LAURISTON LIFE - Lauriston Girls' School
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LAURISTON LIFE
EDITION 1 June 2020
ON THE COVER: Zoe McKenzie PHOTOGRAPHER: Ben Weinstein DESIGN: Actual Size PRINTING: New Artworx Lauriston Life Lauriston Girls’ School t: +61 3 9864 7555 CRICOS number 00152F The magazine of 38 Huntingtower Road e: admissions@lauriston.vic.edu.au Lauriston Girls’ School Armadale VIC 3143 Australia lauriston.vic.edu.au 2 L AU RI STON L IF E E DI TI O N 1 2 02 0
CONT E NTS
4
Literacy at
Lauriston
8
Literacy and
leadership
with Zoe
McKenzie
(1989)
6
Meet our School
Captains
18 22
24
Howqua Kindergarten
Highlights News
Sporting
Highlights
28 34
Art and What are they
Design in doing now?
Junior School
L AU R I STO N LIF E E DITION 1 2020 3
PRI NCIPAL’S INS IG H T
Literacy at
Lauriston
S U SAN JUST
PRIN CIPA L
‘Literacy is the most basic currency of the
knowledge community.’ Barack Obama
The Future of Education and Skills effectively, but to critically evaluate that While it is not my intention to cover
Education 2030, published by the information. Young people need to be the entire range of literacies which are
Organisation for Economic Co-operation able to manage the flow of information implemented in our curriculum from
and Development (OECD), noted that all from a variety of sources and use this Kindergarten to Senior School, I would
countries should have a shared vision for with accuracy and an understanding of like to highlight some of the ways we are
education which encompasses helping whether it is ethical to do so. giving attention to them.
every learner develop as a whole person,
fulfill their potential, and help shape a Our students live in a world of Senior School
shared future built on the wellbeing of multimodality where there are various
ways print and media are represented. I attended the final presentations by
individuals, communities and the planet.
Multimodal forms of information our Year 10 students completing an
Literacy is considered vital if our young include visual and audio modes of English unit on Political Ideas. The girls
people are to be equipped with the skills communication presented through were fortunate to gain knowledge and
to live and work effectively in the future. print, photos, videos or graphs. These inspiration from guest speakers who had
various modes affect the way readers been political speech writers or even
However, literacies used by today’s approach text. politicians themselves. By the conclusion
students are quite different from of the unit, each student was able to
those used by their parents or even Our students have the ability to confidently present a well-structured
those students who completed their create their own media products and verbal speech demonstrating their
secondary education 10 years ago. The hence there is a need for Information party’s political stance.
use of technology has significantly Communication and Technology
changed the way in which we consider Literacy so that the students can use During 2019, English teacher Fiona
the term ‘literacy’ and there is also a the most appropriate creation tools Snape worked with students from
broader base of ‘literacies’ which need and conventions. We have embedded Years 5 to 8 as part of a focus on
to be developed by young people. in our curriculum opportunities for our writing within the School. Our staff also
students to develop their ICT skills and undertook professional development
Our young people today have access to capabilities. with Professor Misty Adoniou (University
an overwhelming amount of information of Canberra) on developing the writing
that goes well beyond what they learn Digital literacy includes knowing how of children and young people. The
in the classroom. The Internet and to use technology as a tool to research, students were exposed to different
technology tools enable young people organise, evaluate and communicate forms of writing and were encouraged
to find information, and also collaborate information. We want our students to to develop their craft as writers. The
with others and individually create their use digital technologies, communication/ result was the Laureate flipbook with
own contributions. networking tools and social networks writing from Years 5 to 8 students and
appropriately to access, manage, artwork from Years 7 and 8 students.
It is vital for our girls to not only evaluate and create information.
have the ability to access information
4 L AU RISTON L IF E E DI TI O N 1 2 02 0
Junior School
We have already begun to improve
our understanding of Entrepreneurial
Literacy, with a number of our staff
undertaking professional learning
with the Wade Institute in 2019 on
the process of beginning a Start-Up
business. Junior School students were
tasked with starting a Smoothie Bar
business, which involved planning,
design, marketing and financial literacy.
Our Year 3 Junior School students
worked with an external artist/writer
to develop a virtual reality tour of our
School campus. The students were
required to research the School and
determine what they would like to
include in their virtual tour, then write
My memories of Term 1 have been been embracing some creative
their script and develop an audio
segmented into School before the ways to maintain the wellbeing
version. They used their visual literacy
COVID-19 pandemic and School after and engagement of our students,
skills to determine the images they
the COVID-19 pandemic. brainstorming ideas such as a virtual
needed and used VR as a medium for
debating competition and virtual House
communication.
We began Term 1 with excited students activities. Our Student Leaders are keen
and staff ready for the year ahead. We
Howqua enjoyed Founders’ Day, Year 6 and
to continue their roles and will plan
some exciting virtual activities for our
Each year our Howqua students Blairholme Leaders assemblies and girls. Our students are having regular
complete a Nature Diary which includes Grandparents and Special Friends days communication with their teachers,
both their illustrations of landscape, at Montrose and Blairholme. I had visited Year Level Coordinators and Howqua
flora and fauna, and also their the Howqua campus to spend time with House Tutors. Wellbeing sessions will
written research on their surrounding our students and staff who were getting form part of our school week and we
environment. The Nature Diary is not to know each other and becoming are doing all that we can to maintain
only a recording of what has been accustomed to Outdoor Program and communication and connections.
observed; it is a reflection on what Fitness each week. Our School Captains,
needs to be preserved. prefects and student leaders were Rather than focus on those things we
beginning to roll out a variety of exciting cannot do, I am thinking about what
Looking forward activities for our students. we can do and will return to in the
coming months. We can continue to be
In 2021 we will begin a project with the
As community concerns about engaged in our teaching and learning,
University of Adelaide entitled e-Shark
COVID-19 were communicated to us, enjoying class discussion and knowing
Tank, which will see an initial group of
Lauriston chose to undertake a planning that we are all working together. We
Year 10 students participate in a program
process which would result in our can continue to build relationships
which covers topics such as developing
School transitioning to remote Home between peers and with teachers. We
an understanding of the entrepreneurial
Learning. Our priority was to continue can become involved in community
mindset, identifying problems and
learning and teaching while considering service and support those members
ideating possible solutions, and creating
the health and wellbeing of our of our local community who are facing
their own products.
students, staff and School community. adversity in these challenging times.
We also continue to look at ways in We can look after each other and show
which Social and Emotional Literacy In the final days of Term 1 we made gratitude for the people who care for
can be implemented within our current the successful transition to Home us and want the best outcomes for us.
wellbeing programs for Kindergarten to Learning and have been committed
to maintaining structure each day I am looking forward to the noise of
Senior School.
and engaging in meaningful learning students in the Irvine Courtyard and
Our aim is to provide a supportive experiences. watching everyone stepping on to our
environment for our girls and offer newly laid oval. I am looking forward to
guidance and learning on how to We began Term 2 with our School our staff parking in our underground
develop into responsible, resourceful, open, but with the majority of our carpark for the very first time. I am
resilient and respectful individuals. students undertaking Home Learning. looking forward to the Senior Formal
For those children and students and telling every single girl how lovely
who are unable to learn from home, they look. I am looking forward to
we are offering supervised Home having my School community back
Learning lessons at school. We have together again.
L AU R I STO N LIF E E DITION 1 2020 5
STUDE NT INS IGH T
MEET OUR SCHOOL CAPTAINS,
VEASNA GUNAWAN AND
JESSICA DETERING
Our School Captains are
encouraged to lead by example.
This year our Captains’ theme of
‘Open Book’ is about cultivating
an environment of storytelling
to foster a courageous,
compassionate and inclusive
community.
What action will you take to make Why did you put yourself forward What aspects of this role
a difference to the Lauriston to become a leader at Lauriston? are rewarding?
community?
Veasna: Leadership creates Veasna: The most rewarding aspect of
We want to instil the importance of exceptional opportunities for personal this role is being able to see the positive
storytelling. We’ve been brought up in development, particularly lifelong effects of our initiatives on the School
a world where we are cautious about skills of delegation and compromise. community. Whether this is seen in the
the intimacy and vulnerability of sharing However, for me, the allure of smiles of girls after exchanging origami
past experiences and where personal leadership is the potential to reap hearts during Assembly, or through
connections are becoming undervalued. benefits for others. It is the prospect of expressions of gratitude, it’s the small
We believe that encouraging storytelling encouraging individual and collective everyday actions that make me glow
allows people to share moral teachings potential and help it thrive in every on the inside! It is also the anticipation
and embrace this perceived vulnerability. aspect of Lauriston life and the wider of looking back one day and seeing
Sharing is an important part of being community. I want people to recognise how an initiative has grown, even if
content and confident with who you are, that anything is possible when tackling it was from a small action that we
and it sparks others to open up. it with perseverance, respect and implemented in 2020. I can’t wait to see
compassion. what the future holds!
By encouraging individuals to share
their stories at School, we hope to Jessica: As someone who absolutely Jessica: Leadership presents itself with a
manifest the concept of vulnerability loves school, I felt that a leadership great platform for fostering connections
and nurture open-minded relationships position would be the best way to with the wider community, and being
within our community. Storytelling is not share my passion about being fully given the opportunity to meet a range of
only a powerful tool for shedding light invested in Lauriston life. Since my people ranging from those who have left
on social stigmas, personal challenges first year at Lauriston I have always school to those who are just beginning
and achievements, but the very act of looked up to the leaders of the School, are some of my favourite parts of this
storytelling can be incredibly potent and was truly inspired by their efforts. role thus far. This position has also
and emotionally moving. Storytelling I always hoped that I would be able allowed me to learn about the intricacies
can broaden individual perspectives, to have the same positive effect on behind what is involved in running the
empower others to embrace and value others at the School and in its wider School; it has revealed the effort that
their authenticity, and plant the seed community and to give back to a staff dedicate to ensuring the best
of inspiration for many. Ultimately, school that has given me such amazing outcomes for the students and allowed
through storytelling, we aspire to foster experiences. for closer connection with individuals.
a more courageous, compassionate
and inclusive community for future
generations to come.
6 L AU RISTON L IF E E DI TI O N 1 2 02 0
What does leadership mean What are your plans for me for the rest of my life. The consistent
to you? after school? positivity surrounding all aspects
of School has also been incredible,
To us, leadership means encouraging Jessica: I hope to study medicine and
especially the celebration of diversity
people in a respectful, compassionate become a doctor, as I am incredibly
and achievements. I feel so comfortable
and inclusive manner to recognise their passionate about science and would
in the Lauriston environment, and the
individual and collective capability. We love to enter a career where I have the
School will always be incredibly special
acknowledge that achieving change, capacity to assist and have a positive
to me.
no matter on what scale, will come impact on other people (even if only
with many challenges. However, it is small) on a daily basis. What’s your advice to future
the journey towards overcoming these leaders in the School?
challenges and the lifelong relationships Veasna: I’ve always had a passion for
design, but also economic development, Although it is often said, it’s crucial
we form with others, which encapsulate
so I am not entirely sure which pathway to make the most of the amazing
the essence of leadership to us. We
to take yet. Hopefully, something in opportunity you have been given! You
believe that leadership does not begin
the future which intertwines both of have the privilege to represent the
with an entitlement; rather, it is a
these areas in an exciting environment School and to share your passions with
lifelong journey, and we are so grateful
which keeps me on my toes, while the community. Having an open mind
to be sharing this with the Lauriston
also positively impacting the wider (and of course an open book) is one of
community.
community. the most important aspects of the role.
Is it harder than you expected? You’ll have the opportunity to meet a
What do you think sets Lauriston myriad of people, listen to their stories
Veasna: It has certainly been difficult apart from other schools or has and, of course, coordinate various
to manage the commitments of Year made it special for you?
events with diverse areas of the School
12 with School Captaincy, especially
Veasna: The authentic sense of community. Being able to listen to their
when unexpected things come up!
community I feel whenever I come to ideas and to seek assistance when you
Nevertheless, I am so grateful to be
School is definitely a characteristic need it will make the journey more
sharing this wonderful opportunity
which holds a special place in my heart. rewarding and manageable!
with Jess because we both keep each
The incredible encouragement girls offer
other grounded in this challenging and
each other, whether it is during sport
incredibly rewarding experience.
or personal challenges, and the sense
Jessica: I would agree with Veasna that of inclusivity is what makes Lauriston
there have definitely been times so far unique to me.
that have been challenging, especially
Jessica: I think one of the absolute
trying to balance the commitment of
privileges of going to Lauriston is the
Year 12 with the role. However, I wouldn’t
sense of community. Howqua has been
change a thing. I am so fortunate to
one of my favourite life experiences so
have Vea to share the load with as she
far, and all of the relationships I built at
has been my Co-captain rock from day
Howqua, as well as the skills, will be with
one of this position!
L AU R I STO N LIF E E DITION 1 2020 7
ALUMNAE U PDATE
A Year 8 bootcamp
that sparked a
lifelong passion...
KAT RINA LEHMAN
C REATIVE CON TENT W R I T ER
‘Too often we give children answers to
remember rather than problems to solve.’
Literacies used by today’s students are The key message is to ‘embrace like most things at Lauriston,
quite different from those used by their ambiguity’: to focus on learning I embraced the opportunity.
parents, or even by those students who from failure, to be creative in seeking
completed their secondary education solutions and helping others, and to be ‘We joined a hundred or so other
10 years ago. The use of technology inspired to be opportunity finders and students from schools across Melbourne,
has significantly changed the way problem-solvers and collaborators. and listened to leaders from all kinds of
we consider the term ‘literacy’. Now, domains – politics, sports, humanitarian
rather than a traditional set of skills and These sentiments are echoed by Zoe work – and we discussed what it meant
study path, there is a broad base of McKenzie (1989), whose varied career to be a leader. It is one of my most
‘literacies’ that are considered vital for path is a perfect illustration of embracing distinct memories from Lauriston. It was
young people to learn if they are to be ambiguity, change and opportunity probably the first time I interacted with
equipped with the skillsets and mindsets – from her work in France as part of people who are called “leaders” in our
to thrive in a rapidly changing world and a political think tank to her roles on system. But it was certainly not the last.
make a positive impact. the boards of the Australia Council for
the Arts, the NBN and the Melbourne ‘If there is one lesson Lauriston taught
Digital literacy, information University Humanities Foundation. me, it is this: you can be a leader. While
communication and technology literacy, at school all the skills of leadership are
financial literacy, entrepreneurial literacy, Zoe says that critical thinking – the developed, including reason, critical
social and emotional literacy are just ability to critically think, assess, thinking, an ability to analyse, argue,
some of the literacies now implemented identify bias and manipulation, to and bring others with you. At home,
in Lauriston. From Kindergarten reason, rationalise, identify truth with parents, family and community, we
through to Year 12, students are given and falsehood – was one of the develop the many values of leadership
opportunities to collaborate and most valuable skills she gained from including listening, self-discipline and
communicate effectively by engaging Lauriston. And her invitation to compassion. All it takes from here is
in formal leadership roles and projects participate in a Year 8 Leadership hard work, and lots of it.’
such as the Blairholme Market, the program with another girl in her year
was the surprising catalyst for a life- Since that fateful day, Zoe has had
Mini Entrepreneurs Smoothie Bar, the
long love of literacy and leadership in the privilege of working with many
Signature Project and the Leadership
all its guises. remarkable and successful leaders
program, which encourage creativity,
across myriad fields. She has met
intellectual rigour, critical thinking,
‘I was a painfully quiet girl and wasn’t and worked alongside a number of
adaptability, innovation, empathy and
sure why the School picked me, but, Australian prime ministers, ministers,
collaboration.
8 L AU RISTON L IF E E DI TI O N 1 2 02 0
state and territory premiers, and, to When Zoe left School, law was a natural often establishing their own business in
no one’s greater surprise than her starting place for developing her interest the gig economy. Job security wasn’t a
own, had long corridor chats with the in government and languages and she particularly high value – they knew when
presidents of France and Italy and the particularly enjoyed the practice of they wanted to move there would be
King of Spain. In various capacities she industrial relations, which she describes something else there.
has worked with many of Australia’s as ‘effectively a legal setting for the
ASX 100 CEOs and Chairs, the vice jostle for power between employers and ‘COVID-19 has reset the economy,
chancellors of our universities, and the unionised labour’. and I don’t think it will be same on
CEOs, directors and artistic directors of the other side.
our greatest cultural institutions. But it was at university, while working
part-time for the then Attorney-General ‘Socially, I think our profound
‘Leaders – as I know them – are just like in the Kennett Government, that Zoe vulnerability has been revealed. I am
you and me. They are not superhuman: had her first taste of policy-making. She deeply introverted, so apart from being
they are hard working and worthy of our found the LEGO-like exercise of designing bored of my own company, I am not
gratitude in their pursuit of our interests. systems enthralling, and when the chance unsettled by it. Watching my extroverted
Amongst those people I have met who to work with the Federal Attorney- friends, whose energy levels are fed by
are truly remarkable, many do not aspire General came up after a few years of legal interaction with others, I am worried
to leadership. I find the superhuman practice, she leapt at the chance. about their welfare.
qualities of kindness, wisdom, curiosity
Later, McKenzie returned to law, then ‘On the flipside, I think we will value
and excellence in the writers, the
to senior policy roles in education, company and community differently. I
dancers, the sculptors, the teachers, the
communications, the arts and, finally, hope we will prioritise the things which
sportswomen and their coaches, the
to international trade because she felt bring us together even more: art and
dedicated parents, and the volunteers.’
more ‘useful and impactful there’ in music festivals, BBQs by the beach,
McKenzie comments that although they terms of creating growth opportunities chatting in the queue at the butcher’s,
were a nascent stage of the complex for Australian businesses, especially listening to each other’s stories.’
program that exists today, Lauriston’s small business.
When asked if there is any downtime
many leadership opportunities taught
McKenzie now runs her own consultancy to her rigorous intellectual pursuits,
her how to think, how to explain, how to
in international trade, but still has a McKenzie admits that she is still
bring people along with her, and how to
strong element of public service in her extremely busy, even in the midde of
understand and respect them if she fails.
professional life through the board roles coronavirus lockdown.
Debating was one of the most important
skills she gained at Lauriston and honed she holds. She attributes this to her
‘Things have been busy on the NBN front,
at university; it taught her how to search mother, who instilled a certain sense of
and the Australia Council for the Arts
for and empathise with arguments duty: If you are smart, you must apply it
is concerned to ensure our artists, and
which were not her own. to be useful to others. This philosophy
our art-loving public, can continue to
of giving back for the greater good of
produce and engage with Australia’s best
‘I tend to see all meaningful skills as the community is part of the broader
arts and culture despite the shutdown of
versions of languages. base of learning literacies embedded in
our cultural institutions and venues.
Lauriston’s curriculum and is considered
‘Lauriston taught me actual languages: a vital mindset for young people in ‘Having said that, I usually spend an
French and English. University taught today’s ever-changing world. inordinate amount of time in planes,
me other languages: German and
and now I have that time back I have
Spanish, as well as the language of One can’t help ruminating on what key
spent a lot of time in the kitchen. I am
the law. My career has taught me the messages or lessons society and its
scrounging through my memory for the
languages of business, government, leaders can and will take away from
dishes my dear friend Anna Campbell
media and politics. COVID-19, and McKenzie is pragmatic
(School Captain, 1989) taught me 20
about the challenges and vulnerabilities
‘I spend most of my professional life years ago, and my French mum taught
in our community.
translating one language to speakers me 30 years ago. On the good-news
of the other and I am surprised, in ‘The most useful attributes for young ledger, I have nailed scones.’
this era, how many people remain people today to thrive in our rapidly
monolingual. By this I do not mean changing world are adaptability and
they only speak English. I mean that hard work, but I am worried that in our
they only speak business, or they only Uber eats, Afterpay and auto-play world,
speak bureacratease. young people may not be developing a
capacity for effective collaboration and
‘The modern world seems to require deferred gratification.
each of us to understand and speak
multiple languages. There is enormous ‘Economically, I had thought that this
value in being able to put yourself in the generation of people under 30 were
shoes of your interlocutors and speak to blessed. They had not faced much by
them in a language they understand.’ way of economic threat; many had built Receiving the Ordre National du Merite from
remarkable, diverse portfolio careers, the Ambassador of France, Christophe Penot.
L AU R I STO N LIF E E DITION 1 2020 9
TEACH E R INS IGH T
Using history to History is fundamental
to understanding the
develop literacy human condition.
C L AI RE MARTIN find ourselves in the 21st Century invited – It is tempting to connect the two with
H E AD OF HUMA N I T I ES nay, even expected – to investigate history the rationale that ‘students develop
through the lens of developing literacy. literacy when they use historical sources,
apply historical thinking concepts,
‘Oh, Miss, History is so boring!’ Why? Perhaps it is because now, more develop texts and communicate their
‘It’s in the past. I just don’t see how than ever, we face a world where we find understanding.’1 And… well… we do.
it’s relevant to what I want to do.’ it increasingly difficult to understand Written and verbal skill development
the human condition. To reconcile what is most certainly part of our craft. But
‘It’s interesting and I like the stories.
seems like a succession of headlines to consign history and literacy to such
But it’s not relevant.’
about human cruelty and suffering, and a relationship is to relegate the subject
Unless you see your future as void uncertainty about where we are heading to a fragmented study of ‘soul-sapping
of human contact, I disagree. As a and what our future looks like. To accept lists of facts and dates’, argues British
historian, I absolutely disagree. change and understand why it is needed. historian Penelope J Corfield.
To be able to respect others’ views that
Even Henry Ford, who declared in 1916 can be – and often are – shared with the How, then, do we use history to develop
that ‘history is bunk’, would disagree for world at the click of a button. literacy? And, what kind of literacy do
he later retracted his comment. we develop?
‘I don’t understand why they want to
History is fundamental to understanding change the date. What happened to We tell stories. We paint, sketch, and
the human condition. Indigenous Australians is in the past. draw. We also write memoirs, official
They just need to move on.’ histories, poems and songs.
Just as history itself moves through stages
as time passes, so, too, does our teaching We hear sentiments such as this and we We subsequently listen to these
of the subject. From an orthodox view of find ourselves unsure of how to respond. stories and we laugh, cry, celebrate,
the past that dominated much of the first inform and condemn. This is how
half of the 20th Century to the western And so this brings me to history history develops literacy. Literacy as
liberal and revisionist perspectives of and literacy. compassion and empathy. Literacy as
the 1970s and 1980s, we now increasingly the ability to listen; to interpret and to
10 L AU RISTON L IF E E DI TI O N 1 2 02 0draw conclusions. To ask questions not
because they have been prescribed to
us but because we are hungry to know
more. Literacy, then, as having a unique
historical focus.
And so it is when we watch, listen
and read that we also learn how to
watch, listen and read for what is
not immediately in front of us and
understand why it is vital that we
recognise this. When we ask questions
like ‘Why aren’t Indigenous Australians
included in the painting titled The
Founding of Australia?’ we position
ourselves to understand the connection
between the past and the present,
especially when we connect this to the
controversy surrounding AFL great
Adam Goodes’ final two seasons as a
decorated AFL player. In writing this piece, I have had to reign the actions we are encouraged to
myself in and do as I tell my students: take, centres around the concepts of
Does it make sense now why many
Get to the point. gratitude and kindness.
of us could not understand why a
grown man singled out a 13-year- And here it is. Now, more than ever, we need History
old girl at a footy match for calling and historical literacy. Why? Because all
him an ape? Does it make sense now Literacy currently embeds itself in our people are living histories. History and
why a sportsman received a standing study of history as a way to make us historical literacy are inescapable
ovation at the world premiere for a ‘better’ human beings. It is not just
documentary he was the subject of… about acquiring reading and writing
when he hadn’t been embroiled in skills. Historical literacy develops in
any scandalous behaviour that he had us an ability to understand why so
‘come out stronger because of’? much of the language we use, and
1 Literacy learning progression and History. https://www.australiancurriculum.edu.au/media/3655/literacy-history.pdf
L AU R I STO N LIF E E DITION 1 2020 11SENIOR S CH O O L
Promoting literacy –
Senior School Library
ANG ELA MARE
H E AD OF LIBRA RY A N D
INFORMATION SERV I C ES
The library plays a pivotal
role in a child’s education.
Last year there was a swathe of At Lauriston, there is strong support designed for the exploration of various
published articles in newspapers and for reading. Passionate library staff genres and students are encouraged
academic journals reporting on the collaborate with equally passionate to read beyond their normal interests.
importance of reading and reading teachers to provide exceptional Through reading profiles, one-on-one
aloud to children, in particular by noted programs and support reluctant and conferences and a variety of personal and
academic Dr Margaret Merga. Her struggling readers. The programs class challenges, students are motivated
extensive research builds on previous we have implemented over the years to achieve their personal goals.
research demonstrating that reading is that champion reading are the result
vital in strengthening skills in reading, of evidence-based research, keeping There is the Million-Word Challenge for
vocabulary acquisition, writing and abreast with trends, and discussions with Year 7s, Book Bingo for Year 8s and
comprehension. Merga also validates the teachers and other School librarians. the Howqua Reading Challenge and
premise that to encourage young people Premier’s Reading Challenge for Year
to read they need access to current and Central to these programs are the library 9s. All primary children are enrolled in
interesting books, time, a conducive lessons. Primary students attend weekly the Premier’s Reading Challenge and are
space to read and role models. classes and Years 7 and 8 students involved in small Book Circles. Personal
attend fortnightly. The senior classes are recommendations from library staff are
also popular when students pop into
into the library at recess and lunchtime
for chats about what they are reading.
Activities running outside the scheduled
library sessions are designed to keep
the momentum of discussion about
books and reading continuing. Some
activities are designed around current
interests. For example, the lunchtime
activity of Who stole the manuscript?
in which students had to identify the
thief by interviewing ‘suspects’ played
by staff, was born out of the students’
attraction to the Crime and Mystery
genre. Taking students to the Melbourne
Writers Festival to hear from a science
fiction author last year was in answer to
growing interest in dystopian fiction.
12 L AU RISTON L IF E E DI TI O N 1 2 02 0Other activities we developed in
response to current interests and school
events such as the Arts Festival were
Book Jacket Design and Poetry Slam
workshops. One year this culminated in
two of our students heading off to an
Interschool Slam Poetry competition.
There was also the PatchWord Quilt
project, which had students decorate
pages of culled library books that were
then sewn into a quilt.
Book Week and Library Week are a
feast of activities. Author visits are
popular with the students, along with
writing workshops. The Junior School
library runs a rich week-long program
of visiting authors, illustrators and
storytellers, which has become a highly
anticipated calendar event culminating
in a Book Characters Parade. The
Senior School library has also been
instrumental in organising Writer in
Residence authors and visiting authors
if there is a book that is listed as an
English text or to support the senior
English creative writing unit. There is
always a spike in borrowing books by
the author after the visits as our guest
speakers inspire, excite and engage our
students about reading and writing.
The lunchtime Book Reviewers Group is
popular and there are now two groups.
It has been one of the best ways of
getting students to read. The students
are given the first opportunity to read
new books and they then review the
books on our library catalogue, in class
or at a Books and Brownies lunchtime
talk to interested students. In addition,
they are invited to come along to
Readings Bookshop for book selections.
Last year we were thrilled that one of
our students, Kiara Punchihewa, was
selected by the State Library of Victoria
as an Inky judge. The Inky Awards are
Australia’s only teen-led awards and the
role of judge is highly coveted with a
very competitive auditioning process.
The Senior Library promoted the books
and hosted a lunchtime talk featuring
our inspiring judge.
The Senior School library plays a
pivotal role in literacy education in the
The library also runs activities during when students have blind dates with School and the staff are constantly
Library and Book Weeks. There books. Tempting prizes are used to challenging themselves to ensure that
are competitions, such as create a encourage girls to participate and, in the reading culture in our School is
bookmark; photograph yourself caught the process, they are exposed to new alive and thriving.
in the library reading; match the teacher books. These are all designed to ensure
with the book; and other more literary students see the library as a ‘cool’ place.
competitions. Library Lovers Day is
L AU R I STO N LIF E E DITION 1 2020 13JUNIO R S CH O O L
Never a dull
moment in
Montrose Library…
DENI SE DESSAU
T E ACHER- LIBRA RI A N ,
JU NIOR SCHOOL
‘You’re never too old, too wacky,
too wild, to pick up a book and
read to a child.’ Dr Seuss
This quote by the wonderful Dr Seuss us for Book Week each year. In Term 4, Each year we hold a huge New Book
is displayed prominently in the Junior each class explores a different aspect of Sale in the Library, but we also offer
Library. Much research has been done on poetry: choral verse, haiku, nonsense and a Second-hand Book Sale every term.
the practice of reading to children at all humorous verse, poetry performance and This sale is an opportunity to teach the
ages, and the results are overwhelmingly the intricacies of the ballad. children to consider landfill by reducing,
positive for reading and writing mastery; reusing and recycling, as well as a little
even babies and toddlers gain an Classes learn how to make a book trailer, entrepreneurial skill in running the sale
intrinsic understanding of vocabulary film a television interview of themselves and deciding what to do with the money
and language fluency. as authors, and collaboratively plan, raised. One year we commissioned our
write, storyboard and illustrate a picture Book Week illustrator to paint a mural
The Montrose Library is a peaceful and book using iPads. They learn how to on the library wall and our girls made
happy place in the heart of Lauriston. write a Welcome and Thank you speech suggestions about what they wanted it
Prep to Year 6 have a Library lesson for one of our Book Week visitors and to depict. Please do come in to see our
each week. These classes are structured welcome these people to each of the beautiful mural. This year we handed
for borrowing and for learning. The workshops they attend during the week. over $600 to Kids in Philanthropy, a
students learn to appreciate literature charity chosen by the girls.
such as Aesop’s Fables, Greek myths, Book Week is a highly anticipated
Indigenous stories, biographies of annual event in the Junior School. The The students of the Junior School
authors and illustrators, the beauty of students write the script and present a enjoy reading, board and card games
picture books, and how to draw out special Book Week–themed Assembly and jigsaw puzzles at lunchtimes in the
information from non-fiction. The Year to students, parents and friends. library, which is open for all. We have
4 girls interview their grandparents, Everyone comes to School dressed successfully organised the collection
learning how to extract information as an author or character from their into genres to make our wonderful
through the interview process and later favourite book or from that year’s library more user-friendly.
writing their biographies. Book Week theme – in 2019 the theme
was ‘Reading is my Super Power’. One of the greatest joys I have in the
Every class studies the exemplary Each girl was welcomed on stage by library is tailoring personal reading lists
shortlisted books from the Children’s their teacher, who introduced their to the girls and watching how they grow
Book Council of Australia Book of the character. Winners of the Book Week in confidence, ability and a love of all
Year Awards and they research the lives writing and quiz competitions were that the library offers.
and work of the guest speakers visiting also announced.
14 L AU RISTON L IF E E DI TI O N 1 2 02 0L AU R I STO N LIF E E DITION 1 2020 15
JUNIO R S CH O O L N E WS
Foundations
for the future
C H R IS TOMS
VIC E P RIN CIPA L –
H E AD OF JUN IOR SC HOOL
‘Reading (or not reading) to children in the
home can shape their entire academic future.’
Jill Alexander, pediatrician
Within the Junior School, we aim to to apply their literacy skills through undertake to enhance a child’s literacy
give the children the best foundations special events such as the Blairholme development. According to a 2012 Study
for future success. We have a very Market, Book Week, Year 2 and Year on Australian Children, only 49 per cent
strong focus on literacy. In fact, on 6 Leadership program, Montrose of children aged four and five are read
the first morning of the Prep’s first Presentation Evening and the fortnightly to at home six or seven days per week.
day of school, the girls have a literacy hosting of assemblies. As a result, many Australian children are
lesson. We know that establishing arriving at school unprepared for Prep.
fundamental literacy skills is crucial. The girls also attend excursions based on
It underpins a child’s ability to engage literacy. In Term 1 each year, our Prep girls There are so many benefits of reading
in education, access all subjects in the go on a Letter Walk around the streets to children. Reading teaches children
curriculum, reach their potential and of Armadale as the girls enthusiastically about the world around them. Through
participate fully in the community. search for letters of the alphabet. reading, they learn about people, places,
Research indicates that strong literacy cultures, beliefs and events outside their
Research indicates that families are a own experience. Reading develops a
supports student engagement and
crucial factor in a child’s development child’s imagination and leads to highly
achievement, completion of Year 12
in literacy. Reading to your infant or developed language skills, improving the
and tertiary education, and stronger
young child is a beautiful bonding child’s ability to write well. According to
employment prospects.
experience, but there is far more the Australian Literacy and Numeracy
In our Literacy program in the Junior happening in these literary moments Foundation’s Co-Chair Mary-Ruth
School, we focus on four areas: beyond a parent and child spending Mendel, ‘parents and kids need to get off
time together. According to pediatrician the screens and get into rich, rewarding
Writing: Write creatively, persuasively Jill Alexander, reading (or not reading) narratives with their children’.
or for informative purposes. to children in the home can shape
Reading: Read with understanding, their entire academic future. Alexander A recent study found that parents
accuracy, expression and fluency. emphasises that reading to babies and who read one book a day with their
Spelling: Learn how to spell so that they children can have positive long-term child are giving them a 1.4 million-
can communicate effectively with others. impact. She says that 90 per cent of word advantage over their peers who
Speaking and Listening: Confidently brain development happens before a have never been read to. Children
communicate their ideas through child is five; if we wait until children who acquire a substantial vocabulary
discussion and learn how to communicate are in school to read to them, it’s too are often able to express themselves
effectively in front of an audience. late. For those parents with younger more effectively and learn new things
children, the Department of Education more quickly. They are also very likely
While literacy skills are taught explicitly recommends starting to read to your to be successful at learning to read.
within lessons, they are also embedded child at six months old. For example, most young children will
in Investigations in Prep and Year 1 and understand the adjectives ‘big’ and
Inquiry units in Years 2 to 6. We also I believe that reading to children is the ‘little’. However, a child who understands
give the girls numerous opportunities most important activity parents can the adjectives ‘huge’, ‘gigantic’,
16 L AU RISTON L IF E E DI TI O N 1 2 02 0‘ginormous’, ‘tiny’ and ‘miniature’ has a
whole bank of words that helps them
understand concepts in deeper ways. Meet Cate Kalnins
It is also vital that parents provide their Tell us a little about your role
children with access to books at home. at Lauriston?
Recently, results from the Progress in This year at Lauriston I have the
International Reading Literacy Study pleasure of teaching Year 2 at
(PIRLS) highlighted the importance Blairholme. This involves teaching
of books in the home in lifting reading a range of subjects including
scores, with students with fewer books English, Maths, Inquiry, Science
at home achieving significantly lower and Wellbeing. I am also the Junior
than those with many books. The study School Numeracy Coordinator, which
found that ‘students who reported includes supporting staff in the
having only a few books at home had development of their Mathematic
over three times the odds of being a program, communicating the joys
poor reader compared to students with of mathematics with families and
more books’. seeking out new and innovative ways
for teaching mathematics to ensure
At Blairholme, our parent community that a love for maths is fostered in
support the girls at school with their our students.
literacy through our Parent Reading
Support program. This program What is your favourite things
involves parents hearing a small group about teaching?
Tell us a little bit about you?
of children read once a week to enable What is there not to love?! Teaching
My husband, Ben, and I have two
them to practise their reading skills. We is an extraordinarily fulfilling
very cheeky dogs. We love travelling
appreciate the support of parents who profession. Being surrounded by
and have visited many different
assist in the Parent Reading program positive, creative young minds each
places around the world. In between
and our girls enjoy the opportunity to day would have to be my favourite
work and travel, we are slowly
read to the parents on a regular basis. aspect of the job. I am forever
renovating our home.
in awe of my students’ fantastic
Today, more than ever before, the ideas, their never-ending curiosity What do you like doing in your
consequences of not having strong and their great sense of humour. downtime?
literacy skills are substantial. Children I also enjoy the collegiality within In my downtime, I enjoy being
and young people need increasingly the School – the Junior School outdoors. Swimming, hiking, playing
sophisticated levels of literacy in order staff are amazingly talented, kind tennis or netball are a few of the
to participate in the workforce and make and supportive people. Although activities I manage to squeeze in.
a positive contribution to society. Due everyone works hard, time is always In recent years I’ve taken a liking to
to the prominence of the Internet in the made for a catch-up. gardening, particularly with low-
21st Century, students require the ability
maintenance plants. So far we’ve
to tell opinion from fact, to critically Fun fact about you?
managed to keep alive a herb
analyse what they read, and to connect Last year when I was on Stradbroke
garden, a passionfruit and a grape
with others globally. Island, I had my first-ever surfing
vine, as well as some olive trees.
lesson. It was hilarious!
L AU R I STO N LIF E E DITION 1 2020 17STUDE NT INS IGH T
HOWQUA HIGHLIGHTS FOR 2020
Our Year 9 students were excited to be
able to share their memories of life in the
High Country in Term 1…
Term 1 at Howqua is everything that
I had hoped, but nothing liked I
expected. It gave me new friendships
and changed the way I look at things.
I miss it so much and being away from
it makes me want to be up there even
more. Maddie Wilson
Although cut short, Term 1 was quite possibly the best start to
Howqua I could’ve asked for. Though we battled many challenges –
power outages, terrible weather, a cold outbreak and coronavirus –
they have braced us for what is yet to come and have ultimately
made us stronger. Term 1 was turbulent and crazy and getting used
to Howqua life was certainly not easy. However, judging from the
reactions of the cohort when we were told we had to go home, it’s
clear that Howqua has become an important place in everyone’s
hearts in such a short amount of time. Maddie Miller
What makes Howqua so special? It’s the fact that
we get thrown out of our comfort zone, not only in a
physical aspect but academically too. It’s the fact that
we get to explore the true outdoors, experience the
natural terrain, and breathe the ‘Howqua air’. Even if it
has only been a term, the amount of times I’ve felt the
adrenaline course through, daring me to take the next
step, has made this adventure truly memorable. And in
the end, it’s all the friendships you cultivate along the
way that make it worthwhile. Tara Kasayapanand
18 L AU RISTON L IF E E DI TI O N 1 2 02 0From the classroom to Outdoor
Program to House life, I’ve learned so
much about people and grown close
to so many of them. Yes, there are
challenges, but every single person
is inclusive and ready to help you get
through them. Camilla Coventry
You never know when things could change – in the blink of an eye, in
a second, in a minute. Being grateful for every opportunity at Howqua
The first term of Howqua has been an
is something we have had to learn during these ‘unprecedented’ times.
incredible experience and I have done
Everything at Howqua in Term 1 was a privilege and a contradiction:
things, like hiking up Mt Stirling, that I
walking from Mt Buller to Mt Stirling with burning thighs; stressing
never imagined I could do. Grace Mak
over tests and assignments in a beautiful environment; and developing
new and old friendships while sorting through differences. It’s true:
Howqua is a once in a lifetime experience, so make the most of it while
you can. Amanda Pan
The first term of Howqua was exciting, yet nerve-wracking. We did
so many things that took us out of our comfort zone and pushed
ourselves to the absolute max. We climbed and summited mountains
and ran until we could not feel our legs. But the best part of it all We’ve hiked up mountains, canoed
was that we had fun while we did it. The friendships we have gained through rapids, abseiled down cliffs
already and the relationships we have with the teachers made hiking and so much more. But the most
up Mt Buller all the better. Ruby Lines-Perrier amazing thing is that we got to
experience all of these things with
our peers, our friends, our second
families. As I sit here on my bed in
Melbourne, I yearn for the adventures,
thrill and challenges of the Howqua
experience, and I can’t wait to return
soon. Chloe Ting
In Term 1 I pushed my personal
boundaries further then I thought
possible and gained a lot of new
skills, knowledge, memories and
relationships in return. I would do it all
over again in a heartbeat. Mia McGrory
L AU R I STO N LIF E E DITION 1 2020 19HOWQUA
HUMANITIES AT HOWQUA
ADRIAN LAWREN C E
H U MANITIES TEACHER
At Howqua, all our studies are strongly Our girls also have time to reflect on with the opportunity to explore the
influenced by the unique surroundings this relationship with their surroundings story of Ned Kelly and his impact upon
of north-east Victoria. Our studies throughout their time here, be it in their the local communities of Mansfield and
in Humanities are no exception, diary writing or debriefing following Glenrowan. The famous Kelly Gang were
reaching across a number of disciplines their Outdoor Program activities. Living ruled as outlaws and evaded police by
and making great use of the local in this environment allows them to be hiding out in the Victorian bush not
environment. Through our studies of immersed in gaining an understanding too far from Howqua between 1878
Geography in Semester 1 and History in throughout all aspects of their time here. and 1880. As part of the tour, the girls
Semester 2 our students gain a better visit Stringybark Creek to meet and
understanding of, and relationship with, In second semester their History studies hear from a local historian who loves to
the Victorian High Country. engage with European settlement retell the story of the events that once
and the impact this has had upon the took place here. We also visit Powers
Our studies of Geography here at landscape of Australia. This extends Lookout, where Ned Kelly first learned
Howqua are centred around gaining from their engagement with their local how to survive in the Victorian bush and
a better understanding of the natural environment in looking at the specifics to be a bushranger.
environment and how we, as humans, of this impact and the reasons for it.
interact with it. Our students engage Our girls also develop a more in-depth Making use of our local surrounds means
in surveying and mapping parts of the relationship with the early settlers of that the girls can walk in the footsteps
Howqua Valley which draw heavily this region and the impact of this on of those who have come before and this
on their mapping skills learned in our Indigenous peoples. By visiting sites brings a ‘reality’ to their appreciation of
Outdoor Studies. Our students also on our Local Exploration days, they history. All of this serves to build within
engage in looking at plant growth and can see first-hand the remains of the the girls a close affinity with the High
identification, both of which are linked local gold mining industry and bush hut Country, the wider environment and
to their studies in Science. Through settlements as well as the greenstone their place in it.
their survey of the environment they are quarries in operation for thousands of
able to account for human impacts and years before the arrival of Europeans.
suggest ways these might be lessened
so that our activities can work with the Our girls also undertake a Humanities-
environment rather than be imposed based excursion known as the Regional
upon it. Tour. The excursion provides students
20 L AU RISTON L IF E E DI TI O N 1 2 02 0Meet Andrea Weghorn
What is your favourite thing
about Howqua?
Horse riding on Outdoor Program,
being involved in the Music program,
and living and working in a place
that has such spirit. A special shout-
out also to the students I have been
a tutor for and who have made my
time her so special: Fitz 2011, A.Rob
2015, Hollyer 2016, Fitz 2017, O’Brien
2018 and Cramond 2019.
What do you teach at Howqua?
How does what you teach differ to
a normal school classroom?
I teach Humanities and Outdoor
Studies. I also facilitate the Digital
Technology class once a week and
participate on the Outdoor and Tell us something few people
Fitness programs. What I teach in know about you.
the classroom at Howqua doesn’t I enjoy watching crime
differ a lot from what I would teach documentaries and real-life crime
in a normal school classroom. shows. If I wasn’t a teacher, I can
Besides the curriculum content, imagine being a police officer, an
I want all of my students to learn ambulance officer or a nurse on at a
what their strengths and talents children’s hospital.
are in this world. I also want my
Do you miss ‘normal life’?
students to know that it’s okay if
I don’t miss ‘normal life’ because I
their greatest abilities exists outside
enjoy this during the school holidays.
of my Humanities or Outdoor
Having said that, the idea of having
Studies classrooms, and that having
two days off every weekend does
a growth mindset is key. I want them
sound really good …
to remember that being kind to
themselves and others is important
What do you like doing in
and that kindness is something that
your downtime?
they will never regret.
I love going to see musicals. My
favourite musicals of all time include
Tell us a little bit about you.
Matilda, Billy Elliot and Hamilton.
I have worked on and off at Howqua
My holidays usually revolve around
since 2007. Currently I am enjoying
travelling to Melbourne to see a
my longest stint here, which is just
musical, indulging in some shopping,
over six years. Howqua has only
spending time with family and
gotten better and better since I’ve
friends and ordering Uber Eats.
been here and lots of work has gone
into making sure the program and
facilities are as good as they can be.
L AU R I STO N LIF E E DITION 1 2020 21KINDE RGARTE N N E WS
Literacy in
Kindergarten
F IO NA IRELA N D
DIR ECTOR OF K IND ER G A RT EN
‘Literacy is intrinsically purposeful,
flexible and dynamic and continues
to develop through life.’
Kathy Walker, Educational Consultant
Literacy development is a vital part of At Michael House, where the youngest and imitate what the adult does when
every child’s overall development. It is members of our School reside, the reading. This role-play is an important
the foundation of doing well at school, emphasis for the curriculum is on part of development and shows that
socialising with others and developing attitudes to learning, which are life skills. children are realising that the words
independence. However, before children Children come together at various times on the page have meaning. When
learn to read and write, they need to of the day to enjoy opportunities to children are given many opportunities
develop the building blocks for literacy, engage in conversation or dialogue; this to draw and paint, they can work out
and these foundations are the ability to may be about something that happened the connection between spoken and
speak, listen, understand, watch, and at home or may be connected to the written language. While engaged with
make observations and draw. Play- Kindergarten program. We often ask these creative activities, children draw
based learning has a crucial role in the the children to describe what they on their observations, and by graphically
development of literacy. have learned so that they can explore representing their ideas, they make
vocabulary and the meanings of words. meaning of a complex world.
At Lauriston Kindergarten, children are We encourage them to question and
immersed in a rich literacy environment. show curiosity. Most importantly, we ask At Niall House, literacy experiences are
Each day children engage in literacy them to practise listening to each other extended and developed. This period
activities. Literacy is not limited to and developing the skills of patience and of growth is one of the most significant
reading and writing skills but includes respect. Self-confidence is promoted for the development of oral skills, motor
the foundational ability to understand, when children share their spoken stories skills and cognition. It also corresponds
analyse and critically respond to with the group. with the phase of readiness for literacy,
language experiences. It involves with an emerging awareness of words,
children in listening, thinking, planning The children love to listen to stories; letters, numbers and sounds within
and defining. books are a passport into magic worlds. the words. Vocabulary is growing on a
The children will often role-play reading daily basis and sentences are becoming
22 L AU RISTON L IF E E DI TI O N 1 2 02 0You can also read
