The Chronicle Issue 11 - Kinross Wolaroi School

The

CHRONICLE ISSUE 11

WINTER 2021

KINROSS WOLAROI SCHOOL

CYBERSPACE

The Challenges Faced by our Children

STUDENT VOICE

The Female View of Student Leadership

WOMEN IN TEACHING

Their Role and Influence

JUNIOR SCHOOL MATHEMATICS Acknowledging the needs of girls

TH E C H R ONI C L E

FROM THE EDITOR Welcome to our Winter 2021 Edition of the Chronicle. In this edition was compiled amidst a controversy that has embroiled single sex schools in Sydney in claims of toxic relationships between genders. The answer, as ever, is in fostering respect and equality. As a result, in this edition we celebrate co-education, our outstanding female teaching staff and student leaders, and empowering girls to excel in traditionally male dominated subjects such as mathematics.

A reminder that we always welcome reader contributions and suggestions.

Jennifer Divall Head of Marketing and Communications

Credits Publisher Kinross Wolaroi School 59-67 Bathurst Road Orange NSW 2800 (02) 6392 0300 reception@kws.nsw.edu.au Editor Jennifer Divall Head of Marketing & Communications Alumni Relations Louise​ Kempson Events and Alumni Officer (02) 6392 0300 ex-students@kws.nsw.edu.au Journalism Skye Manson Hannah Sparks Photography Brenton Cox Design Graziela Machado Jen Hill Printing GK Craig Printing Contributions Reader contributions are welcomed.

Please forward to jhill@kws.nsw.edu.au

Kinross Wolaroi School is a school of the Uniting Church in Australia Front cover: First Day Welcome Assembly.

Back cover: Term 1 Wellbeing Day Yoga session.

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IN THIS ISSUE From the Principal Co-education fosters “a sense of comradeship, as well as trust, confidence, respect, and cooperation”. - Plato (428-347 BC) 2 Chair of Council Introducing Reverend Andrew Cunningham

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Features Junior School Mathematics – Acknowledging the needs of girls Women in teaching – their role and influence Gender@cyberspace –the challenges faced by our children Student voice: A female view of student leadership Female leadership in cadets The Gentlman by Ella Andrew

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Programs and Innovation Supporting boys’ literacy in boarding Wellbeing Day International Women’s Day Harmony Day Upstander prefect program

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Events First Day Junior School Induction World’s Greatest Shave Burrendong Year 7 camp Music camp

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School Achievements Swimming Scorcher’s win AMEB Certificate of Distinction Rowing Da Vinci Decathlon

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Student Achievements Ivy Hawker Bella Scammel & Freya Neville Rosie Flatau Hugh Gillham

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Staff Matt Tink Hannah Whittemore Katherine Howarth Trent Dyer Lee Taylor Farewells Announcements

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Ex-students Tyrese Carr Profile Jack Dodds Profile Ex-student Association Report

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From the Archives Sports Flashback The School for Scandal

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THE CH R ONI C L E F R O M T H E P R IN C I PAL

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CO-EDUCATION FOSTERS “A SENSE OF COMRADESHIP, AS WELL AS TRUST, CONFIDENCE, RESPECT, AND COOPERATION”.

Plato (428-347 BC)

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midst the recent challenges presented by the COVID pandemic there has been significant public debate shining bright light upon the nature of respectful relationships and consent across the full spectrum of society.

Serious and disturbing issues have been revealed within the Parliaments of the land, in the Arts, the Media, sport, large international corporations, the workplace and in schools.

The courage of Chanel Contos to ‘speak out’ provided a powerful catalyst for national debate and reflection.

Her petition highlighted the shocking mistreatment of teenage girls by boys from predominantly single sex-schools, and the great need for improved education around consent.

Though this petition largely featured allegations made against students of single-sex schools, one would be naïve and wrong to think that such issues are not confronted by all schools, just as they are across the community at large.

At Kinross Wolaroi we embarked upon a number of initiatives to assist in the delivery of a proactive and measured message on consent with the strong advocacy and support of our senior students. Our Year 12 Drama students prepared a performance using quotations from the Contos petition revealing the harrowing experiences of

many young girls.

The performance was delivered to Year 11 and Year 12 students and accompanied by pre- and postperformance conversations with Mentors and peers in Mentor Groups.

Several of our senior students formed a Consent Action Group, and with the support of Mentors and our School Counsellors have spoken with students from Years 7 to 10 in their Mentor Groups. Six of our Prefects joined other student leaders in Sydney to meet the Moderator of the Uniting Church, Reverend Simon Hansford to brainstorm strategies that could be implemented to combat many of these social concerns.

These are but a few of the initiatives that have been embarked upon.

All school leaders whom I have spoken with strongly affirm that schools must be part of the solution in changing cultural attitudes around respectful relationships and consent but that this cannot be seen solely as a school issue.

We must work together with parents and the whole community to instigate significant and lasting cultural change.

We all play a role in bringing up young women and men who are safe, protected and respected.

Respect and respectful relationships lie at the very core of our wellbeing and are founded upon our thoughtful consideration of one another and our connections with each other. We learn within our communities, be this at home with our families, at School with our

peers or in other domains – but we learn respect through our interaction with others.

I strongly believe that co-educational schools provide an environment that far better equips young people to be effective and respectful citizens of the modern world.

It is well understood that one’s environment significantly shapes one’s attitudes and values. A co-educational environment authentically promotes inclusivity, belonging, and boys and girls working together. It more readily reflects the diverse liberal democratic society in which we live, one that values inclusivity and social cohesion over increasing polarity and division.

Australia is one of the few countries in the world which is still debating the issue of single-sex or co-educational schools. Single-sex schooling only made sense when girls were not expected to pursue careers, but the world today is a very different place to the past. Valid research reveals there is no significant difference in academic achievement between co-educational and singlesex schools. However, when it comes to the social development of children, unsurprisingly co-education confers a myriad of benefits. Perhaps the most important is the messaging children receive about equality and similarity between genders rather than disparity and incompatibility.

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TH E C H R ONI C L E PR O G R A M S A N D IN N OVAT ION

Respect and respectful relationships lie at the very core of our wellbeing and are founded upon our thoughtful consideration of one another and our connections with each other. We learn within our communities, be this at home with our families, at School with our peers or in other domains – but we learn respect through our interaction with others.

Girls and boys, women and men, share the delight of learning together in co-educational institutions, building mutual respect and understanding. The most realistic and genuine learning environment is for boys and girls to work and learn together in natural settings where gender equality and opportunity are fostered in both academic and cocurricular spheres.

Plato, the ancient Greek philosopher, advocated for co-education because it fosters “a sense of comradeship, as well as trust, confidence, respect, and cooperation”. Of course, these traits may be found in single-gender institutions, but how much more powerful and affirming is the development of these values in schools where boys and girls sit side by side.

In the twenty-first century, schools must strive to educate children for a world outside the classroom, where character attributes such as tolerance, respect, initiative, service, resilience, and cooperation are deemed just as important as academic knowledge and abilities. If a school’s mission is to prepare students for the changing, diverse, and uncertain world they will inherit, then the educational experience must reflect that diversity and reality.

There is simply too much to be gained from having young people of both genders studying and mixing together for an extended length of time.

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Working together in the classroom, in the co-curricular sphere and on homework tasks allows boys and girls to learn both intellectually and socially from one another. Girls and boys work together, share ideas, and discuss issues.

Importantly, the presence of both genders contributes to the complexity and diversity of thought and learning that pervades our classrooms, as well as all aspects of society.

Co-education promotes students’ ability to think, learn, and interact; students of both genders can gain confidence, empathy, understanding, and leadership as they traverse the hurdles of social and emotional development while promoting one another’s achievement.

In challenging sexist attitudes, coeducational schools have been highly effective. Many themes lend themselves to extensive classroom debate and discussion; men and women often have opposing viewpoints on the same issues, and each perspective has something to enlighten the other. Patience and tolerance for opposing viewpoints are qualities that should be cultivated and cherished in today’s world.

Co-education is a more realistic approach to effectively equipping young people to naturally assume their place in the larger community of men and women in which they will live and work.

It aids in the dispelling of both sexes’ misunderstandings about the other and

lays a solid foundation for the creation of realistic, meaningful, and long-lasting relationships later in life.

Let us not forget that boys and girls, mature young women, and men, learn more than purely the curriculum through school. Throughout their fourteen-year journey they are discovering who they are and learning about themselves. “Separating children for a period of years means they will not be mixing and learning about each other,” says Professor Simon BaronCohen of the University of Cambridge.

The relationships developed with those around them, as well as a sense of how they fit into the fabric of their world, shape one’s understanding of self. With this in mind, co-education promotes a far more authentic understanding of oneself and one’s potential to make valuable contributions to society as a respectful, resilient and collaborative adult.• Dr Andrew Parry Principal – KWS

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THE CH R ONI C L E CHA I R O F C O UN C I L

INTRODUCING REVEREND ANDREW CUNNINGHAM Reverend Andrew Cunningham BTh MTh is a long way from home, near Limerick in Ireland. However, his mission to share the love of God means home can be anywhere from a tropical island to a remote, pastoral town, as long as he was called to be there and his wife and two children are by his side.

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ince completing a Bachelor and Master of Theology at Queens University in Belfast, Rev Cunningham has ministered in churches in the Republic of Ireland, Northern Ireland, the Caribbean and Australia.

In 2014, Rev Cunningham was invited to move to Orange to lead the local Uniting Church. A year later, he joined the School Council. He was subsequently elected Deputy Chair of Council and Secretary to Council in April 2020 and appointed Chair of Council in February 2021.

Rev Cunningham attended a school similar to Kinross Wolaroi School in Ireland and has a strong background in Youth and Children’s Ministries, after serving with the Youth Team on Mission and as Chaplain to a private secondary school in Ireland.

“I became involved in the School Council, because I had the skills and experience from schools around the 6

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world and a desire to do what I could to support the governance and strategy of the School alongside the outstanding work that the management does on a day-to-day basis,” Rev Cunningham said.

Andrew grew up in a united Anglican, Presbyterian and Methodist Church and is proud to work with the Uniting Church in Australia, which is a central part of KWS’ identity.

“Unsurprisingly, the UCA sees itself as being shaped by Jesus and puts particular emphasis on building community, befriending the marginalised, championing justice, working together as diverse people and people groups, standing up for equality, welcoming questions and engaging with doubt,” Rev Cunningham said.

“This broad and inclusive expression of church means that all parts of the school community are valued, may play a part, and express themselves for who they are regardless of their expressions of faith or belief. It allows our School to be a place that offers the broadest of educations, which enables staff, students

and families to encounter and appreciate people in all their diversity.”

As well as his work with the Council, Rev Cunningham is a parent of the School, a member of the Council Executive and Finance and Risk SubCommittee, and Pastor to the School Council.

His vision is to work with the other Council members to build a strong community across the School.

“I am very proud of the School Council team, which is in place as a result of the leadership of my predecessors. It is a diverse group, with great skill and passion, which gives many voluntary hours to the governance of the School,” Rev Cunningham said.

“My vision for the School is that the whole community of families, staff, governors and beyond can work together with the one aim of bettering the School for the good of its students and the community using the School values of courage, resilience, inclusiveness, respect and commitment.”

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My vision for the School is that the whole community of families, staff, governors and beyond can work together with the one aim of bettering the School for the good of its students and the community using the School values of courage, resilience, inclusiveness, respect and commitment.”

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JUNIOR SCHOOL MATHEMATICS – ACKNOWLEDGING THE NEEDS OF GIRLS

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Denise Hayward joined Kinross Wolaroi School in January 2021 as Head of Junior School. Working in education, Denise’s goal is to educate young students for a contemporary world. As a leader in primary education, she has chaired the Independent Primary School Heads of NSW Deputies Group and participated in panels for the Women’s Leadership Network and Initial Teacher Education. She holds a Bachelor of Education (Primary), Graduate Certificates in Assessment and Mathematics and certifications in Didactic Behaviour Therapy and Single Gender Education.

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I want to live in a world where everyone can learn and enjoy math, and where everyone receives encouragement regardless of the color of their skin, their gender, their income, their sexuality, or any other characteristic. I would like to walk into math classrooms and see all of the students happy and excited to learn, not worrying about whether they look as ‘smart’ as others or whether they have the ‘math gene’.”

Boaler, 2016

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here was a time not so long ago when people believed mathematical differences between males and females were caused by biology.

Males had superior spatial abilities while females were better at language and writing. Studies have since proved this wrong.

Despite societal expectations for each gender causing vastly different learning experiences, confidence levels and performance in international benchmarking tests remain.

Females receive messages from parents, friends and society, such as: “I was no good at maths in school” or “I know this is really hard, but let’s try and do it.” Messages like these link failures to ability, which harms performance.

Research tells us girls learn best in small groups and social situations.

Girls, more than boys, desire a depth of understanding - to know why methods work, where they come from and how they connect to broader conceptual domains – and the opportunity to discuss maths. This promotes confidence as they engage in dialogue, share and build on ideas.

By finding a balance between multiple-choice tests and open-ended assessments, students, especially girls, have opportunities to better demonstrate their proficiency through words, which they feel more confident using.

Research shows the achievement gap in mathematics between boys and girls has all but disappeared. That said, studies still report girls often rate their mathematical ability lower than boys do, even when no actual differences in mathematical achievement exists.

At KWS, we understand the importance

of fostering a long-term interest in maths, especially for girls, which relies on developing strong beliefs about their abilities in mathematics.

Engagement with maths during primary school years is also crucial if students are to develop an appreciation for, and understanding of, the value of maths.

We use three strategies related to self-efficacy in the Junior School. These include teaching students that academic abilities are not fixed but expandable and improvable; exposing girls to female role models and providing informational feedback. Such feedback praises effort; identifies how the student has erred in problem-solving and/or points out how the student has improved in their use of specific strategies. This is important for girls as feedback centred on ability gives girls the impression academic success depends on their innate intelligence rather than effort and continued learning.

Teachers in the Junior School also create opportunities for students to be heard and discuss ideas before coming to conclusions. They are given plenty of thinking time. An effective strategy used at KWS is the ‘think-pair-share’ technique in which, after time for private thought, students share their answers with a neighbour and then with the entire class. The paired discussion lends credibility to their thinking, fosters mathematical communication and develops a sense of confidence.

At KWS, we also choose activities that allow concepts learnt in the classroom to be used in the real world. These connections are achieved through our TREE and co-curricular programs.

For example, while developing our vegetable garden, students calculated the amount of soil needed and used area

and perimeter concepts to lay out the new garden beds. In addition, the four operations of numbers were combined with concepts related to money as students went to the hardware store to purchase plants, tools and other garden materials. Maths becomes so much more engaging and makes sense when it is used for a purpose.

So where to next for the Junior School? Teachers are embarking on an 18-month learning journey into maths.

During this time, we will continue to look at who our students are and how best to engage them in learning. We will look at approaches to learning, incorporating both explicit and inquiry learning with the latter focusing on rich tasks.

Rich tasks have multiple entry points and multiple solution pathways. They allow for a wide range of responses, which encourage students to think creatively, work logically, communicate ideas, synthesise their results, analyse different viewpoints, look for commonalities and evaluate findings.

Rich tasks allow learners to use their initiative, work to their strengths and explore a topic in depth.

Through the use of explicit teaching and rich tasks, our goal is to open up mathematics and transform the subject from a collection of memorised procedures and facts into a living, connected whole. To allow learners to ‘get inside’ maths, to work mathematically by inviting students to rationalise and make conjectures, to hypothesise and then test their ideas, and to justify their findings and represent them in meaningful ways. The goal is to provoke mathematical curiosity and develop deep understanding •

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WOMEN IN TEACHING: THEIR ROLE AND INFLUENCE As competent, hardworking women, we can be a great example to our girls and also challenge poor male behaviour towards women.”

Catherine Litchfield, Head of Science

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inross Wolaroi School’s Head of Agriculture Jody Haydon and Head of Science Catherine Litchfield navigated different paths to teaching.

Jody considered teaching after university but started her career in agricultural science and research - an experience she’ll be forever grateful for.

After 12 years as a scientific officer and while on maternity leave, Jody heeded the advice of a co-worker to reconsider teaching. She became a laboratory assistant while juggling motherhood, supporting her husband and completing a teaching diploma via distance. Jody’s now been teaching at KWS for eight years.

Catherine, on the other hand, knew early on that she wanted to pursue a career in teaching. She enjoys teaching Science and particularly, the challenge of breaking down tricky concepts. She can relate to the difficulties faced by students and this enables her to facilitate the learning of abstract concepts. Catherine also acknowledges the importance of emotional connections and teacherstudent relationships, gained in part through her roles as Head Tutor of Douglas House for 15 years, Lieutenant in the Cadet program, Director of the School musicals, and coach of a variety of sporting teams.

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What unites these bright women is their enthusiasm for showing the next generation of young women that anything is possible - even in maledominated industries.

“Setting good examples as strong role models is very important,” said Catherine. “As competent, hardworking women, we can be a great example to our girls and also challenge poor male behaviour towards women.”

Catherine stands proud as the first female Head of Science at KWS and coauthor of 11 Biology textbooks used by high school students across NSW, WA, VIC and QLD. “In one of my first parent-teacher interviews at KWS, I had a father acknowledge with shock that I was his daughter’s Chemistry teacher,” said Catherine. “He thought I would be a man and told me so! I was so proud to be able to teach his daughter. She was one of my best students. We proved to her dad what a great decision it was for her to study Science and that women can succeed in Science too.”

Jody is equally proud to influence the future of Australian farming by fostering the next generation and showcasing the latest technologies and innovations in her lessons. Equally, she uses her role to teach young people about respect, empathy and vulnerability.

“My students can chat with me about sport, their weekends, what they’re worried about etc. and in return, they ask me the same questions,” said Jody.

“I feel like we have an obligation to help create inclusive, decent humans who know how to interact with each other in a co-educational environment.”

Catherine and Jody not only hope to inspire the next generation of farmers and scientists but also teachers and women living in rural and regional areas.

“It’s very cliché, but teaching really is a great career for women!” said Catherine. “Although it had its challenges, teaching in the same school as my children meant I was able to pop into the swimming and athletic carnivals, be involved with them in the musical and coach them in sport.”

“I love the students we have here at KWS. I enjoy learning about everyone and creating opportunities for students so they can experience the light-bulb moments when something makes sense and they can use that in a real-world situation,” said Jody. “I also love the dynamic nature of agriculture and the ever-increasing innovations that ensure the continued success of Australian agricultural production. Every job has its frustrations or challenges, but I can honestly say I love what I do.”

Both women value working alongside a strong cohort of men and women at KWS, acknowledging that each gender and individual has their strengths.

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Creating a co-educational environment where men and women are respectful of each other, working successfully together and building opportunities for their students is essential as part of our goal to model appropriate behaviour for the rest of their lives.”

Jody Haydon, Head of Agriculture

“Creating a co-educational environment where men and women are respectful of each other, working successfully together and building opportunities for their students is essential as part of our goal to model appropriate behaviour for the rest of their lives,” said Jody. “Just in our little faculty, each staff member has a ‘speciality’ within Agriculture. This means we are collectively better and can create more opportunities for our students by learning, sharing and being part of a team.”

“It is very important for students to have key adults and role models in their lives,” said Catherine.

“In particular, it is very important to have male primary teachers. A range of ages, genders and types of people are so important in a school. Having diversity is important for students to be able to interact and work with a range of personalities. It prepares them for life.” •

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CYBERSPACE: THE CHALLENGES FACED

BY OUR CHILDREN

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inross Wolaroi School’s Head of Student Wellbeing, Tom Riley, wholeheartedly believes technology is an important part of life for Generation Alpha.

Instead of banning technology, he thinks the School’s role is to teach students how to use it responsibly and to model the appropriate behaviours and approaches.

This starts with understanding the challenges.

Mr Riley said one of the biggest challenges is how cyberspace allows children to have discussions and behave differently to how they would in public.

This can lead to children viewing material inappropriate to their age or at odds with the School and their family’s values.

“This exposure has, in many ways, aged children in terms of their experiences, rather than their wisdom, beyond what would have been considered normal in years gone by,” said Mr Riley.

“Additionally, the challenge of anonymity makes it difficult for students to build, gain and share trust; the focus on perfectionism distorts their concept of a realistic lifestyle and too much screen time diminishes time spent developing communication skills.”

So what can parents and teachers do to overcome these challenges?

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“Our role is to guide and educate students to use their devices wisely, and to demonstrate the right values in their interactions in cyberspace,” said Mr Riley.

“This means having a clearly articulated digital code of conduct that is readily enforced; using guest speakers and e-safety programs to educate how to behave online and protect yourself; having regular, open conversations; and appropriately regulating the usage of such devices and screen time where possible.”

At KWS, we have a mobile phone policy, use Family Zone to control usage of the School’s network and are looking at developing student mentors to ensure every student has someone they trust and can speak to if they are concerned about online behaviour.

Our mobile phone policy allows students to bring their phones to School, however, they cannot use them during class and are encouraged to socialise with their peers in the playground.

The boarders are also allowed their phones in the evening, however, the length of time they can use them depends on their age and all phones are locked away overnight.

Mr Riley said staff teach students while online to always act with kindness, to be upstanders if they witness something contrary to the School and their values, and to regulate and moderate their usage of technology to accepted norms.

Our role is to guide and educate students to use their devices wisely, and to demonstrate the right values in their interactions in cyberspace.”

Tom Riley, Head of Student Wellbeing

“Inevitably, there will be times some get it wrong, but these instances present opportunities for learning to occur and will ultimately lead to both individual and collective growth,” said Mr Riley.

“It is also important we work in unison with families so that we can share our learning and support each other to educate our students on the usage of technology.”

KWS has also been working with ySafe, Australia’s largest cyber safety educational provider, to ensure staff at the School are learning from experts to help navigate this difficult but vitally important area.

“It is hard to predict how things might shift, but I would envisage that we will need to be even more mindful about time spent online and the potential erosion of social skills,” said Mr Riley.

“We will continue to support a wide range of staff in their professional development so that they can feel empowered to continually develop our approach, and will include student voices so that our actions have a meaningful impact.”

KWS has worked with ySafe to develop a Cyber Safety Hub that provides access to key information, which can be accessed here: https://kws.cybersafetyhub.com.au/ •

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THE C H R O NI CL E F E AT UR E S

STUDENT VOICE: A FEMALE VIEW OF STUDENT LEADERSHIP The theme of this edition of The Chronicle is ‘The Women’s Issue’ and what better way to celebrate than by speaking to our female student leaders. These impressive young women are proving you can lead at any age and that good leadership is all about respect, support and listening to one another.

Jess Mosely Senior School Head Girl Year 12

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ess Mosely considers a good role model to be a good leader. It’s what inspired her to take on more responsibility and how she measures her own success as Kinross Wolaroi School’s Head Girl.

“I have always looked up to leaders who were role models for me at School.

Even in Year 7, I remember thinking how cool it would be to have that opportunity one day,” said Jess. “Then the culture of respect that surrounds those who are strong and kind leaders in the School excited and inspired me to work to become something of that calibre.”

Jess grew her confidence as a leader by taking part in KWS’ Cadet program and was encouraged to raise her hand for Head Girl in Year 12.

One of her main responsibilities is meeting with the other Prefects each week to pass on feedback from students and decide which changes need to be made at the School.

“The Prefect team has the responsibility of acknowledging the wants and needs of those around them and serving them.

That includes communicating any issues to the members of the School who can help us move forward and make changes,” said Jess. “The School places great trust in our ability.”

Stepping into a leadership role at any age can be daunting and Jess isn’t afraid to admit that becoming Head Girl was a bit nerve-wracking, to begin with.

What it taught Jess, was to lean on those around her and to know there is plenty of support available at KWS. “When I received the role, I wondered whether I was worthy. I questioned my ability to lead and the School’s choice to give me this responsibility.

But the Principal, Dr Andrew Parry, and Chaplain, Reverend Dr Rosalie Clarke, would help calm my nerves before speaking at assemblies; Deputy Principal, Mr James Boyd, and Head

I have always looked up to leaders who were role models for me at School. Even in Year 7, I remember thinking how cool it would be to have that opportunity one day.”

Jess Mosely, Year 12 student and Head Girl

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of Student Wellbeing, Mr Tom Riley, supported the Prefect’s ideas; and Year 12 Coordinator, Mrs Claudia McCalman, and Director of The Regional Engagement Enterprise, Mrs Sue-Ann Gavin, acted as mentors by providing reassurance and reading over my speeches.

“The School has helped me overcome a type of self-doubt I thought would have a hold on me for a long time and build integrity in my actions to become a better leader.”

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Jemma Luelf Senior School Boarding Captain Year 12

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emma Luelf didn’t always see herself as a leader but did believe she could provide support to other boarders and communicate boarding needs to staff.

“I tend to sit back and watch rather than stand in front of others. With this in mind, I believed I could be a leader in the school by standing beside others, not in front; by earning the respect of others, not forcing it,” said Jemma.

The Boarding Captain’s main responsibility is getting to know the younger students so they have someone to turn to in times of need. Jemma said the best thing about being the Boarding Captain is hearing other people’s stories.

“From the Junior School students, through to the staff and people in the wider KWS community, everyone has a story to tell.

Long or short, I find it intriguing to understand individuals’ stories,” she said.

The Year 12 boarder has learnt to lead by example, getting involved in sport and activities; respectfully communicating to staff and other leaders at the School; meeting prospective staff and making feedback from boarders to staff constructive.

Jemma said being a female makes no difference when it comes to leadership at KWS. “I think everyone at KWS is valued equally. Male or female, all are given opportunities to suit them and encouraged to give everything a go,” she said.

Jemma said anyone can be a leader and encouraged other students to put their hands up for leadership roles.

“Whether you have a badge on your blazer or not, we all have a voice and have the chance to show the younger ones, looking up to us, how to act,” she said.

“KWS is very supportive and encouraging of everyone becoming a leader in some way or another. They understand that each student has their own strengths and weaknesses, and those can be displayed in different ways. By regularly educating us all on leadership throughout high school, means we are constantly building our skills to communicate, lead and act.”

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It’s such a privilege to be Head Girl of the Junior School. Day-to-day, I just try to set a good example and support my fellow students the best I can,” Georgia Philippe, Year 6 student and Junior School Head Girl

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Ella Andrews Senior School Deputy Head Girl Year 12

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lla Andrews has always been a passionate advocate for social justice and becoming Deputy Head Girl gave her a platform to talk about the issues she cares about.

The Year 12 student’s focus has been on maintaining a positive culture at KWS based on equality.

“It’s funny, I never really understood the impact a student leader can have on a school, even though I had siblings and friends who were leaders at KWS before me,” said Ella.

“For one, KWS pushes us to speak up about issues and bring them to meetings, which is something I think young women really struggle with. Even though we know we have a voice, we often sit back and experience imposter syndrome.

“KWS also really stresses the importance of confidence and knowing that we, as leaders, are here for a reason.”

Female leaders have notoriously had to work harder to be noticed, but Ella said this isn’t the case at KWS. “I think it’s an issue universally acknowledged that women in leadership aren’t noticed as much as they should be. Thankfully, that hasn’t translated at KWS. I feel that the issues and thoughts raised by women at KWS are heard and valued,” said Ella.

Ella is proud to be a leader and to have the opportunity to advocate for causes she’s passionate about.

“I love the opportunities and experiences KWS has given me. I love the way the School pushed me out of my comfort zone and into these opportunities.

It’s one thing to offer experiences to someone, but it’s another thing to urge them to take the unfamiliar road and pursue them,” she said.

Taking on the position has also been a chance to meet students across the Junior and Senior Schools.

“I loved getting to know everyone students from Years 7-12 that I hadn’t met yet. Being a leader meant I could talk to these year groups and get their feedback on aspects of the School that perhaps needed to change,” said Ella.

“I’ve really enjoyed that communication because I remember what it felt like to be a Junior School student and talk to a Senior School student. It’s an invaluable connection to have and it makes such a big difference.”

“Seeing the opportunities and responsibilities they undertook sparked my interest in a leadership role, and I am extremely grateful to be a part of this year’s leadership team in the Junior School,” she said.

Georgia said she has been supported in the role through regular leadership meetings with teacher, Mrs Emma Charlton. She also hasn’t been alone, as all Year 6 students undertook leadership training as Peer Support Leaders this year.

“This training and the opportunities and experience I have gained in my role have helped me to become a stronger leader,” said Georgia.

It’s fair to say Georgia is wise beyond her years and not only does she recognise the importance of young people gaining leadership experience, but also the importance of student-led leadership.

“I think it’s important for students to be supported by their peers and leadership roles help to achieve this. What I think is particularly fantastic about leadership at KWS, is that there are so many opportunities for students to take on a leadership role; whether it be as a Prefect, House Captain, Music Leader, Peer Support Leader or SRC representative.

“In my experience, I have particularly enjoyed the opportunities, responsibilities and training that I have been offered. This has allowed me to develop my leadership skills.” •

Georgia Philippe Junior School Head Girl Year 6

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s the Junior School Head Girl, Georgia Philippe gets to represent Kinross Wolaroi School at external events, including the Anzac Day service and delivering Easter gifts to local aged care residents; help run assemblies and speak at school events, such as the Performing Arts Concert.

“It’s such a privilege to be Head Girl of the Junior School,” said Georgia.

“Day-to-day, I just try to set a good example and support my fellow students the best I can.”

Georgia said she always looked up to the Junior School leaders and was inspired to become a role model for the younger students when she reached Year 6.

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I believe anyone can be a leader, regardless of gender. What matters is upholding a standard of morality and conduct that reflects KWS values.”

Emma Choi, Year 12 student and Cadet Unit 2IC

FEMALE LEADERSHIP IN CADETS

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t’s not every day you see two females at the head of Kinross Wolaroi School’s Cadet Unit.

However, Year 12 students Catherine Crisp and Emma Choi are challenging the status quo.

They are the School’s highest ranking Cadets as Student Under Officer and Second in Charge, respectively.

The well-established Cadet Unit of more than 300 students is an important part of the School’s program, with an emphasis placed on self-reliance and leadership.

Students normally participate in the Cadet Unit in Years 7 to 9. However, after the passing-out parade in Year 9, students can elect to continue Cadet training by completing promotion courses.

Catherine and Emma said they knew they wanted to be leaders from the moment they became Cadets.

Now, they say it’s been one of their Secondary School highlights.

“Both my brother and sister were Cadets, so I knew it was something I wanted to be involved in,” said Catherine.

As the Student Under Officer, Catherine is responsible for planning and organising weekly training activities, and coordinating the Cadets’ movements and activities at camp.

“I love my rank because it enables me to support others and make sure that everyone has a positive Cadet experience just like I did,” said Catherine.

“Sometimes, I feel self-conscious, but the other students in the headquarters really support me and my decisions, which enabled us to build a strong friendship and lead the Cadet program together.”

Emma said being 2IC of the Unit has developed her confidence and shown her the importance of teamwork.

“It can be stressful at times as I feel the need to uphold the reputation of the KWS Cadet Unit and adhere to the needs of every individual. However, I have learnt that the collective goal is just as important,” said Emma.

Emma’s role is to oversee the activities of the Company Commanders, who are responsible for all unit activities.

“I organise parades and training programs, and often help issue uniforms and supplies, particularly leading up to camps,” she said.

“On the field, I help organise the activities of each company and solve logistical problems when they arise.

I essentially offer support to the Senior Under Officer - a second opinion on relevant issues.”

Cadet training is delivered through weekly afternoon sessions called home training. These are conducted through theory lessons, demonstrations, practical and field activities. It encompasses topics such as bush craft, field craft, navigation, survival, search and rescue, watermanship, radio procedures, abseiling, first aid, orienteering, drill, field engineering, catering, first aid and signals.

Each year, Cadets attend Annual Camp and Bivouac, with leadership training courses being offered to those seeking promotion.

“I love going to camp. You get to know your year group so well. You support each other if someone is struggling and learn that everyone has different challenges. You also get to know people from different year groups and talk to them about Cadets and school life,” said Catherine.

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“My favourite thing is being surrounded by nature. I love all the outdoors activities we do on camp including trekking up mountains, abseiling, canoeing and obstacle courses. Sleeping under the stars was also a beautiful experience. It was great to explore different landscapes including Top Valley, Macquarie Woods and the KWS farm,” said Emma.

Cadets is an opportunity for male and female students. While Emma and Catherine are proud to have climbed the ranks, they equally value the roles of their male counterparts.

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“In Cadets, you have to work together.

During camp, the boys and girls travel in separate groups, so it is vital to have a good balance of girls and boys in the headquarters to provide different perspectives and be able to communicate with the companies about their experiences while on camp and during weekly training,” said Catherine.

“I believe anyone can be a leader, regardless of gender. What matters is upholding a standard of morality and conduct that reflects KWS values.

Females are equally deserving of respect and recognition as men, and often the decisions that need to be made can benefit from input from both genders,” said Emma.

Both leaders say being Cadets has helped them to prepare for life after School.

“Being in cadets has improved my organisational skills and ability to stay focused in stressful situations, delegate and lead a group. It has also been a highlight during my years at KWS and I will treasure many memories from it.

It has built friendships that will last for years,” said Catherine.

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“I believe Cadets has taught me discipline, resilience and gratitude.

Being on a seven-day camp in the bush has taught me to appreciate the little things, like a bed and shower. I also have grown strong relationships that will continue throughout my life, and have amazing memories of abseiling and canoeing in a beautiful landscape,” said Emma •

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THE GENTLEMAN Kinross Wolaroi School Year 12 student Ella Andrews wrote a powerful poem about consent after hearing 23-year-old Chanel Contos’ story of teenage sexual assault.

Now she’s championing change at the School as a member of the Consent Action Group.

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earing 23-year-old Chanel Contos’ story of teenage sexual assault - which went viral in March 2021 - lit a fire inside of Ella Andrews.

The Kinross Wolaroi School student could no longer stand in the shadows; she needed

to speak out.

What followed was a powerful poem, ‘The Gentleman’.

Despite only being in Year 12, Ella had heard one too many stories like Chanel’s.

“The poem was a response to the allegations that followed Chanel’s story, from thousands of young girls - children who had been sexually assaulted by young men behaving badly,” said Ella.

“I was so angry. I couldn’t stop thinking about it, how people I knew my own friends and family - had their own stories; how I had my own stories.

“So I wrote and this poem just came out.”

While the poem was confronting to write and may be confronting to readers, Ella said it’s often the difficult stories that need to be heard.

“The abuse of so many women is a clear example of this,” said Ella.

“It’s not to say our stories haven’t been told before, because they have, but they continue not to be heard. Or, perhaps they continue to be ignored.”

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After her story went public, Chanel Contos started a petition for earlier sex education in schools, which prompted principals and politicians to discuss how we can do better and approach the topic of consent.

Since then, KWS has established a Consent Action Group, which Ella and several other Year 12 students are members of to ensure the conversation about consent is ongoing in our community and every student understands its gravity.

Ella said it’s important this conversation is student-led to ensure young people are listened to and to stop sexual assault from being normalised.

“We meet roughly once a fortnight to have honest discussions about what is happening at KWS and around Australia to do with consent and sexual health, and what we can do at the School to educate and help our fellow students,” said Ella.

“Lately, we implemented a program where we split up into pairs and talked with the girls and boys in Years 7 to 11 about consent. This was an opportunity for us, as leaders, to converse with younger students and make a difference that isn’t necessarily teacher-led. Because consent is such an overwhelming issue, sometimes it is easier to open up to people your own age.”

Ella is also a big believer that we can all make a difference and that conversations about consent should start at home.

“Consent shouldn’t be taboo and kids these days aren’t naive, especially considering we are the ones facing this abuse. We don’t need to be talked at with milkshake metaphors and childish language. Listen to us and talk with us, not at us,” she said.

Ella said consent is an issue society can’t ignore any longer, particularly given Chanel Contos’ petition attracted 4000-plus stories.

“We have a real chance now to change that, so let’s stop stalling. The least we can do is be conscious of our language and how we talk about the issue,” said Ella.

“If she was asking for it, then he could have too.” •

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The Gentleman You saw the document Its pages on pages Anonymous turned army Different stories of the same war But you wouldn’t know, You only read the first two They all got so repetitive.

But you sighed and Shook your head The theatricality of it.

And you remarked on the horrors Of the 3000 more, you read one and you’ve read them all.

The girls on the train Always travelling in a pack Had uniforms so short, No wonder that document was so long.

What a shame.

At least there were people in government Working so hard to protect them Maybe one day they would work up there And change the game.

There they would be listened to, They would be safe from all this…

Tragedy.

No one would rape a powerful woman.

The girls you heard at the pub Talking quickly Quietly About their fear of the dark And car keys between their fingers Were safe around you, Because not all men.

They only had to be careful around the bad eggs Like your old friend from college, But he was different Everyone thought he was such a nice guy.

And when you told your wife how sad it was that boys these days were so hormonal, you turned the rugby up just enough to block out her words ‘This isn’t new.’

What was that?

She would have to talk louder If she wanted you to hear Go son! Go son!

He had run the whole field He was unstoppable.

Walking home after drinks It was so cold, But not for the girl ahead.

Why was she wearing such a short dress?

Surely men would stare at her legs Her ass Her tits Undress her with their eyes.

She held her phone to her ear And pretended to speak to a boyfriend As if that would help her Some men were uncontrollable But not all men.

You passed her quickly on the path She kept her eyes in front.

What a bitch The least she could have done was smile You weren’t one of those guys This isn’t high school.

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SUPPORTING BOYS’ LITERACY IN BOARDING

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cohort of passionate, female English Teachers at Kinross Wolaroi School has developed a groundbreaking literacy program targeting Year 7 and 8 boy boarders.

The program, titled the ‘Word Workshop’, was the brainchild of Serena Lewis in 2019. She was the driving force behind developing literacy skills in the School as Head of Teaching and Learning then and continues to be as Head of English now.

The need for the program had been highlighted three years earlier by a piece of eye-opening research completed by Senior School English Teacher and Year 12 Coordinator, Claudia McCalman, as part of her master’s degree.

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Mrs McCalman discovered that Year 7 boy boarders from rural and remote areas not only arrived at the School substantially disadvantaged in literacy compared to the male day students but also underperformed on average at the School. This finding was confirmed by the National Assessment Program Literacy and Numeracy (NAPLAN).

So, with the help of Senior School Literacy Integrator and English Teacher Alice Bowman, Mrs Lewis set about formulating a proposal for a new program to support boys’ literacy in boarding at KWS. The program began early in 2021 and runs on Monday and Wednesday evenings, during the students’ evening prep or homework time.

Miss Bowman and Senior School English Teacher Amy Proudford-Nalder run the workshops with small groups of Year 7 and 8 students.

“Working with up to 12 boys in each group, we run targeted sessions that aim to enhance the boys’ skills in reading and writing,” said Miss Bowman. “The courses are centred around different novels based on the boys’ interests and reading proficiencies. The ultimate goal is to help them discover (or re-discover) a love of reading.

“The structure of each evening session is usually quite similar. For the first half of the 45-minute session, we read a chapter of the set novel; the teacher will model reading aloud before the boys take turns to read to the group.

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The advantages of improved literacy among our students cannot be underestimated and are essential in preparing them to thrive in life beyond KWS.” Alice Bowman, Senior School Literacy Integrator and English Teacher

“Before the program, many of the boys reported finding individual reading arduous or boring. Since sharing it around and going on an imaginative journey together, the feeling among the boys is that reading can actually be fun!”

During the second half of the Word Workshop, the boys take part in a writing activity linked to the novel they just read.

This format is based on best-practice teaching and learning that indicates that for writing instruction to be effective, it must be relevant and grounded in context,” Miss Bowman said.

Mrs Lewis has been responsible for ensuring the program is measurable, so the School can track the boys’ progress year to year.

She was the one who saw the opportunity to align Mrs McCalman’s research with two of the Best Practice Learning Strategic Intents identified in KWS’ 2018-2023 Strategic Plan: ‘raising whole-school standards of literacy’ and ‘cultivating a culture of academic challenge and high expectations informed by meaningful tracking and mapping of student performance.’

“The assessment of reading and writing is complex because of the incredibly multifaceted nature of each skill. This means that students often have both strengths and areas for development in different aspects of their reading and writing,” explained Mrs Lewis.

“The danger is that when we look at the skill holistically and focus on those areas for development, students can sometimes fail to appreciate the subtle, but all-important, progress made in distinct aspects of the skills.

“To this end, we have divided reading into five areas of focus and writing into eight. This means that we can celebrate the progress made in any area, even if overall there are still areas for development.”

So far, 58 per cent of the Year 7 boy boarders have demonstrated a measurable improvement in writing and 63 per cent have demonstrated a very significant improvement.

In reading, 53 per cent of the Year 7 boy boarders demonstrated a measurable improvement and 80 per cent demonstrated a very significant improvement.

The Year 8 boy boarders have also shown growth, with 65 per cent demonstrating a measurable improvement and 50 per cent demonstrating significant growth in writing. In reading, 43 per cent demonstrated measurable growth and 80 per cent demonstrated very significant growth.

“I have loved how we are having fun with reading books and at the same time learning a lot. The workshops have really helped with my literacy skills and now I am enjoying reading a lot more,” said Year 7 boarder, Sid Thompson, from Coolah.

“The workshops have helped me greatly with my creative writing skills.

I used to not know the first thing about writing but now I’m better at it. The thing I enjoy most about them is the class discussions,” said Year 8 boarder, Ollie Krause, from Cowra.

Improving literacy skills and NAPLAN results are important, but the female cohort also hopes to help the boys foster a love of reading and fuel curiosity and imagination.

“We aim to equip them with the skills to become more independent learners and instil confidence in the students that they can transfer to their academic subjects and their lives in general,” said Miss Bowman.

“Reading a variety of different texts allows students to broaden their minds, develop empathy and build a more comprehensive sense of themselves, others and the world.

“As Barack Obama said in 2005: ‘Literacy is the most basic currency of the knowledge economy we’re living in today.’ The advantages of improved literacy among our students cannot be underestimated and are essential in preparing them to thrive in life beyond KWS.” The Word Workshop program is currently being tested as a pilot.

If successful, girl boarders and older boy boarders will also be invited to take part •

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WELLBEING DAYS This day, strategically placed at the halfway point of the term to act as a circuit breaker, was an opportunity for each year group to think about the challenges they may face this year, to realise the importance of connection and relationships, and to try out some new strategies for self-care.”

Tom Riley, Head of Student Wellbeing

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he introduction of Wellbeing Days at Kinross Wolaroi School has been a great success and will continue until the end of 2021.

Wellbeing Days demonstrate the School’s commitment to student wellbeing by giving students the opportunity to take part in activities and workshops, from yoga to mental health first aid, each term.

Head of Student Wellbeing Tom Riley said the Wellbeing Days correspond with the themes studied by mentor groups across the year, including ‘self’, ‘leadership’, ‘character’ and ‘empathy’.

Mr Riley said the theme of ‘self’ during the School’s first Wellbeing Day in Term 1 was an opportunity for students to develop their self-awareness by listening to themselves and thinking about strategies for self-care.

“This day, strategically placed at the halfway point of the term to act as a circuit breaker, was an opportunity for each year group to think about the challenges they may face this year, to realise the importance of connection and relationships, and to try out some new strategies for self-care,” said Mr Riley.

Year 7 students took part in a yoga class with local instructors; Year 8 students learnt about appropriate online behaviour; Year 9 students were involved in sleep and self-defence workshops; Year 10 students completed a youth mental health first aid course; and Year 11 and 12 students discussed their journeys towards the end of school.

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Moving into Term 2, the theme of the School’s second Wellbeing Day was ‘leadership’.

“Having discussed the groundings of great leadership in their mentor groups during the early part of the term, each year group had the opportunity to develop these skills in a practical sense on the day,” said Mr Riley.

Year 7 students had to find the locations of Senior Management Team members and then ask them about their roles and leadership journeys.

Meanwhile, Year 8 students spent the day building solar cars with Michael Richards from Kite Magic. Michael gave very few instructions, forcing the students to collaborate, innovate and problem solve.

Year 9 male students visited Mount Canobolas while female students visited Borenore Caves. This was for cultural reasons, as Mount Canobolas is an important site for men and Borenore Caves are a birthing site for women.

After hearing from local Indigenous Elders, the students embarked on a bushwalk and discussed their journeys from childhood to adulthood.

Year 11 students spent the day with not-for-profit Burn Bright talking about how they can come together as a cohort and lead the school forward, while Year 12 students took part in a yoga class, a session on emotional regulation and career talks.

The School looks forward to updating you on Term 3 and 4 Wellbeing Days. The themes will be ‘character’ and ‘empathy’ •

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INTERNATIONAL WOMEN’S DAY

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nternational Women’s Day (8 March) is an important event on Kinross Wolaroi School’s calendar.

The global day is an opportunity for staff and students to celebrate the achievements of females in our community and learn about the importance of gender equality.

There was a flurry of activity across the Junior and Senior Schools this year.

Wellbeing students wrote letters to women they admire and each letter was posted so the whole School community could read their words of encouragement and positivity.

Over in the library, there was a wonderful display of photographs of staff holding the International Women’s Day logo. The library foyer also showcased a range of books about inspirational women for students to read.

In classrooms, teachers were encouraged to find female leaders in their subject areas and share their stories with students.

The event wasn’t limited to the day, either. There were celebrations throughout the week, including a morning tea for Senior School students and two keynote speeches.

The school was lucky to welcome Cheesemaker and Second Mouse Cheese Co. Owner SJ Pienaar. SJ shared the challenges she’s faced and how she’s overcome them.

One of our student leaders, Ella Andrews, also arranged for former politician Fiona Nash to speak at the International Women’s Day Assembly.

Fiona talked about the role of women in politics.

To continue the theme of public speaking, Year 3 students took part in a speech writing competition. Each student was tasked with writing about women they admire and delivering their heartfelt speeches at a special breakfast presentation with staff and guests.

Acting Head of Creative Arts Robyn Youll was immersed in the week’s activities as coordinator of the Senior School events and organiser of the morning tea.

Ms Youll is a passionate advocate for female leadership and said she’s proud to work at a school that places a strong focus on International Women’s Day. “Our students are surrounded by excellent female leaders who are valued by our School families. We celebrate our student leaders and have seen many young women become leaders in their own right in the community and be celebrated for this,” she said.

The importance of female leadership cannot be underestimated, with research showing that girls are more likely to pursue a subject interest as a career, particularly STEM (science, technology, engineering and mathematics) if they see female role models in that subject area.

For example, 50 years ago, a study asked 5000 American and Canadian primary school students to draw a scientist. Only 28 drew a female. While the study was indicative of a time when fewer women became scientists, it was also proof that seeing is believing.

Ms Youll hopes to build on the tradition of International Women’s Day at KWS by involving community members, hosting panel discussions, and celebrating and encouraging student voices.

“Social movements require collective action and shared ownership if they are to be welcomed by a broad cross-section of the community. Raising awareness of all the issues International Women’s Day aims to address allows students to take ownership and consider important issues,” she said •

Our students are surrounded by excellent female leaders who are valued by our School families. We celebrate our student leaders and have seen many young women become leaders in their own right in the community and be celebrated for this.”

Robyn Youll, Acting Head of Creative Arts

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HARMONY DAY

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W

e can learn a lot from children and Kinross Wolaroi School’s Year 5 students recently showed us the importance of inclusivity and celebrating diversity with their song ‘Raise Your Voice’ for Harmony Day (21 March).

The lyrics were inspired by books the students read during their library lesson with Junior School Library Teacher Lisa Pengilly as part of Harmony Week.

The books talked about Australia’s cultural diversity and the students’ favourite book was ‘I’m Australian Too’

by Mem Fox. In groups, the students chose phrases and words from the books to create the song. They then spent their music lesson with Junior School Performing Arts Coordinator Katie Sinclair combining their ideas to create a collaborative song with a chorus, touch of rap and some very powerful messages.

“Creating a tune to accompany the words took many hours of hard work.

Using GarageBand on their iPads, the children listened to the music as they individually recorded themselves singing the song,” said Mrs Sinclair.

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Each recording was airdropped to Mrs Sinclair who had the difficult job of editing them together to create a magical choir.

KWS’ Year 2 students then allowed Year 5 students to use their amazing classroom display titled ‘Everyone Belongs’ as a backdrop to a group photo.

The Year 2 students had traced their hands and joined them together in a circle.

After the photoshoot, Year 5 students took the opportunity to sing their song to a very polite Year 2 audience before it was entered into the Harmony Day Songwriting Competition.

The Junior School spends a lot of time focusing on the five core values: respect, inclusiveness, courage, resilience and commitment. We can use these to understand the importance of respect and inclusiveness in our own School community and in the wider community.”

Katie Sinclair, Junior School Performing Arts Coordinator

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A reflection of how hard the students worked, Raise Your Voice went onto win first prize in the competition’s primary school category.

“The students really enjoyed the process of reading, creating and reflecting on what Harmony Day means to them,” said Mrs Sinclair.

“Our Year 5 students were delighted to win the prize, but more importantly, it has given them an appreciation of how a small pebble can create bigger ripples and they have been excited to see how their song has reverberated outside the School.

“We are looking forward to sharing it more widely within our School community and beyond. We’d love everyone to be able to sing along to the chorus!”

The prize money will go towards a playground game that fosters inclusivity.

“The Junior School spends a lot of time focusing on the five core values: respect, inclusiveness, courage, resilience and commitment. We can use these to understand the importance of respect and inclusiveness in our own School community and in the wider community,” said Mrs Sinclair.

“The students and Junior School Student Representative Council will look at ways to use the prize money to buy an outdoor game for the playground that encourages inclusivity and respect.

We have already been brainstorming ideas about the types of games they’d like to see.

“This will be a fantastic way for our Year 5s to leave a legacy to encourage future students to consider ways of creating harmony in our playground.”

The School will encourage students to enter a song into next year’s Harmony Day Songwriting and Poster Competition as a way of demonstrating awareness and appreciation for Harmony Day •

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UPSTANDER PREFECT PROGRAM

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N

o one wants to be a bystander to bullying, but knowing the right thing to say or do in the moment can be challenging.

That’s why Kinross Wolaroi School’s Prefects made it their mission this year to show students how to become Upstanders in a bid to reduce bullying.

Together, they met with Bullyology and Upstand Academy founder Jessica Hickman for some tips.

Year 12 students, Mackenzie Jones and Jess Mosely, were among the Prefects who met Ms Hickman at her workplace in Orange.

“Meeting Ms Hickman at The Hive was

amazing. She worked with us to identify what bullying is, what bullying isn’t, the true effects of bullying and how we - both as individuals and as a team - are able to become Upstanders,” said Jess.

“Ms Hickman then gave us the chance to break into small groups and brainstorm ways to translate the inspiring message we had received to our wider School community.”

The result was an Upstander program modified for KWS students.

Mackenzie said the program is all about encouraging people to stand up against bullying.

“The aim of the Upstander program is to

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equip students with the skills, ability and confidence to stand against what they believe is right,” she said.

“This also involves being an Upstander against other social issues including empowering women, education for all, homelessness and environmental concerns.

The Prefects agreed they would become an ‘army of Upstanders’ to act as role models for their peers and help create a safe and positive environment at the School.

Mackenzie said an ‘Upstander’ is a ‘helpful bystander’.

“Rather than standing by when bullying occurs, they stand-up, speak out and take action to respond if something is wrong,” she said.

The Prefects also invited Ms Hickman to share her story with other students as a guest speaker on Wellbeing Day during Term 2.

“Ms Hickman’s story was very inspiring. She was bullied in a toxic workplace and nothing was done by the leadership there, which led to her having long-term psychological and physical health effects,” said Mackenzie.

“In response, she created Bullyology to share her story and attempt to create healthy, safe environments in workplaces and schools.”

Following Ms Hickman’s speech, the Prefects and other students created a pledge wall that’s now on display at the front of the Derek Pigot Auditorium.

“This can be viewed by the school and keeps the need to be kind and strong at the forefront of our minds,” said Jess.

Jess said the Upstander movement can also help to address issues outside the School community.

“Programs like the Upstander movement parallel some of the most prevalent issues in our society – social divisions through racism, sexism and homophobia and the collective struggle against issues such as climate change and terrorism,” she said.

“Movements like the Upstander movement will create a generation of informed, respectful and kind young people who are willing to stand up for each other and the issues they believe to be important, which is crucial to our success in an increasingly complex world.” •

The aim of the Upstander program is to equip students with the skills, ability and confidence to stand against what they believe is right.”

Mackenzie Jones, Year 12 student and Prefect

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FIRST DAY – TERM 1

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t was a joy to see students return to school with so much life and energy. It was wonderful to see how pleased the students were to see each other and to hear their excited conversation and laughter.

With a strong reputation for friendliness and community we welcomed all our new students and staff as they begin their journey as members of the Kinross Wolaroi School family •

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JUNIOR SCHOOL INDUCTION Year 6 Leadership 2021 Head Prefects Oscar Chandler-Sullivan (Head Boy) Georgia Philippe (Head Girl) Prefects Annabel Clinton Chloe Provost Angelina McRae David King Rohan Kotasthane Thomas Nelson

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We reflected on Leadership as we celebrated Year 6 at their Induction Service. In Year 6 not every student takes on a specific role, but this does not mean all Year 6 students cannot lead. I would like to encourage all Year 6 students this year to actively expresses our philosophy of student-led learning.

As the oldest and most experienced students in the Junior School, our Year 6 students are role models for younger students, particularly the girls and boys in the Junior School who are beginning their school journey. It has been so encouraging to see so many of them who have commenced this journey as they

guide and engage with students during break times. The Year 6 students will have the opportunity to work with their teachers and other members of staff throughout the year as they identify and grow their skills and are encouraged to take initiative, make courageous choices and reflect on how they are leading others. Over the year I hope you will read the articles by our Year 6 students as they provide a student insight into school events.

Leadership is a responsibility and privilege the School takes seriously. We believe it is imperative for young people to learn how to lead others effectively

because at some point in our lives, we all exercise leadership! Our Christian perspective is about serving others, rather than ourselves. Each leadership role fulfils a special service in the School and reflects our philosophy of a student-led learning environment.

This philosophy of leadership sees leadership by students, for students. All Year 6 students have important roles, which will enable them to contribute to the improvement of our school and the wellbeing of others • Denise Hayward Head of Junior School

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LEUKAEMIA FOUNDATION’S WORLD’S GREATEST SHAVE

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he devastating effects of blood cancer, especially leukemia, is well known in our society, and sadly, in our School community.

It is therefore even more special that this year, KWS World’s Greatest Shave Team raised nearly $37,000 placing them 11th in the whole country for fundraising. There were 22 Year 11 students and one staff member who participated, and their selflessness is to be congratulated. They are easily recognisable amongst us with their shaven heads or bobs … and no doubt their beanies in winter.

Thank you to the School community for your amazing support where the team raised an extra $250 from you towards their total. We should be proud as a school for the support we give this charity, and again, well done to everyone involved. A special thank you also to Mrs Claudia McCalman who has enthusiastically inspired our students in this most worthy cause •

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TH E C H R ONI C L E EVENTS

BURRENDONG YEAR 7 CAMP

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ear 7 Camp was held at the 67-acre Lake Burrendong Sport and Recreation Centre at the end of March.

Camp was a jampacked three-day event where students participated in activities including canoeing, stand up paddle-boarding, archery tag, paintball combat, initiative (problem solving and team building challenges), raft building and a giant game of ‘Star Wars’ of an evening.

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TH E C H R ONI C L E EVENTS

MUSIC CAMP 2021

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hat a fabulous group of musicians we have at Kinross Wolaroi! Music staff had a joyous time working with our concert band, orchestra, stage band and chamber strings students at our annual camp. Interspersed with intensive rehearsals, students went Dragon Boating, played Tenpin Bowling and learned some self-defense skills.

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Thank you to our wonderful staff, Mrs McRae, Mrs Moxey, Mr Key, Miss Howarth, Mr Stevens and Mrs Sinclair. Thank you also to our guest conductor Doreen Cumming and our amazing Music Administrator Sharon Martin, who organized the myriad of logistics required to run such an event •

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Photos by Mr Key

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TH E C H R ONI C L E S CHO O L A C H I E V E M ENT S

SCHOOL SUCCESSES Swimming L>R Top: Kim Taylor (coach), Eloise Mcmiles, Hugh Gillham, Oliver McLaughlin, Kyla Brown, Mercede Cornelius Feltus, Tom Pell, Oscar McLaughlin. Bottom: Zac Lewis, Collette Lyons, Emily Clunas, Tommaso Cornelius Feltus, Jane Gillham (coach).

AUSTRALIAN SWIM CHAMPIONSHIPS The Kinross Wolaroi Swimming Team completed a successful campaign after a lot of hard work at the Australian Swimming Championships.

Oliver McLaughlin finished 7th in the 200 backstroke to cap off a great week for him with a silver in the 100 back just missing in the 50 back in a very creditable 4th and 7th in the 200 back.

Ollie swam finals in his age group (18/19 years) but his times placed him 10th overall in Australia, not bad for a boy from the bush.

Kyla Brown accredited herself well going from 47th in the 100 breaststroke to 9th in the final. Amazing effort.

Hugh Gillham, who for the first time swam in the Paralympic class turned a

NSW ALL SCHOOLS The KWS swim team achieved some outstanding results at the NSW All Schools swimming championships on Friday 28th May. Ollie McLaughlin, Zac Lewis, Hugh Gilham and William Diener swam an amazing race in the 17 yrs and over boys medley relay, winning silver against hugely competitive Sydney schools in a time of 1.50.85. A great way for the boys in Year 12 to finish off their school swimming careers.

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In individual events, Ollie McLaughlin won gold medals in the boys 17 years and over 100 backstroke (57.21) and the 50 backstroke (new PB time and NSW All schools record of 26.36).

Mercede Cornelius-Feltus won bronze in the girls 17 years and over 200 fly in a time of 2.28.17 and came 5th in the 400 IM in a time of 5.25.6. Kyla Brown achieved 6th place in the 15 years girls 50 breaststroke in a time of 36.78.

few heads finishing with 2 golds a silver and a bronze at the end of his campaign.

H.G. also swam under the Olympic qualifying time 3 times over the course of the week in the 100 Fly. Unfortunately Collette Lyons failed to recuperate from an ankle injury sustained in the weeks leading into the competition and had to withdraw.

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Scorchers Cricket Victory The KWS 16 Scorchers defeated Orange City by 59 with 4-129 in the Grand Final. Coached

by Mr Ewan Powell (ex-parent and long time KWS coach) the team celebrated a comprehensive win and a great way to finish what has been a very good season. It was ‘the stuff of life’ experience and a day that the players are likely to remember for many years to come. To cap it all off, Charlie Condon was named and presented with the trophy for the ODJCA Young Player of the Year. Well done Scorchers!

Certificate of Distinction from the AMEB Congratulations to all our Kinross Wolaroi musicians who entered Australian Music Examinations Board examinations in 2020. Our School was awarded a Certificate of Distinction from the AMEB for being in the top 10 schools for all grade exams.

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Rowing HEAD OF THE RIVER 14 March 2021 Our campaign at the NSW Schoolgirl Head of the River competition was one of the most successful in history!

Kinross walked away with the Overall Senior Point Score Trophy, Schoolgirl 1st VIII Trophy and Schoolgirl Four Trophy!

GOLD - Our Schoolgirl Eight made history! The first Schoolgirl 1st VIII to win the Head of the River at KWS, a very exciting race to watch, down to the very

last minute. A big congratulations to Sally Carter, Ella Kirby, Lucy Scammell, Lucy Searle, Annabelle Woods, Hannah Richardson, Freya Neville, Bella Scammell and Georgia Robson.

GOLD - The Schoolgirl Four won their race by a mile! A huge effort, and an incredible season for all these girls.

This trophy hasn’t been won by Kinross in nearly 10 years. Congratulations to

Georgia Sweetapple, Liv Fredriksson, Ayla Ryan, Audrey Gill and Cailan McKay. GOLD - Congratulations to our mighty 4th quad, Issy Loyd George, Hannah Jones, Liv Martin, Georgie Lawson and Georgie Zatta. An incredible two races placing 1st in both!

(L to R - back row): Georgia Robson, Annabelle Woods, Lucy Searle, Freya Neville, Hannah Richardson, Ella Kirby, Sally Carter, Mr Andrew Gannon (Head Coach) - Front Row: Isabella Scammell, Ms Alex Cropley (MIC Rowing), Lucy Scammell

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Da Vinci Decathlon Teams from Years 7, 8, 9 and 10 recently competed in the Regional Da Vinci Decathlon held in Bathurst.

The competition is designed to stretch students academically and aims to stimulate young minds.

Impressively, our Year 7, Year 8 and Year 10 teams won their events, and the Year 9 group were placed 3rd.

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STUDENT SUCCESS AT THE HIGHEST LEVEL Ivy Hawker

Ivy Hawker is a new student in Year 9. She won the ORCM Concerto Competition last year, which is an impressive achievement given that mostly this is awarded to students in their senior years. She’s currently studying Grade 8 violin.

Bella Scammel & Freya Neville Kinross Wolaroi School’s Year 12 rowing stars Bella Scammell and Freya Neville have been selected along with two girls from Canberra Grammar School for the 2021 Australian Rowing Team in the Junior Women’s Quad Scull. It’s an exciting time for the girls, who are now well and truly on the pathway to international rowing.

The girls were selected at the National Selection Trials after an intense week of racing, where they achieved their goal to represent Australia. They will be coached by

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ex-Kinross Rowing MIC & Olympian, Sarah Cook.

Due to the pandemic no Australian Rowing teams (other than the Olympic Team) will travel internationally to compete this year, so the Under 19 team will not contest the World Championships in Bulgaria in August. However, there will be a simulation ‘World Cup’ regatta at Sydney International Regatta Centre in June where the Australian Under 19, Under 21, Under 23 and Olympic rowing teams will compete.

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Rosie Flatau

Rosie Flatau has been awarded the Blessington Best in Show First Prize at the HSC 2020 ‘Texstyle’ exhibition. This year due to Covid the exhibition is virtual.

Rosie was one of only twenty students from across NSW whose Major Textiles Project was selected to be exhibited at ‘Texstyle’ as an example of excellence in Textiles and Design.

Hugh Gillham

Hugh Gillham is one of the rising stars of Para Swimming in NSW. At this year’s Australia Age Swimming Championships held on the Gold Coast, Hugh took home two Gold and three Silver medals in an outstanding performance across the three days of competition. Hugh’s medals included Gold in 50m Freestyle and 200 Individual Medley. Hugh won Silver in the 50m and 100m Butterfly and the 400m Freestyle.

In his favourite event, the 100m Butterfly, Hugh swam under the Paralympic qualifying time three times over the course of the event. This means that Hugh will be eligible to compete at the Trials for the 2020 Australian Paralympic team next month in Adelaide.

As result of his fantastic swimming at the National Championships, Hugh was selected onto the 2021-2022 Swimming Australia Para Swimming National Development Squad. Selection onto this squad is an integral part of the Para Swimming Performance Pathway. The Para Swimming Performance Pathway is designed to prepare swimmers for transition to the Senior National Team and to achieve high performance success in and out of the pool.

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STAFF PROFILES Matt Tink

Master-in-Charge of Rugby

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att Tink has often watched from the sideline his two sons play rugby at Kinross Wolaroi School, and now he’s joining them on the field.

Ensuring Tom (Year 7), Jack (Year 9) and their friends have a great rugby experience at the School was the driving factor for Mr Tink to raise his hand as the new Master-in-Charge of Rugby.

Outside of the School, Mr Tink is the CEO of Central West Rugby and has enjoyed an impressive career in the sport.

Mr Tink played first grade in Sydney for six years, scored a couple of Super Rugby caps for New South Wales and represented Australia at the underage levels.

He has coached all levels, from the Under 6s through to Super Rugby and Women’s Test Matches in Australia.

A career highlight was moving his family to Japan while he coached professionally for four years!

Mr Tink joined KWS in March 2021 and already has his eye on the prize.

“I have watched the School’s Rugby Program evolve from afar and I was very keen to get involved to assist our players with improving their skills and developing a culture of belief and winning,” said Mr Tink.

“I am looking to create a KWS style of rugby that is easy to understand and fun to play. Critical to this is individual skill development. Rugby has become very structured and while structure is required at times, our focus will be on showcasing the players’ skills. Working hard on fitness and skills brings belief and belief brings wins.”

Mr Tink wants to encourage more female students to play rugby and had planned a few inter-school games before COVID-19 struck.

“Women have long played a key role in rugby, but traditionally it has not been playing! Over the past seven to eight years, we have seen exponential growth in young ladies participating in rugby and long may this continue,” he said.

“I am very keen to have a deliberate and meaningful female rugby program in the School. We are working towards introducing rugby sevens in the back end of Term 1, after the touch footy season next year.”

Mr Tink is no newcomer to a school setting as a former History and Geography Teacher and believes there’s a lot to be said for playing alongside peers.

“The beauty of school rugby is the players get to play with the same people they spend all day with. The touch footy they play at lunch builds into the afternoon training and their Saturday performances. Often the players gain the support of non-rugby people in the School and rugby becomes the basis on which a school culture can be enhanced.

Watching players spend years with the goal of achieving a first XV jersey is particularly exciting,” said Mr Tink •

I am very keen to have a deliberate and meaningful female rugby program in the School.”

Matt Tink, MIC of Rugby

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Hannah Whittemore Head of Girls Boarding

The young women at KWS are given every tool necessary to achieve their potential in readiness for life beyond school.”

Hannah Whittemore, Head of Girls Boarding

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annah Whittemore is no newcomer to boarding life.

She and her husband Ben lived at Ascham School between 2014-2020 and St Vincent’s College in Sydney between the end of 2020 and the first term of 2021. During that time, she climbed the ladder from Boarding Coordinator to Boarder Studies Coordinator, Head of House and Deputy Head of Boarding.

In April, during the lockdown, the couple decided it was time for a tree change and Mrs Whittemore joined KWS as Head of Girls Boarding.

“I was approached for this role at the end of 2020 and immediately began researching the School, boarding and its values. After speaking with a few colleagues, it became clear the School had a fantastic reputation and its values aligned closely with mine,” said Mrs Whittemore.

“Moving away from family and friends in Sydney was a difficult decision, but one I knew would be a valuable, once-in-a-lifetime opportunity for myself and my family.”

Mr and Mrs Whittemore are enjoying boarding in a regional setting with the addition of their adorable four-year-old daughter, Ruby, who attends KWS PreKinder.

Every weekend, the family finds a new spot to explore in Orange and has already experienced the Borenore Caves, Mount Canobolas and Duntryleague Walk!

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Ben, who is managing his landscape design business in Sydney remotely during the lockdown, is a keen cyclist and has also joined The Pinnacle Peddlers in Orange.

Mrs Whittemore is also eager to get to know the boarding girls, staff and culture at KWS and Presbyterian Ladies College during her first 12 months.

“Navigating COVID-19 in the boarding community is challenging, however, it has provided me the opportunity to really get to know the girls and their families in a way I never would have under normal circumstances,” said Mrs Whittemore.

“Next year, the School has plans to invest in boarding at PLC, which is something the girls and staff are incredibly invested in. I’m so pleased to be part of something that’s going to contribute to the positive culture and space in boarding.”

Despite lockdown limiting the time Mrs Whittemore can spend with the boarders, she has been impressed with the calibre of students she’s met so far.

“My observations about the female boarding students of KWS are that they are grounded, resilient, salt of the earth young women who are invested in their education and their future.

They throw themselves not only into their academics, but also their co and extra curricular commitments, and are committed to and invested in the boarding community - their home away from home,” said Mrs Whittemore.

Mrs Whittemore has also been buoyed by the female representation among the leadership team at KWS. “KWS is committed to surrounding itself with strong leaders who are aligned with its mission and vision. Five out of ten Senior Management Team members are female. This is also identified in student leadership selection, with strong leaders, both male and female, empowered to lead, learn and grow their potential as agents of change,” said Mrs Whittemore.

Mrs Whittemore says everything the school does is considered and reflective in practise and purpose, which results in an environment that is reflective of the views and cultural norms that are meaningful to young people today.

“The young women at KWS are given every tool necessary to achieve their potential in readiness for life beyond school,” she said.

“My job is a fantastic example of the School’s recognition of the need for there to be someone who is an advocate for the girls boarding. I see it as my job to empower young women with the tools, power and confidence to be leaders who can impact positive change for themselves and their peers. We achieve this through the lived boarding experience, leadership opportunities, academic and activities program, which is embedded in our wellbeing program.” •

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The Music and Performing Arts Faculty at Kinross Wolaroi School has been incredible to work with and very supportive since my appointment at the beginning of the year.”

Katherine Howarth, Coordinator of Instrumental Music

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Katherine Howarth Coordinator of Instrumental Music

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here are more bad things about the pandemic than you can count on two hands. Best-laid plans gone awry, timetables thrown up in the air, and a future shrouded in doubt.

But, among the chaos are silver linings, and one of those is Katherine Howarth’s arrival.

As the curtains closed on performances, events and Sydney in general, Ms Howarth returned to her childhood home of Orange in search of a career change and some fresh country air.

“After studying and working in Sydney for five years, I wanted to move away from the stressful and crowded city life and back to a country town,” said Ms Howarth. “The Music and Performing Arts Faculty at Kinross Wolaroi School has been incredible to work with and very supportive since my appointment at the beginning of the year.”

The School’s new Coordinator of Instrumental Music loves a challenge and the busy role is keeping her on her toes.

“I do a range of different jobs. It changes as we approach different events on our Performing Arts calendar. I divide my time between administrative work, including helping to look after 27 peripatetic instrumental staff members and over 300 students who take individual tuition every week, as well as assisting our incredible Performing Arts Administrator Sharon Martin and teaching theory classes and private music tuition.”

Prior to KWS, Ms Howarth was part of Sydney Conservatorium of Music’s front of house concert management team, which involved helping to run and manage weekly concerts. She also performed in orchestras and chamber ensembles across the city and taught clarinet at Sydney Conservatorium Open Academy and schools around Chatswood and Turramurra.

It’s an impressive resume and Ms Howarth isn’t bowing out of Sydney’s performing arts industry altogether, remaining the principal clarinet of Sydney Youth Orchestra (SYO).

“The principal clarinet leads the section (and gets all the beautiful solos), and as a result of COVID-19 restrictions, the SYO has given me the opportunity to perform in small chamber ensembles made up of members of the orchestra, covering a substantial range of repertoires,” said Ms Howarth. “I have been part of the Flagship program for four years, and earlier this year I made my debut as concert soloist with the orchestra, performing Claude Debussy’s Premiere Rhapsody.”

“SYO has been an integral part of my training, alongside my undergraduate studies on clarinet at Sydney Conservatorium, and something I wish I had access to growing up in Orange.

Their programs facilitate a range of different levels and interests for young musicians, and to be a part of the SYO family has been a highlight of my musical career.”

Ms Howarth hopes to develop opportunities similar to SYO as part of KWS’ co-curricular music program.

“I would love to see the music program at Kinross become a drawcard for the school and something we can be proud to share with the wider community,” said Ms Howarth. “We are so fortunate to have staff and teachers who work tirelessly to provide for our students, and I would love to see as many students as possible engage with the music program, both in the classroom and through co-curricular activities.”

Ms Howarth can’t remember a time when she didn’t love music and has built a life around her passion. When she’s not working at KWS, she’s practising the clarinet and working towards a Masters in Musicology at Sydney Conservatorium.

“My job doesn’t involve that much music-making, so I am regularly travelling to perform and rehearse in Sydney (COVID-19 permitting) and have made it my mission to play through all the repertoire I own from A to Z, which is going to take a while!” said Ms Howarth •

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Trent Dyer

Head of Personal Development, Health and Physical Education

I have always been passionate about PDHPE and the team I work with shares that passion, which makes working with them an enjoyable and productive experience.”

Trent Dyer, Head of PDHPE

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rent Dyer joined Kinross Wolaroi School as the new Head of Personal Development, Health and Physical Education (PDHPE) at the start of this year and has already rolled up his sleeves.

The Department has moved offices and is in the process of developing and reprogramming a range of units.

Mr Dyer also restructured several internal systems at the start, but said overall, he inherited a wellfunctioning faculty.

“The team in PDHPE works hard to meet our students’ needs, which has meant I haven’t had to change too much,” he said.

Mr Dyer moved from an all-boys school in Sydney where he taught for four years and previously managed an Indigenous educational program that ran in the Central West and Sydney.

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He said he was interested in working at a coeducational boarding school and was drawn to KWS because of its values.

“I have always been passionate about PDHPE and the team I work with shares that passion, which makes working with them an enjoyable and productive experience. They have such a wide breadth of experiences that our students benefit from and I have learned a lot from them during my first semester,” said Mr Dyer.

Sex education is a key part of the PDHPE syllabus and Mr Dyer said it’s an important module given issues such as sexual assault and consent have become more prevalent.

“These are issues that are vitally important for young people to learn.

We have always had these topics in our course, but I think the issue has become a greater focus for us in the current climate,” he said.

As well as taking on the role of Head of PDHPE, Mr Dyer has been quick to immerse himself in the KWS community as a rugby coach and Douglas House mentor.

“I am currently one of two First XV Coaches. I enjoy rugby and it has been great to see the young men in the team adapt and improve,” said Mr Dyer.

“I am also a Year 7 Mentor in Douglas House. I have an exceptional group of students in that group, making each day an interesting one.”

Mr Dyer said KWS is a great place to work and that the staff have been very accommodating to his arrival.

“Everyone works hard to create a school that services its students well, both academically and pastorally,” he said •

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Lee Taylor

Head of Indigenous Education

I have always had a strong passion for education and pastoral care in regards to First Nations People, and this attracted me to Orange.”

Lee Taylor, Head of Indigenous Education

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range’s mountainous ranges and cold winters are a far cry from Western Australia’s flat, warm coastal plains, but Lee Taylor was happy to rug up to take an exciting opportunity at Kinross Wolaroi School.

Mr Taylor moved with his wife Lauren at the beginning of 2021 to become the School’s new Head of Indigenous Education, Second in Charge of Tower House and Personal Development, Health and Physical Education Teacher.

“I was ready for a change as I’d been in the same job for about ten years. I was looking for regional or remote teaching and boarding positions, and this role came up,” said Mr Taylor.

“I read about the School and spoke to KWS Head of Boys Boarding Anthony Begg and Principal Dr Andrew Parry. I was very impressed by what they had to say and their vision for the School. I also read a bit about Orange as a regional centre and it seemed like a good place to live and work (minus the cold!).”

Prior to KWS, Mr Taylor was teaching at the ‘Bayulu’ Aboriginal community school, in the remote town of Fitzroy Crossing, in WA’s Kimberley region.

Living in regional communities, where resources are scarce, often means wearing more than one hat. Not only was Mr Taylor a classroom teacher and PE specialist, but he also drove the school bus!

Mr Taylor met his wife Lauren, who was working at the local hospital, while teaching at Bayulu. The pair stayed in town for the next five years, enjoying community life and getting to know the locals.

When Lauren fell pregnant, the couple decided to move closer to family and friends. Mr Taylor ended up working at Bunbury Cathedral Grammar School in Gelorup, in south west WA, for the next ten years, as the Assistant Head of Boarding, Head of Indigenous, Health and Physical Education and Aquatics Teacher.

Mr Taylor also worked closely with several Aboriginal language groups in the south west and Kimberley region of WA. “I have always had a strong passion for education and pastoral care in regards to First Nations People, and this attracted me to Orange,” he said.

As KWS’ Head of Indigenous Education, Mr Taylor wants to help staff and students learn the local Wiradjuri knowledge and culture.

“On-country learning for all students and staff is important, and having the local community involved as much as possible is important,” said Mr Taylor.

“We are lucky to have the vast majority of students residing on campus involved in KWS’ Indigenous Program.

Looking ahead, my priorities are to get the whole School and community involved and invested in dance, art, a range of academic support, on-country learning, Wiradjuri language and culture immersion, and a working Reconciliation Action Plan.”

KWS’ Indigenous Program has been running for ten years and we are fortunate to have the assistance of local and proud Wiradjuri man Corey Mclean delivering language throughout the School.

“Corey is a true celebrity in the Primary and Secondary Schools, and watching him walk around the campus with a spring in his step, wearing a traditional kangaroo cloak is a great sight,” said Mr Taylor.

The students also often perform cultural dances within the community and at local School events and take part in cultural art and craft activities.

Mr Taylor said he was extremely impressed by the program and to see that it was a priority at the School.

“From the first conversations I had with senior management at the School, it was apparent the program was a true commitment and priority. It is driven from the top down and all aspects of the School are invested in the process,” said Mr Taylor.

“The support from the School’s business manager and the PrepSchool, Boarding and Wellbeing team is exceptional. It is this support, throughout all levels of the School, that make the program what it is today.” •

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FAREWELLS Mrs Louise Barrett 11 years of service

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fter 11 years at Kinross Wolaroi School, Junior School Teacher Mrs Louise Barrett decided to embark on a new chapter with her family in Armidale and as a student at the University of New England from April.

Mrs Barrett held many roles at KWS, including as the Personal Development, Health and Physical Education Teacher, Junior School Sports Coordinator and Representative Sports Coordinator.

She has also taken on additional roles, such as the Heads of Independent CoEducational Schools Sports Secretary.

Mrs Barrett will be greatly missed by the staff and students at KWS, and says she will feel the same about us. During her long service leave, Mrs Barrett greatly missed the familiar playground chatter, student smiles and cheerful greetings each morning. However, she is looking forward to her new beginning in the beautiful town of Armidale with her family.

Please join us in wishing Mrs Barrett every success and happiness in her next chapter.

Mr Luke Bracks 7 years of service

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his year has seen considerable change at KWS. However, we are embracing the opportunities this presents as we strive to bring students and their families into a new approach to Learning Support at the School.

We are formulating plans to transition to a new format, designed to maximise in-class support, as well as support outside of the School day to reach a wider scope of students.

As part of these plans, there has been a restructure of personnel and Mr Luke Bracks has stepped away from his role as Junior School Learning Support Teacher.

This change brings opportunities for Learning Support staff to work across the School, from Kindergarten to Year 12, to provide a greater level of cohesion

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for our more fragile learners.

Mr Bracks’ last day at KWS was on 5 March, marking the end of seven years of dedicated service to the School.

Mr Bracks joined the staff at KWS as a Learning Support Teacher (K-6) in 2014 and has made considerable contributions to the learning of many students during this time.

He has been innovative in his approach and demonstrated great care for his students.

Mr Bracks will remain a member of the School community as his children continue their journey at KWS. We thank Mr Bracks for his service and wish him all the very best for the future •

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ANNOUNCEMENTS

ARTIE FLYNN BACKHOUSE Born to Lindy Summerton (Academic Staff ) and Sebastian Backhouse Born 28th April 2021.

6lbs 13oz and 51cm.

HUNTER PETER DYER Born to Trent (Academic Staff ) and Elly Dyer Born 3rd February 2021 4.1kg and 53cm.

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EX-STUDENT PROFILES

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Now I know what it’s like, and I know the environment, it’s not very foreign anymore.”

Tyrese Carr, KWS Class of 2020

Tyrese Carr Class of 2020

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nowing what you want to do after school isn’t always clear, and often the best way to find out is by trying your hand at something that piques your interest or curiosity.

That’s exactly what proud TubbaGah man and Kinross Wolaroi School graduate, Tyrese Carr, did recently.

He was invited to take part in a fiveweek paid internship with tech-charity Humanitix over summer 2020 and shared his experience with us (including how they didn’t make him do the coffee run!).

The internship was a full-circle moment for the Yalari scholar as Humanitix - which spends the billions of dollars made in booking fees each year on closing the education gap globally was one of the sponsors that helped put him through KWS. “I would never have attended KWS if it wasn’t for Yalari (or Humanitix),” said Tyrese. “I was living on the Central Coast and just about to finish Year 6.

Mum saw a Yalari advert on Facebook, so she applied and got an interview with founder Waverley Stanley AM. “He came to my house, we had an interview, and the next thing you know, I was at KWS. It helped me with my education so much, and every year we went on a different camp. We went to Uluru, the Gold Coast, all over Australia.”

Humanitix founders Adam McCurdie and Joshua Ross just so happened to be at a Yalari dinner in Sydney, which Tyrese attended in Year 10.

That’s where he plucked up the courage to inquire about internships.

“I told Josh that I might be in Sydney when I graduated from school and asked if he took interns. He was really keen, so we stayed in touch while I was in Years 10 and 11. When I graduated, I shot him a message, and we organised it,” said Tyrese.

After helping Tyrese get through high school, Humanitix was excited to show Tyrese the ropes when it came to embarking on a career.

Tyrese said the internship made him feel more confident about entering the workplace.

“It was a lot different to how I thought it would be. I thought it would be like you see in the movies: a serious office and that I’d have to wear a suit every day, but it was really chilled.

It’s not like when you’re at school and learning, instead, you’ve got certain tasks and you’re there to get stuff done.

“I was helping the sales team search for leads, so I’d find people’s emails and LinkedIn accounts so the team had plenty of information when they called them or sent out emails.

“Now I know what it’s like, and I know the environment, it’s not very foreign anymore.”

Currently, Tyrese is studying a fouryear, double-degree in Commerce and Economics at the University of NSW. He said business studies and economics were his favourite subjects at KWS, and the internship inspired him to put both to good use.

“I would love to work for a company like Humanitix,” said Tyrese. “When I was younger, I only wanted to go to University, get a job and make heaps of money. But Humanitix staff seem really happy; the stuff they do really helps people. So it was a big eye-opener to doing something I enjoy and that’s actually meaningful. That’s what I want to do.” •

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Jack Dodds Class of 2015

I look back at the musicals as my fondest memories of School.

They had a huge influence on what I wanted to do.”

Jack Dodds, KWS Class of 2015

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How does a Kinross Wolaroi School alumni end up headlining the 2021 Sydney Comedy Festival with a musical about none other than the infamous Schapelle Corby?

The story is a bit of a comedy in itself.

“I’m a big Seinfeld fan,” began former KWS day student Jack Dodds.

Jack wrote, produced and performed the roles of a journalist named Raymond and Schapelle Corby’s brother Mick Junior in Schapelle, Schapelle.

“I was watching the Seinfeld episode where Bette Midler plays Rochelle in Rochelle, Rochelle the musical. I can’t remember exactly how I came to the conclusion, but I was around friends and rhymed Rochelle with Schapelle. We decided it would make a great musical,” said Jack.

“Ideas for the musical got out of control and there were a lot of times I thought, ‘Am I actually writing a musical about Schapelle Corby?’

Jack wrote Schapelle, Schapelle in 2018 as his final, major project while studying a Bachelor of Communication (Theatre and Media) at Charles Sturt University.

The result was a satirical exploration of Australia’s weakness for media sensationalism, told through the life of Schapelle Corby upon her arrest in Bali. Fictionalised, but featuring real, pivotal events and verbatim elements, Schapelle, Schapelle captures a story of absurdity, opportunism, loneliness and redemption - all spun together with a rollicking down-to-earth musical score.

Jack’s team subsequently won a grant from the Blair Milan Memorial Fund to tour Australia and opened Schapelle, Schapelle in Bathurst that same year.

In 2019, a Sydney Comedy Festival producer was among the crowd at their

Sydney show and asked if they would like to be a major festival act.

“Just to perform at the Sydney Comedy Festival was an incredible experience, let alone headlining the festival. We worked so hard to get to this point with the show, so we were very appreciative of the opportunity,” said Jack.

Schapelle, Schapelle performed 23 times over four weeks, plus two encore performances in the week after the festival.

“We were almost selling out every show in the last couple of weeks. The audience was loving it and even coming back again,” said Jack.

The final draft of the musical performed at the festival took three years to write, with some songs taking two hours and others two years.

“There were a lot of late nights and long days spent meeting deadlines. Being a writer-producer is quite hard. A producer wants deadlines and a writer wants time for creative freedom. It was hard to juggle the two sometimes,” said Jack.

One of the best things about performing Schapelle, Schapelle for Jack, was returning to the stage with KWS alumni Alice Litchfield.

Jack and Alice performed together many times at KWS and the Orange Theatre Company.

“I knew I had just the role for Alice, so I messaged her to see if she wanted to read the script. She said yes and got into character straightaway,” said Jack.

Alice was an assistant choreographer and performed the roles of Lindy Chamberlain and a broadcaster named Dimity.

“I’ve always loved performing with Alice.

She brings such energy and focus to the stage,” said Jack.

Jack is an emerging writer, actor and producer and has been nominated for two Canberra Area Theatre Awards since graduating from KWS. He also completed a course in Improvisational Acting at the University of Kentucky and started an award-winning, late night comedy skit dubbed the Skitty Kitties.

“Sometimes I’m really busy writing towards a deadline or in production.

Other times I’m looking for a new gig. It’s really strange. You can be juggling three projects at once or can have nothing on.

That’s the life of an Australian artist,” said Jack.

When Jack isn’t centre stage, he’s back on his family’s farm in Cumnock, NSW. “I have a passion for agriculture. Being situated in Sydney means it’s a bit of a drive, but it’s worth it,” said Jack.

Cumnock was home for Jack between Years 7-12 at KWS and he remembers the three hour-round commute well.

“I became very familiar with the bus when I was at school!” said Jack.

More importantly, Jack remembers the KWS musicals he was part of which defined his career.

“I look back at the musicals as my fondest memories of School. They had a huge influence on what I wanted to do. They were very high quality productions,” said Jack.

Jack said he’s currently juggling three projects and can’t wait to be back on stage with Alice in the near future. •

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THE CH R ONI C L E A LU M N I

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Ex-student association report

T

he KWS Ex-Students association has kicked back into gear for 2021.

The AGM was held in Early May and the committee remained the same as 2020. Efforts still continue to attract new people to help the committee and if you live locally we would love to see you at one of our general meetings held each term. The committee for 2021 are; President – Jarrod Rose Vice President – Olivia West Vice President – Matt Payne Treasurer – Chris Oldroyd Secretary - vacant Re-unions have been discussed and are in planning for later in the year. We decided to push them back which will give us the opportunity to have as many people as possible attend. Unfortunately we are still having to run any event under restrictions on numbers due to COVID safe rules.

We are looking forward to a morning tea in term 4 for alumni to meet the new Head of the Junior school and would love to see as many current ex-student parents, both current and prospective to come and meet the head and look at the Junior school.

A new CRM has been has been introduced into the school, and we are fortunate to have been given the opportunity to use this. It will give all alumni the opportunity to engage themselves with the school, check that details the school has are correct and a great platform for us to engage with you.

The system has a mentoring platform as well as a business platform. It will further develop our communication with you and lead to better engagement in both directions.

2022 is already in the planning and with the cancelation of so many events in Newcastle and Wollongong in 2020 due to COVID we expect too start there. Any events are of interest and if you have any ideas and would also like to help organise an event please let us know.

Lastly our reach is only as good as our database and quite often there are errors. Please make sure your details are correct with us and if you know of any alumni friends that are not hearing from us let them know to get in touch so we can correct that. Our email address is ex-students@kws.nsw.edu.au. We would love to hear of any news from any Alumni, near and far.

Please don’t forget we want you to come to meetings and get involved.

There isn’t a great amount to do and a very friendly committee to be a part of • Regards Jarrod Rose (1988) KWS Ex-students President

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TH E C H R ONI C L E FROM THE ARCHIVES

FROM THE ARCHIVES Sports Flashback

F

ashions and hairdos may change but the game remains the same.

Here are a few images of our sporting teams through the ages •

1974 Kinrossian Hockey Seniors

1972 Cricket 1sts Team

1911 Wolaroi Rugby Team

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1981 Senior Softball

1920-21 The Wolaroi School Cricketers

1992 Swimming Team

1979 Horse Riding Club

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THE CH R ONI C L E FROM THE ARCHIVES

‘The School for Scandal’ produced by Audrey Gilchrist in 1968 A recent gift from the estate of Mrs Audrey Gilchrist of items associated with the production in 1968 of Sheridan’s ‘The School for Scandal’ is a reminder of the importance of dramatic performances in the life of PLC Orange under the guidance of Miss Ina Miller. 1968 was the fortieth anniversary of the founding of PLC Orange, and Miss Miller’s strong interest in the performing arts was evident in the number of plays put on at PLC in that year. As well there were excursions to see productions by the Bloomfield Theatrical Society (‘The Pajama Game’), All Saints’ Bathurst (‘Twelfth Night’), and the noted UK actor Max Adrian presenting the life of George Bernard Shaw in the New Trinity Hall.

The PLC Form Plays were highly regarded and even reviewed in the ‘Central Western Daily’. From the Preparatory School and Form I to Form V (Year 6 to Year 11) each group

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chose a play, designed the sets and costumes, and competed for the ‘Best Play’ award. On this occasion Form V were the winners, and the Adjudicator Mrs Berna Hansen commended all the groups for their efforts.

‘The School for Scandal’ was one of the most ambitious attempted by PLC, and the success of the performances was heavily indebted to the hours of stage direction given by the producers Mrs Audrey Gilchrist and Mrs Eileen Watts.

The booklet of original costume designs presented by Mrs Gilchrist’s daughter to the School shows the high degree of care and talent that went into this production. Mrs Wood, Mrs Alexander and Mrs Langridge made the elaborate and beautiful costumes. Among the many outstanding performances the reviewer noted the success of Pamela Edwards as Sir Peter Teazle, a portrayal ‘with all the blustering pomp, yet vitality

required of the part. The play features a dissolute suitor in pursuit of the innocent heiress Maria (Anne Selwood) along with characters including a rich uncle, gossiping female relatives, a Jewish money lender, pompous Restoration ‘fops’ and a selection of hearty, hard-drinking males.

Other cultural events of 1968 included the film ‘A Man for All Seasons” at the Coronet Theatre in March, the Sydney Symphony Orchestra performance at Amoco Community Centre in August, and the PLC Music Festival in July at which each Form presented a performance, assisted by Miss Rodgers and adjudicated

by Mr Punke, Music Master at Wolaroi College. Clearly there were many opportunities for creative expression, performance and enjoyment at PLC under Miss Miller’s guidance •

KI NR OSS WOL AR OI S C HO O L

FROM THE ARCHIVES

Top Row, L to R: Jenny Mitchell, Cathy Newell, Pen Dowling, Noeline Hunter, Louise Gordon, Ros Cowley, Liz Cook, Pam Edwards, Sharon West, Wendy Olson, Lyn Walker, Fiona Thompson, Anne Silkwood, Jayne Horton, Christabelle Cocker Bottom Row, L to R: Pam Lowe, Sue Kelly, Sue Thomas, Jann Tomlinson, Dianna Drommond-Forbes, Janelle Wykes, Robyn Ferguson, Jocelyn Grimmet, Lesley Martin

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