A PUBLICATION OF THE HAMILTON AND ALEXANDRA COLLEGE / NO 84 / JUNE 2025
CELEBRATING ACADEMIC ACHIEVEMENT
CONGRATULATIONS TO OUR PRINCIPAL AND HEAD OF MIDDLE YEARS / PAGE 06
APPROACHING LIFE & LEARNING WITH CURIOSITY
INTRODUCING OUR NEW DIRECTOR OF LEARNING AND TEACHING / PAGE 08
ENCOURAGING ACADEMIC AMBITION
IN OUR JUNIOR, MIDDLE AND SENIOR YEARS / PAGE 10
YEAR 6 REPRESENT COLLEGE IN CANBERRA
The Year 6 class had their week-long action-packed Canberra experience in May. With visits to the National Museum of Australia, Museum of Australian Democracy, Questacon, Parliament House, High Court of Australia, National Film and Sound Australian Institute of Sport National and Aboretum, this annual Year 6 experience nurtures learning through a range of opportunities beyond the classroom. A highlight of this trip was the Junior School Captains, Hugo Cameron and Olivia Bell, being asked to lay the wreath during the Last Post service at the Australian War Memorial.
The Hamilton and Alexandra College acknowledges the Traditional Owners of the land where our College proudly stands, the Gunditjmara People. We honour Elders past, present and future in recognition of their strength and resilience, we commit to building a brighter future together.
Front cover photo: We Met In June
Photography: Alana Brown, Shane Dempsey, Ashley Quinsey, Tiantian Li, Neve McClure, We Met In June
06. Principal Dr Michael Horne and Head of Middle Years Dr Ben Hawthorne 08. Director of Learning and Teaching Anna Robertson with Cairo Cullinane 17. Year 6 teacher Toby Hawthorne and Olivia Bell 20. Parents Bindi Whitehead, Narelle Hill and Andrea Sherman
FROM THE PRINCIPAL
IT’S ALL ACADEMIC
The focus of this edition of The Ivy and the Tower is ‘encouraging academic ambition’.
You will read here many examples of traditional academic opportunities seized by our current Collegians. These are worth sharing and show again the engagement and capacity of the College’s students. As an introduction to these, my purpose here is to explore the modern challenge for an historic school such as ours which has a tradition of excellent academic outcomes, and to answer the question of what does it mean going forward to be considered an ‘academic school’. To me it seems that the heart of the challenge is about how we keep student outcomes relevant to the modern day (out the door with rote recitation tests); in short, how we ensure ensure that The Ivy and the Tower doesn’t become the Ivory Tower
As an English teacher, the temptation is too great not to consider the different definitions of ‘academic’ and how it acts as a part of speech. As an adjective, traditionally the word has connotations
of serious and studious acquisition of knowledge – a student can be an academic student. This academic (adj.) student might go on to actually become an academic (n.); they might excel so much that the descriptor becomes the name. There is however a slight semantic shift that goes along with the grammatical one. An academic student or person is understood to be one who works hard, completes their homework and generally gets good grades. There is a pattern to follow, tests to pass, exams to ace, and hurdles to jump. When the adjective becomes a noun, however, the connotation shifts. An academic is a person who is a both a repository of great knowledge and also a seeker of new knowledge, one who studies by writing studies, not just by reading the studies of others, as a student might do.
One of the strategies we use to dig deeper into a concept is to trace the meaning of a word back in time, and to see how it has been used in different ways. An academic in the current meaning is someone with a serious and extensive specialisation – in the stereotypical usage, they know one thing in great detail. And yet,
Dr Michael Horne with School Captains Sophie Merrin and Jack Jarvis
trace the word back further and we find that academic was mostly used as an adjective pertaining to an academy, or school, a meaning stretching back to Aristotle’s school of followers, his Academy. Those within an Academy were broadly and classically educated, rather than specialising. They followed the belief that a person could be a mathematician and an artist, could be interested in the natural sciences and in theatre and drama. To be the product of an Academy was to be a generalist. Of course, specialisation within academic disciplines has brought many, many social benefits, especially in the field of medical science, and I am not making an argument against it here. What I am suggesting is a broadening in our general understanding and application of the word academic to encompass the type of broad and generalist education that those in an historic Academy developed and encouraged in others. If universities might naturally and rightly remain the site of specialisation, it is then logical that schools are the natural place for this type of broader academic education.
With the ascension of a new Pope earlier this term, a reference to the Vatican might be appropriate here. Raphael’s painting The School of Athens is a fresco in the Stanza della Segnatura in the Vatican. It depicts an imagined school of the great philosophers and academics of The School of Athens, led by Aristotle and Plato, the central figures in blue and red respectively. They are joined by classical figures including other philosophers such as Heraclitus and Epicurus, and others best known for their contributions to mathematics and natural science – Pythagoras, Euclid and Ptolemy. Raphael included a portrait of his contemporary, Michelangelo, and even snuck in a self-portrait.
What is most striking about the painting is the mix of talents and views represented by its figures. We see different philosophical viewpoints, with all of the major ‘schools’ of philosophy being represented – Platonist, Aristotelian, Stoic, Epicurean and Skeptic. Their differing viewpoints are represented visually. Plato points to the sky referencing his world of heavenly or perfect ‘forms’, while his student Aristotle points towards the earth, as he believed the source of ideas was worldly. Diogenes the Cynic reclines in the centre of the piece, rejecting the world and its comforts – draped in only the barest of clothes. Pythagoras, Socrates and Euclid are all present, and represent the belief that reason was the path to truth. Ptolemy and Zoroaster refer to cosmology, looking to the heavens to understand our place in the world. The artistic figures in Michelangelo and Raphael represent the role of the artist in uncovering human truths.
The School of Athens has a partner fresco of similar scale and composition on another wall of the Stanza della Segnatura. This fresco is called La Disputa, or more fully The Disputation of the Holy Sacrament, and depicts a triumphant scene of church figures including Christ, Mary, saints, popes, bishops, priests and a mass of the faithful. In this painting the Church Militant is at the bottom, before a set of stairs (as in The School of Athens) which lead up to the Church Triumphant. That The School of Athens – about secular knowledge – is a fresco in the Vatican and sits in the same room as La Disputa says much about Raphael’s intended meaning. It represents Raphael’s argument that despite different approaches, philosophy, science and theology all have the same goal: to discover truth. His imagined ‘Academy’ captures the breadth of knowledge implied in the original conception of the
word. To be academic is to be like the members of Raphael’s school – interested in various disciplines, attempting to craft and create new knowledge, and comfortable with error and argument. This is a definition quite different from the current use of the word.
This is an argument for the type of education that an academic might seek. But what of the means of acquiring it. In recent decades, perhaps even the last century, as schools have been ubiquitous and universally attended, there has been a shift in discourse about education. Within our system we often talk
about students receiving an education, or getting an education, or that this school or other provides a good education. The unifying feature of these phrases is that education is a thing that is given, passed, from those who already possess it to those who don’t. This is quite different from the idea that a person might become educated or educate themselves. Again, the grammatical form matters – an education is an abstract noun, it must be passed from holder to receiver. Becoming educated is a verbal phrase, it is a process which opens the possibility of individual betterment.
A classical liberal education was once a luxury enjoyed by those who had the means to travel, to have a library, and to have a tutor. The democratisation of education has been a good thing – it has spread beyond those just with these means and the time to enjoy them. Schools now have an opportunity, in the fact that every young person in our school has in their hand or pocket or locker (if they’re following the rules) the same things that only the wealthy had two centuries ago – the means to travel, a library and a personal tutor. This fact demands a serious reimagining of what ‘academic’ means.
If I want to learn how to structure a persuasive speech or remind myself how to use Pythagoras theorem, I look it up on YouTube. I listen to the advice of someone who has mastered it and then watch them demonstrate. If I miss something or make a mistake (likely) I can go back and watch it again. This is the classic master and apprentice model. I have access to the world’s library at the tip of my fingers and no longer necessarily need a teacher who is a keeper of knowledge.
An academic school can, then, no longer be an institution full of people who hold in their heads the knowledge of a particular discipline. Teachers and principals are collectively grappling with the question of how do institutions such as ours – which have been defined as repositories and sharers of knowledge –maintain relevance in the face of a new information production and dissemination paradigm?
Perhaps we look back to look forward, and take some lessons from both the traditional self-educated person who learnt form
travel, from reading and from a tutor who walked with them, and from The School of Athens. Raphael assembled great thinkers and questioners from philosophy, art, science and theology and represented them in dialogue – talking with one another, personto-person, to test ideas. Schools such as College can retain their relevance even in an age where knowledge conveyance is no longer our exclusive claim. That relevance is in the opportunity for breadth, and in the opportunity for discussion and dialogue.
In The School of Athens there are about 50 people – discussing, drawing, arguing, interacting – and only about three books. Perhaps this Renaissance rendering of classical figures gives us a model for the ratio of human interaction to knowledge consumption that we should be applying in modern, academic schools. As our College continues to evolve and define itself as an academic school, I am delighted to commend to you this edition of The Ivy and the Tower with its examples of academic endeavour and success.
Opposite: The School of Athens by Raphael Below: Michael performing with the College’s Male Voice Choir in a moving rendition of And The Band Played Waltzing Matilda at the College’s ANZAC Service this year
CELEBRATING LIFELONG LEARNING
CONGRATULATIONS
DR MICHAEL HORNE AND DR BEN HAWTHORNE
This year the College community celebrates the academic achievements of our Principal Dr Michael Horne and Head of Middle Years Dr Ben Hawthorne. Both Michael and Ben have attained the highest level of formal education with their respective achievements of a Doctor of Education from The University of Melbourne (Michael) and a Doctor of Philosophy (Education) from The University of Melbourne (Ben).
We salute Michael and Ben for the fine example they set as lifelong learners, and we appreciate the considerable expertise they bring to the academic staff at College.
We are honoured that our Principal has been invited to present the findings of his research at the 21st Biennial Conference of the International Study Association on Teachers and Teaching conference in Glasgow in July this year. The College is proud of the contribution that Michael will make to national and international educational forums.
Michael and Ben are to be commended for the hundreds of hours of research and focused attention they have dedicated to their chosen fields whilst at the same time maintaining full-time senior leadership roles in education. We are impressed and inspired by their achievements. Bravo Dr Horne and Dr Hawthorne.
Rosemary Merrin, Chair of the College Board
College Principal Dr Michael Horne and Head of Middle Years Dr Ben Hawthorne
Q&A
PRINCIPAL, DR MICHAEL HORNE
What was the focus of your research and what were the key findings?
I investigated teachers’ experiences of undertaking action research studying their own teaching practice. I found that participants valued their projects as a mechanism for social support and collaborative knowledge construction. I developed a new model for school leaders and policy makers for successfully implementing action research in schools.
Why was it important for you to do this research?
It was important for me to do this research as I had enjoyed the process of undertaking and leading action research across a number of schools. There was a tension however between this and the tight time constraints on teachers within busy schools, so I wanted to find out how to best lead action research in a real school context.
How will this experience influence your leadership practice at College?
The research has implications for leading all professional learning in schools, not only action research models. The research and findings of the thesis will influence the structures and support embedded into our professional learning programs for teaching staff.
As a result of this experience, what have you come to believe should be an important focus in educational practice over the next decade?
I very strongly believe that the relationships and distinctions between tertiary institutions and schools will change over the next decade. In much the same way as medicine is taught through teaching hospitals, I believe that we will come to see greater cross-over and intersection between universities and schools – both for initial teacher training, and for teacher professional learning and development.
What was the most surprising thing about this learning experience?
The most surprising thing has certainly been that even though teachers really value the opportunity to study their own teaching practice, they simply do not undertake action research projects if they are not required to by school leaders.
Q&A
HEAD OF MIDDLE YEARS, DR BEN HAWTHORNE
What was the focus of your research and what were the key findings?
My PhD research focused on the nexus between Cognitive Load Theory and the Science of Well-being. To put it simply, I explored cognitive load as possible mechanism by which well-being influences learning. Overall, my research highlights that students’ perseverance and their ability to regulate psychologically painful emotions during learning tasks assists them in dealing with high levels of cognitive load, ultimately leading to greater learning.
Why was it important for you to do this research? Personally, I’ve been interested in education research for many years now, and I love learning and expanding my knowledge, so completing a PhD was an obvious progression for me. One of my favourite academic papers that I first read many years ago was published in the early days of Cognitive Load research. This paper just made sense to me in terms of how we learn, so Cognitive Load Theory was and area I have been keen to research in greater detail. My research now forms part of the expansion of this theory to now include the influence of non-cognitive factors on cognitive load, which is pretty exciting.
As a result of this experience, what have you come to believe should be an important focus in educational practice over the next decade?
The use of evidence-based teaching practices in the classroom. These make a big different to student learning outcomes. I think the use of research informed evidencebased practices will be particularly important over the next decade. As a teaching profession we tend to go through fads/phases of focus. We have recently come out of the ‘students learn best from inquiry’ approach to teaching and learning and are now in the middle of ‘students learn best through explicit teaching’ approach. I feel that over the next few years teaching will evolve towards a mix of evidencebased practices that focus on the question, When is the optimum time to move from explicit teaching to an inquiry approach?
INTRODUCING OUR DIRECTOR OF LEARNING AND TEACHING
ANNA ROBERTSON
I believe one of the most important things a school can do to encourage academic ambition is to create a culture where students – and staff – approach life and learning with curiosity.
This means a school where learning is visible, valued and celebrated. It means setting high expectations. It means giving students clear and consistent feedback and helping them understand the purpose behind their learning.
Anna Robertson, Director of Learning and Teaching
Q&A
What was it that drew you to College and what continues to inspire you?
I was attracted to its excellent reputation as an independent school in the region. It felt like a natural fit – similar in size and spirit to Korowa – and I sensed I would have a strong affinity with the staff and broader school community. I continue to be inspired by its commitment to high-quality, evidence-based teaching and learning. I feel privileged to contribute to a school that values both tradition and innovation in education.
What do you love most about working at College?
The strong sense of community and the incredible students I’ve had the privilege to teach. Over the years, I’ve formed meaningful connections with so many students and it’s been truly rewarding to see them grow. One of the most special moments for me was arriving at the Senior Campus last year and having Year 10 students greet me – students I had taught in my very first term at the College when they were in Year 1! That kind of long-term connection is very special about our school.
What does the role of Director of Learning and Teaching involve?
Anna joined the Junior School staff in 2016 after relocating from Melbourne at the end of 2014 with her husband and young family. She has worked in a range of roles across the College. Previously she taught at Korowa Anglican Girls’ School where she held the roles of Curriculum Coordinator and Acting PYP Coordinator for the International Baccalaureate, primarily in the Junior and Middle Schools, and she also worked independently as a curriculum consultant. Anna has a Master of Education, with a focus on Curriculum. In 2023 she achieved National Teacher Certification as a Highly Accomplished and Lead Teacher, one of only 16 in the state.
Commencing as Director of Learning and Teaching at the beginning of 2024, Anna brings valuable experience in curriculum development and educational leadership, broad perspective across all year levels, and a passion for understanding how students learn and supporting teachers to continue to learn and grow professionally. Anna has been closely involved in implementing evidence-based programs which have significantly contributed to the school’s approach to literacy, numeracy and learning.
My work is closely aligned with the school’s strategic direction. The role is incredibly diverse and dynamic. Each week brings a new experience or a different problem of practice to explore. What I love most is the opportunity to work with all members of our school community: students, parents and families, teaching and admin staff, and board members.
What has been the most surprising aspect of the role?
How important conversations are, not just with students but also with their teachers and families. I especially enjoy the interactions I have with the students – whether it’s talking to senior students about their goals and subjects as they look towards their future or supporting the Year 7s to make sure they have a really positive transition from primary school. Conversations with staff have made me appreciate even more how much our teachers give outside the classroom. Their commitment to student learning and wellbeing is extraordinary and is something that really defines our school culture.
What are you most focused on?
At the moment, I’m particularly focused on aligning our instructional practices with the latest educational research and evidence. I’m also working on ensuring consistency and cohesion across the curriculum, with the goal of ensuring clarity around what it means to be a College student in the classroom – from the Early Learning Centre all the way through to Year 12.
Opposite: Anna Robertson with Year 10 ‘Excel’ students Cairo Cullinan, and Marianna Novikov (back to camera)
CELEBRATING ACADEMIC ACHIEVEMENT
SCHOLAR’S ASSEMBLY 2025
Everything we do is scholarly. A scholar is really just someone who is interested in the world. Someone who seeks to find out more and to think and understand the world around them.
Dr
Michael Horne, Principal
GUEST SPEAKER PROFESSOR ANDREW CAMPBELL, 1977
Old Collegian and 1977 School Captain, Professor Andrew Campbell’s distinguished career includes leading and chairing national and trans-national organisations and working across boundaries of country and discipline.
He has held influential roles in sustainable agriculture and research management in Australia and internationally for over 30 years, including as Australia’s first National Landcare Facilitator and CEO of Land & Water Australia. He has written widely on the land care, sustainability and the science-policy interface. Andrew is still involved in the running of his family farm in South West Victoria where his family has been farming since the 1860s.
Andrew shared some lessons that he has learned along the way with students in the audience…
• Your ATAR is not everything – it’s just a number and a very narrow indication of what you can do
• A kid from the Western District, from Hamilton College, can lead at any level, local, state, national and international – there are no limits to what you can do
• There’s no single pathway and the days of one singular linear career are over
He shared some tips…
• Work on being really good at something, develop expertise – this will get you the interview
• Alongside that, work on your ‘generic skills’, these are becoming even more important: communication, teamwork, project management, budgeting, conflict resolution, how to build partnership and alliances, how to find information – this will get you the job
• Work on these other important life skills: read widely, travel, keep fit and have adventures
• Never be scared to ask someone to be a mentor, build your networks
• Build exceptional skills in information-seeking and learning
And he had a final simple message … Your generation is heading into very interesting times. Make the most of the great advantage that you’ve had in being given an education here at this wonderful school. Go for it.
Above: 2024 Scholars: Hannah Croft (Proxime Accessit), Principal Dr Michael Horne, Sarah Richardson (Dux), Prof Andrew Campbell (1977) and Charlie Mahar (Proxime Accessit)
A FAMILY OF HIGH ACHIEVERS –RICHARDSON DUX SISTERS
Katie (2023 Dux): 2nd year Bachelor of Science, The University of Melbourne (planning to major in Pathology), living on res at St Mary’s College.
Sarah (2024 Dux): 1st year Bachelor of Biomedicine, The University of Melbourne, living on res at Queen’s College.
Q&A
How is everything going?
Katie: I’m loving my course so far. Being able to explore my interests through VCE subjects at College really helped me when I came to deciding what to do at uni.
Sarah: I’m absolutely loving living at Queen’s College and am thoroughly enjoying my course and life in Melbourne.
How did College support you to achieve your goals?
Katie: I’m extremely grateful to my teachers, not only for their invaluable academic support but also for their guidance in applying for university.
Sarah: I honestly wouldn’t be where I am without the support of my teachers and the staff. The after-school help in Year 12 made a huge difference for me. Getting to choose subjects I was genuinely interested in gave me a great head start. I’m especially thankful to Miss Reiher and the Careers department for their support, particularly when it came to navigating all the decisions.
AMANDA & BARRY RICHARDSON, parents
College has provided both our daughters with lots of opportunities and support throughout their time. Katie loved being on the debating team, learning Chinese and having the honour of being a Vice Captain. One of the stand-out opportunities was a school camp Katie went on in Melbourne – from that experience she was determined to go to Melbourne Uni. For Sarah, the leadership conference in Melbourne in Year 11 gave her the confidence and determination to strive to go to university like her sister and study Medicine. She loved her netball and going on the Central Australia trip, but the biggest highlight had to be being a School Captain which gave her leadership opportunities and confidence.
We would like to thank all of the College staff for the support they gave Katie and Sarah – in class, the after-school library tutoring sessions and the Boarding House – and for believing in them and helping them believe in themselves.
CONGRATULATIONS TO THE CLASS OF 2024
College’s very strong VCE results have again demonstrated the school’s commitment to academic excellence. A team of excellent staff worked closely with students to help them achieve their best.
Our Year 12s have had their heads down and have been focused throughout the year. They have studied, practised, drilled and sought assistance when needed. Their academic bent and strong work ethic have led to some excellent results, and as a school we couldn’t be more proud of them.
Dr Michael Horne, Principal
VCE high achievers
We applaud the Class of 2024 on their strong VCE results. Our 2024 Dux is College Captain Sarah Richardson who achieved an ATAR of 97.8. Proxime Accessits are Hannah Croft and Charlie Mahar both achieved an ATAR of 95.9. Portland local and College Vice Captain Fay Harjanto achieved an exceptional Study Score of 48 in Art Making and Exhibiting and an ATAR of 94.25.
VCE results
• Dux ATAR 97.8
• 17% of the cohort achieved an ATAR above 90
• 35% of the cohort achieved an ATAR above 80
• 54% of the cohort achieved an ATAR in the top 30% nationally
Tertiary outcomes
• 90% of the cohort applied for a tertiary course
• 80% of students applied through VTAC and 96% received an offer
• Most popular courses: Engineering, Science, Psychology and Criminology, Arts/Law, Business
• In Victoria, the majority of students will attend: The University of Melbourne, Deakin University, Monash University, RMIT
Board Chair Rosemary Merrin with 2023 Dux Katie Richardson (left) and 2024 Dux Sarah Richardson (right)
An incredible range of learning and support opportunities offer something for every student, no matter what they choose to do, so they are ready to go out into the world with confidence.
Anna Robertson, Director of Learning and Teaching
NURTURING CONFIDENT YOUNG PEOPLE
Q&A
HELEN REIHER Head of Year 12 and Careers
How is academic ambition encouraged in the Senior Years?
Whatever a student chooses to do, they are supported, celebrated and encouraged to achieve their best. They are taught to believe that anything is achievable with the right approach and effort. Every student receives personalised support to help them understand who they are as a person, what they want to achieve and what the possibilities are so they can choose the subjects that will enable them to really shine and give them the best possible opportunity to follow their dreams. The ‘Excel’ academic extension program is available to high-performing and high potential students in Years 10, 11 and 12.
How are students supported to achieve their goals?
All teachers know our students exceptionally well. They know each student’s strengths and how they best learn and can pinpoint when a student is not achieving at their top level and may need some extra support with their academic work and overall wellbeing.
What is special about the Careers Program at College?
Students are encouraged to look at a wide range of options and explore as many opportunities as possible so they can make a plan about their future that is informed by possibilities and suited to their individual strengths and interests. We connect students with people and opportunities so they can gain first-hand experience in different settings, from work experience and industry placements or visits to universities and residential colleges. For example, the annual Year 12 Retreat held at Deakin University in Waurn Ponds where students do a tour, speak to student ambassadors and stay two nights ‘on res’ gives them a taste of university life.
NEVE MCCLURE (2024)
Neve is taking a gap year after deferring her course in Medical Imaging at Deakin University in Waurn Ponds. Since finishing Year 12, Neve has been busy, from rouseabouting and farmhanding to nannying and doing work experience in Medical Imaging at the Hamilton Base Hospital. She is currently in Texas working at Camp America for nine weeks.
Neve’s mother Suse McClure credits much of Neve’s confidence and independence as she heads out into the world to the support and opportunities she had at College… The teachers know all the students so well –their personal knowledge and attention to each student is incredible. They are also so available – if the students turn up, the teachers are there for them. I also love how much the students appreciate the opportunities they have going to a school like College, and their respect for the efforts of the teachers. From when Neve started in Year 7, the strong academic culture was clear. College is so good at helping students set goals – not just academic, they are also encouraged and supported to try all the other things on offer like sport and so much more. I remember Julia Winter Cooke [past Head of Middle Years] telling us that students get out of College what they put in. Neve ate up all the opportunities on offer and got so much out of it. If you’re looking for your child to be a wellrounded young person at the end of school, you can’t go past College.
Helen Reiher working with a small group Year 11 Careers session, including Lily Giles and Phoebe Baker
A WORLD OF POSSIBILITIES
Q&A
MIKA BOTTRALL, YEAR 12
Mika is planning to study Mechanical Engineering, specialising in automotive and motorsport engineering, and is looking at universities overseas.
The support I have had at College has helped make my future goals achievable. From the academic standards and expectations to the incredible teacher support, encouragement and dedication to each student, and the range and accessibility of opportunities. Also College is one of few schools in the region to offer Specialist Mathematics as a face-to-face class.
I was very fortunate to be teamed up in a mentoring relationship with Damien McArthur, an Old Collegian who is an Aerospace Engineering graduate and PhD recipient in aerodynamics and is working in the Formula 1 racing industry and living in Cambridge, England.
ROSIE DUNN, YEAR 12
With an overall plan to study Veterinary Science and pursue her love of working with animals, Rosie plans to have a gap year after finishing school, including six months on a station in northern NSW to broaden her horizons and gain new experiences.
I’ve always had a strong love for animals as they are a part of my everyday life. I have loved having my horse board with me here at College and being able to ride after school.
I have had constant support at College, especially from my teachers who really encourage me to push further. From the Careers classes which helped me to understand what I want to do and have inspired me to create a pathway to my dream career to the one-on-one after-school help from my teachers.
SU-RIANN KIM, YEAR 12
Su-Riann is still deciding between taking a gap year after finishing school or going directly to Melbourne University where she plans to study a Bachelor of Design, potentially majoring in Architecture.
My interest in design stems from a love of creativity and curiosity in the way our world and people operate.
My teachers have been extremely supportive and have made me aware of the various opportunities (universities) on offer for my interests. The support at the library after school has been a big help and the teachers constantly provide feedback and learning support.
The opportunity to connect with world renowned Architect, Angelo Candalepas, that is currently working on the NGV Contemporary in Melbourne and came to College to speak to our class, had a huge impact. He helped me understand the endless possibilities and inspired my uni course choice.
ALEX HILL, YEAR 11
Alex is pursuing a vocational pathway in Agriculture and a work placement as an Agricultural Mechanic. After finishing school he plans to spend a few years in the workforce, including time on cattle stations in northern Australia and Canada – before finishing his apprenticeship or pursuing further studies in agriculture or farm management.
My interest in agriculture comes from my family’s sheep farming background around Lake Bolac for six generations and working in the business over many years.
College has made it easier for me to pursue my interests by offering opportunities to learn at RIST (Rural Industry and Skills Training) and do a work placement as well as supporting me to travel to the Northern Territory earlier this year where I worked on a station. Support from teachers is available every night in the Boarding House.
OLD COLLEGIANS CAREERS MENTORING PROGRAM
Our students love hearing stories from people who started where they are. This program provides an exceptional opportunity for them to talk to someone they can relate to and think, “I can do that.” We would love to hear from Old Collegians interested in mentoring current students. Please contact Director of Community Relations Alana Brown at abrown@hamiltoncollege.vic.edu.au
Year 12 students Rosie Dunn, Mika Bottrall and Su-Riann Kim
Year 1 1 student Alex Hill
We provide a structured learning environment that supports students to build the habit of focus and encourages them to try as many different things as possible – from music and sport to the annual Musical and the Year 9 Vietnam trip, and much more…
Anna Robertson, Director of Learning and Teaching
CREATING A STRONG LEARNING FOCUS
Q&A
JODY OGLE
Head of History and Humanities, Head of Netball
What is special about Middle Years History and Geography at College?
Offered as core subjects in Years 7, 8 and 9, both are taught by specialist teachers – we have a fantastic team of individuals who all have a passion for their subject. History and Geography help students develop a deeper understanding of the world and its diverse cultures, fostering empathy and global awareness. History teaches critical thinking and analytical skills by examining past events and their impacts. Geography enhances the students’ connection to environmental issues as well as the landscapes around us, while field trips make the learning very practical and relevant.
What do you love most about teaching Middle Years students?
I find it very rewarding because the students are developing their curiosity and are eager to explore new ideas and concepts, making it possible to ignite in them a passion for lifelong learning. Their energy, creativity and perspective brings a dynamic atmosphere to the classroom.
MIDDLE YEARS ELECTIVES
In addition to core subjects, students can choose from a wide range of electives: Accounting, Agriculture and Horticulture, Business Management, Chinese and French, Equine Foundations, Ethics and Philosophy, Modern and Australian History, Musicianship, Outdoor Education (Land and Water), Sports Coaching, Theatre Production, and Web and Game Design.
Jody Ogle teaching History to a Middle Years class
MAKING A SMOOTH TRANSITION
YEAR 7 TRANSITION PROGRAM
Our evidence-based program revolves around building positive relationships and allowing students time to fully adjust.
Dr Ben Hawthorne, Head of Middle Years
YEAR 6
• VIBE day in Term 2 is about building positive energy and excitement about Senior School and starting to get to know other students
• Orientation Day in Term 4 is about making new friends and strengthening friendships as well as setting College values and expectations
• Throughout the year, the Head of Middle Years visits local schools to meet students starting at College the following year – this allows them to ask any questions and start developing a sense of excitement about Year 7
YEAR 7
• Early in Term 1, our focus is on settling students into Senior School routines and expectations
• Set seating plans in every class allow students to mix with everyone in their class and ensure no one is left out
• Each Year 7 student is paired up with Year 12 Buddy for support that helps them build a sense of belonging
‘EDGE’ ACADEMIC EXTENSION PROGRAM
This program is available to high-performing and high potential students in Years 7, 8 and 9.
Q&A
MANAIA BREMNER, YEAR 7
Manaia is an elite runner who competes at state and national level in the 800m, 1500m and 3000m (Track) and the 3km (Cross Country). New to the School this year and already throwing himself into life at College, Manaia has hit the ground running, both literally and metaphorically!
How has the move to College been for you?
I’ve loved exploring the huge school and all its amazing facilities because it’s like nothing I’ve ever seen before. My favourite is the hockey pitch that you can play on at lunchtime. There is a vast range of opportunities here for all interests, abilities and ages.
What have you become involved in so far?
Competing in Basketball, Athletics and Cross Country teams as well as playing the saxophone, being part of the Student Representative Council, representing the school in a national History competition and going on an Outdoor Ed excursion.
Manaia competing at the Stawell Gift in April 2025
SUPPORTING STUDENTS TO ACHIEVE THEIR PERSONAL BEST
Q&A
BERNADETTE MILICH
Deputy Head of Junior School, Year 2 teacher, Leads Early Years (Prep to Year 2) team, Head of Berry House
What are you most focused on in your role?
Teachers use a consistent approach to create a safe and encouraging learning environment where children feel valued and have a sense of belonging. This, in turn, motivates them to develop a love of learning. We have clear routines and structures in place and use a common language. We make learning intentions and success criteria clear and use explicit instruction and clear modelling, which means we demonstrate what students need to do and how to do it.
In the Early Years, what foundations are in place to set students up for success?
In Literacy and Maths, we use an evidence-based approach where new material is presented incrementally, connecting new content to prior learning. Our Social and Emotional Learning program fosters student wellbeing, resilience and respectful relationships that aligns with our school values and meets child safe standards. An inquiry-based approach for areas of study such as History, Geography and Science fosters curiosity and discovery.
What extension opportunities are available for students in the Early Years?
Teachers right across the Junior School use a consistent approach and clear instruction with a strong focus on academic rigour and high expectations.
Anna Robertson, Director of Learning and Teaching
A range of enrichment opportunities in literacy, library, specialist classes and cross-age classes aim to address the strengths of individual students and push students to think at a higher level while building confidence and fostering a love of learning.
Bernadette Milich with Year 2 students Charlie Giles and Emily McVeigh
Q&A
TOBY HAWTHORNE
(Old Collegian 2018), Year 6 teacher
Since returning to Hamilton to teach at College at the start of 2024, Toby has also reconnected with the College Cricket Club where he plays and is Coach for the U14s and a member of the social committee. He is also involved in the Hamilton Kangaroos Football Club where he plays and is Assistant Coach for the U12s.
How are students supported to achieve their best academically?
Personalised support is provided in both English and Maths, with access to additional teaching staff for targeted assistance. Evidence-based programs are used to deliver the curriculum, ensuring teaching is informed by proven research and best practice. Students are offered extension opportunities to challenge and engage those working beyond the expected level.
What are the key features of the transition program?
Year 6 students attend the Senior Campus every Monday, easing the transition through regular exposure. They take part in specialist subjects – Science, Music and Languages – designed to spark curiosity and develop deeper interests. Students have a designated base at the Middle Years Positive Education Centre (myPEC) and share recreational and social spaces with Year 7s, which helps them become familiar with the next stage of their schooling. They access the canteen during these visits, developing independence and comfort in the Senior School environment.
What was it about College that drew you back to your old school?
I felt a strong desire to give back to the College community which played a key role in shaping who I am today. I experienced first-hand the dedication and care the staff invested in every student, and I knew it would be a great environment to begin my teaching career. After completing my final university placement at College, I was inspired by the enthusiasm of the students and professionalism of the staff, and knew I wanted to stay.
NURTURING ACADEMIC OPPORTUNITIES
ICAS (International Competitions and Assessments for Schools) has been sat by over 10 million students from 16,000 schools across 41 countries since 1981. It recognises academic performance in a way similar to sports or the arts, with engaging questions designed by psychometricians, education measurement experts and experienced teachers to test higher-order thinking skills. It also provides rich insights into a student’s strengths and weaknesses, helping teachers to unlock student potential and accelerate learning outcomes.
2025 Junior School Captain Olivia Bell (pictured below) achieved outstanding results in her Year 5 ICAS assessments
• English: Distinction (97th percentile)
• Spelling: Credit (83rd percentile)
• Mathematics: Credit (77th percentile)
Percentage comparison is against Australian Year 5 students.
Toby Hawthorne with Year 6 students Arlan Macdonald and Olivia Bell
AN IMMERSIVE JOURNEY THROUGH ANCIENT AND MODERN CHINA
Combining education and adventure, blended history, nature and vibrant cities. On this 15-day trip during the Term 1 holiday break, a group of College teachers and students in Years 9 to 12 had the opportunity to experience China’s rich culture, visiting famous landmarks, tasting traditional dishes and learning about daily life.
In-school experiences at Gaoyou Middle School in Jiangsu Province which College has a close connection with for around 25 years, Shanshui Foreign Languages School BFSU in Guangzhou and Liangxiang No.2 Middle School in Beijing provided our students with invaluable opportunities to engage in a meaningful cultural exchange and learning with local students.
Q&A
TIANTIAN LI Chinese teacher
Tiantian joined the College staff at the start of 2025. She previously taught in Melbourne.
What attracted you to College?
The College’s strong support for Chinese language learning, particularly through immersive programs like China trips and exchange programs, which provide authentic language practice opportunities for Chinese language students was an attraction for me. Teaching Chinese is not just about language, but also a different way of thinking and an entirely different culture that enables students to see and understand things from new perspectives. The most rewarding part is seeing students grow in both their language skills and their interest in Chinese culture. That cultural connection is what makes this work meaningful.
What were the highlights of this trip?
Seeing students apply their language skills and cultural knowledge in real-life situations. It was especially meaningful for our Year 11 and 12 VCE students, who are studying Chinese philosophies, to visit historical sites such as the Forbidden City, temples and museums, as these places show how the philosophies have shaped Chinese architecture and ways of life.
Why is it important for students to have this kind of experience?
No classroom can fully replicate the real-world language environment or the cultural insights gained from interacting with locals.
What was your biggest takeaway?
This trip helped me better understand the challenges students face when using Chinese in real-life situations. It also gave me new ideas for how to teach contemporary Chinese culture in more engaging and relevant ways.
2025 China Language and Cultural Tour group taking in the sights of Shanghai.
Q&A
SHANE DEMPSEY Mathematics teacher, trip leader
Describing learning languages as one of his hobbies, Shane can hold a basic conversation in several languages. He has been teaching himself Chinese for five years and practises his conversational skills with the Chinese-speaking staff and students at College.
What were the highlights of this trip?
The visit to Gaoyou Middle School – our school’s first visit since 2019 – was very exciting and our group received a wonderful reception there as at each of our school visits. The bullet trains were a highlight, their efficiency, cleanliness, and rapid speed – up to 345km/h! Also, being able to converse with the locals really broadened the travel experience.
Why is it important for students to have this kind of experience?
There is so much to experience and learn when you travel and our students are extremely fortunate to have such opportunities. The chance to experience a different culture firsthand will have a lasting impact on young minds. And with China there is also the immersive language element.
What was your biggest takeaway?
It was very rewarding to see the students enjoy their time together and embrace every opportunity. As a teacher I developed my leadership skills further and was particularly proud to deliver speeches, partly in Chinese, at each of our school visits. In the case of Gaoyou it was to over 2,000 students!
A highlight was experiencing a Chinese school and exploring a different culture. I realised how important it is to make connections with different cultures and how traveling can be eye opening. I love studying Chinese because it’s very engaging and expands opportunities for the future.
Charlotte Butcher, Year 12
Charlotte is studying Unit 3 Chinese Language Culture and Society
1. Old Collegian Hannah Croft (2024) 2. Year 12 Chinese Language student Charlotte Butcher 3. Year 9 Chinese Language student Hartley Johns 4. Year 11 Chinese Language student Jude Hockley
5. Jake Alexander and Ciaran Nelson
Opposite: Shane Dempsey (tour leader), Dianel Li (Year 10), Adam Cameron (Year 12), Penny Burger (Year 10), Hartley Johns (Year 9), Brian Shi (Year 9), Ciaran Nelson (Year 12), Jude Hockley (Year 11), Charlotte Butcher (Year 12), Hannah Croft (OC 2024), Jake Alexander (Year 12), Frank Xu (Year 10) and Tiantian Li (Chinese teacher)
OUR CONNECTED COMMUNITY
It has been a very busy start to the year for our wonderful community.
WELCOME DRINKS
1. Jackie O’Brien, Belinda Colliton, Lily Serong, Paulaida Fitzsimmons and Deputy Principal Kristen Waldron 2. Student waiters, Year 11 boarders Bailey Clarke, Will Legoe and Angus Rowe 3. Bindi Whitehead, Narelle Hill and Andrea Sherman 4. Personal Assistant to the Principal Linda Archer and Alysha Baulch 5. Marni White (1981) and Kristabel Lewis (1991)
1. Phoebe (Stewart 1999) and Charlie Giles 2. Year 1 students Matilda Giles, Freya Nettleton and Lucy Wall offering the mums some afternoon tea 3. Lauren Alexander-Shrive and Clementine Shrive 4. Amanda (Mack 1996) and Jack Nagorcka with Sara (Richards 1999) and Herbie Dyer
ANNUAL COLLEGE GOLF DAY
OVERSEAS VISITS
LUCINDALE FIELD DAYS
ANZAC SERVICE
The 2025 ANZAC Address at College was given by Old Collegian, Captain Andrew Robertson (2016). After finishing school, Andrew pursued a career in the Australian Army where he studied a Bachelor of Business through UNSW at the Australian Defence Force Academy while undergoing military training. He continued on through the Royal Military College in Duntroon.
Captain Robertson spoke about the ANZAC spirit of courage, self-reliance and mateship that continues to drive all service men and women and to shape our national identity. Coming from a young serving member of the Australian Defence Force, his poignant message provided a tangible and modern perspective on service and the continuing relevance of the ANZAC story.
1. Laidlaw generations: Susan Baulch (Bade 1964) with granddaughter Daisy Hall (Year 8) and daughter Alice Baluch (1999) 2. Bec Small and Yewande Lee 3. Jane Young (Templeton 1997), Narelle Hill, Louise Mann and Sardi Edgar
1. Handicap winners: Louise Patterson (Crawford 2000), Rob Harris, Louise Kahle (Franklin 2000) and Katrina Robertson (absent) 2. Overall winners: Hamish Bailey (1997), Brent Kahle, Chops McLean and Lachy Patterson 3. Ladies winners: Chantal Butcher, Jo Brown, Bec Small and Tam Phillips 4. Osmond family: George (2001), Tom (2007), Ned, Henry, Will (1998), Sidney, Peter, Victoria and Vivian
1. Shanghai: Director of Boarding Andrew Monk and Registrar Susie Holcombe with Zhenming Wang and Lei Gao (parents of Prince in Year 10) 2. Hong Kong: Visiting AAS Agents Sheri Wong, Sherman Lam (2015), Principal Dr Michael Horne, Registrar Susie Holcombe and Joycelyn Li
Director of Boarding Andrew Monk with past boarder Camilla Austin (2020)
Guest speaker Captain Andrew Roberston (2016)
COMMUNITY NEWS
BIRTHS
Hepburn: Patricia See (2009) and George welcomed Lenny Maxwell on 16 March 2025, a brother to Cooper Hetherington: Tom (2015) and Brittany welcomed Charles (Charley) Ian Hetherington on 31 January 2025
ENGAGEMENTS
Rosie Robertson (2016) and Tom McGinley
WEDDINGS
Tom Whiting (2007) and Claire Block on 15 November 2024
Emma Botterill (2009) and James Penny on 10 May 2025
James Pike (2011) and Gabby Redpath on 14 March 2025
DEATHS
Barbara Capel (Logan 1944) on 18 October 2024 – Barbara was a proud Alexandra College student and her father Ernest Logan was Headmaster of the Boys’ College from 1936–1944
Frederic Frank Gummow (1946) on 3 May 2025
Beth Delany (Philip 1947) on 29 April 2025
Margaret Baylis (Hayden 1955) on 20 January 2025
Gordon Latimer (1957) on 24 October 2024
Richard Zachariah (1959) on 9 April 2025 – Richard was a student during the time his father, Harry Zachariah, was Headmaster from 1953–1959
Diane Tiver (Cuthbertson 1965) on 24 February 2025
Nadine Wilmot (1979) on 10 July 2024
Karen Walter (Wallis 1982) on 27 March 2025
Margaret Rose Campe (Buckingham) on 16 November 2024 – Margaret attended Alexandra College Kindergarten in 1948
Hilda Gracia Baylor AM on 23 May 2025. A teacher at Alexandra College in 1957, known as Mrs Freeman
Herbert Dennert on 21 February 2025 – Herb worked in the Maintenance Team at College from 1976–1994
David Edwards on 26 March 2025 – staff member from 1986–1997
David taught Environmental Science and Woodcraft and managed the Pond Centre. Appointed Senior Master in 1988, David’s attention to detail and organisation came to the fore in this role. He was Rowing Master for several years and his two sons, Dylan and Leighton, were keen rowers. David was also an artist and held exhibitions during his time at College. A colleague remembers David taking a sensational one-handed catch running at full speed on the boundary in a staff vs student cricket match.
