Ad Astra No.118 June 2010

AD ASTRA J U N E 2 0 1 0 NO. 118 T h e G E E L O NG COLLEGE COMMUNITY MAGAZINE

Here is where people, One frequently finds, Lower their voices, and raise their minds.

Richard Armour Library

AD ASTRA

From the Editor

JUNE 2010 NO. 118 T h e G E E L O N G C O L L E G E C O M M U N I T Y MA G A Z I N E

Editor:

Mike Howell Director of Community Relations and Development mike.howell@geelongcollege.vic.edu.au (03) 5226 3123

Assistant Editor:

Anna Hayward Publications and Media Officer Anna.Hayward@geelongcollege.vic.edu.au (03) 5226 3168

WELCOME

to the June 2010 edition of Ad Astra and my first edition as the Director of Community Relations and Development.

My initial impressions of the College are many. The prestigious school buildings and grounds, the sense of history, the passion and respect people have for College life and the closeness of the College community are inspiring facets of this school. It reminds me of Shrewsbury School in England where I attended as a boarder from 1974 to 1979. While education has changed immensely since my leaving school, the traditions, values and sense of community amongst alumni are as strong as ever.

My welcome into the school community has been amazing in terms of the warmth, generosity and the time people made to make me feel welcome. The staff, Parent Associations, Foundation and alumni have all made me feel part of the College community in a short space of time, for which I am very grateful. Even those not associated with the College speak about it with glowing tones; such is its reputation and status in the Geelong community. I feel both proud and privileged to be part of this institution and look forward to finding ways to enrich this further over the coming years.

In this issue of Ad Astra, Dr Turner has written an article on human capital which I believe epitomises the school‘s philosophy in terms of providing a holistic all-round education and equipping students with the frameworks and confidence to lead fulfilling lives. The increasing presence of technology in our classrooms, the theme of our curriculum articles, contributes to the interactive, motivating and powerful learning experience students receive at the College.

We will soon be commencing our Annual Giving Campaign for 2010 and I encourage you to make a donation to allow the school to direct funds to developments that might not otherwise receive funding. Regardless of the amount, each and every gift is important to ensure strong growth of our school.

Next year is an important milestone in the College’s history as we celebrate 150 years since our foundation in 1861. There will be numerous events taking place throughout the year to mark this special and exciting occasion, which we will detail in the December issue.

Lastly I would like to thank my predecessor, Mrs Theresa Best for her energy and hard work over the last four years in shaping our vibrant and active community. I look forward to getting to know as many of you as possible – don’t be strangers and come by our department to say hello.

Photography:

Anna Hayward Mike Howell Meg Law Catherine Middlemiss Deb Fanning ELC Staff Campbell House Staff Coral Turner The Geelong Advertiser Petrina Porter Trevor Cooke Photography Laura Jelfs Richard Kumnick – Photoplay

Contributors:

Mr Mike Howell Director of Community Relations and Development

Cover: Campbell House students were lining up to borrow books from the new Campbell House Library, which opened in May. You can read more about this project on page 7.

Printing:

Anna Hayward Mike Howell Pauline Turner Roger Smith Julian Carroll Leanne McCartney Ros Molyneux Anne-Louise O’Donoghue Julie Bickett James Johnstone Kim Johnson Kristina Zeravica Barbara Hollander David Hibbard Meg Law Greg Smith David McGowan Lynne Gorell Con Lannan Michael Betts Jim Marendaz Catherine Middlemiss Alex Southey New Litho Pty Ltd www.newlitho.com.au

Copyright (2010) The paper within this publication is manufactured by Stora Enso, Veitsiluoto mill in accordance with both ISO 14001 and Environmental Management Audit Scheme (EMAS), these accreditations set strict guidelines related to environmental issues. Additionally this paper uses PEFC certified pulp which comes from sustainable forest and is CoC (Chain of Custody) certified.

Don't forget to recycle this magazine To find out more visit www.pneb.com.au

All material published in AD ASTRA is copyright and no part of this publication may be reproduced without written permission of the publisher.

The Geelong College PO Box 5 Newtown GEELONG VIC 3220 communityrelations@geelongcollege.vic.edu.au T: (03) 5226 3111 F: (03) 5226 3171

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10-11

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At a Glance...

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Building the Education Revolution

10-11

Making Learning Visible at the ELC

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Cultural Connections: Our indigenous education program

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Trips of their Fulfilling Lives

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Borders and Beyond

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A Survivor’s Story: The Sinking of the HMAS Armidale

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On The Necessary Development

of Human Capital...

“If we want to keep up with the Chinese and the Indians, we've got to develop our Human Capital. If we want to remain a just, fluid society: Human Capital. If we want to head off underclass riots: Human Capital.”

(David Brooks, New York Times) At a Term 1 parents’ dinner, I touched on the theme of human capital that seemed to capture the interest of a number of people and I would like to continue its exploration in this edition of Ad Astra. In the address I gave, I drew my inspiration from New York Times columnist David Brooks, who has been writing periodically on this subject since 2005. It seemed particularly apposite for me to explore this theme in the light of recent national developments, most notably the My School website, which has forced the public to focus on certain basics of education (literacy/numeracy) which are extremely important skills, but scarcely the whole story of education.

Most people think of human capital in the way economists and policymakers do, as the skills and knowledge people need to get jobs and thrive in a modern economy. Over the last few years, Brooks has pursued a different but complementary agenda on human capital, looking at it from a socio-educational perspective and exploring

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how the processes and structures young people encounter from birth lead – or do not lead – to their flourishing as individuals and capacity to pursue professionally meaningful lives.

He is especially critical of President Bush for his No Child Left Behind legislation and insistence on tests to measure skills and knowledge of children in schools. For Brooks, skills and knowledge – what you measure with tests – are only the most superficial component of human capital. He goes on to say that US education reforms have largely failed because they try to improve the skills of students without addressing the underlying components of human capital.

In an article he wrote in 2005, Brooks classified human capital into five categories: cultural, social, moral, cognitive and aspirational.

These are concepts we readily recognise in this school as they are part of our all-round educational agenda, focus on the whole child and commitment to the development of a broad range of capacities in our students. It is interesting to explore the significance of these categories and to appreciate their importance in the growth of young people. It should be recognised that schools play an absolutely critical role in helping to develop all of these aspects during the 13 or so formative years young people spend with us whereas institutions of higher education, being geared more explicitly to workplace preparation, assume less of this responsibility.

First, there is cultural capital: the forms of knowledge, skills and advantages that a person acquires naturally through their family, neighbours and general social interactions. Parents et al provide young children with cultural capital by transmitting attitudes, knowledge and habits that are needed for them to succeed in the current educational system. Some households are information rich while others are deprived of the most basic resources (including digital). Given that cultural capacities are unconsciously picked up usually by the age of three, how can such deeply ingrained deficits be overcome? A clear and equitable way forward would obviously be the provision of free full-time high quality pre-schooling for all children. Government policy is currently heading in this direction.

Then there is social capital: which is the knowledge of how to behave in groups and within institutions, as well as the disposition to create, maintain and develop networks. Having social capital can mean, for example, knowing something as basic as what to do if a university loses your transcript, or knowing the basic rules of politeness. Seminars are now offered to poorer students at the University of North Carolina so they will know how to behave in restaurants. Back in 1995, Robert Putnam (Bowling Alone) wrote about a decline in meaningful interactions through the loss of traditional civic, social and fraternal organizations in America.

Meaningful social interaction enables people to build communities,

commit to each other, experience trust, sympathy and fellowship, and to learn to be tolerant of others. It is started in families and must be actively fostered in schools.

There is also moral capital or the everyday habits and actions, personal discipline and ethical resources individuals can draw upon as a result of their upbringing or the moral education delivered in school and religious settings. Moral capital has nothing to do with whether a person is educated or smart, or how well-off their family may be.

It is whether people are trustworthy or not, reliable or not; whether they have a moral compass to guide them in their daily conduct and interactions. These are extremely important factors for employers to consider: brains and skills matter little if employees don’t show up to work on time or engage in deceptive practice.

A key component is obviously cognitive capital which starts with the pure, inherited brainpower that individuals bring to the education table and which accounts for much of their capacity to learn and make intellectual progress.

But there are also cognitive skills to be assimilated, such as concentration, perceptual ability, memory and logical thinking, which can be improved over a lifetime or in much shorter timeframes, given the right learning conditions and personal dispositions. Support will always be required for a range of students but the best quality learning will undoubtedly occur in institutions which provide stimulating, well-planned programs and demand rigorous standards.

Finally, there is aspirational capital, which is the pressing ambition to achieve. Self made millionaires often refer to low high school or college scores but, having had the experience of being told that they were too stupid to achieve much at school or in life, set out to prove their critics wrong. Henry David Thoreau once wrote that “Most men lead lives of quiet desperation and go to the grave with the song still in them”. Some supposedly capable people do not use their capabilities (or may lack the social capital to apply them properly) while others, for whatever reason, exceed all expectations. Determination is often the key to success and extraordinary achievement.

Over the past quarter of a century, says Brooks, researchers have done a lot of work trying to understand the different parts of human

capital. However, their work has been largely ignored by policymakers who continue to treat human capital as skills and knowledge. And the result is a series of expensive education policy failures over the years, which we are busy emulating here in Australia as a national spotlight is progressively turned on literacy and numeracy skills and exposing failing schools.

The critical question that needs to be asked can be posed as follows: What are the optimal conditions that need to be put in place for individuals from the beginning of their lives through to retirement and old age, and which will enable them to achieve their potential, flourish personally and be useful to society at the same time? In answering this question, policymakers would do well to pay attention to the various components of human capital outlined above and to commit the necessary financial resources in equitable and enlightened ways. It is, above all, in schools, where the human spirit begins to individualise, grow and flourish, that a liberal view of education needs to be promoted and cultivated: “The things that really work and help to transform young people down to their very beings and for the better are local human-to-human immersions. Extraordinary schools, which create intense cultures of achievement, work. Extraordinary teachers, who inspire students to transform their lives, work.”(Brooks) And the programs that release students’ capacities most meaningfully necessarily embrace all aspects of human capital: cultural, social, moral, cognitive and aspirational.

We, in this school, must keep all of these components of human capital uppermost in mind as we go about the vital task of developing our strategic education directions for the next five years. The new context of education, that of an Australian curriculum, which will be progressively introduced from 2011, opens up excellent opportunities for streamlining and strengthening our educational programs, at the same time as it will require us to think strategically so that we can continue to exercise our curriculum independence and deliver the liberal offerings that are the hallmark of a good independent education.

Dr Pauline Turner Principal

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Thank you

Annual Giving 2009 The Geelong College would like to sincerely thank those who made a donation to our 2009 Annual Giving Program. Your generosity and support is greatly appreciated. Your gift allows the school to direct funds to developments that might not otherwise receive funding.

In 2009, the Annual Giving program netted gifts to the Building, Scholarships, Library and Foundation funds totalling $128,150 which is a wonderful achievement. Our Annual Giving Program is a crucial

Anonymous - 23 Dr L A Allen Ms E R Anderson Arbor Co. Mr P & Mrs B C Arnoldt Mr R G & Mrs B F Ashby Mr G L & Mrs P A Barber Mr D S & Mrs K Barkley Mr A M & Mrs C D Barnard Mrs M R Beith Bell Charitable Trust Mr G F & Mrs C A Benke Mrs S M Benoit & Mr P Benoit Mr K & Mrs T J Best Mrs B P Betts Mr G J Betts Mrs K A Betts Mr T & Mrs F Bolitho Mr A G Boyd Mr J C Braithwaite Mr A G Brebner Mr H T & Mrs A S Bromell Mr R G Brown Mr M Brown Mr S J & Mrs K Brunton Mr G S Burdett Ms S J Caldwell-Jones Mr J G Cameron Mr J T Cameron Mrs J V Cameron Mr J L P Campbell Mr C C Cant Mr W J K Carr Mr R G & Mrs F S Carr Mr J R & Mrs E J Carroll Rev L A & Mrs M F Cartwright Mrs M J L Champness Mr E Chien Chilwell Office Supplies Mr K R Clayton Mr C D & Mrs R G Cleminson Professor H Collins Mr M D & Mrs J Colvin Mr I J & Mrs L Cover Cyril Cooke Mrs A Davey Mrs S M David Mr G A O Davies De Grandi Cycle & Sport Mr G D & Mrs M Deppeler Mr P J & Mrs G Doak Dr D J & Mrs L M Dowling Mr G Duncan Mr J C P & Mrs C Emerson Mr J M & Mrs C Erwin Mr P N Everist AOM Mr H G & Mrs R A Fagg Mr R L Falconer Mrs D J Fanning

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PP Staff OGC 1937 PP PPOGC 1950 PPOGC 1964 PP, Past Staff OGC P Staff OGC 1977 Past Staff PP PP PP, OGC P FP, OGC 1985, Past Staff OGC 1953 OGC 1979 OGC 1952 OGC 1955 OGC 1940 PP, OGC 1943 OGC 1968 OGC 1944 PP, CP PP, OGC 1939 OGC 1941 PP, GP PP, OGC 1945 OGC 1989 PP CP, PP, CNL, OGC 1973 CP Staff OGC 1938 PP OGC 2008 Past Staff PP CNL OGC 1950 CP, PP, Past Staff PP PP, GP OGC 1942 FP,OGC 1971 OGC 1957 FP,CP GP CNL, OGC 1958 PP PP,OGC 1942 PP,OGC 1929 OGC 1947 CP, PP, Staff

Mr B T & Mrs B A Fenner Mr G S & Mrs J Fielding Mr N J Findlay Mrs R I Fry Ms C Gibson Ms J C Gill Goodall Meats Ms H Goode & Mr L Drysdale Miss C M Gray Mrs M E Gray Mr P W Grutzner Mr K R & Mrs M Herbert Mr L R & Mrs C E Heyward Mr M C Hoare Mr J S & Mrs T Holland Mr A J & Mrs C Holmes Mr S T & Mrs J Hood Mr G A A & Mrs L M Hooper Mr W H & Mrs A Huffam Mrs M A Hughes Mr B A Hyett Mr R V Ingpen Mr R B Jamieson Mr J R Jeffery Mr S W G Johnson Mrs J B Kelso Mr N A Kinghorn Mr D F Koch Mr R S Laidlaw Dr S E M Leach & Mr F Bucek Mr A J & Mrs A M Ledeux Mr J G & Mrs V Lee Mr A J & Mrs J Light Mr A M Lowe Mr D P & Mrs T A Mahon Mr C J & Mrs J R Maltby Mr P J Marshman Mrs M P Mason Mr B A Mawson Mr D W M & Mrs C D McCann Mr J F & Mrs H L McCartney Mr G J & Mrs C M McDonald Ms D M McIntosh Mr B J Mellor Mr C S & Mrs C A Middlemiss Dr S J Miles Mr G J & Mrs A E Miller Mr P A Mishura Mr I G Mitchell Mr D N & Mrs J Morrison Dr A S Narita Mr G J Neerhut & Ms H S Brand Dr R K Neerhut & Mrs G Larobina Mr D G Neilson Mr T D G Neilson Mr K Ng Mr J A Nicolson Dr C B Olsen Mr T Ooi

part of College life that directly benefits students both today and in the future.

This list acknowledges those who have given to our 2009 Program.

While great care is taken in the preparation of the list, please do not hesitate to contact the Community Relations Department on 5226 3123 or email communityrelations@geelongcollege.vic.edu.au if we have made an omission.

OGC 1972 PP PP, Past Staff GP Staff CNL Past Staff OGC 1939 PP FP, CP FP, CP OGC 1958 OGC 1948 OGC 1959 OGC 1948 PP, OGC 1944 GP PP, OGC 1937 OGC 1966 PP OGC 1949 OGC 1944 OGC P PP PP, OGC 1964 PP, OGC 1947 CP, PP, CNL, OGC 1973 FP, OGC 1979 FP OGC 1979 PP, OGC 1936 CP, Staff CP, PP, OGC 1972 OGC 1960 Staff PP PP, OGC 1954 PP CP OGC 1970 PP, Staff OGC 1957 PP, CNL OGC 1992 OGC 1936 CP, PP CP, PP CP, PP PP, OGC 1942 OGC 1978 OGC 1987 OGC 1949 OGC 1968 OGC 1966

Mrs M Payne Ms J M Peake Point Lonsdale Pharmacy Dr C R & Mrs D A Profitt Mr R W & Mrs A Purnell Mr H Reja Mr A G Richardson Mr J M Richardson Mr N J Richmond Mr A S & Mrs G Robertson Mr R K & Mrs B M Robson Mr H Rockefeller Mr D W & Mrs J L Rogers Mr D B Rolland Mr J W Rowe Professor D T Runia Mr D K Russell Mr F W Russell Mr R J K & Mrs H Russell Dr H G & Mrs C M Seward Mr I G I Sides Mr P & Mrs M Sloan Mr R N Smith Mrs J B Taylor & Mr A R Taylor Mr P C Taylor Dr J H Theobald Mr K W J & Mrs A E Thomson Mr I P & L G Torode Dr P C Turner Mr D J & Mrs N Vaughan Mr R P & Mrs C A Vickers-Willis Dr A J Vigano & Ms J L Bamber-Mayes Mr D Wade Mr A B and Mrs R K Wallace Mr D A & Mrs M Wallace-Smith Mr M D Walpole Wash'N'Shop Mr J H G & Mrs J Watson Mrs P J Wettenhall Mr G A & Mrs V J Whitfield Mr A H Williamson Mr R H & Mrs J M Williamson Mr J M Wilmot Dr & Mrs S Woods Mr L N Wray Dr C J & Mrs R L Yeaman Mr J A C Young

PP PP, Staff CP, PP PP, OGC 1944 CP PP PP, OGC 1944 PP, OGC 1952 PP, GP, OGC 1944 PP, CNL, OGC 1959 PP OGC 1939 PP, OGC 1939 OGC 1946 OGC 1965 OGC 1942, GP OGC 1950 PP, OGC 1937 PP, CNL, OGC 1966, Staff OGC 1948 OGC 1949 PP, Staff CP CP, PP, OGC 1973, Staff OGC 1943 OGC 1949 CP, OGC 1963 Principal OGC 1984 FP, OGC 1977 OGC 1958 Staff CP OGC 1943 OGC 1980 PP, OGC 1936 PP PP PP PP, GP PP GP OGC 1930 CP OGC 1947

Key FP – Future Parent CP – Current Parent PP – Past Parent GP – Grand Parent OGC – Old Geelong Collegian (Peer Year) OGC-P – Partner of Old Collegian Past Staff – Past Staff Staff – Current Staff CNL – Council

BUILDING THE EDUCATION

REVOLUTION What would you do with $2.5 million?

Thoughts of luxurious holidays, early retirement and living a debt free life probably spring to mind. For a school, the shopping list is somewhat different, but none the less exciting!

In early 2009, the federal government announced its Building the Education Revolution program that would see $16.2 billion invested to provide education facilities, through new infrastructure and refurbishments, to all eligible Australian schools.

After careful analysis of the program criteria and the College’s recently completed Master Plan, it was determined that funding would be sought to construct a new Library at Campbell House and an extended Gymnasium facility at the Middle School. The school’s application was successful and $2.5 million of funding was allocated for the projects. The total cost of both projects was $2,904,292, of which the College contributed $404,292.

Head of the Preparatory School, Mr Julian Carroll, is delighted with the new facilities and the benefits they bring to the College.

“The old Campbell House Library, while providing a satisfying learning space for our students, could only cater for one class at a time,” Mr Carroll said.

“The new Library provides a large, flexible area for students and teachers to utilise during class time and at recess

and lunchtime. The design of the Library allows for numerous activities to take place concurrently, and features such as the indoor/outdoor reading and learning areas and the reading pit provide an encouraging environment for student learning.”

“The Gymnasium at the Middle School not only provides additional space for Health and

Physical Education classes, but also creates a multi-purpose area that can be used for various other College activities. We envisage that activities such as assemblies, school ‘incursions’, testing and a variety of other co-curricular and College programs will utilize the space in the future,” he said.

Before & After: The Middle School Gymnasium extension

Before & After: The Campbell House Library

Campbell House Library

Middle School Gymnasium

Total building cost

$1,553,452

$1,003, 840

Date of commencement

Late July 2009

Early August 2009

Date of completion

May 2010

May 2010

(excluding professional fees, furniture and equipment and other miscellaneous expenses)

Size (m2)

396m2

640m2

Description

The Campbell House Library extends the traditional notion of a school library to incorporate an ‘information resource centre’ concept. The new facility provides a flexible learning space that can be utilized by numerous classes at the same time and a passive space for children to use at recess and lunchtimes. The overall design complements the aesthetics of the Campbell House environment while demonstrating the progressive and innovative learning environment of the College.

The Gymnasium extension greatly enhances the area previously available at the Middle School for Health and Physical Education lessons and other activities, providing 640m2 of additional space. The integration of the existing Gymnasium with the new extension is seamless and creates improved access to the campus' tennis courts and cricket nets. The facility provides a large, open, flexible space that will be used for sporting purposes as well as for other College purposes such as assemblies, testing and co-curricular activities.

Key features

• Stunning dome-shaped entry/foyer area • Library classroom with interactive whiteboard • Indoor/outdoor reading and learning spaces • Reading pit • Mezzanine floor • Community room with data projector • Teacher resource/study area • Librarian’s office • Kitchen facilities

• Large floor space for multi-purpose use • Light and sound absorbing wall materials • Line markings for the provision of multiple court sports • Electronic scoreboards

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Staff Welcomes Mr Mike Howell We are very pleased to welcome Mr Mike Howell to the College, who commenced in the position of Director of Community Relations and Development in January 2010.

Mike’s background and expertise lie in the financial and charity sectors where he has developed substantial business and leadership skills while possessing a strong sense of creativity. For many years, he worked as a stockbroker in Jersey, the Channel Islands, becoming a director, and then gaining diplomas in Management and Development Management as well as a Master of Business Administration from the Open University Business School in London in 2000. Upon moving to Australia in 2003, he began as an employee of Intrepid Travel before setting up an independent company

specialising in the organisation of charity challenges and running over 25 fundraising events a year.

Mike brings with him considerable experience in stakeholder management, strategic planning, marketing, fundraising, media relations and event management. Mike is married to Monica, and they have three young boys aged six, four and two, who are all enjoying the sea change in Ocean Grove.

I warmly welcome Mike and his family to the Geelong area, and look forward to their involvement in the College and its broader community.

Dr Pauline Turner Principal

Ms Shannyn Leach Ms Shannyn Leach was welcomed to the position of Business Manager at the College in March 2010.

Shannyn is a former Collegian (OGC 1995) and brings to her new position significant experience and knowledge in the area of Finance and Administration. She formerly held the position of Director of Finance and Administration with the Collingwood Football Club, and prior to that, Financial Accountant with the Geelong Football Club.

She is a Certified Practising Accountant, holds a Bachelor of Commerce from Deakin University (1998) and is looking forward to developing and expanding her

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existing skills through the many challenges of her new role.

Outside of her working commitments, Shannyn is an avid supporter of the Collingwood Football Club and is heavily involved in local netball. She currently plays and coaches netball at the St Joseph’s Football and Netball Club, where she has played for the past 10 years, and was recently named in the Team of the Decade (20002010). This year Shannyn has also taken up a playing position at the Newcomb Football and Netball Clubs.

Dr Pauline Turner Principal

Mr Kevin Jess The Senior School is very pleased to welcome Mr Kevin Jess, who joined the Fine and Applied Arts Department in January 2010. He is currently teaching Visual Communication and Design at a number of year levels, including VCE, along with classes in both Design and Technology, and Photography.

Kevin has brought with him extensive experience and skills in the design area, having worked as a Graphic Designer for approximately 23 years. This included the establishment of his own design studio and serving as a Council Member and Education Officer for the Victorian Chapter of the Australian Graphic Design Association.

More recently, Kevin was a teacher of Visual Communication and Design at Thomas Carr College in Tarneit, Victoria where he taught for two years. He holds a Bachelor of Arts (Visual Communication) from RMIT, a Graduate Diploma of Education (Applied Learning) from Deakin and a Certificate IV in Workplace Training and Assessment.

We are delighted to welcome Kevin to the College, where he has already made a significant contribution. We also warmly welcome his wife Sandra and their three sons, two of whom have enrolled at the College as students.

Mr Roger Smith Joint Head of Senior School (Curriculum)

Ms Irene Lu The Preparatory School welcomes Ms Irene Lu to the Year 4 Enviro area. Irene joins the College after holding positions at Wattleview Primary School and Camberwell Girls’ Grammar School where she fostered numerous environmental initiatives.

Irene graduated from the University of Melbourne with a Bachelor of Education (Primary) degree. She undertook a specialist elective in Environmental Studies and brings a

passion for developing students' appreciation of nature and understanding of environmental issues to the Preparatory School.

Irene’s personal interests include playing the piano, literature and gardening. Irene is also actively involved in charity organisations including the Australian Red Cross and the Starlight Foundation.

Mr Julian Carroll Head of the Preparatory School

Mrs Stephanie Nicholls The Music Faculty warmly welcomes an exciting new addition to the team, Ms Stephanie Nicholls, who commenced as the Instrumental Music Coordinator at the Middle School in Term 1 2010.

Stephanie is a passionate educator and musician and comes to the College after holding the position of Coordinator of Junior School Music at St Catherine’s School and, prior to that, Music Teacher at Methodist Ladies’ College (Melbourne) and Presbyterian Ladies’ College (Perth).

Stephanie studied at the University of Western Australia then Murdoch University.

She majored in Voice but also plays violin, double pass and piano. Her interest in composition led her to Victoria three years

ago, completing a Post Graduate Diploma in Screen Music through the Australian Film, Television and Radio School.

Stephanie’s approach to music education is technology driven and inclusive of many styles and eras. Stephanie has conducted bands and choirs for many years and is enjoying working with the Secondary Girls Choir and the Years 7 and 8 String Orchestra. An important focus for Stephanie is the establishment of class Music into the Year 8 core curriculum, ensuring a strong technology and practical emphasis.

She is also responsible for the Year 6 class Music program, both areas to which she is well suited.

Mrs Leanne McCartney Preparatory School Music Coordinator

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Making Learning Visible at the ELC

By Ros Molyneux, Anne-Louise O’Donoghue and Julie Bickett, ELC teachers.

Early Childhood teachers have often commented on the need for the patience of a saint, several pairs of hands and eyes in the back of your head in order to successfully teach a lively group of preschoolers!

In addition to those important attributes, essential items in today’s preschool teacher’s ‘toolkit’ are the digital camera and laptop.

Staff at the College’s Early Learning Centre use digital cameras daily in their work with children – so much so the children no longer feel the need to ‘smile’ when the camera comes out! It is simply another teaching tool in the classroom.

Photographing children at work and play can show the process of learning, as well as celebrating the finished product. A photo can show the depth of involvement of a child in play, and record the beginning, middle and end of a play experience. Experiences such as building with blocks or complex sandpit play may be packed away once finished – there is often no finished product to take home or display.

Photographs create a memory for the child and the group.

At the ELC, we use photos not only to communicate with parents and visitors, but also to interpret and explain the important learning going on in everyday play experiences. We refer to this process of recording learning as documentation, and it can take many forms.

There are three main methods of documenting children’s learning that are central to our program at the ELC.

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Daily journals Staff observe children at play, and listen carefully to them.

Photographing and recording children’s discussion during play enables us to build a record of the group’s thinking and learning. The ability to produce images almost instantly is fascinating to young children, who are highly motivated by photos of themselves and their peers. Children may use these images to re-tell or describe something they have done. This assists them to clarify their thinking and develop their oral language skills. Other children have the opportunity to listen, comment and suggest new ways to extend the play or explore the idea. Here is an example of this style of documentation from the ELC 5 group’s daily journal this year: This morning at our meeting, we discussed the ‘Lizard City’ that the children made the day before, and the problems that they encountered...

Elly: They tried to get out!

Edwina: We tried to stop them by blocking them up.

Patrick: We should put some more blocks; harder blocks...

Robbie: …and make it stronger ...

Zoe N: …no, bigger and higher, so they can’t climb out!

Will H: I know, put cement in.

Edwina: We don’t have cement!

Robbie: Or sand to make cement.

Edwina: There is a problem using cement. You wouldn’t be able to pull it down.

Zoe N: And we would not have any more blocks left.

Will H: Then we can’t use cement!

James: I have a very good idea; get two bits of sticky tape, no three bits.

One and two on the side and one can stick on the blocks, so the blocks can stick forever until we want to pull it down.

Zoe N: Sticky tape all the cracks up though

Teachers may collate examples of work which will tell the story of a project, and become available to visitors to share in the children’s learning. Panels are a longer term reflection of life at the ELC, and can demonstrate the depth of involvement of young children in real learning. These panels truly make young children’s learning visible.

Visitors to the ELC often comment that they can see and understand who belongs in the space by observing the documentation on the walls.

After the meeting the children were back to work on the lizard city; Alexia: We were thinking there could be tunnels….

Ella: How can we do it so the lizards can’t get out?

Robbie: James needs to be here.

Will R: Well, Zoe is a pretty good builder.

Zoe N: I know.

Will R: I’ve got some things l sticked together. I’ve made a slide.

Robbie: We need more bricks to make it really high.

Ella: If your tape gets tangled, I’ll show you how to fix it.

Will H: Look - these are really stuck together; this will be finished in no time.

Ella: I’ve stuck all this. I’ll need to move this bit back a bit - it’s all sticked together.

Will R: I have a direction sign - it will point to where the lizards have to go.

Will H: We could do a sign to say ‘no getting out’.

Robbie: Lizards can’t read signs.

Will H: They can’t read anything. I got an idea! Put no letters...just pictures of lizards not getting out.

Portfolios Frequent documenting throughout the year means a meaningful selection of work is collected for each child. At the end of the year, these portfolios are presented to families as a lasting memento of the child’s year at the ELC. They not only illustrate the child’s creativity, exploration and discovery, but celebrate the learning of the child as part of the group. While many hours are spent by staff compiling these, the feedback from families reinforces how important these documents are to them.

“A beautiful collection of my child’s work and development. Unique and special...I love the thought of having these treasured memories.”

ELC parent Portfolios are also useful in the transition to school. Children can use them to recall and retell ELC experiences. During their early years at school, the children often re-visit topics and ideas that they have explored at the ELC. Their portfolios are a timeless record of these explorations and are a way for the children to share their previous discoveries and learnings with their new teacher and classmates.

As illustrated by the Lizard House project, ELC children have daily opportunities to ‘construct meaning’ together through our ‘morning meetings’, and documentation is an integral part of this. All the ELC staff are knowledgeable computer users, and can quickly present this information for parents’ perusal at the end of the day. These reflections become a resource for parents, teachers and children to revisit time and again. Very young children cannot often immediately answer the question “What did you do today?”, but with the visual aid of the daily journal, a meaningful discussion between parent and child can begin.

“My child has a deep sense of ownership over his portfolio and will often spend some quiet time revisiting his year in ELC5. Recently he took his portfolio for share time in his new Prep class. There was a deep sense of pride in sharing this with his new teacher and friends.”

ELC parent

“I know what’s happened during the day so I can discuss it with my son at home. The day book is a wonderful insight into learning taking place.”

ELC parent Wall panels Class interests often develop into longer term projects with teachers’ guidance. Our journals provide a starting point for further discussion, and children often further represent their ideas by using some of their ’one hundred languages’, such as drawing , painting or clay modelling.

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AD ASTRA JUNE 2010

So… What is ICT? And, why won't it turn on?

A good way to describe Information and Communication Technologies (ICT) is to consider all the digital resources that exist to help us use information - to store, retrieve, manipulate, transmit or receive information electronically including personal computers, digital television, email and gaming consoles. These resources are everywhere – in our homes, cars, workplaces and even our schools.

ICT has become a priority for schools, given the challenge confronting education to meet the needs of all students: personalised learning where learning is designed around students needs. The importance of nine ‘gateways’ to personalising learning have been identified - curriculum, workforce, organisation, student voice, mentoring, advice and guidance, new technologies (ICT), assessment for learning and learning to learn with each potentially enhancing student motivation and commitment to learning. ICT is quickly finding its use in the classroom.

In many instances, ICT has created a greater focus on the collaboration between students and the necessary motivation to learn about a new topic or skill. Students report back to the class with great excitement when ‘you can click on things and they pop out on the page, instead in a book where it’s just a page with writing’ or ‘I couldn’t work it out, but Tom and I worked together’. You know students are thinking carefully about how ICT helps them connect with what they already know when you hear a student begin their response with ‘I wonder how…’ or the satisfaction of saying ‘I get that now’. But I hear you ask: what about when the technology stops working?

With the recent implementation of interactive whiteboards,

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By James Johnstone Campbell House teacher

computers, digital cameras, and other technologies, issues pertaining to its integration are important for acquiring the skills and knowledge necessary to keep up, and keep us going, in this information-rich environment.

We are quickly learning that a technology’s usefulness will ultimately lie only in its uses.

While its integration may run more smoothly when we choose a technology compatible with our pedagogy, often our students will master its uses before we do! In coming to terms with this shift, we have needed to re-evaluate our attitudes to technology and learning in order to use ICT effectively – to persevere despite the unknown, and the unsuccessful.

While it is easy to give up when we hear ‘we only have one computer in our room and the computer room is full’, we are finding ways to make it happen. Rather than rely on the technology, we need to allow students to use a technology when they need it, rather than when it’s their turn. Provided we maintain a positive attitude to ICT, it has the potential to nurture the varying learning styles of our students, such as visual, auditory and kinesthetic, and prepare them with the skills necessary to live and work in an information society where ICT will continue to play an essential and ubiquitous role.

It is the teachers, parents and students who embrace ICT that will make a difference to their learning. Rather than relying on particular technologies or approaches, we are embracing the potential of ICT and working together to use the technology for learning instead of learning to use technology. Instead of trying to fit the technology to the classroom, the classroom is changing to fit the learner.

StudyWiz

Alexander West and Harrison O’Brien check out StudyWiz

In today’s classrooms, technology plays a major role in engaging students in learning. The Geelong College Middle School has introduced virtual learning environment, StudyWiz, to enrich its teaching and learning programs, with the intention of engaging the entire school community in learning.

StudyWiz is a contemporary, portable, personalised learning platform that provides benefits for students, teachers and parents.

StudyWiz gives students all the tools they need to succeed in the classroom and provides an efficient and effective means for distribution and collection of student work. Collaborative learning is a major focus of StudyWiz, with teachers able to engage students using features such as calendars, chats, discussions, games, and galleries.

By Kim Johnson,Preparatory School E-Learning Coordinator and Kristina Zeravica, Year 7 & 8 Studywiz Support Staff

It can auto-grade certain activities and records all student interactions with the program.

StudyWiz can be accessed from any internet connection in the world, and parents are notified electronically when their child logs on. These features and functionalities make it easier for parents to take an active role in their child’s education.

Coordinator of E-Learning at the Preparatory School, and Year 6 teacher, Miss Kim Johnson, said StudyWiz makes connecting home and school easy, with students able to share their work with parents and family members.

“My Year 6 students, undertaking the Media unit, find StudyWiz extremely important and useful,” Kim said.

“They can share the radio stories they create at school with their family, as well as the stories created by students in the other Year 6 classes.

The feature of sharing and then adding a comment has enabled the students to see other ways of completing their work. It also gives them

an authentic purpose for their work,” she said.

Years 7 ande 8 StudyWiz Support Staff Member, Mrs Kristina Zeravica, said StudyWiz has opened up a new world of instant and easily accessible resources and information for classes and groups of students.

“I use it with the Debating Team and students have benefited from having a forum to share resources and their ideas with their group members regardless of where they are, in an efficient and effective way,” she said.

The College implemented StudyWiz as a trial in 2009 with the aim to fully embed it in our curriculum from Years 6 to 12 over the next two years.

We look forward to using this progressive eLearning platform to enrich the learning experience of our students and encourage parents and family members to learn about StudyWiz by discussing and viewing it with your children.

For more information, log on to www.studywiz.com

Activities available on StudyWiz: Calendar Calendars are set up for various user groups.

Users can add homework, assessment tasks and school related and personal events.

eBulletin A simple way to post news, messages or announcements for other Studywiz users.

Gallery Allows students to submit files (with a particular focus on multi-media files) for discussion with

other users via online forums. Gallery files can be copied and downloaded by any user, tagged for search purposes and rated by others.

Assessment Assessments allow teachers to set up comprehensive tests for students and produce reports on our students’ results.

Fast File Allows teachers to load files on to StudyWiz which can then be downloaded by users.

Assignment

Allows teachers to upload a worksheet or task for students to download and complete. Students can submit their completed assignment through StudyWiz for private teacher comment, cycles of revision and online assessment.

Chat Room Provides a virtual location that allows approved users to have ‘real-time’ conversations through the StudyWiz interface. Chat logs can be viewed at any time by teachers, providing the potential for assessment.

What our Year 6 students say about StudyWiz:

Grace: ‘I like that you can share your work on StudyWiz. Miss Johnson makes a bulletin telling us what’s happening the next week and we can go home and check it so we can prepare. My favourite activity so far was a Discussion where we had to enter our favourite holiday destination and we had to say why we liked it.

Ellie:

‘The thing I like best about StudyWiz is that you can put all your homework on it. It makes it easy to see what you have to get done for the week.

My favourite activity so far was when we all had to add a baby picture of ourselves to the Gallery. You could see what other people looked like when they were young and make comments.’

Megg:

‘I like that you can access StudyWiz from home. You need to spend some time exploring StudyWiz to learn where everything is, but once you are familiar with it, it is really easy to use. My favourite activity so far was the Vote activity where we had to vote on our favourite season. I voted for Summer and it won the vote!

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AD ASTRA JUNE 2010

Photoshop

By Barbara Hollander, Middle School Art

In today’s society, we are surrounded by information technology and it permeates every area of curriculum, including art. Given that computers are a fantastic resource for imagery and visual information, there is an obvious link between computers and art.

Technology is now regularly used as a creative tool in the art context. Within the Art curriculum at the Preparatory School, there now exists both the use of more traditional art techniques and processes in the classroom and also the use of new forms of expression encompassing new technologies like digital image-manipulation software, Photoshop.

Photoshop is a merging of many art disciplines, including photography, painting, illustration and graphic design, It is part of a new digital visual culture that represents a new way of making and seeing in art, but art elements and principles of design remain the foundation of all arts knowledge and practice.

Due to time constraints within the curriculum, new technologies such as Photoshop, have threatened traditional ‘hands on’ mediums such as painting, drawing and ceramics and challenged many traditional concepts of originality and creativity. Will students lose their ability to be creative and lose their imagination by producing images without ‘personal and physical marks and

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in

gestures; images that are no longer unique because they become instantly reproducible’?

If appropriately taught and used, software such as Photoshop can become a tool for the development of higher order thinking skills in Art. Photoshop’s ability to effortlessly combine many different traditional mediums and manipulate and multiply images has exciting potential for expanding our students’ creativity and imagination.

Art students, from a very young age, are now using technology to express themselves and communicate ideas. However, teaching traditional art elements and principles is still vitally important in the creation of any artwork, regardless of the medium. The ideal approach is a combination of the new and the old.

We teach Photoshop as part of a comprehensive Art curriculum in the Preparatory School because it is an important

Art

element of 21st century visual literacy. It is one of the most common digital manipulation technologies used by practising artists today.

Teaching Photoshop offers our students the opportunity to learn lifelong communication skills for the digital age and/or a career in areas such as web design and production, animation, IT, graphic design and multimedia production. However, teaching students skills to create artwork using technology is only one part of the equation. They must also be able to evaluate digital media in order to develop critical-thinking. This knowledge is vital in the ‘new technological landscape’ of the 21st century. To be empowered in today’s technological based society, students need to learn how to share their ideas and understand the work of others through digital media.

For our students, success in education and in life requires educational experiences that meet the challenges of our new century. Given that digital images have become powerful vehicles for global communication there is a need for our Art curriculum to include an increased role for technology and computer-related media.

Photoshop offers students the conceptual, aesthetic and technological skills they need to critically and effectively engage in the visual culture that surrounds them in today’s society.Our students also need to understand how digital images influence our ‘global mindscape’.

Digital technology has become another language of art and an exciting learning tool that provides invaluable opportunities for students to use their imagination and problem solve using their own creativity.

“A painter uses paint; a sculptor - stone, metal, wood and clay; a photographer uses a camera; and a digital artist uses a computer. The tool has never defined whether a person creates art or not, it is the skill and depth to which the person uses that tool to express the richness of his or her soul that determines what is art, digital or otherwise.”

Pauline Tso

CAS Technology

– Angel or Demon for Mathematics education?

By David Hibbard, Head of Mathematics at Senior School When many of the adults in our school community went to school, technology in Mathematics meant the dreaded log tables! In the 1970s, calculating devices became more portable and affordable and the power of the operating systems has developed continuously since.

At the College, students use scientific calculators routinely from Year 7 onwards. At Year 10, those students who plan to undertake VCE Maths move on to a sophisticated calculator containing a Computer Algebra System (CAS).

The Australian Curriculum, which is currently being developed, emphasises the power of technology to enhance Mathematics education. It encourages its use as one of a suite of skills students may call on in their mathematical endeavours. Students still need mental and 'pen-and-paper' strategies in Mathematics, alongside the available technology, and must develop the skills to select the best approach to attain solutions appropriate to the problem posed.

Since 2005, almost all students in Years 10, 11 and 12 at The Geelong College have had access to a Casio Classpad calculator, learning how and when to use it in their mathematics. VCAA Mathematics exams assume the use of CAS calculators (Specialist Mathematics and Mathematical Methods have a shorter calculator-free Exam 1, ensuring students develop skills which are not reliant on calculators.).

CAS calculators have spreadsheet, dynamic geometry, financial and statistical operations and extensive graphical analysis capabilities.

They are able to carry out complex algebraic operations, giving exact answers as well as decimal approximations The use of technology in Mathematics education poses challenging questions for Mathematics teachers and the answers reached differ remarkably. For many of us, learning Maths at school or university involved long pages of complicated calculations and algebra which were often seen as an end in themselves. The purpose often seemed vague at best as we lost ourselves in endless practice exercises. By taking care of much of this ‘grunt’ work, the CAS frees students to investigate in a variety of ways and to spend their time on the more important aspects of interpreting the outcomes.

Mathematics is a system of thinking and operating which allows many aspects of the real world to be modelled in mathematical terms. Standard approaches are applied to solve the mathematical representations and the solutions are then applied to the problem at hand. Imagine you tender a $50 note to pay for an item costing $29.95; you need to know how much change to expect.

• Step 1: This simple problem is modelled by the mathematical expression 50.00 – 29.95.

• Step 2: We apply the algorithm for subtraction, whether mentally, with pen and paper or with a calculator (cash register).

50.00 29.95 20.05

• Step 3: We interpret the answer 20.05 to mean you should receive $20.05 from the vendor.

Much of the mathematics traditionally taught in schools addresses Step 2 of this process. Steps 1 and 3 have often received less attention, yet it can be argued that these are the parts of the process that require real mathematics. For example, some students can do 50.00 – 29.95, but do not realise without guidance that subtraction is required to solve this problem.

To operate the calculator efficiently, and to interpret the answers it produces, requires that students have a firm grasp of the mathematics in which they are involved. Without that understanding, it is of little use. For this reason, if used well, it can enrich the study of mathematics, and allow students time to deepen their understanding, rather than detract from it as many fear.

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AD ASTRA JUNE 2010

hinking caps T s t n e T Students begin!

Let the Challenge congratulated for their and the students are to be

ts from 11 local 2 May, 44 Year 6 studen On Saturday 1 and Sunday paratory Pre e leg on The Geelong Col ge. primary schools converged llen Cha e leg Col g annual Geelon School to take par t in the unity ort opp que llenge provides a uni sed Now in its 17th year, the Cha -ba lum ricu cur of ge ticipate in a ran for teams of students to par challenge r’s yea s thi for me the d per iod. The challenges over a weeken age which tics: Designing an Urban Vill ma the Ma in re ctu was Archite Other ts. den ge undertaken by the stu formed the major challen information sic, mu , art , ma in the areas of dra challenges were designed . cation hnology and physical edu technology, science and tec Wallington taking h wit , ool e Lara Primary Sch The winners for 2010 wer in third. The n’s Lutheran School coming out second place and St Joh Award for Teamwork. awarded the Denis Parker Wallington team was also tens, said this year Coordinator, Lizanne Git Lara Primary School Team ge, however she will s involved in the Challen was the first time she wa team in 2011. help coordinate the Lara be putting her hand up to ty to be involved students with an opportuni “The Challenge provides the weekend of team work, and by the end in tasks that require real ter than one!” bet re we tood that four brains ers und lly rea ts den stu the Lizanne said. it is a credit to the e won the Challenge, and “We are so excited to hav to the Challenge up d lea the y put in dur ing team and the hard work the n focused on pre-Challenge preparatio and over the weekend. Our in the Technology grams that would be used learning the sof tware pro llenge theme Cha the the concepts behind Challenge, understanding ames. All this efr tim ict str llenges within and completing practice cha

seems to have paid off efforts,” she said. opportunity for ates a unique, fun learning The Challenge not only cre lege, our facilities s them to The Geelong Col students, but also introduce students of the ticipants go on to become and programs. Often par dent. stu 7 n who is a current Year College, like Jacob Morga What year did you participate in The Geelong College Challenge? 2009.

What Primary School did you attend when taking part in the Challenge? Fyans Park Primary School.

What was your favourite activity that you under took at the Challenge? in boats and I really enjoyed the boating challenge where we got pool. the in teams other raced against What did you like most about the Challenge? the challenges I loved the independence we were given while doing students. I other the know to get to - there was plenty of free time I took part when 7 Year for e Colleg the to already knew I was going the teachers of some know to g gettin liked also I so nge, in the Challe and the school grounds. the Challenge?

Would you encourage other schools to take part in they keep Yes – the Challenge program was awesome and I hope and I can fun of loads had I know I come. to years on doing it for did.

I as time guarantee that anyone else will have as good a

c and Tiui hleigh, Charlotte, Za As : rs ne in w e th A word from ol Lara Primary Scho

ge experience? good llenges. It was also really How did you find the Challen g together on all the cha rkin wo ause d bec oye r enj yea t lly rea nex ts to have a go We had heaps of fun and ourage all grade 6 studen enc lly rea uld wo We ts. fun camping out in ten it is awesome fun! the Challenge? ivity that you undertook at urance and the What was your favour ite act l challenges, like the PE End sica phy the re we ges llen cha As a team, our favour ite . rts Spo loid Tab ect of the Challenge? was also Did you enjoy the social asp trivia night with them. It other schools and to do the m fro ts den stu et me to It was great fun cher. the four of us and our tea good to spend time with expect to go so well? h the ning the Challenge? Did you the weekend. We went wit How do you feel about win n't been our main aim for had it won e we aus en bec wh win So to us. n that was a bon We were really surprised s If we won a Challenge, the wa m.

It . tea a ent as em ll iev we rk ach wo m's goal to have fun and and proud of our tea ited exc lly rea re we we bonus and lege Challenge. overall it was a really big has won The Geelong Col t time that Lara Primary firs the is it e aus bec g also excitin

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Over 50 College families turned off their lights, shortened their showers and revved up their recycling in mid-2009 as part of Sustainability Victoria’s GreenHouse Games School Challenge.

The Challenge took place over an eight week period from 20 July to 13 August 2009. Participating families were encouraged to reduce their greenhouse footprint by undertaking simple actions around the home to save energy and water and reduce waste, and report on the actions they had undertaken and the subsequent savings made.

Collectively, the 52 College families that participated in the Challenge saved an estimated annualised total of:

The Bell family of Newtown were enthusiastically encouraged to take part in the GeenHouse Games School Challenge by son Ian, who was undertaking the Year 4 Enviro year at the College in 2009.

The family, consisting of parents Drs Andrew and Margaret Bell, and sons Hugh (Year 8), Ian (Year 5) and Douglass (Year 2), already had a number of ‘green’ practices in place around the home prior to the Challenge, including operating a greywater system, vegetable patch and solar hot water system. However there is always room for improvement and the family implemented a range of new initiatives to make further greenhouse savings – and everyone had a job!

Led by Ian, the family set up a compost bin in the backyard to recycle household scraps.

They also used the shower timer contained in the GreenHouse Games Challenge pack to limit shower times, and if baths were taken, bucketed the water onto the garden. As the Challenge took place during winter, the Bell family contained their heating to rooms that were regularly used and turned the heating off in other rooms.

Margaret said that the family has continued with their GreenHouse Games actions since the Challenge finished, and despite having numerous green practices in place prior

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- 42.19 tonnes of greenhouse gas – the equivalent of 843,800 black balloons - 681,236 litres of water – enough water to fill more than two thirds of the College’s Senior School pool.

- diverted 2.96 tonnes of waste from landfill – the approximate weigh of a female Asian elephant.

The Challenge attracted families from 31 schools across Victoria, with The Geelong College finishing 12th in terms of the total greenhouse gas amount saved overall.

Congratulations to all families that took part in the Challenge!

Above: Douglass, Ian and Hugh Bell in front of their vegie patch. to the Challenge, have noticed additional savings on their water and electricity bills.

“Participating in the Challenge was a really good experience for the family as it got the children involved and excited about sustainability,” Margaret said.

“We no longer had to ask the children to get out of the shower or take the rubbish out – they were so enthusiastic about the Challenge and the changes we had implemented that they did these things willingly.”

“The compost bin was one of the more popular actions we undertook and has continued to be maintained. It is now one of the more popular chores among the children. The savings we are making on our water and electricity bills are also a great bonus!” she said.

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AD ASTRA JUNE 2010

Marketing is becoming increasingly important to schools as they continue to operate in a competitive marketplace.

Marketing helps us to increase enrolments; attract the best teachers; inform the public about our first-class facilities, learning and co-curricular programs and student welfare systems; and helps to ensure that we sustain our position as one of Australia’s finest co-educational boarding schools.

The Geelong College is always looking at strategies to ensure it adapts to the changing economic conditions and that its reputation as an exceptional educational institution is both healthy and robust within the marketplace. We are proactive when it comes to connecting with the wider community and building greater community appreciation and respect. The following is a brief overview of our recent marketing and promotional activities.

Mrs Deb Fanning, Registrar

Sungold Field Day Warrnambool The Geelong College participated in the Sungold Field Days earlier this year in Warrnambool. The Warrnambool area is home to many past, current and future boarders and the College’s presence at the Field Day gives prospective families an opportunity to meet College staff and to ask any questions that they may have about boarding at the school.

Attendance at the Field Day is aimed at increasing interest in boarding at the College, as well as maintaining a presence within the dairy industry/agricultural area of South West Victoria, to ensure the College brand is at the forefront of prospective parents’ minds when making decisions about their children’s education.

Approximately 10,000 people attended this year’s Sungold event, opening up promotional opportunities for the College to increase its brand recognition and brand awareness through having a presence at this event and through word of mouth marketing.

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Prospectus

2010 Open Day

The College’s new Prospectus has recently been launched and will be available online in Term 3. The new look publication showcases the dynamic curriculum, vision and spirit of the school and provides quotes from students and staff about College life. The contemporary, innovative design of the new Prospectus has been well received by students, staff, parents and the wider Geelong community. To request a hard copy of this new publication, please phone 5226 3190.

The College’s 2010 Open Day was held on 13 March and was very successful in showcasing the College to prospective families. Over 410 people attended the day and enjoyed tours of the school, led by students and staff; a BBQ at Campbell House hosted by the Parents' Association; a presentation by Principal, Dr Pauline Turner; student entertainment and visual displays. The weather was warm and sunny and the school grounds looked magnificent. Open Day is always extremely beneficial to the long term future of enrolments at the College.

International Marketing Planning for the new International Students Committee commenced in late 2009, with committee members including Deputy Principal and Head of Boarding, Mr Daniel Mahon, Head of Senior School (Welfare), Ms Joan Gill, International Student Coordinator, Ms Guillermina Ulloa, Director of Community Relations, Mr Mike Howell, Marketing Manager, Ms Meg Law and Registrar, Mrs Deb Fanning. The Committee plans to meet every two months to discuss issues surrounding international students including compliance with the new ESOS regulations, the National Code, orientation program for new international students, liaison with international agents and home stays.

Boarding Schools Expo The Geelong College participated in the inaugural Boarding Schools Expo held in Shepparton in April 2010. The Expo brought 15 leading boarding schools together to showcase the benefits of boarding.

The Expo provided the College with a chance to talk to prospective families about the benefits of boarding in nurturing students and providing a supportive academic and social community. It also provided prospective parents with an opportunity to compare a comprehensive selection of schools, discuss their educational needs and find out about the wide range of scholarships and bursaries on offer.

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AD ASTRA JUNE 2010 David Curnow and Dr Pauline Turner from The Geelong College; Norm Stanley from Narana; Gove students Dongga Maymuru, Marradakthun Marika and Boogie Ngurruwutthun; and Geelong Football Club player Nathan Djerrkura.

CULTURAL

CONNECTIONS Respect, understanding and tolerance are traits that every parent hopes their child will exhibit as they make their way through life. These are the same traits that the College’s indigenous education program is founded on, and the ideals of ‘we are all in this together’ and ‘building bridges’ has helped to establish a strong bond between the College community and indigenous Australians.

The indigenous education program is the result of a relationship between The Geelong College and Shalom Christian College in Townsville that has seen more than 250 College students and staff travel to Shalom and 40 Shalom students and staff visit Geelong over the past 10 years.

In April, eight students from Shalom visited the College as part of the program, and with the support of the Geelong Football Club, were joined by an additional four students from Gove in Arnhem Land and Groote in the Gulf of Carpentaria.

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Arriving during the Year 10 Fulfilling Lives week, the indigenous students participated in some of the activities of the Community and Cultural program that was being held at Mokborree, the College’s Otways Campus, where the visiting students were staying during their time in Geelong. Students also took part in classes at the College, including an art class where they were able to teach our students about their traditional art, played in College sports teams, participated in football skills sessions run by Geelong Football Club players and attended a learnto-surf lesson at Jan Juc. The Geelong College’s Spiritual and Community Outreach Coordinator, Mr David Curnow, said the program has gone from strength to strength and is now being supported by other local organisations and businesses.

“The indigenous program focuses on building relationships and developing cultural understanding and it is really

pleasing to see other local enterprises jumping on board and supporting the program,” Mr Curnow said.

“Up-and-coming Cats star, Nathan Djerrkura, played a big role in this year's program and was able to work with the Football Club to include some of his family members from Gove and Groote in the program. Nathan is a great role model and the students really enjoyed having him around during their time here.”

“With support from organisations such as the Geelong Football Club, Quiksilver, the Uniting Church, Narana Creations and the Narana Aboriginal and Torres Strait Island Congress, we have been able to take the program to the next level and will continue to build on this in the coming years,” he said A highlight of each year’s program was the surfing lesson, sponsored by the Quiksilver Foundation. The Quiksilver Foundation has supported the College’s indigenous program for the past eight years, and this year, was

Back: T he Geelong College students Sam Griffiths, Luke Hoey and Harrison Mann; Gove student Marradakthun Marika, and Anthony Hume from the Indigenous Surfrider Foundation Front: Shalom student Danny Anau and Quiksilver team rider Dale Richards. able to organise for Dale Richards, Quiksilver team rider, to fly from Queensland to Geelong to take part in the surfing afternoon and teach the students some surfing basics.

Mr Curnow said having Dale on board was an exciting addition to the 2010 program and helps the College to further promote the program, both to our own students, the visiting indigenous students and the wider community.

“Dale is a very inspirational role model for

young people, being the first ever indigenous surfer to advance to the main round of an elite world surfing tour event. His achievements in the surfing arena are phenomenal and he has many more years of surfing left in him to achieve more,” Mr Curnow said.

Students and staff from The Geelong College will travel to Shalom in Term 3, from 3 to 10 September.

e c n e i r e p x E e m o s e w A n A

is like down south. erience and seeing what life exp the d oye enj y the said Danny, a lot cooler Shalom students, Noelan and lot dif ferent for me – it’s so coming to Geelong is a ne, sba Bri as far as n “I have only been dow Noelan said.

I played a game of BFL than what I am used to,” “The experience was great. e in their U18s side and hav football with Modewarre g new kin ma and ing see ht sig been loving the beaches, friends,” he said. g new friends had been a Danny agreed that makin that all the students really highlight of the trip, and sur f lesson. enjoyed taking par t in the before so it was great to “I have never been surfing hards be involved. The trip learn and to have Dale Ric erience and we have been has been a really good exp e. classes here at the Colleg able to take par t in some g win sho Drama class and I really liked watching the ny said. of our traditional art,” Dan e som ts den the Geelong stu lly liked seeing all the been great and I have rea “The sports program has friends too who I never urne. I have made some new sites in Geelong and Melbo d. n for the program,” he sai uld have met if it hadn’t bee wo Danny and Noelan Above: Shalom students,

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AD ASTRA JUNE 2010

r i e h t f o p i r The T

s e v i L g Fulfillin

es students ol curriculum that tak t of the Senior Scho gh of personal hli a hig are an in students and reflection 10 ry ve ar Ye co of dis er of mb ey rn nu a ge, on a jou Each year at the Colle ever experience any other they will e interest. lik un ps tri in one of seven ng on rsi rk emba able to participate two weeks imme d re an we e s on nt n de ee stu tw , be 10 In 20 g Lives programs at again. They spend ote communities th international Fulfillin d rem an e of re tat ltu ers cu int e th al, loc Australia, Borneo, e in these themselves in ging trips to Central ve heard of. They liv an ha ch r ve life ne ing near uld lud wo inc le at many peop e for granted d Bundanon program d Tanna; the Ar t an ings that we may tak an th Diversity d ere an ral ail wh ltu Th es Cu iti d is un an rld comm the outside wo mmunity Action to Co e ss th ce d ac an d an W; , NS ies , Sydney held locally. Some to local home can be luxur e program which are and sleep according Lif dy for stu , Fit d ink an dr cuss t, am ea gr pro d values and minimal. They nces below, and dis their own beliefs an share their experie s on nt t de ec stu refl e . . ey th es ed Th of liv fill s. ure tradition ey come back ful es will shape their fut those of others. Th how these experienc am gr learn to understand pro h ac tre ou r of the College’s large These trips are part ling Lives is a lfil Fu es.

Liv g lin lfil Fu for Year 10 students,

eo Hello from Born nture eo wa s an adve Our trip to Born ying to nish. After fl from start to fi t six en airport, we sp the small local le and ng ju ick through th hours driving ver ugh a shallow ri then waded thro rst fi the village. At to finally reach t as en em to see the settl I wa s shocked r ve we ho l, and smal it wa s very old tiful au be e th by ghed this wa s outwei looking y. I wa s really er en sc d an river ning ar le s, ing the local forward to meet w ne ng yi tr re and about their cultu ies. ac lic de d foods an flowing to have a fa st We were lucky d it meant we coul river nearby as is regularly. It clean our clothes ing can miss a wa sh u yo amazing that

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ing machine, someth d te an gr r I take fo I . me ho back the really enjoyed s im sw afternoon th in the river wi d an ne yo ever with playing kickball so built children. We al ge lla the local vi which the local school bookshelves for Our g. and challengin wa s rewarding – he too ve si s so impres host fa ther wa g the in ad re by h k Englis learned to spea dictionary! and I grea t experience The trip wa s a ! d it to everyone would recommen hev Na thanial Malis

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G’ day from Tan na I always knew Tanna would be really different to Tanna is a where I live but I was so excited to le beautiful isla arn about th nd e culture an discover the d with gorgeous island. The first thing that struck tropical beac me about Tan hes na was the lack of luxu and amazing ries that we take for granted in A volcanoes. Vi ustralia. I re siting ally noticed the remotenes the volcano w s of Tanna as the highli and the inability to gh t of the trip for me communicate – I couldn’ in an instan like I do at t believe I w t so close to th home. Not be as ing able to e crater of talk to my fa one of the most active mily and fr vo lc ie nds and anoes in the tell them all world. about this am The Tanna ex azing place was really ha p erience defi rd, and I also nitely pushed me be missed my iPod! I yond my com will certainl fort zone, y never take but it is also anything for a tropical pa granted agai radise – a paradox you n, even the ‘ ba sic’things ha ve to experie lik e showers, to nce! and my bed ilets .

Emma Allen

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Greetings from Central Australia I learned so much about the indigenous people on my trip to Central Australia, and many of my preconceptions were blown away. The remoteness of the areas we travelled in made me wonder how anyone could eke out an existence from the desert. There was no visible human influence for kilometres at a time, and everything started to look the same. I was intrigued by the indigenous peoples’use of songlines to find their way around the desert; it’ s amazing how they had established these Creation stories that helped them navigate the land.

Meeting the Anangu people was a highlight of the trip. They shared their stories, culture and traditions

Hi from Tha i! up to go on the When I signed Tha iland trip, I Fulfilling Lives experience that wanted to get an at is etime – and th would la st a lif ow a kn t ’ got! I didn exactly what I ly al re s wa I t nd, bu lot about Tha ila the th wi g in ay St . excited to learn e – ity wa s extrem un mm co be ri llt Hi been ve ha I te to how the total opposi t ar st e th At life. living my whole to e g why they chos I wa s wonderin e th by ey did, but live the way th ed t I had develop si vi end of the re, ltu cu eir th r g fo an understandin und fo I y of life that customs and wa ill st I d. d respecte so interesting an Triam e though! The on ph missed my

with us and also listened to ours.

When we travelled along a songline with the Anangu people, we would finish in a place of special significance to their people. These were special moments as we were being shown places that very few outsiders have ever seen, that were full of Anangu stories, memories and culture.

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The trip showed me the great depth to indigenous culture that I hadn’ t really appreciated before.

Alan Thomas

s Udom School wa e th ma ssive and stories of the students were s amazing. It wa st mo the largest, intense school I at! have ever been that I liked t pick one thing I can’ t everything bu ip, tr most about the ribes, ts, markets, Hillt from the elephan g! I in az am s tucs wa temples and tuc and about Buddhism loved learning way ks. The whole meeting the Mon and I g in st s so intere of Tha i life wa ! t wa it to go back can’

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Rowan Baldam

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Boarders &

AD ASTRA JUNE 2010

Welcome to our inaugural Ad Astra boarding feature. Boarding plays a huge role in the life of the College and is of great interest to many current and prospective families, as well as our Old Collegians. From this edition on, we will maintain a regular boarding feature in Ad Astra to keep the College community up-to-date with our boarding program and the activities of the boarding houses.

A day in the life of.....

Greg Smith, Head of Mackie Boarding House As Head of Mackie House, Mr Greg Smith is responsible for overseeing the wellbeing of the house and everyone in it. This involves everything from staffing, establishing and enforcing house rules and running house meetings, to ensuring the physical and emotional wellbeing of the boys, organising social events and outings and liaising with parents.

As you can see, being a Head of a boarding house at The Geelong College is a ‘full on’ role, but one that is described as ‘career defining, life-changing and extremely rewarding’. Mr Smith describes his time as Mackie Head below.

“My role in Mackie House has become one of the defining aspects of my career at The Geelong College, indeed of my working life. Boarding is not so much something that I chose; rather it chose me.

I first started working at Mackie in 1994 as a supervising tutor, taking on the role of Head in 2004. Every day in Mackie is different, with new challenges and opportunities presenting themselves constantly. My duties as Head spread across the entire boarding process, from taking prospective families on tours of the boarding house and ensuring the pastoral care of the boys, to organising and farewelling our Year 12 boarders at the end of year Mackie Valedictory dinner.

As Head of Mackie, I have been lucky to witness something of a renaissance in boarding at the College. The school has re-committed to boarding as an integral part of its offering and set out to ‘renovate’ boarding from the ground up. This has ultimately led to renewed enrolments and, I believe, a renewed sense of purpose in the boarding community.

Boarding offers an opportunity to make a difference, and during my time at Mackie I have discovered that this is a two-way street. Obviously I believe that boarding can be a very worthwhile, even life-changing, experience for a boy.

I would be a poor Head of House if this were not the case. Imbibing the value of community living, tolerance and compromise, learning independence and resilience, and making lifelong friends through sharing a unique experience, are all invaluable preparations for life. Yet these lessons are not only there for the boys; they have been mine also. Every day I learn something new about human nature, the highs, lows and myriad shades of grey in between, mine as well as that of the boys in my care.

I’m proud to be a part of boarding at the College. It is something valuable and important. It is an organic, living, growing institution. If the goal of education is to ‘know thyself’, and if life is one long learning trajectory, then mine has been enriched by the many people with whom I have been able to work through my involvement in boarding; boys, parents and staff alike.”

Did you know....

Some famous Australians have called the College boarding houses home, including the first VFL/AFL Brownlow Medallist Mr Edward ‘Carji’ Greeves and Nobel Laureate Sir Frank ‘Macfarlane’ Burnet.

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Crossing boarders...

Our current boarders come from 15 countries including Australia, Austria, China, Germany, Hong Kong, India, Indonesia, Japan, Malaysia, Peru, Singapore, Taiwan, Thailand, United Arab Emirates and the United States of America.

Above: Year 9 Mossgiel boarders in costume for the Years 9 and 10 Social which was held in February

Marvellous Mackie!

In 2009, Year 12 Mackie boarders were the recipients of a number of academic and sporting awards and prizes and held many key positions in the school, including: Football Captain - Boys’ Tennis Captain - Boys’ Water Polo, Soccer and Basketball Vice-Captains - a School Prefect - four Day House Prefects - two SRC members – an actor of considerable merit in the Year 12 and School Productions - one School Honour Award - eight School Colour Awards - 29 Day House Colour Awards - the Accounting Prize - the Maths Methods Prize - the Specialist Maths Prize - the English Prize - two Year 12 Merit Award Prizes - 12 Merits in Year 12 subjects - The Alexander and John Coto Prize for all round academic excellence All that from a pool of just 16 Year 12 boarders!

Beyond...

My Mossgiel

By Sophie Trescowthick, Year 11 Where are you from: Holbrook, NSW. How long have you been boarding at the College: This is my third year boarding at The Geelong College.

Did you find it easy to settle into boarding life: Yes, it was really easy to settle in. The older girls really look after you as they knew what you were going through - leaving home and coming

Above: Some of the Mossgiel residents enjoying the International students lunch which was held in Term 1.

to a new place to live.

What do you like most about boarding: I like the fact that boarding helps you to make a lot of friends in different Year levels throughout the school and from different places, not only in Australia, but from all over the world.

What do you like most about Geelong: I like the location of Geelong – it is close to everything.

What is the best boarding activity you have participated in: I really enjoy the yearly trip to Lorne. It’s good to just relax on the beach with everyone, and also it takes place at the start of the year so you meet a lot of the new girls.

What is your favourite subject at school: English, Drama and Legal Studies.

What do you want to do when you finish school: I am interested in doing Public Relations or Journalism.

What advice do you have for other young people considering boarding: Go for it! It’s a lot of fun and a great opportunity to learn new things, meet people and make great friends. You also learn to be more independent.

My Mackie

By Lachlan Morrison, Year 12

Above: The Mackie football team photo, taken on the Boarders’ Weekend in May

Above: The Mossgiel girls enjoyed a game of soccer over the Boarders’ weekend in May

Where are you from: Teesdale, Victoria.

How long have you been boarding at the College: I have been boarding at the College for two years.

Did you find it easy to settle into boarding life: Yes it was very easy. Everyone was extremely helpful in getting me settled.

What do you like most about boarding: The convenience of living at school. It makes it so much easier for sport and also school work, with tutors in at the boarding houses regularly. You are also living with your mates so it's a lot of fun.

What do you like most about Geelong: Geelong is a really laid back place. It's a city, but it’s also quite local. It’s not often that you would walk down the street and not see someone you know.

What is the best boarding activity you have participated in: Earlier this year both boarding houses went to see Jersey Boys in Melbourne. Despite everyone's preconceived doubts on the show, everyone walked out raving about the musical!

What is your favourite subject at school: English. It's the one subject where I feel I can really express myself through my writing.

What do you want to do when you finish school: I’m not entirely sure but I am leaning towards a career in the media. I want to go to Melbourne University and stay in Queen's College.

What advice do you have for other young people considering boarding: Do it. It's a great experience that you won’t regret. You make so many new mates from all Year levels that you never thought you would.

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STUDENT AND CO 1. Students and staff at the Preparatory School and Senior School formed a giant letter ‘H’ in support of the College’s Haiti fundraiser on Wednesday 10 February, which raised $22,000 for the appeal 2. Senior School students explored the natural wonders of New Zealand on the Volcanoes and Glaciers trip over the Term 1 break.

3. The Middle School House Swimming Sports were held on 18 and 19 March at the Senior School pool. Pegasus House was the overall winner of the Upper Primary division and Bellerophon took out the Years 7 and 8 division.

4. In Term 1, 136 Year 7 students attended the Novval Centre in Halls Gap for their Camp. The camp promotes connection and the development of friendships.

Students participated in walks, music workshops, a rock climb and team building exercises.

5. Year 3 students celebrated Indonesian culture on 25 March, sharing their learning through Batik art, Angklung music, Wayang theatre, traditional cooking, marble games and mask making.

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5 8 6. The Senior School aerobics room went "Hollywood" on Friday 26 February as Years 9 and 10 students dressed up as movie characters for their social.

7. ELC 3 children enjoyed a visit to the Outback Miniature Farm in Moolap on 12 May.

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8. The College entered a male and female team into the Surf Leagues this year which were held at Ocean Grove. The State Finals took place on 11 March with the College’s boys’ team finishing 3rd.

9. ELC 4 students get up close and personal with their class pet, Bluey the Bluetongue Lizard.

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10. Y ear 1 students Chase Probert and Brooke Rochow made a splash at the Campbell House Years 1 to 3 Swimming Program in Term 1.

11. Year 12 Theatre Studies students performed Tom Stoppard’s Dirty Linen in the Keith Humble Centre Auditorium from Thursday 11 to Saturday 13 March.

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12. Senior School students attended an ANZAC Day service in the Cloisters on Friday 23 April. Petty Officer Robert McKeown spoke to students about the Navy’s involvement in Gallipoli.

13. Year 2 students visited Narana Creations on Friday 5 March to learn about Aboriginal culture.

Students had hands-on lessons in Aboriginal art and dance, boomerang throwing and learned about traditional hunting methods.

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14. Middle School students watch as visiting pavement artist, Ulla Taylor, creates one of her perspective chalk murals in the quadrangle on 30 April.

16. Students in Years 4 to 8 were entertained by awardwinning poet, Steven Herrick, when he visited the school on Thursday 25 February.

15. On Wednesday 17 March, 35 students and 3 staff members from the Middle School took part in National Ride2School Day.

17. In a show better than the Melbourne Cup, ELC students donned their amazing hat creations at the Mad Hatter’s Tea Party held in the Preparatory School grounds on Thursday 25 March.

18. The Senior School held its House Music competition on the last day of Term 1, with McArthur House taking out the top honours.

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AD ASTRA JUNE 2010

Community Events Boarders’ Welcome Evening

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Sunday 31 January 2010

1. Alexa & Lisa Bedford and Wendy Couch.

2. Fred Chai, Edwin Lau and Julie Jeffreys 3. Principal, Dr Pauline Turner, welcomes guests in The Cloisters.

4. Mossgiel Captain, Marina Farmer and Vice-Captain Lily Chirnside 5. Jenny & Edwin Kennon, Dr Pauline Turner and Guiltermina Ulloa

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End of Season Rowing Dinner Monday 22 March 2010

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1. Georgia Ratcliffe, Emily Carr, Russell George and Trent Sullivan 2. Simon and Margot Williams, Deb Mann, Neil Fletcher and Stuart Monotti 3. David Lethbridge, Marg White, Margaret Lethbridge and Alan Darker 4. Taanya Widdicombe and Andrew Cleary 5. Lousie Bourke, Deb Cleary, Jill and Robert Kvant

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Wurlitzer Organ Launch

Boarders’ Tennis Day Sunday 14 February 2010

1. Emira Rosyada, Laura Jelfs, Demi Della-Porta and Claire Arundell 2. Back: Harriet Fraser, Johnathan Waterhouse, Lachie Morrison Front: Daniel Vandepol, Ross Wettenhall, George Cameron, Andy Wettenhall and Jordon McFadden 3. Laura Jelfs, Maddie Leonard, Robyn Leonard & Dr Pauline Turner 4. John Walmsely, Ally Small, Felicity Walmsley, Sophie Walmsley, and Andrew, Claire, Janine and Will Morrison

Tuesday 18 May 2010

1. Back row: Keith Fagg, Bert Fagg, Peter Fagg, Barry Fagg Front row: Rosalind Hill and Ruth Fagg 2. Organist, Mr Tony Fenelon OAM 3. The restoration team, Neville Smith, Julien Arnold and Neil Hantro with Tony Fenelon 4. Ruth Fagg, Tony Fenelon, Alan Glover, Dr Pauline Turner and Bert Fagg 5. Julien Arnold, Neville Smith, Tony Fenelon, Neil Hunter, Alan Glover, John McLennan and Bert Fagg

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Summer Sports Dinner Thursday 25 March 2010

1. Michael Vines, Andrew Cameron, Graeme Chisholm and Phil Harrison 2. Graham Conn and Jane Taylor 3. Susan and Gary Wishart 4. Roxanne, Hugo and Chris Steinfort 5. Over 200 guest attended the 2010 Summer Sports Dinner

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AD ASTRA JUNE 2010

Parent support groups: in focus In the last edition of Ad Astra we took a closer look at the Senior School Parents’ Association (SSPA) and the Preparatory School Parents’ Association (PSPA) to get a better insight into how they contribute to College life.

With the school year well under way these groups have already hosted welcome drinks at the Senior School and Preparatory School and the Campbell house and ELC Welcome BBQ. Year level dinners commenced on Friday 19 February when the SSPA hosted the Year 9 Parents’ Dinner and Heads of Houses, staff and the PSPA hosted the Year 7 Parents’ Dinner on Friday 19 March.

The SSPA and the PSPA meet 6 times a year, with SSPA meetings usually held on a Monday evening and the PSPA meetings held on a Friday morning.

Dates of all the meetings are recorded in the school calendar.

We are keen to hear from parents who would like to get involved in these very important support groups, either as a volunteer or committee member. If you are interested and want to know more, please contact either committee President: David McGowan, President, SSPA (0412) 258 451 Lynne Gorell, President, PSPA (0408) 800 589

SSPA Annual Raffle The SSPA will be holding their annual fundraising raffle during Term 3. All monies raised will be used to improve facilities and purchase equipment for the benefit of the school community. First prize is the cost of a term fee for students valued at approximately $4500. Second prize is a $1000 College voucher and Third prize is a $500 College voucher. Second and Third prizes can be offset against any costs associated with College education, including but not limited to tuition, laptop, music, sport, uniform shop and excursions.

Further details will be sent to current College families at the beginning of Term 3.

PSPA Fashion Parade

The Geelong College Preparatory School Parents’ Association invites you to

Fashionista 2010

When: Wednesday 8 September 2010, 7.00pm – 9.00pm Where: Geelong City Motors, 1 Settlement Road Belmont Cost: $30.00 per person (includes champagne, wine, beer, mineral water, canapés and door prizes) Enquiries: Lynda Stewart 0419 108 870 or Lynne Gorell 0408 800 589 Tickets will be available through your class representative (details listed on Parent Net) Further details will be sent to current College families at the beginning of Term 3.

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Year 7 Parents’ Dinner Friday 19 March 2010

1. Annie and Andrew Coles, Robert and Michelle Horvat 2. Clifford and Dr Pauline Turner, Regina Miller and Peter Buykx, Julian Carroll 3. Andrew and Jane Sefton, Tina and Dave Kay 4. Grant and Sharon Blake, Lynette Kent and Phillip Spark 5. Catriona Pendrigh and David Unkenstein, Maxyne and Kevin Dalton

Middle School Parents’ Welcome Evening Tuesday 9 February 2010

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1. Loredana Boyd, Dr Pauline Turner, Lynne Gorrell

4. Tim and Jodie Fincham

2. Anne and Andrew Coles, Sarah and John Porter

5. Ann and Rod Slattery and Melinda Kininmonth

3. Stacey and Dale Goninon and Ann and David Osborne

6. Peter Duffield and John Russell

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ELC & Campbell House Parents’ Welcome Evening Friday 12 February 2010

1. Simon Daw, Quinn Nadorp-Daw and Sarah Nadorp-Daw, Ros Molyneux and Carli Roulston Mitchell

4. Melanie Middleton, Alison Gray and Julie Gorrell

2. Jason Gray, Christopher Burrell, Jim Riordan, Ruby Riordan and Robert Trethewey

6. Chris Dinneen and Ian Royce

5. Stan Corner, Liz and Steve Roffey and Mel Corner

3. Justine Phung, Lisa Norton, Linda Robinson and Jude Moorfoot

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Year 9 Parents’ Dinner Friday 19 February 2010

1. Sam Callan, Tim Forshaw and Dave Callan 2. Mark and Janne Casey and Tanya and Daryl Speakman 3. Stuart Baker, Dr Pauline Turner, Sharyn Baker and Peter Murrihy 4. Kate and Brendan Kelly and Dee Johnson 5. Katrina Spinazzola, Deidre and Charles Castles and Anthony Spinazzola

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Senior School Parents’ Welcome Evening Monday 1 February 2010

1. Lyn George and Sara and Stuart Peace

5. Robyn Leonard, Daniel Mahon and Penny Jelfs

2. Stewart and Linda Humphries and Tony Wynhoven

6. Mandy and Mike Hughes and Craig and Susan Scott

3. John Waterhouse, Deborah Mann, Stuart Monotti and Mal Odam 4. Hugh McKindlay, Pam Macdonald, Dr Pauline Turner, Deb Chirnside, Jane McKindlay and Scott Macdonald

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AD ASTRA JUNE 2010

In search of

Rebecca Greenwood The Yorkshire town of Haworth is known worldwide as home to the Bronte family, but romantic literature was not its only creation. It also harboured the roots of Rebecca Greenwood, wife of founding College Principal, George Morrison. Con Lannan explores: Who was Rebecca Greenwood?

Known simply as Mrs Morrison to generations of students, Rebecca Greenwood played a vital, though little advertised role, in the evolution of The Geelong College. She guided the boarding and domestic establishment that underpinned the operations of the School.

George Redmond in the 1911 Jubilee History of the College said of Rebecca: “She always took a vivid interest in the boys at the College, and her marvellous memory for names and faces lent a great deal of charm to the visits of old boys, who came back expecting to find themselves forgotten, only to learn that Mrs Morrison remembered them and many little incidents of their school careers. When the old boys came homing back every year, Mrs Morrison used to hold an informal levee, which was always one of the most pleasurable of the reunion functions.”

Above: Rebecca Greenwood (photo courtesy of David Morrison)

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Despite receiving only three slight mentions in the College’s Centenary History, of all the family of Morrisons, hers was the longest association with the school, spanning almost 50 years from 1861 to 1909. Even after the transfer of the school to the Presbyterian Church, the tragic death of her son Charles Norman in 1909, and her subsequent move to Melbourne, she remained an ardently interested background figure.

Born in the east coast port of Kingston Upon Hull in Yorkshire on 8 April 1837, and baptised at the Fish St Independent Church on 22 June 1837, Rebecca spent her teenage years growing up in the small village of Crosby Garrett in Westmoreland on the edge of the Lakes District. The family moved there from Hull sometime between 1842 and 1845. Rebecca’s mother, Jane Irving, had married John Richardson Greenwood (1806-1874), merchant, at Holy Trinity Church, Hull on 21 April 1836, just a year before Rebecca’s birth.

The family later moved to Dollar in Clackmannanshire, Scotland, but after the death of her mother there in 1860, the family’s cohesiveness collapsed. Rebecca was to become the unifying force for the younger members of her family.

Rebecca’s father, John Richardson Greenwood, is a shadowy and unresolved character. He was variously described as a merchant’s clerk, merchant, farmer and annuitant. He died, aged 67, on 7 March 1874 in Oxenhope near Haworth and close to the house of his half brother, William Greenwood Jnr (1800-1893). He was buried in an unmarked grave at Keighley.

Rebecca’s grandfather, George Greenwood (1774-1856), a merchant and shipping agent in Hull, had retired to Mossgill House, Crosby Garrett to become a lay Baptist preacher of considerable ability.

His birthplace, Haworth, on the edge of the Yorkshire Pennine Moors was the focus of the Greenwood mill owning family. The various branches of this Greenwood family, who all trace their origins back to John Greenwood (1661-1738) of Bridgehouse, are recorded as owning over 30 textile and corn mills throughout West Yorkshire and Lancashire from the 1780s. Among them was the builder of Knowle House, Keighley. It was possibly Rebecca’s uncle however, William Greenwood Jnr, who, of her other relatives, was of interest.

Despite his own Baptist convictions, William Greenwood Jnr became acquainted with the Anglican Perpetual Curate, Patrick Bronte (1777-1861), who invited Greenwood’s election to be churchwarden as a vicar’s warden of the Established Church at Haworth in 1843 and 1845. One story suggests that this was part of Bronte’s attempts to secure funding for the rebuilding of the church tower.

The Brontes were visitors to the Greenwood home and William Greenwood is thought to be the Baptist friend Patrick once mentioned as living in Haworth.

This page: Main Street, Haworth

(Copyright DS Pugh)

Insert Left: George Ernest Morrison in China.

Insert Right: Charlotte Bronte

(courtesy of the University of Texas Libraries)

Sarah Greenwood (1811-1893), Rebecca’s aunt, lived with William from about 1854 and a surviving letter from Charlotte Bronte thanks Sarah for lending Charlotte a copy of ‘The Value of Health’ by Mrs Ellis.

While it is improbable that the teenage Rebecca met the Brontes, the Bronte’s literary success would no doubt have been closely observed as their identities became known to the reading public. Perhaps the nineteenth century romanticism was to help inspire Rebecca’s voyage across the world to marry George Morrison!

One hundred and fifty years ago in 1859, a brief four-line marriage notice in Melbourne’s Argus newspaper announced the marriage, on the 7 December ‘of George Morrison, Esq MA, Principal of the National Grammar School, Geelong, to Rebecca, eldest daughter of J Greenwood, Esq, of Dollar, Scotland’. Together, the Morrisons were to have eight children - five sons and three daughters. Rebecca died at South Yarra in March, 1932 – three of her sons Charles Norman, George Ernest and Arthur Robertson Morrison having predeceased her.

The death in 1860 of Rebecca’s mother Jane, divided the family.

Her younger sister Mary (1842-1947) later emigrated to Australia, and became the Morrison’s housekeeper at the school. She lived with Rebecca at Toorak and died at Mordialloc at ‘the grand old age of 105’. Arthur (1848-1928), came to Australia in 1861, becoming one of George Morrison’s foundation year students. He became president of the Old Collegians Association in 1913. He married, but had no children. Frederick (1845-1913), trained as a doctor and was recorded staying with his uncle William at Old Oxenhope in 1871. In 1880 he moved to Brampton near Chesterfield in Derbyshire and became a corn merchant. He died at Brampton in 1913. William Irving Greenwood (1850-1862), Rebecca’s youngest brother and the baby of the family, died in Hull.

No account of Rebecca’s father, John Richardson Greenwood in Dollar, Scotland has been found and he remains an enigma. Perhaps he visited Australia in his later years. It would be reassuring to think so. In February 1870, only a few months before the Morrisons bought their Newtown Hill property and commenced building their new and expensive school, a John R Greenwood age 63 arrived in Melbourne aboard the ship True Briton. Was this Rebecca’s father finally, in his declining years, re-uniting with his daughter and re-establishing contact with his own family, now prosperously settled in Australia?

Note: Rebecca Greenwood’s aunt, Deborah, married William Fawcett, a Baptist minister, in 1851. Deborah’s step-granddaughter was destined to re-enter the lives of the Morrisons many years later. Rebecca’s son George Ernest ‘Chinese’ Morrison appointed James Frederick Greenwood as guardian of his three sons should his widow die young.

Unfortunately, this occurred when his wife, Jennie, died in 1923, soon after George Ernest’s death in 1920. As an aged bachelor, James regarded himself as totally unsuitable to be a guardian and their cousin, Cecily Deborah Fawcett took on the role. ‘Chinese’ Morrison’s last surviving son, Alistair Gwynne Morrison (1915-2009), died in Canberra in August, 2009.

Acknowledgements The Geelong College gratefully acknowledges the extensive support and comprehensive research of Robin Greenwood and David Morecombe (descendants respectively of the Greenwood and Irving families), assisted by David Morrison, a great grandson of George Morrison.

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AD ASTRA JUNE 2010

Snowsports The Snowsports season is upon us and we wish the College’s 2010 team the best of luck.

Due to an omission in the 2009 Pegasus magazine, we would like to take this opportunity to acknowledge the successful season had by the 2009 Snowsports team and the outstanding results achieved at the Victorian Interschool’s Championships held at Mt Bulla in August 2009.

Congratulations to Mollie Fernandez, Matthew Golightly, Will Golightly, Sam Griffiths, Hailey Holloway, Saskia Holloway, Laine Orchard, Hannah Welleman, Harry Welleman and Tom Welleman, with special mention going to: 1. Mollie Fernandez (Year 5): 1st place in the Snowboard X, 6th place in the Snowboard Giant Slalom. Placed 3rd in the Snowboard Slalom and 4th in the Snowboard X at the Nationals.

2. Hailey Holloway (Year 7): 1st place in the Skier X and 2nd place in Skier X team with Saskia Holloway (Year 8). Both girls went on to the Nationals, placing 10th in the team event and Hailey placing 4th in the individual race.

3. Matthew Golightly (Year 11): Selected for the Nationals in Moguls and placed 13th in his event.

Mollie Fernandez

Matthew Golightly

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Saskia Holloway, Julian Carroll and Hailey Holloway

The 2009 Snowsports team

The Geelong College Foundation It’s a Matter of Timing It is worthwhile considering where The Geelong College Foundation fits among the large number of bodies which support The Geelong College. Anyone in close contact with the school will know that there is an amazing range of support groups which operate within the school community. There are Parent Associations at the Preparatory School and Senior School, and active parents’ support group in most sports and a dedicated committee that organises the biannual College Carnival. It is pleasing that these groups are growing to support many of the cultural activities within the school. We also have an Annual Giving program targeted at the broader College community.

Each support group has a fundraising aspect to some extent, however I don’t think it is unfair to say that the focus of this fundraising is the provision of short term benefits to the school or a particular group of students. Be it improved equipment for the school’s musicians or an overseas trip for our cricketers, funds are generally raised and directed to the immediate benefit of current students. Indeed both the funds generated by the Annual Giving program and the College Carnival form part of discretionary funds available to the Principal to undertake works currently needed throughout the school.

The Geelong College Foundation, however, operates in two distinct time frames. Our current policy is that 50% of our annual operating surplus is made available to the school to meet current needs. In 2009, the Foundation provided $67,025 for scholarships, $100,000 for the oval upgrade program and $20,000 for the Otways Mokborree Campus.

In addition we fund the Annual Giving Program and sponsor the Annual Foundation Concert.

The key difference with the Foundation is that at the same time we have our eyes on a much longer timeframe. The remaining 50% of our operating surplus and the capital growth of our asset base is used to grow the corpus or accumulated funds of the Foundation. This growth is aimed at developing the College over a much longer timeframe. From time to time, the Foundation will be a key supporter of major building programs such as the Recreation Centre and the Keith Humble Centre for Music and the Performing Arts at the Senior School.

These longer timeframes were pivotal in the Foundation’s selection of two major projects in 2009. The first was the acquisition of 160ha of land 2km west of the Geelong Ring Road on the Hamilton Highway. While this is predominantly an investment for the Foundation, could it ever be a site for school based activities? The Council have formed a working group to look at this possibility from a strategic perspective. The second project was the formation of the Morrison Society as a focus for people who have advised the Foundation that they have made a bequest to the College or the Foundation in their wills. The timing of any bequest being received is unknown so the development of this bequest society is a long term development of financial support for the College.

We trust that supporters of the school will see the benefit of supporting the Foundation and its split timeframes. The reality is that current fees do not pay for the physical facilities enjoyed by the current students and staff. These facilities are the result of generations of College supporters who have understood that part of the support for The Geelong College must have a long term time horizon. This long term time frame is exactly the role The Geelong College Foundation wants to fill. We welcome your consideration and support.

Michael Betts President, The Geelong College Foundation

Geelong Collegians at the Second World War and Subsequent Conflicts Available for purchase in July 2010, this publication is a companion volume to Geelong Collegians at the Great War (and the Anglo-Boer War), published in 2007. It is handsomely produced in hardback, 812 pages (185 x 260mm) with many illustrations. It has been compiled and edited by James Affleck, himself an Old Geelong Grammarian but a very good friend of the College. The book forms a comprehensive record of the service of OGCs in World War Two, and later, in Korea, Malaya, Indonesia, Vietnam, Iraq, Afghanistan and East Timor. It also includes the names of some who were inadvertently omitted from the earlier book. The book will be sold for $75.00 and copies can be reserved by contacting the Community Relations Department on 5226 3779.

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AD ASTRA

DECEMBER 2009

THE OLD GEELONG COLLEGIANS’ ASSOCIATION

From the President

Welcome to the first edition of Ad Astra for 2010. It seems like only yesterday that we were embarking on our new year of events and already June is here. As with every year, our calendar of events for 2010 is very busy.

A quick update on your committee make up: Chris Crawford (OGC 1973), who has been our Senior Vice President for some years, has decided to resign his position. I want to thank Chris for his hard work and his council over this time. Bridgette Kelly (OGC 1997) has been elected to the role. Bridgette brings a fresh approach to our Executive Committee and I take this opportunity to welcome her to the position.

Next year sees the school celebrate its sesquicentenary. The Old Collegians will play an important role in this year of celebration.

The details of our involvement are yet to be finalised, but I can say it will be very exciting.

As far as our functions calendar is concerned, we started the year off with our 2009 School Leavers' Function in February. This event is one of the real highlights of the year. We

welcomed over 150 “new” Old Collegians and honoured them with life memberships. This ensures the continued, healthy growth of our organisation. The Head of Schoolgirls’ Rowing Regatta followed on Sunday 14 March on the Barwon River. The Albert Bell Club and Old Collegians helped celebrate this great day by hosting a marquee event on the south bank.

This is the third year we have been involved with this event and we are pleased to see it growing each year. As many would know, the Albert Bell Club has supported rowing at the College for many years and it is wonderful to see the two organisations come together to encourage our rowing students.

March 2010 saw the 25th Annual TGC v GGS Golf Day. Once again, a great day was had by all with one of our long time committee members, David Jarman (OGC 1955) taking out the individual College event. Unfortunately, the Old Grammarians got up this year, but I’m sure we will rectify this next year!

To date, we have hosted the 10 Year Out Reunion and the 40 Year Reunion. Both events were very well attended and I know

that the past students who attended enjoyed themselves immensely.

In April, the school held its annual Careers Night for Year 10 students and it was pleasing to note the involvement of many old collegians assisting students on their path to career choices. For those who helped on the night, it was a most rewarding experience.

On 1 May the OGS Football Club held the first of their Pivot Lunches for the year. This event also celebrated the 1990 and 2005 premierships. Representatives of the OGCA Committee attended this event and were pleased to see so many past students involved with the club. Many ideas were thrown around during the day regarding ways of getting more Old Collegians involved with the OGS. So, many things are happening with our Old Collegians organisation. Please keep your eye out for any events that might interest you!

Jim Marendaz (OGC 1972) President – Old Geelong Collegians’ Association

New Members Sarah Agosta Rebecca Amezdroz Ross Anderson Carmen Ao Christopher Atkinson Stephanie Babiolakis Tania Babiolakis Sam Baird Isaac Baker Sheridan Banner Milly Barton-Thomas Sebastian Bellew Daniel Berton Laura Beveridge Ruth Blair Mary Bradshaw Sam Brimacombe

Lewis Broad Zachary Buggy Sonia Campanaro Rebecca Carman Gus Carmichael Alexander Carr Luke Chaffey Margot Champion Shaun Colebrook Isobelle Cooke Coco Cover Eliza Curnow Olivia Dalton Tom Darley Thomas Davey Michael Douglas Sissy Dunn

Mitchell Dye Brittany Elliott Julian Fabbian Nicole Filling Merryn Fletcher Harrison Foott Alexander Gervis David Goodridge Oliver Grinter Cassandra Haines Rachel Harris Xavier Hatch Joshua Hay Sophie Hayes Alan He Francesca Henricus Rhys Hocking

Katherine Holding Pui Ee Hor Daniel Howard Georgia Hunt Edward Jarvis Joelan Jeffreys Henry Johnstone Michael Jones Fletcher Kelly Rowan Kelly Lauren Kemp Baden Kerambrun Kate Kittelty Jessie Knott Nicholas Kovacev Caitlin Lamont Ayrlie Lane

Loren Lane Christopher Lau Natasha Lau Chloe Lee Blake Leeman Harley Lewis Nicola Luppino Jessica Mackay Laura Malishev Elliott Mann Nathan Maxwell Sophie McCorkell Tom McDonald Cavelle McKenzie Stephanie McKenzie Matthew McLean Sam McLean

Teak McPadden Annie Middlemiss Thomas Molyneux Alice Morgan Frankie Mullaly Alexandra Murphy Edoardo Neerhut Laura Nielsen Tom Perkins Sebastian Phillips Belinda Pollard Ackhim Poon Phoebe Potter James Rho Jack Richardson Alex Rollo Luci Ross

Bernie Rossiter Bridey Sanders James Sandri Georgia Scott Zoe Seccull Angus Seller Harry Seward Monique Sherriff Rhian Shinners Harry Simons Ella Simson Christopher Skoglund Lucinda Sloan Morgan Smith Christopher Song Dylan Spence Laura Stekelenburg

Ginnie Stevens William Stevenson Alex Stewart Luke Storey Benjamin Sturm Tom Summers Tristan Tan Stephanie Taylor Alex Telegin Darcy Thomson Dominic Tigani Jordan Timms Daniel Tomkins Penelope Took Emily Trethowan Peta Veanes Jonathon Wade

OGCA Event Dates 17 July OGCA/OGS After Match Drinks (Como Park) 6 Aug OGCA Mildura Reunion

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14 Aug OGCA 30 Year Reunion 15 Oct OGCA Staff Cocktail Party

19 Oct OGCA AGM 5 Nov OGCA 20 Year Out Reunion

Senney Wang Georgina Webster David Wescott Floyd Westman Miranda Williams James Wilson Hamish Wishart Georgia Witham Emma Woolman Jeff Yeung Tom Young Sarah Zemp

THE OLD GEELONG COLLEGIANS’ ASSOCIATION

The sinking of the HMAS Armidale in 1942 resulted in the highest loss of life for any corvette in the Second World War, with only 49 of the 149 men on board surviving the ordeal. Old Geelong Collegian, Lt Col Jack Warwick Callander (OGC 1935), was one of the survivors who lived to tell his miraculous story of bravery, sacrifice and endurance.

Lt Col Callander was a boarder at the College from 1935 to 1938. He was an all-round sportsman during his time at the College, playing in the 1st XI Cricket team and 1st XVIII Football team, receiving honours and school colour awards in both. He was also a member of numerous sporting and curriculum committees.

Upon graduating from the College, Jack worked in the banking industry prior to joining the army in 1941. After serving in the Middle East, he returned to Australia in 1942 to prepare for the expected Japanese invasion. On 29 November 1942, he was assigned to serve on the HMAS Armidale which was to leave Darwin with HMAS Castlemaine and HMAS Kuru to resupply and evacuate troops and civilians from Betano Bay on the south coast of Timor.

Armidale and Castlemaine arrived late to Betano after surviving repeated air attacks from Japanese bombers, missing their rendezvous with Kuru which had already embarked refugees and made for open water.

The two corvettes located Kuru 110km off Timor and the refugees were transferred to Castlemaine, which returned to Darwin. Kuru and Armidale were ordered to continue the operation in daylight, however came under further Japanese attacks and the Armidale was sunk.

One motorboat had survived the sinking and a makeshift raft was constructed and lashed to a badly damaged whaler. After nearly 24 hours at sea and no sign of a rescue mission, the Captain and 21 other men, many of whom were wounded, took the motorboat and headed out to sea in search of land, rowing much of the way due to a damaged motor.

After four days at sea and no word from the motorboat crew, the physical and mental effects of the sinking were beginning to show among the remaining survivors. Food was in very low supply and the survivors had begun to die from pneumonia and drowning caused by exhaustion.

The men were also fighting off multiple attacks from sharks and sea snakes. By this stage, the survivors had managed to patch up the whaler which was now the only thing floating above the ocean’s surface.

Lt Col Callander and 28 other men took the whaler and went in search of help. Rowing in relays and fashioning sails out of overalls, the men managed to travel 165 miles before being sighted by planes after three days. Twenty-seven hours later, the men saw the HMAS Kalgoorlie steaming towards them and were lifted to safety. They learned that the motorboat had been sighted the same day the men left the raft onboard the whaler, and the remaining men on the raft had also been sighted, however a plane had been unable to land due to a heavy swell. Despite an intensive air and sea search, the raft and the 27 men on board were never sighted again.

Above: Lt Col Jack Callander On recovering in hospital in Darwin, Lt Col Callander was ordered never to tell anyone where he had been or what had happened during those eight days, as the Japanese didn’t know that Allied troops were in East Timor. His unit was led to believe that he had gone AWOL. Jack soon transferred to another unit and served in New Guinea and with the occupational forces in Japan, where he was Adjutant to Lt General Sir Horace "Red Robbie" Robertson (OGC 1910). He also served in Bougainville, Morotai and later in Korea where he received a Member of the Order of the British Empire (MBE) after being badly wounded. He retired from the Australian Army in 1965.

The story of the HMAS Armidale has been documented in a book written

by Frank B Walker titled HMAS Armidale Lives On. Lt Col Callander’s son, Mr Angus Callander, presented the College with a signed copy of the book in August 2009.

Lt Col Jack Warrick Callander passed away in Western Australia in 2000.

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AD ASTRA

JUNE 2010

Order of Australia

Mr Duncan Mackenzie, OAM

Duncan Mackenzie (OGC 1955) of Stonyfell, South Australia, was awarded a Medal of the Order of Australia on 8 June 2009 for his service to the environment through Birds Australia Gluepot Reserve, and to the community.

Duncan was educated at The Geelong College from 1950 to 1956 and upon completion of his education, commenced employment at Ford Motor Company as the Manager of Systems and Data Processing. Duncan worked in the Systems and Data area for numerous employers throughout his career, while also taking on positions as a Senior Research Scientist for Australian Antarctic Research Expeditions and the Mawson Institute for Antarctic Research.

Duncan has always had a keen interest in the environment and wildlife and has been a member of Birds Australia for more than 50 years. He is involved in numerous environmental groups including Ecotourism Australia, of which he is currently Chairman, Riverland Tourism Association and the Nature Foundation of South Australia.

Duncan’s involvement with the Birds Australia Gluepot Reserve began in 1996 when he became involved in negotiations for purchase of the property. Duncan was the Secretary of the Reserve from 1997, becoming Chairman in 2000, a position he has held ever since.

Duncan said he was extremely proud of what the volunteer management committee have achieved at Gluepot, which is Australia’s

largest community-managed and operated conservation reserve.

“Gluepot Reserve is home to 18 nationally threatened species of birds, 53 species of reptiles and 12 species of bats and is one of the few areas in the world that supports such a concentration of threatened species,” Duncan said.

“The Reserve is extremely significant and is providing an international model to show that sustainable use of the landscape is both feasible and desirable. The dedicated team of volunteers come from all states of Australia, and overseas, which again demonstrates the significance and interest in what we are doing at Gluepot.”

“It is humbling and an honour to receive an OAM for a service to the community that I thoroughly enjoy and am truly passionate about,” he said.

Duncan has serviced the community in many other ways over the years, including as Chairman of the South Australia Tourism Industry Council, State Chairman of the National Technology Council, Chairman of the Child Protection Week Committee and National Association for the Prevention of Child Abuse, and International District Governor for Australia of Kiwanis International. Duncan was awarded a Pride of Australia Medal in 2007 and was the City of Burnside’s Australia Day Citizen of the Year in 2004.

Duncan has penned over 400 articles, papers and books and lectured internationally on his areas of expertise and interest. He has also received numerous awards, both nationally and internationally, for his work in these areas.

Alan Henderson (OGC 1958), commonwealth public servant, was awarded the Public Service Medal on 26 January 1998. On 26 January 2010, he was further recognized by receiving Membership of the Order of Australia ‘for continued service to public administration, particularly in the area of policy formulation and advice, and to the management of taskforces of the 2002 Commonwealth Heads of Government Meeting and the 2007 Asia-Pacific Economic Cooperation Meeting’.

Alan was a boarder at the College from 1953 to 1963. He was a School Prefect in 1963 and a member of the 1st Football XVIII of 1963, the 1st Tennis Team from 1961 to 1963 and the Tennis Captain in 1962 and 1963. He was a House Prefect in 1962 and McArthur House Captain in 1963 as well as being a member of the Debating Committee from 1961 to 1963 and its chairman in 1963. He was the recipient of a Fen and Roy Pillow Bursary, and the Gus Kearney Memorial Prize in 1963. He also won the Stanley Calvert Memorial Prize for debating that year.

Alan studied economics at Monash University, meeting his wife Charlotte at Deakin Hall. He worked at the Commonwealth Bureau of Agricultural Economics in 1967-68 and then returned to Monash to complete a Master of Economics. He rejoined the Australian Public Service in 1971 and for most of his career worked as an economic

policy adviser in the Treasury and the Department of the Prime Minister and Cabinet (PM&C). His time in Treasury was mainly involved with tax and budget policy and Commonwealth-State relations, however he also spent three years in the Australian Embassy in Tokyo and as an adviser in the office of John Kerin MP, while he was Treasurer.

During some of his time in PM&C his boss was another Old Geelong Collegian, Dr Michael Keating, AC (OGC 1953). In 1998, Alan was appointed as a Deputy Secretary in PM&C, with his responsibilities including the Australian republic referendum in 1999 and staging the Commonwealth Heads of Government Meeting in 2002. In 2002, Alan transferred to become the Deputy Secretary for Corporate Services in the Department of Defence. His early training as an Orderly Room Corporal in the College cadets was invaluable for this position which was responsible for over 5000 staff and about $15 billion of Defence assets around Australia, including Puckapunyal where he saw action with a Vickers machine gun at cadet camp in the early 1960s.

Alan’s final public service job involved a return to PM&C to head the taskforce managing the series of APEC Ministerial meetings held around Australia in 2007, culminating with the Leaders meeting in Sydney in September. Given the chaos caused in the Sydney CBD by the early arrival of President Bush to this meeting and the publicity generated by the antics of The Chasers, Alan was surprised that the Council of the Order of Australia saw fit to recognise the efforts of the APEC 2007 Taskforce!

Mr Alan Henderson, PSM, AM

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THE OLD GEELONG COLLEGIANS’ ASSOCIATION

OGS Preparation for the OGS 2010 C-Section campaign began late last year with fitness sessions being held in the lead up to the Christmas break. After resuming again in late January, the squad has steadily increased in numbers, and there have generally been between 50 and 70 players in attendance.

After narrowly escaping relegation last year, the focus of the pre-season, under senior coach Nick Mitchell (ex-Fitzroy), has been on strength and skill work which were areas in which the side was lacking in 2009. In addition, the summer has brought a number of new recruits

to the club who are already adding depth and experience to the side, and all of whom performed well in the recent practice match against Old Camberwell at Geelong Grammar.

Another pleasing aspect of the pre-season has been the performance of recent College leavers such as Henry Johnstone, Gus Carmichael, Xavier Hatch, Darcy Thomson (2009) and Josh Hoevenaars (2008) who have been very impressive. For more information please see www.oldgeelong.com.au Alex Southey

The Geelong College v Geelong Grammar School Golf Day Another successful golf day was held on Friday 19 March at the Barwon Heads Golf Club between Old Geelong Collegians and Old Geelong Grammarians. The 25th annual interschool golf match saw 124 competitors take to the greens, including some new, younger players who have joined this increasingly popular event.

The event was first held in 1985 after the two schools amalgamated their annual golf days in an effort to increase player numbers. David Jarman (OGC 1965) and Geoff Gubbins (GGS) were pivotal in making the merger a success, with 60 players attending the inaugural event.

Over the next 20 years, David and Geoff, with assistance from Andy Wall (OGC 1963) and Jim Winchester (GGS), successfully built the numbers to over 120 competitors. Five years ago, Sandy Hutton (OGC 1973) and Simon Reed (GGS) took over the reins and continue to provide a professionally managed, successful golf day each year.

The results of the 2010 golf day were: Geelong Grammar average minus 1.8 and The Geelong College average minus 2.9 on a par event. David Jarman (OGC 1955) was the individual College winner (again!) with 5 up from John Thompson (OGC 1965) – congratulations men! The annual competition score between the two schools now stands as The Geelong College 17 v Geelong Grammar 8.

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1. John Thompson (OGC 1965) and Sandy Hutton (OGC 1973) 2. Andrew Johnstone (OGC 1970), Hugh Torode (OGC 1967), Steve Anderson (OGC 1967), Murray Mountjoy (OGC 1969) and Jamie McDonald (OGC-1968) 3. Sandy Hutton (OGC 1973) and David Jarman (OGC 1955) 4. Rick Fleetwood (GGS), Frank Herd (OGC 1969), Chris Webster (OGC 1969) 5. Tim Sproat (OGC 1955), Hugh Bromell (OGC 1955) and Jim Fidge (OGC 1954)

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It's a small world...

It is amazing where you bump into Old Geelong Collegians! The College’s Volcanoes and Glaciers trip bumped into Robert Fraser (OGC 1958) and his wife onboard the overnight boat trip on the Milford Sound in New Zealand. Both parties had a wonderful time catching up and sharing stories of the College. Pictured here with Robert are Jacqui Humphries and Sophie Desborough (Year 9).

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AD ASTRA

JUNE 2010

Obituaries

ARMYTAGE, Michael James (1963-2010), OGC 1981, died on 7 February 2010. A chef, farmer and keen yachtsman, he was educated at the College from 1978 to 1981 after attending Colac High School. He was a member of the Athletics Teams of 1980 and 1981, the 1st Football XVIII of 1980 and 1981 and was Shannon House Vice-Captain.

Sources: The Age, 10 Feb 2010, Herald Sun, 10 Feb 2010.

BELL, Barry Malcolm OAM (1933-2010), OGC 1947, builder of Newtown, died 27 January 2010. He attended The Geelong College as a day student from 1945 to 1949 having previously been a pupil at the Tate Street State School. At the College, he won the U14 Athletics Championship (E.R. Sparrow Cup), was a member of the 1948 Relay Team and the 1st Football XVIII of 1949 and received House Colours in athletics, cricket, football and tennis. Barry was awarded an Order of Australia Medal in 2002 for his community work with Rotary International in which he led the collection of donated goods and money for developing countries. It also recognised Barry’s outstanding work in leading aid effort into Samoa, Vanuatu, Tonga, PNG and East Timor where he built and repaired homes, water tanks, schools, a hospital and an orphanage. Barry had the unenviable distinction of demolishing Knowle House, the former home of The Geelong College in Skene Street from 1861 to 1870. Later, his firm Bell Constructions were to build Davey House on the College grounds as the Principal’s Residence.

Sources: Geelong Advertiser, 6 Feb 2010.

BLEAKLEY, Thomas Harper (1916-2010), OGC 1932, estate salesman, who resided at Point Lonsdale, died on 26 January 2010. ‘Tom’ was born in Horsham attending Horsham High School before coming to the College as a boarder from 1931 to 1932 and rowing in the 4th VIII of 1932. He served in World War II in the AIF as a Gunner.

Sources: The Age, 28 January 2010.

BROWNE, David Maitland (1931-2010), OGC 1944, of ‘Narada’, Anakie, died on 5 April 2010. He was a boarder at the College from 1945 to 1948.

Sources: Herald Sun, 7 April 2010.

CAMPBELL, Ian Ronald Douglas (1932-2010), OGC 1946, farmer of Palmyra in Western Australia, died on 7 February 2010. He attended the College as a boarder from 1944 to 1949 after first attending Ripple Vale State School. At the College, he rowed in the 3rd VIII of 1948 and the 1st VIII of 1949. His brothers, both graziers, Alexander ‘Gordon’ Campbell (1934-1969) and Colin Cummins Campbell (1941-1984) were also educated at the College.

COOKE, Allan Stewart (1922-2009), OGC 1936, died on 10 December 2009 aged 87 years. Born in South Australia, he attended Scotch College, Adelaide before becoming a boarder at The Geelong College in 1939 where he continued until 1940.

Although he played in the 1st football teams of 1939 and 1940, tennis was his first talent. So much so that not only was he the boys' singles tennis champion in 1939 and 1940, but also the doubles champion in 1939 with W K Mckenzie. He served in World War II, enlisting on 14 January 1943 in 2/8th Battalion.

Sources: Herald Sun, 12 Dec 2009.

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FALLAW, Ronald Fife (1931-2010), OGC 1944, landscaper, of Mornington died 29 January 2010. He was educated at the College from 1938 to 1948 as a member of Shannon House. In 1946, he was the boys U14 swimming champion and in 1948 played in the 1st football XVIII. In 1948, he was also a member of the Swimming Committee. He was a devoted musician and talented violinist, led the Frankston Symphony, and became president of the Peninsular Music Society during a membership and commitment of 48 years and Musical Director of the Mornington Musicale. His father, Henry Charlton Fallaw (1906-1988), had attended the College from 1923 to 1944.

Sources: Geelong Advertiser, 30 Jan 2010; Herald Sun, 2 Feb 2010.

Rowing Committee, House Captain of Morrison House and a School Prefect in both 1931 and 1932. His father, the Rev Alexander Sommerville Houston (18811971), also attended the College from 1896 to 1901, a well-known Presbyterian cleric and Moderator of the Assembly of the Presbyterian Church of Victoria in 1948. Donald’s brother, James Wilson Rock Houston, known at School as ‘Moo’ was killed in an aircraft training crash in June, 1944 during World War II. Sources: The Age, 22 January 2010.

HAMBLING, Dr Bruce Robert (1949-2010), OGC 1964, dentist of Kerrie, Victoria was killed in a gyrocopter crash in South Australia on 2 May, 2010.

The son of a Geelong wool classer and estate agent, Bruce first went to East Geelong State School before enrolling at the College where he was a day student from 1960 to 1967. In his final year at College, 1967, he was a Cadet corporal in A Company, a member of the Rowing, Library and Debating Committees and, as a Shannon House member, earned House Colours in both Athletics and Football. In 1966, he was a member of the Cross Country Team and was notable as earning the “Best Shot’ Prize in shooting, in 1967.

He afterwards studied at Melbourne University, graduating in dentistry in 1974. The following year he commenced practicing dentistry in Moonee Ponds where he continued until his untimely death.

Sources: The Age, 5 May 2010; Herald Sun, 6 May 2010.

PATERSON, ‘Rob’ Robert James (1936-2010), OGC 1951, electrical contractor of Leopold, died in Geelong on 12 August 2009. Rob attended the College from 1952 to 1953, rowed in the 3rd VIII of 1953, and played in the 3rd football XVIII of 1952. At school, he was a keen potter and a member of the 1953 House of Guilds Council. He came to the College from Warrnambool High School.

Sources: Herald Sun, 13 August 2010.

HARDIE, Dr Graham Hood (1928-2010), OGC 1941, of Croydon, NSW died on 15 April 2010. He was the son of Rev Andrew Oswald Hardie. A talented musician, he lectured in Music at the University of Sydney. Early in his career he lived and worked in France and attributed much of his ability to speak fluent French to his College French teacher, Bert Keith. He was educated at the College from 1939 to 1945, becoming a member of the Music Committee from 1942 to 1945. Previously he had been at Doon House in the UK. HENRICUS, Miss Francesca (1991-2010), OGC 2009, passed away in the UK on 26 April 2010. Francesca commenced at the College in 2004 as a Year 7 student and contributed widely to the College during her schooling. She was a Shannon House Prefect in 2009 and a member of the Year 12 Advisory Committee and Social Activities Committee. She received numerous awards for her contribution to sport and College life, including School Colour awards in Athletics and Hockey and House Colour awards in Cross Country, Swimming, Netball, Athletics and Hockey. She also received a House Colour award for community service for her leadership and work organising a Shannon House fundraiser to raise funds for the victims of the Black Saturday fires. Francesca was an outgoing, vibrant young women and a fine role model. She had a positive effect on those she interacted with and was much loved and respected by all who knew her.

HOUSTON, Alexander Donald (1913-2010), OGC 1928, civil engineer, died on 20 January 2010 age 96 years. Donald attended Skipton State School before becoming a boarder at the College from 1927 to 1932. He participated in a variety of activities at the College becoming a member of the 2nd VIII in 1930 and 1931 and the 1st football team in 1931. He was a member of the Indoor Games Committee in 1931, and in 1932 a member of the

MORRISON, James ‘Jim’ (1924-2010), OGC 1938, of Terang died on 11 April 2010. He was a boarder at the College from 1937 to 1941 and excelled in several sports while at school. In 1941, he was a member of the 1st rowing VIII; the 1st football XVIII and the relay team.

PRICE, John Leslie (1934-2010), OGC 1949, stock and station agent, and known to his student peers as ‘peanut’ due to his then diminutive size, died on 5 March 2010. The son of A L Price, he went first to Newtown State School before his enrolment as a day student at the College from September 1944 to 1951.

Sources: Geelong Advertiser, 5 March 2010.

ROCKEFELLER, Herman Charles (1958-2010), OGC 1973, property investor of Malvern East, died in January 2010. He first attended Newington College, NSW before becoming a day student of the College from 1974 to 1976 where he was a member of McArthur House and the College Dux (Humanities) of 1976. He also won a scholarship to St Hilda’s College in 1976.

SPALDING, Henry James ‘Jim’ (1928-2010), OGC 1941, of Balnarring, died on 20 April 2010. Born at Mildura, he attended Mildura High School before continuing his education as a boarder at the College from 1944 to 1947. Jim rowed in the 1st VIIIs of 1946 and 1947 and also played in the 1st football XVIII of 1947.

His brother Norman John Spalding (1927-1987) OGC 1940, was also a boarder at the College from 1939 to 1944. Their father, John Keith Spalding (1895-1970) OGC 1913, who became a dentist in Mildura, was also educated at the College from 1912 to 1913.

Sources: Herald Sun, 22 April 2010.

TANSLEY, Edwin John ‘Ted’ (1925-2009), OGC 1939, of Ocean Grove, died on 15 June 2009. Ted attended Geelong Junior Technical School before enrolling at the College from 1939 to May 1940. He served, mainly in New Guinea, with the RAN during World War II from March 1943 until his discharge on 18 April, 1946.

THOMSON, James Douglas (1971-2009), OGC 1988, account manager age 38 years of Newtown, died on 28 July 2009. He was a student at the College from 1983 to 1988 and a member of McArthur House. In 1988, he played in the 2nd football XVIII, the 3rd cricket teams, the school golf team as well as earning House Athletics, Cricket, Football and General Colours. He continued his enthusiasm for activity after leaving school with a particular enjoyment of sailing. His father, Cameron Thompson (OGC 1956), and brother, Ian (OGC 1983), were also educated at the College.

Sources: Geelong Advertiser, 29 July 2009; Herald Sun, 29 July 2009.

THE OLD GEELONG COLLEGIANS’ ASSOCIATION

Here‘n’ There Marriages

Nicholas Black (OGC 2002) commenced his medical internship at Nambour Hospital on the Sunshine Coast in early 2010.

Penelope Finch (OGC 2000) married Brian Keller at The Geelong College Chapel on 20 February 2010, followed by a reception at Pettavel Winery.

John Braithwaite (OGC 1979) is continuing at GATE in Belmont, playing B grade chess and C grade table tennis at the table tennis centre and Division 8 bowls at the G.W.B.C.

Births Jessica Barber (nee Sutherland OGC 1994) and husband Duncan celebrated the birth of their daughter, Maggie Louise, on 18 December 2009.

Amanda Cordner (OGC 2003) and Lucy Simms (OGC 2002) launched their online business www.btotties.com.au in December 2009. B’totties sells colourful shorts for men and women.

James Grant (OGC 1959) retired from the NSW Department of State and Regional Development in August 2009. He is currently renovating a house on 5 acres in the foothills of the North Eastern Victorian Alps.

Narelle Carey (nee Thomas OGC 1995) and Andrew Carey (OGC 1995) are delighted to announce the arrival of their daughter, Susannah Emma, on 25 July 2009. A sister for Olivia.

Amanda Cordner and Lucy Simms

Donald McLean (OGC 1938) presented a paper entitled California Serogroup Viruses at the 50th Anniversary Symposium of the American Committee on ArthropodBorne Viruses in Washington DC on 20 November 2009.

Andrew McArthur (OGC 2006) spent the second semester of 2009 at the University of California, Berkeley on exchange from Melbourne University, studying Urban Planning and Development. He plans to complete his final year of study in 2010 and has been admitted into the Honours stream. Prior to going to the USA, Andrew was a resident in Ormond College and played in the premiership football, tennis and cricket teams. He also stroked the 1st VIII. James McArthur (OGC 2006) is on a full academic and sporting scholarship at the University of St Louis in Missouri, studying a Bachelor of Business with a Finance major. He has been a Dean’s Scholar and has been admitted to the American Society of Academic Scholars due to his GPA score. He is also the first international student to become President of the Student Athletic Advisory Committee which represents all university athletic teams.

Richard Moore (OGC 1973) is a tour guide at New Norcia Monastery in Western Australia after spending 15 years on Rottnest Island.

Ross Quail (OGC 1994) was selected as a judge in the final of the World Barrista Championship in Atlanta, NJ in 2009. As President of the Australian Specialist Coffee Association, he will attend this year’s event in London where he has been promoted to the position of Head Judge.

Old Geelong Collegians made up around 10% of the Victorian Rowing Team at the 2010 Australian Rowing Championships held at Nagambie on the weekend of 6 and 7 March. Amelia Agosta (OGC 2007) was cox of the Youth VIII, Joshua Dunkley Smith (OGC 2007) stroked the Kings Cup VIII and John Linke (OGC 2006) also rowed in this crew, Phoebe Stanley (OGC 2003) stroked the Queens Cup VIII, and James Wilson (OGC 2006) was in the Penrith Cups crew.

Engagements

Charles Chirnside (OGC 1992) and wife, Georgina, are pleased to announce the birth of their son, Samuel Edward, on 26 February 2010.

Matthew Dunstone (OGC 1989) and wife Laura proudly announce the arrival of their son, Elliott Henry, on 15 February 2010. A brother for Spencer, Fraser and Sabine.

Adrian Givoye (OGC 1993) and Sarah Angliss welcomed a daughter, Chloe Elizabeth Rose, on 20 October 2009.

Gideon Haigh (OGC 1983) and wife Charlotte welcomed a daughter, Cecilia Frances Beilby, on 28 December 2009.

Charlotte Henry (nee Sutherland OGC 1998) and husband Dan celebrated the birth of their daughter, Lucy Constance, on 23 March 2010.

Kellie McCorkell (OGC 1993) and Corey Adolphus welcomed a baby girl, Isabelle Violet, on 13 April 2010.

Carrie Johns (OGC 1995) became engaged to Stuart Maxwell on 27 February 2010.

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AD ASTRA

JUNE 2010

OGCA Events 1

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2009 School Leavers’ Function

Thursday 11 February 2010

1. Jessie Knott, Steph Babiolakis and Sonia Campanaro 2. Tom Molyneux and Frankie Mulally 3. Lewis Broad, Alexander Gervis, Harley Lewis, Darcy Thomson, Matthew McLean, Alexander Carr and Isaac Baker

4. Katherine Holding, Rebecca Carmen and Ayrlie Lane 5. Teak McPadden, Sebastian Phillips, Dominic Tigani, Rhys Hocking and Tom McDonald 6. Tom Molyneux, Dr Pauline Turner and Caitlin Lamont

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Albert Bell Club Dinner Friday 12 March 2010

1. Amber and Duncan Ashby (OGC 1991) 2. Kevin and Janine Sturges 3. Oscar Stanley (OGC 2001), John Hill (OGC 1978) and Neil Myers (OGC 1975) 4. Alistair McArthur (OGC 1955), Robin Edge (OGC 1957) and Peter McLennan (OGC 1955) 5. Alistair Miller (OGC 1992), Jonathan Stone (OGC 1995) and Dr Pauline Turner 6. Andrew Lawson (OGC 1956) and Alison Lawson, Lynette and John Bade (OGC 1957) 7. Janet McConnell, James McConnell (OGC 1990), Pete Lawson (OGC 1990) and Bron Lawson, Ben Mitchell (OGC 1990) and Susie Vertigan 8. Mark Walpole (OGC 1980) and Paul Gorell (OGC 1981)

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THE OLD GEELONG COLLEGIANS’ ASSOCIATION 1

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Head of Schoolgirls’ Rowing Regatta Sunday 13 March 2010

1. Deb Holding (OGC 1972) and Bridgette Kelly (OGC 1997) 2. Liz Fagg (OGC 2003), Ben Thompson (OGC 2005) and Tim Andrews (OGC 2000) 3. Neil Fletcher, Neil Everist (OGC 1942) and Neil Myers (OGC 1975) 4. Richard Linke (OGC 2007), Louise Monotti (OGC 1983) and Will Monotti (OGC 2007) 5. The College Girls’ 1st VIII crew came second in the regatta

10 Year Out Reunion Friday 16 April 2010

1. Alex Boyle, Daniel Cross, Tom Betts and Ben Goldsworthy 2. Margaret Lethbridge, Andrew Buckis, Pauline Turner and Justin Pegg 3. Penny Carson, Scott Farquharson, Lukas Ricardo, Suzanne Hancock and Duncan Blair

40 Year Out Reunion

4. Robert and Jessica Chakir, Frances Hynes and Claire Barlow 5. Steve Nichols, Van Babiolakis, Nicholas McDonald and Warwick Lamb 6. Karlene and Adam Wightman, Derek and Kate Weeks

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Saturday 8 May 2010

1. Leslie Hatton, Robyn and Ian Begley, Peter and Christine Cox 2. John Lewis, Fred Elliot and Dick Sloane 3. Phillip Walker, Glen Amezdroz, Colin Bransgrove and Andrew Wood 4. Greg Smith, Andrew Johnstone and Lance Wiffen 5. Doug Slattery, Andrew Hermiston, George Bidstrup and Bill Forbes

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Talbot Street Newtown Vic 3220 Tel +61 3 5226 3111 Fax +61 3 5226 3717 communityrelations@geelongcollege.vic.edu.au www.geelongcollege.vic.edu.au The Geelong College Girls’ 1st VIII, who placed second in the Head of Schoolgirls’ Rowing Regatta on Sunday 13 March, during their last training session on the Barwon before the Head of the River at Nagambie. Photo courtesy of Richard Kumnick – Photoplay.