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LAURISTON LIFE
EDITION 2 December 2019
ON THE COVER: Jasmin Goldberg PHOTOGRAPHER: Ben Weinstein DESIGN: Actual Size PRINTING: New Artworx Lauriston Life Lauriston Girls’ School t: +61 3 9864 7555 CRICOS number 00152F The magazine of 38 Huntingtower Road e: admissions@lauriston.vic.edu.au Lauriston Girls’ School Armadale VIC 3143 Australia lauriston.vic.edu.au 2 LAURISTON LIFE EDITION 2 2019
CONT E NTS
4 10
STEM: Future-
Innovation focused
beyond the design-based
classroom learning in
Years 7 and 8
7 12
Building a future Engineering
for science without
boundaries
Jasmin
Goldberg
18 20
Music Junior School
bringing Encouraging
our School curiosity and
community creativity
together through STEM
22 26 28
Howqua STEM in early Sport
highlights childhoood Using
30
2019 technology to
track fitness
Arts and the
FabLearn Lab
LAURISTON LIFE EDITION 2 2019 3
PRINCIPAL’S INS IG H T
STEM: Innovation beyond
the classroom
S U SAN JUST
PR INCIPAL
‘Too often we give children answers to remember
rather than problems to solve.’ Roger Lewin
What knowledge, skills, values and We understand that the world in
experiences will young people need to which we live is rapidly changing and
thrive in a rapidly changing world? Skills our 21st century the skills required of those entering
students need the workforce both now and in the
This is a question that educators are coming years make it a priority for
– High levels of functional literacy
considering around the world, and young people to understand the
and numeracy.
at Lauriston we lean towards the building blocks of computation and
view that to best prepare students – A deep understanding of the to engage with technology and
for the changes brought about by core concepts in the subject its implications. Young people will
AI and other global trends, schools disciplines, including higher need to have the skills to evaluate
will need to set students up for levels of digital literacy. information, and to understand how
lifetime education, to be empathetic, machines make decisions, the choices
comfortable with change, and to have – The opportunity to apply embedded in computer code, and the
the capacity to critically engage with knowledge in meaningful ways privacy implications arising with every
new technologies. (Education Future and develop mastery in both technological development.
Frontiers: Opportunities and Challenges content and capabilities.
for Education Discussion Paper 2.) Connected to the need for explicit
– The mindsets and strategies attention to digital literacy is the need to
to be adaptable and resilient consider the level of attention we should
learners, to reach their goals be giving to ethics and philosophy.
and continue to learn.
The more research that I read, the
– To be well-rounded, informed more I understand that teaching STEM
and culturally aware citizens (science, technology, engineering and
who are able to positively mathematics) subject disciplines goes
engage in an increasingly hand in hand in with teaching those 21st
interconnected world. century skills or capabilities which are
spoken about broadly in education and
business, but have not all been clearly
defined and are problematic to measure
and assess in a school-based setting.
4 LAURISTON LIFE EDITION 2 2019
There is a growing breadth of research Our digital fabrication laboratory We offer a broad range of co-curricular
around the 21st century skills/ (FabLearn Lab) has been in place at activities to our students, which include
capabilities and a number of reports Lauriston since 2013. Our intention Robocup, Coders and Makers Club,
from our Australian universities and through digital fabrication and making Lauriston Start-up Entrepreneurs Group,
business corporations. The 21st century was, firstly, to determine ways in the RACV Solar Challenge, AI for Good
skills/capabilities generally fall under which we could further develop the Challenge and Spaghetti Machine
the following categories: critical and experiential or ‘hands-on’ learning Challenge. We are always looking for
innovative thinking, interpersonal skills, activities for our students, and secondly, new opportunities for our students
intrapersonal skills, global citizenship, consider how we might address the and in 2020 we will continue our
and media and information literacy. concern that girls are less likely to development of an entrepreneurial think
choose tertiary studies and careers tank for our students and continue our
I would contend that a number of these related to STEM. current initiatives.
skills/capabilities can be fostered by
integrating digital technologies and The FabLearn Lab has become an We are confident that when girls are
digital fabrication learning activities into important cross-disciplinary learning provided with opportunities from the
our curriculum. space for students from Prep to Year early years of Junior School to develop
12 and has helped them to engage their understanding and skills in STEM-
For example, over the last four years effectively with STEM. The use of digital related subject disciplines, they will
our Years 7 and 8 students have been fabrication has been embedded in a continue with the study of these areas
involved in a number of learning broader Digital Intent strategy, which as they move through the School. Our
activities which we have called ‘We we have documented. girls need to develop positive mindsets
have an opportunity’. We have invited and hands-on skills from their early
students and their teachers from a In 2019 our Junior School students have years, which in turn will help their self-
number of local and Australian girls’ been involved in a number of STEM- confidence and desire to ‘take risks’ in
schools to join us for these projects. integrated activities that focused on their learning, particularly in science
We have had students working with design process and production skills. and mathematics.
people who have disabilities to design These included coding a story about a
and prototype products which will number (Prep), designing and prototyping We believe that an integrated approach
make their daily lives a little easier; in a fairy house (Year 1), designing an to STEM-related activities enables our
2018, the student groups worked on the algorithm for Dash robot to push and pull girls to participate in ‘real-life’ activities
design and prototyping of products that a toy (Year 4), designing and creating a and practise the transfer of skills to
would help individuals or groups in their website for a small business (Year 5) and different subject disciplines. We want
schools. designing a warning signal for a natural our girls to believe in themselves and
disaster (Year 6). See more about these their ability to undertake science and
The ‘We have an opportunity’ projects activities on page 20. mathematics subjects in their senior
bring girls together for a social years of school. The ‘bottom-up’
purpose as they work through the In Years 7 and 8 our students each approach we have chosen by working to
design thinking process. Working in a participate in four-week-long intensive engage our students in STEM from the
group over an extended time period programs across the year; two with a early primary years is aimed to continue
provides an opportunity for the girls focus on digital fabrication and two to build the interest and confidence of
to collaborate with each other and with a focus on digital technology. girls in approaching all STEM-related
develop an appreciation for the personal Our Year 9 students continue with a subject disciplines.
strengths each brings to the group. digital technology program, which has
These types of activities enable girls to a current focus on coding. Our Year 10
better understand that STEM-focused students have access to semester-based
careers are accessible for them. electives which have a digital fabrication
or a digital technology focus.
LAURISTON LIFE EDITION 2 2019 5
TEACH E R INS IGH T
Maths, the
unsung hero
Z ARA DEN N IS
DIG ITAL FA BRICAT I ON L EA D T EAC HER ,
S CIEN CE A N D MAT HEM AT I C S T EAC HER
The acronym STEM originated in the 1990s. Its popularity
has increased significantly in recent years in response to
both employer demand and projections that around 75%
of the fastest-growing occupations will require STEM skills.
There are now a huge range of adding suspended weights, and then
inspirational STEM programs run by both recording the extension. This real data
educational institutions and industry, with produced a linear trend, which was
the aim of increasing student interest in then graphed, and associated questions
these technical disciplines. were asked based on what had been
previously covered in class. The second
Many of these programs, however, task then used the graphing website
while inspiring, educational and fun, ‘Desmos’ to recreate the outline of a
often overlook the core mathematical supplied photograph by working out the
foundations that these technical functions of each required line. Linear
subjects share. As a result, students equations were essential, but students
choose to pursue a higher-level were also encouraged to explore other
STEM subject, but quickly become functions beyond what had been
overwhelmed by the mathematical specifically taught.
aspects and, in the worst-case scenario,
opt out of this career pathway. Both tasks presented an appropriately
challenging level of mathematical skill.
Although the level of mathematical The real-life data in the Jelly Snakes task
ability does vary across disciplines, was not perfect, and trial and error was
student success in STEM is highly encouraged in developing the Desmos
dependent upon their knowledge image. The tasks were also specifically
of, and interest in, analytical skills. chosen to integrate non-maths STEM
Children and young adults are naturally subjects, specifically science with
curious, so our aim at Lauriston is to the Jelly Snakes task and technology
instil an interest in the versatility of with the Desmos task. In doing so, we
mathematical literacy at an early age hoped to emphasis to the students how
and show how it can be applied to real- critically intertwined their mathematical
life scenarios. The latter is particularly abilities are, and that the STEM subjects
important in creating interest in STEM are not four isolated areas.
beyond school studies.
For students who are planning to pursue
Our Year 7 Extension Maths class STEM as a career, a sound mathematical
was eager to take on the challenge foundation is something which cannot
of addressing this conundrum and afford to be overlooked. By introducing
pioneering some new classroom tasks. tasks into Maths at Lauriston, which
The two tasks applied their linear students would typically associate
graphing skills in unfamiliar scenarios with other subjects, and by making
and presented the students with a these tasks more relevant to real-life
very different kind of problem to applications, we hope to highlight the
those they were used to dealing with. intertwined nature of the ‘M’ in STEM
and encourage an ongoing interest in
The first task required various brands
this pathway.
of Jelly Snake lollies to be stretched by
6 LAURISTON LIFE EDITION 2 2019
TEACH E R INS IGH T
BUILDING A
FUTURE FOR
SCIENCE
S U E FRY ER
ACT I NG HEA D OF SC I EN C E
‘Science is fun. Science
is curiosity. We all have
natural curiosity. Science is
a process of investigating.
It’s posing questions and
coming up with a method.
It’s delving in.’ Sally Ride,
NASA astronaut.
Science is everywhere in today’s world. basic materials. As part of this exercise, workshops and holiday programs
It plays a crucial role in so many aspects students had to consider the challenges throughout the year. We have had
of our lives and Lauriston students are faced by countries with limited ability students attend the National Youth
presented with many opportunities not to source materials. The engineering Science Forum and the Australian
just to learn scientific concepts in the students also discussed the very Science Olympiads Summer School,
classroom, but to experience it in its important aspects of engineering and both of which require students to be
many forms in wider society. the crucial role it plays in society. specifically selected from a range of
candidates. The NASA International
During Science Week in August, Senior Science students have been able tour to the USA provides an
students were privileged to hear from to put their knowledge into practice by opportunity for students to experience
Dianne McGrath, Mars One astronaut visiting laboratories at universities. Year astronaut training at Space Camp,
candidate, environmental engineer and 12 Chemistry students have taken part as well as visiting a number of other
founder of Watch my Waste research. in an instrumental analysis workshop organisations that are world leaders in
Dianne has a particular interest in not at Melbourne University to identify engineering, innovation, technology and
only being among the first people to unknown organic compounds. Biology other STEM fields.
travel to Mars, but also in minimising students have investigated evolution,
food wastage. As well as sharing her diversity and classification at Melbourne Science is constantly growing and
journey through the Mars One selection Zoo, and also worked alongside a evolving, and so too is the Science
process, Dianne challenged the students number of talented and inspirational program at Lauriston. Students are
to reimagine a society where we could scientists at the Gene Technology able to create their own research
start over – and consider what we would Access Centre to identify the pathogen questions, work in collaborative groups,
do differently. Year 8 students were able involved in influenza epidemics using conduct their own experiments, make
to talk with Dianne in more detail as she a range of sophisticated equipment mistakes, and learn from them; and
worked with them to plan and build a and DNA manipulation techniques. even draw connections between
habitat for the moon. They have also introduced the use of multiple subjects. Partnerships with
genetic engineering equipment in the industry and universities are being
As part of the Science program at classroom to transfer genes from one developed, and connections are being
Lauriston, students have the opportunity species to another. made with practising scientists so that
to work with practising scientists and students can work with those who
engineers. Year 7 students worked with Students are able to take up make a real difference to so many
Engineers Without Borders (EWB) to opportunities for extension through aspects of society.
build water filtration systems using a range of competitions, STEM
LAURISTON LIFE EDITION 2 2019 7
STUD E NT INS IGH T
Year 12 reflections
We spoke to five students about their
Lauriston experience and how it has
prepared and shaped them for the future.
Lier Deng (School Co-Captain) Carmen Umbers
I’ve had the incredible opportunity Being School Captain has not always I started at Lauriston in Year 4 (2011) and
of leading the Senior School and the been easy – at times it was difficult to have made the most of the incredible
Year 12 cohort alongside Lara Bennett balance with the demands of Year 12 – breadth of sport, music, drama, and
throughout 2019. Looking back, it seems however, it has always been heaps of community service activities on
crazy to think about everything that has fun and extremely rewarding. To say I offer. Howqua was a highlight of my
happened and how fast the year has am eternally grateful to have been given time at Lauriston, where I developed
flown by. One of the most memorable this opportunity is an understatement. great friendships and numerous skills
moments this year was when we I have learned that leadership is not including leadership and resilience. I
travelled to Sydney for a leadership only about implementing the changes was a Prefect and Hockey Captain in
camp, where we not only met so many which you want to see, but to guide and my final year, rowed at three Head of
other incredible school captains, but help others reach their full potential by the Schoolgirls events, and have been
also established our School theme equipping them with the right tools to nominated as Lauriston’s representative
for the year: Ohana (family). Some do so. It has been an honour being able for the Australian Olympic Change-
other memorable moments consist of to do that and to fuel the drive that Maker Award 2019. I played the trumpet
us coming up with our iCarly rip-off is so clearly within all the girls in our in the symphonic band and orchestra
identities for our student assemblies, Lauriston ohana. and have also taken part in a number of
gathering the 2019 leaders for our High school drama performances, both acting
School Musical-themed introductory and backstage. I was recently awarded
video, and organising the Year 12 Fair. my Gold Duke of Edinburgh, for which
However, my personal favourite has to I have completed a year of community
be recruiting teachers for a surprise service at Friday Night School, which I
‘Greatest Showman’ dance act for the have found really rewarding. I travelled
Term 2 Talent Show; observing their to Ecuador, a World Challenge trip,
amazing dance rehearsals has to take and also had the privilege of going to
the cake! Noonkanbah and spending a week in
the community. Both experiences were
unforgettable. I have a particular interest
in visual communication and media and
hope to pursue this beyond school.
8 LAURISTON LIFE EDITION 2 2019
Cassie Rozental Angela Gao
I began my schooling at Lauriston I have most enjoyed the relationships
in Year 3 as an elite gymnast. Being that I have built throughout my time at
at Lauriston allowed me to combine Lauriston, whether it is my friendships
my education with 36 hours a week with my fellow students or with my
of intensive training at the Australian teachers. Lauriston students come
High Performance Centre. I retired from a range of different backgrounds
from gymnastics in Year 8 and became and many girls have had previous
more absorbed in the full experience of experience of living overseas. Howqua
Lauriston life. My year away at Howqua offered an incredible opportunity for
was life-changing. It was a unique me to experience living independently
opportunity to live away from home in a with nine other girls. Through
totally different environment and I made understanding how to compromise
many strong friendships that will last in a group situation and how to
a lifetime. Lauriston has provided me communicate to resolve conflicts, I am
with diverse opportunities like debating now better prepared for life beyond
and philanthropy, and sports such as school where I will meet many people
rowing and skiing. I have been able to who come from different backgrounds.
study a wide range of academic subjects I aspire to be a world citizen and
and have discovered a passion for wish to travel and work in various
commerce subjects. The teachers have different countries around the world.
been incredibly supportive and always Sam Eade For me, Lauriston’s strongest feature
encouraged me to aim for a high level of is the opportunity that is offered
(Sport Co-Captain)
excellence. VCE has been a challenging here. We were exposed to so many
year with a high degree of personal The experience that Howqua gave me opportunities, ranging from Howqua
growth, but I know that the learning allowed me to build my resilience and to the International Baccalaureate (IB)
environment at Lauriston has made show me what it’s like to explore life program, and these truly prepared us
this possible. I look forward to moving outside of my comfort zone. Since then for our future. One other advantage
on to university to study in my chosen I have felt encouraged to put myself in of being at Lauriston is the small
field and I am grateful for the incredible positions of fear such as applying for class size. This environment enables
foundation that Lauriston has given me. Sport Captain or going on the Borneo more one-on-one support from the
trip. I have also learned to shape my teachers, who are incredibly caring
future decisions without concern of and professional, and I have developed
what my friends are doing or whether both as a learner and as a person
or not I will be in their group as I learned through their guidance.
through Howqua, sometimes the best
experiences can be discovered on your
own with new people. This has resulted
in my continuation of participation in
sports such as rowing when none of my
friends were doing it, but this meant
that I met new friends and was able to
have new experiences with these people.
Howqua showed me the importance
of finding and doing the things that
make you happy and since then this has
helped me in my subject choices as well
as my extracurricular activities. After
school, I would like get in to an acting
course at either Victorian College of the
Arts or NIDA in Sydney. Failing that, I will
continue to pursue and explore my love
of sport and exercise in Deakin’s sports,
exercise and nutrition courses. I have
always been a part of sport at School
and learning about sports science in
PE at School has sparked a curiosity
in discovering how it can be applied to
everyday life as well as high-level sport.
LAURISTON LIFE EDITION 2 2019 9
TEACH E R INS IGH T
FUTURE-FOCUSED DESIGN-BASED
LEARNING IN YEARS 7 AND 8
OW EN FLATTERY
DIRECTOR OF SENI OR SC HOOL
CURRICULUM SUPPORT AND
WH OLE SCHOOL I N I T I AT I V ES
How might we design and deliver programs that equip our
students with the skill sets, tool sets and mindsets to live and work
effectively in a future with increasing technological ubiquity and
empower them to make a positive impact in the world?
One way in which we are trying to and emerging issues. All projects are like or how their idea will pan out, so
address this challenge is through our collaborative in nature and in addition we can’t always offer support. The best
Signature Projects, design-based to the skills acquired while working course of action here is to try, perhaps
learning activities where students through a design process (for example, fail, and then learn from that failure.
are challenged to work through a ideation and prototyping strategies),
design thinking process to identify an students also practise creativity, We hope that the projects inspire the
opportunity or problem, and design and communication, critical thinking, students to be opportunity finders and
create a solution. entrepreneurship, digital literacy, digital problem-solvers. To be creative, deal
citizenship, empathy, flexibility, inter- with failure and, of course, embrace the
In Years 7 and 8 our students complete and intrapersonal skills and resilience. ambiguity of it all!
two signature projects. These projects
are intensive four- to five-day While either a digital or physical product
experiences where the normal timetable is the visible outcome of the projects,
is collapsed, allowing students to work we focus on the actual process. A key
solely on the challenge. message we try to inculcate during these
projects is to ‘embrace the ambiguity’.
The projects each have their own What this means is that when students
specific theme, are interdisciplinary work through their project, we don’t
and seek to address contemporary quite know what the next step will look
10 LAURISTON LIFE EDITION 2 2019Year 7 Signature Projects Year 8 Signature Projects
Robotics, Artificial Intelligence Game On
and Ethics Students design and create a table-
In this project, students are challenged top game based on one of the United
to design and prototype an Artificial Nations’ sustainable development goals.
Intelligence solution that will solve a The game must incorporate a physical
problem relating to accessibility, Earth technology in some creative way and to
(environment) or humanitarian issues. address this the students learn to code a
Students have the option of submitting micro:bit (a pocket-sized programmable
their idea to the AI for Good Challenge, computer). They learn how to prototype
a national competition run by Education simple circuits to connect the micro:bit
Changemakers in partnership with to both input sensors and outputs,
Microsoft (https://aiforgood.com.au/). such as lights or motors. A professional
Students also learn to program a robot/ designer is invited in to speak to the
autonomous vehicle to complete a students about her process of finding
number of challenges such as parallel design inspiration and how to create
parking, following a path, navigating an a brand. This supports the students as
intersection and modifying movement the project requires them to design and
based on signals. They learn to code create branding and packaging for their
a chatbot and a virtual pet. Students games. Students may choose to use the
develop an understanding of the laser cutter to create elements of their
importance of ethics with respect to games and a number of hand tools are
technological development. available for construction.
We Have an Opportunity
Toys alive I am Brave This is an extra-curricular opportunity
Students design and create an automata The aim of the ‘I am Brave’ project is to open to students in Years 6, 7 and 8. It
(a moving mechanical device made in design and prototype a digital solution is a three-day workshop where teams
imitation of a human being or animal) of (mobile application, website or video work through the Lauriston design
an endangered animal. Students have the game) to help educate Years 5 and thinking process to develop a solution to
opportunity to use Adobe Illustrator to 6 Lauriston students about a digital solve a problem in their community.
create a vector design of their automata citizenship issue. Year 8 students use
components, which are then cut on the real survey data of Years 5/6s’ online In 2017, students worked in small groups
laser cutter in the FabLearn Lab. This habits to find an opportunity to create to design and create a solution for a
technology allows for rapid prototyping. a solution. Each team selects the best client who has a disability and involved
Assembly of the automata also allows platform to create their digital solution. Lauriston students working in teams
students to access hand tools. Students They can learn to code either a website with students from other schools.
are allocated ‘Lauriston’ money which using HTML and CSS, a mobile app
they use to purchase material to dress using AppLab or MIT app inventor, or a In 2018, we invited teachers and
their automata to improve its aesthetic. video game using Scratch. students from Fintona, Korowa, St
As a team they must negotiate together Michael’s Collegiate, Mentone Girls,
how the money will be spent. They also The project culminates in an exhibition Ivanhoe Girls, Wilderness School and
develop and deliver an elevator pitch to of digital solutions where the Years 5/6 MLC to join us to learn about a range
their class. A supporting session run by students are invited to test and provide of digital tools and use the Lauriston
LOTE is translating product information feedback on the digital solutions. design thinking process to create their
to an international market. solution.
LAURISTON LIFE EDITION 2 2019 11A LUMNAE UPDATE
ENGINEERING
WITHOUT
BOUNDARIES
KAT RINA LEHMAN
CO NTENT WRITER
For as long as she can remember, Jasmin Goldberg has been fascinated by
how and why things work. In the six short years since she walked out the
Huntingtower gates for the last time, she has taken huge steps towards
encouraging future changemakers and pioneering humanitarian engineering.
‘I loved making things and was intrigued Jasmin was the recipient of the Dean’s Jasmin found this outlet when she began
by the early innovators – anyone who Honours Award for outstanding volunteering as Chapter Secretary for
has invented something fascinates me. achievement in 2014, 2015, 2017 Engineers Without Borders (EWB) at
I remember as early as Year 6, when and 2018, the Melbourne School of the University of Melbourne. EWB’s
we were given the opportunity to do Engineering Foundation Scholarship, philosophy is based on a community-
a project and I chose: “Inventions that the Melbourne Global Scholar’s Award, centred approach, using its engineering
shaped the world”.’ the University of Melbourne Transition knowledge and resources to bridge self-
Scholarship and the Dean’s Art Award identified gaps in access to community
At Lauriston, Jasmin pursued her love of for Visual Communication. health, wellbeing and opportunity.
mathematics and design, studying VCE
Maths Methods, Chemistry and Biology, Despite these accolades, Jasmin realised ‘I believed that one of the best ways to
and complementing this with Visual early on that life is not just about contribute to making this vision a reality
Communication and Design, English academic excellence. She was Head of was to be part of an organisation who
and Legal Studies. She graduated from Boats at Lauriston, a recipient of Full are passionate about using engineering
Lauriston in 2013 in the top 1% of her Colours, and participated in many of to make a better world. I was so inspired
cohort with an impressive 98.75 ATAR Lauriston’s extra-curricular activities. by the work we did that I wanted to
and is now completing a Masters of contribute more. I was also drawn to the
Architectural Engineering, a new course ‘I enjoyed the opportunities to do community and being able to engage
offered at Melbourne University in 2017. extra-curricular things such as GSV engage with like-minded people from all
sport or the history trip to Turkey – over the globe.’
‘Design and maths were my favourite and especially Howqua – to provide
subjects at School, as well as my balance and enrichment to the In February this year, Jasmin
strengths. I am currently finishing a academic side of things and to really attended the Humanitarian Design
Master of Architectural Engineering. get involved in the School community. Summit in Cambodia with EWB, to
Historically, these disciplines have been Charity work at Lauriston really offer engineering solutions for an
seen as very separate in the industry. encouraged me to open my eyes to island community in the Mekong.
This course confirms my belief that the possibilities. I felt a strong need to do
most sustainable and often innovative things other than just academic study Recently, Jasmin travelled to Indonesia
solutions come from the blurring of while at Lauriston, and I was seeking a with two other Old Lauristonians,
these two disciplines.’ similar outlet at university.’ Annabelle Roper and Yvonne Yang, as
12 LAURISTON LIFE EDITION 2 2019part of the Melbourne School of Design ‘Engineering is relatively male dominated. The EWB workshops aims to show that
travelling studio. They explored informal I would love to see this change and see there are ‘soft skills’ required, such as
living in the kampungs of Bandung to more women in leading roles within the teamwork and innovation.
understand the community spirit that is engineering sector.’
beneficial in such living arrangements, ‘I’m really excited by the current focus
and offer creative solutions to improve At Lauriston, Year 7 students worked on STEM at Lauriston and other schools,
living conditions. These travelling with EWB to build water filtration and the incredibly nurturing and
studios encompass a number of systems using basic materials. They had passionate teaching. I hope that we will
disciplines to find solutions for complex, to consider the challenges faced by see more role models in schools and
real-life issues. countries with limited ability to source in the wider community to encourage
materials. The engineering students also females to pursue STEM pathways, or at
EWB also works a lot locally with school discussed the very important aspects of least realise that it is a viable option for
outreach programs, inspiring students engineering and the crucial role it plays them and that it’s okay to be passionate
to pursue STEM and demonstrating in society. about STEM.’
that engineering is not just the overly
technical thing that most people assume, While completing her master’s, Jasmin
but that it is also about people, problem- is also working as an undergraduate
solving and can be fun and hands-on. engineer at XLam, a leading mass
timber solution provider to the Asia
From 2017, Jasmin volunteered as Pacific region.
an EWB Regioneering Roadshow
Team Leader, where she leads and ‘My job has been quite an exciting
runs engineering workshops at rural journey. XLam was the first manufacturer
and under-represented schools in of cross-laminated timber (CLT) panels in
the Gippsland, Bendigo, Ballarat and the Southern Hemisphere, and there are
Echuca regions. The workshops aim to a lot of opportunities for research and
encourage the students – particularly design innovation.’
females – to study engineering at
Jasmin says the greatest challenge is the
university. There is a particular focus on
misconception that engineering (and
encouraging females.
other STEM pursuits) is purely technical.
LAURISTON LIFE EDITION 2 2019 13STUD E NT INS IGH T
Student snapshot
One of the greatest attributes of Lauriston is the breadth
of its programs and the diversity of its community.
Following is a snapshot of some of our incredible
students and their achievements both at Lauriston and in
the wider community.
Kiara Punchihewa
Year 8 student Kiara Punchihewa
was one of only eight avid readers
selected from 120 applicants around
Australia to be a judge for the 2019 Inky
Awards, a teen choice book awards
hosted by the State Library of Victoria.
Kiara and the other judges read and
discussed 20 books in three months (!)
and shortlisted 10 books for the Inky
Awards. The winners was announced in
September and as well as sharing her
Lara Elliot experiences online for the State Library Allegra Trikash
and at School in lunchtime bookclub
In 2018 Lara won the Years 7/8 category Allegra began songwriting when she
sessions, Kiara was part of a student
of the Global Village International was just 12 years old. Now in Year 10,
panel interviewing authors Oliver
Children & Youth Bilingual Speech she has been gaining recognition at
Phommavanh and Felice Arena at the
Competition in Melbourne. As a prize, Melbourne venues performing live as
Melbourne Writers Festival!
Lara was chosen as only one of 24 her stage persona, ROYCE. ROYCE
finalists from around the world to attend ‘The qualities required of a judge has released nine singles, three of
the 10th Global Village International included perseverance (to keep reading which have played nationally on Triple
Children & Youth Bilingual Speech books I didn’t necessarily enjoy), time J. In 2019, the single ‘Complicated’
Conference & Ceremony in 2019, where management, and the ability to work was selected by Spotify to appear on
she was paired with a student from cooperatively with others. Another great their ‘New Music AU and NZ’, ‘Pop &
mainland China to write and deliver a benefit of my judging experience was Fresh’, and ‘The Office Stereo’ playlists.
speech in front of an international panel. the opportunity to read widely, and Allegra prepared for and performed
Lara was the only finalist chosen to be read genres I may not have considered her first live solo show while at Howqua
interviewed on Chinese TV (SINA). reading otherwise.’ and received huge support from the
Lauriston community – from friends
‘To represent Lauriston and Australia playing her songs on Mansfield radio
was such a great honour and I am very and her music teacher Maria Lieberth
grateful for the teachers who helped. helping her prepare for her first live solo
It was a wonderful opportunity to show to the wonderful experience she
meet students from around the world is having as part of the Trebelles singing
and to experience the rich culture and group and mixed choir at School and
history of Beijing. The scale of the city as a guest performer at this year’s
is immense and the level of technology Huntingtower Lunch.
is incredible. I will never forget the
Great Wall and the Forbidden City. The
experience has inspired me to further
my studies in Mandarin and I hope to
one day speak the language fluently.’
14 LAURISTON LIFE EDITION 2 2019Jessica McNair Lara Kelly Veasna Gunaswa
Since arriving at Lauriston in Year 3, Lara first learned to ski at the age of Since Year 7 I’ve loved immersing
Jess has been involved in numerous two. Since then, she has learned to myself in as many school activities and
committees, extra-curricular activities snowboard and cross-country ski, experiences as I can, from singing in
and classes that provided her with and currently loves participating for choir to soccer. Not only did they help
a platform to express her creative Lauriston in all events at the interschools develop relationships with other girls
interests and helped her develop a competitions. Lara achieved amazing across year groups, but it also gave me
strong passion in design. In her junior results at the State Interschools in the opportunity to develop my interest
years at Lauriston, she was involved Giant Slalom Skiing (2nd), Skier X in sport and music.
in after-school photography classes, (3rd), Giant Slalom Snowboarding (1st),
participated in the Media Committee, Boarder X (1st) and Cross Country (1st). Advocating for humanitarian rights,
and assisted with makeup, set design This qualified Lara for the National particularly for younger women and
and lighting for the School musical. In Championships in all these events education, has always been a passion of
Senior School, Jess studied Art and in which she won the Giant Slalom mine and blossomed in Senior School. I
Visual Communication and Design and Snowboarding, Boarder X and Cross joined Lauriston’s Amnesty International
hopes to pursue her passion for design Country. Outside of Lauriston, Lara skis group in Year 10 and was one of the
at university next year. at Mount Buller Race Club and had a leaders for 2018/2019. Being part of
great season in 2019, taking out the Amnesty has enriched my knowledge of
‘Lauriston has such a wonderfully U12 King of the Mountain series which the global community and highlighted
strong community, which is particularly combines results for Parallel Slalom, to me the vitality of cultivating a more
evident through House activities and Giant Slalom and Skier X. globally aware environment.
sport. I competed in SnowSports and
GSV with girls from years above and While Lara is very proud of her Indigenous reconciliation is also a key
below, which allowed me to branch out individual results, she enjoys the team focus for me as a leader in 2019/2020.
and create friendships across the whole success with her friends from Lauriston During the September school holidays, I
School. The sense of community and just as much. She loves going to school travelled to Noonkanbah, an Indigenous
equality across all year levels at School to see her friends, her favourite school community in Western Australia. We
was particularly evident for me when activities are participating in Maths, Art immersed ourselves in the school and
I was a Year 7 Peer Support leader for and PE classes, and she plays in the incredibly welcoming community and it
my House, Irving. The House spirit is a Lauriston Basketball and Netball teams. was a rare and exciting opportunity to
constant and has been an aspect of my be part of a younger generation working
school life that I have loved.’ Lara hopes to one day ski and towards Indigenous reconciliation.
snowboard for Australia at the Olympics
and World Cup. While training for this, I am fortunate to be School Co-Captain
she would like to study Veterinary for 2019/2020 with Jessica Detering.
Science and become a vet once she Leadership to me is about collaboration,
finishes her career on the World Cup about maximising individual skills
circuit... and harnessing potential to achieve
a collective outcome that benefits
everyone. I am looking forward to this
journey with the same eagerness I had
when I first came to Lauriston in Year 7.
LAURISTON LIFE EDITION 2 2019 15SCHOO L MU S ICAL A magical Middle School musical The audience was dancing in their seats as our incredibly talented Middle School students brought everyone’s favourite nanny to life in this magical musical adaptation of Mary Poppins. But the final performance was just a small part of the experience, as shared by some of the cast members below. Ella O’Brien (Year 8) – Charlotte Ross (Year 7) – Daisy Graham (Year 5) – Bird woman Jane Michael Banks I think for all of us the musical has been We are 50 girls from four different year I’ve had such an amazing time working a thing of wonder and an experience we levels that have become a tight-knit with all the cast members. Everyone is will remember for our entire lives. The musical community who share the same so kind and happy. Getting a main role people I have met and worked with have passions. It has been really incredible meant that I could spend more time been amazing. Meeting the Years 5 and watching the show rise up from a few with people and get to know them 6 girls has been an absolute privilege songs into a production. Everybody better. I have learned how a stage show and getting to know the Year 7s more becomes increasingly more excited as is put together, including the dancing, has been amazing. The production week more props and sets are introduced and singing, acting and lots more. I’ve had will be a treat for all of us: we can’t as additional scenes are learned. We’ve lots of fun preparing the songs and wait for the costumes, the makeup and learned songs in three parts and worked learning new dances along the way. I the ecstatic feeling you get when you at improving our show. I really enjoyed am super excited for the performance step onto the stage for the first night the gradual process of memorising night and trying on our costumes. It has and first performance of the week. my lines too – it has helped me learn been really amazing to be in such a big The moment when you get the moves how to manage my time efficiently. production and to know that teachers perfect during rehearsal is when you Being part of this musical has really trust that I can do this. feel like you can do anything. The food showed everyone what it means to shared with friends over the Sunday be committed to something and is an rehearsals and the in-jokes we have are amazing experience that I won’t forget. something we will all share forever. This has been an amazing experience and it’s the hard work of our teachers that’s made it all possible. 16 LAURISTON LIFE EDITION 2 2019
Holly Rice (Year 8) – Jess Tabain (Year 7) – Freya Albrecht (Year 8) –
Miss Andrew Mary Poppins Bert
My experience this year as a cast So far, being a part of the Mary Poppins Engaging in a musical allowed me
member of Mary Poppins has been a production has been an incredible to acknowledge each character’s
very positive one. The commitment, experience. I have met a wide range importance and contribution to the
reliability and effort required to produce of girls from Years 5, 6 and 8 and have performance. I initially perceived Bert
a quality show, as well as balance sport, also been lucky enough to meet even as a sidekick, but as we rehearsed, I
music and school work, has greatly more girls from Year 7. Working on unveiled a story. I used this to build
improved my time-management skills. the large group numbers has been my on my character’s speech, motion and
It has been so much fun meeting girls most enjoyable part of the production motive and it allowed me to concoct
from different year levels and definitely so far. Being with such a large, talented a persona that I was confident in.
made the whole production enjoyable. group of girls and getting to sing, dance Participating in Mary Poppins Jr has
Although I don’t mind admitting that and act with them has been amazing. been an opportunity that I would not
I am kind of scared of Ms Ryan at Being in this production has taught trade for anything. The musical doesn’t
times, I have a lot of respect for her me that a great show takes a lot of exclusively aim to produce a wonderful
and the teachers involved in directing effort when it comes to learning lines, show, but rather a memorable journey
these productions. They have so much practising routines and finding the right for its participants. I have acquired
skill and work their hardest to help us notes to sing when working on duets. many skills: independence, reliability
perform to the best of our abilities. Mary Poppins is my first production and commitment. Wonderful friendships
I am very excited for my songs on at Lauriston and everyone has made have flourished and I have immense
stage. Having a role with individual me feel so welcome and comfortable respect for all the cast and teachers
lines and songs, while nerve-racking, when going to rehearsals, whether it who dedicated their time to making
is awesome and has added to my be teachers giving me directions or this production spectacular. It has been
overall involvement immensely. In a talking to other girls backstage. During an enthralling dream to rehearse and
couple of weeks the musical will be on production week I am most looking perform with such a delightful cast.
and the whole cast is very eager for forward to seeing the whole show come Regardless of your experience, I strongly
production week. Among all the chaos together with costumes, props, lights recommend all students should join a
and excitement, when the audience is and sound. This is the beginning of Lauriston production; it is an adventure
clapping for you, all the hard work pays my time at Lauriston and what a great that you will never forget.
off and becomes very much worth it. beginning it has been. I can’t wait for
what’s to come!
LAURISTON LIFE EDITION 2 2019 17MUSIC
MUSIC BRINGING OUR
SCHOOL COMMUNITY
TOGETHER
KAT RINA LEHMAN
CO NTENT WRITER
From the moment the Preps trotted out onto Hamer Hall stage carrying instruments
larger than themselves, I was entranced.
Wielding a violin in front of 1000-strong But this was just one shining example The House Music Competition was, as
audience is no mean feat for an adult, of the incredibly rich and diverse Music always, an afternoon of hilarity and noise
let alone a five-year-old. From guzhengs program at Lauriston. with Andrews taking out the coveted
and saxophones to fusion ensembles 2019 House Cup. Finally, Mary Poppins
and orchestras, each peice was flawless. Throughout the year, we have had music Jr was a wonderful collaboration with
I found myself murmuring: ‘Surely they performances at the Junior School the Drama Department and showcased
can’t be students?’ Father’s Day Breakfast (3/4 Choir), the the talent of our budding musicians and
Huntingtower Lunch (Chamber Strings, actors, as well as the hard work behind
Interspersing the performances with Allegra Trikash and Old Lauristonian the scenes.
student narratives was also inspired: Nina Lloyd) and the Year 12 Dinner (Year
each girl shared her unique school music 12 Lauriana and Charlotte Roberts – The opportunities available for our
journey and the common threads were Music Captain). There have been solo students from Prep–Year 12 are limitless.
collaboration, friendship and community. and ensembles performances in Junior And the richness of our Music program
and Senior School assemblies, as well would not be possible without such
The Gala Concert at Hamer Hall was as informal performances at Blairholme a dedicated and nurturing team of
not only an example of dedication, skill and Kindergarten. The Chamber Music musicians and teachers.
and often breathtaking talent, it was Luncheon and Blairholme Lunchtime
the coming together of our School Recital showcased our small ensembles
community, and the desire to give our and younger musicians. And our
children the opportunity and courage Friday Concerts have continued, with
to achieve something beyond their many girls using this as a performance
wildest expectations. opportunity before their AMEB Exams.
18 LAURISTON LIFE EDITION 2 2019LAURISTON LIFE EDITION 2 2019 19
JUNIO R S CH O O L
Encouraging curiosity
and creativity
through STEM
CH RIS TOMS
VICE P RIN CIPA L A N D
H EAD OF JUN IOR SC HOOL
We believe that providing learning
experiences for our Junior School
girls that are engaging, hands-
on and challenging is the most
effective way of encouraging
curiosity and creativity in STEM.
As leaders in STEM (Science, Prep–2
Technology, Engineering and
Mathematics) education for girls, In Prep, the girls designed a toy box As part of the P–2 program, girls also
Lauriston has developed a sequential for their favourite toy. They had to have incursions from Coding Edge, a
STEM program throughout the Junior measure and design a prototype using lunchtime STEM club for Year 2 girls,
School. The girls undertake an inquiry- applications on the iPad. When they and a number of other plugged and
based approach to STEM learning and completed their prototype, they were unplugged opportunities to explore
are provided with challenges linked to given feedback to make improvements programming language through
real-world problems. Beginning in Prep, and then designed their final product for kinaesthetic experiences, Sphero,
girls work through the engineering printing on wood in the FabLearn Lab. Blue Bots and Dash n Dot robots and
design cycle – Ask, Imagine, Plan, Create, Through the process, the girls gained coding applications. Underpinning these
Improve and Share – to create a range of confidence in using a range of digital programs is the belief that an early
digital solutions. tools and built on their knowledge of introduction to basic programming
mathematical and engineering concepts. concepts can help children build
Some highlights of our Junior School transferable skills such as problem-
STEM program are as follows. In Year 1, the girls broadened their skills solving and critical thinking. Many
through creating a sustainable fairy children are perceived to be competent
house for the Blairholme Fairy Garden. In with modern technology, but often they
this engineering project, the girls again are merely users of that technology.
worked through the design cycle, but We aim for children to be creators of
this time with much greater complexity technology. This places the girls in good
as they considered the types of shapes stead to be able to use more complex
and structures needed to create a programming languages to create digital
sustainable house. Assembling these solutions in the later primary years.
houses was an engineering feat for the
girls and they worked well to continually
modify and improve their designs.
20 LAURISTON LIFE EDITION 2 2019The diagram opposite
Tools Digital Solutions, 2019 Need to explore opportunities to include Digital Tech - Knowledge and
highlights some key Understanding..e.g ’what are digital systems and how do they work?’
Skills
digital learning activities. DT- Process &
•
•
Coding Edge Incursion (T2)
Code a story about a number in Scratch Jnr
•
Prep
Production Skills
Maths Create a sequence of step for a BeeBot to
These activities have been travel in the shape of 3D numbers (T4).
further enhanced by digital
• Coding Edge Incursions (T1)
fabrication learning activities, Skills Maths • Design a program using sequencing to create
stories in Maths and English. (T3)
particularly using our design DT- Process &
Year 1 English • Design a sequence of steps to create numbers
in Maths. (T4)
Production Skills
thinking cycle and the
• Coding Edge Incursions (T1)
equipment in the digital Skills • Design a path to for Dash to take Dot on a tour
History of Blairholme (T4)
fabrication laboratory. DT- Process & Year 2 Science • Link to Inquiry: Use Tynker to record an oral
retell of the history of Lauriston.
Production Skills
• Design and recreate a traditional fairytale
using coding. (T3)
Skills
Maths • Based on individual data, students design &
DT- Process &
Year 3 English
create a digital solution to help improve
knowledge of spelling rules (T4).
Production Skills
• Design an algorithm for Dash robot to push
and pull a toy. (T3)
Skills
Science • Design a game in Tynker based on concept of
DT- Process &
Year 4 Maths Chance. (T4)
Production Skills
Skills Science • Design and create a website for small
Wellbeing business. (T2)
DT- Process & Year 5 •
•
Ev3 Robots-Robot Dance Science (T3)
Design and create an interactive Pepper’s
Production Skills
Ghost Box. (T4)
Skills Science • Students design a warning system for a
DT- Process & Year 6 natural disaster (T2)
Production Skills
• Ev3 Robots- Science. Using Sensors (T4)
Year 4 their understanding of how sensors and Worldwide, the number of girls
radio function on the microcontroller participating in the subject areas of
In Year 4, the girls looked at the could be used to warn a community. It STEM is declining. This is not apparent
connection between length, area and was essential that the microcontroller at Lauriston, but as educators we
perimeter by designing their own mini could not only detect the natural have to constantly find new ways to
golf course. They began by using grid disaster, but also send a warning to the positively influence our students and
paper to map out a golf course to fit community by using the radio signal. create a culture of engagement and
a required area. They had to problem- For example, students were able to use excellence in STEM studies. Through the
solve and look at how they could best the thermometer to measure a spike in acquisition of digital technologies and
use the given area to create a mini golf temperature and the accelerometer to the implementation of an integrated
hole that can be played using a marble. measure shaking. STEM curriculum, we provide the girls
Once they designed the layout of their with opportunities to develop key skills
golf course, they measured the length The Year 6 girls also participated in in problem-solving, creativity, critical
of the edges to create small fences to a mini Signature Project, where they analysis, teamwork, independent
stop the ball from falling off the course. combined their learning of electrical thinking, initiative, communication and
They then drew the required area and circuits in science with design and digital literacy. These skills will be vital
fences of the golf course in Vectornator, technology. The girls worked in small skills for life in our rapidly changing
which created a raster file for printing teams to design and build an object out digital world.
on the laser cutter in the FabLearn Lab. of recycled materials. Using a motor,
First, the girls first cut out a prototype battery pack and wires, they then tried
in cardboard. Following adjustments to get their objects to move.
and some redesigning, they printed their
final golf course out of plywood.
Year 4 girls have also been using the
Dash robots to explore push and pull.
They learned how to code Dash, and
then they constructed a cart out of
LEGO that carried rocks that Dash had
to push and pull.
Year 6
Year 6 girls looked at how a
microcontroller can be used to warn a
community about an impending natural
disaster. They were able to connect
their learning in Science about the
warning signs of natural disasters and
LAURISTON LIFE EDITION 2 2019 21STUD E NT INS IGH T
HOWQUA HIGHLIGHTS 2019
We asked our Year 9 students to share their experience
of a year in the High Country.
Emma Lazerides
Howqua has made me see the world
from a wider perspective. It has
made me realise how fortunate some
people are compared to other people.
It has taught me to be grateful
because I may not get the same
opportunity again.
Jess Wu
I’m starting to do things I didn’t think
were possible before Howqua. It has
given me opportunities to try things I
never would have tried before.
Nicole Zhao
Through meeting new people
and experiencing new things my
perspective on the world has
broadened and I’ve been able to open
myself up to others.
Anabella Stephens
The Howqua experience allows
us to grow into women who are
independent, achieve goals and never
leave anyone behind.
22 LAURISTON LIFE EDITION 2 2019Lily Yang
I’ve learned how to challenge myself
and how to encourage others.
Sarah King
Howqua is obviously different for
every year level that comes through.
Despite what people said, I was
surprised at how unchaotic Howqua
actually was and how quickly I fell
into a routine.
Angela Song Abigail Zhang
We had to get used to the daily I did not expect the experiences and knowledge
routines and the Outdoor Program, I learned in Howqua to apply and correlate to
but I found that after a few hikes, even everyday life back in Melbourne and the world.
though it was still hard, there was such How much I have grown in maturity, confidence
a sense of accomplishment. and resilience was also unexpected.
Anonymous
The many challenges I faced at Howqua – mental,
physical or emotional – have changed me. The staff
was always there to support and guide us through
our struggles, allowing us to become independent
and confident, as only a Howqua girl can be.
LAURISTON LIFE EDITION 2 2019 23You can also read
