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From the Principal
Putting together this magazine has been a pleasure and an exercise that filled us all with pride. As Haileybury Rendall School powers through our ninth year, this publication provides an amazing snapshot into a broad set of diverse and engaging educational experiences for all students.
There is so much vibrancy, passion and excellence on display in every part of the Haileybury Rendall School educational journey – inspired by brilliant staff, embraced by motivated students and supported by our wonderful parents, families and community.
In 2026, we have 130 boarders living and learning on campus. Students attend from over 35 remote Indigenous communities, from several cities in China, from the UK, the US, Europe, Melbourne and across regional Australia. What a privilege and lifechanging opportunity to come together
and learn about each other in our tolerant and caring environment.
More broadly, we now have over 1,060 students enrolled at the School from across our award-winning Early Learning Centre, our acclaimed Junior School (recently named NT Independent School of the Year), through our vibrant Middle School and into our stellar Senior School, where last year over 40% of VCE students achieved an ATAR of 90+, placing them in the top 10% of students in Australia.
The success of our School can also be imagined as it leaps off the pages that follow.
At Haileybury Rendall School, every student matters every day.
I hope you enjoy the magazine.
Andrew McGregor Principal
ELC achieves top national rating
From nature play, to learning Auslan and a nurturing community, the Early Learning Centre at Haileybury Rendall School is a special place for families.
In February, the ELC received national recognition for delivering a program that goes above and beyond, earning the highly regarded ‘Exceeding’ rating in all areas of the National Quality Standards. This outstanding achievement places the ELC among the top performers in early childhood education. “It fills us with pride and motivates us to continue striving for excellence every day,” says Michelle Shaw, Head of Early Learning Centre.
There are many reasons for the ELC’s recognition. One reason is the rich variety of experiences on offer. The ELC children participate in programs such as Art, Mandarin, Auslan, PE, Literacy, Numeracy and Music.
Another of the ELC’s strengths is its commitment to cultural diversity and inclusion, underpinned by the School’s belief that ‘every student matters every day.’ Children are encouraged to learn each other’s backgrounds during cultural celebration days and family events. By participating in whole school activities, such as buddy programs with Indigenous boarders, the children build connections and are encouraged to see the world and their community with new eyes. “These programs spark curiosity, build
confidence, and allow children to discover their unique interests and talents while building broader community connections and understanding,” explains Michelle.
The students often describe the ELC as a place where they feel happy and supported, with comments such as “My teachers help me learn new things and they are kind,” and “I’m at big school with my brothers and sisters.”
Supportive collaboration with the community and families is also a big part of how the ELC operates. The ELC is active in the local community, engaging in partnerships and initiatives that benefit both the children and their families. Whether this is through environmental projects or community events, these activities assist the children to develop a sense of belonging, responsibility and pride in their community.
“We place great importance on building strong, trusting relationships with families. Educators work closely with parents and carers, sharing information and insights about each child’s development and wellbeing,” explains Michelle.
The ‘Exceeding’ rating is also a recognition of the dedication of the ELC team. “This result is a testament to the dedication, passion and teamwork of our staff, who are committed to creating a nurturing and inspiring environment for every child,” says Michelle. There is a strong focus on professional development at the ELC, with educators staying up to date with best practice in early childhood education through regular training, workshops and participation in educational networks.
Congratulations to everyone at the ELC.
Global thinkers
From considering the ethics of bullfighting, to discussing AI in the classroom, students at the International 2025 Middle School Ethics Olympiad tackled challenging case studies that tested their reasoning skills.
After excelling at the regional event in November 2025, which included 440 teams globally, a Haileybury Rendall School team was one of 50 who advanced to the International Final in February. The team of Cameron, Year 8 and Year 9s Lydia, Helen and Amy competed via Zoom and achieved an impressive eighth place and an Honourable mention.
The Ethics Olympiad prioritises collaborative critical thinking over traditional debating. Instead of set positions to defend, students develop and
justify their own views while considering other perspectives.
As Mimi Woolley, Deputy Head of Junior School – Teaching and Learning, explained, “Students develop and defend their own viewpoints by thinking deeply, listening to others and responding thoughtfully.”
Preparation for the Olympiad was extensive. The team participated in regular weekly sessions, where they explored diverse ethical cases, developed structured arguments, and focused on the central question: “What should the world be like?” They also learned to organise their responses around ethical pillars such as rights, fairness or consequences.
The cases the students considered were varied and challenging. Cameron said that
the one she found most interesting was ‘Relying on Civilian Intelligence in War.’ This was an “example of courage and selflessness for all of humanity to aspire to,” she said.
Lydia also felt that the Civilian Intelligence theme was very challenging. “The questions were thought provoking and the line between combatant and noncombatant was blurry and made it hard to form a solid opinion,” she commented.
For Amy, the experience of engaging with other high-achieving teams was particularly inspiring. “The Harvard Westlake team from Los Angeles displayed admirable critical thinking skills and a clear structure in their answers to our team’s statements. I learnt from them that a structured response is crucial,
and that taking a risk by thinking outside of the box can make statements more compelling,” she explained. Amy also says the experience taught her the importance of time-management, organisation and teamwork.
While Helen reflected that “Hearing the insightful views from other schools and judges encouraged me to consider multiple perspectives on each issue.”
She says that the Ethics Olympiad has taught her how to use ethical principles when forming judgements, while also strengthening her ability to listen and collaborate with others.
Mimi praised the students’ dedication, commenting, “The students’ success comes down to their willingness to engage deeply with ideas and to listen to one
another. They are respectful, thoughtful, and genuinely curious. Their ability to work as a team, build on each other’s responses, and confidently express their thinking has been outstanding.”
The team acknowledged the learnings they gained during the Olympiad. “I gained a great deal of insight into others’ experiences, opinions and viewpoints,” said Cameron.
Helen added, “Special thanks to Mrs Doyle, Head of Junior School and Mrs Woolley for all their support and guidance throughout the competition.”
The achievements of the team are a testament to hard work, curiosity and commitment to critical thinking.
Problem solved
From solving language puzzles to discovering word patterns, the Australian Computational and Linguistics Olympiad (OzCLO) encourages students to use logic, reasoning, linguistic and computational thinking.
The rigorous contest challenges students to work in teams of four to solve problems, understand and find patterns in written and spoken languages.
This year was a special milestone, with students from Years 9–12 from all Haileybury Melbourne campuses and Haileybury Pangea online school participating. The opportunity was open to all students who had joined the Haileybury Linguistics Society, giving those interested in languages the chance to expand their skills and also to represent Haileybury.
“OzCLO is a great way to use language skills in a competitive format, which is rare, and it is a great way to challenge our high achieving students,” explains Senior School teacher Mary Triantafyllou.
The blend of students in the teams further fostered an atmosphere of teamwork, personal development and learning.
“It was great to see the senior students mentoring and guiding the juniors, as well as the creative insights and enthusiasm of the younger students,” commented Mary.
Haileybury students rose to the challenge, with one team advancing to the nationals and earning a Bronze Award, which placed them in the top half of teams across Australia.
“It was very interesting to find out how languages around the world differ, as we expanded our horizons beyond conventional English grammar rules. We particularly enjoyed learning about semantics puzzles; they required more creativity to solve as we had to think outside the box, exploring how emotional or complex meanings could be divulged from literal ones,” explained the Year 10 students on the nationals team, Ara, Anna, Ruyi and Christian.
“This is a huge achievement as it is very rare that students qualify for the national round at all,” commented Mary.
The event is so challenging for students “because they have to interpret and use languages that they have never seen before in a competitive format,” explained Mary.
MELBOURNE
Online
China
China Melbourne
At Haileybury Pangea online school, being part of an online school community not only supports academic growth, but also helps students build meaningful connections, celebrate success, and learn from one another. The inaugural Haileybury Pangea Community Day, which was held at Haileybury City at the start of Term 1, was a celebration of one of the many ways the School community supports each other.
As Natasha Eshuis, Head of House, put it, “building connections and a sense of community is so important. When we take the time to get to know one another, we create a safe and supportive environment where everyone feels encouraged, valued, and connected throughout the year.”
CHINA
A community of learning Horizons program unites and inspires students
The event included families and students who gathered at Haileybury City for a day of learning and connection. Students participated in hands-on workshops, while parents enjoyed special sessions designed to help them to support their children. As Head of Campus, Joanna Baker, explained, “we wanted to show parents how they can support their children’s learning and help students set themselves up for success.”
Throughout the day key leaders of Haileybury Pangea led students through fun, interactive sessions to build confidence, establish strong routines and set personal goals for the year. It was also a chance for new students to meet staff and fellow students in person and better understand the School’s digital platforms.
The day was not just about learning, it was about making friends, building confidence and setting the entire school community up for a productive and happy year ahead. As Sophia, Year 12 said, “I think the biggest benefit of the Community Day was getting to connect with peers and some teachers, in a casual environment, as opposed to the classroom.”
Louise, Year 12 agreed that the day was a fabulous way to build relationships and understandings. “The Community Launch Day was a valuable opportunity to form and strengthen connections with my peers and other students within the School while engaging in collaborative activities.”
From hands on language learning to developing insights about themselves and the world, Haileybury’s inaugural Horizons program offered five Year 10 students an exciting immersion opportunity. In March, the students from Haileybury Melbourne commenced the six-week program at Haileybury Tianjin.
The program has been designed to offer broader horizons and perspectives while fostering a global outlook and international friendships.
In addition to living and learning alongside peers at Haileybury Tianjin, the Horizons group participated in a diverse range of activities and experiences both inside and outside the classroom.
Students participated in Mathematics, Science and Elective classes, tailored Chinese Language and Culture classes, and self-paced study sessions to maintain engagement with course work and tasks from subjects and teachers in Australia.
The program also featured a packed itinerary of activities that provided students with a broad understanding of Chinese culture, history and its people. These included visits to Tianjin,
Beijing, Langfang and the Great Wall of China. Other experiences included visiting the Australian Embassy, an excursion through the Forbidden City and participation in community events like cross country, the Chinese Festival and the Universities Expo.
“I’ve been able to witness a completely different side of the world and understand the magnitude of how different, yet similar, people’s lives are. To live with others means to step into each other’s shoes, appreciate and acknowledge others’ opinions and culture and try new things. Overall, this trip has taught me to be curious, work hard, meet new people and have fun, and it has been truly life changing,” explained Eva, Year 10.
In a time when curiosity and courage are more crucial than ever, the Horizons students stepped beyond their comfort zones and confidently engaged with the people and places around them.
As Roy, one of our parents, commented, “I am very happy to see growth in his confidence and willingness to speak up. This growth is already worth the trip.”
HRS life
Inspiring new perspectives
From building a house to teaching English and exploring a World Heritage Site, a group of Years 10–12 students experienced an eye-opening journey through Cambodia in April.
It was a trip that expanded their horizons as they stepped out of their comfort zones. “The students grew immensely throughout the trip, individually and as a collective. Each student went on their own learning journey, with some being completely grounded by the traumatic history of Cambodia, and others reflecting deeply on their own privileges,” observed Brendan Evans, Director of Activities.
A highlight was a three-day stay in Kom Pheim village, just outside Siem Reap in north-west Cambodia. In the village, students partnered with a nongovernment organisation called Husk to build a house for a family in need and to teach English to the local children.
One of the most rewarding aspects of Kom Pheim was the chance to interact with the village community.
As Milo, Year 11, reflected, “Taking the time to talk to locals and listen to their stories was one of the most meaningful aspects of the experience. It provided insight into their lives and the challenges that are very different from my own.”
Gaining teaching experience further expanded the students’ skills and
confidence. “Through dedicated planning and practise, they each developed their skills to deliver effective and fun lessons to the children. This is where the confidence and growth in our students was most obvious,” commented Brendan. As Milo explained, “What stood out most was the students’ genuine enthusiasm for learning. Despite limited resources, they approached each lesson with energy, curiosity and a deep respect for education. This eagerness not only made teaching deeply rewarding, but it was also a powerful reminder that the value placed on education is determined by attitude and aspiration, not circumstance.”
Many of the students reflected that the trip allowed them to gain new perspectives. “The people in the village were some of the kindest and welcoming people I’ve ever met,” commented Rigby, Year 11. “Their positivity, resilience and strong sense of community taught me the importance of appreciating what we have and finding happiness in simple things.”
The students also gained insights into Cambodia’s recent, traumatic history during a visit to the Choeung Ek Killing Fields in Phnom Penh. This experience prompted many of the students to reflect deeply.
The students had an opportunity to explore some of Cambodia’s beautiful cultural and tourist sites. This included watching a sunrise at the world-famous Angkor Wat temple and UNESCO World Heritage site.
“Even though it meant waking up at 4:30 am, visiting Angkor Wat was one of the most incredible experiences of the trip. The intricate carvings and detailed architecture of the temple were breathtaking and gave me a real sense of awe when thinking about the people who built it by hand so many centuries ago,” commented Rigby.
Other highlights were a river cruise along the Mekong River and cycling through local villages. With reduced tourism numbers since Covid-19, the students were often warmly greeted by those they interacted with.
The experience has been life transforming for many. “The trip to Cambodia was both eye-opening and transformative. It fostered a deeper sense of gratitude for the opportunities I have, particularly in relation to education and living conditions that are often taken for granted,” commented Milo.
Overall, the trip has helped students to become more informed and have a deeper understanding of their world.
“We
want
our students to be accountable
to their role as citizens within a global community and know that their actions can create change in the world,”
“We want our students to be accountable to their role as citizens within a global community and know that their actions can create change in the world,” reflected Brendan. “The change in the perspectives of some of our students since the trip has been profound. I have had many parents say to me that the trip has changed their child for the better,” he said.
Meet the leaders
Ever wondered what life is like for student leaders at Haileybury Rendall School? We caught up with some of our Junior School leaders to hear about their favourite activities and what leadership really means to them.
The leadership team
The Junior School student leadership team in Year 6 is a diverse group which takes on unique responsibilities to enrich the Haileybury Rendall School community.
Charlie and Annaliese serve as School Vice Captains.
“I am School Vice Captain and I like to encourage other students to get involved in clubs and different aspects of school life,” explains Charlie. While Annaliese says has enjoyed “presenting at assembly and House activities.”
The House prefects also enjoy teamwork and being involved in a wide range of House activities. “I enjoy working with other students and encouraging them to do their best,” says House Prefect Olivia. While
House Prefect Clara adds, “I like helping out and organising House activities.”
Junior School leadership also extends beyond traditional areas and into aspects such as sustainability. “I enjoy speaking about sustainability to other students and speaking at assembly,” explains Environmental Captain Emily.
Learning, leading and growing
Taking on leadership roles has provided the students with opportunities for growth and learning. This is what the students identify as their stand-out learnings.
> “I have learnt how to speak in public and enjoy it.”
Annaliese
> “I have learnt teamwork and working with other students from different year levels.” Stella
> “I have learnt how to organise my time well.”
Charlie
> “I have learnt about responsibility and following through on my commitments.” Emily
Clubs and favourite activities
With so much happening at Haileybury Rendall School, our student leaders have plenty of favourite activities. Clara is a keen choir member, while Annaliese loves the lunchtime Games Club.
Emily is busy with the Sustainability Club while Charlie enjoys being involved in House events. Olivia is excited to be part of this year’s school musical, 'We Will Rock You'. (See page 20)
Some of the other events that the students nominated that they particularly enjoy or look forward to in the School calendar include:
> Connection Day House group activities, which include a bouncy house
> Wellbeing Week, with different activities over two days, including water play
> Fortnightly House activities and Up Day, when students meet their teachers and classes for the next year.
House spirit
Haileybury Rendall School leaders perform key roles in House days such as cross country, athletics, swimming and singing.
When asked, the group says, “We really enjoy these days.” They explain that they “love getting involved in the House activities.” This includes running practices of singing House songs and leading students in singing these songs on House competition days.
Getting involved
When asked what stands out most about the School, the leaders’ answers are unanimous: “We like that there are many activities for students to choose from and get involved with.” The School musical and camps also get a mention.
The students enjoy being able to make a real difference to their community. “We send out a Microsoft survey where students can say what activities they want to be involved in or what ideas they have.” They also have class discussions or discussions in their leadership teams about new ideas and activities.
Together with their peers, these Junior School students are not only developing valuable skills and confidence, they are also making a positive difference to the Haileybury Rendall School community.
Friendship, fun and new experiences
From laser tag to cooking and footy, boarding life at Haileybury Rendall provides a welcoming community for students to try new things and form friendships that can last a lifetime.
The structured home away from home atmosphere brings together students from diverse backgrounds, with a blend of both international and domestic students from Years 7–12.
Being involved in the structured calendar of activities allows students to feel happier, more settled, welcomed and included at the School. This can be particularly important for some of the newer students, as it assists them to adjust as they make the change from home to boarding.
A recent highlight was a Cultural Cook Up, hosted by former AFL player Shannon Motlop. Students enjoyed sampling local foods such as kangaroo, magpie goose and buffalo. The Cook Up also helped to welcome visiting study tour students from
China who were boarding guests. “This was a fantastic way to bring everyone together and celebrate our diverse cultures,” says Tom Ziebell, Director of Boarding.
For Ayeishar-Lee, Year 7, the cooking activities have helped to broaden her horizons. "I like cooking and making different foods because I like to try new things,” she said.
Other recent popular activities have included a disco, a spear making workshop and weekly boarding dinners as well as end of term celebrations. As well as having fun, these provide avenues for students to strengthen connections and friendships,
“The disco early in the term really helped students to bond and make new friends,” Tom explains. “I enjoyed the disco that we had last term; it was fun,” agreed Shona, Year 7.
Weekly boarding dinners are a special feature of boarding life with guests from different backgrounds who are specially
selected to inspire students and allow them to hear about different career paths and life experiences.
Students also enjoy more relaxed activities as they go about their day-today routines. “I like painting because we can listen to music and chill while talking to our families. Also, I like being able to play football,” says Shona.
Importantly, the boarding activities are designed to help students connect with one another, develop new skills and broaden interests. “It’s wonderful to see the passion from students when they engage in an activity that is meaningful for them,” says Tom. “Boarding activities help students to form strong connections, discover their interests and gain confidence.”
It is the variety of these activities that help make boarding at Haileybury Rendall School a place where every student can grow, and feel at home and happy.
AN INTERVIEW WITH
Saffron Armand
Saffron brings passion and expertise to her role as a Transition teacher while supporting students in explicit teaching from Transition to Year 2.
What inspired you to teach?
Teaching has always been part of who I am. My grandmother, aunty and twin sister are all teachers. From a young age, I knew it was my calling.
What do you enjoy most about teaching?
I love the joy and connection that comes from working with children. The smiles and laughter make every day special. One of the most rewarding aspects is watching children grow, not just academically, but as confident individuals.
What is your history with Haileybury Rendall School?
My journey at the School has also been one of growth and transformation. I began when it was known as Kormilda College. The transition to Haileybury Rendall School in 2018 brought significant change, and at times it was emotional as colleagues took new paths. During this time, I was introduced to explicit
teaching, a model that initially felt unfamiliar. However, as I embraced it, I witnessed remarkable growth in my students. It is truly incredible to see children enter my classroom just beginning to write their names and leave confidently writing full paragraphs. The impact of explicit teaching on student learning is extraordinary.
What do you love about the School?
Haileybury Rendall School holds a very special place in my heart. It is more than just a workplace; it is part of my family’s story. As a former student of Kormilda College, I built my own foundations here before returning as a staff member. My connection deepened as both of my children attended the School and
graduated. My daughter, Vina, graduated in 2023 as Dux of the School, and my son, Satrya, graduated in 2025 with an ATAR above 90. Seeing their success is a testament to the School and its values.
What do you hope students learn from you?
I hope to instil confidence in every child. I want my students to believe in themselves and to understand that they can achieve anything they set their minds to, especially with the support and structure of explicit instruction.
Every day in the classroom brings new, meaningful moments. The impact may not always be loud or obvious, but it is always there, in the small victories, the growing independence and the joy of learning.
While I enjoy all areas of teaching, I have a particular passion for literacy, especially phonics, reading and writing.
Teaching is not just my profession; it is my passion, my purpose and my way of making a difference. Being part of the School community is something I will always treasure.
Student champions
From netball courts in Melbourne to hockey pitches in Malaysia, our student athletes continue to take on new challenges. We have highlighted here just some of the students who are achieving their sporting goals and personal bests.
Netballers on the national stage
In April, Hayley, Year 12 and Lily, Year 11, represented the Northern Territory at the Under 17 National Netball Championships in Melbourne. Hayley’s performance caught the eye or selectors, and she earned a place in the Under 17 National Squad and an invitation to attend a national development camp in Canberra.
Swimming stars
Chloe Year 7, Isla, Zachary and Tara, Year 8 and Macey, Year 11 were selected in the School of Sport Education NT Swimming Squad and are now headed for the School Sport Australia Championships.
Emerging Matildas and Socceroos
Congratulations to Stella, Year 11 and Karys, Year 9, who earned selection in the Under 16 Girls Emerging Matildas squad. Jacob and Jacob, Year 10, were selected in the Under 15s Emerging Socceroos Squad while Krish, Year 10, earned a place in the Under 16s Emerging Socceroos Squad. They represented the Northern Territory at the national championships in April.
Hockey players head overseas
Congratulations to Year 11 students Molly and Zarah on their selection in the 2026 SRA Territory Stingers women’s squad. They will represent the Northern Territory in the Malaysian Hockey League.
Cricketing champion
In March, Abbey, Year 9, showcased her cricket skills when she represented the Northern Territory at the School Sport Cricket Championships in Bunbury, Western Australia.
Footballers kicking goals
Students are also making their mark in AFL. Congratulations to Sonny, Mazlan and Taniesha, all Year 12, who have been selected to represent the Northern Territory in AFL. Taniesha and Taitum, Year 10 have also been selected to join the prestigious NTFL Academy and AFLW Camp.
Sonny has been further recognised as a finalist in the NT Regional Performance of the Year at the NT Sports Awards. He was also selected to represent Australia at the Marsh AFL National Academy Boys squad in Melbourne. Having impressed playing for the Wanderers (NTFL) and Kalkarindji
Eagles (Big Rivers Football League), Sonny is now a genuine AFL Draft prospect, an extraordinary achievement.
We are also delighted to congratulate Elijah, Year 8, who won Best on Ground playing for Saint Mary’s in the Under 13 Division 1 Grand Final in the NTFL. In the 2025/2026 NTFL season, Payton, Year 11 and Lakhyah, Year 12, also distinguished themselves. Payton received Best on Ground honours in the NTFL Under 17.5 Girls Premiership, while Lakhyah was recognised as the NT News Women’s Premier League Rising Star. Finally, congratulations to Amira, Year 8, who was awarded Under 13s Best and Fairest (AFL).
Cue a new champion
In January, Angelo, Year 7, travelled to Albury, NSW to compete in the National 2026 Snooker and Billiards Championships. Representing Queensland, he became the National Champion in both Under 12 and Under 15 Snooker.
He also represented the Northern Territory at the 2026 Junior National 8-Ball Titles where he won the Under 12 section for the third year running and was named Player of the Carnival for his age group.
Students rock the stage
With the music of Queen and an audience ready to clap and stomp their support, Haileybury Rendall School’s production of 'We Will Rock You' at Darwin’s AANT Centre was a rocking success.
Amongst a high-energy atmosphere, students performed classic hits such as ‘Bohemian Rhapsody,’ ‘Don’t Stop Me Now’ and ‘We Will Rock You.’
Set in a future where individuality is banned, the musical encourages everyone to have the confidence to be themselves. It was a theme that many identified with, especially the students who truly lived themes of courage and creativity during the production.
“The show reminds students that their voice matters,” commented Emma McDonald, Director of Advancement
and Engagement. The production was a true example of teamwork and student leadership, with Senior students guiding their peers throughout.
“The leadership shown by our Senior students throughout the entire production process was notable. This year, they took on a very active role in the choreography and staging of the show, demonstrating incredible initiative, creativity and commitment,” explained Emma.
Amelia, Year 11, played the lead female role of Scaramouche. She loved having the chance to take on more opportunities. “I was given some director powers to help do the staging and choreography for a few of my songs, which is something I’ve never been able to do completely independently before, and I really, really enjoyed it,” she commented.
Many students also found the friendship and support gained in the production to be hugely rewarding. “I have watched so many students grow in confidence, form new friendships and support one another during the production,” commented Emma.
“I have watched so many students grow in confidence, form new friendships and support one another during the production”
Amelia echoed this, saying that 'We Will Rock You' had enabled her to form “lifelong friends.”
On the stage and behind the scenes, teamwork was also highly valued. Aaliyah, year 12, who plays the Killer Queen, said she loved the feeling of support, with cast and crew helping each other to perfect performances. “It’s really joyful to have a supportive cast that cheers for you when you finish your performance,” she said.
The benefits of participating in the production have been wide-ranging. “Being part of a musical teaches so many valuable skills like teamwork, resilience, confidence and commitment,” explained Emma.
Cameron, Year 8, played the role of role of Zuckermusk (Khashoggi, in the original stage production). She says she benefited in many ways from being involved. “I have
learnt a range of new skills, particularly in relation to character development, vocal control and stage awareness,” she said. She also feels that she has developed a deeper appreciation for how timing, choreography and musical cues all work together to create a cohesive performance in a musical production.
Nikita, Year 9, and Cooper, Year 11, helped backstage to ensuring the show ran smoothly. “Being part of the production has taught me how much organisation and teamwork is involved,” commented Nikita.
While Cooper also said that he had gained many learnings. “My role within the backstage crew has helped me develop my skills in multitasking, organisation and prioritisation. I have needed to be able to problem-solve in real-time, have effective communication skills and remain calm under pressure,” he reflected.
The production would not have been possible without the support of the dedicated staff and students who spent many hours working to bring 'We Will Rock You' to life.
“A huge thank you must go to our incredibly dedicated staff production team who have given countless hours of their time to bring this musical to life. Their passion for the Performing Arts, commitment to our students and willingness to go above and beyond has been truly remarkable,” said Emma.
The commitment from all has ensured 'We Will Rock You' was an outstanding production and a wonderful learning experience.
t is not every day that artists have a chance to have their masterpieces considered for display in a national gallery, but that is exactly what students experienced in the School’s very first Young Archie competition.
The competition gave students a platform to develop, display and enjoy art. The winning artworks were entered into the national Young Archie portrait competition run by the Art Gallery of NSW and Panya, Year 9, received an Honourable Mention in the 13-15 year old section.
“The Arts open up so many opportunities for creativity, wellbeing and connection. While our art curriculum, VCE pathways and Art Societies give students many
ways to get involved, we also want to keep offering new chances for students to discover and celebrate their artistic interests and talents,” says Rachelle Rae, Head of Visual Arts at Haileybury Melbourne.
The School community embraced the opportunity, with entries from Haileybury Rendall School and Haileybury Melbourne.
Lillian, Year 11, chose to create a portrait of a friend she has had since Junior School at Haileybury Rendall School. “She is one of my closest friends and is always fun to be around, and I really wanted to capture that in my drawing. Her expression shows how fun and genuine she is as a person,” she says.
The art of our
Young Archies
Lillian says the experience helped her to develop her portraiture skills.
“I learned how to better understand proportions and how small adjustments can make a big difference in capturing a person’s likeness,” she says.
The School will hold a Young Archie competition annually, giving students the chance to enjoy and develop their artistic skills.
“We are looking forward to seeing even more students creating and sharing their art in the future and our community enjoying their wonderful artworks,” said Scott Doran, Vice Principal, Haileybury.
What is the Archibald Prize?
The Archibald Prize, run by the Art Gallery of NSW on behalf of a bequest from JF Archibald, is Australia’s most prestigious annual portrait award.
What is the Young Archie competition?
The Young Archie is a portrait competition for young people. The art of the School’s finalists was submitted for potential display at the Art Gallery of NSW in conjunction with the Archibald exhibition.
Congratulations to our portrait prize winners
Age 5–8 Years section
Poppy, Year 3
Chenul, Year 2
Age 9–12 Years section
Amelia, Year 6
Luca, Year 7
Aaron, Year 6
Age 13–15 Years section
Panya, Year 9
Lillian, Year 11
Kira, Year 9
Age 16–18 Years section
Mya, Year 12
Emily, Year 11
The art of our Young Archies
Changing lives through opportunity
At Haileybury Rendall School, we often speak about community and about supporting one another, opening doors and ensuring every young person can flourish. One of the most powerful ways this happens across the broader Haileybury community is through the work of the Haileybury Foundation.
While the Foundation has supported students and families for many years, its work is still relatively new to many within the Haileybury Rendall community. Established to strengthen access and opportunity, the Foundation exists to provide life-changing scholarships for students who may not otherwise have the opportunity to experience a Haileybury education.
Many members of our community may not realise that giving does not require extraordinary circumstances or substantial wealth. Every contribution, regardless of size, plays a role in building opportunities for students. When a community gives collectively, even modest donations can create meaningful and lasting impact.
There are also practical benefits to giving. Donations made to the Haileybury Foundation Scholarship Fund are tax deductible, meaning supporters can make a contribution while also receiving financial benefit at tax time. For many families and alumni, the end of the financial year provides an opportunity to support causes they care deeply about while making a positive difference in a structured and effective way.
Today, two students at Haileybury Rendall are scholarship recipients through the Foundation. Their journeys serve as an important reminder that the impact of generosity extends far beyond financial support. Scholarships provide access to education, but they also create confidence, belonging and pathways to futures that may once have felt out of reach.
The impact of giving reaches well beyond the individual student. Scholarship recipients enrich classrooms, strengthen communities and contribute to the vibrant and diverse culture that defines Haileybury. Donors often speak of the deep satisfaction that comes from knowing they are investing in a young person’s future and helping create opportunities that can last a lifetime.
As Haileybury Rendall School continues to grow, so too does the potential to strengthen a culture of philanthropy and support within our own community. The Foundation’s work reminds us that education can transform lives and that sometimes the greatest gift we can give is opportunity.
Together, we can help ensure more students have the chance to thrive, dream and reach their full potential.
To find out more or to support the Haileybury Foundation through a donation, please click here or contact Director of Development and Alumni Relations, Russell Davidson at russell.davidson@haileybury.com.au
From the President
CLAYTON FORD (OH 1991)
President of the Old Haileyburians Association
It has been another dynamic and rewarding period for the Old Haileyburians Association, with a strong focus on connection, opportunity and supporting our community at every stage beyond school.
A particular highlight has been the success of our initiative connecting the Class of 2025 with recent alumni at their destination universities. This program has provided a warm and practical bridge for around two hundred school leavers as they navigate their first year of tertiary study, linking them with those who have recently walked the same path. The early feedback has been overwhelmingly positive, and we look forward to growing this initiative in the years ahead and building on the learnings to adapt to our Haileybury Rendall School and Haileybury Pangea online school cohorts, wherever they are headed.
We have also been delighted by the calibre of applications received for the inaugural OHA Ignite entrepreneurship support program. The creativity, ambition and commercial thinking demonstrated by our alumni have been truly impressive, reinforcing the strength of the Haileybury spirit in innovation and enterprise.
Our young professionals networking evening was another standout event, bringing together leaders across industries to share insights, build connections and support our young
alumni’s professional journeys. Similarly, it was wonderful to see our Women in Business initiative continue to gain momentum, with ten OHA women attending the Monash Women’s Business Network International Women’s Day business and networking lunch. This year also saw the launch of the Haileybury Voices podcast, sharing the stories and insights of our alumni community and further strengthening connections across generations.
As we go to publication, we are excited for the June Sursum Corda Society event featuring Nick Cummins (OH 1991), CEO of Cricket Victoria, which promises to be a thought-provoking and engaging evening for our business leader community.
Behind the scenes, the OHA Council continues important strategic work. We have commenced early planning for a new parents group, aimed at strengthening connections and sharing experiences between alumni as they embark on their parenting journey. We are also reviewing our value proposition and positioning to ensure the Association continues to meet the evolving needs of our alumni. Many alumni will have recently received a survey as part of this process and thank you to those who have contributed insights.
As always, we encourage all Haileyburians to stay engaged, support one another, and take pride in this remarkable community. Stay connected.
OHA contacts
EXECUTIVE DIRECTOR AND DIRECTOR OF DEVELOPMENT AND ALUMNI RELATIONS
Russell Davidson (OH 1986) russell.davidson@haileybury.com.au
+61 3 9904 6140
DEVELOPMENT OFFICE OPERATIONS LEAD
Kylie Phillips
kylie.phillips@haileybury.com.au
+61 3 9904 6615
DEVELOPMENT OFFICE
EVENTS COORDINATOR
Cristina Zannoni
cristina.zannoni@haileybury.com.au
+61 3 9904 6141
DIGITAL ENGAGEMENT AND DATA COORDINATOR
James Green
james.green@haileybury.com.au
+61 3 9904 6000
OHA COUNCIL 2025-26
President
Clayton Ford (OH 1991) Vice-President
James Kemper (OH 2012)
Treasurer
Ian Clydesdale (OH 1977) Councillors
Kiara Borgonha (OH 2021)
Stephen Corney (OH 2004)
Cooper Ford (OH 2023)
Fatih Gunes (OH 2012)
Vinay Lakshman (OH 2012)
Abbey Leys (OH 2018)
Brenton Loughnan (OH 2012)
Stephanie MacLean (OH 2011)
Simge Ozkul (OH 2015)
Brad Petry (OH 2001)
Shankar Pillai (OH 2006)
Jenna Shepherd (OH 2010)
Billy Si (OH 2004)
WEBSITE oha.org.au
OHA SOCIALS
@oldhaileyburians
@oldhaileyburians @haileyburyschool
STAYING CONNECTED FOR LIFE
The Old Haileyburians Association are community focused allies of the School, passionate in staying connected with Alumni and the broader Haileybury Community beyond the School Years. Once a Haileyburian, always a Haileyburian.
OUR VALUES
Staying Connected: Physically, emotionally and virtually by caring for community beyond Haileybury
Supporting Dreams: Through mentorship, networking and connection
Providing a Home: With a place of belonging and purpose giving meaning to like-minded members
OHA Relocation
Bursary
APPLICATIONS BY CAMPUS
RELOCATION BURSARY CLASS OF 2025
Relocating for study can be challenging. The OHA Relocation Bursary provides a small amount of funding for approved applicants and is our way of wishing Haileybury Rendall students the best as they embark on their next adventures following graduation.
Applications open in December following the release of university offers and more information is available at https://oha.org.au/oha-relocation-bursary/.
APPLICATIONS BY SCHOOL
APPLICATIONS BY CAMPUS Comparison – 2023 to 2025
Haileybury Rendall School 30
Haileybury Rendall School 30 (64 Graduates)
Haileybury Pangea 3 (30 Graduates)
Haileybury Pangea 3
Haileybury Voices
BEYOND THE BLAZER
Introducing Haileybury Voices 2026
The OHA is proud to launch Haileybury Voices 2026, a new podcast dedicated to the stories, insights and experiences that define our global alumni community.
More than just a podcast, Haileybury Voices goes beyond the blazer to explore the journeys of Old Haileyburians, the lessons they have learnt and the values that continue to connect us long after school.
Hosted by OHA Council members Pavneet Arneja and Shankar Pillai (both OH 2006), the series brings thoughtful, authentic conversations to the forefront, celebrating the people who shape and strengthen our community.
Whether you are a current student, alum, or a lifelong member of the Haileybury community, Haileybury Voices invites you to reconnect, reflect and be inspired by the stories shaping our shared legacy. New episodes will be released monthly, featuring more inspiring conversations from across the Haileybury community.
Discover stories and insights in the latest episodes of Haileybury Voices, which feature:
> Russell Davidson (OH 1986), Director of Development and Alumni Relations, Haileybury.
> Ben Sze (OH 2002), Co-founder of Edrolo, Co-founder and Co-CEO of Teacher’s Buddy.
> Monique Mulcahy (OH 2013), an internationally recognised filmmaker.
Listen to Haileybury Voices here
OHA Outstanding Young Alumni Awards
Nominations are now open for the OHA Outstanding Young Alumni Awards which are presented each year across the five different fields of expertise of Arts, Business, Sport, STEM and Community.
Nominees must have graduated from Haileybury within the past 12 years and have made significant achievements in their field of endeavour, exemplifying the best attributes of youth in today’s world.
Submit your nomination today and help celebrate the next generation of outstanding Old Haileyburians via the nomination form. Click here
OHA events
1. HRS Alumni gather for memorable Melbourne evening
Haileybury Rendall School alumni and staff living in Melbourne gathered at the Haileybury City campus for an evening of reconnection and celebration. Guests, including Craig and Kerry Glass and Janeanne Lee, shared stories and reminisced, highlighting the lifelong bonds formed through Haileybury.
No matter your campus or where in the world you are, the OHA continues to support and celebrate our community.
2. Young Professionals Networking Event: a night of connections, insights and career growth
Supporting the next generation was the focus of the recent Young Professionals Networking Event, which proved to be another standout success. Alumni from a broad range of industries, including medicine, engineering, law, business, human resources and property, generously shared their time and expertise. The evening provided invaluable opportunities for young Old Haileyburians to build networks, gain insights and feel inspired about the pathways ahead. To
Chapter events will be held in the following cities in 2026.
Darwin Wednesday, 22 July
Melbourne (Mornington Peninsula Luncheon) Sunday, 9 August
Sunshine Coast Monday, 31 August
Brisbane Friday, 4 September
Canberra Wednesday, 14 October
Sydney Thursday, 15 October
Perth Sunday, 25 October
For alumni living or visiting Melbourne in October, our fantastic annual OHA Golf Day will be held on Friday, 2 October at Southern Golf Course. Not only would we love to have you there, but you also have a chance to win a Mercedez-Benz.
Once a Haileyburian, always a Haileyburian
Thriving beyond school
Bessie Cox (OH 2023)
For Bessie the memories made at Haileybury remain some of the most treasured chapters of life so far. From lifelong friendships and outdoor adventures to leadership opportunities and inspiring teachers, Haileybury provided the foundation for both personal growth and future aspirations.
Serving as School Captain was a defining experience, helping Bessie build confidence and develop strong public speaking skills. It was through leadership that new horizons were opened and a greater sense of selfbelief emerged. Equally influential were the teachers who left a lasting impact.
Ms Bratby, inspired Bessie’s passion for Health and Physical Education teaching through her infectious optimism and approachable nature.
Ms Ritchie also played a pivotal role, encouraging a love for English that inspired the pursuit of a minor degree in the subject. Their support and belief demonstrated the value of perseverance, hard work and practice, lessons that continue to resonate today.
Among Bessie’s fondest school memories are the Outdoor Education trips at Haileybury Rendall School, along with the unforgettable Year 12 leadership trip to Melbourne. These experiences fostered resilience, connection and countless moments of laughter that still hold a special place years later.
Following graduation, a gap year in 2024 brought new opportunities and adventures. Time spent working in Adelaide allowed Bessie to save and prepare for university life, while travel and reconnecting with friends filled the year with excitement. A first overseas trip to Indonesia, including the beautiful destination of Bali, proved especially memorable. There were also unforgettable moments attending the inaugural AFL Gather Round in Adelaide alongside concerts featuring favourite artists.
The beginning of 2025 marked a significant new chapter: moving to Geelong to begin university studies at Deakin University. Sharing a home with eleven strangers was initially daunting, yet it quickly became one of the most rewarding experiences of Bessie’s life. Living away from home encouraged
resilience, independence and personal growth, while also strengthening communication and people skills. Out of this unfamiliar environment came lasting friendships, including two housemates who are now considered amongst Bessie’s closest friends.
University life brought plenty of opportunities to embrace new experiences. From residential events and social gatherings to a memorable ski trip at Mount Hotham, there was always a chance to meet new people and create lasting memories. Another overseas adventure followed with a trip to Vietnam, where vibrant culture and incredible food left a lasting impression. To top off the year, there was also the excitement of attending a Gracie Abrams concert.
Now in 2026, university life continues to flourish. Taking on the role of Residential Leader at college has provided Bessie with an opportunity to mentor first-year students navigating life away from home for the first time. Acting as a source of guidance, support and familiarity has been incredibly rewarding, especially when helping others settle into their new environment and build confidence in themselves.
Outside of study, life in Geelong remains full of activity and connection. Playing hockey with the Torquay Tornadoes has introduced Bessie to another wonderful friendship group, while returning to dance, a much-loved part of childhood, has reignited a long-standing passion. Weekly Monday night netball competitions have also become a highlight of residential life.
Living so close to Torquay has made summers by the beach a regular occurrence, while Melbourne’s proximity has allowed Bessie opportunities to reconnect with the Haileybury community through Old Haileyburian Association events, including the OHA’s School Captains event in 2025.
Looking ahead, Bessie is excited for everything still to come. “Turning 21 feels like a significant milestone, yet there is comfort in knowing that a strong support network of friends, family and mentors remains close by.” Reflecting on her journey so far, one message stands out for current students that “the pressures of Year 12 are temporary, and life beyond school holds countless opportunities for growth, connection and unforgettable experiences. Trust in teachers, lean on loved ones and, most importantly, believe in yourself,” she says.
