them with the right tools to do so. It has been an honour being able to do that and to fuel the drive that is so clearly within all the girls in our Lauriston ohana.

Carmen UmbersI started at Lauriston in Year 4 (2011) and have made the most of the incredible breadth of sport, music, drama, and community service activities on off er. Howqua was a highlight of my time at Lauriston, where I developed great friendships and numerous skills including leadership and resilience. I was a Prefect and Hockey Captain in my fi nal year, rowed at three Head of the Schoolgirls events, and have been nominated as Lauriston’s representative for the Australian Olympic Change-Maker Award 2019. I played the trumpet in the symphonic band and orchestra and have also taken part in a number of school drama performances, both acting and backstage. I was recently awarded my Gold Duke of Edinburgh, for which I have completed a year of community service at Friday Night School, which I have found really rewarding. I travelled to Ecuador, a World Challenge trip, and also had the privilege of going to 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.

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.


Cassie RozentalI began my schooling at Lauriston in Year 3 as an elite gymnast. Being at Lauriston allowed me to combine my education with 36 hours a week of intensive training at the Australian High Performance Centre. I retired from gymnastics in Year 8 and became more absorbed in the full experience of Lauriston life. My year away at Howqua was life-changing. It was a unique opportunity to live away from home in a totally diff erent environment and I made many strong friendships that will last a lifetime. Lauriston has provided me with diverse opportunities like debating and philanthropy, and sports such as rowing and skiing. I have been able to study a wide range of academic subjects and have discovered a passion for commerce subjects. The teachers have been incredibly supportive and always encouraged me to aim for a high level of excellence. VCE has been a challenging year with a high degree of personal growth, but I know that the learning environment at Lauriston has made this possible. I look forward to moving on to university to study in my chosen fi eld and I am grateful for the incredible foundation that Lauriston has given me.

Sam Eade (Sport Co-Captain)The experience that Howqua gave me allowed me to build my resilience and show me what it’s like to explore life outside of my comfort zone. Since then I have felt encouraged to put myself in positions of fear such as applying for Sport Captain or going on the Borneo trip. I have also learned to shape my future decisions without concern of what my friends are doing or whether or not I will be in their group as I learned 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.

Angela GaoI have most enjoyed the relationships that I have built throughout my time at Lauriston, whether it is my friendships with my fellow students or with my teachers. Lauriston students come from a range of diff erent backgrounds and many girls have had previous experience of living overseas. Howqua off ered an incredible opportunity for me to experience living independently with nine other girls. Through understanding how to compromise in a group situation and how to communicate to resolve confl icts, I am now better prepared for life beyond school where I will meet many people who come from diff erent backgrounds. I aspire to be a world citizen and wish to travel and work in various diff erent countries around the world. For me, Lauriston’s strongest feature is the opportunity that is off ered here. We were exposed to so many opportunities, ranging from Howqua to the International Baccalaureate (IB) program, and these truly prepared us for our future. One other advantage of being at Lauriston is the small class size. This environment enables more one-on-one support from the teachers, who are incredibly caring and professional, and I have developed both as a learner and as a person through their guidance.


TEACHER INSIGHT

One way in which we are trying to address this challenge is through our Signature Projects, design-based learning activities where students are challenged to work through a design thinking process to identify an opportunity or problem, and design and create a solution.

In Years 7 and 8 our students complete two signature projects. These projects are intensive four- to fi ve-day experiences where the normal timetable is collapsed, allowing students to work solely on the challenge.

The projects each have their own specifi c theme, are interdisciplinary and seek to address contemporary

and emerging issues. All projects are collaborative in nature and in addition to the skills acquired while working through a design process (for example, ideation and prototyping strategies), students also practise creativity, communication, critical thinking, entrepreneurship, digital literacy, digital citizenship, empathy, fl exibility, inter- and intrapersonal skills and resilience.

While either a digital or physical product is the visible outcome of the projects, we focus on the actual process. A key message we try to inculcate during these projects is to ‘embrace the ambiguity’. What this means is that when students work through their project, we don’t quite know what the next step will look

like or how their idea will pan out, so we can’t always off er support. The best course of action here is to try, perhaps fail, and then learn from that failure.

We hope that the projects inspire the students to be opportunity fi nders and problem-solvers. To be creative, deal with failure and, of course, embrace the ambiguity of it all!

FUTURE-FOCUSED DESIGN-BASED LEARNING IN YEARS 7 AND 8 OWEN FLATTERYDIRECTOR 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?


Year 7 Signature ProjectsRobotics, Artifi cial Intelligence and EthicsIn this project, students are challenged to design and prototype an Artifi cial Intelligence solution that will solve a problem relating to accessibility, Earth (environment) or humanitarian issues. Students have the option of submitting their idea to the AI for Good Challenge, a national competition run by Education Changemakers in partnership with Microsoft (https://aiforgood.com.au/). Students also learn to program a robot/autonomous vehicle to complete a number of challenges such as parallel parking, following a path, navigating an intersection and modifying movement based on signals. They learn to code a chatbot and a virtual pet. Students develop an understanding of the importance of ethics with respect to technological development.

Toys aliveStudents design and create an automata (a moving mechanical device made in imitation of a human being or animal) of an endangered animal. Students have the opportunity to use Adobe Illustrator to create a vector design of their automata components, which are then cut on the laser cutter in the FabLearn Lab. This technology allows for rapid prototyping. Assembly of the automata also allows students to access hand tools. Students are allocated ‘Lauriston’ money which they use to purchase material to dress their automata to improve its aesthetic. As a team they must negotiate together how the money will be spent. They also develop and deliver an elevator pitch to their class. A supporting session run by LOTE is translating product information to an international market.

Year 8 Signature ProjectsGame OnStudents design and create a table-top game based on one of the United Nations’ sustainable development goals. The game must incorporate a physical technology in some creative way and to address this the students learn to code a micro:bit (a pocket-sized programmable computer). They learn how to prototype simple circuits to connect the micro:bit to both input sensors and outputs, such as lights or motors. A professional designer is invited in to speak to the students about her process of fi nding design inspiration and how to create a brand. This supports the students as the project requires them to design and create branding and packaging for their games. Students may choose to use the laser cutter to create elements of their games and a number of hand tools are available for construction.

I am BraveThe aim of the ‘I am Brave’ project is to design and prototype a digital solution (mobile application, website or video game) to help educate Years 5 and 6 Lauriston students about a digital citizenship issue. Year 8 students use real survey data of Years 5/6s’ online habits to fi nd an opportunity to create a solution. Each team selects the best platform to create their digital solution. They can learn to code either a website using HTML and CSS, a mobile app using AppLab or MIT app inventor, or a video game using Scratch.

The project culminates in an exhibition of digital solutions where the Years 5/6 students are invited to test and provide feedback on the digital solutions.

We Have an OpportunityThis is an extra-curricular opportunity open to students in Years 6, 7 and 8. It is a three-day workshop where teams work through the Lauriston design thinking process to develop a solution to solve a problem in their community.

In 2017, students worked in small groups to design and create a solution for a client who has a disability and involved Lauriston students working in teams with students from other schools.

In 2018, we invited teachers and students from Fintona, Korowa, St Michael’s Collegiate, Mentone Girls, Ivanhoe Girls, Wilderness School and MLC to join us to learn about a range of digital tools and use the Lauriston design thinking process to create their solution.


ALUMNAE UPDATE

‘I loved making things and was intrigued by the early innovators – anyone who has invented something fascinates me. I remember as early as Year 6, when we were given the opportunity to do a project and I chose: “Inventions that shaped the world”.’

At Lauriston, Jasmin pursued her love of mathematics and design, studying VCE Maths Methods, Chemistry and Biology, and complementing this with Visual Communication and Design, English and Legal Studies. She graduated from Lauriston in 2013 in the top 1% of her cohort with an impressive 98.75 ATAR and is now completing a Masters of Architectural Engineering, a new course off ered at Melbourne University in 2017.

‘Design and maths were my favourite subjects at School, as well as my strengths. I am currently fi nishing a Master of Architectural Engineering. Historically, these disciplines have been seen as very separate in the industry. This course confi rms my belief that the most sustainable and often innovative solutions come from the blurring of these two disciplines.’

Jasmin was the recipient of the Dean’s Honours Award for outstanding achievement in 2014, 2015, 2017 and 2018, the Melbourne School of Engineering Foundation Scholarship, the Melbourne Global Scholar’s Award, the University of Melbourne Transition Scholarship and the Dean’s Art Award for Visual Communication.

Despite these accolades, Jasmin realised early on that life is not just about academic excellence. She was Head of Boats at Lauriston, a recipient of Full Colours, and participated in many of Lauriston’s extra-curricular activities.

‘I enjoyed the opportunities to do extra-curricular things such as GSV sport or the history trip to Turkey – and especially Howqua – to provide balance and enrichment to the academic side of things and to really get involved in the School community. Charity work at Lauriston really encouraged me to open my eyes to possibilities. I felt a strong need to do things other than just academic study while at Lauriston, and I was seeking a similar outlet at university.’

Jasmin found this outlet when she began volunteering as Chapter Secretary for Engineers Without Borders (EWB) at the University of Melbourne. EWB’s philosophy is based on a community-centred approach, using its engineering knowledge and resources to bridge self-identifi ed gaps in access to community health, wellbeing and opportunity.

‘I believed that one of the best ways to contribute to making this vision a reality was to be part of an organisation who are passionate about using engineering to make a better world. I was so inspired by the work we did that I wanted to contribute more. I was also drawn to the community and being able to engage engage with like-minded people from all over the globe.’

In February this year, Jasmin attended the Humanitarian Design Summit in Cambodia with EWB, to off er engineering solutions for an island community in the Mekong.

Recently, Jasmin travelled to Indonesia with two other Old Lauristonians, Annabelle Roper and Yvonne Yang, as

ENGINEERING WITHOUT BOUNDARIES

KATRINA LEHMANCONTENT 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.


part of the Melbourne School of Design travelling studio. They explored informal living in the kampungs of Bandung to understand the community spirit that is benefi cial in such living arrangements, and off er creative solutions to improve living conditions. These travelling studios encompass a number of disciplines to fi nd solutions for complex, real-life issues.

EWB also works a lot locally with school outreach programs, inspiring students to pursue STEM and demonstrating that engineering is not just the overly technical thing that most people assume, but that it is also about people, problem-solving and can be fun and hands-on.

From 2017, Jasmin volunteered as an EWB Regioneering Roadshow Team Leader, where she leads and runs engineering workshops at rural and under-represented schools in the Gippsland, Bendigo, Ballarat and Echuca regions. The workshops aim to encourage the students – particularly females – to study engineering at university. There is a particular focus on encouraging females.

‘Engineering is relatively male dominated. I would love to see this change and see more women in leading roles within the engineering sector.’

At Lauriston, Year 7 students worked with EWB to build water fi ltration systems using basic materials. They had to consider the challenges faced by countries with limited ability to source materials. The engineering students also discussed the very important aspects of engineering and the crucial role it plays in society.

While completing her master’s, Jasmin is also working as an undergraduate engineer at XLam, a leading mass timber solution provider to the Asia Pacifi c region.

‘My job has been quite an exciting journey. XLam was the fi rst manufacturer of cross-laminated timber (CLT) panels in the Southern Hemisphere, and there are a lot of opportunities for research and design innovation.’

Jasmin says the greatest challenge is the misconception that engineering (and other STEM pursuits) is purely technical.

The EWB workshops aims to show that there are ‘soft skills’ required, such as teamwork and innovation.

‘I’m really excited by the current focus on STEM at Lauriston and other schools, and the incredibly nurturing and passionate teaching. I hope that we will see more role models in schools and in the wider community to encourage females to pursue STEM pathways, or at least realise that it is a viable option for them and that it’s okay to be passionate about STEM.’


STUDENT INSIGHT

Lara ElliotIn 2018 Lara won the Years 7/8 category of the Global Village International Children & Youth Bilingual Speech Competition in Melbourne. As a prize, Lara was chosen as only one of 24 fi nalists from around the world to attend the 10th Global Village International Children & Youth Bilingual Speech Conference & Ceremony in 2019, where she was paired with a student from mainland China to write and deliver a speech in front of an international panel. Lara was the only fi nalist chosen to be interviewed on Chinese TV (SINA).

‘To represent Lauriston and Australia was such a great honour and I am very grateful for the teachers who helped. It was a wonderful opportunity to meet students from around the world and to experience the rich culture and history of Beijing. The scale of the city is immense and the level of technology 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.’

Kiara PunchihewaYear 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 experiences online for the State Library and at School in lunchtime bookclub sessions, Kiara was part of a student panel interviewing authors Oliver Phommavanh and Felice Arena at the Melbourne Writers Festival!

‘The qualities required of a judge included perseverance (to keep reading books I didn’t necessarily enjoy), time management, and the ability to work cooperatively with others. Another great benefi t of my judging experience was the opportunity to read widely, and read genres I may not have considered reading otherwise.’

Allegra TrikashAllegra began songwriting when she was just 12 years old. Now in Year 10, she has been gaining recognition at Melbourne venues performing live as her stage persona, ROYCE. ROYCE has released nine singles, three of which have played nationally on Triple J. In 2019, the single ‘Complicated’ was selected by Spotify to appear on their ‘New Music AU and NZ’, ‘Pop & Fresh’, and ‘The Offi ce Stereo’ playlists. Allegra prepared for and performed her fi rst live solo show while at Howqua and received huge support from the Lauriston community – from friends playing her songs on Mansfi eld radio and her music teacher Maria Lieberth helping her prepare for her fi rst live solo show to the wonderful experience she is having as part of the Trebelles singing group and mixed choir at School and as a guest performer at this year’s Huntingtower Lunch.

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.


Jessica McNairSince arriving at Lauriston in Year 3, Jess has been involved in numerous committees, extra-curricular activities and classes that provided her with a platform to express her creative interests and helped her develop a strong passion in design. In her junior years at Lauriston, she was involved in after-school photography classes, participated in the Media Committee, and assisted with makeup, set design and lighting for the School musical. In Senior School, Jess studied Art and Visual Communication and Design and hopes to pursue her passion for design at university next year.

‘Lauriston has such a wonderfully strong community, which is particularly evident through House activities and sport. I competed in SnowSports and GSV with girls from years above and below, which allowed me to branch out and create friendships across the whole School. The sense of community and equality across all year levels at School was particularly evident for me when I was a Year 7 Peer Support leader for my House, Irving. The House spirit is a constant and has been an aspect of my school life that I have loved.’

Lara KellyLara fi rst learned to ski at the age of two. Since then, she has learned to snowboard and cross-country ski, and currently loves participating for Lauriston in all events at the interschools competitions. Lara achieved amazing results at the State Interschools in Giant Slalom Skiing (2nd), Skier X (3rd), Giant Slalom Snowboarding (1st), Boarder X (1st) and Cross Country (1st). This qualifi ed Lara for the National Championships in all these events in which she won the Giant Slalom Snowboarding, Boarder X and Cross Country. Outside of Lauriston, Lara skis at Mount Buller Race Club and had a great season in 2019, taking out the U12 King of the Mountain series which combines results for Parallel Slalom, Giant Slalom and Skier X.

While Lara is very proud of her individual results, she enjoys the team success with her friends from Lauriston just as much. She loves going to school to see her friends, her favourite school activities are participating in Maths, Art and PE classes, and she plays in the Lauriston Basketball and Netball teams.

Lara hopes to one day ski and snowboard for Australia at the Olympics and World Cup. While training for this, she would like to study Veterinary Science and become a vet once she fi nishes her career on the World Cup circuit...

Veasna GunaswaSince Year 7 I’ve loved immersing myself in as many school activities and experiences as I can, from singing in choir to soccer. Not only did they help develop relationships with other girls across year groups, but it also gave me the opportunity to develop my interest in sport and music.

Advocating for humanitarian rights, particularly for younger women and education, has always been a passion of mine and blossomed in Senior School. I joined Lauriston’s Amnesty International group in Year 10 and was one of the leaders for 2018/2019. Being part of Amnesty has enriched my knowledge of the global community and highlighted to me the vitality of cultivating a more globally aware environment.

Indigenous reconciliation is also a key focus for me as a leader in 2019/2020. During the September school holidays, I travelled to Noonkanbah, an Indigenous community in Western Australia. We immersed ourselves in the school and incredibly welcoming community and it was a rare and exciting opportunity to be part of a younger generation working towards Indigenous reconciliation.

I am fortunate to be School Co-Captain for 2019/2020 with Jessica Detering. Leadership to me is about collaboration, about maximising individual skills 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.


SCHOOL MUSICAL

Ella O’Brien (Year 8) –Bird womanI think for all of us the musical has been a thing of wonder and an experience we will remember for our entire lives. The people I have met and worked with have been amazing. Meeting the Years 5 and 6 girls has been an absolute privilege and getting to know the Year 7s more has been amazing. The production week will be a treat for all of us: we can’t wait for the costumes, the makeup and the ecstatic feeling you get when you step onto the stage for the fi rst night and fi rst performance of the week. The moment when you get the moves perfect during rehearsal is when you feel like you can do anything. The food shared with friends over the Sunday rehearsals and the in-jokes we have are 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.

Charlotte Ross (Year 7) – JaneWe are 50 girls from four diff erent year levels that have become a tight-knit musical community who share the same passions. It has been really incredible watching the show rise up from a few songs into a production. Everybody becomes increasingly more excited as more props and sets are introduced and as additional scenes are learned. We’ve learned songs in three parts and worked at improving our show. I really enjoyed the gradual process of memorising my lines too – it has helped me learn how to manage my time effi ciently. Being part of this musical has really showed everyone what it means to be committed to something and is an amazing experience that I won’t forget.

Daisy Graham (Year 5) – Michael BanksI’ve had such an amazing time working with all the cast members. Everyone is so kind and happy. Getting a main role meant that I could spend more time with people and get to know them better. I have learned how a stage show is put together, including the dancing, singing, acting and lots more. I’ve had lots of fun preparing the songs and learning new dances along the way. I am super excited for the performance night and trying on our costumes. It has been really amazing to be in such a big production and to know that teachers trust that I can do this.

A magical MiddleSchool musicalThe 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.


Holly Rice (Year 8) – Miss AndrewMy experience this year as a cast member of Mary Poppins has been a very positive one. The commitment, reliability and eff ort required to produce a quality show, as well as balance sport, music and school work, has greatly improved my time-management skills. It has been so much fun meeting girls from diff erent year levels and defi nitely made the whole production enjoyable. Although I don’t mind admitting that I am kind of scared of Ms Ryan at times, I have a lot of respect for her and the teachers involved in directing these productions. They have so much skill and work their hardest to help us perform to the best of our abilities. I am very excited for my songs on stage. Having a role with individual lines and songs, while nerve-racking, is awesome and has added to my overall involvement immensely. In a couple of weeks the musical will be on and the whole cast is very eager for production week. Among all the chaos and excitement, when the audience is clapping for you, all the hard work pays off and becomes very much worth it.

Jess Tabain (Year 7) – Mary PoppinsSo far, being a part of the Mary Poppins production has been an incredible experience. I have met a wide range of girls from Years 5, 6 and 8 and have also been lucky enough to meet even more girls from Year 7. Working on the large group numbers has been my most enjoyable part of the production so far. Being with such a large, talented group of girls and getting to sing, dance and act with them has been amazing. Being in this production has taught me that a great show takes a lot of eff ort when it comes to learning lines, practising routines and fi nding the right notes to sing when working on duets. Mary Poppins is my fi rst production at Lauriston and everyone has made me feel so welcome and comfortable when going to rehearsals, whether it be teachers giving me directions or talking to other girls backstage. During production week I am most looking forward to seeing the whole show come together with costumes, props, lights and sound. This is the beginning of my time at Lauriston and what a great beginning it has been. I can’t wait for what’s to come!

Freya Albrecht (Year 8) – BertEngaging in a musical allowed me to acknowledge each character’s importance and contribution to the performance. I initially perceived Bert as a sidekick, but as we rehearsed, I unveiled a story. I used this to build on my character’s speech, motion and motive and it allowed me to concoct a persona that I was confi dent in. Participating in Mary Poppins Jr has been an opportunity that I would not trade for anything. The musical doesn’t exclusively aim to produce a wonderful show, but rather a memorable journey for its participants. I have acquired many skills: independence, reliability and commitment. Wonderful friendships have fl ourished and I have immense respect for all the cast and teachers who dedicated their time to making this production spectacular. It has been an enthralling dream to rehearse and perform with such a delightful cast. Regardless of your experience, I strongly recommend all students should join a Lauriston production; it is an adventure that you will never forget.


MUSIC

Wielding a violin in front of 1000-strong audience is no mean feat for an adult, let alone a fi ve-year-old. From guzhengs and saxophones to fusion ensembles and orchestras, each peice was fl awless. I found myself murmuring: ‘Surely they can’t be students?’

Interspersing the performances with student narratives was also inspired: each girl shared her unique school music journey and the common threads were collaboration, friendship and community.

The Gala Concert at Hamer Hall was not only an example of dedication, skill and often breathtaking talent, it was the coming together of our School community, and the desire to give our children the opportunity and courage to achieve something beyond their wildest expectations.

But this was just one shining example of the incredibly rich and diverse Music program at Lauriston.

Throughout the year, we have had music performances at the Junior School Father’s Day Breakfast (3/4 Choir), the Huntingtower Lunch (Chamber Strings, Allegra Trikash and Old Lauristonian Nina Lloyd) and the Year 12 Dinner (Year 12 Lauriana and Charlotte Roberts – Music Captain). There have been solo and ensembles performances in Junior and Senior School assemblies, as well as informal performances at Blairholme and Kindergarten. The Chamber Music Luncheon and Blairholme Lunchtime Recital showcased our small ensembles and younger musicians. And our Friday Concerts have continued, with many girls using this as a performance opportunity before their AMEB Exams.

The House Music Competition was, as always, an afternoon of hilarity and noise with Andrews taking out the coveted 2019 House Cup. Finally, Mary Poppins Jr was a wonderful collaboration with the Drama Department and showcased the talent of our budding musicians and actors, as well as the hard work behind the scenes.

The opportunities available for our students from Prep–Year 12 are limitless. And the richness of our Music program would not be possible without such a dedicated and nurturing team of musicians and teachers.

MUSIC BRINGING OUR SCHOOL COMMUNITY TOGETHER

KATRINA LEHMANCONTENT WRITER

From the moment the Preps trotted out onto Hamer Hall stage carrying instruments

larger than themselves, I was entranced.



JUNIOR SCHOOL

As leaders in STEM (Science, Technology, Engineering and Mathematics) education for girls, Lauriston has developed a sequential STEM program throughout the Junior School. The girls undertake an inquiry-based approach to STEM learning and are provided with challenges linked to real-world problems. Beginning in Prep, girls work through the engineering design cycle – Ask, Imagine, Plan, Create, Improve and Share – to create a range of digital solutions.

Some highlights of our Junior School STEM program are as follows.

Prep–2In Prep, the girls designed a toy box for their favourite toy. They had to measure and design a prototype using applications on the iPad. When they completed their prototype, they were given feedback to make improvements and then designed their fi nal product for printing on wood in the FabLearn Lab. Through the process, the girls gained confi dence in using a range of digital tools and built on their knowledge of mathematical and engineering concepts.

In Year 1, the girls broadened their skills through creating a sustainable fairy house for the Blairholme Fairy Garden. In this engineering project, the girls again worked through the design cycle, but this time with much greater complexity as they considered the types of shapes and structures needed to create a sustainable house. Assembling these houses was an engineering feat for the girls and they worked well to continually modify and improve their designs.

As part of the P–2 program, girls also have incursions from Coding Edge, a lunchtime STEM club for Year 2 girls, and a number of other plugged and unplugged opportunities to explore programming language through kinaesthetic experiences, Sphero, Blue Bots and Dash n Dot robots and coding applications. Underpinning these programs is the belief that an early introduction to basic programming concepts can help children build transferable skills such as problem-solving and critical thinking. Many children are perceived to be competent with modern technology, but often they are merely users of that technology. We aim for children to be creators of technology. This places the girls in good stead to be able to use more complex programming languages to create digital solutions in the later primary years.

Encouraging curiosity and creativity through STEMCHRIS TOMSVICE 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.


Year 4In Year 4, the girls looked at the connection between length, area and perimeter by designing their own mini golf course. They began by using grid paper to map out a golf course to fi t a required area. They had to problem-solve and look at how they could best use the given area to create a mini golf hole that can be played using a marble. Once they designed the layout of their golf course, they measured the length of the edges to create small fences to stop the ball from falling off the course. They then drew the required area and fences of the golf course in Vectornator, which created a raster fi le for printing on the laser cutter in the FabLearn Lab. First, the girls fi rst cut out a prototype in cardboard. Following adjustments 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 6Year 6 girls looked at how a microcontroller can be used to warn a community about an impending natural disaster. They were able to connect their learning in Science about the warning signs of natural disasters and

their understanding of how sensors and radio function on the microcontroller could be used to warn a community. It was essential that the microcontroller could not only detect the natural disaster, but also send a warning to the community by using the radio signal. For example, students were able to use the thermometer to measure a spike in temperature and the accelerometer to measure shaking.

The Year 6 girls also participated in a mini Signature Project, where they combined their learning of electrical circuits in science with design and technology. The girls worked in small teams to design and build an object out of recycled materials. Using a motor, battery pack and wires, they then tried to get their objects to move.

Worldwide, the number of girls participating in the subject areas of STEM is declining. This is not apparent at Lauriston, but as educators we have to constantly fi nd new ways to positively infl uence our students and create a culture of engagement and excellence in STEM studies. Through the acquisition of digital technologies and the implementation of an integrated STEM curriculum, we provide the girls with opportunities to develop key skills in problem-solving, creativity, critical analysis, teamwork, independent thinking, initiative, communication and digital literacy. These skills will be vital skills for life in our rapidly changing digital world.

Maths English

Maths

Digital Solutions, 2019

• Coding Edge Incursions (T1) • Design a program using sequencing to create

stories in Maths and English. (T3) • Design a sequence of steps to create numbers

in Maths. (T4)

Prep

Skills

DT- Process & Production Skills

Tools

• Coding Edge Incursions (T1) • Design a path to for Dash to take Dot on a tour

of Blairholme (T4) • Link to Inquiry: Use Tynker to record an oral

retell of the history of Lauriston.

• Design and recreate a traditional fairytale using coding. (T3)

• Based on individual data, students design & create a digital solution to help improve knowledge of spelling rules (T4).

• Coding Edge Incursion (T2) • Code a story about a number in Scratch Jnr • Create a sequence of step for a BeeBot to travel in the shape of 3D numbers (T4).

Maths English

History Science

Science Maths

Science Wellbeing

Year 1DT- Process & Production Skills

Skills

Year 2DT- Process & Production Skills

Skills

Year 3

Year 4


Skills


Skills


Skills

Science


Skills

• Design an algorithm for Dash robot to push and pull a toy. (T3)

• Design a game in Tynker based on concept of Chance. (T4)

• Design and create a website for small business. (T2) • Ev3 Robots-Robot Dance Science (T3) • Design and create an interactive Pepper’s

Ghost Box. (T4)

• Students design a warning system for a natural disaster (T2)

• Ev3 Robots- Science. Using Sensors (T4)

Need to explore opportunities to include Digital Tech - Knowledge and Understanding..e.g ’what are digital systems and how do they work?’

Year 6

Year 5

The diagram opposite highlights some key digital learning activities. These activities have been further enhanced by digital fabrication learning activities, particularly using our design thinking cycle and the equipment in the digital fabrication laboratory.


Emma LazeridesHowqua 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.

Nicole ZhaoThrough 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.

Jess WuI’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.

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

STUDENT INSIGHT

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


Abigail ZhangI did not expect the experiences and knowledge I learned in Howqua to apply and correlate to everyday life back in Melbourne and the world. How much I have grown in maturity, confi dence and resilience was also unexpected.

Sarah KingHowqua 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 SongWe had to get used to the daily routines and the Outdoor Program, but I found that after a few hikes, even though it was still hard, there was such a sense of accomplishment.

Lily Yang I’ve learned how to challenge myself and how to encourage others.

AnonymousThe 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.


HOWQUA

STEM refers to the vast range of knowledge and skills that are increasingly in demand in our rapidly changing world. But STEM education is more than just acquiring new information and skills; it fosters the development of thinking skills such as creativity, problem-solving, critical thinking and collaboration that can be applied beyond the classroom.

Creating high-quality STEM learning opportunities is a complex task and requires an interdisciplinary team of teachers and industry professionals to collaborate together to create opportunities that are engaging, relevant, hands-on and use the most up-to-date technologies.

Every year in Science at Howqua, students study a topic on sustainable house design. For this unit we are

fortunate to collaborate with Michael Ambrose, an architect from CSIRO, as part of the STEM Professionals in Schools program funded by the Australian Government’s Department of Education and Training.

Working in small groups, students are set the task to design and construct a model house that investigates the variables aff ecting heat transfer using the principles of passive solar design. Using HOBO temperature probes kindly donated by CSIRO, students record the diff erent rates of heat transfer depending upon the modifi cations they have made to the design of their house. Students are encouraged to FAIL when undertaking this project, as it is the First Step in Learning. Students refl ect upon their mistakes as a learning opportunity and then modify their house design to see if they can improve it. This process

is repeated several times and the project culminates with students formally presenting their work to their peers.

Next year we intend on taking this project one step further by collaborating with the FabLearn Lab at the Armadale campus to bring the best house design principles together with laser cutters and 3D printers to create new prototype student houses for Howqua.

In Term 3 each year, students participate in a hands-on STEM Day. This year we were fortunate to be joined once again by Mr Ambrose and also Zara Dennis, one of the Science teachers from the Armadale campus.

Mr Ambrose ran a session on CSIRO imaging and created a 3D map of the Ruth Tideman Resource Centre with students. Then we headed down to the largest patch of fl at grass we

SCIENCE AT HOWQUABRIONY DAVENPORTSCIENCE AND MATHEMATICS TEACHER, LEARNING DIFFERENCES AND LEARNING ENHANCEMENT TEACHER AND SUSTAINABILITY COORDINATOR

At Howqua we take a cross-curriculum approach and embed STEM learning opportunities not only in the classroom, but also in STEM-dedicated days and extra-curricular activities.


have (fondly called ‘the Flat’) for the designing and launching of water bottle rockets. Students applied their recently learned trigonometry knowledge to calculate the height reached by their rocket and were then set the task of exploring diff erent design features to maximise the height reached.

There was no time to be idle, as it was then over to one of our steepest hills leading up to the campus (called ‘Reception Hill’) for billycart racing. Once students had done a safety check on the nuts and bolts of their homemade carts, it was gravity-induced downhill fun, with students applying the principles of physics to investigate concepts of speed, velocity and momentum.

After dinner the STEM activities continued with students coming together for a presentation on astronomy from Zara Dennis and an exploration of the life cycles of stars. The day culminated with students stepping back outside to witness the vastness of our universe in a little more detail using a Celestron NexStar computerised telescope, which was kindly donated by the Saunders family.

Students at Howqua are given many other opportunities to participate in extra-curricular activities that apply and extend their knowledge outside of the classroom. One such opportunity is the Sustainability Group which aims to decrease the campus’s use of resources and increase biodiversity in the local area.

One of the projects completed during the year is to construct animal nesting boxes. Students fi rst research an animal whose habitat has been impacted by logging activities in the local area since European settlement. They then design, build and install their nesting box along the Howqua River. In collaboration with Landcare Australia, we have purchased three remote sensor cameras and use these to monitor the nesting boxes. Results are yet to reveal that the nesting boxes are being used, so we continue to FAIL, refl ect and modify our design and hope for better outcomes in the future.

The unique environment that is Howqua 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.

Meet Briony Davenport

Favourite thing about Howqua?My favourite thing about Howqua is its strong community. We wake up and have breakfast together, have a few classes together, go for a long jog through the bush together, plant a tree or two together, get some study in and then have dinner together before saying goodnight. During that time we have discussed some big ideas, possibly shed both blood and tears, hopefully have had an ‘aha’ moment, and have shared it together in a way that is meaningful. It is the community of Howqua that makes this place much more than just a job; it’s a way of life.

What do you teach at Howqua? How does what you teach diff er to a normal school classroom?I teach science, maths, individual diff erences and learning enhancement. At Howqua we are able to take what we teach and then step outside to observe or apply it in the real world. I am also the Sustainability Coordinator. Over the years we have become more aware of our impact on this planet and have taken steps to reduce our consumption of resources and increase the biodiversity of the local area. Having the time after school has fi nished for the day to meet with students and focus on how we can make a diff erence has been pivotol to our progress.

Something few people know about you?I have a secret love of fungi. While I consider myself to be a fun girl in general, spotting mushrooms in the wild on a cold and misty autumn day would have to be one of my all-time most enjoyable things to do.

Tell us a little bit about yourself?I was a Howqua girl myself back in 1999 and was in Wirringga House. When I fi nished school I went to England for a gap year and then went to Adelaide University to study Bachelor of Science (Molecular and Drug Design). After fi nishing my Honours year, I worked as a Research Scientist at the Hanson Institute of Medical Reseach investigating cancer pathways. Funding for science in Australia was getting tight at that time, so my partner and I decided to broaden our career prospects by becoming teachers. Two kids, a dog, a master’s degree and 10 years later, here we are.

Do you miss ‘normal life’?I really miss good sushi. And going to concerts. And restaurants that serve something other than chicken parmigiana. But that is about it.

What do you like doing in your downtime?In winter, I love spending the day cruising the slopes of Mt Stirling on cross-country skiis. In spring, I love going for a bush walk to spot wild fl owers. In summer, I love dipping my feet in the Howqua River and spying little insects. And in autumn … it’s all about spotting fungi.


KINDERGARTEN NEWS

Young children are extremely capable of learning about STEM concepts. Throughout their play on an everyday basis, children are engaging with resources that provide for STEM education. However, the proactive involvement of educators and the planning of activities to stimulate curiosity is crucial to higher-level thinking and problem-solving.

Constructivist pedagogy is part of the Reggio Emilia philosophy we follow, which has problem-solving at its core.

‘Teachers operating within constructivist pedagogy work to identify children’s interests, structure activities around big foundational ideas, pose problems that are real and interesting to the children, and develop conceptual understanding of these ideas. Constructivist teachers value children’s points of view and challenge their theories.’ (Brooks & Brooks, 1999.)

What kind of materials motivate children to engage in and learn about the principles of engineering design? What does engineering design look like in a kindergarten environment?

One traditional area of play that stands out as a space where children can engage in opportunities for engineering design is the block area. By providing high-quality wooden blocks of varying sizes, an environment is created which children naturally gravitate to, to design and build intricate block structures. Children learn to think about the concepts of stability, balance, the properties of the materials, as well as number and spatial reasoning.

Watching as the ‘builders’ progress through three-year-old to four-year-old Kindergarten in readiness for school, the development of these skills is exceptional. Take a moment to view the outside structures that are built every day in our atrium at Niall House. These are complex feats of engineering.

As the children build more complex structures, they look for further materials to enhance their buildings. Our collections of loose parts greatly add to the diff erent dimensions of the constructions and the games they play within them. By adding curved bamboo ramps and pathways, children can explore the way a variety of objects move. This adds the dimension of force

and motion to problem-solving, as well as speed, steepness and the weight of objects.

Recently, two of the Kindergarten educators from Michael House attended a professional learning workshop by Tom Bernard from the USA, whose specialty has been to promote and analyse the exploration of sensory play to better understand children’s curiosity and competence in all areas of development. During the workshop he explained how to build in and around the sensory tables to make unique spaces for the children to play and learn, drawing them in to experiment and explore. He suggested building special apparatus with recycled and easy-to-access materials to encourage STEM thinking, and using diff erent levels, spaces, holes, inclines, and horizontal and vertical planes so that children can experiment with the concept of transportation.

For example, water can be used in tubes and pipes by the children to examine natural fl ow, allowing them to make decisions about changing the direction of the fl ow. The pipes can include holes, inclines (down the tube) and horizontal and vertical concepts.

STEM in early childhood

FIONA IRELANDDIRECTOR 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.


Having diff erent levels enables the children to test stability, take risks and challenge others to take risks, and connect children in play at diff erent levels. In a horizontal setting, children will have to use problem-solving skills to make the apparatus work. Building the apparatus with the children develops their creativity and problem-solving skills as well as their skills in predicting, hypothesising and experimenting. Being able to validate these skills is important for developing STEM thinking and develops their language and learning of the correct terminology.

As part of our Big Idea for 2019, we have introduced the children to the idea of design process. The design process is defi ned as the engineer’s approach to identifying and solving a problem. This approach is open to the possibility of many solutions, a context for rich mathematical, scientifi c and technological conceptual development. Too complex for preschool age children? Our young children spontaneously and enthusiastically designed and created using a multiple of materials, revealing the potential for integrated STEM education that is rigorous and relevant, but also within their capabilities.

As the Dolphin children worked through their ‘Making project’, they were supported with the principles of the design process. Inspired by the construction of the carpark next door, the children came up with their own ideas. The fi nal outcome was the design of a dream home. The children drew their ideas, made prototypes using diff erent materials and enlisted the skills of Glen, one of our maintenance team, who put a simple structure together while showing them basic woodworking skills and how to use tools in an appropriate way.

An important part of this process is the posing of questions while the children are problem-solving – What is the problem? What are the constraints? What are some solutions? – while getting the children to brainstorm the ideas and choose the best one, draw diagrams and make lists of materials. This gives the children ownership over the project. The next step for the Dolphin children was a visit to our digital laboratory, the FabLearn Lab, to make their fi nal design into a 3D prototype.

The possibilities for incorporating STEM education into the younger years is endless as children are naturally curious about the world and learn through play. Anything that involves experimentation, discovery, building or collecting immediately stimulates their active minds. STEM experiences need to be engaging and interesting to the children; they need to be ‘real world’ challenges that are relevant to their lives and particularly hands-on, with experiential learning being at the core of the practical inquiry process.

STEM learning activities are embedded into our everyday curriculum in the Kindergarten and these experiences help our children create and innovate with confi dence.


SPORTS FEATURE

Video analysisPhysical Education is an area which lends itself to visual and kinesthetic learning. Digital technologies provide students with clear videos of performance and specifi c techniques, as well as providing students with instant visual feedback of their own movement through delayed video replay. Advancing software makes this process easy to manage within PE lessons.

Fitness trackingIn 2019, the Physical Education Department implemented a fi tness and skill tracking digital platform which centralises student data and provides an overview of observable physical fi tness and skill development. The platform off ers guidelines on levels of performance and provides individualised direction on ways to develop each of the tracking qualities, creating optimal challenges for all students.

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

force plates provide objective data on ankle reactivity which determines how students can cope with the stress imposed on their bodies

The revamped fi tness tracking procedures assist students to set a range of health and fi tness benchmarks, develop goals, inspire progress, and can also assist in the talent identifi cation process to help provide sporting recommendations to students of all ages.

Using technology to track fi tnessWhile 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 GUINEAHEAD OF HEALTH AND PHYSICAL EDUCATION


CAMSA (Canadian Agility and Movement Skill Assessment)This year, Lauriston students in Years 4–8 were introduced to CAMSA. CAMSA is a measure of selected fundamental, complex and combined movement skills that are an important foundation for specialised and sport-specifi c skills required for participation in a variety of physical activities.

The CAMSA required students to review a video of the testing protocol with a step-by-step technique checklist and to then complete the movement sequence. Students actively reviewed their sporting performance to determine what elements of technique are demonstrated and those still to be developed. This was then paired with teacher evaluation and used as a valuable tool for assessment and development.

Wearable technologiesThe integration of wearable technologies and digital devices into Physical Education has become essential with the rise of these devices in society. In an eff ort to motivate students to improve their health, we are now able to personalise classes with a classroom set of fi tness wearables such as heart rate sensors to track the time spent at a target heart rate. We hope the wearables will help students understand the importance of being physically active every day and help them in the process of setting individual health and fi tness goals.

One of the most pleasing aspects of digital technology used in Physical Education at Lauriston has been the increased levels of student motivation as a result of the ability to review aspects of their performance and measure personal health and fi tness. Lauriston students are incredibly open-minded and using technology helps us to deliver valuable and engaging lessons.

We look forward to continuing the evolution of our digital tracking platform and the continued exploration and implementation of emerging technologies in Physical Education. We hope to continue fostering excitement in our students about how technology can improve their skills, health and lifelong fi tness.


VISUAL AND PERFORMING ARTS

ARTS AND THE FABLEARN LABDAVID MORRISONHEAD OF THE ARTS FACULTY

1. Louise Fletcher - Hanako 2. Madeleine Buckingham – The ecosystem of a grazing fi eld is boring. So why did you cut down the trees?

3. India Walshe – a still from the fi lm Bush for the Ages

4. Mia Fyson – Melbourne Media Museum

5. Mia Fyson – Melbourne Media Museum, model 2

1

4 5

2 3

In the years since Lauriston established the FabLearn Lab, its function as a digital fabrication laboratory has truly become integrated into our Visual Art and Design program, particularly in our Senior School Years of 10, 11 and 12.

The opportunities provided by this innovation has enabled us to expand design thinking to highly practical and innovative solutions, particularly in the areas of product and environmental design. Students have acquired skills in programming to develop fi les that can be read; in the Lab, they have developed communication and collaboration skills as they communicate concepts and refi ned drawings to our technician, Andrew Gibson, and they interfaced with contemporary design practice as they modelled the skills used in industry.

These opportunities have impacted the overall quality of our outcomes as noted by the Year 12 Visual Communication Design students’ successes in being selected for Top Designs in 2019 and by the excellent work produced by this year’s cohort.

Visual arts opportunities and applications have been most obvious in sculptural work, instillations and in an expanded range of presentation options. Once again it was laser cutting that was the most popular technique, but applications of etching have also provided some excellent results. Most notable, this year was Ellen Ho’s etching into wood to emulate ancient Japanese woodblock printing techniques. This fusion of old and new enabled a signifi cantly rich cultural, technological and conceptual investigation to occur as part of her overall International Baccalaureate Visual Arts experience.

The more subtle, but more signifi cant benefi t of this advancement in digital technologies application is the expansion that has generated in students’ design thinking. This essential 21st-century learning skill underpins successful design in a plethora of fi elds, organisations and communities. The ability to think deeply and broadly to problem-solve is a skill that will benefi t our students well into the future. The way that this is supported by the fabrication opportunities is through the expansion of what is possible and through students having the ability to follow ideation of concepts through to presentation of these refi ned concepts.

There is little doubt that the depth of thinking, engagement and collaboration, and the quality of outcomes produced have been signifi cantly enhanced through our ability to design ideas knowing that we have the technologies and materials required to take those ideas through the entire design process to presentation.


6. Nelushi Dissanayake – La Belleza

7. Mia Savio – Red Poppy (part of a series)

8. Alicia Rice – Profondeur

10. Ellen Ho – A walk through time

11. Ellen Ho – Marching Over the Stumps

12. Fonda Chen – Imagine if...13. Daisy Upfal – Boundless

Connection

14. Jaren Jiarun (Cecelia) Liu – Snow White

15. Louisa Fletcher – Isabella16. Gemma Colquhoun –

Bloodbath17. Jessica McNair –

Refl ection

18. Junhan Shen – Family Property

19. Madeleine Buckingham – The Butterfl ies Blocked by the Wall

6 7 8

10

13

16 17 18 19

14 15

11 12


ADVANCEMENT NEWS

There is a real sense of excitement at Lauriston as the fi rst stage of our building project – the underground carpark – nears completion.

The carpark is an impressive space: at almost 5000m2 it off ers parking for more than 140 vehicles, three charging stations for electric vehicles, and bicycle parking and sensor lighting to reduce energy consumption.

But where the excitement lies is in that fact that once the carpark is completed and the turf for the fi eld is re-laid in February 2020, work will commence on two key areas that will have a direct impact on our girls: developing a dedicated Sports, Health and Wellbeing Precinct and unifying the Junior School.

Sport has been an integral part of Lauriston since the Irving sisters founded the School in 1901. They recognised the importance sport plays in building healthy minds, healthy bodies and stronger friendships. Today, there is an increasing body of research that shows in addition to improved physical health, sport plays a positive role in youth development, including improved academic and behavioural development, higher self-esteem and better social skills.

The Sports, Health and Wellbeing Precinct will feature: a new gymnasium, including two multi-purpose courts; teaching and learning spaces for activities such as yoga, pilates, meditation, rowing, cycling and weight training; four adjoining outdoor courts for netball, basketball and tennis; outdoor cricket nets; new showers and change room facilities; a new learn-to-swim pool and refurbishment of the existing swimming pool.

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 house our Prep students, and refurbishing Montrose for our Years 1/2 students.

The fi nal stage of the building project will see an Early Learning Centre established at Blairholme, thereby providing families with a seamless transition from childcare to three- and four-year-old Kindergarten.

The building project is being funded in part by the It’s Her Turn fundraising campaign. With an ambitious $5 million target, this campaign will ensure that the new facilities are delivered to a high standard and without entering into debt.

The Advancement team have been reaching out through a series of events and meetings to encourage parents, alumnae and the broader community to become involved in the largest building project Lauriston has undertaken this century.

Lauriston’s building project unfolds…MARINA JOHNSONDIRECTOR OF ADVANCEMENT


If you would like to learn more about the project and how you could play a part in shaping Lauriston’s future, please contact Marina Johnson, Director of Advancement, on +61 3 9864 7582 or [email protected]

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 that your gift will support the areas of most importance to you.


ALUMNAE NEWS

Our Property Manager Mark Costello provided Liz with a fl oor plan dating around the time of the sale and she provided details of renovations her family made to the internal structure of the house and identifi ed the original plaster ceiling decorations.

Liz also explained what the rooms were originally used for, pointing out where the day nursery had been, which was later part of the billiards room, the telephone room, and the rear staff quarters which the children were not allowed to enter. She described the grand drive, which swept from the main gates on the corner of Murray Street around past the entrance steps and the camphor laurel tree to the existing gates out into Malvern Road. A large cypress hedge ran along the north and west boundaries, which protected Blairholme from dust blown into the city on the north wind. The lovely rose gardens were tended by the gardener, who lived in a room in the back garden.

Liz kindly allowed me to copy some of her family photographs, and a copy of the history that she and her twin sister had compiled. The following is an extract.

My twin sister and I were born at Blairholme in 1933 (our younger brother Donald died in 1966) and the following notes are made up from chats with our father, together with information researched by me when the School asked for a history of the house.

In 1877, William Bushby Jones built a large two-storey classic Victorian and named it ‘Brockelsby’. It was approached by a straight drive that ran from Malvern Road (parallel with Huntingtower Road) across the hockey fi eld to a roundabout under the still-existing Moreton Bay fi g tree. The grounds of Brockelsby extended along Malvern Road from Kooyong Road to Glenferrie Road. Murray and Erskine Streets were night cart lanes.

Mr Jones had two daughters and around 1887 he built two similar houses for them on the estate; one was Blairholme and the other was between Murray Street and Eskine streets. While Blairholme’s exterior remains largely as originally built, the other has had the tower and verandahs removed, but is still recognisable by its roofl ine.

Various Brockelsby blocks were sold off between 1877 and the turn of the century, but we are unsure when and to whom Brockelsby was sold and who owned it up until Lauriston purchased it.

Our father bought Blairholme in 1929 and lived there with his widowed mother until she died. He married our mother, Peggy Macfarlane, in 1931 and it was she who changed its original name of Awbridge to Blairholme after Blair Atholl in Scotland, from where her family immigrated in the late 19th century to New Zealand and later to NSW.

Various alterations to the house were carried out at that time, but in the 1950s there was some major restructuring to build a billiards room in the centre of the house. The day nursery, a staff sitting room, back hallways and some fi replaces were demolished to create the space and the fl oor stumps reinforced to take the weight of the table.

Following the death of our mother in 1973 and father in 1974, the house with its three-quarters of an acre grounds was sold to the school for $225,000, so returning Blairholme to its original connection with Brockelsby and the Jones family.

Since then the School has made many other adaptations, all with great sensitivity to the Victorian character of the house. The grounds have been skilfully adapted and the whole property is a delight to visit and surely a wonderful environment for girls to begin their lives at Lauriston.

FAMILY MEMORIES OF BLAIRHOLMELISL BLADINARCHIVIST

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.

Mildred twins with their nanny in front of Blairholme, 1935–36.


1

2

3

4

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.


ALUMNAE NEWS

In July, Principal Susan Just and Director of Advancement Marina Johnson had the pleasure of attending a meeting of the NSW Branch of the Old Lauristonians’ Association (OLA). The meeting was held at the home of Ailsa Faulkner (Purvis, 1947) who has been heavily involved with the group since its inception.

Ailsa attended the fi rst meeting in 1961 at Sydney’s Pickwick Club, hosted by then Principal Elizabeth Kirkhope. At a subsequent meeting, it was decided that meetings would be held three times a year at the homes of members. In addition to welcoming Old Lauristonians, the group also hosted occasional lunches with the Sydney alumnae branches of both Melbourne Girls Grammar and Korowa. The group provided ex-Melburnians with opportunities to develop friendships and networks, making the move to Sydney easier.

Marina asked each of the ladies present about their memories of Lauriston, and I am delighted to share some of their stories with you.

Ailsa Faulkner (Purvis, 1947)I attended Lauriston from 1938 until 1946. During the war years I remember the Air Raid drill which included fi ling in an orderly manner to Air Raid Shelters that had been dug out around the hockey fi eld. However, because it was so wet in Melbourne the alternative drill to avoid getting muddy, was for girls to push their desks together under the classroom windows and crawl under them for protection. There was also an Evacuation drill whereby students, complete with their haversacks packed with necessary survival supplies (chocolate and biscuits), had to walk in two lines down to the Armadale Railway Station where, theoretically, they would be transported to safety.

June Steel (McMaster-Smith, 1947)My family lived in the country and, as a result, I was a boarder at Lauriston from 1943 to 1946.

I remember Miss Kirkhope as kind and generous, often giving the boarders 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.

Margaret Longstaff (Thompson, 1953)I attended Lauriston from Kindergarten to Year 12, and was one of the 11 students who were still boarding when the boarding house closed in 1953. I recall one evening in Term 3 a group of boarders decided to go to the pictures without permission. Unfortunately, they were spotted by an eagle-eyed adult who reported it to Miss Kirkhope. As a result, all boarders were gated for the remainder of the term; this cast a bit of a pall, but lessons are learned the hard way. My brother also attended Lauriston for his transition year, but he was always going missing from class in the afternoons as he was not interested in being at school all day. I remember enjoying Science classes and experiments taught by Biology teacher Jean Hook. Ms Hook often wore an academic gown fi lled with holes, although it was diffi cult to know whether the holes were the results of acid spills or cigarette burns.

WHAT ARE THEY DOING NOW?

CATHERINE MCVEANALUMNAE RELATIONS

NSW Branch of the OLA

School ties are still strong despite distance and time…

Ailsa Purvis, Class of 1947


Judy Sennitt (Mogg, 1959)I started at Lauriston in Kindergarten, and for me, Sport was the highlight. [Judy excelled at javelin, and was Captain of the Athletics, Baseball and Basketball teams.] I know some girls struggled with Miss Davies (she became Headmistress in 1956), but in my view she respected students who were committed to achieving their best. It didn’t matter whether it was academia, drama, music or sport. One of my favourite pastimes was diverting Miss Davies during scripture classes. I would simply put up my hand and ask her thoughts about the Romans, and Gladys would launch into her favourite subject –Roman History. She was so engrossed in her topic that often girls would dive under their desks to complete their homework whilst she talked at length about her favourite topic!

Jill de Winter, (Lake, 1961)I attended Lauriston from Kindergarten until Year 12. I spent my fi rst years at Little Lauriston, which was housed in a church hall in Malvern, before moving to the ‘Big School’ on Huntingtower Road. Little Lauriston Headmistress Miss Brownlow would pick me up from home and walk me to school each day. Although she was always friendly during the walk, once she arrived on school grounds she immediately assumed her teaching persona. Gladys Davies was a friend of my father, who had achieved great results in Latin. Gladys assumed I would inherit my father’s love of Latin, which defi nitely wasn’t the case. In my Latin exam I ruled up the paper… and that was it! Another memory I have is when snow fell in Melbourne. At recess all the girls built snowmen. We were very disappointed when we came out at lunchtime to discover our snowmen had melted!

Pamela Lee (1959)I started school life at Little Lauriston (my brother was there at the same time), then spent three years at MLC and a year boarding at The Hermitage in Geelong, before returning to Lauriston. I was looking through some past copies of The Lauristonian recently and came across some of my poetry. Obviously someone thought it worthy of printing or perhaps they were short of copy! I’m not sure how to describe it – juvenile (of course, I was a child at the time), ridiculous or cringeworthy. They did make me laugh though. I recall Miss Kirkhope, Mrs McPhee and Miss Moon as always being caring, compassionate and not at all scary. I really did enjoy my time at Lauriston and made many friends, many of whom I see regularly; some live in Sydney, but the majority are in Melbourne.

It’s thanks to Pamela Lee that Susan and 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 the enclosed Lauriston Foundation Impact Report.

Judy Mogg, 1959.

Pam McLeish and Pamela Lee, Wandiligong 1957.

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.


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.

Intergenerational photo – Armadale

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


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.

Intergenerational photo – Howqua


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 (Haag), Sarah Smith (Telford)

and Rachel Vanzyl (Platts).

L to R: Kate Azzopardi (Pazitka), Tara Byrns (Lesins), Amanda Logie-Smith

and Anna Campbell-Finlay.L to R: Julia Doyle, Sammi Black

and Sally Heeley.

Class of 1989.


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)

and Sally Elliott.Class of 1999.

Class of 1999 – 20 Year ReunionOn 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.


REUNIONS

Class of 1959 – 60 Year ReunionOn 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 1964 – 55 Year ReunionOn Wednesday 31 July, girls from the Class of 1964 attended a lovely lunch along with a tour of their School.

Class of 1959

L to R: Marg Edmonds and Marg Birch.

L to R: Wendy Forbes, Wendy Chandler and

Deirdre Beville.

L to R: Helen Wirtz, Gill Cohen, Suzie Roberts, Susan Just,

Ann Knowles and Barbara Lonie.

Class of 1964

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


Congratulations to Holly Hockley (2001) on the arrival of beautiful Ivy Grace Neilson, born on 11 June 2019 at Epworth Freemasons.

Congratulations to Sarah Vick (2000), who recently married Geoff rey Bazzan, 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.

Class of 1994 – 25 Year ReunionOn 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 Ingrid Broberg (Blandy). L to R: Katrina Gowans (Howie), Lydia Cesana (Heng) and Simone Brookes.

BIRTHS WEDDINGS


VALE

Susan St Leon27.2.1928 – 6.9.2019

Principal Susan St Leon (Irvine) was Lauriston’s Principal from 1973 to 1983. She empowered students and staff to ‘help people to realise what their own potentiality is and where their strength lies’. During her tenure, Lauriston expanded with the purchases of Niall House (1974), Blairholme (1975) and Montrose (1976). In 1982 the St Leon Library was opened. Susan was an important and much-loved member of the Lauriston community and will be missed by many girls who were fortunate enough to experience her guidance and governance at School. Susan passed away in Tasmania on 6 September 2019.

Valerie Heath (past staff , 1974–2005) homage

My fi rst memory of Susan was sitting in the offi ce awaiting my interview for the position of Speech and Drama Teacher at Lauriston. I wondered what a principal of a highly regarded private girls’ school would look like. I was imagining tweed and brogues when a whirlwind, a beautifully dressed woman in blue, blew through the door. The energy around her was extraordinary.

Then she smiled. And I could not believe this was a principal.

I was delighted to accept the job off er, and soon became part of the Lauriston community – a community I loved for over 30 years.

At Easter 1974, Susan informed me the Year 12 students had expressed their desire to produce a review instead of a play (well, it was the early 70s!) and she wanted me to take over the school play. With only six weeks to do this, I was understandably cautious, but Susan’s determination and trust won me over. In response to my stipulation, ‘I will need the girls Tuesdays, Thursdays and weekends,’ she replied without hesitation, ‘Done!’ Susan gave me her full support, including bringing boxes of pastries to the School Hall at weekends. This, of course, charmed the girls!

I have a lot of drive, but with Susan behind me, it increased by 500%. I did not want to let her down. She reminded me of Helen Franklin, Head of the National Drama School where I had spent four years. They were both so charismatic and determined.

My husband supported me over those six weeks and The Vigil was a success. The relief was extraordinary!

Then came Susan’s next vision: ‘Valerie! We have a wonderful Art Department, a wonderful Music Department. I want you to build a successful Drama Department.’

Drama and theatre studies in those years were mainly for senior girls, but I received full support from Susan to introduce Middle School Drama and Junior Secondary Drama Festivals – where students wrote, produced and performed their own plays.

Susan’s passion was not just for the arts. Her commitment to build mathematics, chemistry and physics in a girls’ school was profound. In those days, girls rarely attempted these subjects, but Susan made sure they became an important and vital part of Lauriston’s curriculum.

When the Victorian Institute of Secondary Education off ered teachers the opportunity to write courses at a Year 12 level, Susan encouraged us to participate. Hence, theatre studies became an entrenched part of Lauriston.

Susan had vision, drive, energy and commitment and was an extraordinary woman. I loved her then and I cherish the memory of her now. She changed many people’s lives and she changed mine.

Tennis team 1938Standing: Margaret Barker (Captain), Margaret Campbell,

Rosemary Attiwell, Dilys FethersKneeling: Norma Telling, Shirley Davis

Sitting: Flora Sharp, Denise Radford, Jeanette Smith.


Dilys Mary Crosser (Fethers, Class of 1938)14.2.1920 – 17.4.2019

Dilys Crosser passed away in April this year, aged 99. Dilys was very involved in Lauriston, both while at School and afterwards. She attended Lauriston from 1933 to 1938 and was School Captain in 1938. In addition, she was a Probationer and Prefect (1937), assistant librarian (1937), a member of the Baseball team and Tennis team and Vice-Captain of Hockey (1938).

Dilys was also a talented singer and pianist and was a founder of the School’s fi rst music club in 1938. That year the Music Club procured two violins, a fl ute and a cello, with the future objective of creating a School orchestra.

Dilys married Jack Crosser after World War II ended and had two children, Megan and Russell. The following is an excerpt written by Dilys and used in the Order of Service:

Suddenly it seemed that war was imminent; the air was electric with tension. I was right in the centre of the future enemy. My Swiss Banker host got to work for me and managed to get a train ticket for me to the border. From there I got to London and met up again with my teacher friend. I managed to get a cabin to share with a stranger (the last available berth, they told me) and so sailed home after war had been declared. Our liner zigzagged all the way home to avoid torpedo attack, so we were told, and arrived safely.

Dilys attended many Lauriston functions over the years. In 2017, aged 97, she called to say that she was now too old to attend functions, but still loved to be invited and to receive news of her School.

Shirley Holten (DeRavin, Class of 1943)27.1.1927 – 8.5.2019

Shirley died in May this year, aged 92. Shirley was at Lauriston from 1938 to 1943. Shirley was both a Probationer and a Prefect, a member of the Tennis and Hockey teams and Vice-Captain of Irving House. Upon leaving school, Shirley went to Melbourne University and qualifi ed as a physiotherapist. She married ‘Mac’ Holten, a Scotch College boy and Collingwood footballer. They married in 1949, moved to Wangaratta and had three daughters: Carolyn and Diana (twins), and Deborah. Mac went into Federal Parliament for 20 years while Shirley was busy looking after the family. Shirley’s sister, Jean (deceased, 1940), and nieces Robeena Evensen (Holten, 1975), Louise Dunn (Holten, 1978) and Virginia Connell (Holten, 1985) all attended Lauriston. She has six grandchildren and six great-grandchildren and was a proud Old Lauristonian to the very end.

Edith ‘Morna’ Sturrock AM5.3.1925 – 26.9.2018

Morna Sturrock, the talented woman who created the exquisite Lauriston Banner still used today, died in 2018, aged 93. Morna was a founding member of the Embroiderers Guild and was extremely talented at her craft. The banner, made in the 1990s, includes silver thread in the logo, which came from the Vatican. Morna’s son made the wooden banner stand. Helen Drummond, Lauriston’s former PE teacher, arranged for the Lauriston Banner to be made.

Andrew AO, Michael (Chair of Council 2002–2007) – passed away 23 June 2019

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

1943 Hockey teamLeft to right: Pat Gibson, Shirley DeRavin, Nanette McCausland, June Watt, Nanette Johnson, Jean Pitcher, Margaret Anne Browning, Rosemary Robinson, Margaret Wallace, Ruth Cox, Barbara Browning, Catherine Carlyle.


NEWS FROM THE ARCHIVES

It did not surprise me it took until 1916, 15 years after Lauriston opened, for one of our students to graduate with a Bachelor of Arts. From the beginning, Lauriston off ered a curriculum up to the equivalent of Year 12, but only a small percentage of girls remained at school to complete their university entrance exams. Most parents took the view that a broad education would enhance a woman’s ability to carry out her role as a wife and mother, but not lead to a university education or paid career.

The majority of Lauriston’s fi rst students concentrated on humanities and languages. Only the most talented maths students persisted beyond acquiring basic skills. The teaching of sciences at Lauriston required suitably qualifi ed female teachers and specialised facilities, which were not easily available in what was then an essentially domestic school environment.

In 1934, Lauriston was assessed by the Education Department for its suitability to receive government scholarship holders and was found that the Science Room only provided the ‘barest essentials in accommodation, and the equipment is insuffi cient for laboratory practice for a class of 17 pupils’. Students at the time had to go elsewhere to study chemistry or physics as Lauriston only off ered biology in its syllabus. In 1943, the Science Room was fi nally upgraded to a ‘real laboratory’ appropriate for senior chemistry.

However, it was not until the 1960s, under the leadership of Principal Gladys Davies, that our science stream gained resources and importance. With more women going to university and competing with men for jobs in the workforce, science subjects became an integral part of our School’s curriculum.

In 1963, the Commonwealth Government off ered assistance to independent schools to build science laboratories and introduced a new scholarship scheme to support students in their last two years at school. In May 1964, Gladys Davies successfully applied for a science laboratory grant. In 1966, when the ‘Old House’ was demolished to make way for the new Special Studies Wing, this facility included then state-of-the-art science laboratories.

The ‘University Degrees’ honour boards record the fact that, despite setbacks, some of our early students forged a career in what we now identify as STEM subjects (science, technology, engineering and maths). In 1921, Dorothy Halford was the fi rst Lauriston student to qualify for a Bachelor of Science, though curiously her degree was belatedly recorded among the entries from the late 1940s. In 1928, Hildred Mary Butler also qualifi ed for her Bachelor of Science and in 1946 her Doctor of Science. Hildred become a bacteriologist, fi rstly working at the Baker Medical Research Institute in Melbourne, and later at the Royal Women’s Hospital.

In 1931, Lauriston had two fi rsts. Rachel Gillespie graduated from London University to be a Member of the Royal College of Surgeons. She had commenced her training as a nurse at the Alfred Hospital in Melbourne. In 1923, Rachel went to England on a holiday trip and ended up studying medicine at the Royal Free Hospital for Women in London. Enid Marks also graduated in 1931 with a Bachelor of Dental Science. Three years later, in 1934, Margot Cowen graduated with a Bachelor of Agricultural Science. It took until 1971 for the honour boards to record a Bachelor of Engineering degree – awarded to Deborah Canning by the University of Melbourne.

Our ‘University Degree’ honour boards indicate that up until the 1960s, less than 20% of Lauriston alumnae undertook a university degree in STEM courses. However, the honour boards do not represent other education options available at the time. Some Lauriston students took up hospital-based training to become nurses. Others went to Melbourne Technical College (later called RMIT) to study degree-level courses such as engineering or to get vocational qualifi cations for the workplace (for example, as a laboratory technician); and Lincoln Institute taught courses in applied behavioural and medical sciences such as physiotherapy, occupational and speech therapy.

A tangible reminder of our pastLISL BLADINARCHIVIST

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.


The honour boards mainly represent University of Melbourne graduates and a handful of alumnae who ventured overseas or interstate to get their qualifi cations. The boards record both the graduate and postgraduate qualifi cations of Lauriston alumnae. By 1964, with the opening of Monash (1958) and Latrobe universities (1964) expanding our students’ options, the honour boards list each student’s qualifi cation and the name of the university from where it was obtained.

The last honour board is incomplete, with only two entries for the years 1974 to 1976. The very last student listed is a late inclusion from the 1973 peer year: Anne Small, who obtained her Bachelor of Medicine and Bachelor of Surgery from Monash University.

I can only assume that once tertiary qualifi cations became ubiquitous, it was impractical to record all our students. The ‘University Degree’ honour boards represent nearly 60 years of alumnae

education choices. Their hand-painted entries are touchstones that mark our students’ journey, from one of limited career options in the early 20th century, to the boundless possibilities that exist today.

Donations to the archives

Object Donor

Sports team, madrigals and other photographs Margaret Birch (Deane, 1959)

Letter from Elizabeth Kirkhope and card from the Music Department

Suzie Brown (Metz, 1959)

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)

Lisl would like to acknowledge the following 2019 donors. You can see some of these donations in our display cabinets.

Lisl works Monday to Wednesday and can be contacted on 9864 7579 or [email protected]

Physics Laboratory, 1968

Students looking into a microscope, 2010

Chemistry Laboratory, 1958

Science Laboratories, 2003


Semester 1, 2020 OLA events February11Founders Day Morning Tea and Assembly

17 OLA Committee Meeting

28 Class of 2010 10-Year Reunion

March13Class of 2015 5-Year Reunion

19 Perth Chapter Event

April20OLA Committee Meeting

24ANZAC Day Morning Tea

May22 Class of 1980 40-Year Reunion

25OLA Annual General Meeting

June11New York Chapter Event

19 Class of 1990 30-Year Reunion

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

� /LauristonArmadale� /lauriston.gs

The Lauriston Foundation Inc.

Impact Report 2019

2

Providing Impact for Today and for Tomorrow

The Lauriston Foundation was established in 1984 with the aim of providing financial support to develop and improve the standard, facilities and wellbeing of Lauriston. Since then, and thanks to the generosity of the Lauriston community, the Foundation has raised

more than $10 million which has helped fund important projects at the School, including:

– development of the swimming pool

– purchase of land and subsequent construction of the Howqua campus

– development of the Science and Resource Centre and the Lilian Bayly 7/8 Centre

– establishment of the Lauriston Foundation Scholarship and other scholarships

– development of the FabLearn Lab.

When I reflect on the support shown by our community over the years, I wonder if these generous individuals realise the lasting impact their donations continue to have.

Since its opening in 1989, the swimming pool has not only served generations of Lauriston girls, it has also provided a venue for swimming lessons for students from several local primary schools.

More than 2,500 girls have experienced Howqua since the campus first welcomed students in 1993. The impact the Howqua year has on these girls becomes even more apparent

in the years after they graduate, as is evidenced by the increasing number of young women who make the journey to Howqua to celebrate their 10-year Howqua reunion.

The Lilian Bayly 7/8 Centre provides a welcoming home for years 7 and 8 students, while the FabLearn Lab (opened in 2014) is used by students from Prep to Year 12 to access open source technology, digital fabrication and programming. The facility also hosts binannual FabLearn Australia conference with the goal of developing a local network of digital fabrication educators.

The support provided by the community has also given a number of girls the opportunity to experience a Lauriston education; an experience that has helped them become the young women they are today.

The Foundation’s current focus is the It’s Her Turn campaign, which is helping to deliver a transformative building project. (Please see page 9 to learn more.) We are also continuing to raise funds for scholarships, with the goal of offering a Creative and Performing Arts Scholarship within the next three years.

Thank you to all those who have supported Lauriston in 2019. I look forward to seeing the impact this generosity will have for today’s girls and for future generations.

JOHN MORRISON CHAIR THE LAURISTON FOUNDATION

3

Supporting Students by Developing Flexible Learning Spaces

We believe that if our students are going to thrive in the future, they will need to have the skills required to become lifelong learners who are comfortable with change and have the capacity to critically engage with complex issues and new technologies. Their ability to work with others, exercise good

judgement and to engage with both their heads and their hearts will position them well when seeking to resolve global problems and helping to shape their world.

We are helping our students to prepare for a rapidly changing world and this has altered our thinking about what an education should look like. In the 21st century we believe that students need high levels of literacy and numeracy and a deep understanding in the subject disciplines. It has become important for our girls to have digital literacy skills. Connected to this are capabilities or attributes to be developed, such as critical thinking skills, interpersonal skills, intrapersonal skills and intercultural understanding.

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

our Sports, Heath and Wellbeing Precinct draws attention to our commitment to the development of young women who are thriving both physically and mentally. Our Junior School classrooms and outdoor play space offer exciting and flexible learning spaces which can be re-purposed as the educational needs of our teachers and students change in the years to come. Our Blairholme Early Learning Centre encompasses an environment where siblings can learn and play together, and develop a love of learning which will be carried forward into the primary years.

On the completion of our current facilities, we envisage the construction of a creative arts building, encompassing visual and performing arts, flexible learning spaces for years 10, 11 and 12 and enhanced facilities for our staff.

Your support of the Lauriston Foundation is helping to turn our vision into reality. Not only will our current students benefit from the facilities we are constructing today, but future generations will benefit from the flexible learning spaces we are creating.

SUSAN JUST PRINCIPAL

4

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 students, parents of current students, past parents or alumnae are passionate about the School and its vision of being a school for life.

In 2019, the key focus of the Lauriston Foundation has been helping to deliver the new Sports, Health and Wellbeing Precinct and a unified Junior School, and establishing an Early Learning Centre at Blairholme.

Thank you to the 102 families who have already shown their support for the above project, which will transform the face of Lauriston and benefit both today’s girls and future generations. Your support is much valued and the new facilities you are helping provide will impact ALL our girls as they progress through their Lauriston journey.

A huge thank you to the 247 donors who, through their regular support of the Voluntary Levy, are helping to fund the Lauriston Foundation Scholarship and the Creative and Performing Arts Scholarship. These needs-based scholarships provide deserving young girls with the opportunity to experience a Lauriston education.

Thanks to your support we are able to offer a Foundation Scholarship to a young girl commencing in Year 11 in 2020. The corpus of the Creative and Performing Arts Scholarship continues to grow and in the next three years we look forward to offering another young girl the opportunity to attend Lauriston with the support of this scholarship.

(Discover the opportunities a scholarship has provided Jayde Cosford on page 7.)

This year’s Annual Appeal – Give the Gift of Opportunity – raised more than $118,000. The generous support of current and past parents, alumnae and friends has:

– grown the scholarship fund, providing a young girl with the opportunity to experience a Lauriston education

– enabled the purchase of new resources for the Junior, Howqua and Senior School libraries, benefitting all girls (see page 6)

– given girls the opportunity to develop entrepreneurial skills by enabling the creation of a new Entrepreneurs Program.

It is wonderful to see some of our current students choosing to make a difference to the School. Read Year 12 student Chloe Di Gemma’s piece on why she chose to support two areas that really made a difference to her during her schooling – the library and sport (page 8).

A final thank you to those individuals who have chosen to leave a gift to Lauriston in their Wills. It is a privilege to meet these generous individuals who are committed to providing the most important gift of all – the gift of education. Read more about the reason why Jane Freemantle has chosen to leave a gift in her Will on page 7.

On behalf of our girls and our staff, I would like to offer a sincere thank you to all those who have so generously shown their support in 2019.

MARINA JOHNSON DIRECTOR OF ADVANCEMENT

5

Key Achievements

Thank you to

Lauriston families who gave during the year

users 367

Oldest OLA Donor Graduated in 1935

Youngest OLA Donor Graduated in 2019

Donors to the Annual Appeal – The Gift of Opportunity Campaign

Every gift makes a difference

Warm welcome to…

26%

30%

8%

36%

Other

Past Parents

Current Families

Old Lauristonians

$501,967Major Giving programs and other giving

$118,622Annual Giving program

$106,700Voluntary Levy program

$727,289

malefemalemalefemale

malefemalemalefemaleTotal Raised

$504,950*It’s Her Turn Capital Campaign

$9,617General Building Fund

$166,187Scholarship Fund

$41,035Library Fund

$5,500Education

* Includes cash gifts and pledge commitments over several years

$75K$20smallest

gift largest gift

Hand-holdingMONEY-BILL-ALTGiving

Programs

109

247

21

1

families who donated to Lauriston for the first time

current families who gave to the Voluntary Levy program

new families who joined the Lauriston Foundation

new bequestor to Lauriston Box-Usd

gift gift

6

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 Club to check out the new texts and share their thoughts.

Who do you think might use these new books?I think that many girls throughout the year levels would use these books to learn about topics they’re passionate about. Any girls with upcoming exams can refer to them. Pippa C

Why it is important to update the library collection?New books give a fresh perspective and shine a light to some information that mightn’t have been in previous books. The more books on any subject, the better! Pippa C

I think that it is important to update the library collection because facts and research can go out of date and people can discover more information about something or someone. Charlotte B

The new resources were purchased thanks to a donation made by a group of Old Girls who live in NSW. If you were able to meet them, what would you say?I would say: ‘Thank you, thank you, thank you so much for your generous donation! It means a lot that you are still thinking of ways to help Lauriston so many years after you left our School.’ I’m sure each of the group of Old Girls have stories behind what the library meant to them during their time at Lauriston, and I would love to hear those stories. Lotus D

You can discover these women’s stories by reading ‘School ties are still strong despite distance and time’ on page 36-37 of the 2019 December issue of Lauriston Life.

7

School Days Inspire Gift for the Future

Including a gift in your Will is a powerful and empowering act that can create a lasting difference for girls of the future, and is a life-changing legacy that can help transform the world for generations of girls to come.

Earlier this year Jane Freemantle (Mason, 1966) advised us of her intention to leave a bequest in her Will. For Jane, the decision to include a bequest was based upon her experiences as a student.

‘I was a very fortunate recipient not only of a great education, but also an empowering and supportive environment during my years at Lauriston. The teaching and staff at Lauriston transformed us into strong, independent women. I credit them with developing in me the strength, values and resilience that I have drawn on in my adult life.’

Jane has asked that her bequest be used to help fund needs-based scholarships.

‘By leaving a bequest to fund scholarships, I know I will be enabling young women who might not otherwise be able to attend Lauriston and have the opportunity to experience the same things I did.’

Thank you, Jane and all those who have chosen to leave a gift in their Wills. Your generosity and foresight really will have a positive impact on the lives of our future students.

Scholarship Recipient Jayde Cosford (2019)

Jayde Cosford has had a big year in 2019 as the Belinda Phillips Goldman Sachs Memorial Scholarship recipient. Earlier this year she was selected to represent Australia in the 2019 ITU Triathlon, Multisport World Championships in Pontevedra, Spain.

Preparing for her event – an Aquathlon (a 1km open-water swim followed by a 5km run) – meant completing 15–20 training sessions (swimming, running, riding and gym) per week. Jayde finished a very commendable eighth in her age group.

Since completing the event Jayde has been focusing on completing the final year of her International Baccalaureate.

Her dreams to study biomedicine at the University of Melbourne were recently given a boost when she was awarded a Hansen Scholarship to attend the university.

Applying for the scholarship was quite involved.

‘It’s a four-stage application, involving written and video applications as well as interviews. I decided that I would do my video from the pool to make my application stand out, and also because I spend so much time there!’

Jayde is feeling excited about the future but will also be sad to leave Lauriston.

‘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.’

8

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 Junior School Library for books to borrow.

In Year 4, I was awarded the Premier’s Reading Challenge Champion badge from Mrs Dessau who really encouraged my love of reading. This is also the same year that I won a prize for designing a book cover for Our Australian Girl and my first story ‘Meet Malala’ was published in Oz Kids in Print. My mum still remembers Mrs Dessau’s excitement when sharing the news with her.

In the Senior School, I was often in the Senior School Library during lunchtimes and study periods. During this time, I 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. I enjoyed collecting snow globes on my travels around the 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.

I hope the Library Fund donation will provide many wonderful learning opportunities for other Lauriston students.

I also really enjoyed being part of the sporting program which has helped shape who I am today as an individual and athlete. While figure skating is my greatest passion, nothing has given me greater pride and joy than representing Andrews House at sporting events and Lauriston at Girls Sport Victoria (GSV) carnivals and sports events.

I hope my gift to the It’s Her Turn campaign contributes to the development of the new Sports, Health and Wellbeing Precinct which will be an amazing place for staff and students.

CHLOE DI GEMMA 12A (2019)

9

It’s Her Turn Campaign Update

Lauriston has always been a trailblazer in girls’

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

giving them a world-class education.

Our ambitious 10-year masterplan will ensure that our girls 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 benefit girls at the School today and for future generations.

Throughout the year the Advancement Team at Lauriston has organised numerous events to inform the community about our building plans. We are delighted with the positive responses we have received from our friends within the Lauriston community. Hand in hand with the first stage of the building project is the It’s Her Turn fundraising campaign to support construction. Although the School has prepared itself for the building project over the past decade, this is the biggest redevelopment in the School’s history and the community’s support is critical to ensure construction is completed in a timely manner, and that the planned facilities have high-quality finishes, forward-looking technology and sustainable features. Financial support from the community will also mean that we are able to redirect any surplus School funds towards additional teaching and learning programs for our girls.

Our aim is to raise $5 million and we have already raised $1.87million. We extend our heartfelt gratitude to the people who believed in what we are trying to achieve and have already generously donated to the It’s Her Turn campaign. We also thank the various organisations within the School – the Lauriston Parents’ Association and its associated organisations, the Old Lauristonians’ Association, the Lauriston Foundation Board, and the School Council and its committees for helping us reach out to the wider community. Finally, a very special thank you to the members (and their partners) of the It’s Her Turn Campaign Committee – Julia Rockman (Co-Chair, 1986), Elli Walker (Co-Chair, 1988), Anna Wilson (1990), Georgie Bruce, Tom O’Brien, Moran Dvir – for their advice, encouragement and guidance.

This is an exciting time in the history of Lauriston Girls’ School. We will be reaching out to more and more members of the Lauriston community next year. If you would like to know more about the It’s Her Turn campaign, please contact Marina Johnson, Director of Advancement, at [email protected] or +61 3 9864 7582.

It’s Her Turn Donors

(as at 19 November 2019)Arnold, Elspeth & Ian

Ayres, Lisa-Anne & Roberts, Mark

Backwell, Kate & Peter

Ball, Christine & Rick

Baum, Annabel J (2012)

Baum, Georgina L (2009)

Beischer, Andrew & Ellen

Bongiorno, Jack & Anne

Bradfield, Alix & Ross

Bruce, Georgie, Robert & Mardi

Cattermole & Canning Families

Chadwick, Nigel & Susan

Chambers, Andrew & Genevieve

Chan, Carina (2015)

Chan, Hue & Vincent

Chan, Jonathan (2018)

Chen, Wendy & Douglas

Cook, Gillian (Ferguson, 1951) & Robert

Cui, Helen & Xu, Jack

Curro, Tracey

Di Gemma, Chloe (2019) &

Di Gemma, Diane

Ding, Qiumei & Jiang, Ting

Dixon, Eva & Chris

Dvir, Moran & Gill

Fang Family

Ficarra, Mina & Houghton-Allen, Nigel

Finster, Fiona (Marshall, 1991) & Richard

Fitzgerald, Caroline (Pearce, 1999) & Fitzgerald, Aaron

Fletcher, Lisa & Marcus

Fox Family

Freemantle, Jane (Mason, 1966) & Freemantle, Jim

Gillespie Family Foundation

Gomez Family

Graham & Cohen Families

Graham, Natalie & Graham OAM, Angus

Gray, Kirsten (1983) & Taylor, Damian

Griffith, Rosemary & Kelvin

Gunawan, Rosa & Tony

Guo, Jingjing

Haldane, Liz & Clyde

Hackett, Louise & David

The Harle Family

Hillier, Jane & Nigel

Ho, Charissa & James

The Humanity Foundation

Hunt, Georgina (Thomas, 1992) & Sam

Ingham, Elizabeth (Morrow, 1963) & Peter

Irons Family

Jack Z Family

Johnson, Marina & Daryl

Just, Susan

Khan, Zafreen

Lansarova, Soniiam & Ma, Hancheng

Lauriston Parents’ Association

Lee, Juliette (1984) & Tan, Erwin

Li, Jingyi & Chen, Jun

Lin, Lynne & Phillips, Adrian

Liu, Wei Qun & Qiu, Yu Ming

Lu, Li & Yau, Kam Man

M & J Rockman Foundation

MacLeod, Kirsten & Orloff, James

Marks, Caroline & Kane, Robert

McGuirk, Heather (Boykett, 1985)

Mo, Sylvia & Huang, Kelvin

Morrison, Jessica (2010)

Morrison, John & Karen

Morrison, Rebecca (2013)

Murray, Katherine & James

Nie, Sophie & Joanna

O’Brien, Thomas & Katrina

Officer, Georgie (Farquharson, 1993) & Officer, Robert

Ou, Sybil (2015)

Pacalt-Shady, Kate & Shady, James

Pan, Fang & Liu, Michael

Park, Kitty (Farquharson, 1990) & Dean

Patterson, Nicole & Stuart

Perelberg Family

Philip, Mary-Lou (Doggett, 1949) & Bill

Ralph, Glenda

Randall Foundation

Robinson, Alice (1991)

Roche, Georgie (Beddison, 1999) & Roche, Edward

Ryan, Kerry & Klok, Anthony

Shao, May & Wang, Jianming

Smibert, Linden (1968)

Stebbens, Pat & Toby

Szabo, Joanna & Tamas

Tan, Catherine

Umbers, Lynne & Richard

Walker, Elli (Reason, 1988) & Campbell

Wang, Maggie & David

Warner, Grace & Ian

Webb, Nathalie & Holmes, Christopher

Yang, Michelle & Chen, Peter

Yuvaraj, Kanchana & Jagadeesan, Raj

Zhang, Yani

7 Anonymous donors

Capital Campaign

$1.87m as at 19 November 2019

$5m Goal

10

In Focus

Q & A WITH HUE CHANHue and Vincent Chan’s daughter Carina graduated from Lauriston in 2015. Carina is now undertaking a Bachelor of Medical Science and Doctor of Medicine at Monash University.

Earlier this year the Chan family decided to make a gift to Lauriston, so we decided to ask them why they had chosen to make a difference.

Hue, how long has your family been part of the Lauriston community?We have been part of the Lauriston community since Carina started three-year-old Kindergarten, and for a long time Lauriston felt like a second home to us. Some enduring friendships were made during those years.

Why did your family decide to make a gift to Lauriston this year?We decided to make a gift to the Lauriston community because we could see the benefits Lauriston had brought to Carina in both a well-balanced education and a nurturing social environment, and we feel that such an opportunity should be further enhanced via our contribution for the extensive development the school is currently undertaking.

Lauriston is currently developing a new Sports, Health and Wellbeing Precinct. How important do you think it is for girls to be involved in sport?We consider sport to be a vital part of a well-balanced education; the Howqua year with its wide range of outdoor activities is such a memorable year for Carina.

In addition to supporting the Building Fund, your family also made a gift to the Scholarship Fund. Why do you think scholarships are important?Scholarships provide an opportunity for families that might not otherwise have the financial means to send their girls to Lauriston. Scholarships also provide an incentive for the girls to reach their full potential.

Is there anything else you would like to share about supporting the causes you care about?An opportunity for a rewarding education is the impetus for all our support to causes that we care about.

11

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:Your gift to the Building Fund will help provide exceptional infrastructure and aid the development of innovative programs. You can choose to support the It’s Her Turn campaign, or make a gift to the broader Building Fund.

Library Fund:Gifts to the Library Fund enable the purchase of educational resources, helping expand our girls’ horizons.

Scholarship Fund:Your gift will help fund needs-based scholarships and provide deserving young girls with the opportunity to experience a Lauriston education.

Education Fund:A gift to the Education Fund benefits our girls by enabling the purchase of educational resources to priority programs such as Science, Technology Engineering & Maths, as well as musical and sports equipment.

Donations to the Building, Library and Scholarship Funds are tax-deductible.

Leaving a bequest in your Will is another way you can make a lasting impact on current and future generations. As a bequestor you will join the Elizabeth Kirkhope Circle of Giving, a community of like-minded individuals who are committed to the longevity and ongoing success of the School.

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

Lauriston Girls’ School38 Huntingtower RoadArmadale VIC 3143 Australiat: +61 3 9864 7555e: [email protected]

CRICOS number 00152FABN 15 004 264 402

Documents

LAURISTON LIFE · a toy (Year 4), designing and creating a website for a small business (Year 5) and designing a warning signal for a natural disaster (Year 6). See more about these