Jennifer Divall Manager, Marketing, Communication & Engagement
Design & Coordination
Jen Hill
Journalism
Melissa Parker
Hannah Sparks
Margaret Paton
Photography
Kirsten Cunningham
Monique Lovick
Cec Tilburg
Printing
Clarke Murphy Print
Contributions
Reader contributions are welcomed. Please forward to jhill@kws.nsw.edu.au
Alumni Relations
Harriet Alker
Events and Alumni Officer (02) 6392 0320 ex-students@kws.nsw.edu.au
Kinross Wolaroi School is a school of the Uniting Church in Australia
IN THIS ISSUE
FROM THE EDITOR
Dear Readers,
Welcome to our latest edition of The Chronicle. In this edition the big news is the release of our new Strategic Plan, which will have a huge influence on the future of our school. Be sure to use the QR code to view the full document, and look at our first-ever Graduate Profile, which we think will have a significant impact as we build its attributes into our programs.
As always, we welcome your feedback and story suggestions, so please don’t hesitate to get in touch.
With kind regards,
Jennifer Divall Manager, Marketing,
FUTURE READY: INTRODUCING THE 2024-2026 STRATEGIC PLAN FOR KINROSS WOLAROI
For most of 2023 we worked on developing a plan to catalyse both strategic and imaginative thinking about a common vision for the next chapter of Kinross Wolaroi’s strategic direction.
Our full range of stakeholders played an active role in evolving a strategy, employing a process of deep listening and Appreciative Inquiry.
The question we asked ourselves was: “What will Kinross Wolaroi look like if its best qualities are amplified and developed? What do we want the Kinross Wolaroi experience to be in the future?”
Our discovery period included ten workshops involving every level of the organisation and twenty-one interviews conducted with staff, parents, students and alumni. This consultation process was an opportunity for our stakeholders to candidly share their views through an exploration of their lived experience.
Ultimately, we outlined a strategy to meet the needs of our students that is responsive to both their current and future needs, while enhancing the sustainability of a great school in which our community has deep roots and investment.
The Strategic Plan 2024-2026 identifies four drivers for action – Focus Areas - over the coming three years: The Student Experience, The Staff Experience, Community Engagement, and Sustainability. It is designed to propel focused and deliverable strategic change over a compact timeframe.
The four Focus Areas provide insight into how Kinross Wolaroi intends to move towards the future with courage, commitment, resilience, inclusivity, and respect. They will provide a framework for the development of plans that will be reported on annually to our community.
The need for courageous, collaborative and evidence-informed leadership underpins the plan, with a focus on development of a values-driven and thriving school climate.
Our Student Experience Focus provides a rich, rigorous and diverse educational experience that readies students to thrive in the face of life’s challenges. Our students will be independent, motivated, resilient and creative learners, respectful of their own and others’ wellbeing.
Our Staff Experience Focus commits us to developing a school climate that connects, energises and empowers our staff. Developing culture and leadership will be a focus of our efforts, to ensure our staff are encouraged, valued and supported.
The Community Engagement Focus commits us to engage, inform and celebrate our community, whose support underpins success in every aspect of our school’s endeavours. We will foster connections among our families; we will have a renewed approach to supporting our alumni; and we will instigate a new, incorporated Foundation to foster a philanthropic culture for those who wish to give back and be a part of our future success.
Finally, the Sustainability Focus recognises that we are stewards of this great school, with a responsibility to ensure its future. Our goal is to achieve a sustainable business model, capable of providing infrastructure that will inspire the great teaching required for our students to achieve their best individual outcomes.
What will Kinross Wolaroi look like if its best qualities are amplified and developed? What do we want the Kinross Wolaroi experience to be in the future?”
In making the 2024-2026 Strategic Plan, we have updated our Vision, developed a powerful Diversity Statement, and – for the first time – created a Graduate Profile.
The Graduate Profile is an aspirational description of the attributes we believe will equip our students to approach life with courage, pursue their dreams and contribute to their communities. We believe the young people our school produces should be authentic, adaptable, empathetic, collaborative, creative and independent – and we’ll be designing learning experiences to foster these attributes.
This is a special time to be part of Kinross Wolaroi – it is a place where something special is happening. We have the best teachers, committed leaders, an open and kind culture, and the best boarding school in Australia.
What makes Kinross Wolaroi School so remarkable and such a transformational personal journey for our students is that we offer the most comprehensive school experience.
Our students have amazing opportunities to stretch and grow and try new things – to do things they have never done before and to learn a lot about themselves on the way.
By building on this strength, Kinross Wolaroi School firms its place as the most outstanding regional school in Australia. We invite you to be a part of this transformation.
To read the 2024-2026 Stategic Plan please scan the QR Code:
Rev Andrew Cunningham, Chair of Council
Dr Andrew Parry, Principal
NURTURING INDEPENDENT AND SOCIALLY RESPONSIBLE CITIZENS: THE ENDURING BENEFITS OF BOARDING SCHOOL
AFTER A LIFELONG CONNECTION WITH BOARDING SCHOOLS, DR PARRY REFLECTS ON THE IMMENSE CONTRIBUTION THE BOARDING ENVIRONMENT MAKES TO THE PERSONAL DEVELOPMENT OF YOUNG PEOPLE.
Ihave had the great privilege of spending much of my life in residential settings in single-sex and co-educational schools both in Australia and Britain, ten years as a school student, at university, and then my entire professional career spanning some 40 years. I have done so due to the immense contribution boarding environments make to the personal development of young people, the wonderful friendships forged and the deep sense of community and belonging they create.
We have a thriving boarding community at Kinross Wolaroi consisting of 350 full-time boarders from all over NSW and situated over two beautiful 50-acre sites. Kinross Wolaroi is committed to providing our students with a first-class holistic education that develops every dimension of the young person, the social, emotional, physical, intellectual and spiritual. We believe the boarding experience provides an excellent vehicle to achieve this objective. Recent research and academic literature strongly support the role of boarding in contributing positively to the holistic development of students and the forging of life-long friendships. We celebrate the unique social and educational experience offered by boarding, recognising its significant contribution in shaping independent and socially responsible young citizens.
In their study, “Boarding School: Advantages and Disadvantages” scholars Robinson and Hullinger assert that boarding schools provide an environment where students develop a strong sense of independence, self-reliance, and responsibility. This sentiment is echoed by educational psychologist Dr Karen Arnold , who states, “Boarding schools offer an unparalleled opportunity for students to develop independence, self-discipline, and resilience.”
Indeed, the boarding school experience nurtures holistic development, fostering personal growth in various dimensions. Living away from home encourages students to navigate challenges independently, fostering resilience and adaptability. Dr Sandra Leaton Gray , a leading researcher in educational psychology, emphasises the importance of resilience, stating, “Resilience is a critical skill that enables students to thrive in the face of adversity, and boarding schools provide an ideal environment for its development.”
Boarding schools offer an unparalleled opportunity for students to develop independence, self-discipline, and resilience.”
Dr Andrew Parry, Principal
Moreover, the boarding environment cultivates a strong sense of community and social responsibility. Dr Michael Gurian, a renowned educator and author, highlights the role of boarding schools in fostering empathy and social awareness, stating, “boarding schools offer a supportive community where students learn to collaborate, communicate effectively, and embrace diversity.” This sentiment is echoed by our own experiences here at Kinross Wolaroi, where students come together to form lasting friendships and support one another along their journey.
As we reflect on the enriching experiences offered by boarding schools, we are reminded of the lifelong friendships that blossom within our boarding community. Research by Dr Rebecca Brown underscores the enduring nature of these friendships, stating, “The close-knit environment of boarding schools fosters deep and meaningful connections among students, laying the foundation for lifelong bonds of camaraderie and support.”
At Kinross Wolaroi we recognise the importance of nurturing not only academic learning but also character development. Boarding instils values such as integrity, compassion, and respect for others, shaping students into socially responsible citizens. As educator and author Dr Parker Palmer observes, “Boarding schools have a unique opportunity to instil values and ethics that prepare students to make positive contributions to society.”
Furthermore, the boarding environment provides ample opportunities for leadership development. Whether through Prefect and House leadership opportunities, leading activities and group initiatives, supporting other students or cocurricular activities, students learn to lead by example, inspire others, and make a difference in their community. Dr James Comer, a pioneer in child development and education, emphasises the importance of leadership skills in shaping future leaders, stating, “Boarding schools play a crucial role in developing the leadership potential of young people, preparing them to tackle the challenges of tomorrow.”
I am immensely proud of the quality of our boarding offering and our strong, engaged and supportive boarding community at Kinross Wolaroi School. The boarding experience at Kinross Wolaroi offers a life-changing opportunity for personal and social development. Through independence, resilience, community and leadership, students emerge as confident, empathetic and socially responsible young citizens, ready to lead fulfilling and rewarding lives and make valuable contributions to their communities.
KEEPING THE FAITH
MAKING SPACE FOR CONNECTION AND REFLECTION IN THE BUSY LIFE OF A BOARDER - FROM REV. SALLY YABSLEY-BELL, CHAPLAIN
Navigating boarding school can often present challenges that test a student's emotional resilience and mental fortitude. The demands of study and the absence of family can weigh heavily on an individual's spirit. Faith can provide an anchor across diverse religious and spiritual traditions, offering comfort and fostering a sense of belonging. Kinross Wolaroi's Chaplain, Reverend Sally Yabsley-Bell, explains how embracing faith contributes to emotional well-being and spiritual fulfilment while living away from home.
Faith is all about building on a community through positive contributions. The message of Jesus and God's love for the world and its people is at the centre of all faith teachings at Kinross Wolaroi.
As a boarder, you can create a new community and establish a familylike support system for yourself and those around you. We hope each of our boarders will let faith guide them through this process and begin to view life as a unified community rather than seeing school life as isolated and distinct.
Faith can inform our staff as they care for boarders, knowing that love and care will improve every student's boarding experience. This also applies to students caring for each other.
We aspire to foster a sense of faith and community care by guiding students to recognise their strengths and empowering them to positively impact those around them.
In my short time at school, I have seen students support other students who might be struggling. They focus on being good leaders and positively influencing each other, and it's inspiring to see.
As a Uniting Church School, we work ecumenically and interculturally. We encourage students to explore and express their beliefs in a supportive environment, and our students are always interested in learning from each other.
The Uniting Church is committed to embracing people in all their diversity because we believe we are called to love all people just as God loves us.
Being part of the boarding school environment throws you into a community of people with different life experiences and more varied opinions than a traditional family setting.
Students are exposed to various new and different ways of viewing the world, expanding and challenging them to have deeper self-awareness and helping to shape their future selves.
On Sunday, our boarders can join the local Uniting Church community twice a term for church, morning tea, and any activities the church might be running that day.
Our boarders are welcome to attend church weekly and the boarder-specific services at Orange Uniting Church. Students are invited to join in communion with the congregation to build connections with the local community and the school.
LET'S TALK ABOUT FAITH
Boarders are always encouraged to ask questions and discuss their faith. In addition to attending the school chapel services every fortnight and religious education classes, students are encouraged to ask the house parents and staff for support in understanding. Reverend Sally loves playing cards and board games and is always keen for an invite to the boarding house to play. Informal settings are relaxed environments conducive to discussion. This comes with a warning, as our Reverend Sally gets a little competitive in card games, but it's all in good fun.
KINROSS
BOARDING: THE FAMILY PERSPECTIVE
Growing up in Dubbo, Ali Attenborough is a second-generation boarder and alumna of Kinross Wolaroi, graduating in 1988. Three of her children have followed in her footsteps. She tells The Chronicle about her fondest memories, why she chose the school for her children, and how the friendships made in boarding school broaden life’s perspective in more ways than one.
I swore I would never come back here!” Ali laughs over the phone, referring to her hometown of Dubbo, where she now lives.
Like many boarders, Ali grew up on a working farm in Tomingley, about a 45-minute drive from Dubbo. Ali and her siblings all boarded at Kinross Wolaroi. Her fond experiences as a boarder influenced Ali’s decision to send three of her children James, Ivy, and Ele to board there. “Not only is it an absolutely amazing school, but it also offers so many incredible opportunities,” says Ali.
“I absolutely loved boarding,” she recalls. “My parents always told us from the time we were old enough to understand that we would go away to boarding school. My mother was a boarder at PLC Pymble, and we always knew we would be going to Kinross Wolaroi in Orange.”
“That prepared us well. We did the same with our kids – talking about the fact that they would board at Kinross Wolaroi, and it would offer incredible opportunities and experiences, whether in the creative or performing arts, sporting activities, academically.”
James, is already a Kinross Wolaroi alumnus. Now 23, he shares a farmhouse with his best mate from boarding. “It was the perfect fit and an excellent school for him. There’s been quite a gap, and now we’re sending Ivy and Ele.”
Ivy started boarding in Year 7 this year, and Ele will begin in 2027.
For Ali, the boarding experience is first and foremost about the friends who come from near and far, expanding a boarder’s view of the world. She tells her kids to point to a town on a map of New South Wales, and it’s likely she’s been there visiting friends when a boarder.
“My friends came from all over the state, so I feel like it gave me the opportunity to see the world as much bigger place.”
Ali says it’s also essential to make friends with the local ‘day bugs’ so boarders can spend some weekends away from the boarding house with the day bugs’ families. “One of my dearest friends was a day bug, so I had the best of both worlds,” recalls Ali. “I told my children to make sure they find a good day bug friend.”
When comparing her days boarding in Miller House in the 1980s to her children’s experiences, Ali notes a few differences. Today the School has many more boarders, greater structure, improved facilities and of course, social media and mobile phones.
“We would have to sit on the stairwell and wait for the payphone. There was a pecking order, and the senior students were on top.”
Ali says the Year 7 boarding staff manage the students’ use of social media and the mobile phone so well she sometimes has better luck contacting her child through the staff rather than directly on their devices.
One of Ali’s favourite boarding memories was when the Head of Miller House, Robyn Ridge, got the girls up out of bed, it was dark and it was snowing. Everyone was given a plastic cup. The girls scooped the snow and made ice desserts with red cordial and the next morning used plastic tablecloths as makeshift sleds.
“That wouldn’t be allowed these days in case someone broke a limb! Things were a little looser back then,” Ali laughs.
Despite all the fond memories, Ali says the most important takeaway from the boarding experience is learning tolerance, acceptance, and resilience.
“You learn how to problem-solve at a young age because mum and dad are not there to swoop in and fix it. You’ve got to work through problems yourself, which builds skills that serve you well down the track.
“Living in such proximity on a daily basis means you must learn to get along with everyone. You learn to be very diplomatic. It is an excellent life skill that has served me throughout my life and career,” concludes Ali.
THE BOARDING EXPERIENCE THROUGH THE GENERATIONS
Chrissie Baldwinson, Kinross Wolaroi alumna and eldest daughter of a West Wyalong farming family shares her experience at Kinross in the early 1990s and her decision to send her three sons to board at her old school.
Chrissie boarded at Kinross Wolaroi on a music scholarship for Years 11 and 12. Despite boarding being standard among farming families, she was sceptical at first and even planned to return home before the end of Term 1.
“I was unsure and kept telling people I would be back,” Chrissie recalls her hesitant start at boarding school. Now, she wishes she had started earlier. “I loved boarding and made lifelong friends,” says Chrissie.
Chrissie and her family live on a mixed farm in Tottenham with sheep, cattle, and crops. Being a three-hour drive from Kinross Wolaroi, she sent her children to her old school to give them a different life experience.
“I’ve got three sons. They’re all showing great interest in returning to the farm, so we wanted them to experience life outside Tottenham,” explains Chrissie.
Last year, Chrissie’s eldest son, Archie, graduated from Kinross Wolaroi and is now working on a farm and exploring Canada with some of his school friends as they discover life beyond school.
“Three Kinross boys from Weymouth House are all travelling together. They’re having a wonderful time, and I love that they are exploring the world,” says Chrissie.
Without her time at Kinross Wolaroi, Chrissie believes her life would have been very different. Her friends from boarding school relocated to Sydney to study after school, and Chrissie followed suit. She says it was that experience that led her to teaching.
“When I got to Kinross, I had this lovely group of friends, and most of my friends were going to Sydney. That was never on the radar for me, but when my friends were going, I thought, well, I might go too, and my path changed. I would have otherwise stayed regional all my life.”
“Several years later, I was looking out over a rural school oval rather than the ferries at Circular Quay, and I still think that if I hadn’t gone to Kinross Wolaroi, my life wouldn’t have taken that path. I still love returning to Sydney, but I know that the country is my place,” she says.
When her boys started boarding, Chrissie was delighted to find some of her teachers were still teaching. “It was like coming home in a way,” says Chrissie.
Chrissie mentions that many of her fellow classmates have also sent their kids to the School, either to day school or as boarders. “It’s been really nice to reconnect with those people too,” says Chrissie.
Although she found some aspects familiar, Chrissie notes that a lot has changed since her time there. Boarding houses have improved, facilities have been upgraded, and technology has significantly impacted the boarding school environment.
Chrissie highlights the positive impact of technology, especially during the pandemic. The School organised weekly online trivia nights to keep the children connected.
She recalls how one of the House Masters created a heartfelt video during the pandemic. In it, the House Master sadly walks around the empty boarding houses. “The staff are very caring,” says Chrissie.
Chrissie is fourth-generation farming family in West Wyalong. Her husband’s family is in Tottenham, where she now lives. Chrissie believes when you live on the land in small communities, boarding school offers a new world of experiences, possibilities, and the opportunity to meet different people from varying walks of life.
“When you grow up in a little country town, you see the same people from pre-school or earlier; you know everyone so well. Boarding is an environment where you can meet people from different areas, from different cultural backgrounds, and learn from them. It’s very mindbroadening in that way,” she says.
Chrissie’s favourite memories at Kinross boarding include Friday movie nights in the common room and special occasions with takeaway Chinese food. Another cherished memory is her boarder friends signing her school shirt on the last day of Year 12.
“It was like a big extended family and lots of fun on weekends, and I kept that shirt for years. It was such a special time of my life,” recalls Chrissie.
Chrissie and husband Peter with Archie at his 2023 Graduation Ball
KINROSS
NURTURING EXCELLENCE: THE ‘PREP’ PROGRAM AT KINROSS WOLAROI
Engaging today’s tech-savvy kids in reading is no small feat. With this challenge in mind, Kinross Wolaroi’s then Head of English, Serena Lewis, developed the Boarding Literacy Program to reignite the joy of the written word for a technology-influenced generation.
THE BOARDING LITERACY PROGRAM
At Kinross Wolaroi, Year 7 and 8 boarders dedicate their homework time to a unique literacy program encouraging a love for reading. Twice a week, students participate in a 45-minute session centred around an engaging text to enhance their literacy skills. During these sessions, a teacher reads to the boarders and fosters discussion, creating a book club atmosphere rather than a traditional classroom setting.
“The goal is to engage the students, stimulate discussion, and spark their interest in creative writing,” explains Serena Lewis, Head of English until 2024.
Initially launched as a pilot program for the boarding boys four years ago, its success quickly led to its expansion to all boarding students.
Through the Boarding Literacy Program, the school aims to rekindle a passion for reading among a generation otherwise distracted by digital media. Serena reports positive feedback from students, with noticeable literacy improvement.
Careful book selection is crucial to the program’s success. The chosen texts address social issues, foster empathy and emotional intelligence, and stimulate real-life debates. One notable example is “The Happiest Man on Earth” by Eddie Jaku, a moving true story of a German Jew who survived a Nazi concentration camp. The students were deeply inspired by this book, so much so that they wrote letters to the author. Sadly, Eddie Jaku passed away two days after the letters were sent, but the exercise was profoundly valuable for the students.
Other books featured in the program include Tim Winton’s “Blueback,” Anthony Horowitz’s “Stormbreaker,” and David Almond’s “Skellig.” Serena emphasises that book selection varies based on the cohort and the genres previously enjoyed by the students.
This program was inspired by a similar initiative Serena worked with in the UK before moving to Australia. She observes that a combination of factors, including technology, COVID-19, social media, and the economy, have created barriers to reading for today’s children. This poses a significant challenge for schools in overcoming the general disinterest in reading among today’s youth, who are often drawn to the internet’s instant gratification.
“In the UK, literacy is a significant focus, with junior schools dedicating an hour each day to it,” says Serena. “Our program aims to revive the importance of the written word and storytelling in a world dominated by social media and gaming.”
Serena credits her English Faculty Colleagues Amy Keir and Amy Proudford-Nalder with driving the program forward with the students. She believes the traditional expectation of kids reading books at home in their own time is outdated. Instead, the program reads the book aloud to all students, bringing the characters to life with different voices and accents, allowing students to experience the book collectively.
“You are never too old to be read to,” Serena asserts. “I also encourage students to embrace audiobooks if they struggle with reading. Listening to a book exposes them to vocabulary and allows for multitasking!”
Teacher Serena Lewis created a program to foster a love of reading among young boarders.
At Kinross Wolaroi, our boarding program is designed to foster independence and responsibility through a blend of academic support and communal living. Central to this is our ‘Prep Program’, where evening study sessions create a strong sense of community among boarders. With the guidance of dedicated educators, including postgraduate medical students, our boarders receive invaluable academic and personal support. Initiatives like the Boarding Literacy Program enhance our students’ academic success and well-being.
EMPOWERING BOARDERS THROUGH COMMUNITY & ACADEMIC SUPPORT
Led by a team of dedicated educators, our evening study sessions offer more than just academic support; they foster a strong sense of community and belonging among our boarding students.
Our Prep staff, many of whom are 3rd-year postgraduate medical students from the University of Sydney’s School of Rural Health, bring invaluable expertise and enthusiasm to their roles. They have proven to be an incredible asset to our program, offering support and guidance to our boarders as they navigate their academic journeys.
These Prep sessions offer much-needed extra support for our younger country boarders who may feel overwhelmed adjusting to boarding school life.
The communal setting of Prep allows students to bridge gaps in their understanding while also providing an opportunity for staff to identify and address individual needs.
The Boarding Literacy Program is one way this extra support is delivered. Introduced in 2021, The program is tailored for Year 7 and 8 students and bridges the gap between boarding and day student literacy levels. This program offers two 45-minute sessions per week during prep time, focusing on reading, discussion, and writing activities.
The program’s success lies in its structured approach, which provides consistent and rigorous delivery personalised to meet the cohort’s specific needs.
Regular assessments and tracking of student progress ensure accountability and allow for targeted support. Importantly, parents are informed of their child’s development, fostering a collaborative approach to learning between home and school.
The program has yielded promising results, with students showing significant improvements in reading fluency, spelling, and comprehension. More than just academic gains, the program has sparked a genuine enthusiasm for literacy among students, shown by their eagerness to participate in sessions and even share their newfound love for reading with their families.
Beyond academic achievement, the Boarding Literacy Program contributes to students’ wellbeing. By nurturing a love for reading and providing targeted support, the program aims to empower students and promote lifelong learning.
Through initiatives like this, Kinross Wolaroi continues to uphold its commitment to excellence and student-centred education, ensuring that every boarder thrives academically, socially, and personally.
As our boarders mature and grow more independent, Prep evolves into a structured study time where they can focus on building solid study habits and self-discipline.
While still supported by Boarding Prep staff, students are encouraged to take more accountability for their learning and assignments, preparing them for the rigours of university life and beyond.
Although Prep’s format has evolved, its essence remains rooted in the principles of providing a supportive yet structured environment. By offering communal study sessions led by dedicated educators, Boarders’ Prep at Kinross Wolaroi equips our students with the skills and confidence they need to navigate the world’s challenges beyond our campus.
WEEKENDS AT SCHOOL WITH FRIENDS
Kinross Wolaroi’s engaging and fun weekend activity program means boarders have no time to be bored. One of the benefits of boarding is the privilege of spending every weekend with friends. Students foster deep and meaningful relationships with peers through mutual experiences that will last a lifetime. Our Head of Girls Boarding, Hannah Whittemore, provides a snapshot of what a weekend at Kinross Wolaroi looks like.
The Kinross Wolaroi weekend activity program for boarders creates memorable experiences, strengthens friendships and develops essential life skills to serve our boarders well beyond their time at the school.
We design our weekend activity program to create lasting memories, strengthen friendships, and instill a sense of responsibility and community involvement in our boarding girls. Participation in the weekend activities at Kinross Wolaroi varies from optional to compulsory. While some activities are optional, others are mandatory for boarders. Our overarching guideline is that if a student is in the boarding house at the time of the activity, they must attend. This ensures that all boarders can engage with their peers, build relationships, and enjoy the benefits of our vibrant weekend program.
At PLC, our weekend activity program for the girls is diverse and engaging, ensuring there’s something for everyone to enjoy. There’s never a dull moment. Activities range from community outings to local attractions such as going to the movies or berry picking at Huntley Berry Farm. Students can also participate in fun-filled activities right here on campus, such as our baking competitions using fresh produce or a lively game of bubble soccer.
The most popular activities among our boarding students are the cross-site year group activities. These events provide a unique opportunity for boys and girls to socialise outside the school environment, fostering strong bonds and a sense of community. Year group activities and cultural experiences like visits to art galleries enrich our students’ perspectives, while recreational options like swimming in the PLC pool or slipping and sliding during warm weather keep spirits high.
Our outings to events such as NRL games in Bathurst also rank among the favourites. These experiences allow students to bond over shared interests and create lasting memories.
Additionally, activities organised during Boarding Week are highly anticipated. This student-led week features fantastic events like the inaugural girl boarder vs. boy boarder netball game, which not only promotes friendly competition but also raises funds for important causes. This year, we’re proud to support victims of domestic violence.
Through our partnership with the Uniting Church, our boarders volunteer weekly at the Hot Meal Outreach program, cooking meals for those in need and doorknocking for the Salvation Army’s Red Shield Appeal.
Our girls’ response to these activities is overwhelmingly positive. They are incredibly active and enthusiastic, always eager to participate and engage fully in the experiences offered. The variety of activities allows girls to explore different interests and develop new skills, whether through sports, arts and culture, community service, or simply socialising with friends. This promotes personal growth and encourages girls to step out of their comfort zones and embrace new experiences. The sense of camaraderie and belonging fostered by these activities is invaluable. The girls develop strong bonds with their fellow boarders, and these friendships provide crucial support networks, creating a sense of family away from home. The girls feel valued, included, and empowered to express themselves freely, fostering confidence and belonging.
The activities make weekends enjoyable and contribute to a holistic and enriching boarding school experience where girls can thrive academically, socially, and personally. Through shared experiences and meaningful connections, our weekend activity program strengthens the fabric of our boarding community, making PLC a home away from home for all our girls.
SURVIVING AND THRIVING IN THE FIRST YEAR OF BOARDING
For first-time boarders, leaving behind the home environment and the security of family and loved ones can be a huge emotional hurdle, particularly for boys. Head of Boys Boarding Matthew Byrne explains how Kinross Wolaroi supports and nurtures social connection and well-being for new students adjusting to the boarding environment.
Boarding at Kinross Wolaroi has a long and storied history. Ex-boarders who graduated some 50 years ago tell of hot chocolate heating up on gas heaters in Wolaroi Mansion’s Tower and tales of mischief when the strict staff members of old weren’t watching.
The stories, privileges and levels of heating in the houses during frosty Orange winters might have changed, but the guiding principles regarding care and nurturing haven’t.
With some of our Year 7 boarders in Trathen and Stuart Douglas still as young as 11 when they move away from home, we are acutely aware of their needs as they begin on their path without their parents by their side.
Transitioning from a small Junior School to a Senior School can feel enormous for some, and building a strong support system is important.
The dedicated Year 7 boarding houses allow us to provide a tailored initial boarding experience run by house staff who have worked with Year 7 boarders for years.
The creation of a welcoming environment is critical to settling our newest boarders. This process begins long before that first day in January. Our Orientation Day and sleepover in late November provide a reassuring atmosphere of shared experience. Students gain comfort from discovering they have sport, horses, and friends in common with other young wide-eyed boarders also starting their journey the following academic year.
As our “Trathenites” and “Stuie” boarders settle into their Senior schooling, compulsory Saturday sport and the rich and varied activity program on weekends including champion ping-pong, UNO, and handball demonstrate the value of boarding.
Kinross Wolaroi is proudly a seven-day-a-week boarding school with most boarders remaining with us on the weekends. This enables us to enjoy the wonderful PLC and Wolaroi campuses for activities such as pool parties, movie nights, and charity sporting fixtures, as well as our within-house programmes of baking, biltong making, crafting and treasure hunts. These activities are a crucial part of boarding life because they promote community and belonging, and through them, students forge connections that last a lifetime.
Boarding students inevitably experience homesickness, yet a positive aspect of boarding is the opportunity for students to take on responsibilities and make decisions, fostering confidence and independence.
The support of the House staff, Housemother and Student Support Officer in the evenings helps our youngest cope, maintain regular contact with home and provide the safety and comfort that routines deliver.
Formative years in boarding tend to be characterised by regular contact with home by the Housemother or Head of House. Often, they reassure parents that their son or daughter’s lack of contact is because they are extremely busy enjoying themselves!
Individual House pages on the school parent portal, social media posts, and regular parental social events and sporting events also involve our families in their child’s journey.
The staff working in the School’s boarding community are responsible for welcoming, settling, guiding, and journeying alongside our youngest boarders. While the road can, at times, feel bumpy, the character traits of the young men and women who graduate are seeded and nurtured that very first day as they start the lifelong journey as members of the Kinross Wolaroi boarding community.
THE CREATION OF A WELCOMING ENVIRONMENT IS CRITICAL TO SETTLING OUR NEWEST BOARDERS
KINROSS
Gathering feedback from boarders and their families regarding their boarding experience is integral to our commitment to continuous improvement.”
Hannah Whitemore, Head of Girls’ Boarding
FOSTERING COMMUNITY AND EXCELLENCE: THE TRANSFORMATION OF BOARDING
In the dynamic landscape of education, the Kinross Wolaroi Boarding School plays a vital role in shaping the minds and characters of its resident students. The Chronicle asks Hannah Whitemore, Head of Girls’ Boarding, about the school’s commitment to enriching boarding life for students and the School’s ongoing investment into improving the in-residence educational experience.
What specific initiatives or programs are in place to enhance the overall sense of belonging amongst the School’s boarders?
At Kinross Wolaroi School, our weekend activities program isn’t just about keeping busy; it’s about fostering a sense of belonging and community, especially for our dedicated Year 7 boarding houses. Here, students can settle in, learn about themselves, and forge deep connections with their peers before transitioning to senior houses. Celebrating diversity is at the heart of our program, with festivities honouring traditions like Shabbat and Chinese New Year.
We understand that transitioning to boarding life can be daunting for Year 7 students, so we’ve implemented initiatives like the Big Sister Little Sister program. Older girls are paired with
Year 7 students to offer guidance and mentorship throughout their first year in boarding. Our Family Group program further reinforces a sense of belonging by grouping students across years into family units led by staff members. These groups provide support, friendship, and a sense of family within the larger boarding community.
What support systems and resources address the wellbeing of Kinross Wolaroi boarders? How does the school ensure students feel supported and connected?
We implement a multitiered wellbeing approach encompassing universal, targeted, and specialised support for boarding students.
Within the boarding houses, students are supported and cared for by our
excellent and dedicated team of residential staff: our Heads of House, Housemothers, Residential Boarding Assistants and the School Health Clinic Nurses.
We offer ongoing academic and wellbeing support to our boarders via specialist academic Prep staff and our Student Support Officer, who delivers targeted and responsive boarding wellbeing programmes. Our school psychologists play a pivotal role in providing specialist support, counselling, assessments and referral to external resources as needed.
Within the day school, our day house system supports boarders further. Head Mentors, Mentors, teaching, and support staff work closely with boarding staff to ensure the holistic needs of our boarders are met.
How does the School facilitate communication between boarders, parents, and staff to ensure a collaborative approach to supporting boarders?
We strongly encourage open communication and collaboration between boarders, parents, and staff to ensure a positive and supportive boarding experience.
Communication is key. Parents entrust us to look after their children and guide them on their boarding journey; we take that responsibility very seriously. Parents are invested and engaged with their children’s education and want to be a part of their children’s everyday lives, which is difficult when they live hundreds of kilometres away. Modern technology makes it more accessible.
The Boarding House Hub serves as a central platform for communication, providing updates and essential information for students and parents. Additionally, the Weekend Wrap for each boarding house offers insights into the activities and experiences of students
over the weekend, keeping parents informed and involved in their child’s boarding life.
Our dedicated Boarding Administrator, Sally Rattray-Woods, plays a pivotal role in communication by sending out the Weekend Activities Program to parents, allowing them to anticipate upcoming events and activities. Furthermore, the daily Boarding Instagram account provides glimpses into boarding life, that keeps parents engaged and students excited to see themselves featured.
The Heads of House and Heads of Boarding actively and regularly maintain contact between parents and staff via email or phone. Additionally, the Boarder Parents Committee is crucial in organising social events such as boarder parents’ drinks, mothers’ lunches, and fathers’ golf days, fostering a sense of community among parents.
Kinross Wolaroi also prioritises engagement with regional communities through regular tours, interviews with students, and functions for current and prospective parents. This outreach ensures that families feel connected
and supported, regardless of location because the school comes to meet them on home turf.
Overall, boarding at Kinross Wolaroi is viewed as a three-way relationship between parents, students, and boarding staff, characterised by collaboration, support, and shared commitment to the development and wellbeing of the boarders.
Describe recreational enrichment activities outside of academic hours provided to boarders. How does the school encourage a balanced lifestyle, and what efforts are made to cater to the boarding community’s various interests?
Kinross Wolaroi School prides itself on offering an extensive weekend activities program designed to develop the whole child. From social events to recreational outings and sporting competitions to academic enrichment, our program is carefully crafted to provide a wellrounded experience for our boarders.
Dinner celebrations with boarder families
One of the cornerstones of our weekend program is compulsory sport, which keeps our boarders active and engaged. The full participation of our boarders in weekend sports activities further strengthens the bond among students.
In addition to sports, our Prep program ensures that boarders have dedicated time for academic pursuits. This balanced approach to weekend activities allows our boarders to stay busy while providing opportunities for personal growth and development.
At Kinross Wolaroi, we believe in nurturing the whole child, and our weekend activities program reflects this commitment by offering a diverse range of social, recreational, sporting, and academic activities. By providing a wellrounded experience, we aim to support the holistic development of our boarders and create a positive and enriching environment for all.
How does the school gather feedback from boarders and their families regarding their boarding experience? What measures are in place to continuously assess and improve the boarding program?
Gathering feedback from boarders and their families regarding their boarding experience is integral to our commitment to continuous improvement. Our active and engaged Boarder Parent Committee, which convenes regularly with the Heads of Boarding, provides a platform for parents to voice their thoughts, ideas, and concerns. Parent representatives from each year group relay initiatives, ideas, or challenges for discussion, fostering a collaborative approach to addressing issues and implementing improvements that enhance the boarding program.
Periodically, we conduct surveys to gather comprehensive feedback from boarders and their families. These allows us to assess various facets of the boarding program, including facilities, staff support, community engagement, and overall satisfaction. The insights gleaned from these surveys serve as valuable guidance for identifying areas of strength and opportunities for enhancement within the boarding program.
We value and encourage informal feedback from boarders and their families. Whether through direct communication with staff or informal discussions, every piece of feedback is considered and taken into account for continuous improvement efforts. Having a boarder parent representative on the Parents and Friends Association ensures that the voices of boarding families are represented in broader school discussions and decision-making processes. This representative serves as a conduit for gathering feedback from boarder parents and advocating for their interests and concerns within the wider school community.
Through these concerted efforts to gather and act upon feedback, Kinross Wolaroi School ensures that the boarding program remains responsive to the needs and preferences of boarders and their families. Continuous assessment and improvement initiatives based on this feedback contribute to creating a supportive and enriching boarding experience for all members of our community.
Ensuring our students understand the importance of maintaining connections with their families, heritage, and history helps build gratitude and maturity.”
Jody Haydon, Head of Loader House
MEET THE PEOPLE WHO MAKE BOARDING LIFE SPECIAL
HEAD OF LOADER HOUSE, JODY HAYDON
Kinross Wolaroi's Head of Agriculture and new Head of Loader House, Jody Haydon, talks about the value of hard work, finding her purpose in teaching, and her passion for supporting women in agriculture.
What childhood experience had a significant impact on you?
I grew up on a farm and was the eldest of four children. We were quite close growing up, playing sports or working on the farm together. I always felt loved and supported and the value of hard work. These experiences shaped my view on life and how we should live it.
What initially drew you to your work in education?
I started my career in agricultural research and was always drawn to sharing results, making connections, and working to improve practices. A change in my life re-directed my focus to the potential of teaching. At the same time, our children were relatively young, so I completed my teaching qualification via distance and have never looked back.
Tell us what accomplishments you are most proud of and why?
I am incredibly proud and grateful for my family. My husband and children have always supported my crazy ideas like moving into town and living in a boarding house! I love them dearly for it.
My role as Head of Agriculture has allowed me to work with some incredibly talented and kind people and make connections with dynamic, forward-thinking students who will be tomorrow’s innovators in the ever-evolving world of food and fibre production.
Are there any causes you are particularly passionate about, and why?
I am incredibly passionate about women in agriculture. It is extremely rewarding to see how many outstanding career opportunities develop from connections with primary production and to follow our students' progress into careers that can help them become change-makers.
I am also passionate about community connections. Many of our boarders come from smaller communities and enjoy visiting their hometowns when they return for holidays; some might even make their homes in these towns later. I think ensuring our students understand the importance of maintaining connections with their families, heritage, and history helps build gratitude and maturity.
What are your hopes and ambitions for the future, both personally and professionally?
We will see our daughter graduate this year, and we hope she will find and follow a pathway of her choosing that will allow her to grow and enjoy her life. I want to continue supporting the girls in Loader as they progress through school, helping them realise their strengths and build memories that allow them to reflect on their time at school with happiness. I hope to continue developing our Agriculture faculty and provide opportunities for our students to understand the breadth of careers in Agriculture and the importance of food and fibre production because we would not be here without it.
Outside of work, what are some activities or hobbies that you enjoy doing in your free time?
When I am not working, I love to spend time with my family. I also like playing sports such as hockey and golf, when time permits, and cooking for family and friends.
Looking back on your journey so far, what advice would you give to your younger self?
Don’t be so worried about everyone else’s opinion. Do what you think is right, and always stand up for those who can't stand up for themselves. I would love to think I would be braver if I had my time over.
HEAD OF TRATHEN HOUSE: ROB BELL
What childhood experience had a significant impact on you?
Looking back on my childhood, I remember having a positive experience at school. I enjoyed being around my friends and in the classroom. I wasn’t an exceptional student. I was a bit lazy and difficult to motivate, but I remember this didn't impact how my teachers treated me. Being around enthusiastic teachers and mentors certainly nudged me towards teaching. When I was 14, I jumped from my local high school to a bigger independent school across Sydney. That was a culture shock, but I was lucky to feel welcomed right from the start. That experience of feeling included and valued made a big impression on me, and I try to bring it into my own style as an educator. It's about creating a space where everyone feels like they belong, and that's special. What initially drew you to your work in education?
What pulled me into the education field wasn't just a passion for learning but more about how my teachers made me feel at school. My teachers showed a genuine interest in me. They were committed to helping me succeed, which made me feel valued. This positive experience is what led me to pursue a career in teaching. I'm keen to recreate that supportive and nurturing environment in Trathen. I believe in making every student feel valued and encouraged, just as I was.
Tell us what accomplishments you are most proud of and why?
I'm proud to be Head of Trathen House, as boarding school life resonates deeply with my professional passions. However, my role as a father is equally important to me. Navigating the complexities of boarding school management while being there for my family has been challenging. My family, especially my wife, has been incredibly supportive, often managing alone when I'm on duty. The kids have been awesome with their adjustment to life in Orange. They haven't looked back. Their understanding and support reinforce my dedication to my career and family life. Balancing these responsibilities has been an achievement. I am incredibly proud to be a father who can lead by example, showing the importance of commitment and passion in both work and family roles.
Are there any causes you are particularly passionate about, and why?
I'm passionate about fostering positivity and kindness, especially among the Trathen boys. It's about more than just wellbeing; it's a core part of my pastoral care philosophy. I believe in building up young men to be positive forces in society, guiding them to make good choices and be supportive of others. My approach to pastoral care is about
nurturing these values, ensuring the boys grow into individuals who contribute positively to those around them and lead by example. It's about shaping a culture where caring and constructive actions are the norm. In doing this, the boys will be more willing to take risks and put themselves out there to try new things without feeling some of the stereotypical social pressures that young men often feel.
What are your hopes and ambitions for the future, both personally and professionally?
Right now, my focus is on being an effective educator and the best Head of House I can be, which means slowing down to embrace and excel in this role fully. There's a lot to learn, and I'm committed to enhancing the boarding experience for our students. Being present in this journey is important to me, professionally and personally, especially as a father. With three children, the youngest only five months old, I know how quickly these early years can pass. I want to make the most of this time, enjoying moments with my kids before they grow up and become more independent or when they finally realise Dad isn't as cool as they thought!
Outside of work, what are some activities or hobbies that you enjoy doing in your free time?
Before relocating to Orange, I enjoyed running and its challenges. Although I haven't run much lately, staying physically active is something I value for my wellbeing. Recently, I've taken to joining the staff swimming squad on Wednesdays. It's been a fantastic way to stay fit and unwind. Once I'm more settled in my new role, I plan to get back into running. Keeping active helps me stay healthy and provides a refreshing balance to my work life.
Looking back on your journey so far, what advice would you give to your younger self?
I’d tell my younger self to take it easy and appreciate the pace of life. I've realised how quickly time passes, a lesson that becoming a parent has underscored. I’d also advise against obsessing over perfection. It's crucial to understand that making mistakes is part of the journey and growth. Nobody ever gets everything right, despite what some may tell you. Nobody's perfect, and that's okay. Learning from mistakes is what matters most.
Describe an experience that has fundamentally changed your perspective on life
Having kids has been a real grounding experience, and it's fascinating how they hang on your every word and follow your lead with such trust. It's like they have this built-in belief that you've got it all figured out, even when you feel like you’re just bluffing your way. Despite the occasional feeling of not being grown-up enough for parenthood, it all works out.
We talk to Kinross Wolaroi's new Head of Trathen House, Rob Bell, about his mission to guide young men to be positive forces in society and why he would tell his younger self to better appreciate the pace of life because it moves fast.
Rob and his family moved to Orange from Sydney for the start of the 2024 school year.
TRACKING OUR BOARDERS’ SUCCESS
INSIGHTS FROM DIRECTOR OF ACADEMIC SYSTEMS AND ANALYTICS, TRENT DYER
It is informative data that paints a picture and tells a story of a particular student’s progress and academic journey.”
Trent Dyer
Tracking the success of boarders at Kinross Wolaroi involves a comprehensive and datadriven approach, as explained by Trent Dyer, Director of Academic Systems and Analytics. The school leverages modern technology to monitor academic progress, emotional well-being, and extracurricular involvement, ensuring a well-rounded development for its boarding students.
Trent Dyer oversees the school’s Learning Management System (LMS), which serves as a hub for academic records and communication between teachers and boarding staff. This system allows for regular updates on students’ academic performance and provides a platform for immediate intervention when needed. Teachers can offer real-time feedback, and boarders have access to tutoring and study groups, ensuring they receive the necessary support to excel academically.
Data analytics is also central to Trent’s role, which involves analysing student results from standardised tests and other assessments. The school has developed a student insights dashboard, consolidating data from various sources into a comprehensive view of each student’s performance. This dashboard allows staff to quickly identify trends in attendance, academic performance, and well-being, enabling timely interventions to support students who may be struggling.
Kinross Wolaroi places significant emphasis on its boarders’ emotional and social well-being. Through the Student Insights platform, staff can recognise wellbeing trends that may indicate larger issues affecting wellbeing or academic outcomes. Boarding staff are trained to recognise signs of stress and provide appropriate support, including referrals to professional counselling services. This proactive approach helps create a supportive environment where students feel comfortable seeking help when needed.
The school encourages students to engage in various extracurricular activities, from sports and arts to community service. Trent highlights that participation in these activities is closely monitored through the LMS to ensure students balance academics and extracurricular pursuits. This involvement is crucial in developing well-rounded individuals who excel in multiple areas of life.
Parental involvement is a key component in tracking a boarder’s success. Kinross Wolaroi maintains open lines of communication with parents, providing regular updates on their child’s progress. Parents are encouraged to actively participate in their child’s education, even from a distance. The school organises events and meetings to discuss student achievements and address concerns.
“Parents now have direct contact with teachers; they can just click on their name on the hub and email them directly if there’s an issue. It is informative data that paints a picture and tells a story of a particular student’s progress and academic journey,” explains Trent.
“And it’s not just their academic journey, but also their personal journey as they go through school,” he says.
Boarding staff have access to the LMS dashboard, too. Residential Staff and Heads of Boarding have access to the due work that students have coming up, so when they’re in Prep, the supervisors have visibility on what work the students are required to complete.
“Interaction with the different systems we’ve got allows for greater support for students in their learning, particularly for the boarders outside the classroom,” says Trent.
This is the School’s second year of complete integration through the LMS for the benefit of students, teachers and families, and Trent says it has made a positive difference.
From the boarder family perspective, Trent says the LMS allows for better communication with families who live long distances away. They can actively engage in their child’s education without driving from places such as Broken Hill and Dubbo.
Trent hopes this connection will continue to grow. For example, while the current student insights dashboard is available only to staff, the long-term goal is to extend access to parents. This development would allow parents to track their child’s progress in real-time, further enhancing their engagement in their child’s education.
“The increased connection with our boarding families and my role from the academic assistance perspective have been a good push that’s enhanced our boarders’, and their families’, experience and engagement with their education,” Trent concludes.
Tracking the success of boarders at Kinross Wolaroi School involves a multifaceted approach that combines academic monitoring, emotional and social support, extracurricular involvement, and parental engagement. Trent Dyer’s strategies ensure that each student receives the necessary tools and support to thrive, creating a nurturing and effective boarding environment.
THE JUNIOR SCHOOL EXPERIENCE
– A FAMILY PERSPECTIVE
For every family there are important reasons to choose a school. We spoke to two families to find out why the Junior School is a great fit for them.
CONVENIENCE FOR WORKING FAMILIES
Alice and Sam Byrnes have been relying on Kinross Wolaroi’s after-school care program for their two eldest children, Matilda (Year 2) and Oliver (Kindergarten), for the past two years. With Alice working full-time as a family lawyer and co-owner of a law firm and Sam as a registered surveyor, they needed a school to accommodate their long hours and travel commitments. The Outside School Hours Care program, provided by respected provider Gowrie NSW, has allowed them to continue working and provided a safe and nurturing environment for Tilly and Ollie to make new friends and learn new skills.
Alice, appreciative of the program, says, “Tilly and Ollie absolutely love
the staff, who are kind, warm, and nurturing. I have peace of mind knowing that they are safe, supervised, and engaged in various activities like science experiments, DIY crafts, puzzles, cooking, painting, gardening, soccer, and games competitions. Their learning continues well into the afternoon through play.”
The Outside School Hours Care program at Kinross Wolaroi is designed to be fun and engaging and is tailored to the children’s age group. It follows the ‘My Time, Our Place’ curriculum framework, which focuses on social and emotional development. Tilly enjoys her afterschool “playdates”, while Ollie looks forward to the snacks and activities.
Alice and Sam have also noticed a significant improvement in Ollie’s social skills with older children in the program.
Alice adds, “Even though my kids are usually the last to be picked up, they never want to leave! I always find them giggling, running around, and enjoying their time until the very end of the day, using up whatever energy they have left.”
Tilly and Ollie frequently participate in the vacation care program, which provides them with exciting activities during school holidays. Their ultimate highlight is the bring-your-own-bike-day!
For Alice and Sam, Kinross Wolaroi’s after-school care program has been a lifeline, allowing them to maintain a successful work-life balance and ensuring their children are happy, engaged, and well-cared for.
Matilda, Alice and Oliver Byrnes
A FOCUS ON ACADEMIC EXCELLENCE
Through the Junior School’s strong emphasis on well-being, Joshua Leung (Year 6) has achieved remarkable success academically, and his family couldn’t be prouder. Joshua’s teachers have provided excellent care for his learning since day one, according to his mother Jin Liang.
“Joshua had a very fortunate start to his time in the Junior School in Kindergarten,” says Jin. “Joshua’s teacher went to great lengths to cater for his education needs and was instrumental in finding new learning opportunities. This laid the foundations for Joshua’s development in the Junior School.”
The School’s dedication to Performing Arts was a deciding factor for Jin when choosing Kinross Wolaroi. She says learning music has had a significant impact on Joshua’s wellbeing and subsequent academic progress.
“The Performing Arts Department plays an important role in Joshua’s school life,” says Jin. “We have been fortunate with his teachers in violin and piano. Their talent and dedication have greatly influenced Joshua’s love of music.”
Being part of musical ensembles such as Koristers and the Junior String Orchestra has helped Joshua build confidence in performing and being part of a team while also honing his musical abilities. He even had the opportunity to represent the School and contribute to their first-place win at the Orange Eisteddfod this year.
Jin also commends the Grounds Team for maintaining a beautiful physical environment at the School. She believes the green spaces, trees, and gardens provide a natural setting that benefits the wellbeing of all students.
Joshua’s strong sense of wellbeing and connection within the Junior School have enhanced his concentration and motivation in the classroom. Jin says his favourite subjects are Information and Communications Technology (ICT) and French.
“ICT allows him to use his creativity, knowledge, and technical skills in a range of areas. The ‘Mission to Mars’ project using Minecraft and PowerPoint was one of the highlights of this year. Joshua has also enjoyed learning about the French language through its culture, food, and music.”
In his five years at the Junior School, Joshua has been recognised with the top prize for academic achievement in Years 3, 4 and 5. He has also achieved High Distinctions in ICAS assessments for Digital Technologies and Spelling. With such a solid foundation, Joshua is wellprepared for future endeavours.
Joshua Leung (Centre) starring in the Junior School Musical ‘Tut Tut’
Charlotte, Sienna, Penny, Daisy and Olivia (below) and Olivia, Liv, Grace, Xanthe, Mellie, Lulu, Archie and Lily
spent their International Exchange in France. After eating delicious French food, travelling around the French countryside, visiting the gorgeous cities and experiencing the French way of life, these students came back home with many memorable experiences. This exchange gave them opportunities to experience the culture of France and also teach them independence and resilience.
Students
(above)
JETTING OFF: THE INTERNATIONAL EXCHANGE PROGRAM RELAUNCHED
The student exchange program is about Kinross Wolaroi extending its global footprint by inviting students from different countries to see our life and sending our very worthy ambassadors into the world. They’ve really made our school proud.
The return of international student exchanges for Year 10 in 2023 saw 11 of our students travel abroad, and twenty overseas students hosted.
That’s according to Dr Signe Ernist, a senior academic staff member who coordinates the school’s exchange program. Dr Ernist joined Kinross Wolaroi in February 2023 as a Languages teacher.
“I was doing the same job in my previous school on Sydney’s Northern Beaches and was really missing dealing with international students,” she says.
“What’s great about the Kinross Wolaroi program is what the students get out of it, and they are so excited about going. Most of them have had overseas holidays with their families, but when they go out on their own, it promises to be unbelievable. The way it builds their independence is the best part of it.”
Kinross Wolaroi offers student exchanges through its membership of the worldwide Round Square school movement. Thanks to that program, exchange students have been able to experience life, culture, and schooling in France, Germany, and South Africa.
Dr Ernist says: “Schools and countries have to be vetted in many ways to be part of the program. Within the Round Square organisation, we know that all the nitty gritty has been dealt with and the students over there [are] fully looked after. “It takes the worry out of one of our students being in a foreign country.”
She’ll check her emails after hours to see if there are any issues from students on exchange. “I have to be ready to deal with any issue, so if they’re in Europe, the start of their school day might be our midnight. I want to make sure I catch them if they need me, but it’s not a negative.”
She says the student exchange program is about the School “extending its global footprint by inviting students from different countries to see our life and sending our very worthy ambassadors into the world.”
Usually, Kinross Wolaroi students accepted into the program spend about a term at the overseas school. “It’s a form of cultural exchange, so while they’ll be attempting the work and assessment that’s done in the other school, it will not affect their standing in their own schools. It’s just for them to see how another school operates – the instructional delivery in class will be different and in non-English speaking countries, a huge part is learning the language,” she says.
Even Kinross Wolaroi students who did not study Year 9 French were “definitely able to manage in a French school because you have to,” she says.
But students aren’t limited to just French schools, they can list their preference countries on the application form and be matched with the number of places on offer.
“Each student submits a portfolio and the quality of it decides who gets into the program. These students must be academically high achieving and solid community members,” Dr Ernist says.
She says that everyone who takes part in an exchange, “sets out with a mindset they will gain something from it.” And she can relate. While a university student in her former home country in Estonia, she went on a student exchange to France.
“It was an amazing once-in-a-lifetime opportunity to live within another culture and I was lucky to gain another family for life. I’m still in touch with my French ‘mum’ some 30 years later.
“The experience opened me up to seeing life in a very different light to what I’d been used to when my country was occupied by the Soviet Union. The exchange gave me continued access to the language and culture that I was learning and training to be a teacher in.”
Dr Ernist has specialised as a French high-school teacher and even her doctorate is in how to teach French to teenagers in a fun way.
If your child is interested in participating, keep in mind you’ll need to invest about $5,000 to $10,000. That will cover return plane tickets, a bond and pocket money, as well as any other fees.
Full details on the program can be found on the School website.
WELLBEING IN BOARDING
A NEW ROLE TO SUPPORT BOARDING WELLBEING
BY MRS NICOLA BYRNE, STUDENT SUPPORT OFFICER
Adolescence is a unique and formative time, characterised by significant physical, emotional and social changes. Early intervention via psychoeducational programmes has been shown to ‘strengthen an individual’s capacity to regulate emotions, enhance alternatives to risk-taking behaviours, build resilience for managing difficult situations and adversity, and promote supportive social environments and social networks’. 1
At Kinross Wolaroi School we offer a multi-level approach to boarding wellbeing, delivered via our wide network of academic and pastoral staff. 2023 saw the addition of my role, as Student Support Officer to the Wellbeing and Boarding team. Working closely with the Head of Wellbeing, School
Psychologists and Heads of Boarding we have been able to identify and implement a series of evidence based, specialist wellbeing programs to meet the varying needs of our boarders at each developmental stage. We are listening and responding to the feedback from our boarders and encouraging them to play a lead role in shaping the direction of future programs.
In 2023, we commenced three successful boarding wellbeing programmes. The first was ‘The Resourceful Adolescent Program’2. This is an experiential, resilience and resource building program which has an underpinning in Cognitive Behavioural Therapy. Within this group we have worked with Year 7 to explore themes of self esteem, problem solving, identifying personal strengths, and relaxation strategies in a fun and interactive way. This program encouraged an understanding that in order to be a happy and healthy individual, we need to have a number
of skills and resources within our ‘wellbeing toolkit’.
The second was the ‘Mindfulness in Schools Project’ an extensively researched and globally implemented program. This course extends over 8-10 weeks and covers themes including sport and academic performance, playing with attention, dealing with worries, befriending difficult emotions and managing overall wellbeing. This course has offered students the opportunity to become ‘neuroscientists’ with its focus on developing an understanding of the brain and its functions and allowing us to test out the theories and ideas via a series of mindfulness practices. Many of our boarders have expressed an interest in extending their new knowledge of mindfulness to all areas of life, from performance on the rugby field, to supporting a restful nights sleep, increasing focus within the classroom and improving and building relationships.
Mrs Byrne with students.
We are listening and responding to the feedback from our boarders and encouraging them to play a lead role in shaping the direction of future programs.”
Mrs Nicola Byrne
For our Year 11 and 12 HSC students we offer a third major program, the ‘Study Without Stress’ course3, a cognitive behavioural therapy psychoeducational program which supports students with stress management techniques, timetabling, thought challenging, procrastination and perfectionism, preparing for exams and problem solving. We work with students ahead of HSC trials to implement these skills and have found it invaluable to come together as a supportive group around this time. All wellbeing programs are offered on an ongoing, rolling basis enabling students to access them as and when needed.
Finally, we recently hosted our first Boarding Wellbeing Retreat, where we came together to slow down, to calm the body and mind, engage in creative activities and to build community via the sharing of food. This retreat was delivered in response to student feedback and as the program builds and evolves, we look
forward to increasing the scope and reach of such events. The voice of our boarders is an essential focus for our community and as such we always welcome and encourage ideas for future directions.
Alongside structured programs, my Student Support role also offers the flexibility to support students in a responsive and timely way. It is often the case that a Head of House or Housemother has noticed a student is needing some additional support and I am able to drop into houses in the evenings, weekends and during mealtimes as an additional layer of support. In addition to the group programs, there are also students who prefer to catch up on a one-to-one basis, and so it is often the case that the most supportive intervention at that moment may be a listening ear over a cup of tea, a walk around the oval, or a chat with a small group over a fire pit.
Wellbeing programs and responsive care initiatives are an essential part of our boarding ethos and create a supportive environment that addresses the unique challenges boarding school students might face. This in turn supports them to navigate challenges with confidence and to thrive both academically and personally.
1. World Health Organisation (2021). ‘Mental Health of Adolescents’ via https://www.who. int/news-room/fact-sheets/detail/adolescentmental-health
2. Queensland University of Technology
3. Macquarie University
Senior Boarding Wellbeing
Senior Boarding Wellbeing
ALL THE FUN OF THE COUNTRY FAIR
The School grounds looked magnificent on March 2nd as we staged our Country Fair on the main oval. We were blessed with good weather as hundreds of parents and staff worked tirelessly to bring this huge event to fruition. Months and months of planning and a great deal of hard work and generosity of spirit culminated in a wonderful celebration of friendship and community.
The fair was a resounding success, and it would not have been possible without the tireless efforts of our dedicated volunteers, the generosity of our sponsors, and the enthusiastic participation of our students, parents, staff, and wider community.
Through these contributions, whether it was through donations, volunteering, attending, or buying a ticket in the raffle, our community’s support not only helped us to raise vital funds for the restoration of Wolaroi Mansion but also fostered a strong sense of community spirit and belonging. From the lively stalls and delicious food to the entertaining performances and fun activities, the fair provided a wonderful opportunity for us to come together as a community, celebrate our school’s values, and create lasting memories.
Special thanks must go to our amazing P&F Association who worked tirelessly behind the scenes to help us to muster volunteers and donations, as well as deliver a huge variety of stalls that delighted our guests on the day - we are incredibly grateful for their unwavering support.
A warm thank you also goes to our teacher volunteers for the fantastic support they provided in creating stalls and activities, as well as supporting our students to get involved.
The School’s operational staff were integral to the success of the day, with our Kitchen, Grounds, Facilities, Transport, Cleaning and Health Centre teams all providing wonderful support.
Thank you to our sponsors for their generous contributions: Major sponsor, Beyond Bank; Gold sponsors Orange Ex-Services Club, Coleman’s Equipment and Marvasti Security; Silver sponsors Thrive Plan and Morgans; and Bronze sponsors, Coopers Earthmoving.
Last but not least, thanks go to our Engagement Team led by Jen Divall, and in particular our events coordinator, Harriet Alker, who pulled everything together to stage one of our best school fairs ever.
Once again, thank you to everyone who helped make the Kinross Wolaroi School Country Fair a tremendous success.
GOLDEN ALUMNI LUNCHEON
The classes of 1974 and earlier reconnected during a very memorable day.
The graduates from the Classes of 1974 and earlier came together for our 2024 Golden Alumni Day, celebrating the 50th anniversary of their graduation. Over 80 exstudents attended a wonderful luncheon at Banksia Orange where they reconnected with old friends and told many stories of their school days.
It was a full day starting with tours of both campuses, followed by a special Golden Alumni Assembly in the Chapel with an archive display to explore. A heartfelt thank you to all who attended and made it such a special occasion.
MOTHER'S DAY BREAKFAST
Mothers, Grandmothers and significant others celebrate in the Junior School.
The Junior School enjoyed a lovely morning hosting a special breakfast for all of the amazing mums, grandmothers and significant others who support our students.
A morning of delicious treats in the Glasshouse and Round Garden was followed by classroom visits. It was a lovely opportunity to give thanks to the incredible women in our students’ lives.
JUNIOR SCHOOL PERFORMING ARTS CONCERT
On Thursday 20 June, the Junior School hosted their annual Performing Arts Concert in the Derek Pigot Auditorium. All students from Kindergarten to Year 6 performed in a variety of incredible performances. Well done to all our students for their amazing work!
Halle Doyle was Head Girl Prefect for 2023/24 and graduates this year in the Class of 2024.
STUDENT PROFILE - HALLE DOYLE
THE CHRONICLE TALKS TO HALLE DOYLE, THE FIRST INDIGENOUS HEAD GIRL AT KINROSS WOLAROI, ABOUT HER HERITAGE, THE SUPPORT OF THE FIRST NATIONS PROGRAM AND HOW SHE HOPES TO INSPIRE FUTURE INDIGENOUS STUDENTS INTO LEADERSHIP.
Tell us about your heritage. Could you share which Nation or Country your family belongs to? Can you share the foundations of your culture?
I am a proud Wiradjuri woman from a small rural town in the Central West called Condobolin.
During my primary school years, I attended a small Catholic school. The foundations of my culture come from the early learnings of my dad, including participating in dance groups, language classes, and so forth in my hometown when I was younger— these years allowed me to connect with my people and walk beside them in education, sports, and community engagement. My appreciation for my elders and people carved my identity for who I am today and what I want to be in the future.
As an Indigenous student, what is your experience with the School’s First Nations program?
The First Nations program has provided me with significant assistance and support throughout my high school journey through individual academic support and the opportunity to grow personally whilst also celebrating my Indigenous heritage.
In your opinion, what are the most significant benefits that the Indigenous student cohort at Kinross Wolaroi has gained from the program?
I believe that the most significant benefit is the academic achievements that the program has assisted the students to achieve. The ability to access support and ongoing academic assistance is extremely valued and assists with minimising the pressure of study and class work.
Are you Kinross Wolaroi’s first Indigenous School Captain?
Indigenous students have been fortunate enough to hold leadership positions within the school leadership programs in the past (and present) but I am very proud to be the first Indigenous Head Girl of Kinross Wolaroi School.
How has your captaincy brought home Indigenous students’ aspirations for leadership and making a difference?
I like to think that through my leadership role, I have inspired my fellow Indigenous students to dream big and that they, too, can achieve anything they set their minds to.
How does the flow-on effect of the Indigenous program at the school contribute to the wider Indigenous community as a whole?
I look back on my journey through Kinross Wolaroi thus far, and can say that I have seized every opportunity and given 100% to every aspect of school life.
My involvement as a student is vast, in a wide variety of both curriculum and co-curricular activities. I thrive on seeking new adventures, experiences and challenges that help build both character and resilience. Through this I have gained leadership qualities and the respect of not only my fellow Indigenous peers but all of my peers.
I would like to hope that my current leadership role has inspired my fellow Indigenous students to take on every opportunity presented to them, to be proud of who they are, and to be proud of where they come from.
BOOSTING LEARNING ENHANCEMENT
MS HARRIET SYMONS, HEAD OF LEARNING ENHANCEMENT
Teacher Harriet Symons joined Kinross Wolaroi in early 2022, moving to Orange with her partner. She says it’s a good fit.
“I love the collegiality teaching here. It’s been an incredibly welcoming school community to us.”
She is the Head of Learning Enhancement, and a Business Studies teacher in the Social Sciences Faculty. Her background includes working in recruitment, but “I didn’t enjoy the 40-minute train trip across Sydney for that job.”
Her long-term passion for sports coaching and, her brother being a teacher, inspired her to consider studying teaching. Since qualifying, she’s taught in an independent school in Armidale and at St Ignatius’ College Riverview in Sydney.
“I realised I loved helping students who required additional support. I felt the wins they experience were so special. It was that light bulb moment that prompted me to start a part-time Master’s in Inclusive Education.
“That degree has given me a much greater insight into how important it is for every single student in the class to have access to the curriculum, such as through adjustments and modifications. In a typical class of 23 students, there might be five hitting the top outcomes, but the rest of the class are at different stages. You can extend the highperforming students, but we need to make sure we bolster the other students as well.”
Peer learning through pairs or small groups is one approach.
Ms Symons says: “Ninety percent of good learning happens when we teach each other, so once you have the knowledge concrete in your mind, sharing that with peers can be really helpful.”
Differentiating instruction and assessment sees her developing individual programs, and collaborating with teachers, individual students, and their families. Modifications include having instructional videos, breaking down tasks into chunks or printing out PowerPoint slides rather than asking students to handwrite them, for example. She’ll also annotate notes to highlight key points.
“We need students to be walking out of the school gates in Year 12 being resilient and having a toolbox that helps them in their whole life, not just to get their first job,” she says.
At Kinross Wolaroi, she assists Year 7 boarders with their homework weekly, teaches year 7 language and literacy and business studies, relishing her work in the latter with Year 12 students.
“It’s one of the most important and relevant subjects that students can do at school because we’re always talking about current issues. We’ll often talk about athletes and their contracts – that’s finance, business, and human resources. That’s a way of getting through a lot of terminology, particularly for Years 11 and 12.”
We need students to be walking out of the school gates in Year 12 being resilient and having a toolbox that helps them in their whole life, not just to get their first job.”
Ms Harriet Symons
KINROSS WOLAROI
From the ages of five to eight, children are still learning the fundamental skills needed to transfer into competitive sports”
Mr Matthew Campbell
FOSTERING A LOVE OF SPORT
MR MATTHEW CAMPBELL, JUNIOR SCHOOL PDHPE TEACHER & SPORTS COORDINATOR
Kinross Wolaroi School PDHPE Teacher and Sports Coordinator Mr Matt Campbell has been inspiring young athletes since he was a fifteenyear-old.. Driven to help young people love fitness and improve their skills, Mr Campbell’s first job was running Active After School Care sports sessions at his local public school.
“I love seeing the excitement on the children’s faces and the skill set that some students have at such a young age,” he explains.
This passion led Mr Campbell to complete a Bachelor of Education (Health and PE) at Charles Sturt University in 2012. Since then, he has taught at Mona Vale and Nashdale Public Schools, assisting with their sports programs wherever possible. In fact, Mr Campbell has a track record of helping students achieve success at inter-school competitions, even taking Mona Vale Public School to the state finals in touch football and Oztag.
Having primarily worked in classrooms since graduating, Mr Campbell was eager to take a more active role in teaching sport. Joining in Term 3 2023 as PDHPE Teacher and Sports Coordinator seemed like the perfect opportunity. Mr Campbell’s goal at Kinross Wolaroi is to help students continue to foster a love of physical activity and sport, placing an emphasis on students starting fitness early and challenging students to improve their skills at any level.
“Children should be learning Fundamental Movement Skills from the age of three. At that age, it is all about exposure to the skills, exploration, opportunity, guidance and most importantly, fun! From the ages of five to eight, children are still learning the fundamental skills needed to transfer into competitive sports before moving to consolidating these skills in sports,” said Mr Campbell.
Mr Campbell’s approach to teaching is to build a strong rapport with students and make lessons fun and engaging, even throwing in a dad joke or two. “I want PE to be for everyone so that no one misses out,” he said.
Having played at an elite level himself, representing the Manly Sea Eagles’ junior team and the Manly district and Northern Sydney regions in rugby league, touch football and cricket as a teenager, Mr Campbell brings valuable experience to his role. Despite injuries that ended his rugby career in 2019, he remains active on the golf course and is often seen at Orange’s Emu’s Rugby Club where he has undertaken many roles including player, coach and board member.
A HUGELY REWARDING CAREER MOVE
MRS LIBBY CHAPMAN, JUNIOR SCHOOL TEACHER
When Libby Chapman joined the teaching staff of Kinross Wolaroi in 2023, it capped off thirteen years of continuous connection with the school.
The Junior School teacher has had a previous role at the school in administration and has also lived in boarding with her three children and husband, current Head of Senior School, Mr Trent Chapman.
Mrs Chapman completed her teaching degree while in boarding, when her children were young.
“I was always interested in teaching and when we moved to Orange from Sydney, I made the decision to complete my teaching degree.”
She was not always a teacher. Her previous profession was in property law as a licensed conveyancer.
“I was based in North Sydney at a property law firm, and mostly worked on property contracts and leases for residential and commercial buildings around Sydney,” says Mrs Chapman.
“While teaching is a very different role to property law, there are many aspects of my previous profession that have translated to teaching. My previous career required me to engage a lot with different people, build positive relationships, and work closely with colleagues. I have been able to transfer a lot of these skills and values into my teaching career.
Teaching has been a welcome career change for her.
Mrs Chapman says: “Teaching is hugely rewarding, especially in the early school years. The growth I witness as a teacher is simply astonishing.
“My career change to teaching has been more positive than I could have imagined. I love that I get to bring my personality into teaching, whether that be wearing crazy hats to teach new sounds, dressing up with my students for Book Week, or laying down with the students to practice the occasional mindfulness exercise.”
Mrs Chapman is also the Junior School’s dance teacher, a soccer coach, and is involved in the K-2 Nativity play.
“I love teaching dance. It provides me with opportunities to interact with students from other year groups plus it’s a lot of fun!”
Teaching is hugely rewarding, especially in the early school years. The growth I witness as a teacher is simply astonishing.
Mrs Libby Chapman
KINROSS WOLAROI SCHOOL
The independence boarders have is contagious and rubs off on the rest of the school. There’s something about a boarder. They’re willing to work hard for everything they achieve.”
Adam Harrison
MEET ADAM HARRISON: THE NEW HEAD OF SPORT
Adam Harrison began his role as Head of Sport at Kinross Wolaroi School in late November 2023. Six months in, with his dedication and passion, Adam Harrison is set to inspire our students and lead them to new levels of personal growth and positive development through sporting achievement.
Originally from Christchurch, New Zealand, Adam moved to Australia in 2009 and has since made a significant impact in the world of school sports.
His passion for coaching began in his high school years, where he coached rowing and rugby, leading to early successes that fuelled his love for coaching.
“When we were graduating, we had to find some sort of hobby or something to do for a bit of money. With a couple of guys I rowed with, we started to coach rowing and rugby. In my second year of coaching rowing, some of my boys had success and I enjoyed that journey so much, it was that moment I fell in love with coaching,” said Adam.
Adam’s approach to sport is deeply rooted in his experiences as an athlete and a coach. He loves rowing for its objective nature, appreciating the clear, measurable progress in athletes. Conversely, he also enjoys the dynamic and unpredictable aspects of rugby. His favourite team, the Crusaders, reflects his Kiwi roots, although he has also grown fond of the Rugby League during his time in Australia and follows the Knights. As a New Zealander, Adam says if he had to pick one team to watch it would undoubtedly be the All Blacks.
For the past three years Adam has been an integral part of the School’s community, serving as the Master in Charge (MIC) of Rowing. In this role he has shown an unwavering enthusiasm and dedication to creating a first-class rowing program.
Under his guidance, our rowing teams have achieved remarkable success, a testament to his commitment to developing both excellent athletes and fine young individuals.
Adam’s journey with Kinross Wolaroi began in 2011 when he initially joined as the Head Boys Coach of Rowing. After a brief period away, during which he gained extensive experience in schools in Queensland and New South Wales such as The Southport School and Newington College, Adam returned to Kinross Wolaroi.
One of the aspects Adam cherishes most about the School is its co-educational and boarding environment. He believes that country boarders bring a unique work ethic and set of values to the school, shaped by their experiences growing up on farms. This, in turn, positively influences the entire school community by setting high standards of independence and hard work.
“The independence boarders have is contagious and rubs off on the rest of the school. There’s something about a boarder. They’re willing to work hard for everything they achieve, and I think it’s instilled in them from the land. There’s a lot of hardship in farming, and it makes them quite humble as well,” says Adam.
As Head of Sport, Adam is excited about the future of Kinross Wolaroi sports. He acknowledges the school’s strong performance in various sports, particularly rowing, and is committed to elevating all sports programs. With a strategic vision and planning, Adam aims to uplift every sport, ensuring that all students can excel.
A RESILIENT SPIRIT
Ben Watt, the Master in Charge (MIC) of Rowing at Kinross Wolaroi School, describes his rowing journey as filled with triumphs, setbacks, and a resilient spirit that continues to inspire the students he mentors today.
Ben Watt’s connection with rowing began during his boarding years at Kinross Wolaroi School. Hailing from Cowra, Ben joined the School as a boarder in Year 7. Initially trying his hand at cricket, Ben was soon introduced to rowing by his Romanian Olympian House Mother. This serendipitous suggestion led to a stellar school rowing career, where Ben won four national gold medals.
Reflecting on his early days, Ben said, “It was an absolute honour to compete and win for the School. Those experiences shaped my dedication and passion for the sport.”
After graduating, Ben pursued higher education in Sydney, attending university and rowing for Sydney Uni. However, a cycling accident, which resulted in a broken collarbone, threatened his rowing career. Determined to stay connected to the sport, Ben transitioned to surfboat rowing at Palm Beach Surf Lifesaving Club, where he won two national gold medals in Under-23 competitions.
Describing the shift, Ben said, “Surfboat rowing was a new challenge. It differed from still water rowing because it was more rugged and thrilling, especially competing in the ocean.”
Ben’s career took an unexpected turn during the COVID-19 pandemic. Initially pursuing a career in media and communications, he found himself back in Cowra, where he rediscovered his love for country life and community. A chance meeting with Alex Cropley, the then MIC of Rowing at Kinross Wolaroi, led to Ben joining the school as a coach in 2020.
“It felt like fate,” Ben explained. “I started as a coach almost immediately, and it felt right to be back.”
Since rejoining the School, Ben has been pivotal in elevating the rowing program. Under his leadership, the team has achieved remarkable success, including ten national medals in 2024 – five gold, three bronze, and two silver.
When asked about the key to his success, Ben said it was all down to the students. “I love my job so much because of the kids. They’re tough, rural, relatable, and go-getters. We’ve built a strong culture based on hard work, discipline, and mutual respect.”
Ben’s experiences as a boarding House Captain in 2014 influenced his mentoring approach. He fondly recalls the camaraderie and support system among boarders, which he continues to foster in his current role.
“The brotherhood formed in boarding is for life,” Ben shared. “I still keep in touch with my best friends from those days. The bonds we formed under the same roof are unbreakable.”
Ben’s story is a great example of how life’s twists and turns can lead to unexpected and fulfilling paths. His commitment to rowing and the Kinross Wolaroi community embodies the school’s values and spirit. As Ben himself puts it, “Maximising kids’ potential and seeing them succeed is incredibly fulfilling. It’s not just about rowing; it’s about shaping good people.”
I love my job so much because of the kids. They’re tough, rural, relatable, and go-getters. We’ve built a strong culture based on hard work, discipline, and mutual respect.”
Ben Watt
NEDD BROCKMANN
Nedd Brockmann is a former student who graduated in 2016. He has made a profound impact on the lives of others through his passionate desire to help those less fortunate.
Many will remember his immensely courageous feat of running across Australia. Nedd’s goal in October 2022 was to be the fastest person to run 3,953 kilometers from Cottesloe Beach on the West Coast of Australia to Bondi Beach to raise awareness for homelessness. Nedd raised over $2,500,000 that is helping to support people experiencing homelessness and to improve children’s mental health.
In 2020, Nedd also ran 50 marathons in 50 days, raising over a $100,000 for the Australian Red Cross. Nedd’s desire to help those less fortunate and to use his gifts to contribute to the betterment of our community and broader society aligns with the mission of Kinross Wolaroi School. His courage, commitment, and compassion see him living these values.
Nedd spoke at the School’s 2023 Speech Day and challenged us all to go beyond our comfort zone to discover more about ourselves, to be compassionate to those less fortunate and to promote change for a better world. Read his speech below.
Alot can happen in this life if you commit to achieving a goal, and I’ll touch on that in a minute. I’m not here today to explain to you how I ran across this great country, nor am I here to give you career advice because at this point, I wouldn’t really call what I do a job. I have, however, for the last year or so, had quite a lot of people listen to what I have to say about what I’ve done and how I do it, which has given me an inflated sense of self-importance. Just kidding. I most definitely have no idea how the hell I got here.
I remember only a handful of my Speech Days. Funny that, I only had five. However, it was usually just a few hours before playing handball, hanging in the quadrangle, throwing pistachios into each other’s mouths, and kicking the footy – those are the things I remember the most. Seven years ago, I was in your spot. Right there, right where you all are, waiting for this person to shut the hell up so I could get back to the farm and kick into the back end of harvest.
So to be perfectly honest, in a week’s time, I’ll be very surprised if you remember anything I’ve said. Let’s hope that’s not the case. I don’t remember who was Dux or who got an award. The few things I remember were that I was very busy trying to make my mates laugh or playing the game where you try to be the last person to clap before the next teacher spoke, which I know a few of you are already doing. Or trying to catch the attention of a girl that definitely wasn’t going to look back at me.
I was acting way too cool to listen to what the ex-student or famous speaker had to say. I was no doubt counting down the minutes until mum would help us down those old Wolaroi stairs with our bags, getting ready for the two-and-a-half-hour trip home. But there’s something in that, in the fact that I remember those moments with friends. Because truly, the only thing we own is moments in time. Our memories. So make them.
School goes very quickly. It’s another year done for you all. And as our school year coincides with the end of the year, today is a time for reflection. But it’s also a time to look forward to what’s to come.
Yes. Be respectful and courteous. Be a generous person with your time but make memories. It’s the only thing we go to the grave with. Sorry to remind you of our mortality.
So if you don’t remember a thing I say today, that’s okay. Because I’ve been there and I’ve done it. In hindsight, I wish I had listened. Maybe I would have learned something invaluable, or maybe not. But truth be told, one thing I know for sure is that you should never ever ever stop learning. Rather, never be too cool to learn. You should evolve every single day. Only through my reflections and life lessons, have I been able to understand that maybe they were telling something I could’ve taken on board. However, as a young teenage boy, I did what felt right. I remember that warm fuzzy feeling you all have right now that school was out for the year.
Getting ready to say goodbye to all my mates for the summer holidays, Christmas on the horizon, looking forward to the next year at school, as I’d be another year older and another year closer to leaving high school. But one thing I wish I knew when I was at school, and your parents probably remind you all the time, but you don’t want to listen to them, is to not wish it away. Live in the moment, be present, learn, laugh, and have fun. Don’t worry too much about getting a certain ATAR. Yes. Work hard. Don’t worry about the dream job in five years’ time. Focus on the now. Doors open and doors close. What was once a dream of yours may be a distant memory in two years’ time.
So be open minded. I never in a million years thought I’d use running as a form of income. I genuinely hated it when I was here. But here we are. Doors open, as I said.
Tomorrow isn’t promised, so make the most of right now. If you work too hard towards a huge, long-term goal, you may not see the beauty of the day today. Have goals and aspirations but celebrate the small wins along the way. Truth be told from my time here at Kinross, I learned some of the most valuable life lessons. For example, how to use a bunsen burner, Pythagoras’ theorem, and how an image conveys a sense of belonging. No way. That was the list of completely useless things I learned that we’ll never use out of school. What I did learn at Kinross Wolaroi was much more powerful. I learned how to stand up for myself and the people around me, regardless of who was in front of me. I learned the beauty of taking risks and coming up short. I learned that no matter how much you want to get in that top rowing boat or best footy team, maybe it just isn’t going to work out for you that year. And that’s okay. That taught me to never ever throw in the towel, regardless of how many times I got knocked down. I learned that if you want something badly enough, you can pretty well have whatever it is you want. As long as you’re willing to work hard for it and make sacrifices. I learned that everyone comes from a different walk of life, and we should never ever judge people. Be curious, but not judgmental. The list goes on. I left this place enriched, full to the brim, with hope and excitement.
So, I want to leave you with a few of my favorite learnings from throughout the last four years, because it’s been a genuinely wild ride.
Number 1 is: be yourself. Be your bloody self. In a world now where we’re all hooked on this thing called social media, it’s very easy to compare yourself with others and lose a bit of yourself each day. The beautiful thing about this life is that there is only one of you. Embrace your weirdness,
accept your flaws, and be proud of who you are. We are here on this planet for a very, very, very short amount of time. I would hate to see you spend it worrying about what you aren’t. Rather, be excited and proud of who you are.
Number 2: don’t rush. Don’t waste this precious gift of life we all have. You do not need to know what you’re going to do with the rest of your life. I’m not saying wait for things to fall in your lap and sit around waiting for things to happen. But do not panic. I thought I wanted to be a pilot, then a concreter, believe it or not, a saxophone player, a footy player, a pharmacist, and then a sparky. And to be honest, the running shoes may not have a place in my life in due time. What we look for in life is for each of us to decide. Whether we succeed is on our is in our own hands. The goals which suit each of us are different. Some may involve intellect, some may involve physical skills, others may involve practical skills, or skills which depend on understanding human nature. But for all of us, there is a personal goal. It is wrong to think that your goal should be the same as the goal of someone else or a popular one. We should look for the goal that is best for each of us. You have the advantage of a privileged education. The choices available to you are probably better than most. Many of you have already made important decisions about your future. But for all of you, for all of us, there are always opportunities and choices. My message to you today is to not waste your opportunities. So don’t wait for things to happen. You’ll only find out you don’t want to do something by trying.
Number 3: have goals and embrace discomfort. Developing goals and aspirations can be exciting and almost a reward in itself. Setting goals, having aspirations, and working towards achieving them have been central to my life. Fortune smiles on those who lay the groundwork and build on it. First, set your goal. It may be adventurous, like running across a country, but it should be realistic, which that probably isn’t. But dream big. Having set the goal, go for it. Make yourself accountable and scream it to the world. Scream it. Tell everyone. Be a person of your word and do it. Do not draw back or hesitate just because you may not succeed. Your life will not be easy nor should it be. Anything worth having will take a lot of hardship and adversity. It will require time being spent doing things you do not want to do. But that is the price you pay to attain the goal. So instead of waiting for life to happen to you, go out and bring it on yourself. Challenge yourself, do things that make you uncomfortable. Because when something does happen in your life, out of your control, you’ll be ready. And I’ll be behind you telling you I told you so.
On my journey across Australia on foot, the hardest thing was knowing that to get to Bondi, I had to endure the hardship of not sleeping for 46 days, dealing with injuries that I may never come back from. But man oh man, that feeling of achieving the thing you said you were going to do, that’s what life is all about in my opinion.
Finally, be a leader. We need more of them. You don’t have to have a badge to lead. You just need to believe in something and bring people on the journey. I know school can be hard, some kids are mean, that’s just the way it is. That’s not your problem, that’s theirs. People just need to feel loved and to fit in.
All I can say is just keep showing up. Keep working hard, you won’t truly understand what you’re learning right now until years later. Be yourself and give back. Give a smile, ask if you can help someone without wanting anything in return. The subjects you take here, the music classes are amazing.
The footy, the friendships, the heartbreaks, the bus trips, the excursions, and the long boring Sunday chapel are all part of the big picture. Right now, you may ask why the hell you’re doing all these things, why cadet camp is compulsory for two years, or why you have to have your shirt tucked in at all times. However, the life lessons will pop up years down the track when you least expect it. And you’ll be forever grateful you were told to make your bed every single freaking morning before school. So keep putting one foot in front of the other.
that feeling of achieving the thing you said you were going to do, that’s what life is all about.”
ALUMNI PROFILES
Emma Wilson
CLASS OF 2008
During the devastating floods that struck Living School in Lismore, NSW in 2022, Emma Wilson emerged as a beacon of hope and resilience. Witnessing her unwavering dedication and swift action during this crisis, parents and students at Living School refer to Emma as a “once-in-a-lifetime” teacher.
Emma Wilson is on a mission to create equity in education for rural and regional Australian children. With an unwavering passion for making a positive impact on her students’ lives, Emma has become a shining example of dedication and innovation in the field of education.
After graduating from Kinross Wolaroi, Emma’s ambition led her to Charles Sturt University, where she studied a Bachelor’s Degree in Education (Early Childhood and Primary). But Emma didn’t stop there – she continued to expand her knowledge with a Postgraduate Certificate in Religious Education from the Australian Catholic University and a Graduate Certificate of Educational Design from Monash University.
Since 2014, Emma has taught in various schools and locations, leaving a trail of inspiration in her wake. In 2019, while teaching at St. John’s Parish School in the small agricultural town of Trangie, NSW, Emma spearheaded the aweinspiring ‘Bust the Dust’ project. This ingenious initiative saw students at the school initiate a rain dance involving hundreds of other schools across the country, garnering attention from Channel 9 and celebrities like the Hockeyroos. Not only did Bust the Dust bring joy to those affected by the drought, but it also raised important funds for those affected.
In 2021, Emma moved to Holy Family Catholic Primary School in Skennars Head in the Northern Rivers Region of NSW. During her time there, her class jointly won the coveted Grow Inclusion competition, held by International Day
of People with Disability - Australia. Their creative video used gardening puns, encouraging us to take the ‘thyme’ to lend a hand and letting us know it was time we ‘rose’ to the occasion, to emphasise the importance of inclusivity for people with a disability.
Emma’s exceptional teaching abilities and unwavering commitment haven’t gone unnoticed. In 2020, she was awarded the Australia Day Children’s Champion Award and the Bishop’s Award for her innovative contributions to the educational landscape of school settings, particularly through her Bust the Dust initiative. In 2022, she was honoured with the National Excellence in Teaching Awards (NEiTA) Apple Award and the Terry O’Connell Regional and Remote Teachers’ Award, recognising her outstanding efforts in supporting her students during challenging times, namely the Lismore floods. Emma’s resilience and dedication were showcased when she turned the floods into an opportunity for projectbased learning at the town’s Living School. Her students wrote a powerful song about climate change, performing it in front of local politicians and United Nations delegates. Emma’s inspiring approach to teaching even caught the attention of Sunrise morning TV, where she appeared alongside her talented students, showcasing the profound impact she had on their lives.
More recently, Emma was named a finalist for BOP Industries’ Next Gen Awards 2023 in the Innovative Educator of the Year category. This category recognises educators who have gone above and beyond in their
pursuit to educate and empower the next generation of young innovators, entrepreneurs and leaders. There’s no doubt Emma fits this category. Emma more recently went to Sydney after her students’ Climate Change Your Tune song initiative, following the floods, was named a winner at the NSW Resilient Australia Awards.
Emma holds the esteemed position of Director of Middle School at Living School. Her commitment to pedagogical innovation and lifelong learning shines through in her role, as she dedicates herself to nurturing her students’ innate curiosity, fostering a love of learning, and equipping them with the skills they need to become socially conscious citizens of the future. Emma’s teaching philosophy revolves around creating a dynamic and inclusive learning environment that values social justice campaigns, integrated studies, project and inquirybased learning, sustainability, and individuality.
Driven by her unwavering belief in the transformative power of education, Emma is determined to lead the way in educational reform at Living School and wherever her career may take her. Her ultimate dream is to shift the focus onto each individual student, providing enriching learning experiences that harness their unique abilities and interests. Emma envisions a learning environment where every student feels inspired, uplifted, valued, and appreciated – a place where a lifelong love of learning is fostered, empowering students to make meaningful contributions to the world.
Jordan Alexander
CLASS OF 2018
Alumna Jordan Alexander’s decision to pursue higher education in the United States was influenced by a range of experiences she encountered during high school. From the age of 15, Jordan had been travelling to America to represent Australia in competitions in the Hereford beef cattle industry. This allowed her to gain exposure in agriculture and genetics while witnessing the cutting-edge research and technology the industry was using. Although her initial intention was to study genomics, Jordan’s academic focus shifted towards economics.
Thanks to the support of her godparents, Jordan had the incredible opportunity to study at James Madison University (JMU), a research university in Virginia. However, her plans to move to the US in 2020 were put on hold due to the pandemic, and Jordan spent a year completing online coursework remotely instead. Eager to seize every opportunity once in Virginia in 2021, Jordan discovered the Madison Investment Fund (MIF), a student-led
equity fund managing $500,000 of the JMU Endowment. After a rigorous recruitment process, Jordan secured a full-time offer as an analyst, eventually becoming the portfolio manager for the healthcare sector. The educational opportunities and exceptional alumni network at MIF played a crucial role in Jordan’s success.
“Everyone knows how difficult it is to crack into the finance industry, so we all have each other’s back,” said Jordan. “I have met so many people in the fund who are so important to me that MIF is my home away from home.”
Recognising the need to gain more experience in finance, Jordan decided to come home to shadow a foreign exchange trading desk in Sydney in 2022. Balancing this internship with finding employment for the following year proved challenging, but Jordan’s experience caught the attention of some of the largest and most profitable investment banks and opened doors to new possibilities.
Everyone knows how difficult it is to crack into the finance industry, so we all have each other’s back.”
“I was trying to prove myself as an intern, complete summer subjects to increase my grades, and build connections with people in New York,” said Jordan. “I went from late nights in the office, to calls with managing directors at 2am AEST, [and returning] to early mornings at the office. This experience, however, proved to be pivotal in my career path.”
Through hard work and good fortune, Jordan secured a dream job in the Investment Banking Division at Goldman Sachs in New York City, covering the Corporate Derivatives Desk. Now living in a small apartment in downtown Manhattan with a friend working at Morgan Stanley, Jordan is focused on establishing a strong foundation in the American market. However, her long-term aspirations include exploring the European market and eventually returning home.
With an open mindset and optimism for the future, Jordan remains prepared for unforeseeable twists and turns in her career trajectory.
IN MEMORIAM
MS JUSTINA HOLLAND
12 December 1965 - 17 May 2024
Passed away on Friday 17 May 2024, surrounded by her loving family. Loved wife of Grant. Devoted mother of Gerard, Brigitta, Dominique and Duncan. Adoring Nanna of Noah. Much loved and sadly missed by her extended family and friends.
How incredibly fortunate Kinross Wolaroi School has been to have benefited from Justina’s selfless and generous service over the past four years. Justina has been highly professional, committed, and hardworking member of the English Faculty.
Justina also had an outstanding impact on the School’s Debating team. Our students have excelled in their debating competitions due to Justina’s marvellous passion, dedication, and direction.
Justina was an inspiration to everyone around her and she will be greatly missed by her students and those that worked with her.
DR RODNEY ERNEST FRANK STEVENTON DC DO JP
4 October 1944 – 9 January 2023.
Late of Burwood and Parkes NSW
Dearly loved husband of Suzanne. Loved and devoted father of Scott, Craig, Matthew and Andrew.
Loving Grandfather of William, Amelia, Jack, Jessica, Charles, Samuel and Isobel. Sadly missed by extended family and friends.
Chiropractor, Osteopath, Clinical Hypnotherapist, Acupuncturist and Farmer.
Rod Steventon was a great patron to Kinross Wolaroi School particularly to our Cadets, allowing them access to his property Top Valley Station to learn invaluable skills and obtain life changing experiences.
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GREGORY (GREG) HEDLEY
27 October 1980 - 2 June 2024
After a hard-fought 8-year battle with multiple myeloma, Greg passed away peacefully in the palliative care ward of Orange Hospital on 2 June 2024. A loving friend and dedicated family man, Greg will be missed by all who knew him.
Greg played in the Kinross Wolaroi 1st XV for three years and was Captain of Rugby in his final year in 1998. Greg also represented NSW Schoolboys and was a much-loved man at Kinross Wolaroi and around Orange. We send our deepest condolences to his extended family and friends and hope they understand how proud we are that Greg was a Kinross Wolaroi Rugby Man.
SASHA WILSON
2003-2024
Sasha lost her long battle with her degenerative disease in early January 2024. Her courage, spirit and persistence as she battled her challenges were an inspiration to many.
Sasha was a student at Kinross Wolaroi School and a member of McLachlan House. She left Kinross Wolaroi at the end of Year 10 to complete her final two years of secondary schooling at Anson St, where she became School Captain.
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GENERATIONS OF CONNECTION: THE GORDON FAMILY
Did brothers Stuart and Tom Gordon think it possible when they co-founded the Central West’s first Presbyterian school for girls that their descendants would still be among the students 100 years later?
Stuart and Tom Gordon are names synonymous with Kinross Wolaroi School. They were visionaries among the Presbyterian community who saw the need for a school that could provide an education based on Christian values to girls in the Central West.
The brothers already had extensive property holdings in the region, so focused on garnering support and funds to establish their school. In 1928, Stuart and Tom, with the help of locals Stuart Douglas and Reverend McInnes, opened the Presbyterian Ladies College (PLC) Orange on Campdale, a 43-acre property. The College’s first Principal was Miss Eleanor Linck.
In 1973, amidst a period of substantial shifts in educational perspectives, both PLC Orange and the local boys school Wolaroi transitioned to coeducational institutions. As part of this transformation, PLC Orange rebranded itself as The Kinross School. Two years later, in 1975, the two schools merged to form Kinross Wolaroi School.
Throughout the years, Kinross Wolaroi has seen numerous changes, but two things have remained constant: its dedication to educational and Christian values and the continued attendance of the Gordon family. Like a thread running through the Kinross Wolaroi tapestry, family records provided by Stuart’s great-great-granddaughter, Victoria ‘Tory’ Gordon, and Stuart and Tom’s grandniece, Janet Appleby (nee Gordon and formerly Fitzhardinge), show that many descendants have been, and still are, actively involved in the Kinross Wolaroi community.
Stuart’s daughter Matilda was one of the first students to attend PLC Orange and the College’s first Prefect. Her sisters Jenny and Frances also attended PLC Orange circa 1934-1938.
Stuart Gordon and his daughter Nan Gordon (who was one of the first PLC students).
Despite many changes over the years, two things have stayed constant at Kinross Wolaroi: the educational and Christian values and the Gordon family’s attendance.”
Stuart’s grandson Don was a member of the PLC Orange Council for many years, and students and staff can still find a tree planted in his honour at the PLC bus bay. Don’s daughters, Susan and Wendy, attended PLC Orange in the 1950s, and there is a Speech Day prize named in Susan’s honour for Best All Round Sports Woman. Some of Susan’s grandchildren attended Kinross Wolaroi recently – Chloe, Amber, Maggie, Will and Daisy (current Year 11 student).
Don’s son Roger was a member of the Kinross Wolaroi Foundation in the 1980s and part of the Cow-Calf Program Fundraising Initiative during that decade. Following in his footsteps, Roger’s daughters Tory and Katherine, attended Kinross Wolaroi in the 1980s and 1990s. Tory was Head Prefect and Dux in 1989. Kate was also a Prefect.
In speaking with Tory, it became evident that her own children would naturally follow in the footsteps of their ancestors and attend Kinross Wolaroi, thus becoming the fourth generation to do so. Tory’s son Mac successfully graduated from Kinross Wolaroi in 2022, while her daughter Niamh is currently in Year 12. Niamh finds herself studying alongside her cousins Daisy and Lachie (Tory’s nephew and brother’s son), who is in Year 10.
Looking back at her family’s history, Tory understands that Stuart and Tom’s reasons for opening PLC Orange in 1928 were not only about providing girls in the western region with a school but also about recognising that the region needed excellent educational opportunities to prosper and grow. Tory and her husband had similar reasons for sending Mac and Niamh to Kinross Wolaroi.
“We were looking for a co-educational school close to where we live in Cowra that would offer our children a quality education and extensive co-curricular experiences. Mac and Niamh have relished the academic aspects of Kinross Wolaroi but have also been heavily
involved in sport, drama and leadership opportunities (in the same way that my sister and I did). More importantly, they are at a school with students who have similar values and have made lovely friends.”
On the other side of the family tree, many of Tom’s children, grandchildren, nieces and nephews have also walked through the halls at Kinross Wolaroi. Tom’s youngest daughter Helen was a foundation pupil at PLC Orange at the age of seven and served on the School Council in her adult life. Her daughter Margot and her grandchildren Lucinda, Tim and Lachlan were all subsequently pupils. Tim’s daughter Millie attended until 2023 and Harry is currently in Year 5.
Tom’s sons, Tom Junior and Ron, also volunteered their time to the Council and put their children through PLC Orange. Tom Junior’s daughter Anne was Head Girl in 1958. Ron’s children Judy and Barbara attended in the 1960s, and Judy was Dux in 1963.
Janet, who shared her family’s history for this article, is connected to Tom and Stuart through her father George. George was Tom and Stuart’s nephew. He attended Wolaroi in the 1930s and served on the PLC Orange Council from the 1950s to the early 1970s. His seven daughters, including Janet, Heather, Louise, Catherine, Margaret, Georgina and Nancy, attended PLC Orange during this time (including the change-over period to co-educational).
But Janet’s connection with the School goes beyond her time as a student. She returned to teach in the 1970s and became the School’s first Development Officer in the 1980s, a position she held until 2008. Her daughter, Louisa, was also a pupil in the 1980s and early 1990s, and Louisa’s son, Charlie, is currently in Year 6.
Now, as the fourth generation makes its way through Kinross Wolaroi, Janet and Tory find themselves reflecting on their family’s incredible history through this very article. They ponder with excitement about the future, wondering which of the Gordon ancestors will join the Kinross Wolaroi community in another 100 years. Because, despite many Gordon family members venturing far and wide for further education, all have returned home to the Central West to nurture and raise the next generation. We thank Tory and Janet for generously sharing their family history, without which this article would not have been possible.
Gordon House was named after Tom Gordon. He was Chairman of the School Council and his daughter, Helen (Sullivan) was one of the original pupils at the school.
