FINTONA FILE
AUTUMN / WINTER 2022 The Bi-Annual Magazine of Fintona Girls’ School
CONTENTS
1
F rom the Principal Small Goals Together
2 4 5 6 8
VCE results From the Consuls Amelie performing at the top Antigone: School Play 2022 Bourbaki: An adventure in mathematics
10
Extraordinary Achievements
COMMUNITY EVENTS
12 14
Welcome Justine Hamilton Exploring the wonders of spider webs
15 16
Producing sound with energy
Why is Shakespeare still relevant?
18 20 29
Meet our teachers Old Fintonians’ Alumni
2022 Annual Giving Appeal
Term 3 Tuesday 12 July to Friday 9 September
Trivia Night Friday 5 August 7.00pm to 9.00pm Margaret Cunningham Hall
Annual Music Concert Wednesday 17 August 7.00pm to 9.30pm Melbourne Recital Centre
Cocktails and Canapés Saturday 3 September 7.00pm to 11.00pm The Prince Deck, St Kilda
Term 4 Monday 3 October to Friday 9 December
Grandparents’ Week ELC – Tuesday 25 and Wednesday 26 October Junior School – Thursday 27 October Middle School – Thursday 27 October
Dads’ Beef and Burgundy Night Friday 28 October 7.00pm to 12.00am Reid Studio
Fintona Festival Saturday 19 November 5.00pm to 9.00pm Lawns of the Annie Hughston Centre
Carol Service FINTONA FILE Autumn / Winter 2022 Number 81
Fintona File | Autumn / Winter 2022
Published by Fintona Girls’ School Wurundjeri, Woi Wurrung Country 79 Balwyn Road Balwyn VIC 3103 Australia CRICOS 00139C +61 3 9830 1388 fgs@fintona.vic.edu.au fintona.vic.edu.au
Editors Cameron Arnold Kate McPhee Front Cover Amelie (Year 12), who was invited to perform at VCAA’s Top Acts. Contributors Thank you to Fintona staff, students, parents and OFA members for their articles, stories and photos.
Friday 9 December 12.00pm to 1.00pm Lawns of the Annie Hughston Centre
SCHOOL TOURS Discover how Fintona unearths the extraordinary in every girl at one of our upcoming school tours. Thursday 11 August from 9.15am Tuesday 11 October from 9.15am Register online or contact the Registrar on 9830 1388.
FROM THE PRINCIPAL
SMALL GOALS TOGETHER ‘Our bodies are our gardens to which our wills are gardeners.’ William Shakespeare Wellbeing is a word we see and hear a lot. Whilst wellbeing has always been something we have been conscious of, we seem to have become more cognisant to its importance because of our experiences during the Pandemic, lockdowns, and the ongoing issues we are still encountering. Schools are microcosms of the wider society, and the experiences of 2020 and 2021 have made us hyper alert to health matters and the importance of human connection. Physical and mental health are symbiotic. Wellbeing encompasses physical strength, emotional buoyancy, social inclusivity, and societal participation. Strengthening these elements can help improve and consolidate meaning, enjoyment, and enrichment in our lives. Empirical research identifies that good mental health and academic achievement are strengthened if students have autonomous motivation, feel they belong, have positive relationships, and feel competent. It is therefore in the education sector’s best interests to be mindful and proactive in pursuit of an improvement in wellbeing for students, staff, and parents. Deconstructing what wellbeing means in the context of Fintona and focusing on where we can build and expand existing opportunities for our young people is crucial. Our Physical Education Programs, including Sport and a range of House activities, promote wellness through exercise, but also develop skills and understanding of self-care, fitness, and resilience. Team sports require students to work together to achieve results and build friendships which intrinsically support wellbeing.
The Camps and Outdoor Education programs present students with a range of obstacles that allow them to problem solve and overcome difficult situations. One student described her recent camp experience in this way, ‘One of the small goals was to take one more step after our last, and this worked, as those many small goals together are what got us to the end.’ The student also spoke about the resilience she had acquired and how that has changed her thinking. Transition programs, guest speakers, and the Life Skills program, amongst other events and activities in our yearly programs, support the girls in understanding themselves and others more deeply, as well as building connections and a sense of belonging. Our students are encouraged to challenge their thinking and behaviours, to become involved in an activity they might normally avoid, to audition for a part in the School Play, to perform on Shakespeare Day,
to try to solve a mathematical problem, to showcase their musical talents, to run faster than they thought they ever could; or to just ‘give it a go’. In this edition of the Fintona File, you will find articles and photographs that reflect the girls’ ability to connect with their peers and their community and to invest in their education through effort and goal setting. We need our young people to thrive, be enthusiastic and productive at school and at home, for themselves and for the future prosperity of society. Wellbeing is hard to quantify, but it is really a fait accompli that happy and healthy individuals en masse will contribute significantly to the communities they connect with, as well as reducing the burden on our health systems, the economy and the many issues facing society at large. All we need to do now is put all that we have learnt into action, like our girls! Rachael Falloon Principal
1
2021 VCE RESULTS 2
In another extraordinary year, with remote learning and all the associated challenges, the Class of 2021 led with great energy, passion and an ability to embrace the changes they faced, garnering House spirit, presenting, performing and turning their creative minds to reimagining numerous events. This was accomplished alongside their regular classes and academic requirements which they successfully navigated from home.
2021 VCE HIGHLIGHTS AT A GLANCE Dux Jasmine Ye Achieved an ATAR of
Proxime Accessit Lily Shi Achieved an ATAR of
99.95
99.8
RANKED #1 IN VICTORIA As detailed on the Better Education website, Fintona was ranked number one school in Victoria for three VCE statistics. Fintona’s median ATAR of 95.85 was the highest in Victoria, while the percentage of students achieving an ATAR of 99 (top 1%) or higher, and the percentage of students achieving an ATAR of 95 (top 5%) or higher also ranked highest in the state. ‘I am absolutely delighted for the Class of 2021. They embraced every opportunity no matter the challenge and should be so very proud of all that they have achieved in their studies and in their leadership of others.’ Rachael Falloon Principal
Median ATAR
Median Study Score
95.85 36
There were three perfect study scores achieved
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students 21% ofachieved
An ATAR of
An ATAR of
99
students 33% ofachieved
+
98
students 72% ofachieved
An ATAR of
+
90
+
3
COURSE DESTINATIONS
23%
13%
19%
8%
15%
8%
13%
2%
Science & Engineering
Business/ Commerce
Health Sciences & Allied Health
Law
Design & Architecture
Medicine / Biomedicine
Arts
Fashion
UNIVERSITY DESTINATIONS
4%
2%
33 %
2%
2%
6%
2%
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48%
FROM THE CONSULS
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This year, it has been fantastic seeing everyone back for the first full semester in two years. We have enjoyed watching girls in different year levels bond, and cultivate friendships, friendships that were more difficult to create in the last couple of years of lockdown.
Fintona File | Autumn / Winter 2022
As Consuls, we have wanted to nurture the Fintona spirit and sense of community along with our wonderful Year 12 Senators. From continuing old favourite clubs to developing new initiatives, year level interconnectedness has flourished, and people have gained new skills and hobbies. With the help of everyone here at Fintona, we feel we have already made massive progress in our goal of celebrating and leading the Fintona community. From hosting the first in-person assemblies in a while, to organising the much-loved games assembly, we wanted not only to get to know the students, but for the students to
get to know us and the Year 12 leaders. It has been great to spend time with new students who joined Fintona over the past couple of years, who we have unfortunately not been able to become friends with until now. Our other Year 12 leaders have been truly inspiring this semester, with the Captains of Activities introducing new clubs and House Captains encouraging friendships across year levels. Some notable clubs have been the Green Team and the Art Club, which have both made a significant impact on the School, and these Year 12 captains prove to be true leaders, inspiring younger girls.
Some initiatives we have planned are firstly, a continuation of the Year 9 Buddy Program, to support them in their first year of exams. We also aim to commence an AusLan Club along with our wonderful Languages Captain, Eileen, to develop an understanding for those in the deaf community, and finally to involve the Year 11 students and the Junior School in their own Buddy Program. We are so proud of the Fintona Community for an amazing semester, and we are so excited for what the rest of the year holds. Genevieve and Annie
AMELIE PERFORMING AT THE TOP
Amelie joined Fintona in Year 7 after her family moved to Melbourne from Singapore. While she doesn’t remember a lot about her early years at Fintona, she credits the culture and relationships she has built here for her growth as a person and a musician. ‘I’ve grown more confident. When I went to a bigger school, I was really shy and scared to speak out. I think I’ve improved on that. People don’t judge you here like they do in other schools. You don’t feel the need to impress anyone.
Presented by the Victorian Curriculum and Assessment Authority (VCAA), Top Class is a showcase of senior Performing Arts students from across Victoria who have achieved exemplary results in their studies. Not only was Amelie, Year 12 student and Music Captain, invited to Top Class for her exceptional results in Music Performance in 2021, she was also chosen to perform at Top Acts, a selection of the 20 best performances from Top Class. We sat down with Amelie before her performance to find out more about her Fintona journey and her passion for music.
‘In music, there are more performance opportunities here, which makes you more courageous for performance.’ Amelie comes from a musical family, learning piano from age 4 and violin from age 7, but it wasn’t until Year 7, at Fintona’s music instrument trial night, that she discovered the harp.
‘I love how different the harp is. The sound is more resonant and something about it just intrigues me. ‘I like how it can be both a solo instrument and an orchestral instrument. It’s fun. I get blisters a lot but it’s fun to overcome them.’ Amelie is a member of the Tourmont Senior String Ensemble, Chamber Orchestra and the Harp Ensemble. She loves the inclusive nature of Fintona’s music program and as a leader she enjoys supporting younger musicians to develop their own abilities. 5 ‘At Fintona you can join ensembles no matter what you play or your level. It encourages everyone to have a go and play instruments they’ve never tried before. ‘[as Music Captain] I try to create a welcoming environment where mistakes are okay.’
‘My parents didn’t think I was serious, but they let me have a go, and I realised I really enjoyed it.
Amelie’s advice for younger students and those who are curious about learning an instrument reflects this attitude,
‘It was a challenge to learn, but piano helped. I could already read the music I just had to learn the technique. It was really different, but I enjoyed it so much that I persevered.
‘Just try anything. The first instrument might not be the one. Try and listen to other instruments and see what inspires you the most. For me, I went through piano and violin and they weren’t the ones for me. Just pick it up and don’t be scared.’
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‘Nervous. Very nervous and excited. I will be playing Harpicide at Midnight [at Top Class]. It’s not a stereotypical harp piece, so it breaks the assumption that harps are just elegant.’
ANTIGONE: SCHOOL PLAY 2022 6 ‘After two years of cancelled school plays, being able to work on and finally perform Antigone was an incredible and special experience for all cast and crew involved. The most memorable experience was the first full run-through, getting to watch the play come together for the first time with some many incredible actors! I’d like to thank all of the cast members for putting in such hard work and being open to trying new things, and, of course, Ms Bye, who put in the most effort out of all of us to deliver an incredible, entertaining, and meaningful performance.’ Charlotte, Drama Captain
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After two long years without a Fintona School Play, this year we were proud to present Jean Anouilh’s famous reinterpretation of Antigone. This powerful and timeless play presents the audience with a central challenging provocation, how far would you go to do what you think is right? Antigone’s fierce determination to honour her brother and Creon’s equally certain desire to stop her and protect the rule of law engendered thoughtful and intelligent debate from both the cast and audience.
Despite rehearsals being affected by COVID absences, the wonderful cast and crew of 24 students from Year 8 to Year 12, pulled together, supported one another and showed incredible commitment and dedication to bring the play to the stage from 3 – 6 May. It was my great pleasure to work with students who performed on stage and those working tirelessly behind the scenes on the production. I appreciated the girls’ openness to new theatrical ideas, starting with our traverse stage with the silver reflective floor, and continuing with the merging of different time periods in costuming and props.
The play was also an opportunity for the cast to bring together their knowledge of history, politics, language, literature and philosophy in a theatrical context to forge their own interpretations of characters and the play’s overall meaning. This is when the theatre is truly exciting, when it is intellectually challenging and aesthetically engaging. The School Play holds a very special place in the lives and memories of Fintonians, and I hope that Antigone is a memory that everyone involved, and those in the audience, takes with them as a highlight of 2022.
Antigone was presented by arrangement with OriginTM Theatrical on behalf of Samuel French, a Concord Theatricals Company.
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Bronwyn Bye Drama Learning Leader / Director
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BOURBAKI: AN ADVENTURE IN MATHEMATICS
Mathematically minded people are fascinating creatures. They see wonder in numbers, symmetry in shape, patterns in arithmetic, connections between the particular and the general. They’re curious, they question, they grapple to understand, they investigate. They see problems as adventures, dead-ends as being productive and essential, and are motivated not just to find the answer, but rather to take an adventure and see where it leads. It is with this philosophy in mind that we have re-introduced our Bourbaki program. Built on the foundations of the MathsCraft curriculum (an outreach initiative of the ARC Centre of Excellence for Mathematical and Statistical Frontiers [ACEMS]), it is designed to give students the opportunity to work like Research Mathematicians. During the ten sessions conducted over Terms 2 and 3, students and staff work side-by-side, collaboratively on
adventures that allow them to explore ideas, formulate hypotheses, learn to reason, develop an appreciation of logical arguments and tap into their critical and creative thinking skills. With a world seemingly focused on quick-fixes, instant gratification and immediate results, the mathematics staff find it refreshing to sit alongside and tinker with some of our best, young mathematical minds in Years 6 – 8. The students soon see that sometimes one person cannot unlock a question on their own; knowledge comes from collective thought and is built over time and with persistence. Through this awareness they build respect, admiration and resilience. A recent article in online magazine Teacher, highlighted new data from the Australian Mathematical Sciences Institute (AMSI) that revealed Year 12 participation in Maths has dropped sharply in recent years amidst
a longstanding national decline. This decline is concerning and has ramifications that will resonate for decades, affecting the education and futures of our students. Much can be attributed to the way we think and talk about maths; report author Dr Maaike Wienk explains ‘the students are basically turning away from Mathematics after Year 10, thinking Maths is really hard, it’s not really fun, they think they might get a higher ATAR if they choose no Mathematics at all, or an easier Mathematics subject.’ The Bourbaki program is just one way we, at Fintona, lead in mathematics education; our classrooms are nurturing and supportive, our teachers passionate and interested. Bourbaki has opened many enlightening discussions that extend beyond the sessions and back to the daily classroom. However, we can all do our own part in promoting maths: Have you shared the wonder in a maths question lately?
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Cathy Devlyn Mathematics Learning Leader
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EXTRAORDINARY ACHIEVEMENTS 10
SOFTBALL TEAM TAKES OUT THE TITLE Fintona’s Intermediate Softball Team had an impressive season this year remaining undefeated and winning the Grand Final. Well done to the Year 9 and 10 softball players.
BRONZE MEDAL FOR ROWERS Congratulations to Madeleine and Maggie in Year 10 on winning a bronze medal in the Open Division of the 2022 Head of the Schoolgirls Regatta. This was a fantastic achievement especially given they were partnered together in the double only five weeks prior to the Regatta.
BEST CROSS COUNTRY RESULT SINCE 2001
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Congratulations to the Cross Country team for their outstanding result at this year’s GSV Championship Cross Country Carnival. The team placed 2nd overall in Division 2, which marked our best performance in Cross Country since 2001. A special congratulations to Lexi in Year 8 for winning the Preliminary event and finishing 3rd at the Championship level. Alice in Year 11 also achieved an excellent result, winning the Division 2 Senior event.
PHOEBE COMPETES AT HOCKEY CHAMPIONSHIPS
LIVIA MAKES STATE DEBATING TEAM
SUCCESS AT STATE FENCING CHAMPIONSHIPS FOR LUCY
Congratulations to Year 9 student, Phoebe who played in the Victorian team that competed at the Australian Hockey Championships in Newcastle in April. The team played seven games over a week in often challenging, very wet conditions and played with great integrity and determination, fighting out every match to the final whistle.
Congratulations to Year 12 student, Livia who for the second year in a row has been selected for the Victorian State Debating Team out of a group of 180 students from across the state.
Lucy in Year 8 has had great success in fencing competitions this year. In the Under 15 State Fencing Competition, Lucy came 2nd in the Girls Foil and 3rd in the Epee competition. At the Australian Junior Championships, Lucy placed 11 out of 32 competitors.
MAYA WINS BEST SPEAKER AWARD
IBBY MAKES SSV FOOTBALL TEAM
CHARLOTTE PLACES FIRST AT PESA
Congratulations to Maya in Year 12 who was named overall best speaker at the 2022 Debaters Association of Victoria (DAV) Women’s Competition, designed to support and encourage female-identifying students in debating.
Congratulations to Ibby in Year 8 who has been selected for the School Sport Victoria (SSV) U15 Girls’ Football team to compete at the School Sport Australia Football Championships in NSW.
Congratulations to Year 11 student, Charlotte on being awarded first place in the State Heat of the Victorian Curriculum and Assessment Authority (VCAA) Plain English-Speaking Award (PESA) competition. The competition requires students to give a six-minute speech on a topic of their choice in addition to an impromptu speech on a set topic with students having only four minutes to prepare. Charlotte will now compete in PESA’s semi-final.
Lucy has been fencing for three years and enjoys the fast movements and quick thinking that the sport requires. She’s hoping to compete in next year’s World Junior Championships.
Ibby started playing footy when she was 10 years old for the Canterbury Cobras and now also plays for the Yarra Magpies Rep Team and Fintona’s Girls Sport Victoria Team.
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Having only joined debating in 2021, Maya’s win demonstrates her hard work and determination to succeed.
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WELCOME JUSTINE HAMILTON 12
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‘There is a real culture of inclusion here. A culture where the girls jump into a sport they have never tried without fear or judgement, where I see them taking to the stage to perform and run events with such unbridled confidence because they know they are being supported wholeheartedly by the girls around them. Everyone wants to see each other do well.’
At the beginning of this year, we welcomed Justine Hamilton to Fintona as Head of Middle School. A life-long learner, Justine has a Bachelor of Arts and Bachelor of Teaching from Monash University, a Master of Education in Assessment and Pedagogy from The University of Melbourne and has undertaken Entrepreneurial Skills Training with the Wade Institute, The University of Melbourne. In this article, Justine shares her experience so far with Rachael Falloon; her inspiration and the legacy she hopes to leave at Fintona.
Rachael: What have been your first impressions of Fintona? Justine: There is a real buzz about the place and it is extraordinarily welcoming! I have felt right at home very quickly. The staff work tirelessly and there is no shortage of opportunities offered for the students to thrive. There is a genuine culture of participation. Whether that is to try new things, join a club or pitch in to help a sporting team, the students want to participate, no matter their skill level, and I love that. I have also noticed the girls are genuinely driven to achieve their personal best and work hard.
You’re teaching English, Design Technology and Extension Mathematics… What is it like to be in Mrs Hamilton’s class? Challenging, but fun….I hope! The girls are actively involved in the learning process from the minute they step into the room. They know I will be asking what they think. They know I will be asking, ‘what makes you say that?’ They know I will be asking them to reflect, set goals and grow from each learning experience.
At Fintona we talk about ‘unearthing the extraordinary’ in each individual. What does this mean to you in your role? I fundamentally believe, every girl has untapped potential, hidden grit and determination, and every girl can achieve her personal best when she is truly driven to do so. For me, that means I want to create an environment where we truly embrace each student for who they are. Where we celebrate their skills and talents and embrace their areas of growth. Where we do not shy away from trying new things because we understand that failure is a natural part of learning, and we know that we all have areas to work on. Where we provide opportunities for the girls so they can genuinely find their passions. I want to create an environment where the student’s voice is clear, where her needs are authentically met and where she has the opportunity to shine.
That I have always remained open minded and reflective. It has allowed me to continue to be a learner myself, which has supported my career progression.
13
First of all, the students are my greatest inspiration. My energy, motivation and drive come from wanting to make a difference to them and their learning. As an educator, I am inspired by the work of Ron Ritchhart and Cultures of Thinking and Tina Seelig and her work with innovation and creativity. These two people inspire much of my own professional reading and guide my teaching practises. As a leader, I am inspired by Brené Brown and her notion of leadership bravery.
How do you hope Fintona might grow as a result of your time here? It is my hope that the Middle School will continue to evolve into a place of flexible, active learning. An environment where students uncover who they are as a learner, can consider their own thinking, know how they learn best, and understand their strengths and weaknesses, knowing how to harness these at any given time. I hope that we can embed entrepreneurial learning and teaching as a flagship program. A program that develops a set of practises that allows students to think more entrepreneurially so they can act more entrepreneurially. A program that develops curiosity, empathy, creativity, experimentation and reflection. A program that relies on iteration and feedback to refine students’ thinking and learning.
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What are you most proud of in your career?
Who inspires you?
EXPLORING THE WONDERS OF SPIDER WEBS 14
The boys and girls in the Early Learning Centre’s Jacaranda room have been fascinated with spiders and their webs. Their interest began in the playground when the children noticed that the spiders had been very busy spinning webs. This led to the class going on a spider web hunt around the School with webs being found in trees, on the cubbyhouse and the fence in the playground. After reading The Very Busy Spider by Eric Carle the children noticed a number of things about spiders that they shared with the group.
Fintona File | Autumn / Winter 2022
Ella-Grace The spider made a web, he went round and round. Amelia The silk comes out of the spider’s body, the fly gets stuck in the web. Kailyn The spider made the outside of the web first, then it makes the middle. He makes the web to catch the fly then he eats it.
To further investigate just how a spider makes its web, the class watched a short film showing a spider creating its web and the intricate detail involved. The children then had the opportunity to draw webs and make them using pipe cleaners and fine thread. In the classroom, a range of learning experiences and activities involving insects and spiders were set up including a lightbox, natural resource construction, observational drawing and dramatic play to encourage the children to explore and acquire further information about creepy crawlies. ‘It was so exciting to see the children engage and explore the outdoor environment with such wonder and amazement as they discovered the intricate details of a spider web. This created a fantastic opportunity for this learning to flow into the classroom where we were able to support and extend this inquiry through such a wide variety of mediums,’ said Amy Goodale, ELC Teacher.
PRODUCING SOUND WITH ENERGY
This year in the Junior School, a new Science and Technology curriculum has been developed with new outcomes from the Australian Curriculum. Science and Technology has been busy for Year 2 as they explored the unit, Energy and Sound. Students designed an instrument that was able to use energy to produce sound. This was an exciting prospect as the students were eager to plan and create. Using the design process, students developed a plan to construct their instrument and decided which materials they required. This plan included a detailed picture with labelled diagrams. The design process gave the students a framework to develop their ideas and involved the following steps:
Variations on guitars, drums and maracas were built and tested using a sound meter. The sound meter measured in decibels how loud their instruments were. Once they recorded the decibels, the students were then presented with a challenge - Are you able to modify your design to make your instrument louder and softer?
1. 2. 3. 4. 5. 6.
‘One of the highlights of the unit was the introduction of the design process and how well the Year 2 students understood how to use the process to solve a problem,’ said Year 2 Teacher, Lara Dresser.
Define the problem Collect information Brainstorm ideas Develop solutions or build a model Test the effectiveness of the model Evaluate and improve the design
Students went back to the design process to redesign, build, test and evaluate. Students collaborated with help from each other to find solutions to the challenge of successfully modifying their instruments. Students tested different materials, they suggested different materials to each other and shared their resources.
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WHY IS SHAKESPEARE STILL RELEVANT? 16
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17
prejudice, revenge, and ambition are not confined to a period of time in history or a geographical location, but rather transcend time and place. Hamlet’s extreme grief and despondency in life following his father’s death is not confined to the pages of the play. Romeo and Juliet’s passionate love and impulsiveness are not uncommon amongst youth, though perhaps young people are not prone to marry in three days. Macbeth’s hubris and hamartia are seen in many political leaders in the world today as much as in the chronicles of history. Shakespeare’s words may be written in Early Modern English and he may have used iambic pentameter but the sentiments expressed in his stories call out to us all. The emotional journeys of his characters speak to us intimately because they tell the story of humanity with all its fatal flaws.
At Fintona, from Years 9 to 12 the study of Shakespearean plays in Term 1 is the cornerstone of our curriculum. While the main event is Shakespeare Day, the study of his plays provides our students with a literary platform to reflect upon, query and discuss the universal elements of what makes us human. Pride, honour, love,
Another important reason why Shakespeare is still relevant is intertextuality. While at the time, Shakespeare was considered to be one of many talented playwrights and poets, since the late 17th century he is considered to be one of the greatest playwrights and poets. In this way, his work has influenced literature considerably. Thus, in order
to understand many contemporary texts, we need to expose our students to the works of the Bard of Avon. For without an appreciation for his works our students’ capacity to understand the messages conveyed in the other texts we study within the curriculum is compromised significantly. Modern writers often reference his works, and many adaptations of his plays can be found in literature today. Added to this is the fact Shakespeare himself referenced classical Greek stories in his plays. Literature breeds more literature. The study of Shakespeare challenges our students to move beyond their comfort zones, to think about the human experience, and to make links between the canons of literature. It is incumbent upon us as educators to provide our students with the cultural capital the study of Shakespearean works provides. For without it, who are we? Michelle Maglitto English Learning Leader Goodwyn, A. 2021. ‘What Does Literature Mean to the Human Species: Will It Help Us Evolve and Survive?’ English in Australia, 56(1), 7-15.
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Throughout our lives, we have all read a novel, seen a play performed, watched a film, become engrossed in a short story and subsequently identified with a character on screen or on the page. In this way, literature in whatever form, resonates with us all. Literature is integral to the human experience because ‘engaging with literature is fundamentally to question how we humans behave – how we survive – and also to examine through the artistry of writers and their texts what makes our lives more meaningful’ (Goodwyn, 2021, p9). Central to all literature is the examination of who are we as humans? The ultimate question is what universal experiences unite us in humanity? It is precisely for these existential reasons that Shakespeare’s plays are still relevant in the modern English curriculum.
MEET OUR TEACHERS 18
‘I feel an innate desire to make, curate and seek out beauty.’
CLARE SANDERS After studying Fashion Design at RMIT and working in brand management and design studios within the Australian fashion industry, Clare chose to become a teacher because, ‘Education is an oracle for future thinking. ‘I wanted to contribute to design culture in a meaningful way; empowering the next generation of designers to create ideas that have integrity, creativity and generate cultural change.’ At Fintona, Clare teaches VCE Visual Communication Design and Year 10 design focused electives including Fashion and Architecture.
Fintona File | Autumn / Winter 2022
What makes you so passionate about teaching design? My life is centred in the pursuit of design, culture and beauty. Teaching design is an embodied experience for me.
You have a design practice outside of Fintona, could you tell us more about that? I design, pattern make and sew a range of garments. My designs are often an extension of my own style and pieces I would like to wear and have in my own wardrobe. My approach is to create new garment styles slowly and intentionally rather than in line with traditional fashion seasons, often my designs are made-toorder. I use deadstock fabric to minimise environmental impact. When designing garments my aesthetic interests are texture, sculptural forms and silhouettes, and consideration of modular garments that can sync with an existing wardrobe offering longevity and functionality. You will often see me wearing clothes I’ve designed and made, to work. I also work collaboratively with my mother on a range of jewellery.
How does this practice support your teaching? Maintaining a personal design practice is critical to my teaching practice. It allows me to empathise with students because I understand the creative process and the ebbs and flows of design thinking. Personal
design practice also facilitates constant professional development. I believe visual arts educators are most powerful when there is a coalescence of practice and teaching. I am involved in the Melbourne Graduate School of Education TAP project, a longitudinal study on teacher participation in art and design practice.
Who and/or what inspires you? Lidewij Edelkoort. Vivienne Westwood. Central Saint Martins. The Venice Biennale. Museums and galleries. Some favourites are The Tate and the VandA in London, The Met and FIT in New York, MoMu Antwerp and Musée des Arts Décoratifs and Palais Galliera, Paris.
What do you hope the future of teaching art and design looks like? I hope there is enhanced scope for students to speculate and identify design opportunities, igniting their forecasting and forward thinking. Design has the power to improve quality of life, define our culture and address contemporary issues. We need to provide students the agency to experiment and deliver innovation.
ANDREW STRINGER Andrew’s career as a teacher began when he was just 17, teaching swimming at the Kew Recreation Centre. After transitioning into a Master of Teaching at Melbourne University, he has never considered another career, ‘The idea of helping students to grow in specific skill sets has always been a delight for me. Whether it was correcting stroke technique, leading students to that grand epiphany behind a novel’s inner workings, or helping students to craft their written masterpieces, teaching has always given me a thrill.’ Andrew has been teaching English in the Middle and Senior School for eight years and says, ‘The School provides me the capacity to be the daft, eccentric English-mad person that I am.’
What makes you so passionate about English? The area of English I am most passionate about is the study of argument. We unpack how writers seek to persuade and convince readers of a particular contention, something that I think regardless of where Fintonians go post-schooling they will invariably come up against at some point in their lives. The critical thought that English encourages girls to look at persuasive writing with a level of critique, ensuring that they don’t take convincing words at face value, but take the time to be wary of what others may expect of them. This skill, I believe, is vital to helping people to be independent, confident and to express their views, recognising that the world may not necessarily agree with them, but that they are free to express those beliefs.
What is one thing you hope students remember from your classes? I hope the girls take from my class that self-respect comes from a passion for one’s
interests. If you love what you do, pomp and circumstance are unimportant. Do what you love and do so without reservation or concern for dignity or what people might think or say about you. Dignity stems from the confidence to embrace your true passions.
What is it like to be in your class? Exhausting I should imagine. I am very conscious of the frenetic and energetic pace I charge through my lessons! I am frequently telling my students to arrest me should I go through the content too quickly, for when I get invested in an idea or concept from a text, I become incredibly excited and want to share with the students all the possible connections we might make. Similarly, I have been known to shriek with excitement when students offer unique insights into the content we work through, which can sometimes catch my students off guard. I frequently end classes feeling completely out of breath, and I hope my students may experience the same.
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What are three books everyone needs to read and why? There are so many books I have loved with a burning passion, but when you ask which three people NEED to read…that’s a whole other kettle of fish. Frankenstein. As most would know, it discusses the dangers of technological experimentation without restraint, but it is also so much more human than people realise. The creature’s abandonment and reflections on the very nature of being human is incredibly prolific. The Great Gatsby. Fitzgerald unpacks the dangers of humanity’s lack of meaning or purpose behind a life dedicated to material ownership and how it can corrupt the human spirit to the point of selfdestruction.
Fintona File | Autumn / Winter 2022
‘I have been a teacher all my life.’
Station Eleven. What I respect most about the text is its recognition that human society depends almost entirely on the connections formed between people. Yet these connections are unbelievably fragile and as a society we need to be conscious of the need to change values and beliefs as this societal structure is changed, reshaped, and nurtured to keep the human heart beating into the future.
Fintona File | Autumn / Winter 2022
OLD FINTONIANS’ ALUMNI 20
REUNIONS
SPECIAL EVENTS
VALE
Reunions postponed from 2020 and 2021 have been rescheduled to this year.
OFA Golf Day Monday 19 September Sorrento Golf Club
The Fintona community is saddened to learn of the passing of the following Old Fintonians.
Class of 2002 20 Year Reunion Friday 29 July 6.30pm – 8.30pm Class of 2010 Class of 2011 Class of 2012 10 Year Reunion Friday 26 August 6.30pm — 8.30pm
INTERSTATE / REUNIONS NSW/ACT Thursday 8 September QLD Saturday 22 October SA November — TBC
Blue & Gold Luncheon For Old Fintonians who left the School over 50 years ago (Class of 1971 and below) Friday 2 September, 12 noon
Marian Letcher (’66) 8/2/21 Louise White (Nason ’46) 23/4/21 Elizabeth Dextor (Burnet ’46) 30/7/21
MARRIAGE
Joan Hall (Serman ’42) 17/10/21
Congratulations to Mackayla Hanney (’10) and Adam Ahearn who were married on 5 January, 2022 at the Melbourne Town Hall. Old Fintonian, Emily Miller (Pedley ’10) was in the Bridal Party.
Trish Leigh - past staff 10/12/21
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Alison Banova (Trahar ’80) 14/01/2022 Wendy Bode (Mau ’52) 29/1/22 Margaret Belle (Murphy ’48) 16/2/22 Vi Angliss (Watson) - past staff 25/3/22 Helen Francis (Mullins ’65) 27/3/22
SHARE YOUR NEWS We love to share special and significant achievements of Old Fintonians. Please send your news to Kate McPhee, Community and Communications Officer at kmcphee@fintona.vic.edu.au.
Please join the Old Fintonians’ Alumni Facebook Group at facebook.com/ groups/ofafintona to keep up to date with Alumni news including reunion dates and photos.
Fintona File | Autumn / Winter 2022
JOIN THE OFA FACEBOOK GROUP
OBITUARIES
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ALISON ROSE (TRAHAR ‘80) 20/4/1963 – 14/1/2022 Alison attended Fintona from 1969 to 1980 and was very active in the life of the School. Alison excelled in science, literature, history and drama, representing the School in swimming and hockey. Alison enjoyed performing on Shakespeare Day, and the inter-school play with Camberwell Boys’ Grammar. A talented pianist and cellist, Alison was in the School orchestra, and played ‘March Militaire’ at the 1980 Valedictory Night alongside a classmate. After achieving her HSC in 1980, Alison completed a Bachelor of Applied Science in Speech Pathology at the Lincoln Institute, graduating in 1984. She travelled through country NSW working as a regional Speech Therapist before transferring to the Victorian Health Department as a manager in an Allied Health team. Alison loved the stage and in 1986, she was cast in a play called In Duty Bound alongside a handsome young man called Dean Banova, who became Alison’s life partner.
Fintona File | Autumn / Winter 2022
A love of travel saw Alison enjoy an extended trip to Europe in 1986, where she made many lifelong friends. In 1988, Alison and Dean spent a year in London, Dean working as a teacher and Alison as a shop assistant in Regent Street.
Alison and Dean were married in 1990; their first son Tim was born in 1994, followed by Ned in 1996 and Harry in 2001. The Banova family enjoyed many trips to Italy, and Alison would return from her travels with an amazing array of recipes she loved cooking for her family and friends. After completing an MBA at Monash University, in 2006 Alison left the health sector to work for Australian Air Express. She helped coordinate a major air freight software project which saw her travel the world as part of an international consortium. Alison then supervised the development of a software framework at Australia Post, including the Star Track system which online shoppers benefit from today. Alison was a very generous and loyal friend, who remained close with many of her Fintona classmates. The 1980 class recently met up for a reunion, and a toast was made in Alison’s honour. Many fond memories were shared. Junior School friends remember acting out a play under the oak trees with fairy wings made of coat hangers. Senior School friends remember Alison’s vivacity, intelligence, strength of character, infectious enthusiasm and boundless energy. In more recent years, Alison and her family enjoyed renovating their home in Clunes and creating a beautiful garden. Alison was a loving partner to Dean, an inspiring mother to her boys, and a thoughtful friend. She will be sadly missed by all who knew her. Deb Ashbolt (Braddy ’80)
TRISH LEIGH 15/9/1952 – 10/12/2021 It was with great sadness that the news of the passing of Trish Leigh, past Head of Middle School (2013 -2018), on Friday 10 December was shared with the Fintona Community. Trish began teaching at Fintona in 2009 as a classroom teacher and led the Primary teachers in Numeracy programs. Her appointment as Head of Middle School saw her lead the Middle School from what others described as her iconic parlour at the front of Moss House. She was a valued member of the Mathematics Faculty and was instrumental in developing mathematics enrichment programs and continued to support the Years 5 and 6 teachers in quality mathematics instruction until her retirement at the end of 2018.
As is often the case with Fintona, Trish did not stay away for long, returning to assist as a replacement teacher, supporting teachers in the Year 9 Connections program and in the supervision of examinations. She very much remained part of the life of the School to which she had dedicated ten years. Trish embodied the spirit of Fintona in her warmth, confidence and unwavering commitment to living her truth. She had an endless amount of energy, bringing a vibrance and upbeat positive attitude to every interaction. The education and development of Fintona students was her priority, and her support and mentorship of staff allowed them to grow as educators, with Trish demonstrating great trust in the capacity of her team as professionals.
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The impact of Trish’s passing is felt broadly and deeply across our community. Our deepest sympathies are with her husband Ewen, her family and her wide circle of friends.
VI ANGLISS 16/1/1925 – 25/3/2022 The Fintona Community was saddened to hear of the passing of Vi Angliss (Miss Watson) on the 25 March. Mrs Angliss was a dedicated staff member of Fintona from 1951 until the end of 1975.
At the time of her retirement staff members stated that Mrs Angliss, ‘will be remembered for her strong sense of justice and her fearless defence of a principle’, and by students for her ‘discipline and compassion.’ Mrs Angliss’s contribution to Fintona and education, as well as her influence on the lives of so many, is well deserving of our gratitude. She will be remembered with appreciation and respect. The Fintona community extends its sincere sympathy to Vi Angliss’s family. Ann Hawker Archivist
Fintona File | Autumn / Winter 2022
During her tenure at Fintona, Mrs Angliss made a valuable contribution to the School in many different areas. She was a committed staff member whose knowledge and passion for Mathematics encouraged both staff and students in this discipline. She was always most generous in giving extra help to her students and devoted a great deal of time for that purpose. Mrs Angliss was keenly interested in social issues and worked tirelessly with the Service Groups for many years. In addition, she was Ower House mistress from 1954 until the end of 1975 where she exhibited a deep commitment to Ower. Her diligence was much appreciated by the Ower girls.
Mrs Angliss was active in many professional organisations such as the Mathematics Association of Victoria where she served as a sub-committee member for a number of years. She was also on the committee of the Assistant Mistresses Association of Victoria taking on the role as Secretary for five years and President for one year. Mrs Angliss also worked on the committee of the Independent Association of Registered Teachers of Victoria (IARTV) as Treasurer and Vice President.
LUKA MAKES IT BIG ON THE SMALL SCREEN
NEWS OF OLD FINTONIANS
Congratulations to Old Fintonian, Luka Gracie (’20) whose six-part television series, More Than This, that they co-created with actress, Olivia Deeble, aired on Paramount+ earlier this year and received many positive reviews and high viewer ratings. The series follows the coming-of-age experiences and challenges of five 17-year-olds and their teacher whose worlds collide when they are thrown together in an English class. Filmed over two months in Melbourne during last year’s lockdown, Luka loved the experience of working with such a talented and open-minded cast and crew, and said that production was a highlight during the dull of the pandemic.
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Luka is studying Film and Television production at JMC Academy. Though deferred this semester because of the busy schedule of releasing a television show, they continue to write and create scripts for other projects. Luka hopes to continue acting, writing and someday moving into directing.
ZOE HEADS TO OXFORD
Fintona File | Autumn / Winter 2022
After completing a Bachelor of Science (Mechatronics Systems) and concurrent diplomas in Computing and Mathematics (Pure), Old Fintonian, Zoe Schwerkolt (’16) has spent the past 18 months working as a software engineer. Zoe works at a rapidly growing start-up smart parcel locker company called Groundfloor as part of a small team designing and implementing the full stack of the company’s client-facing kiosk software. ‘I work independently to build a high-quality and reliable software system, including interfacing with hardware, user experience, and consulting with clients and partner businesses,’ said Zoe.
Zoe has now been accepted into Oxford’s Master of Sciences (MSc) in Mathematics and Foundations of Computer Science as a resident of Somerville College. Zoe’s degree focuses on the interface between pure mathematics and theoretical computer science; a foundational field which underpins the operation of all modern computing. ‘Theoretical computer science was one of my favourite topics as an undergraduate, so I’m extremely excited by the opportunity to deepen my understanding of the field over the next 12 months,’ said Zoe. At the conclusion of the degree, she plans to stay in England and either pursue further research or apply her skills to a job in the technology industry.
EXCEPTIONAL PATHWAYS FOR THE CLASS OF 2021 Congratulations to the following Old Fintonians from the Class of 2021 who have been recognised for their outstanding VCE results with scholarships and offers into competitive degrees overseas. ‘It was terrific that so many students were recognised for their outstanding results, a testament to hard work and dedication to their studies and the many strings to their bows that these very talented students display. Considering these girls had their VCE years interrupted by the pandemic, they displayed passion for their future endeavours and resilience amongst many other attributes,’ said Suzanne Hannebery, Careers Coordinator.
GREAT RESULT FOR OFA GOLF TEAM Congratulations to Old Fintonians, Kari Sheer (Elder ’71), Libby Day (’71), Penny Inge (Randall ’77), and Marg Picken (Mill ’67) who competed in this year’s Women’s Inter-School Golf Challenge at Commonwealth Golf Club in March and placed 4th out of 29 schools. The final tally was Clarendon with 129 points, Presentation College Windsor (PWC) 128 points, St Margaret’s 126 points and Fintona with 124 points. Thank you to all the players for representing Fintona on the day. L – R: Kari Sheer (Elder ’71), Libby Day (’71), Penny Inge (Randall ’77), Marg Picken (Mill ’67)
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Jasmine Ye Jasmine was awarded a Melbourne Chancellor’s Scholarship and is studying a Bachelor of Biomedicine Degree at The University of Melbourne.
Catherine Zheng Catherine received a Vice-Chancellor’s Scholarship from Deakin University and is studying a Bachelor of Health and Physical Education Degree.
Isabella Chen Isabella has been accepted into the School of Visual Arts (SVA) in New York to study design.
Lily Shi Lily is heading to the UK and will be studying a Bachelor of Engineering Degree at the University of Cambridge.
Sherry Wang Sherry will be studying a Bachelor of Arts majoring in economics at New York University.
Fintona File | Autumn / Winter 2022
REUNIONS
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SOUTH AUSTRALIA REUNION Sunday 28 November, 2021 L – R: Karen Anderson (Roper ’76), Diana Pinkney (Goodson ’65), Primrose MacAlister (’62), Prue Jay (Love ’66), Sue Vandeleur (Leaver ’57), Front: Nancy Sinclair (Backholer ’63)
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Fintona File | Autumn / Winter 2022
CLASS OF 1992 30 YEAR REUNION Friday 25 March, 2022 1 Class of 1992 with Rachael Falloon, Principal 2 L – R: Rachel Hanson (Weiland)), Sally Cox, Pennie Callaghan (Wilson), Maria Kardis 3 L – R: Cyrma Katselos, Adalene Pandeli
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CLASSES OF 2015, 2016 & 2017 Friday 8 April, 2022 1 Class of 2015 2 Class of 2016 3 Class of 2017
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L – R: Ros Bath, Jill Reason (Weston), Libby Marshall (Jones), Marg Edwards (Tipping), Anne Waters (Campbell), Heather Maloney (Tibbits), Marg Hyde (Weichelt), Judy Davies (Archdall), Robyn Golder (Henty-Wilson), Marg Bristow, Seated: Ros Jonas (Syme), Helen Fairlie (Alexander)
Fintona File | Autumn / Winter 2022
CLASSES OF 1966 & 1967 Friday 6 May, 2022
REUNIONS
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CLASSES OF 1980, 1981 & 1982 Saturday 7 May, 2022 1 Class of 1980 2 Class of 1981 3 Class of 1982
Fintona File | Autumn / Winter 2022
WA REUNION Saturday 7 May, 2022 Photo L – R: Margaret Bruns (Loughnan ’44), Lynette Clayton (Handley ’52), Julie Dickinson (Adams ’53), Kate Collin (McIlwraith-Smith ’53), Sarah Bentley (Smith ’94), Jennifer Mathews (’77), Alison Smith (Pyper ’50)
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2022 ANNUAL GIVING APPEAL Each year, donations through the Annual Giving Appeal provide meaningful additional resources that benefit current and future Fintona students. A gift to Fintona’s 2022 Annual Giving Appeal can:
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– Enhance learning facilities and resources through the Building or Library Fund; – Provide opportunities for students to attend Fintona who otherwise may not have the chance through the Scholarship Fund; – Support student wellbeing through the new Active Wellbeing Fund, providing resources that encourage greater time outside and student connectedness across all year levels.
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We hope you will join us in supporting the 2022 Annual Giving Appeal. Scan the QR code here to donate.
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CLASS OF 1972 Saturday 21 May, 2022 1 Class of 1972 2 Amanda McColl (Walsh), Elizabeth Taylor (Mitchell) 3 Catherine Buxton (Mullin), Jane Smith (Robertson)
Fintona File | Autumn / Winter 2022
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FINTONA GIRLS’ SCHOOL Wurundjeri, Woi Wurrung Country 79 Balwyn Road Balwyn VIC 3103 Australia +61 3 9830 1388 fgs@fintona.vic.edu.au fintona.vic.edu.au