The Chronicle | Issue 9 | Winter 2020

The

CHRONICLE ISSUE 9

WINTER 2020

KINROSS WOLAROI SCHOOL

INNOVATIVE PRACTICES A swift shift to remote and online learning

OUR DYNAMIC COMMUNITY

How staying apart has brought the KWS community closer together

ADAPTING TO THE RAPIDLY CHANGING WORLD AROUND US

The COVID-19 pandemic has changed our world and the way we educate our students

TH E C H R ONI C L E

FROM THE EDITOR Welcome to a special COVID-19 issue of The Chronicle. There was a time in late March, after we had sent home all of our students and staff, when we debated whether this issue of The Chronicle could even be produced – what would be left to report on? And yet the time since has seen our education community live through an astounding and historic period of disruption and innovation.

In this edition we’ve tried to capture some of the unique stories and viewpoints from this period. 2020 has been defined by unpredictability and continues to provide many challenges but we are deeply grateful to our community for their support and cooperation in the face of a once-in-a-century pandemic.

Jennifer Divall Head of Marketing & Communications

Credits Publisher Kinross Wolaroi School 59-67 Bathurst Road Orange NSW 2800 +612 6392 0300 reception@kws.nsw.edu.au kws.nsw.edu.au Editor Jennifer Divall Head of Marketing & Communications Coordinator Caroline Rich Publications & Design Officer Alumni Relations Luke Corinth Marketing Manager +612 6392 0300 exstudents@kws.nsw.edu.au Journalism Skye Manson Hannah Sparks Caroline Rich Photography Brenton Cox Graham Schumann Design Graziela Machado Printing GK Craig Printing Contributions Reader contributions are welcomed.

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

Kinross Wolaroi School is a school of the Uniting Church in Australia

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IN THIS ISSUE From the Principal Out of Adversity Comes Opportunity

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Chair of Council A Leadership Team Pulling the Right Strings at the Right Time

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Features Adapting to the Rapidly Changing World Around Us Our Dynamic Community Innovative Practices

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Programs and Innovation Lessons Outside the Box Remote Wellbeing Rethinking Hands-on Learning From Little Things, Big Things Grow

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Event Coverage Golden Alumni Luncheon Anzac Day – Music for Mateship!

Back to School – Again!

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Charity Fundraisers World’s Greatest Shave

Student Achievements Lolli-Rose Pasquali Matilda Hayes George Cumming Isabella Scammell Max Bloomfield Frank Poulton Zaro Jalal Benjamin Howe

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Staff Brooke Skinner Norm Moore Sophie Higgins Andrew Ryan

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Staff Achievements Kim Taylor

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Alumni Profiles Gary Dudgeon Johanna Leader Grant Garey Eleni Cassimatis Isabella Kerr

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Announcements

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From the Archives

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OUT OF ADVERSITY COMES OPPORTUNITY

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As challenging as the COVID-19 experience has been it does provide opportunity for us to consider how we might be able to do things differently.

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his year we have endured considerable disruption, disappointment and challenge but I strongly believe such experiences can teach us a great deal about how we operate as an organisation and help us grow as individuals.

I am reminded of the wellknown statement of Benjamin Franklin1, who wrote in the 18th Century “out of adversity comes opportunity.” This is as true now as it ever was.

What have we learned about ourselves? The period of remote learning and social isolation has been different for many where some have thrived and further developed their independent learning skills while others have struggled. Being disconnected from friends and family has left some with feelings of loneliness and being unable to engage in our usual activities and has seen others experience boredom. Many have seen opportunities and possible experiences evaporate and feel sadness for their loss.

Such challenges and inconveniences are part of life and one must learn to deal with disappointment and adversity, for as sure as night follows day, we will all experience sadness, failure and misfortune at some stage along our journeys. By navigating our way through adversity we become strong and more complete people. We emerge more resilient, more sympathetic and more determined and appreciative than ever.

For those who have thrived, they have grown in confidence and independence, factors that will have imparted positively on their sense of wellbeing.

Franklin’s premise that adversity presents opportunity has been well illustrated in the rapid and innovative responses to manage the COVID-19 crisis across many sections of the community and economy. In the field of education, the pandemic has forced swift and dynamic innovation and creativity as teaching has hastily transitioned from face-to-face interaction to off campus remote learning.

The pandemic has forced educators, parents and students to think critically, problem solve, be imaginative, communicate, collaborate and be agile.

It has taught us that there are other effective ways of assisting our students to learn which will greatly contribute to how we approach teaching and learning in the future. Andreas Schleicher 2, Head of Education at the OECD 3, believes the current crisis has created, “a great moment for education, all the red tape that keeps things away is gone and people are looking for solutions that in the past they did not want to see…. Students have had to take ownership of their learning, understand more about how they learn, what they like and what support they need. They will personalise their learning, even if systems around them won’t.”

At Kinross Wolaroi we have discovered many new ways that technology will be able to enhance our students learning experience, staff have developed greater digital literacy skills and effectively collaborated in creating and delivering new remote learning programs. Our students have had to become more independent and agile in their learning, both highly important attributes required to flourish in the modern world.

However, I believe the crisis has also made us appreciate the phenomenal value played by human engagement and personal interaction in the teaching and learning experience. We have been provided a stark reminder of the critical importance of school not just as a place of learning, but of socialisation, care and coaching, of community and shared space, characteristics difficult to achieve through the digital experience.

Schools are community minded organisations that allow students to communicate, influence and articulate their values and beliefs and develop socialisation skills. It is not surprising that some students and parents found the experience of remote learning challenging. Many found it so because of the lack of social and interpersonal engagement, not due to a lack of information or content.

This viewpoint was recently supported in an occasional paper from the Centre of Strategic Education entitled “Leading social cohesion: The key role of schools.” Wilkinson et al (2020)4 rightly identify that “it is in the daily encounters of playgrounds, classrooms, corridors and assemblies that children and young people’s social values and attitudes, beliefs and stereotypes are shaped, reproduced and reinforced, or alternatively challenged and interrogated.”

Schools play an essential role in the development of the holistic social and emotional development of young people.

Our rich and diverse experience at KWS is deliberately structured to equip our students with the attributes they need to live purposeful and fulfilling lives where social and emotional skills are as important as academic and professional skills.

Emotional intelligence, reaction to failure, optimism, perseverance, resilience and the ability to learn and adapt are attributes of growing importance for success in the fluid and ever-changing landscape in which we live. Students need to be able to work collaboratively, communicate effectively and possess empathy and compassion for those around them, these are not attributes learned through an online learning experience, they are learned through the social and relational experiences provided at school.

I believe we will learn much from the adversity and challenge presented by the COVID-19 pandemic. We will learn a great deal about ourselves, of how we can utilise new technology to enhance our students learning and very importantly, we will be served a powerful reminder of the primacy in the educational process of schools and human engagement in the holistic development of young people • Dr Andrew Parry Principal – KWS

1. Benjamin Franklin FRS FRSA FRSE was an American polymath and one of the Founding Fathers of the United States 2. https://qz.com/1826369/how-coronavirus-is-changing-education/ 3. The Organisation for Economic Co-operation and Development 4. https://research.monash.edu/en/publications/leading-for-social-cohesion-the-key-role-of-schools 3

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A LEADERSHIP TEAM PULLING THE RIGHT STRINGS AT THE RIGHT TIME When making decisions instinct refers us to the comfort of experience and precedent.

Of course, 2020 has been a year where reference points are scarce and of limited relevance.

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hile the COVID-19 global pandemic threw up analogies with the Spanish Flu at the end of the First World War, that was over a century ago and in a completely different world.

The global pandemic has rocked the foundations of societies across the world and the one thing that became clear very quickly was that calm and clear leadership was required across all sectors. I have been very proud of the way both our Senior Management Team and every member of our School Council has delivered for our community on this front. It is testament to maintaining a balanced, skills-based governance body and a talented management team with strong and aligned values.

The education sector has been the focus of much debate during this crisis.

In March, the School’s leadership was faced with a range of challenging and conflicting issues to balance. There were confirmed COVID-19 cases in Orange, cancellation of school camp weeks, parents withdrawing students, heightened concern across all communities, but also significant political pressure at that time to keep all school campuses open.

Further complicating matters was advice from the NSW Chief Health Officer that any confirmed case in a school boarding house would require immediate lockdown and isolation of the entire boarding school, effectively treating our boarding houses like the infected cruise ships at that time.

Add to this the financial impact of any closure on the School’s narrow operating margins and it was a perfect storm of

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crucial issues to navigate. Any closure of our boarding houses would have a direct and very significant financial impact with boarders making up over 40% of our Senior School enrolments (we are one of the largest boarding schools proportionately in Australia).

We also knew that so many within our community would suffer financially and this may ultimately impact on their ability to afford a KWS education for their children.

After careful consideration, the School turned its focus to what was paramount – the health of 1100 students and their families and the potential impacts of a COVID-19 cluster on our region.

With the KWS community still remaining COVID-19 free, the School Council made the decision to be one of the first schools in NSW to close the school campus and move to remote learning. Our view was that the risk of not acting and being criticised for closing too soon was far outweighed by the risks associated with being forced into lockdown or inadvertently spreading the virus to vulnerable family members across the state including those in remote regional and Indigenous communities. The period from closure until the Easter break would give our staff an opportunity to enhance the remote learning program moving into Term 2 and allow the health and education authorities to work with us to develop protocols for the staged return of students as circumstances evolved.

This decision, while difficult to make, turned out to be the right one, with the Government subsequently ordering the closure of all NSW school campuses.

As I write, the future remains uncertain as to the potential impact of a “second wave.” However, we continue to

work closely with the authorities, as well as the Federal and State Governments, to manage the challenges ahead.

We are also keen to make the most of the lessons learnt from this challenging time and the opportunities it presents.

The COVID-19 crisis has provided us with a unique opportunity to refine long term strategic plans and for meaningful collaboration between staff and families as we constructively work together to continue to deliver an exceptional educational experience for our students.

Planning for the future, with the lessons learned from this difficult period, is a key priority of the School Council.

We know that life throws curveballs and we have no choice but to adapt. This is a precious lesson for our students and I thank every parent, carer and every member of our staff for their dedication and the way they have embraced this constantly changing landscape.

The time we have all had in isolation has been an opportunity to reflect on many things. I am hopeful that this period has reinforced what is truly good and important in each of our lives, and for each of us to recognise when others need support. Thank you to those within our community who have already generously donated to our tax-deductible scholarship fund which will support KWS families during tough times. I ask everyone who has capacity to do so to consider supporting this important initiative.

As we forge ahead I want to reassure you that the School Council, Senior Management and I will not sit on the sidelines – we’ll continue to act, and we’ll do so with our students’ and the School’s best interests in our hearts • Mrs Christine McIntosh Chair – KWS School Council

In any moment of decision, the best thing you can do is the right thing, the next best thing is the wrong thing, and the worst thing you can do is nothing.�

Theodore Roosevelt, 26th U.S. president

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Before the pandemic happened, we had a huge push on grit.

We focused on what persistence, perseverance and resilience looked like through Wellbeing, Academics and Sport. It’s just as well we did, because this scenario required an awful lot of grit from staff, students and parents.�

Mrs Serena Lewis, KWS Head of Teaching and Learning

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ADAPTING TO THE RAPIDLY CHANGING WORLD AROUND US The COVID-19 pandemic has changed our world and the way we educate our students.

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esilience and perseverance get us through crises. That’s the lesson Kinross Wolaroi School’s Head of Teaching and Learning Serena Lewis instilled in students and staff before and during the COVID-19 pandemic.

KWS aims to not only educate students academically but also to prepare students for life beyond school. The pandemic was a timely reminder of the skills students need to navigate an unpredictable world including informed decision-making, creative problem solving and perhaps above all, adaptability. The persistence and perseverance necessary to nurture those skills are what Serena calls ‘grit’.

“From a teaching and learning perspective, before the pandemic happened, we engaged in a huge push on grit. We did a lot of work on persistence, perseverance and resilience through Wellbeing, Academics and Sport. It’s just as well we did, because this scenario required an awful lot of grit from staff, students and parents,” Serena explained.

The school had to adapt quickly as the pandemic was unfolding. It was a matter of days between when KWS Principal Dr Andrew Parry and the school’s Council decided to close the campus to protect the health of staff and students and when remote learning began.

“We didn’t want there to be a big period of time where the students weren’t learning,” Serena said.

As the school adapted, so did the staff and students who went from boarding

and face-to-face learning at KWS to classrooms shared with spouses, siblings and children at home.

“Understandably, there was a lot of anxiety at the beginning for everyone. Most of the students adapted incredibly well and I’m proud of all our students, they know what’s expected of them and they just get on with it. The situation was, however, particularly stressful for our Year 12 students and their parents, so the big thing for us was communication; we messaged the students, daily sometimes, because we wanted to provide reassurance and we answered parents’ questions as quickly as we could,” Serena said.

Research shows remote learning is very different to face-to-face learning and the change required much more lesson planning and the creation of new resources to facilitate new methods of delivery; teachers also had to adapt to a different way of teaching and were no longer able to rely on those all-important visual cues.

“We continued with the normal school timetable for two weeks but responses from our surveys showed we needed to change the timetable in Term 2. When the bell goes at school, students move from one classroom to the next and have a chance to have a drink, go to the bathroom, talk to friends and take a five-minute breather to get their heads out of English and into Maths, for example. Those things are really important but at home, in front of a screen, students didn’t have that, so we added five-minute change over periods that encouraged a break,” Serena said.

“We also put in place two ‘Help Periods’ each day during which no new material was taught to students and teachers were on standby to provide additional support. It was an opportunity for students to continue with previously uncompleted work or prepare for assessment tasks or exams.

“I’m proud of what we achieved in response to our demographic and in the timeframe we had. Students received all of their lessons and assessments continued, many videos were produced and our growth in terms of technology skills has been amazing.”

By Week 5 of Term 3, all students were back at school and while staff were hoping for the best, they were prepared to fall back on a tried and tested model of remote learning in the event of a second outbreak of COVID-19.

From here, Serena sees a school that is better connected and more resilient than ever.

“Ironically, the number of students I spoke to via email or through our year group teams was far greater than if I was on campus. I feel like I know the year groups better now than I did when they were on campus. And the same with parents, I’ve had more contact with parents through this time than I ever did, which has been great!” she said •

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OUR DYNAMIC COMMUNITY How staying apart has brought the KWS community closer together.

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he Coleman family has never been closer than through the COVID-19 pandemic, spending life together on their Moree farm. Leonie Coleman and her son Lachlan, a Year 9 boarder at Kinross Wolaroi School have become co-workers.

“While Adam (Leonie’s husband and Lachlan’s father) runs the farm, I work for North West Local Land Services and have mostly been working from home.

To help delineate work and home life, Lachlan and I have given each other co-worker names; in work hours Lach is ‘Bob from Finance’ and I am ‘Margaret from Senior Management’. This has mostly worked well, although Bob often refers to Margaret as a boomer!”

Leonie said.

Leonie and Adam’s younger son, Mitch, also attends KWS as a Year 7 boarder.

“We have loved having the boys at home and this will likely be the longest time we will ever spend with the boys.

Funny dinner table conversations, bingewatching The Mandalorian, learning how to play Grand Theft Auto 5, cooking shortbread and learning to fly a drone are just some of the positives we have shared.

I will be shedding tears when I take the boys back to school,” Leonie said.

For Head Mentor of William House and English Teacher Matt Smedley, remote learning provided an interesting insight into his daughters’ lessons at KWS – Nina is in Year 8 and Eva, Year 5.

“It turns out I’m quite intelligent for a fifth-grade student!” Matt joked. “During remote learning, Eva and I sat across from each other while Nina went into the study to be away from the noise from the rest of the house. Eva and I would check what we needed to get done for the day and make it happen while Nina spent lessons chatting to her friends through video on her phone and loved being able

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Although our lessons took place through a screen, we learnt so much more about each other. We shared our struggles, celebrated our victories and sought out positives where we could.”

Ms Alex Dunkley, KWS English and Drama Teacher

to get through the work without many of the normal classroom distractions.”

English and Drama Teacher Alex Dunkley also said remote learning was a window into her students’ lives and that she had come out on the other side of the pandemic feeling better connected to her students.

“Although our lessons took place through a screen, we learnt so much more about each other. We shared our struggles, celebrated our victories and sought out positives where we could.

This was imperative to ensure the wellbeing of all,” Alex said.

“Remote learning has also taught me to listen more. Too often we get caught up in the busyness that is life and school.

Video lessons have taught me to slow down, really listen, communicate and share. They also prevent us from talking over the top of each other.”

These teachers, parents and students also said the strength of the KWS community provided support through the pandemic.

One of the challenges for Matt while working at home was the amount of time spent sitting at a computer as opposed to standing while teaching in a classroom.

“The English Department had a step challenge set-up by Ben Stacy. This was a great idea to keep me moving and keep the chat up between ourselves,” Matt said.

He also said the iPads the school provided Nina and Eva meant they could keep in touch with friends, which provided them with a lot of support, while the Wellbeing classes allowed Nina to stay connected to the school via something other than study.

Alex said she felt closer, more connected and supported at KWS during remote learning.

“For my colleagues and I, both in English and Performing Arts, remote learning has been an incredible learning curve. We have found, learnt and taught each other different tips and tricks to make our teaching more manageable and engaging from home,” she said.

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01 The Coleman family on their farm in Moree 02 Lachlan Coleman on a ride with his Dad during lockdown 03 Elly Jeffery enjoys being back home on the farm

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Seeing more photos of farms including pets, animals, dams, drones and motorbikes has given everyone a lot to talk about in Wellbeing and led to a greater understanding of each other’s lives.”

Mr Matt Smedley, KWS Head Mentor of William House and English Teacher

Staying in touch with friends while at home was new for Lachlan, however, he was able to find fun ways to interact with friends through messaging and video games where they could talk online. He is looking forward to catching up with his friends in person, face-toface learning and annoying his tutor Mr Giuffre back at school.

“Moree is great but I do like the cooler weather and lack of flies in Orange!” he said.

Leonie said remote learning showed her how supported Lachlan was at school.

“It has been reassuring to know that Lach’s teachers are available to discuss schoolwork. I have also enjoyed the check-in phone calls from Mr Giuffre and his housemaster James Perrin. They both know Lach well and Lach is comfortable discussing just about anything with them which is reassuring,” she said.

Matt said remote learning had unexpectedly brought parents and children, students and staff closer together.

“Seeing more photos of farms including pets, animals, dams, drones and motorbikes has given everyone a lot to talk about in Wellbeing and led to a greater understanding of each other’s lives,” he said. “I also feel that many parents now have a greater idea of the ability of their children in school and many students would better understand their parents’ work.” •

Down time on the Kennett family farm in Harden

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INNOVATIVE PRACTICES A swift shift to remote and online learning.

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his year has been like no other with COVID-19, but with change comes opportunity and Kinross Wolaroi School has embraced technology to continue to provide educational excellence and inspire new ways of learning. Until the pandemic, KWS students Harrison Crisp and Phoebe Litchfield were among only a handful of students who had used the school’s digital collaboration tool Microsoft Teams. Harrison was able to connect with teachers and continue learning by using Teams while in hospital, as was Phoebe while juggling cricket commitments with NSW Breakers and Sydney Thunder.

However, the school needed a system that could support 500-plus digital classrooms with all KWS students learning from home during the pandemic.

Director of ICT, Ben Wark, joined KWS in December and played a crucial role in developing the plan for what platforms were required for teachers to manage, plan, deliver and track students’ learning during the pandemic. He and his team built 580 digital classrooms in just 72 hours using the Microsoft Teams platform.

The Teams platform enabled teachers to chat with students via messenger and video, and also save all of their resources in the one place. Microsoft products had already been used by most of the

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KWS community for word processing, spreadsheet and email. The only problem was that very few KWS teachers and students had used Microsoft Teams previously.

Ben and his team realised there was a huge amount of set up and training to be done in a short space of time, so they engaged former KWS student Mitch Colton, owner of Colton Computer Technologies in Orange, to provide support and additional expertise.

The School sent the students home on a Tuesday and had until Friday to train staff. “That involved making sure the staff had the technology to leave the campus and knew how to use Microsoft Teams,” Ben said. “It was a crazy scramble but thankfully it all came together.”

The teachers worked hard to create and deliver high-quality lessons via Microsoft Teams in the weeks leading up to the Easter holidays. Then during the holidays, Ben and his team were able to create more resources for teachers and introduce video conferencing to the virtual classrooms.

The use of Teams video conferencing meant teachers could present lessons while on video, allowing students to see them talking and teachers to see students responding to the lesson.

Ben and his team ensured students were protected by adding a security layer that meant staff recorded and archived all video classes. The additional benefit being that students could re-watch classes.

I think before now, information and communications technology was seen as a support role but I feel there’s an opportunity for it to play an innovation and leadership role, identifying and developing tools for students, classrooms and teachers.”

Mr Ben Wark, KWS Director of ICT

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With the lack of face-to-face contact, video was key to providing a better experience for the students. Teachers created instructional videos, wellbeing updates and lessons that were saved on Microsoft’s video hosting platform, Stream, for use during remote learning.

These will continue to be a resource for live classroom sessions in the future.

It was imperative to gain feedback from students and staff on how they were finding learning through these new platforms. The school used integrated forms to carry out surveys with staff, students and parents to gain feedback about their experience with remote learning.

“We were able to find out what they liked and didn’t like and make changes rapidly,” Ben said.

According to Ben, remote learning would have looked very different without the software tools available at KWS. “It would have been very one dimensional and very difficult to track student progress. I think we could have lost students through the cracks in terms of where they were up to and how they were going,” he said.

The pandemic has changed the role technology plays in schools for the foreseeable future and for the better, Ben said. “I think before now, information and communications technology was seen as a support role but I feel there’s an opportunity for it to play an innovation and leadership role, identifying and developing tools for students, classrooms and teachers,” he said.

KWS will continue to use Microsoft Teams and the Microsoft suite of applications on its recently renewed staff laptop fleet. With new screen mirroring capabilities on classroom smart screens, teachers will be able to use the convertible laptops in tablet mode to present and engage students in new and innovative ways.

COVID-19 created a challenging situation for our whole community.

For Ben, his team, teachers and students, innovation and change has created a new perspective on technology and learning •

Students continue learning from home after the campus closure: 01 Toby Gough (Bathurst) 02 Anabelle van Wyk (Orange) 03

03 Isabella Lloyd George (Molong) 13

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LESSONS OUTSIDE THE BOX Kinross Wolaroi School teachers were forced to think outside the box to create videos that outlined lessons, provided feedback to students and lifted students’ spirits during remote learning. In doing so, they discovered a tool that can benefit independent study, revision and assessments post pandemic.

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cience Teachers John Catterson and Pete Whiting, who is also Head of Richards House, are no newcomers to using video as a teaching tool, having created more than a thousand that cover the Year 7-12 Science syllabus.

They believe video is the perfect medium for sharing knowledge and developing relationships with students and have proven those benefits to be true through their own research.

“We have been creating video lectures for students since 2015 and we still direct students to some of our earlier videos.

As well as KWS students, we are pleased to teach Science to students around the globe,” John said.

“The COVID-19 lockdown has been no exception. We continue to make a range of videos to help KWS students. Most of the videos we have made throughout isolation have been a bit more niche. Some highlights have been Pete’s series of welfare-orientated videos specifically directed at each of his classes, entitled ‘The Bunker Diaries’.

We have also been creating a multitude of private individualised feedback videos to students to provide almost real-time feedback on submitted work.”

English Teacher and Head Mentor of Williams House, Matt Smedley, had also previously created videos to introduce ideas at the beginning of a lesson or to reinforce ideas during a class. Remote learning demonstrated to Matt that videos could also be used to help students with revision and independent study.

“At the completion of most Year 12 units, I would record myself speaking to the PowerPoints I used through the unit so the students could use them for revision. Then to provide feedback for assessment task drafts I would record myself talking through the essay and point out positives and places for improvement. This is known as Veedback and they were received positively by my students,” Matt said.

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KWS teachers Mr Matt Smedley and Mr John Catterson are no strangers when it comes to creating videos for their students

KWS’ English Department included a video with every assessment brief this year, which ensured a consistent message was passed out to all 120 students in a year group and meant students could re-watch the video closer to the due date to make sure they were on track, Matt said.

When it comes to creating an engaging video, Matt said authenticity is key.

“Making a video is simple once you have made a couple of them. The hardest thing about it is not to be concerned if you stumble over a word or muck something up. Just push on – that’s what you do in class. The students want the real you in the video, not some teacher automaton,” he said.

Students are also able to use videos to demonstrate their learning as part of an assessment, John and Pete said.

“Video is a tremendous and dynamic technology to allow students a further avenue to demonstrate evidence of learning. This could be in the form of an oral assessment similar to those conducted as part of the HSC Chemistry depth study or producing a video of their own, such as the HSC Biology communication depth study,” they said.

“There are also a number of platforms that allow students to make less formal video submissions such as Flipgrid or even Google Forms. The video-based platforms allow students to demonstrate knowledge and understanding irrespective of literacy barriers.”

Videos can also be accessed by students who have missed classes and are sure to be used more often by schools if they aren’t already, John, Pete and Matt said •

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REMOTE WELLBEING It is no secret that the coronavirus pandemic has been challenging for everyone. These are, after all, unprecedented times. Fortunately, one of the departments at Kinross Wolaroi School that was able to help students navigate those challenges was the Wellbeing Team.

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ead of Student Wellbeing Tom Riley had a simple but important message from the get-go: no student had to suffer in silence and the school would provide support to anyone who needed it.

KWS is committed to student wellbeing and the Wellbeing Team was able to modify its program early on to respond to how students were coping with isolation and remote learning.

Mentors created videos to deliver wellbeing, sent activities to students to do with their families, checked-in with students who weren’t responding to messages or needed additional support and circulated newsletters, surveys and messages to keep the KWS community connected.

Senior School Leaders, Chelsea White and Lochlan Birchall were also able to take part in the videos to show other students how they were coping with remote learning. Chelsea, for example, demonstrated how she was remaining positive, staying in touch with friends over the phone and keeping busy by helping her parents on the farm.

In the first week of Term 2, the Wellbeing Team concentrated on gratitude, which has been proven to reduce stress and anxiety. Students and teachers were encouraged to share photos of things they were grateful for and Year 7 would use those to make a gratitude wall at school upon their return. The second week focused on caring and giving and again students and staff were encouraged to share photos of them helping around their homes or helping the elderly, as examples.

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During COVID-19 there was less physical interaction, events were cancelled and there was a lot of media coverage, so I think it was really important that we gave students and members of the KWS community a sense of control and developed some strategies for them to maintain their wellbeing.”

Mrs Kimberley Jones, KWS Mathematics Teacher, Year 12 Coordinator, Careers Advisor and Wellbeing Team member

KWS Mathematics Teacher, Year 12 Coordinator and Careers Advisor Kimberley Jones is passionate about student wellbeing and has been a member of the Wellbeing Team for several years. She said it was important the Wellbeing Team was able to adapt the program through the pandemic.

“During COVID-19 there was less physical interaction, events were cancelled and there was a lot of media coverage, so I think it was really important that we gave students and members of the KWS community a sense of control and developed some strategies for them to maintain their wellbeing,” she said.

Many students struggled with not being with their friends and missed face-to-face learning while some enjoyed being at home, Kimberley said.

“It really depended on the student as to how they responded to the pandemic,” she said.

As Year 12 Coordinator, Kimberley could also see the impact the pandemic had on senior students.

“They say Year 12 is the most stressful year as it is, and then the students had to face disruption and the uncertainty of pathways beyond school. Thankfully, the universities have been helpful with sending through information about opportunities for next year, holding webinars and virtual tours. Year 12 is also a year of lasts: the last athletics carnival and the last cross country, for example, and I think missing those has been disappointing for Year 12 students,” Kimberley said.

Part of her role during the pandemic was to keep the KWS community connected and informed.

“I thought it was important we made sure our lines of communication were clear and that we shared information so people didn’t feel left in the dark,” Kimberley said.

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01 Niamh McPhee helping out in the garden at home during remote learning 02 Our Junior School students created a gratitude tree which is now on display in the School’s library 03 In wellbeing, students and staff were asked to share photos of their pets keeping them company throughout remote learning. This is Ms Robyn Youll at home with her gorgeous dog

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In difficult times we need to ensure that we look after each other and ourselves.”

Mrs Kimberley Jones, KWS Mathematics Teacher, Year 12 Coordinator, Careers Advisor and Wellbeing Team member

Kimberley also actively shared her top tips for everyone through the pandemic, which included focusing on gratitude, thinking of others, concentrating on what can be controlled, remaining optimistic and sleeping, exercising and eating well.

“In difficult times we need to ensure that we look after each other and ourselves,” Kimberley said.

At the time of writing, the Wellbeing Team was developing a program for students as they gradually returned to school, focusing on supporting students who may find it difficult to leave home and encouraging others to concentrate on what they missed from school and what they were looking forward to upon returning • 03

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Remote learning really pushed staff and students to think creatively so they could continue to engage in performance in some way. The common thread for many of them was a realisation that music was a vehicle for self-expression and communication.”

Ms Jacqueline Shields, Head of Performing Arts

RETHINKING HANDS-ON LEARNING The challenge of delivering practical subjects remotely.

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he switch to remote learning during COVID-19 was challenging for many subjects, not least practical subjects such as Technology and Applied Science, Performing Arts and Creative Arts.

However, students such as Sam Archer and Harry Kermode, who are studying Industrial Technology in Year 12, made the most out of an unexpected situation and learnt new skills along the way.

Sam cleverly built a workshop bench at home to continue making a grandfather clock as part of his Higher School Certificate major project, while Harry maximised his time at home to assemble a remote-controlled miniature bulldozer designed to clear underneath shearing sheds, a project he’d begun at school.

Some students had the facilities at home to continue working on their projects while others were able to hire the machinery and tools they had been trained to use from school, explained Head of Technology and Applied Science, Mr Simon Lun. “Loaned items typically included welders, angle grinders, abrasive cutoff saws and trestles to support their projects. Students were also supplied with the materials required for their projects and all safety resources,” Simon said.

Similarly, Textiles and Design teacher Mrs Penny Chandler posted a kit bag containing an exciting range of materials including fibres, yarns, fabrics and a

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weaving loom to the students to enable them to engage in textiles during remote learning. A series of video tutorials were available to the students allowing them to work at their own pace.

This meant students could practice developing their skills in weaving, macramé, crochet and other yarn techniques and prepare for the TEA (Technology Educators Association) Art/Textile Project and the Fleece to Fashion Awards.

In Food Technology and Hospitality, students had bake-offs and mystery box competitions that inspired them to showcase a range of culinary skills for their families by making lasagne, spaghetti bolognese, eggs benedict and chocolate soufflé, to name a few.

Meanwhile, in Visual Arts, students used their immediate environment to find inspiration for their art making.

Year 8 developed their drawing and stop motion video skills while artist Andy Golsworthy was the inspiration for Year 9 to use objects from nature to create an ephemeral sculpture where the natural elements eroded the work over time. This process was documented photographically.

Head of Creative Arts, Mrs Toni Bilton said Kinross Wolaroi’s Creative Arts students really embraced remote learning and developed their visual language in unexpected ways.

“They all made the most of their home environment whether it was in the kitchen, paddock or garden, observing the world around them in an investigative manner,” said Toni.

Over in the Performing Arts Faculty, a lot of creative thinking took place to ensure students could continue with their Music and Drama lessons.

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01 Molly Wilson with her textiles project 02 Mrs Annie McRae with daughter Angelina and Millie the Monkey 03 Cale Slack-Smith enjoyed learning guitar at home with his family

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Cello Teacher Annie McRae introduced Millie the Monkey to her weekly cello lesson, which was recorded during remote learning to teach string technique to Year 1 students. Her daughter Angelina would hide behind Annie to operate the puppet that helped to play.

“We were worried that we’d lose our instrumentalists (especially the young ones) because they weren’t having face-to-face rehearsals during remote learning... We all think Annie’s missed her true calling and should be working on the Play School set!” said Head of Performing Arts, Ms Jacqueline Shields.

Similarly, Speech and Drama Tutor, Ms Kerry-Anne Callaghan held a Zoom lesson during which four students acted out a short performance called ‘The Over Commercialised Radio Program’, even hiding off-camera until their part was due to appear.

While the pandemic inspired new and creative ways of learning, it also provided Year 9 students such as Stephanie Wong, Zachary Annett, Cale Slack-Smith and Ella Buesnel with more time to practice.

Ella said she could sing and listen to music while in the car, doing a workout or completing homework and that being at home gave her more freedom to explore new genres of music and create new playlists.

Cale enjoyed jam sessions with his dad and made a recording for his mum for Mother’s Day, which was popular with family and friends and a real boost to his confidence. Remote learning gave Cale a chance to grow his new-found passion for singing and playing the guitar.

“I am still self-taught but looking forward to some formal training this term at school,” Cale said.

Jacqueline said she was so inspired by the many ways students approached music while in isolation.

“Remote learning really pushed staff and students to think creatively so they could continue to engage in performance in some way. The common thread for many of them was a realisation that music was a vehicle for self-expression and communication,” she said •

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FROM LITTLE THINGS, BIG THINGS GROW Junior School veggie garden growing so much more than vegetables.

Mr Rob McLean in the garden with Year 3 student Darcie Marshall

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eturning to school following the COVID-19 closure brought excitement and smiles back to the playground in the Junior School. Immediately conversations were occurring, handball was played as competitively as ever, there was noise in the school grounds and both staff and students were relieved to have a bit of normality back in their lives.

Upon return, Head of Junior School Mr Rob McLean along with teachers and students in Year 1, 2 and 3, were quick to tend to the veggie garden which needed to be brought back to its bountiful supply of fresh food.

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Year 3 Teacher and TREE Project Officer, Ms Amanda Dodson and TREE Assistant, Jo Howarth, headed up the project and were both swift to lend their green thumb expertise to students.

“Sleeves were rolled, shovels out, gloves on and mass restoration began,” said Ms Dodson.

“Students have learned about how food is grown, why we should grow food locally and help our environment.

The veggie garden has brought many unexpected learning opportunities too, including science discussions around weather and outdoor singing. In fact, the very cute idea of singing to the plants to help them grow, was that of Year 1 student, Joshua Westcott” she said.

So far, students have kale, cauliflower, broccoli, garlic, radish and lettuce safely in the ground and are now turning their focus to brightening the garden during the grey winter months.

“Kindergarten to Year 6 students will also have the opportunity to enter a scarecrow design competition, with the lucky winner earning naming rights,” said Ms Dodson. “Darcie Marshall from Year 3 also brought in a gift of a beautiful young melaleuca decussata to plant in the Junior School to highlight the ‘new beginning’. Many thanks to the Marshall family for their gift.”

“Our Junior School veggie garden has been a wonderful reminder of what a love of learning can achieve and flourish in young children’s creative minds,” Ms Dodson said •

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Year 1 students Winona Wade, Dylan Cutter, Sophia Martin and Joshua Westcott, showing off their rhubarb harvest 23

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GOLDEN ALUMNI LUNCHEON This year we celebrated our third biennial Golden Alumni Luncheon on Friday 14 February 2020. On each occasion, this event provides the perfect opportunity for many of our Golden Alumni members to reconnect and rekindle old friendships, some of whom haven’t been in contact with each other for decades.

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nvitations were sent to Alumni members of Wolaroi College and PLC Orange who graduated 50 years ago or more – this year this included ex-students who attended school prior to and including the Class of 1970. Our 2020 event was the biggest to date, with 170 attendees joining us from all over Australia.

The event commenced with a chapel service led by REV Emeritus Professor William Loader, then our guests were welcomed by the Principal, Dr Andrew Parry. As part of the service, Mrs Anne a’Beckett (nee Gordon) gave a reading and the hymns were accompanied by Ms Dahle Innes on the piano.

The Chapel service was followed by a unique opportunity for our Golden Alumni attendees to participate in a tour of our school campuses, guided by Year 12 student leaders. It was wonderful to hear the personal stories and recollections whilst groups wandered around the grounds.

Our event MC was Mr Trevor Delbridge, the School’s Business Manager and before lunch our guests were warmly welcomed by our senior student leaders, Chelsea White and

Lochlan Birchall. During lunch service School Council Chair, Mrs Christine McIntosh raised her glass – a toast made to our Golden Alumni. In response, Mr Jarrod Rose, President of the Ex-Students’ Association thanked the school and staff for their organisation of another great event.

The 2020 Golden Alumni special guest speaker was Mr Gary Dudgeon, Wolaroi College Class of 1970. Gary explored how very well connected the Class of 1970 is today and how this came to be. In fact, the Wolaroi College Class of 1970 is one of the best connected and most active year groups amongst our Ex-Student community. If you would like to hear more about Gary’s story including more about the Wolaroi College Class of 1970, Gary is featured as one of our Alumni profiles later in this edition of The Chronicle •

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ANZAC DAY Music for Mateship.

Year 7 student Olivia Martin, playing the Last Post at the Litchfield family’s service in the paddock on ANZAC Day 26

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his year students paid their respects to diggers past and present during a very different Anzac Day. With formal services suspended across the country due to coronavirus isolation restrictions, it was an opportunity for students and their families to connect with their communities, light candles, don poppies and gather on their driveways or farm gates and light up the dawn.

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Many KWS music students also took part in the Music for Mateship initiative which encouraged musicians across the country to not only stand at the end of their driveways to observe the one minute of silence but also to use their talents to play the Last Post and Reveille as you would hear at a traditional Dawn Service.

Year 10 student, Pantsie Dwyer, was one of the many students that got involved from her farm gate in Molong.

“I thoroughly enjoyed playing the Last Post and Reveille on ANZAC Day this year,” said Pantsie. “Whilst there was not much traffic going past our farm gate, I felt proud to be able to honour

the Australian men and women who have fought in war to help keep our country free. I heard another bugler playing in the distance in Molong and this reflected the fabulous community spirit which surrounded this extraordinary 2020 ANZAC Day.” Other families chose to mark the day with ceremonies at home. The Litchfield family held a service in the paddock with neighbour and Year 7 student Olivia Martin playing the Last Post for their small farm gathering. The Kairaitis family held a flag raising ceremony on their property in Orange and created some really special memories of a very unique ANZAC Day •

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BACK TO SCHOOL – AGAIN!

In May, students returned to school, squirting litres of hand sanitiser and putting carefully-developed hygiene plans to the test. It had been a long time coming!

While there were mixed emotions from some, it was quite obvious looking around the playground and in classrooms, that students were thrilled to be back on campus •

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WORLD’S GREATEST SHAVE

This year, 17 brave KWS students had a very close shave – but all for a good cause. Every year, our Year 11 students can choose to participate in the World’s Greatest Shave event to raise much needed funds for The Leukaemia Foundation and their fight to conquer blood cancer.

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uided by Mrs Kimberley Jones, this year KWS was proudly represented by Marnie Adams, Fergus Baldwin, Angus Blyde, Will Crawford, Catie Crisp, Samuel Durkin, Oscar Harding, Ziggy Jackson-Le Couteur, Jin Luechai, Fraser Molloy, Lara O’Brien, Ryan Rutherford, Darcy Shaw, Charlie Southwell, Hugh Squire, Priyankah Vijayakumar and Jack Weeks.

The team set themselves a target which they swiftly smashed – to date, they have raised over $27,500 for the foundation.

Due to social distancing regulations, the school event where students would normally gather to witness their friends’ heads being shaved, had to be cancelled.

All students involved were still very committed to the cause and underwent the shave at local hair salons.

In addition to this, Marnie, Catie, Lara and Priyankah, our very brave females, were able to donate their lengthy ponytails to another very special cause – they will be used to make wigs for cancer patients.

Thank you to all of the students, staff, family and community members who supported this very worthy initiative • 31

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STUDENT SUCCESS AT THE HIGHEST LEVEL

Lolli-Rose Pasquali Year 8, 2020 – Golf

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olli-Rose Pasquali first picked up one of her brother’s golf clubs to take a swing when she was just three years old. Lolli, now in Year 8 at KWS, speaks fondly of Golf, saying that it’s a sport that her whole family has always been involved in and one that she most definitely sees in her future.

“I’ve been playing golf for as long as I can remember. My Dad played from a young age and encouraged me to play too. My big brother Sam is also a Trainee Golf Pro,” Lolli explained. “It’s a good sport to play for family time and I like that it’s more focussed on the individual and you have to depend on yourself.”

In September 2019, the Duntryleague Golf Club, where Lolli frequently trains and plays, announced that players of any age or gender would be permitted to compete in the Saturday competition, previously touted for men only. This was an opportunity that Lolli swiftly jumped at and she has been delivering some promising results and getting the attention of pro golfers at the club.

“When I first started playing in the Saturday competition, it was nerve

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racking to be a young person playing with grown adults. I now play nearly every weekend so I’m more used to it and everyone at Duntryleague encourages me to play, so I feel welcome,” said Lolli.

With social distancing restrictions put into place in March 2020, competitions were put on hold.

“I would normally get to practice twice a week at School, so when school stopped, golf stopped,” said Lolli.

“I missed practicing on the range and just hitting a bucket of balls.”

This however, did not stop Lolli and her family. “We actually made our own golf net out of materials at home so that we could keep on practicing during the lock down,” she said.

With the easing of restrictions and the announcement that the sport may resume under strict guidelines, Lolli is glad to be back on the course at Duntryleague and hopes to continue training for upcoming tournaments. “Prior to the pandemic, I was preparing for some tournaments in Sydney but they were called off due to coronavirus – hopefully they will resume soon,” she said.

But for now, Lolli is glad to be back at school and is pleased to see that there is light at the end of the lock down tunnel.

“I really missed learning face-to-face and not seeing my friends was really hard.

I love all of the opportunities and options that we have at school. I have always loved Art and Maths – although Maths can be challenging, I like that it’s a bit of a challenge. I also play the violin and love playing hockey in Winter.”

Looking further ahead, there is one thing that Lolli is sure of. “I want golf to be in my future – I want to travel and play around the place – not just regionally,” says Lolli. “When I finish school, I want to become a Golf Pro, a Dentist or a Zoologist.”

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Taking up my first passenger – my grandfather after achieving my RPL

Matilda Hayes

Year 11, 2020 – Musician & Pilot

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here has been much praise for KWS newcomer Matilda Hayes since she joined the school at the beginning of 2020. The Year 11 student has been described by many of her teachers as a true all-rounder and when you get to know her, it is easy to understand why they are singing her praises.

Matilda says that her favourite subjects at school are Music, English and Art. “I have always enjoyed music, singing and playing the flute and a variety of other instruments,” says Matilda. “I also enjoy creative writing and art – painting, sculpture, woodwork and metalwork when I have the time.

My Great Aunt loved painting and pottery and seeing her works encouraged me to try new things. My Grandfather enjoys wood turning and metal craft and his enthusiasm seems to have rubbed off on me.”

When it comes to co-curricular activities, Matilda’s list of passions and hobbies is equally admirable. “At school, I am enjoying all the music activities including Camerata, Concert Band and Senior Woodwind Ensemble. I was

really surprised when I found out I had won the senior division of the Camerata competition this year and am humbled considering the calibre of the other musicians. I also enjoyed learning to play Water Polo in Term 1. On top of this, I have a horse named Karrot and have enjoyed riding ever since I could sit up.

I have competed in shows, gymkhanas, mounted games, polocrosse, stock horse camps, pony club camps, team penning and trail riding. Outside of school, I am also a member of the Orange Regional Conservatorium Symphonic Winds and the Youth Orchestra.”

But wait… there’s more. Incredibly, this year Matilda also obtained her Pilot’s Licence – something she has been working towards for many years now. Matilda says that her interest in aviation was sparked at the very young age of three by her Grandfather who took her on a joy flight at an air show in Narromine. He had a real passion for aviation as do many members of Matilda’s family. “My Great Grandfather was a pilot in the Air Force in the second World War and my Grandfather had always wanted to fly as a young child but

sadly there was little training or jobs for pilots after the war,” explained Matilda.

Over the years, her interest in flying grew stronger and in 2017 on a family holiday to America, Matilda had the opportunity to visit the Kennedy Space Centre. “The tour of the centre was only supposed to last an hour, but ended up lasting for at least four. I walked the Hall of Fame and was amazed at how many men and women all started out in the Air Force and was inspired by the women and their dedication, journey and stories,” she said. Matilda knew then, exactly what she needed to do.

In 2019, Matilda applied for and was lucky enough to receive the Australian Women Pilots’ Association (AWPA) Scholarship from Air Services Australia to assist her in continuing with her flight training. The AWPA is a national representative body of women pilots with a focus on promoting female participation in aviation, whether as a career or for recreation. After being awarded the scholarship, Matilda obtained her Recreational Pilot’s Licence and then on the day after her 17th birthday, received her Private Pilot’s Licence, which allows her to fly anywhere in the world.

Matilda has now been flying for three years and says that while the process of obtaining her licence was really very intensive, the long and hard road was all worth it in the end. “I actually flew my first solo flight before I even got my Learners Licence to drive. It was absolutely unreal!” she says. “I have flown solo to Canberra International Airport, Parkes, Temora, Orange and a few smaller towns around Cowra,” she says. “I have also taken my Grandfather and Mother up for a flight around Cowra.

I have a line-up of willing passengers! In the future I would love to take my family to Broken Hill where my mother lived for a few years, and also fly the Victor 1 (Sydney coastline from Narrabeen to Cronulla) with my Grandfather.”

So there are no surprises that Matilda hopes to pursue a career in aviation once she has completed school. “Last year I was fortunate enough to be able to attend work experience at the Royal Australian Air Force (RAAF) at Richmond. I would absolutely love to try and get into the Air Force. I am aware that getting in as a pilot is extremely competitive and so I do have some back up plans… all involve aviation of course!” says Matilda. “I am also hoping to go into aerobatics (much to my Mother’s concern) and build up to a Commercial Pilot Licence in the future.”

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When I was selected, I felt quite relieved that all my hard work had paid off – but I wasn’t done there.

I wanted to make sure that I put a strong case forward in front of selectors at the State Challenge.”

George Cumming, Year 11, 2020

George Cumming Year 11, 2020 – Cricket

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n a matter of only weeks, the coronavirus turned our world upside down and the subsequent social distancing requirements and cancellation of events caused much disappointment. For Year 11 student George Cumming, it was the cancellation of sporting events and activities that rocked his world the most.

You see, George loves playing sport and has played many sports for as long as he can remember – his favourite being cricket. “My parents’ families have always been involved in cricket, especially on my Mum’s side. I’ve grown up playing it, ever since I could hold a bat. I came to KWS in Year 4 and have played cricket at the school ever since. I enjoy playing many sports – whatever is available, really. I play rugby and hockey during winter and I never pass up an offer to have a hit of golf. I also love 34

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to play different sports with friends at the end of the school day,” says George.

The beginning of 2020 was shaping up to be pretty special for George. He was selected for the NSW Country Sixers side to play in the Male Under 16 State Challenge involving three limited-overs matches which would begin on Australia Day. In the previous season, George played for the Under 15 ACT/NSW Country team at the Under 15 National Championships and was eager to build on this experience.

“When I was selected, I felt quite relieved that all my hard work had paid off – but I wasn’t done there. I wanted to make sure that I put a strong case forward in front of selectors at the State Challenge,” said George. “It was really high quality cricket at the Championships and I was really happy to play on the first class grounds of Blacktown. During the

two previous off-seasons I’d trained with the Western Zone Cricket NSW Academy Program, so at the Challenge I got to play with some mates that I’ve made during training. It was a pretty special experience.”

The carnival is an important part of the Cricket NSW Pathway for each young player as they pursue selection in future underage teams. This State Challenge is also used to help select the Under 17 Academy squads for both Metro and Country – something George had set his sights on.

“Currently, I’m waiting on the announcement of the next squad from the State Challenge – the NSW/ACT Country squad. But with the regulations currently in place due to Coronavirus, there is still a lot to work out,” says George.

So, until sporting competitions resume, George is focusing on his school work. “My favourite subjects at school would have to be Economics and Sport, Lifestyle and Recreation Studies (SLR). Mr Thomas, my Economics teacher is so good at engaging us and I’ve really enjoyed learning about influential topics that impact our lives so much. Economics is a new subject to me and I am so glad that I chose to take it on.

SLR is a practical based sports subject and any chance I get to play sport, I really love.”

And, of course, there is always cricket training at home. “Dad and I train a fair bit at home and we have even built a practice net. Having an older brother has also helped me to build resilience and competition as well. I’m still working hard on my fitness and skills during the break,” says George.

“I’ve always dreamt of playing cricket for NSW or even Australia. I would like to play in Sydney or travel and play in England. In either place, there is a high quality of cricket that I can learn from and progress my skills,” he says.

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Isabella Scammell Year 11, 2020 – Rowing

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t 11 years of age, Isabella Scammell was curious about her Dad’s erg machine and decided that she should “give it a crack.” Little did she know, this erg machine would lead her to a sport that has literally taken her around the world and has seen her name firmly etched on many a leader board.

A farm girl from Cowra, Bella has been at KWS since she was in Year 7.

Five years on, Bella says she is still amazed by the opportunities and experiences life at KWS has afforded her.

“I find school so fulfilling and challenging and appreciate the importance of hard work and commitment,” she says.

“Without a doubt, my favourite part of KWS is the fantastic co-curricular program on offer, particularly the sport. I have been involved in the swim team, played hockey, been a keen member of the Strength and Conditioning program and, of course, I’ve rowed.”

“I love rowing! I love waking up early, watching the sunrise over the water and I always feel satisfied and accomplished going to bed at night,” says Bella. “The first half of the rowing season is comprised of regattas in Canberra and Penrith where we compete against other schools and clubs around NSW. The second half of the season is where our bigger regattas lie – specifically the Head of the River, NSW State Championships and the Australian

National Championships. We spend months rowing up and down Spring Creek, hours in the gym with Norm and clock up hundreds of kilometres on the erg in preparation.”

In 2019, at the Australian National Championships, along with her teammates, Bella competed in the Under 17 Women’s Doubles, the Under 19 Women’s Coxless Quad and the Schoolgirl Coxed Quad, bringing home two gold and one silver medal. “The coxed quad was our final race of the championships and it was a tough but exciting race!” said Bella.

“When we crossed the finish line in first place we were ecstatic and felt like all of our hard work had paid off! However, we were far from done. The idea of attending Henley Royal Regatta in the United Kingdom is every young rower’s dream.”

Bella, along with Lucy Jenkins, Jetta Kennett, Freya Neville and Bridget Yeomans, successfully qualified to compete against schools and clubs from all over the world in the Diamond Jubilee Challenge Cup, which is the junior women’s quadruple scull race at Henley.

“After soaking in the surreal Henley atmosphere, it was race day. Unfortunately, we drew a very experienced and strong crew from the UK, which ended our run in the competition. Despite this, it was such an incredible experience and one that I am so grateful to have had,” Bella said.

Now, back to the erg machine and the many records and titles that Bella has been claiming.

“Like most rowers, I have a love/ hate relationship with the erg. Erg tests help develop grit and resilience and require as much mental strength as physical strength,” explained Bella.

“The objective it to row 2km as hard as you can, attempting to beat your PB. At the end you will feel happy or disappointed… and completely exhausted, but that is what rowing is all about.”

In February this year, Bella completed a 2000m ergometer test in a time of 7:07min, which is more than 5 seconds faster than the 15/16yr Australian Concept 2 Record. In March, Bella also won the Female 15-16yr category for the World Rowing Virtual Indoor Sprints for the second consecutive year – a global competition that attracted more than 6000 competitors from 73 countries, competing over 1000m on the Concept 2 ergometer.

And the accolades do not end there.

This year, Bella was selected as the successful candidate for one of 10 NSW Olympic Council grants, which are awarded to talented athletes from Olympic sports to contribute to their training and competition costs. “The past year has been really tough for farming families across NSW, including my own, experiencing the worst drought on record. This grant will take a significant burden off my parents who are so supportive of everything I do,” said Bella.

In June, Orange City Council announced the winners of the Orange Sports Awards for 2020. These awards are designed to acknowledge teams, clubs and individuals who showed dedication, sportsmanship and worked hard in their sporting code during the year. The KWS Schoolgirl Quad Scull, including Bella, were named Sporting Team of the Year for 2020 in a Facebook Live announcement, in lieu of a ceremony which had to be cancelled due to COVID-19.

Now firmly in the midst of Year 11, Bella is focussing on school work, but will not be slowing down any time soon.

“After the 2019/20 season was cut short due to the pandemic, KWS rowers have unfinished business! I plan to continue rowing after school as well, but I also want to go to university. There are many career paths that I am interested in, including nutrition, speech pathology, radiography and sports psychology,” said Bella. “I am looking forward to enjoying my last year of school and then seeing where I end up!”

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Max Bloomfield

Year 9, 2020 – Musician

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f you are familiar with the marimba, you will know that it’s an instrument that is not all that easy to move around. It is a xylophone-like instrument whose tone is produced by striking wooden bars with yarn mallets.

The school’s 4.3 octave marimba is approximately 2.5 metres long and weighs well over 50kgs… and it’s the instrument of choice for Year 9 student Max Bloomfield.

Growing up, Max had seen his older brother Owen majestically producing soft mellow tones on the marimba. It’s the instrument that Owen has chosen to pursue as he completes his HSC at the Conservatorium High School at the Sydney Conservatorium of Music (Owen attended KWS from Kindergarten to Year 10) and it seems that Owen’s love of the instrument has somewhat rubbed off onto Max. “Owen’s passion for music and the way that he’s always teaching me things as he goes has allowed me to become fascinated in it as well. It’s a lovely feeling when he comes home and we’re able to share bits of knowledge about what we’ve doing in music – sometimes I show him techniques for drum kit and he shows me more orchestral or classical percussion and music,” Max recalls.

Earlier this year, when the school campus closed due to coronavirus, Max was faced with quite the dilemma. In true Max-style, he decided to make the most of the opportunity and not only managed to get the school’s marimba to his home, but also managed to secure himself some marimba lessons via video conference with an esteemed percussion teacher and performer.

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“To practice my percussion, I was very fortunate to be allowed to loan the school’s marimba. It was a bit of a chore moving it around as it needs to be completely disassembled, then carefully transported and then reassembled – a bit harder than a violin that you can just put in a case!” said Max. “Having the marimba at home meant that I was able to practice and develop a lot quicker than I would normally.”

Eager to develop his technique, Max used some family connections to pull some strings and secure some percussion lessons with Iain Scotland, who is currently the Head of Percussion at Sydney Grammar School and has played with the Sydney Symphony Orchestra many times.

“Iain Scotland used to tutor my brother when he first took up percussion.

The lessons have benefited me greatly – having professional advice and tutoring was really great. It’s all the small things that you don’t think about that much – like stick height and arch, that has really improved my playing,” said Max. “The marimba is such a rich and amazing instrument that I enjoy playing so much.

Hopefully after a lot of practice, I will be able to give more public performances and showings.”

Now, back on school grounds, Max has been able to turn his focus to his many and varied interests and activities. He seems to revel in the busyness of KWS life and says that he loves everything that he takes on.

“My favourite subjects at school are probably Maths, Music and French.

I like Maths because it is a constant puzzle for your brain to work through;

Music because it’s a lovely outlet to express myself and I enjoy learning music theory to appreciate music and get a deeper understanding of it. French is a subject I enjoy because it’s challenging and keeps me on my toes! There’s also the possibility of going on an exchange to France later on,” says Max. “I take 5 dance classes a week, a drum kit lesson and different ensembles associated with that. I also attend soccer training and games, marimba practice and I like to run,” says Max. “My Mum says it keeps me out of trouble but I think it’s the perfect balance for me!”

Looking forward, Max is unsure where life will take him, but is exploring a few areas of interest. “I’m not completely sure what I would like to do when I finish school, but there are a couple of fields that have interested me.

Medicine is one – this has probably been influenced by my Dad and being exposed to his career. Politics is another – I think this could be quite rewarding in being able to make a difference and be the change that a lot of people are looking for. I also hope that music will always be a part of my life in one way or another, even if I don’t pursue it as a career.

I’m really appreciative of the encouragement I have received from family, friends and teachers.”

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Frank Poulton Year 10, 2020 – Leather work

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eather work is one of the oldest professions of mankind and is a skill passed on through generations, dating back to ancient times. Year 10 boarding student, Frank Poulton was taught the craft of making leather goods by hand by his Dad and now Frank is teaching students and staff at KWS leather working techniques in his very own classes.

“I started leather working about 2 years ago – my Dad taught me as it was a hobby of his. Over the years I have learnt more and more from Dad, family and friends and by reading leather working books. I make belts, hat bands and round plaits.” said Frank. “At first leather working was just a hobby but then I realised I could make profit out of it, so I started a business of my own and I now sell my craft,” he said.

In Term 2, interested Year 7 and 8 boarders had the opportunity to join in on leather craft workshops with Frank. On Saturday mornings, he would share his knowledge and skills with his

peers and many staff – even Dr Parry joined some workshops to learn the skill of leather braiding under Frank’s instruction.

“The classes at school were held on Saturdays for junior boarders. At first, I taught them how to make a simple leather key ring, then we moved on to a simple 6 strand plait and then to a round plait,” Frank explained. “From what it looked like, they all really enjoyed making something for their own use.”

Frank’s family are from the picturesque Mittagong in the Southern Highlands of NSW and whilst he enjoyed being back at home during the campus closure, Frank says that he really enjoys boarding and learning at KWS. “My favourite part of being at KWS is boarding – I really enjoy being with my mates all the time. I found remote learning a bit of a struggle – it wasn’t as easy as being in class. It was good to be home, as I was able to make lots of things in the shed, learn and make more leather craft,” he said.

A tinkerer at heart, Frank is taking on hands-on and practical subjects at KWS that he hopes will set him up for life after school.

“My favourite subjects would have to be Ag and IT,” he said. “I really enjoy being able to make my own stuff out of metal and learning all about farm management and the sciences of it.

These two subjects have always been of interest to me and hobbies too. I really just enjoy making and creating stuff in the workshop or shed.”

Once he has completed his HSC, Frank hopes to find work in the agriculture industry and will, of course, continue to develop his craft of creating unique quality leather products.

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Detectives

by Zaro Jalal

Zaro Jalal

Year 3, 2020 – Story writing

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wise Benjamin Franklin once said, “Either write something worth reading or do something worth writing.” Young KWS student, Zaro Jalal has done just that. In May, the Year 3 student entered his engrossing short story to Write4Fun, a competition for young poets, artists and of course, story writers.

“I have been writing since I was in Year 1,” Zaro explained. “I really love to read and write so I decided to submit my short story ‘Detectives’ into the Write4Fun competition because I really wanted to win 1st prize.”

The Write4Fun competition is designed to encourage young student writers and artists with fantastic competitions, by publishing top quality books and conducting interactive, fun workshops across Australia.

In June, Zaro was thrilled to learn that his short story had been selected to be published in a book of children’s work called ‘The Inside Story 2020’, which will be released at the end of the year.

“My story is called ‘Detectives’ and the inspiration came to me when I saw my magnifying glass and I used my imagination. I felt really happy and proud of myself when I received an 38

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achievement award and was told my story had been selected to be published,” said Zaro. “I would love to enter more competitions in the future and keep on writing lots of stories.”

It is unmistakeable that Zaro really revels in life at KWS and all that it has to offer. “I like to be with my friends and learn lots of different subjects in class.

I really like to tell jokes and riddles to my friends and teachers,” he says.

“I enjoy P.E. and Science the most. P.E. because I like to play sport and Science because I love to do experiments and learn cool facts. I play soccer and also swim and play tennis. Outside of school, I play drum and enjoy this a lot.”

Zaro says that he is always up for a challenge and this could not be more apparent when learning the youngster’s career goals.

“When I finish school, I would like to be a meteorologist, a geologist or a lawyer,” he says. “I love to adventure and be challenged all the time – I don’t like easy things.”

‘The Inside Story 2020’ will be published in November 2020 and Zaro’s prizewinning short story is shared here for you.

The house was ink black. We could not see what was in front of us.

I was with my brother because he lost something but he doesn’t know what it is. It was dark because it was night time and everyone (except us) were asleep. We were detectives. First, we looked in the living room. We checked under the couch, next to the TV and on the coffee table. It wasn’t there.

Next was my room. We looked everywhere for the missing thing and it was nowhere to be found.

We went to his room and it was a MESS! I mean there were chip packets, dirty clothes, little crunched up bits of paper and even a chopping board. It was not going to be easy. First we scrambled through the mess and under a chip packet was a piece of paper. It was a clue! “What you are looking for is very delicious”. Hmmm. So it’s really yummy. What can it be?

We sneaked into our parent’s room and checked the bathroom. In the drawers and next to the toilet but it wasn’t there either. We looked in their cupboard and found a really big bug. My brother and I didn’t know what it was because of the darkness. We just closed it and pretended nothing happened. Were we ever going to find it? Finally, we found another clue and it said “Maybe you should look in the kitchen”. So we did. We checked the pantry, fridge and the cupboards where the pots and pans were. The last place we looked in was inside the oven. “Do you actually think it’s in here?” my brother said. “Well I hope it is,” I told him. Then a miracle happened. It was in the oven. The weird part is it was a…

COOKIE! We did all this just for a cookie. After that dad woke up and told us it was April Fools’ Day. I didn’t know that. It was my dad and brothers prank. How dare they!

I didn’t really care because I got to eat all of it and it was yum. That was a great day.

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I also play the violin and love swimming because it is normally just before school and it makes me feel refreshed. Outside of school, I enjoy drawing, karate and coding.”

Benjamin Howe, Year 2, 2020

Benjamin Howe Year 2, 2020 – Martial Arts

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or many parents, the initial thought of their child being involved in martial arts might spark images of the Karate Kid, breaking boards with bare hands and flying sidekicks. In actual fact, there is so much more to the sport. It’s said that martial arts can help kids to transform their lives for the better – physically, mentally and spiritually.

Year 2 student Benjamin Howe, has been practicing martial arts since he was just four years old and over the last two years has even been competing in the sport.

“I started martial arts when I was in Pre-Kinder. Rolly Tandang of Kamao Martial Arts is my coach and I train with him on mixed martial arts. In March, Rolly took our team to compete at the Australian Martial Arts Championships in Sydney. Our team did really well bringing home plenty of trophies and medals,” said Ben. This was Ben’s second year competing at national level and he was proud to say that he “cleaned up” this year, taking home 1st place in Traditional Forms, 2nd in Sparring Points, 1st in Sparring Freestyle, 2nd in Sumo, and 1st in Sword Combat.

It was not long after this competition, that the coronavirus outbreak brought an end to Ben’s team training and planned competitions. Fortunately, Ben says there is much to love about school, and he soon figured out how best to apply his skills to his remote learning activities.

“At school, my favourite subjects are sport, maths and art. I love sport because I can normally run around with my friends and play team games.

I love maths because I do a lot more maths than everyone else. With arts, I love being able to get creative,” Ben said. “I also play the violin and love swimming because it is normally just before school and it makes me feel refreshed. Outside of school, I enjoy drawing, karate and coding.”

When asked if Ben hopes to continue martial arts in the future, he gave a very swift reply – “Yes definitely, but probably only up to the red belt level because I don’t want to get beaten up.” Ben also says that once he’s finished school he would like to work with his Dad in his medical practice •

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STAFF PROFILES

Brooke Skinner Ancient History & Latin Teacher

B

rooke Skinner was aiming to work in museums five years ago.

Fast forward to today, nearly 18 months into teaching Ancient History and Latin at Kinross Wolaroi School and she couldn’t imagine being anywhere else.

Brooke’s journey into teaching was “a happy accident” as she described it.

She was studying Ancient History and Latin at Macquarie University but was offered teaching experience at East Hills Girls Technology High School in 2017 and Baulkham Hills High School in 2018, both in Sydney and loved it.

She completed her Bachelor of Secondary Education at Macquarie University in 2018 and started working at KWS in January 2019.

“Joining KWS has been a beautiful transition into teaching. I really love my classes; the students are such bright people with unique perspectives. The people I work with as well, the staff, are so encouraging and supportive,” she said.

Brooke’s goal at KWS is to be the best teacher she can, learning from teachers with more experience or who are trying new ways of teaching and her students.

Since working at the school, Brooke has discovered the benefits of collaboration between departments.

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“One of the really fun things we did with Year 8 Latin last year was collaborating with Science and the Department of Primary Industries to look at how Latin names are used to classify insects. The students got to catch their own bugs and we created a display,” she said.

Ancient History and Textiles were Brooke’s favourite subjects at school.

Textiles was a hobby Brooke shared with her nana and a hobby she still takes part in outside of school.

Latin was a subject Brooke discovered at university.

“It was a subject I chose out of curiosity and because it matched Ancient History really well. I ended up loving it,” she said.

During the degree, Brooke was one of three students selected to take part in the Australian Carsulae Archaeological Project in Italy.

“It was pretty cool. We did a lot of ceramic analysis and the dig director was Dr Jaye McKenzie-Clark who was also one of the archaeologists at Pompei.

We look at her in Ancient History at KWS. It’s helpful to have that personal connection with someone we’re talking about and learning about,” she said.

Brooke also hopes to share her interest in music and soccer with KWS. She completed Grade 7 Guitar through Trinity College in London while at school in Sydney.

“I think the musicals the school does are incredible so potentially in the future, I’d like to get involved with those. Last year I had the opportunity to manage and coach a Year 8 group of soccer players. I’m disappointed it’s postponed at the moment but hopefully, I’ll get to coach another team this year,” she said.

The coronavirus pandemic has changed the lives of many and teachers across Australia have had to adapt to new ways of teaching. While it hasn’t been without its challenges there are positives that could benefit classrooms when faceto-face learning returns, Brooke said.

“One of the steep learning curves of remote learning was getting up to speed on a variety of new programs but it’s shown ways we can collaborate online. We will bring a lot of those programs back into the classroom because they’ve been such an asset,” she said.

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Norm Moore

PDHPE Teacher, Strength and Conditioning Coach and Boarding Assistant

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hile some groan at the thought of pulling on joggers and heading outside for a run, Norm Moore embraces exercise as a way to improve wellbeing.

“Happiness and health are the prerequisites of a good life. We know people are more productive when they’re happy and healthy, they live longer and they’re able to give a better part of themselves to family and friends.

It always feels good when you get out and move and this creates such a positive environment for kids,” the KWS Personal Development, Health and Physical Education Teacher, Strength and Conditioning Coach, and Boarding Assistant said.

“Other subjects are important, but if you are not leading a healthy and happy life you will not be able to excel in other areas. I’ve always seen health and wellbeing as the most important things and everything grows from there.”

Norm became a PDHPE Teacher in February 2018 after six years as the school’s Strength and Conditioning Coach, Athlete Development Coordinator, Master in Charge (Cricket and Football) and Residential Assistant.

You could say teaching and sport were in his blood. His father was a teacher and judo instructor and encouraged his children outside as often as he could.

“Dad didn’t like us watching TV, so we were always outside playing sports and registered for everything: basketball, soccer, rugby, judo, archery and cricket.

It was one of those good, wholesome ways to grow up as a kid,” Norm said.

He and a group of about 15 other boys growing up in Forbes were forever mowing cricket pitches into people’s front lawns, playing rugby or soccer in the park past sunset and building bike jumps in dirt patches.

Norm attended St Stanislaus’ College when his family moved to Bathurst and pursued archery and soccer at a more serious level, something that’s become a bit of a joke among the KWS boys today.

“There’s always a bit of banter if there’s a St Stanislaus’ game on. The boys ask me who I’ll be supporting and to stir

them up I always tell them it’s Stannies, but I’m obviously barracking for KWS,” Norm said.

Norm played in the Central Western Premier League and had a couple of games with Bathurst ‘75s in the State League Competition.

It was while coaching a soccer team for two years at high school that Norm realised he enjoyed helping others to play sport more than playing.

“I loved it, watching the players grow and that feeling of excitement from knowing you taught someone something that they can demonstrate on the field,” Norm said.

Norm studied a Bachelor of Exercise Science at Charles Sturt University and managed the Anytime Fitness gym in Bathurst afterwards. He helped to open the gym and grow the club’s members to 1000.

The Strength and Conditioning Coach position at KWS was advertised in 2012 and Norm’s application was successful. For the remainder of the year, he would drive to Orange each morning and evening to open KWS’ gym while working as a Teaching Aid at Kelso High School in Bathurst.

Things got a little easier when Norm’s wife was offered a job in Orange and the

couple made the move. Norm got a job as the Aboriginal Education Officer at Canobolas High School in Orange and continued to run the Strength and Conditioning program at KWS. At the same time, he started studying Teaching (Secondary – PDHPE) at Charles Sturt University.

In 2015 he was offered to move into the school as a Master on Duty, a position he thought he’d only do for 12 months but he’s still there five years on. In 2017 he was given a permanent position at the school as Athlete Development Coordinator and MIC Cricket and Football on top of his other two positions and in February 2018 he became a PDHPE Teacher.

Norm believes PDHPE is a vital part of students’ education at KWS and is passionate about encouraging students to continue with exercise after school.

“I think we have a really important job because we’re starting to see people moving less than they ever have before with phones and computer games acting as distractions. I hope to give them the tool kit to be able to move well so they enjoy participating in physical activity in the hope that they are more likely to keep active when they leave school,” Norm said.

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Sophie Higgins French Teacher

I would say children are similar all over the world.

Build rapport with them, help them to feel cared for, supported and challenged and they will want to work hard.”

Miss Sophie Higgins, KWS French Teacher

S

ophie Higgins had to pinch herself when she joined Kinross Wolaroi School as a French teacher in January. She would often look ‘up the hill’ from her former school in Forbes and admire the number of languages on offer at KWS. Having previously worked in schools with small language departments or where she was the department, Sophie has relished collaborating with colleagues and sharing resources at KWS. “KWS has an excellent reputation, it offers such a large and varied cocurriculum and as an ex-New England Girls’ School boarder it was lovely to see the high-quality boarding provisions, activities and pastoral care on offer,” she said.

KWS’ Head of Languages Chris Oldham described Sophie as a highly motivated foreign languages teacher at both secondary and primary levels.

Sophie believes it’s her enthusiasm, cultural experience and use of technology in the classroom that keeps students engaged.

“I strive to teach my students to effectively communicate in a language that I have learned just like them and perhaps more importantly, to gain an appreciation for another language and culture,” she said.

Language teachers often have a sense of adventure about them with many travel tales to tell and Sophie is no different.

She spent 18 months teaching in the United Kingdom, most recently at Matthew Arnold School before joining KWS. Whether it was destiny, fate or her gut instinct, Sophie will never know, but on the eve of extending her visa to stay in the UK, she looked to see if KWS had any roles and was in luck.

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“It all happened very swiftly, I finished teaching in December, spent Christmas with my sister and cousins in London before two weeks on my parents’ cattle property near Gloucester and then moved out to Orange!” she said.

French and Geography were Sophie’s favourite subjects at school and during a gap year in Europe based in Oxford, UK her affection for languages and culture grew. She studied French and Italian at university before completing a Graduate Diploma of Education at the University of New England. Following her studies, Sophie moved to Lyon, France to be an English language assistant before returning to Australia and spending three years at Red Bend College in Forbes.

While teaching in Forbes, Sophie realised time was running out to get a working holiday visa if she wanted to experience teaching in England. She booked a flight and found a teaching job.

“It was interesting to see that languages were often compulsory for longer in high school in the UK. The fact that families live so much closer to Europe means the chances of students visiting the countries they’re learning the languages of can increase motivation levels faster than in regional Australia,” Sophie said.

“On a whole though, I would say children are similar all over the world. Build rapport with them, help them to feel cared for, supported and challenged and they will want to work hard.”

Sophie had an interesting start at KWS with remote learning the new norm in 2020 due to coronavirus. While it has had its challenges, Sophie has found many positives.

“The majority have responded so well and embraced the change, some students are now even braver to speak up. Students’ self-organisation has improved, they are asking more questions and seem very engaged,” she said.

“To this day, one of the main things I love about KWS students is when they leave the classroom (physically or virtually) and say ‘thank you for the great lesson Madame’ or ‘have a great weekend Miss Higgins’. They say the sweetest things, which is another indication of what polite, respectful and delightful young people they are.”

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Andrew Ryan Head of Library & Learning Resources

If it gets the students interested and reading, we’ll do anything to help.”

Mr Andrew Ryan, Head of Library and Learning Resources

A

ndrew Ryan isn’t your average librarian. Through his eyes, Kinross Wolaroi School’s library is a stage for concerts, a warm refuge from Orange’s frosty winter and an assembly point while Year 12 students are heads down in HSC exams in the hall.

“Books are only one part of the library. It’s also a really good alternative space for flexible learning and hanging out,” Andrew said.

One of the first decisions Andrew made with pleasure as KWS’ new Head of Library and Learning Resources in January was that the library would have limited rules; students could talk and play freely and senior students could eat in the library.

“Just by changing the tone of the space and the way students are addressed within it, we now have hundreds of students hanging out here.

The other thing is, if you can get students into a space where there are books and resources, they are more likely to access them organically,” Andrew said.

“There’s also an advantage for students who feel a bit left of centre and want a place of safety to hangout in and by having extra students in the library means there’s a high possibility they could make friends or feel connected.”

The library is lucky to be located in one of the school’s greatest buildings architecturally with incredible acoustics.

Andrew plans to invite the Music Faculty to test the acoustics out soon and set-up the library for concerts or jamming sessions at recess or lunch. Classical music has already been playing in the mornings in the library since Andrew stepped into the role to help students with studying.

Andrew is well-known by the local community as the former proprietor

of Boomers Bookshop and ABC Centre in Orange, as well as a KWS teacher since 2016.

He studied a Bachelor of Education at Charles Sturt University and has taught for 14 years, but there was a time when the romantic notion of owning a bookstore called.

While teaching, Andrew mentioned to the daughter of the owner of Boomers Bookshop to contact him if she was ever thinking of selling. Two years later, the owner decided to retire and remembered Andrew’s offer. Needless to say, it didn’t take much to twist Andrew’s arm and he took a break from teaching to run the bookstore.

“I absolutely loved it. I think my role now is similar to my role then because instead of being in the classroom with students I’m also dealing with adults and parents. There’s also a lot of marketing and advertising involved because I want the students and teachers to be aware of the resources available to them. I also want to try to create some excitement with the displays,” Andrew said.

Early on, Andrew discovered a number of subscriptions and programs the library had that he never knew about as a teacher and has been busy marketing and advertising those to the faculties that could use them.

Later this year, Andrew and his team plan to reorganise the fiction display to help students find books similar to those they’ve enjoyed.

“Fiction has always been shelved by the surname of the author, which is very traditional but doesn’t help if you’re a student and have just read all the Harry Potter books, for example, and want to find something similar to read but only know of the one author. Then students are quite literally trying to judge books by their covers. So we’re going to categorise the fiction section by genre: sport, action, romance etc,” Andrew said.

Andrew is also enthusiastic about letting the students and teachers drive the library’s resources and how the space is used. This year is the first year that students have been able to borrow magazines from the library after one boy asked if he could borrow a farming magazine.

“We thought there was no reason why he couldn’t. A Year 5 boy also asked if we could get a mountain bike magazine subscription, which I would have never thought of getting for the library.

Now there are three or four students borrowing it. If it gets the students interested and reading, we’ll do anything to help,” Andrew said • 43

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Kim Taylor Swim Coach

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n February, the Australian Swimming Coaches and Teachers Association (ASCTA) and Swim Australia held an awards night to recognise excellence among the nation’s swim coaches and teachers.

At the awards presentation, Kinross Wolaroi’s Head Swim Coach, Kim Taylor was rightfully recognised by the peak coaching body for his contribution to developing young swimmers. Kim took home the award for NSW Country Coach of the Year – Female Athlete Performance for 2019, acknowledging his development and coaching of KWS swimming young gun, Collette Lyons.

Kim is a former Australian Swim Coach and has notched up 25 years swim coaching experience. He joined KWS in 2016 and has a passion for helping swimmers to achieve their sporting goals. Congratulations Kim! •

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EX-STUDENT PROFILES The Chronicle follows up with our Alumni.

The old school tie is thicker than blood.”

Gary Dudgeon, Class of 1970

Gary Dudgeon Class of 1970

T

he phone rang in Gary Dudgeon’s Dubbo motel room almost ten years on from when the search for his Wolaroi College Class of 1970 began.

Gary picked up.

“I’ve found the sister of the fellow you are looking for and he’s in Esperance, WA,” the voice on the other side said.

Gary had fond memories of boarding at Wolaroi and wanted to rediscover the bond he shared with his former peers who he described as brothers. In 1989, he began the journey to find and reconnect his class with the hope of holding an old boy’s reunion on Norfolk Island.

“The old school tie is thicker than blood,” he said.

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“Being a boarder is different from being a day boy. You’re with each other 24/7 and you grow greater respect for each other. When you’re homesick there are other boys in the same position.”

Gary was in regular contact with two boarders, Alan Estrange and Philip Bond, who enrolled at Wolaroi on the same day as him in 1965.

“Alan was in front of me and Philip was behind. Our parents got talking and remained lifelong friends,” Gary said.

Gary even went into business with Alan down the track, delivering hay across regional NSW. He had returned to the family farm in Aberdeen in the Upper Hunter after Wolaroi and transitioned the dairy business into a successful beef business, securing Woolworths as a customer.

His parents had chosen Wolaroi for the hands-on agricultural experience it provided students and the fact that it was in a country setting with many other children from the bush attending.

“In those days the school had a dairy, some beef cattle, chooks and pigs. So if we did Agriculture we were involved in the farming process,” Gary said.

However, anyone who has lived on the land will know the tough times that drought brings and after managing the beef business and running a commercial hay cutting business for many years, Gary decided it was time to diversify.

In 1989 he started a travel company, Timeless Travel, while his wife since the age of 21, Rhona, managed the farm.

“I wanted to show people places I had been to deliver hay, places they

would never have seen even with a travel company,” Gary said.

Norfolk Island would stage his first tour and hopefully the reunion, for two reasons.

“I had never been there and Michael Prentis, who was also an old boy at Wolaroi established and owned Pine Tree Tours on Norfolk Island. I rang Mike to tell him about the tour and reunion and he thought it was a great idea. I only had one problem, I had to find the old boys!” Gary said.

Gary contacted Wolaroi and spoke to Janet Appleby who looked after the alumni ledger. Unfortunately, the records only provided Gary with several surnames, a few phone numbers and addresses that were now mostly obsolete.

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“So I went to the electoral office in Cessnock for two days and picked ten different Christian names to go with the surnames I had, which gave me addresses and sometimes a phone number,” Gary said.

For the next ten-plus years as Gary arrived in towns and cities across Australia on travel tours he would pick up the local phone book and start calling the names he had.

Max was the name of the former Wolaroi student Gary had been trying to track down for nearly ten years.

After taking a group to Western Plains in Dubbo one day, Gary returned to his motel room and picked up the phone book. He had found a Max with the same surname as his former classmate who lived locally. It turned out not to be who

he was after, however, this Max knew of Wolaroi Max’s sister and was able to make contact. Wolaroi Max now lived in Esperance, where Gary would be in a few weeks on another tour.

The trip to Norfolk Island took place in 2004 with about 16 old boys.

“We had an incredible time and went to places on Norfolk Island the public would never have the pleasure of going to,” Gary said.

Many shared rooms, recreating memories of sharing dormitories at Wolaroi.

Today, the class of 1970 is one of the most connected and active year groups in KWS’ ex-student community. The group plans a trip annually and has gone on to visit Borneo, Cambodia, Vietnam, New Zealand and places across

Australia and leaves everywhere with the traditional Wolaroi War Cry. In 2010 the class celebrated its 40th reunion in Orange. The class’ former headmaster David Prest was invited as the guest speaker with former teachers David Graham and Ian Young and former student Jacob Zee, however, they couldn’t travel due to bad weather.

So some months later, 25 classmates travelled to David Prest in Ballarat and recreated the reunion with everyone.

It remains a special memory, particularly as sadly today David Prest and Jacob are no longer with us.

“The unity in our group is very special. It’s like one big happy family,” Gary said.

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I have consciously decided to be part of the solution and I will always open my mum arms and my mum heart wide for these children and their families because it feels like the right thing to do.”

Johanna Leader, Class of 1999

Johanna Leader Class of 1999

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t’s a wonder where Johanna Leader nee Flinn finds any spare time. In between raising two wild bush boys and running a beef farm with her husband in Narromine, the former Kinross Wolaroi School student is helping troubled Dubbo children through her not-for-profit charity LeaderLife. Yet, she was happy to take the time to share her story since KWS. Joh grew up as a bush kid herself, going to primary school in Trangie and Narromine. In 1994, when she was in Year 7, Joh joined KWS as a boarder and a year after she graduated in 1999, she chased the salty air and sand at Newcastle University, studying a Bachelor of Speech Pathology.

“It was my dream to become a paediatric speechie from the young age of ten… perhaps I knew my purpose early in life and was thrown into this world to help give children doing it tough a voice!” Joh explained.

Her first job as a paediatric speech pathologist was with NSW Health at Dubbo Community Health Centre.

It was there while working in a multidisciplinary team of occupational therapists, nurses, psychologists, counsellors and paediatricians that Joh learnt the importance of working holistically with children and their families to achieve the best possible outcomes.

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Photos by Clancy Job

I work with some of the hardest, most traumatised children in this country and without a doubt, some of the greatest teachers and mentors I have ever had in my life are these children.”

Johanna Leader, Class of 1999

Joh worked as a private speech pathologist for several years after and became a mum in 2010 when she realised she wanted to use her skills to grow communities by helping children facing domestic violence, neglect, abuse and intergenerational trauma live their best lives.

In 2011 she began community work at Apollo House and seven years later, LeaderLife was born to give long-term support to children who have been caught in the crossfire of some of the most complex social issues anyone could face. Today, LeaderLife runs programs at Apollo House, which provides a safe environment where children, young adults and their families can build lifeskills to grow in confidence and nurture positive relationships, helping them to navigate life’s challenges and make positive life choices.

“I work with some of the hardest, most traumatised children in this country and without a doubt, some of the greatest teachers and mentors I have ever had in my life are these children. They have trail blazed so much inspiration into my heart and most importantly they have taught me that no child is broken and no child ever needs fixing, they need loving.

It’s pretty simple stuff,” Joh said.

LeaderLife’s latest initiative Soil2Soul provides work on a Narromine lime farm to young Dubbo people who are mostly Indigenous, on the edge of the criminal justice system or who have disengaged from education. The aim is to get those young people work-ready by developing their skills in agriculture, retail, customer service and management with sales from the fruit harvest sustaining the enterprise.

Joh and her team are determined not to leave any children behind. They know there’s no quick fix and use a patient, compassionate, trauma-informed response in every aspect of their work.

“At LeaderLife, we base all of our work with young people from the circle of courage model, which is a strength-based approach to youth development.

It encompasses four equal components of belonging, learning, independence and generosity. Looking back now, KWS got those four things so right for me, which is perhaps why I thrived,” Joh said.

When asked why Joh does what she does, she turns to none other than American poet, singer, memoirist, and civil rights activist Maya Angelou.

“Maya says it perfectly, ‘When you know better…you do better’. The children we work with are amazing, smart, resilient young people, some of them just have a pile of damage underneath,” Joh said.

“I guess as a community we have some choices to make as to how we approach these kinds of social issues; we can ignore it, we can highlight all the problems or we can get engaged. I have consciously decided to be part of the solution and I will always open my mum arms and my mum heart wide for these children and their families because it feels like the right thing to do.”

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Grant Garey Class of 1989

What better than to go to work every day and know that you are producing food or fibre for people all around the world to eat or wear.”

Grant Garey, Class of 1989

W

hile some see a career in agriculture as long days out in the paddock, Grant Garey sees a diverse industry that anyone can do just about anything they like in.

The seed was planted in Year 9 at Kinross Wolaroi School. Grant would study a Bachelor of Rural Science at the University of New England (UNE).

There was no plan B. “I was always going to be involved in agriculture in some way, either in cattle breeding or intensive animal production.

Those were the areas I was passionate about,” he said.

Today Grant is the General Manager of Feedlots at Teys Australia, overseeing the business’ three feedlots and managing the supply of cattle in and out of the feedlots.

The former day student joined KWS in Year 5 and Agriculture quickly became his favourite subject with who he described as “two great teachers,” Rod Nash and Bronwyn Nielsen. Grant joined the school’s then early cattle program and showed his own cattle.

“I was lucky to have parents and teachers who encouraged and pushed me to do better and work hard and in the end, I was able to achieve my goal of going to UNE,” Grant said.

Grant headed to university after graduating from KWS in 1989. A couple of familiar faces from school at UNE helped Grant to settle into his next chapter of education.

After UNE Grant began his career as a feed truck driver at a large feedlot on the Darling Downs in QLD.

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“I had a fantastic boss who was my first real mentor in my career. I worked in the business for seven years and was given every opportunity to learn and grow and moved up through the business doing roles in quality assurance and then became Operations Manager,” Grant said.

In 2000, Grant won the Feedlot Industry Young Achiever Award and two years later he moved from Dalby to Cootamundra to take up a new opportunity as Feedlot Operations Manager at Cargill Beef’s feedlot in Stockinbingal.

From there he moved internally at Cargill Beef to Wagga Wagga and became General Manager of Livestock. In 2011, Cargill and Teys joined and formed Teys Australia and Grant took on his current role.

“We now have three feedlots across QLD, NSW and VIC and I am based at our Brisbane head office,” he said.

There’s a saying that if you love what you do, you’ll never work a day in your life and that rings true for Grant.

“I am very lucky, it is a great company with great people and leadership and I have a job I look forward to getting out of bed for…most days!” he said.

KWS had a huge influence on Grant’s career and now he’s passionate about showcasing the industry’s diversity to students.

“In any one day it could involve livestock or plant nutrition, finance, engineering, HR, health and safety, marketing, logistics, sales, quality assurance, IT, research and development, and the list goes on...” he said.

“What better than to go to work every day and know that you are producing food or fibre for people all around the world to eat or wear. We produce more than 150 million meals per year for people globally from the three feedlots I help to run!”

Grant said agriculture is also becoming more high tech, requiring new skills and bringing additional jobs into the industry.

“There is a huge amount of automation that is starting to become a commercial reality on the ground and it’s really exciting,” he said.

Grant said there are many opportunities in agriculture for people who are “passionate, smart and want to have a go.”

KI NR OSS WOL AR OI S C HO O L

Eleni Cassimatis

After school, there’s no right way of going about things. The most important thing is to follow your passion.

If you work hard, you will succeed.”

Class of 2012

Eleni Cassimatis, Class of 2012

F

or as long as former KWS student Eleni Cassimatis could remember, she wanted to be an actor. Young and consumed by her passion, Eleni asked her parents to let her attend a dedicated performing arts school but in hindsight, said KWS was the best possible education she could have had.

While Drama wasn’t available during the accomplished actor’s years at KWS, from 2000 to 2012, without even realising she began laying the foundations for her career.

“KWS provided a grounded, wellrounded education. I was able to learn invaluable lessons in discipline and leadership and develop a work ethic, which helped me to grow as a person and now as a performer,” Eleni said.

Her days at school were centred around her favourite subjects – Art and Textiles, as well as several co-curricular activities.

Eleni acknowledged that spending nine years competing in gymnastics assisted with her physical awareness and stage presence at acting school. Likewise, playing the violin for some eight years taught her lessons in discipline and developed her musicality and indirectly her love of Shakespeare.

There was a defining moment while Eleni was travelling during a gap year after KWS that opened a pathway into acting lessons. The musical Wicked was performing in London and Eleni and her best friend had tickets.

“As I was watching, the idea that I would never be as happy as I would on the stage or in films was cemented,” she said.

Eleni had heard of an American acting school that was auditioning in Australia the week before she was due to return. She changed her flights and got back in time.

“I wasn’t very experienced but I managed to get in,” Eleni said.

She was off to the big smoke, Los Angeles, to learn from the best.

That was, until she was put in touch with a producer in the States who offered her advice.

“She said I was better off staying in Australia and training here, getting as many credits under my belt as possible.

There is an abundance of mediocre actor training in the US, making it very easily accessible but therefore not guaranteeing quality, whereas studying as an actor at one of the top institutions in Australia carries more weight,” Eleni said.

Eleni stayed and her second gap year began, although it wouldn’t be much of a break. She filled the year as if she was at university, signing up for every acting course she could find including at the National Institute of Dramatic Arts and Actors Centre Australia (ACA) in Sydney.

Another year later, Eleni applied for the top Australian drama schools again after being rejected the first year. She got a call back from ACA and it wasn’t an opportunity she took lightly.

“The days were huge and the training was intense but I loved every minute of it, no matter how gruelling. I do think having experienced not getting in the first time made me appreciate being there all the more,” she said.

In 2018 she graduated from ACA and went onto produce and perform in

Loose End Productions’ first show pool (no water) and toured Australia, New Zealand, Hong Kong and Dubai with Poetry in Action, her career highlights.

When she’s not performing, Eleni teaches acting at NIDA, a reminder of how far she’s come.

“When I first moved to Sydney, NIDA taught me so much. It’s very surreal that I get to work there now among some incredible performers and teachers! I love acting and to have the opportunity to pass that love on and help someone discover their potential is amazing,” she said.

Her advice to anyone wanting to pursue a career in Drama or the Arts is to practice.

“After school, there’s no right way of going about things. The most important thing is to follow your passion. If you work hard, you will succeed.”

The actor was due to take part in a dream tour with Bell Shakespeare before the pandemic. She looks forward to a time when the tour can resume, hopefully in the not too distant future.

In the meantime, she’s performing in live-streamed reads of Shakespeare weekly on Zoom.

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KI NR OSS WOL AR OI S C HO O L

Isabella Kerr Class of 2014

I just knew that whether it was to a sold out stadium crowd or my Mum alone in the living room, I wanted to sing and write songs.”

Isabella Kerr, Class of 2014

T

riple J Unearthed star Isabella Kerr first picked up a guitar at Kinross Wolaroi School.

The former boarder grew up singing and performing for anyone and everyone and by the age of 16 with enough guitar practice under her belt to start busking she hit the streets of Orange.

“Looking back, it was probably only relatively successful because people pitied this poor kid out on the streets through the Orange winter as opposed to my awesome guitar skills,” Belle said with a giggle.

Eventually, Belle’s talents paid off and she had enough to buy her first guitar.

“And from there everything kind of just took on a life of its own,” she said.

Earlier this year, Belle held the number two spot on the Triple J Unearthed chart for three weeks with her single cloud 9 and she has new music due for release mid-2020.

She described her music as ‘genredefying,” not fitting into categories such as folk, blues or rock, but instead created from what comes into her mind.

There was one teacher in particular who Belle thanked for encouraging her to stick with the guitar.

“My Year 10 music teacher Amy Coad (now Amy Denford) was so encouraging and I think when you’re trying to learn something so complex like an instrument with no real knowledge of music theory it could have easily become too overwhelming,” she said.

“I realised she was my age when I first met her. To think she was able to influence and inspire a 16-year-old the way she did at 24 is so admirable.”

Belle grew up in Dubbo until a spot opened up at KWS in Loader House in October 2010.

“I remember Mum telling me on the Friday beforehand when I got home from school that there was a place for me at KWS and I was starting on Tuesday.

So I just upped and left Dubbo, moving on the Monday, not even getting to say goodbye to my friends. It was super sudden but so exciting!” She said.

Eager to pursue Music and Drama, KWS’ annual musical became a big drawcard and was soon the highlight of Belle’s year.

“You always felt so liberated having the chance to get up on stage in a myriad of outfits and costumes. The teachers gave it their all every year and there was such a strong sense of community formed between this random, eclectic bunch of humans, even if just for the few months we were brought together by the musical,” she said.

Belle kept playing the guitar and attending Drama classes at KWS. After completing school in 2014 she decided to combine her passions and study Screen and Sound Production to pursue her latest dream of making documentaries.

Today, as well as being an emerging singer/songwriter, Belle is also a fulltime videographer and video editor in Newtown.

She hopes one day to tour regionally and internationally with her music and use her platform and documentaries to share stories that educate people on issues.

Breaking into music and onto the screen is no easy feat and Belle would be the first to admit that she’s worked in restaurants, cafes and even as a TV extra to support her journey. However, nothing wavered her encouragement for others to chase the arts.

“Go for it! It’s hard to defy the norm, but for me, it was never about easy or hard. I just knew that whether it was to a sold out stadium crowd or my Mum alone in the living room, I wanted to sing and write songs,” Belle said.

“My advice would be to chase this because it genuinely makes you happy.” •

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TH E C H R ONI C L E A N N OUN C E M E N T S

ANNOUNCEMENTS Births

JACK HENRY WARD Rebecca Wansey (KWS Academic Staff ) and partner Philip Ward A baby boy, Jack Ward Born 26 December 2019

Marriages HAYLEY NEWPORT (KWS Support Staff ) and LOUIS FARDELL (KWS Class of 2000) Hayley and Louis married at Rowlee Vineyard in Orange on Friday 13 December 2019

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JACK RANDALL MEEK Mel Meek (KWS Academic Staff ) and husband Taylor A baby boy, Jack Meek Born 29 May 2020

PERCY NORTH MOORE Norm Moore (KWS Academic Staff ) and wife Kieron A baby boy, Percy Moore Born 6 June 2020

KI NR OSS WOL AR OI S C HO O L

In Memoriam STEPHEN JOHN EDWARDS Wolaroi College Class of 1967 4 September 2019 Stephen passed away at Calare Nursing Home, Orange on 1 December 2019 aged 69. Stephen was a boarder of Wolaroi College and met his partner Suzanne Barnett (PLC Class of 1969) during his school years. Sue has penned an In Memoriam announcement which includes some of her very special memories of Stephen: Stephen passed away at Calare Nursing Home, Orange on 1st December 2019 aged 69 of lung cancer. He was a boarder at Wolaroi as his parents lived at Euchareena. He enjoyed his time at school and he loved his sport which he has continued playing throughout his life.

He led an adventurous life, working on his family’s property after leaving school and continued his love of sport playing tennis, cricket and football for Stuart Town and Molong. It was during this time we first met. After leaving the area, he worked in the Northern Territory on prawn trawlers and outback stations as a ringer, gardener and general hand. After the Territory, he returned to Orange and married a local girl. When his marriage ended, he moved to Cairns and worked as an oil rigger, surveyor and station hand for many years. He returned to live in Mudgee and then Molong 20 years ago, working for various organisations in the agricultural industry and continued with his love of horticulture.

In 2018, after reuniting with me, we moved to Cairns to be with our son, Nikolas and for him to meet our grandsons, Dylan and Cooper. We bought a property at Mount Garnet on the Atherton Tablelands. In 2019 he was diagnosed with cancer but decided against treatment as it was Stage 4.

He left our home in Garnet as he wanted to return to his home country for his final days.

Stephen's roaring 20's party in 1969 – pictured with pipe

He is survived by his partner Sue (PLC 1960-69), sons Nik, Adam and Christian, grandsons Dylan 16 and Cooper 14 and his sister Robyn (Bundaberg).

Stephen didn’t want a funeral – he said he didn’t want people weeping and wailing over him and that he’d had a good life!

Nevertheless, we had a wake for him in his favourite pub in Orange and his ashes were scattered on his mother’s old property at Euchareena, his friend’s place at Stuart Town and the rest I brought home to Garnet, as per his wishes.

ANDREW MICHAEL JOHN GOUGH KWS Class of 2000 3 February 2020 Andrew passed away suddenly on 3 February 2020 aged 37 years.

He attended KWS from 1990–2000 and is the uncle of Lachlan Watts (Year 7) and Olivia Watts (Year 6) and the son of Len Gough, a former member of our KWS teaching staff •

Sue Barnett

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

FROM THE ARCHIVES The KWS of 1983 would have been hard pressed to imagine the remote learning experience of 2020.

As these excerpts show, 1983 is when it all began.

A Leader in Educational Innovation and Development KWS introduces micro computers in 1983 Principal’s Speech Day Address Mr AES Anderson 8 December 1983

T

he Chairman has already mentioned that we are setting up a committee to research and investigate the use of micro computers in schools. This committee will report its findings and make recommendations sometime during next year.

Computers are, of course, a recent phenomena in schools and like so many other new things are nothing much more than a gimmick in some schools. Many other secondary schools – the majority – are using computers well but only in a limited way. Very few primary schools are using them at all.

There are a lot of secondary schools which have between 1 and 6 microcomputers and a handful who have more. Most of these schools use their computers in club situations and/or in special classes dealing with computer studies as an elective subject.

However, I am not aware of any school which has fully integrated computers into the educational process.

This is the area that I would like our committee to investigate.

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Computers will shortly be a part of everyone’s life and it is most important that students are familiar and comfortable with them. Also, as all parents would know, computers hold a great fascination for the young – and, I might add, the not so young!!! Why then not use this fascination to help the learning process?

A fully integrated and planned approach to the use of computers – or computer aided instruction as it is called – does NOT mean that teachers abdicate their roles and that all students become dominated by a machine. What a terrible society that would produce.

No, computer aided instruction means just that. Computers are used as another teaching aid in the same way that video tapes, overhead projectors, slide projectors and, of course, the blackboard are used.

As most teachers are unfamiliar with computers, this means the retraining of staff. Therefore, 1983, as well as being a year of research and investigation, will be a year during which staff will be trained in the use of computers.

The School Council is prepared to spend funds on computers, and we have employed an expert in the field.

Therefore, I look forward to Kinross Wolaroi School once again being a leader in educational innovation and development.

We were amongst the very first schools in Australia to install a remote controlled closed circuit colour television system and are the N.S.W. pilot school in the keyboard method of teaching music fundamentals. Within 12 months I hope we will be able to add computer aided instruction to this list.

KI NR OSS WOL AR OI S C HO O L

YOUR LEGACY, THEIR FUTURE

Computers at Kinross Wolaroi School Article from The Tower 1983

T

he first decision the school had to make was to whether or not computers were needed and if so how were they to be used.

Because of the great increase in the use of computers in society, especially the commercial sector, it was decided that an essential part of each student’s education was to be aware of computers and how they would effect them in their future jobs.

To achieve these ends the school purchased 18 MODEL B BBC microcomputers. One machine was made available to staff for their own routine data management and familiarization with the system.

A room was set aside and modified to take the remaining 17 machines.

This room was then made available for computer awareness lessons and for any teacher who wanted to use the computers as a teaching aid in their own subject.

During 1983 a Computer Club was established but maintained a low profile because of the lack of sufficient computers. With the purchase of more machines it is hoped that the Computer Club in 1984 will flourish and that interested students will develop computing skills – especially in programming.

Drought, bushfires, pandemic.

2020 has presented challenges for our community that have been the toughest in many decades. You can help support Kinross Wolaroi students to continue to flourish by donating to the tax deductible Kinross Wolaroi School Scholarship Fund. Your generosity can ensure the bright future of a Kinross Wolaroi education remains an option, even when life takes unexpected turns.

I ask everyone who has capacity to do so to consider supporting this important initiative.”

Mrs Christine McIntosh, Chair – KWS School Council

For more information please contact the Business Manager on 02 6392 0300 or email foundation@kws.nsw.edu.au Also during 1983 the office staff have done a tremendous job in making themselves familiar with a word processor and a general data base.

Using these programmes the ladies have put all the student information on the computer thus making it readily available for both office and teaching staff. The word processor has proved of great value in reducing the mammoth amount of paper work that is processed through the office •

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kws.nsw.edu.au