Lauriston Life January 2025

Lauriston Life JAN UARY 2 0 2 5

Principal’s Perspective

Paris Olympics

50 Years of Rowing

Fostering Engagement in Life

Jessica Morrison OAM (OL 2010) takes home bronze

Celebrating all we have achieved since 1975

Lauriston.

For Life.

We believe in the pursuit of academic excellence, but we also hold dear a student whose authentic desire is to participate in all that is on offer at Lauriston Girls’ School. We invite applications for our Academic and General Excellence Scholarships for commencement in Years 5, 7, 8 or 10 in 2026.

Scholarship applications close 22 January 2025

LAURISTON SCHOLARSHIPS

Contents WE LC O M E 4 Principal’s Perspective L I F E AT L AU R I STO N 6 Class of 2024 Results 8

Blairholme

10

Junior School

12

Senior School

14

Howqua

16

50 Years of Rowing

18

Meet our 2025 Co-Captains

20

Wellbeing

22

Learning and Innovation

24

Music

26

Student Futures and Pathways

27

Community Service

28

Life at Lauriston

31

Sport

14

18

STAF F S P OTL I G HT 32

Staff Spotlight

23

Staff Farewell – Nick Thornton

37

C O M M U N IT Y 35 Graduations ADVAN C E M E NT 36 Celebrating 40 Years of Philanthropy 37

Creating The Birthday Crown

38

The Elizabeth Kirkhope Circle

ARC H IVES 39 Lauriston’s Expanding Heritage Trail

38

B EYO N D TH E F I G TR E E 40 Une école pour la vie 42

Reunion Recap

44

OLA Events

45

Celebrating Community: The Success of the Annual Huntingtower Lunch

46

OLA Fellowship Recipient 2024

47

Where are they now?

48

Empowering Futures

49

Exploring Philanthropy, Bequesting, and Empowering Future Generations

50

Vale

51

Upcoming Dates for Lauriston Alumnae

40

We acknowledge the Traditional Custodians of the Land, the Wurundjeri Woi Wurrung, the Boonwurrung and the Taungurung peoples of the Kulin Nations, whose sovereignty was never ceded, and pay our respects to their Elders, past, present and future, for they hold the memories, traditions, culture and hopes of First Nations Peoples. We also recognise their continuing connection to Country and culture.

We acknowledge that our community is diverse; and Lauriston values an inclusive and accepting environment for all ages, genders, abilities, races, religions, sexualities and cultures.

CRICOS No. 00152F Cover: Jessica Morrison OAM (OL 2010)

Contents

3

Principal’s Perspective Engagement in Life

Happiness lies at the intersection between pleasure, engagement and meaning.”

– Mihaly Csikszentmihalyi

W

hen I think about our school values, I see they are interconnected. When we are engaged in life, we are connecting with others and building our relationships with peers and colleagues.

Engagement in life involves both our intellectual curiosity and creativity. Our courage to embrace new challenges, or stand up for what we believe in, will often form part of our engagement in life.

Positive psychologist Dr Martin Seligman noted that an engaged life involves the ability to invest in and make connections with our work, our relationships and our leisure activities. When we are engaged in life, we are not isolated individuals, but rather we are actively engaged with the world around us. Dr Seligman believes that to find engagement in life, we should identify our signature strengths, our own particular strengths and interests, and put them to good use.

4

Principal’s Perspective

Our students will often speak about the opportunities they are afforded at Lauriston and how these make a difference to their personal growth and sense of belonging at school.

They articulate how these opportunities enable them to engage more in school life and create a real desire to continue these activities beyond school.

Engagement in Sport For girls in particular, lifelong engagement in sport and physical activity is less likely than for males, with cited factors such as low self-confidence, fear of being judged about appearance or ability (Suncorp Australian Youth & Confidence Research 2019). Given this, we are proud of our students’ level of participation in sport, and we see positive benefits from our Howqua Program in students’ confidence, resilience and willingness to step out of their comfort zones.

Co-curricular Engagement In recent years, the students have highlighted their enthusiasm for the various clubs that have become part of the co-curricular offerings. While the Netball Club has enabled students to play in a weekend competition and to take on coaching responsibilities, the Philosophy Club, Amnesty Club, Maths Club and Linguistics Club have prompted students to share their opinions, explore their interests and listen to the perspectives of their peers.

The STEM Club is another popular activity for students,

with involvement in external competitions and practical applications in the Digital Fabrication Laboratory.

Social Action The involvement of our students in our Reconciliation Action Committee and our Greenies (sustainability) group speaks to our desire to encourage the development of perspectives and a willingness to take action on matters concerning Australia’s social fabric. We observe our students not as bystanders, but as active citizens who want to make a change.

Engagement in Learning While we strive for engagement in life through our co-curricular program, engagement in learning plays a significant role in the intellectual development of our students. The curriculum offered to our students and the benefits of engagement in music and arts education from the primary years of school onwards, promote a love of learning and enhance the cognitive development of our students along with their problem-solving, critical thinking and creative skills.

Community Service Community service activities have been offered at our School since the early 1900s. Our archival documents

reveal articles written by students about their wartime efforts, involvement in local community events and partnerships with various charitable organisations. In recent years, our community service has given attention to hands-on activities and student-initiated service activities.

You can read more about our community service activities in this publication.

At Lauriston, we track the participation of our students. By Years 10 to 12, most students will have been involved in between 15 to 100+ of the activities offered by the School.

The level of participation speaks to the understanding of our students that engagement in the life of our School will bring them the rewards of connections with other students, a sense of belonging, opportunities to nurture an interest or passion, and sheer enjoyment.

We strive to establish lifelong engagement in life through the opportunities we offer to our students. We know, through the research, that lifelong engagement leads to positive emotions and relationships and having a purpose in life which will help them meet those adversities that may arise at different points of their lives beyond school.

Susan Just Principal

Principal’s Perspective

5

Celebrating the Class of 2024 The Class of 2024 have wholeheartedly engaged with their studies and co-curricular studies, demonstrating resilience and determination. The personal and emotional support they have offered to their friends and peers has played a significant part in their achievements.

With a combined VCE & IB Median ATAR of 90.15, we congratulate our graduating class of 2024 on such a remarkable achievement. We recognise the role of Lauriston’s teaching staff in their unwavering support and ability to nurture the individual talents of each student – in particular, Ms Claire Martin, Year 11 & 12 Coordinator, Mrs Marina Leggatt, VCE Coordinator, and Ms Emily Biernacki, IB Coordinator.

VCE Dux – Jiaying (Joy) Shen We congratulate Jiaying (Joy) Shen on her outstanding results in VCE – achieving an ATAR of 99.65.

Joy is a mature and intelligent young woman and is renowned for being a hardworking student who is willing to persevere and devote additional time to producing work of the best quality she can achieve.

In addition to receiving academic distinctions for VCE Mathematical Methods and VCE Chinese SLA, at Valedictory Joy received the Award for English as an Additional Language, the RH Street Memorial Award for Mathematics (VCE) and the VCE General Excellence Award.

An interest in STEM has seen Joy receive a credit for the Australian Science OlympiadsChemistry and a distinction for the International Chemistry Quiz, as well as credits in the Australian Mathematics Competition.

6

Class of 2024 Results

We can be proud of the confident, capable and internationally minded young women who leave our School.

These young women will find success in all walks of life because they are determined, articulate and have a broad range of skills. There is nothing that holds a Lauriston girl back.

Susan Just, Principal

IB Dux – Si Lin (Kathlin) Qiu

B Dux – Antong (Audrey) Yao

Congratulations to Si Lin (Kathlin) Qiu on her incredible results in IB, achieving a Study Score of 44, equivalent to an ATAR of 99.6.

Congratulations to Antong (Audrey) Yao on her exceptional results in IB, achieving a Study Score of 44, equivalent to an ATAR of 99.6.

Kathlin embodies what it means to be a Lauristonian – she is a highly engaged learner, bringing to the classroom an enquiring mind and a desire to master complex concepts.

Audrey is an outstanding student across several subjects, receiving an academic distinction in IBDP Theatre SL and Economics HL along with the Lauriston LPA Award for Economics. Her dedication to music and sport resulted in her being awarded the L & J Amarasekara Prize for Leadership and Contribution to Lauriston.

At Valedictory 2024, Kathlin was presented the Queen’s Cup – a prestigious award for service to the School. She was also awarded the Evelyn Munro Award for Biology, The Knight Family award for Chemistry, The LPA Award for Chinese, The RH Street Memorial Award for Mathematics (IB) and the IB General Excellence Award.

These awards were in addition to the awards and prizes Kathlin received in Year 11 including the OLA Outstanding Citizenship Award.

Her interest in STEM has also seen her achieve distinctions in the 2024 Kangourou sans Frontières Maths Competition and proficiency in the Australian Mathematics Competition. In the Big Science Competition, Audrey achieved a credit, a bursary for the Science Talent Search and a high distinction in the International Chemistry Quiz.

Class of 2024 Combined VCE and IB Results Median ATAR

Results Summary

90.15

16%

51%

79%

ATAR greater than 98

ATAR greater than 95

ATAR greater than 90

Top 2% of the state Top 5% of the state

VCE Results

35

Median Study Score

IB Results

87.30

Median ATAR

VCE Highlights

73%

Students in VCE Art Making and Exhibiting achieved a score of 40+

Top 10% of the state

2

40

Median IB Score

96.60

Median ATAR Equivalent

IB Highlights

59%

Perfect Study Scores of 50 Received Scores of 38+ Alice Murray (equivalent of ATAR Art Making and Exhibiting 95+)

83%

Students in Theatre (SL&HL) achieved a perfect subject score of 7

Anna Eggleston Visual Communication Design

Class of 2024 Results

7

Blairholme

Communication for Engagement in Life

Our task is to help children communicate with the world using all their potential, strengths and languages and to overcome any obstacle presented by our culture.”

– Loris Malaguzzi, Founder of the preschools in Reggio Emilia

C

ommunication skills enable children to interact with others in their environment, to express their needs, share their thoughts and demonstrate their knowledge and thinking.

When children attend kindergarten, they are supported to use communication as they play and explore, and as they learn and acquire knowledge. The Lauriston Kindergarten program promotes investigation and exploration so that children gain a knowledge of the wider world in which they live.

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Blairholme

Children who develop successful communication skills can use language effectively and engage and participate in the full range of provocations offered in the preschool environment. Research informs us that there is a clear link between broad general knowledge and mature communication skills. General knowledge, in this context, is where children participate in tasks which allow for the development of independent thoughts and opinions.

These may include class discussions, investigations, storytelling and making interpretations about the world around them, and independently building imaginative scenarios. They are cued in to observe and notice what is happening and to be able to discuss and share this knowledge with others.

Children are instinctively social, creative and motivated to exchange ideas and feelings. Communication is more than just words; it is about interaction and dialogue, listening to others and making sense of others’ attempts to communicate with you. Our educators know that these skills are fundamental for children to build friendships, develop a sense of belonging, engage in learning and feel that others understand them. The beginning of successful friendships relies on a child’s ability to be a part of the play, communicate what role they would like and assist to weave the story that is being played out.

Through opportunities to observe and participate in social situations, children learn how conversation works.

As children mature, educators facilitate the delicate art of negotiation, managing disagreements and coming up with solutions. Children will need to be able to take on the perspective of others and learn how to compromise.

Through imaginative play, children develop oral language, social and communication skills. These interactions are where language becomes both a cultural tool and a cognitive one. Our educators build on children’s capacity to communicate by modelling clear, rich language and increasing children’s vocabulary by demonstrating new words. Instead of ‘big’, use ‘enormous’; instead of ‘lovely’, use ‘exquisite’; instead of ‘happy’, use ‘cheerful’.

Listening is an important factor for the development of oral language; little children want to know that you understand them and the story they are telling.

Research clearly demonstrates the importance of ‘language-rich’ environments for children’s development.

‘Conceptual play worlds’ are innovative play scenarios that build imagination and enhance oral language.

Children choose a well-loved story book and develop the storyline using their imagination, choosing the roles they

will play and changing scenarios to represent their own thinking. Our educators enter the play world alongside the children which builds children’s basic capacities to be the protagonist in a story, to work with language and to be engaged in playful learning.

When a child effectively communicates, a clearer and complete picture of the child’s interests, needs and learning progress becomes apparent. Building on and encouraging children’s natural curiosity fosters engagement in lifelong learning. Children who are curious and interested in stories, books and numerical concepts are more easily engaged in reading, writing and numbers as they enter formal schooling.

The engaged life involves the ability to invest in and make connections with peers and adults, be a motivated learner and be curious about the environment. In the engaged life, children enthusiastically seek to build relationships, take on knowledge and actively engage with the world around them.

Fiona Ireland Director of Kindergarten

Blairholme

9

Junior School

Fostering a Culture of Giving in the Junior School

At t h e h e a r t o f t h e J u n i o r S c h o o l l i e s a d e e p c o m m i t m e nt to c o m mu n i t y s e r v i c e , a t ra d i t i o n w e p ro u d l y u p h o l d y e a r af te r y e a r.

I

n 2024, we continued our support for impactful initiatives, including the Malvern Emergency Food Program and Very Special Kids. Our aim is to provide students with meaningful opportunities to contribute to society, fostering a sense of kindness and responsibility.

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Junior School

Guided by Community Service Coordinator, Sarah Jessup, we have expanded our program to offer more ways for students to get involved. At Lauriston, we believe that community service is about more than just giving – it’s about making a tangible difference and reaching out to those in need. This purposeful commitment is central to our school value of Engagement in Life, where students learn to connect with others and experience the reward of making a positive impact.

This year, each year level in the Junior School supported a specific charity or organisation:

• Prep–Year 2: Duang Prateep Foundation, Thailand • Year 3: MECWA • Year 4: Endangered Animals • Year 5: Robert Connor Dawes Foundation • Year 6: Asylum Seekers Resource Centre.

All students were tasked with raising awareness, fundraising and engaging in hands-on service. Students across each year level met these goals with sincere enthusiasm that exceeded expectations. I am incredibly proud of our students for their hard work and dedication, which exemplifies their engagement in all aspects of school life.

A significant aspect of our program is the emphasis on student-initiated service, which empowers students to champion causes that resonate with them personally.

This year, several student-led initiatives stood out, such as a group of Year 5 students who organised a bake sale to raise funds for the Robert Connor Dawes Foundation, raising $1,035. We also invited students to donate books for our second-hand book sale, raising $1,200 for the Indigenous Literacy Foundation.

Throughout 2024, our Year 3 students eagerly engaged in our inaugural intergenerational program with Mecwacare, a charitable organisation providing inhome nursing and support services for the elderly.

Each student visited Mecwacare twice, participating in art activities and using conversation cards to foster meaningful exchanges. For many of our Year 3 students, who do not have grandparents living in Australia, and for residents with children living abroad, these visits were especially significant. The students were thrilled to meet Old Lauristonians currently residing at Mecwacare,

sparking lively conversations about their shared school experiences. This program has created strong connections and brought immense joy to everyone involved. Earlier in the year, Mecwacare residents also attended our production of Seussical the Musical, further strengthening these bonds.

By actively participating in community service, students are encouraged to step outside their comfort zones, engage with real-world challenges and connect with diverse communities. This value is not just about being involved, but also about making a purposeful commitment to contributing positively to society.

Through these experiences, our students are not only contributing to their community but also learning valuable life lessons. Community service teaches children to engage and empathise with others, understand different perspectives and develop compassion. It also fosters a sense of gratitude, as students realise the importance of small blessings in their own lives from witnessing their impact on the lives of others.

We deeply appreciate the ongoing support of our parent community, who continue to support their children’s efforts to give back. When students volunteer, they discover more about themselves, forge new friendships and deepen their connection to the community. There is great satisfaction in knowing they’ve made a difference, and we are committed to nurturing this spirit of giving in the years to come.

Chris Toms Vice Principal and Head of Junior School P h o to s : Ye a r 3 s t u d e nt s e n g a g i n g w i t h M EC WA c a re re s i d e nt s .

Junior School

11

Senior School Learning to Do

D raw i n g l e s s o n at A c c a d e m i a d e l G i g l i o i n F l o re n c e , I t a l y.

I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do.”

– Leonardo da Vinci

A

t Lauriston, one of our values is Engagement in Life. We are deeply committed to providing students with authentic, experiential learning opportunities that equip them with essential 21st-century skills for success in a rapidly evolving global landscape.

A recent report from the Melbourne Graduate School of Education on future-proofing young people identified crucial skills such as problem-solving, creativity,

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Senior School

persistence, communication, collaboration, intercultural awareness, ethical behaviour, citizenship, and community service (Kevey, 2023). These are exactly the kinds of skills Lauriston prioritises.

A prime example of our commitment to this development is the Howqua Program, where students engage in unique challenges that foster grit, tenacity and independence.

As a Years 11 and 12 teacher, I’ve seen firsthand how this program not only benefits students, but also strengthens their ability to navigate and succeed in complex environments.

Of course, what happens in the classroom remains essential. When combined with real-world learning experiences – such as F1 in Schools, Mock Trial Competitions, or discussions with a scientist working in Antarctica – students not only deepen their knowledge but also learn to apply it in authentic settings.

Our dedication to engagement in life also extends to community service. One notable initiative is our participation in Friday Night School, where Years 11 and 12 students tutor disadvantaged students and their families, building empathy, leadership and a strong sense of civic duty. This strengthens our students’ focus on others, providing important perspectives.

Additionally, Lauriston offers students the chance to participate in overseas trips. This September, Years 10 and 11 students joined an Italy Cultural Tour, which helped them navigate a different culture while developing key skills such as teamwork, collaboration and resilience. In December, through World Expeditions, students travelled to Nepal, gaining cultural awareness, refining outdoor skills, appreciating historical and religious sites, and contributing to community service – all while enhancing their independence and teamwork.

A parent of a 2023 graduate shared how their daughter’s involvement in the STEM club sparked a passion for a career in this field, namely helicopter mechanics – a career she may not have considered without these real-world experiences.

At Lauriston, we want every graduate to truly ‘engage in life,’ embodying da Vinci’s words: ‘Knowing is not enough; we must apply. Being willing is not enough; we must do.’

Vanessa McDonnell Head of Senior School Kevey, D. (2023, July 10). Report #2 – Future-proofing students. Faculty of Education. https://education.unimelb.edu.au/industry-reports/report-2-futureproofing-students

Ye a r 1 1 s t u d e nt A l exa n d ra re p re s e nt i n g L au r i s to n at t h e i n au g u ra l M o c k Tr i a l s V i c to r i a G ra n d F i n a l

Senior School

13

Howqua

Introducing David Joyce – Vice Principal,Head of Campus

I n c o m i n g V i c e P r i n c i p a l , H e a d o f H o wq u a C a m p u s s h a re d w i t h u s s o m e i n s i g ht s i nto h o w H o wq u a h a s i m p a c te d h i m i n 2 0 2 4 a n d w hy h e ’s exc i te d a b o u t h i s f i rs t f u l l y e a r l e a d i n g t h e H o wq u a C a m p u s .

We l c o m e t o L a u r i s t o n D a v i d ! C a n y o u t e l l u s a b i t a b o u t y o u r j o u r n e y t o H o w q u a?

In addition to spending many years in outdoor education in schools, I’ve worked on other projects that are more person and community-centred.

Where does your love of outdoor education come from and how has it shaped you as an educator?

It comes from Scouts as a kid - my family is not ‘outdoorsy’, my mum will not camp! In addition to Scouts, I transitioned from team sports as a kid, to mountain biking and eventually surfing and kayaking and skiing, for that stronger connection to nature. The more you go to the mountains, the more you feel the power of them, the Indigenous history and the links we’ve had forever, and then how we connect to them now.

How has being at our Howqua campus helped y o u t o f u r t h e r e n g a g e i n l i f e?

I have a strong connection to healthy life and living a good life. My role at Howqua is busy, which has given me a much more constant connection to people. It’s given me a strong connection to the work relationships which are vast and diverse and full and rich and reiterates the need for a person to make sure to look after themselves and

14

Howqua

their connection to family and who they are, alongside the journey of working at Howqua.

W h a t a r e y o u m o s t l o o k i n g f o r w a r d t o i n 2 0 25 a t H o w q u a?

I’m really excited to see Howqua continue to evolve, I’m really excited personally to see the first half of the year and a full 12-month journey, and I’m really excited to see that evolution of the Howqua program as we hone our learning in the outdoors, and how we blend it back with Music, Art, Maths, Science, English and all the other learning areas. The whole program will evolve and adapt just a little bit in the next 12 months.

B e i n g r e l a t i v e l y n e w t o t h e c a m p u s y o u r s e l f, w h a t i s s o m e t h i n g y o u w o u l d l i ke o u r f u t u r e Howqua students and families to know about o u r t r a n s f o r m a t i v e y e a r 9 e x p e r i e n c e?

That you can’t possibly wrap your head around how amazing this program is. There are obvious challenges of being away from your parents for an extended period, and living in a share house, and getting out of your comfort zone with the physical elements of the program. But those coming in need to know that the value is exponential – the growth, the learning, the experience, the outcomes are extraordinary and the journey of overcoming those challenges are an important part of the growth and transformation. Being new to the place, I also see the value of the quiet moments – taking time to step away from the ‘hurly-burly’ of that run you just did, or the class you just had, or the Taylor Swift singalong in the House, and go for a quiet walk and reset and just lean into the beautiful journey that is Howqua.

Howqua

Math and the Mountain

Ye a r 9 s t u d e nt O l i v i a s h a re s h e r j o u r n e y o f n av i g at i n g VC E - l e v e l m at h s at H o wq u a , a n d h o w i t h a s s h a p e d h e r a s a l e a r n e r.

W h e n di d y o u f ir s t b e c o m e inte r e s te d in m a th , w h a t h a s b e e n y o ur m a th j o ur n e y a t L aur i s to n?

I was always curious about maths - around Year 6 is when I started getting really into it. I tried the Australian Intermediate Maths Olympiad (AIMC) for the first time, and my parents had been encouraging me to delve into anything I was interested in, including Olympiad maths. When the Year 7 work was no longer challenging me, Dr Dennis was really nice about me learning new content, and I got into the Junior maths camp at the end of Year 7.

With the help of many people at Lauriston, I studied VCE Math Methods 1/2 in 2023, and VCE Specialist Maths 1/2 this year.

G i v e n y o u ’r e w o r k i n g o n a d i f f e r e n t s u b j e c t t o your peers, how do you still collaborate with t h e m?

I have a few friends who have been interested in the maths I am doing, and I love to share it with them. I’ve also found that it helps to bounce ideas off them, even if they don’t fully understand what I’m going on about! And we do also have lots of common interests that we work together on for example Latin, French and card games!

How do you think the outdoor environment enhances your understanding of mathematical c o n c e p t s?

One thing I really enjoyed doing at Howqua is solving problems while hiking. The walking stimulates the brain, and on slight uphills, it takes your mind off how to use your legs.

It’s quite satisfying contemplating a problem while hiking.

In Term 2, I had a few problems I was stuck on - I wrote a few things on the bus ride to the hike, but once we got off the bus and started walking, it only took 20 minutes or so before I had a coherent solution - I was so happy with myself!

W h a t w o u l d y o u s a y t o y o u r Ye a r 8 s e l f, h a v i n g now completed your Howqua year ?

I would say that I was right to come to Howqua. I came to Lauriston in Year 5, before I knew that I was going to do so much maths at Howqua. While I have done less maths than I would’ve liked, I also feel like I’ve learnt a lot out of my time here.

O l i v i a at B l u f f H u t C a m p s i te l o o ki n g to w a rd s M t Bu l l e r

Howqua

15

50 Years of Rowing A Celebration of Legacy and Future

O

n Sunday 1 December 2024, Lauriston Girls’ School celebrated a monumental milestone—50 years of its pioneering rowing program. Over 200 members of the rowing community, spanning five decades, gathered to honour the achievements, camaraderie, and trailblazing history of Lauriston rowing.

boat, aptly named Crew of 1975, paying homage to the program’s beginnings. Olympic rowers Sue Chapman Popa and Rosie Popa added a touch of gold to the occasion with their inspiring presence and memorable words: “Australia only wins a medal at the Olympics if a Lauriston girl is in seat 3.”

Lauriston made history in 1975 as the first girls’ school in Victoria to establish a rowing program. Remarkably, this was just one year before women were permitted to compete in rowing at the Olympics in 1976. Since then, the program has grown to symbolize strength, determination, and leadership, inspiring generations of young women to push boundaries both on and off the water.

Lauriston’s rowing community extends far beyond Melbourne, as evidenced by the Ham sisters who travelled from New Zealand and Heather McGuirk (Boykett, OL 1985) from Sydney to represent their families’ connections to the program. Their dedication underscores the enduring bond that Lauriston rowing fosters across generations.

The celebration featured many unforgettable moments.

The inaugural rowing crew of 1975 christened a new 16

50 Years of Rowing

A significant highlight of the celebration was the unveiling of Lauriston’s new Filippi Eight boat, symbolising a commitment to the future of the sport.

This state-of-the-art vessel was made possible thanks to the generosity of donors who believe in empowering the next wave of Lauriston rowers to reach new heights.

Their support ensures that this legacy of excellence will continue to thrive for years to come.

Celebrate your connection to Lauriston rowing with a bespoke necklace available in sterling silver or 18-carat yellow gold. Limited quantities available.

Part proceeds will support the new Lauriston Eight boat. Email giving@lauriston.vic.edu.au to order your necklace.

We can’t believe everyone is here celebrating this milestone and so much has taken place in rowing at Lauriston over the past 50 years, all because 5 students said “yes” Crew of 1975 50 Years of Rowing

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Meet our 2025 Co-captains Annabel W and Annabel R.

C o n g rat u l at i o n s o n b e i n g a p p o i nte d L au r i s to n S c h o o l C o - c a p t a i n s fo r 2 0 2 5 . W h at d o y o u h o p e to a c h i e v e i n y o u r y e a r o f l e a d e rs h i p?

Annabel R: This year, I hope to encourage and create a schooling environment where every student feels comfortable and excited to learn. Our school offers so many wonderful opportunities both inside and outside the classroom and I hope that my leadership will inspire others to take full advantage of them.

Annabel W: My goal is to not only continue the strong traditions of our school but also introduce fresh initiatives

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Meet our 2025 Co-captains

that bring us even closer together—whether that’s through new events, opportunities for student involvement, or simply encouraging meaningful relationships across all year levels.

As Sc h o ol Cap tain s, h ow d o you mo d el o u r s c h o ol valu e of En gagement in Life?

Annabel R: Through my positive attitude in class and participation in extra co-curricular activities. I enjoy creating new relationships with students from other year levels as well as my own, allowing me to engage and create meaningful connections within our school community

Annabel W: For me, engagement in life means wholeheartedly embracing everything Lauriston has to offer while being actively present in each activity. I’ve absolutely loved taking part in GSV tennis, swimming, and cross-country teams over the years, as well as participating in Senior Orchestra, Anthem Choir, Lauriana, and Trebelles. These experiences have given me balance in my school life and the chance to build bonds with peers across different year levels. Being part of the debating and public speaking teams, alongside school-wide events such as House Drama, House Music, and House Debating, has been especially rewarding.

These activities have strengthened my confidence and leadership skills, equipping me with valuable skills that I will hold onto for life.

experiences with an open mind and develop a genuine passion for learning. I feel truly grateful for all the opportunities Lauriston has provided, and I’m excited to give back to the school as a leader in 2025.

You have b oth chosen dif ferent pathways for Year 12, can you walk us through your mindset when it came to choosing bet we en VCE and IB?

Annabel W: The responsibilities of School Captain are diverse and exciting, ranging from representing the student body, to collaborating on new initiatives. I am eager to celebrate the diverse strengths and passions of our students to bring new ideas to life. Above all else, being a leader at Lauriston is about embodying the kindness and spirit of Lauriston students, and serving as a positive role models within the community. I am really looking forward to forming meaningful connections with all our students to foster a culture of kindness and support.

Annabel R: The VCE course became very appealing when I discovered a passion for English and History. By choosing the VCE pathway I can take on both English subjects allowing me to delve deeper into a realm of novels and texts that constantly spark my curiosity due to their interconnecting nature to history and theatre.

Annabel W: What captivated me about the IB program was its balanced structure, the challenge of studying a range of subjects, and it’s focus on developing well-rounded individuals. I was especially drawn to the program’s goals of pushing students beyond traditional boundaries and engaging with diverse perspectives. Ultimately, I believed the IB’s multifaceted nature would keep me motivated, engaged, and help me grow as a curious and passionate learner.

How h a s you r ti m e at L aur iston pre pare d you fo r t h i s l e a d e rs h i p p o sit ion?

Annabel R: The Howqua program helped to prepare me for a leadership position as I was presented with the opportunity to gain an understanding of what it means to care, support and collaborate with others. Whether it be on a hike, in the house or on a run, I learnt that everything is a team effort.

Annabel W: My time at Lauriston has been instrumental; supporting me to ask questions, seek advice, and pursue my passions. The Howqua program, in particular, taught me resilience and the importance of being comfortable with the uncomfortable. Moreover, Lauriston’s diverse range of activities has allowed me to explore different interests and connect with peers from all year levels.

These opportunities have helped me to embrace new

Wh at re sp on sib ilitie s are involve d in b ein g a Sc h o ol Cap tain , an d wh ic h are you lo oki n g forward to mo st?

Annabel R: I think a key part of this position is to support all students to engage fully in school life and I’m excited to help create initiatives to achieve this. I’m looking forward to making connections with students across all the School as I listen to what they would like to see happen in our community.

I f you h ad to d e s c rib e you r lead ersh ip st yl e in th re e word s, wh at th re e word s wou ld yo u c h o o s e?

Annabel R: Describing my leadership style, I believe that I lead with friendliness, empathy and optimism. There is so much power in an optimistic mindset and a friendly conversation in transforming not just your day, but also brightening someone else’s, making it just a little bit better.

Annabel W: If I had to describe my leadership style in three words, I would choose passion, inclusivity, and trust. My passion to be a positive role model drives me to fully engage with my responsibilities and inspire others to pursue their interests. I believe that when we are passionate about what we do, we create an environment that motivates everyone to contribute their best. Inclusivity is also important to me as a leader, striving to ensure that everyone feels welcome and valued regardless of their background or interests. Lastly, trust for me, is foundational to build strong relationships and to foster a community where students and staff can rely on one another. With these values, I hope to lead with authenticity and encourage a culture of collaboration and support at Lauriston.

Meet our 2025 Co-captains

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Wellbeing

Engaging in Life Through Wellbeing

En g a g e m e nt i n L i fe i s a n a c t i v e p u rs u i t at L au r i s to n . I t m e a n s b e i n g p re s e nt , s t ay i n g c o n n e c te d , e m b ra c i n g o p p o r t u n i t i e s a n d w h o l e h e a r te d l y p u rs u i n g g o a l s w i t h p u r p o s e and passion.

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hen asked what engagement in life means to our student leaders, they shared the following:

• ‘It’s the act of fully throwing yourself into everything you do; to enjoy and appreciate every single moment.’

• ‘Engaging in life shows genuine care and commitment to the School and its community.’

• ‘Putting in effort and participation is the most important part of being an active and thriving student.’

This journey calls for a range of wellbeing capabilities: self-regulation, purposeful direction, adaptability amidst change and challenge, effective energy management and kindness – toward oneself, others and the world. These skills allow individuals to engage fully with life and enable others around them to do the same.

Throughout 2024, we committed to learning with and from our community to enhance our approach to

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Wellbeing

wellbeing. This process included a comprehensive review and renewal of our Senior School wellbeing curriculum.

Our curriculum review focused on ensuring that it was evidence-based, developmentally appropriate and contextually relevant. We incorporated best practices from external research while also considering the unique strengths and needs of our community, as identified through student data and feedback sessions. The input from students was invaluable, providing critical insights into what was working well and where enhancements were needed.

As a result, we refined and elevated our wellbeing curriculum for 2025, defining clear themes for each year level and creating a well-sequenced learning journey.

Alongside the redesign, we developed new resources and provided professional development for staff, enabling them to facilitate high-quality lessons that foster key wellbeing capabilities.

We are proud of the work we have done to elevate our approach to wellbeing and remain committed to continually monitoring and evaluating its effectiveness.

When our young people are equipped with the skills to become and remain ‘well beings’, they are empowered to engage fully in life, whether at school, at home or in the broader community.

Key themes in our wellbeing curriculum: Ye a r 7 : T h r i v i n g To g e t h e r

Ye a r 1 0 : A S t ate o f F l o w

This curriculum is designed to help students effectively navigate their new environment, build meaningful connections and draw on their unique strengths to develop a strong sense of identity and belonging.

This curriculum is designed to help students reestablish their rhythm and routine after Howqua.

Students learn about the habits that help or hinder personal growth and progress and are supported to take ownership of their learning and wellbeing through the systems and strategies they implement.

Yea r 8 : Towa rd s Inde p e nde nc e

Year 11: Hab its for High Per forman c e

This curriculum is designed to help students take greater responsibility for their learning behaviours, equipping them with value-driven decision-making skills to make choices that positively impact self and others.

This curriculum is designed to reinforce essential wellbeing actions that contribute to personal and collective success. From sleep to scheduling to stress, students are supported to build effective personal practices for the senior years.

Yea r 9 : T h e Grow t h Zone

Year 12: Step p in g into You r F u tu re

This curriculum is designed to cultivate the mindset and skill set necessary to choose courage over comfort. Students are supported to develop essential skills for community learning and living, including self-awareness and management skills, social awareness and relationship-building skills and adaptability and resilience.

This curriculum emphasises the importance of balance and what engagement in life truly means. Students are guided to regularly assess and adjust their mindsets and habits to unlock their full potential. Students are encouraged to take meaningful actions that align with their current goals, while also preparing them for life beyond the gates of Lauriston.

Nat Fanariotis Deputy Principal - Wellbeing Wellbeing

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Learning and Innovation

Mathematics at University Level

I n 2 0 2 4 , f i v e o f o u r m o s t t a l e nte d M at h e m at i c s s t u d e nt s u n d e r to o k t h e s t u d y o f M at h e m at i c s at U n i v e rs i t y Le v e l t h ro u g h t h e U n i v e rs i t y of Melbourne. In the past a couple of our s t u d e nt s p u rs u e d t h i s ex te n s i o n s t u d y, b u t i t w a s q u i te u nu s u a l to h av e a g ro u p o f f i v e s t u d e nt s t a ke o n t h e c h a l l e n g e o f t h i s a d va n c e d s u b j e c t .

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his outstanding level of participation reflects the opportunity provided to students to follow an accelerated Mathematics pathway through secondary school. This pathway is carefully managed to ensure that our gifted Mathematics students are able to be extended and encouraged to pursue rewarding careers in Mathematics and STEM. The program is supervised by our Curriculum Leader in Mathematics, Ms Echo Gu, who ensures that we cater for the specific needs of these exceptional students. Students who have followed this pathway are encouraged to consider the Extension subject in Mathematics in addition to their other Year 12 subjects.

Having studied mathematics at the University of Melbourne, I remember the level of difficulty of university

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Learning and Innovation

mathematics and greatly admire our students’ courage in engaging in life in this way. Brielle, Tina, Coco, Joy and Bella spoke with me about how their participation in this subject had helped them to really engage with the university experience.

My interview with them highlighted the key aspects of this challenge, and we began by discussing the way in which the students had been able to connect with others in this completely different setting. The students travelled to Melbourne Grammar School for their class once a week, which included students from many different locations and backgrounds. The girls remarked on the experience of having boys in their class and commented on the willingness of the boys to offer their comments and solutions in the classroom. They engaged in a universitystyle learning environment and received insight into how learning operates there. I was most interested in their comments about individual learning and how much more individual effort was needed to really grasp this advanced level of mathematics.

While all of these students were undertaking our most demanding level of school Mathematics, some of them in the IBDP and some in VCE, this level of Mathematics provided a new, greater level of challenge.

F ro m L- R Z i x i n ( C o c o ) , X i nt i a n ( B e l l a ) , J i ay i n g ( J o y ) , L i n d y G ra h n , C h e n gy u n ( T i n a ) , B r i e l l e

This purposeful engagement in the pursuit of excellence has demonstrated to these gifted students what it feels like to face a difficult academic challenge. In my interview with the girls, I heard the word ‘challenge’ used on many occasions; this coming from students who have never shied away from academic rigor.

The practical benefits of undertaking this subject are vast and difficult to quantify, but Brielle commented on the experience of sitting the semester examinations in the Exhibition Building with hundreds of other students and Tina mentioned the learning curve required to navigate the university portal. These experiences will undoubtedly benefit the students when they begin their tertiary courses in a few months. They will have had the opportunity to participate in this experience while still attending school and have already learned much about the different aspects of university life.

When we speak of engagement in life, we are indeed so proud of these students who have chosen to engage in an academic challenge and to connect with other like-minded students as they seek to further their intellectual knowledge.

“The content was difficult to understand if you just solely depend on what the teachers said in class.

You have to spend extra time revising notes and completing many exercises to get an understanding of how to do the work.”

Coco (Year 12, 2024) “I think there is a lot more independent study required … You have to source the information yourself more … At school you can ask teachers for help, and they are able to give you answers, but since our class is only once a week, there is not a lot of time for asking individual questions. So that was definitely something different.”

Brielle (Year 12, 2024)

I would like to congratulate these students on their fabulous achievements.

Lindy Grahn Assistant Principal – Learning and Innovation

Learning and Innovation

23

Music

We believe that all children are innately musical and strive to find opportunities for all musicians to thrive.

2 0 2 4 A n nu a l C o n c e r t , M e l b o u r n e Re c i t a l C e nt re

E a c h d ay i n t h e M u s i c S c h o o l , L au r i s to n’s va l u e , En g a g e m e nt i n L i fe , i s e v i d e nt a s s t u d e nt s d e v e l o p l i fe l o n g re l at i o n s h i p s a n d s ki l l s w h i c h s u p p o r t t h e m w e l l b e y o n d t h e i r mu s i c a l e n d e av o u rs .

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ince returning from the COVID-19 years, we have witnessed significant growth in student participation in co-curricular music, with over 50% of students engaging in music-making on a weekly basis in private music lessons or ensembles. Enrolments in Senior Music study have also flourished, with a significant increase in students studying VCE and IB music.

By partaking in the enriching experience of musical study, particularly in the ensemble setting, our musicians embody a greater sense of wellbeing and connectedness to their school environment. Our students often remark upon the significance of the relationships which they develop with students across multiple year levels in their music learning, distinguishing music from other activities.

Throughout 2024, the inclusion of new, targeted initiatives supported our musicians’ development and engagement

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Music

in music even further, connecting them to the wider musical community, beyond the walls of Lauriston.

Lauriston in Recital, Melbourne Recital Centre Primrose Potter Salon When the vision for our special new solo performance concert, Lauriston in Recital, was being developed, we considered the need for our most experienced musicians to have an event of significance to which they could aspire, and where they could share their solo performance repertoire in a world-class setting.

The students who performed in this inaugural concert gained a deeper understanding of how to prepare for professional performance, striving to develop their repertoire well past the point of note learning and into true musical communication. Through every step of this process, from the initial auditions to the ongoing rehearsals, our performers treated this opportunity with a great deal of professionalism and care. They are to be commended for their exceptionally fine performances.

Generations In Jazz In May, our Senior Jazz Band travelled to the renowned Generations in Jazz (GIJ) Tour Festival in Mount Gambier, South Australia, for the first time. The annual GIJ Festival brings together some 5000 school-aged musicians from across Australia to compete and perform in one of the largest musical festivals in the Southern Hemisphere.

This trip not only encouraged the development of stronger cross-year level relationships among the musicians who attended, but also exposed those students to the many peers nation-wide who share the same interests and passions as them. This event highlighted the capacity of engagement in music to inspire community involvement, positive participation and relationship building.

Chamber Music Within our own school-based concerts, a focus on the joy of chamber music saw the transformation of our Strings, Piano, Voice, and Brass, Woodwind and Percussion Concerts into opportunities for greater student collaboration through the exploration of duet and trio repertoire. Each day, musicians from across Prep to Year 12 sought space and time to practise with each other, filling the Music School with energy, joy and enthusiasm.

A high volume of over 100 pianists at Lauriston saw the emergence of Piano Week, where we were treated to a whole week of daily lunchtime concerts, including over 40 piano duet collaborations, as well as a specialised evening concert and a masterclass with renowned concert pianist, Elyane Lassaude.

Combined Schools’ Percussion Concert In Term 4, we held our first Combined Schools’ Percussion Concert, which included workshops and a combined concert with percussion students from Lauriston and Presbyterian Ladies’ College. This event helped to encourage our students to engage in the active playing of a percussion instrument, in a field which lacks gender diversity.

Through engaging in music making both within and beyond our school community, our students are richer and more prepared for our ever-changing, dynamic world. Our musicians take with them a source of personal enrichment and joy which will continue to support them as they move into a range of fields beyond school.

Elizabeth Tindall Director of Music

G e n e rat i o n s i n J a z z Fe s t i va l

A n nu a l C o n c e r t , M e l b o u r n e Re c i t a l C e nt re

L au r i s to n i n Re c i t a l

M u s i c C a m p , A r ra b r i Lo d g e

Music

25

Student Futures and Pathways Careers in the Classroom

L au r i s to n’s S t u d e nt F u t u re s a n d Pat hw ays te a m b e l i e v e s t h at p re p a r i n g o u r s t u d e nt s fo r t h e i r exc i t i n g f u t u re s b e g i n s at t h e s t a r t o f t h e i r e d u c at i o n a l j o u r n e y a n d i s a n i m p o r t a nt s te p to w a rd s t ra n s i t i o n i n g i nto a f u l f i l l i n g w o r ki n g l i fe b e y o n d s c h o o l .

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he exploration of careers can start with primary students exploring and learning about their parents’ careers. Students can also investigate their own interests, such as helping their friends, solving problems or caring for their pets.

Unlike their parents and grandparents, students today will have up to 17 different employers across their working life. The exciting horizon before our young students today presents the idea that careers we never imagined possible will be pursuable.

To help students recognise their skills and abilities, in line with the Victorian Education Department and the Australian Blueprint for Career Development, Lauriston has launched ‘Careers in the Classroom’. This program delivers activities for students from the Early Learning Centre through to Year 10 across areas of Personal Management, Learning and Work Exploration and Career Building.

In the Early Learning Centre, students build a positive self-concept and reap benefits of its influence on self and others which involve fostering their abilities for building positive relationships and developing their skills to cope with the growth and change in their young lives.

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Student Futures and Pathways

These foundational skills then progress and are expertly scaffolded as students move through the Primary School and into Years 7 and 8.

In Year 9, many of their skills become more apparent as they face personal and group challenges in the Howqua experience; from looking after their own belongings to learning how to be part of a team in the rogaining activities. In the Student Futures and Pathways sessions, students are reminded to think of the strengths and challenges they encountered at Howqua and how these can be further explored in subjects and courses offered at Lauriston upon their return to Armadale.

In Year 10, students undertake the Morrisby Online, which looks at a student’s strengths and challenges in verbal, numerical, abstract, mechanical and spatial assessments, as well as their personality types.

Students in the final years can make appointments at any time to chat through their options as they need. In Year 12, students catch up with the Student Futures and Pathways Coordinator in Term 1, as a means of ‘touching base’. Then, when tertiary education applications open, students and parents meet with the Student Futures and Pathways Coordinator to set up VTAC accounts, submit preferences and discuss special consideration, scholarships, residential accommodation and interstate and overseas study, if relevant to the students’ goals and aspirations. Year 12 students are entirely supported through the release of their ATAR/IB results and subsequent course offer rounds in December and January.

Jenny D’Altera Student Futures and Pathways Coordinator

Community Service Preparing leaders in Philanthropy

Lu cy, A l i c e , N i c o l e , M a r y, D a i sy, Z a h a ra , Em m a , C h a r l o t te a n d E l i z a b e t h

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iving back to the community, through programs such as Youth in Philanthropy (YiP), highlights how impactful youth engagement can be in addressing real-world challenges. Giving back is more important than ever as communities face new challenges and uncertainties in this ever-changing world.

Every year, 10 students from Year 10 take part in a wonderful six-month YiP Program (an extension of the Lord Mayor’s Charitable Fund) where they gain insight into the world of charities, grant-making and philanthropy. Students are provided with the opportunity to create a positive impact on current social issues in an environment which enables them to develop leadership skills and a stronger understanding of the world around them.

All members of the YiP Committee participate in the Youth Grantmakers Forum at the State Library alongside students from 13 other schools across Greater Melbourne, including government, religious and independent schools. Following the forum, they are required to complete their philanthropic objective and choose an area of impact from the following:

• homelessness and affordable housing (the committee chose this area) • inclusive, sustainable economy and jobs • healthy and climate-resilient communities.

Once their area of impact is chosen, they then select three charities from a list preselected by the Foundation.

The committee chose: Habit for Humanity, HoMie and Sacred Heart Mission.

The students are then given $10,000 to delegate between these organisations. They review each organisation’s grant application very carefully and begin to develop a grants criterion – how much money they are requesting and for what purpose. They consider how much of the funding is spent on wages, how much the charity relies on philanthropy, how much the government contributes and who will benefit and for how long.

The students then visit the charities face to face, travelling in the school bus all over town, from Kilsyth to Fitzroy and then onto St Kilda.

Finally, students submit their suggestions to the Foundation Board to review at the conclusion of their efforts and attend the final event for the program.

This unique endeavour equips students with the skills and knowledge to support causes affecting the community, such as homelessness, and helps them form strategies to solve pressing social issues as they persist and arise. It also fosters empathy, critical thinking and leadership, skills and values which remain important beyond their school years.

The hands-on experience of managing real funds and interacting with relevant stakeholders and organisations prepares students to engage meaningfully in life as leaders in philanthropy.

Sarah Jessup Community Service Coordinator K-12

Community Service

27

Life at Lauriston Scotch Vs Lauriston Netball Match The pace was furious and the roof of the Ullmer Sports and Wellbeing Centre was nearly lifted off by the supporters’ cheers, as Lauriston and Scotch College faced off in the annual netball game.

Lauriston was victorious, winning 17-11.

The real winner however was the Robert Connor Dawes foundation, for whom the teams were raising money.

Premiers VCE Study Award Freya Albrecht (OL 2023) was awarded a Premier’s VCE Study Award for English. The annual Premier’s VCE Awards recognise students who have demonstrated outstanding achievement in VCE. In addition to being one of our 2023 VCE Duces, Freya’s perfect study score in English is testament to her enthusiasm and talent across a range of creative and cocurricular pursuits during her time at Lauriston.

Book Week Reading is magic!

This was the theme for Book Week in 2024 and the playgrounds and Irving Hall were definitely filled with magical characters from Harry Potter, Paddington Bear, The Three Little Pigs and the The Three Blind mice, two Cinnamoroll and even a Dinosaur. Willy Wonka, Ken & Barbie and the Hungry Caterpillar all made appearances.

Proving that reading IS magic.

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Life at Lauriston

Charlotte’s IB research presented at an International Medical Conference The Extended Essay is one three core components of the International Baccalaureate (IB) offering students the opportunity to investigate a topic of personal interest to them.

For one of our Year 12 2024 IB students, Charlotte, her Extended Essay has given her an early foray in the world of medical research.

Her Extended Essay focused on the rare genetic condition, Porphyria. Charlotte designed and conducted a complex survey on this specialised topic through the Royal Melbourne Hospital.

What happened next is something even seasoned medical researchers might not achieve in a lifetime—her data was recognised by a medical professional at the Royal Melbourne and was presented at the prestigious International Congress of Porphyrins and Porphyrias (ICPP) in Pamplona, Spain in September.

Snowsports – Cross Country The Cross-Country Snowsports Team achieved wonderful results in the Victorian Interschools Cross Country Snowsports placing: 1st in the Overall Primary 3rd in the Secondary Special congratulations to all our podium winners and especially to our Snowsports Captain, Olivia, who also won 1st place in the female Division 1 Individual Cross Country Classic.

“Urinetown” Lauriston Scotch Co-production Winner of three Tony Awards, three Outer Critics Circle Awards, two Lucille Lortel Awards and two Obie Awards, Urinetown is a hilarious musical satire of the legal system, capitalism, social irresponsibility, populism, environmental collapse, privatisation of natural resources, bureaucracy, municipal politics, and musical theatre itself!

Hilariously funny and touchingly honest, Urinetown provides a fresh perspective on one of America’s greatest art forms.

In July, Lauriston and Scotch College senior drama students presented their own unique version of this show.

Life at Lauriston

29

Hat Parade One of Lauriston’s values is creativity.

What does this look like in Year 5? Well, it involves a recycled bowl, some research, and a large serving of creativity.

And it ends with a parade, where our talented students display their creations; an enormous assortment of clever, sometimes humorous, but aways very imaginative hats.

Howqua Celebration Run The Howqua Celebration Run is one of the signature events on the Howqua calendar, which remains deeply imprinted in the memories of all Howqua students.

In 2024, the run started at Telephone Box Junction, and students ran to the summit of Mt Stirling.

For Vice Principal, David Joyce, this was his inaugural Howqua Celebration Run. What did he think?

Chess – Primary Girls’ State Championship Playing chess not only sharpens the mind, but also teaches valuable skills, including problem-solving, strategic thinking and patience.

Which probably explains the popularity of the Junior School Chess Club, held every Thursday at lunchtime.

Eleven of our Chess Club members, from Years 2 to 6, recently qualified to represent our school at the Primary Girls’ State Championship. In a Swiss style tournament of 7 rounds, with 10 schools and over 80 participants, our Chess team secured an impressive 5th place finish.

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Life at Lauriston

“For most of us this will be our last visit to Mount Stirling this year and we set off in high spirits for the 2024 Howqua Celebration Run. Traversing the lower trails through dappled light provided a warmup before the drink station. From there we climbed, leaving the tall straight Mountain Ash trees and knowing with every step that we were closer to the summit finish line and the sense of achievement. Soon enough we were above the tree line and looking at the summit. Cheers and applause from support staff and students mixed with emotions as we reached the top of Stirling- we’ve made it!

Sport

Girls Sport Victoria (GSV) E l ke , Ye a r 8

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auriston Girls’ School is a member of Girls Sport Victoria (GSV), a sporting organisation that promotes and facilitates sporting opportunities amongst 23 independent girls’ schools. Focused on encouraging physical activity, leadership and teamwork, GSV offers a platform for girls from Years 5 to 12 to engage in a wide range of sports, both individually and within a team. This not only enhances physical health, but also plays a vital role in developing self-confidence, resilience and life skills.

Lauriston participates in over 20 sports offered by GSV through Senior, Intermediate and Junior Weekly Sport (for example, Tennis, Netball, Soccer) Preliminary and Championship Carnivals (Swimming, Track and Field, Cross Country) and tournaments such as Golf. At Lauriston, our commitment to GSV goes beyond just participation. We embrace the opportunity to support each girl’s journey through sport, fostering a holistic approach to their personal development, focusing on nurturing both the physical and emotional wellbeing of our students.

Through our extensive GSV programs, Lauriston provides girls with a structured yet flexible environment to discover their passions, challenge themselves and work collaboratively. Whether it is representing the School at GSV events in a competitive environment or participating in Lauriston in-house recreational activities, Lauriston’s tailored support ensures that every girl, regardless of her starting point or skill level, feels empowered to grow. Our experienced coaches and mentors create a positive and inclusive space, where girls are encouraged to take risks, celebrate achievements and learn from setbacks.

What makes Lauriston’s support unique is our emphasis on personal growth through sport. We don’t just focus on winning; we aim to cultivate strong, capable young women who thrive both on and off the field. By integrating sport into daily life, Lauriston helps girls develop lifelong skills that translate into leadership, confidence, and resilience – qualities they carry with them into all areas of their futures.

Rob Cooper Director of Sport Physical Education & Health Teacher Sport

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Staff Spotlight Terry Abraham – Junior School Art Teacher Terry Abraham refers to himself as an artist, illustrator and art teacher. His latest medium is AI. Since he began exploring the potential of AI as a legitimate art form, he has spent endless hours trying to find just the right words to create the prompts to generate artwork he considers worthy of the title.

Terry has been an artist for nearly 50 years. The longest he has ever spent on a single artwork was over 150 hours. The average time he spends on a painting is 50+ hours.

Of the 30,000 plus images he has created with AI, only a few hundred ever see the light of day. The others end up on the digital darkroom floor.

AI is here to stay, and it’s going to become ever more powerful and integrated into the visual arts and the broader arts in general. While Terry does have real and genuine reservations about this, as an artist and educator, he knows that he owes it to himself and to his students to try and get ahead of the curve and see what’s possible.

Terry’s experience is that it is very easy to produce quick, slick imagery and pass it off as art. He also knows that often what is missing is any semblance of personal expression and/or intellectual content.

In both his artistic and professional worlds, Terry proposes that the challenge is to push the boundaries, and the technology itself, to see what is possible so that the next generation of artists can be equipped with the insight, understanding and skills to be able to use this new technology in an intelligent and genuinely creative way.

Kate Hehir – Assistant Principal Junior School In June, Kate Hehir, Assistant Principal of the Junior School, presented at the third annual Quality Teaching (QT) in Practice conference in Sydney. This provided a platform for Kate to share Lauriston’s unique journey of implementing Quality Teaching Rounds with educators from across the country.

Lauriston teachers have found QT to be inspiring and morale building. It creates opportunity to connect and learn from others and build deeper relationships across teams and faculties. Using a common dialogue and known framework, teachers have found QT enables robust professional conversations amongst colleagues regarding curriculum design, assessment and teaching.

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Staff Spotlight

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Matthew Bretherton – Director of Outdoor Programs – Howqua Connection is an integral aspect of life at Howqua; found in houses which become homes, housemates who become family and with the landscape and buildings of this unique place. The narrative which accompanies student experience on Outdoor Program is a rollicking journey made up of many of these connections – strengthened, challenged and new.

In his role as Director of Outdoor Programs, Matthew Bretherton, is a key conduit of connection. His numerous qualifications in Outdoor Education are complimented by his own experience and passion for the outdoors which he describes as “14 years of huffing and puffing up hills, floating down rivers, trying to stay upright on bikes, sliding about on skis, being scared rock climbing, enjoying storms from the shelter of a tarp with a cuppa in hand, lamenting deflated sleeping mats and snoring neighbours, going to bathrooms with the most epic views, of thinking my job is an absolute con and that teaching young people outside is amazing.”

Throughout the Outdoor Program, the aim is to build upon existing connection to many aspects of curriculum at Howqua and provide opportunity to apply, practise and refine key knowledge and skills developed in the areas of health, physical education and fitness; interconnections and environmental impacts as explored in geography; geology and earth sciences; bearings and coordinates in maths; place based poetry and connection to place literacy from English and; all of the topics explored in wellbeing.

Jonathan Collenette – Head of Humanities Jonathan Collenette, Head of Humanities, values innovation. This year he challenged his team of teachers to expand the learning environment for students.

The result – a program of fieldwork opportunities in Geography for Years 7-10, giving students the chance to learn directly from the world around them and extend their geographical thinking.

The Fieldwork Program Year 7 – Walkability Audit – Armadale Year 8 – Coastal process and features – Half Moon Bay Year 9 – Tourism and Interconnections - Mansfield Year 10 – Environmental Change and Management (Water Quality) - Gardiners Creek, Glen Iris Wetlands.

As part of this innovative learning program, the Humanities Faculty have also teamed up with the library staff to roll out a research and referencing skills framework which helps broaden their knowledge now and build essential academic skills for their future.

Staff Spotlight

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Staff Farewell

Nick Thornton Director of the Lauriston Institute

N i c k T h o r nto n b e g a n h i s ro l e a s D i re c to r o f t h e L au r i s to n I n s t i t u te i n J u l y 2 0 0 7 . T h e I n s t i t u te h a d b e e n e s t a b l i s h e d to m a n a g e p ro fe s s i o n a l l e a r n i n g fo r o u r te a c h e rs a n d to o f fe r s i m i l a r p ro g ra m s to t h e w i d e r e d u c at i o n c o m mu n i t y. S u s a n J u s t , P r i n c i p a l , s p o ke w i t h N i c k to l e a r n m o re a b o u t h i s c a re e r a n d w h at b r i n g s h i m t h e m o s t j o y a s h e m o v e s i nto re t i re m e nt .

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is role has changed over the years and while retaining the important responsibility of professional learning for teachers and our nonteaching staff, Nick has played a significant role in human resources, industrial relations and staff recruitment.

His background as an educator, former Principal and manager in organisations that have close ties to education allowed Nick to have a unique insight into the operations of a school and supporting staff members to undertake their roles and responsibilities.

Above all else, Nick is deeply interested in people and understands the complexities of being a teacher, a staff member in an educational setting or a manager. He is an ‘active listener’ with high levels of emotional IQ and a pragmatism that allows him to look for solutions.

W h at d rew you to t his role at L aur iston?

I had done some mentoring for Meg Hansen [Lauriston’ Principal, 2000-2010], in a consultancy role so I got to know Meg and the school over a period of six months while I was the CEO of the Australian Principals’ Centre at ACER. One of my former colleagues who worked at Lauriston suggested I apply, and the job was a good match for what I had been doing at APC and ACER.

Wh at h as b e en memorab le ab ou t you r ti m e at L au riston?

There are many memorable moments, but I value greatly the collegiality and the straightforwardness of the Exec team; the dedication of the teaching staff to ensuring the girls are so well supported but most of all working in an organisation where the values and the intentions are crystal clear. It also helps that the leadership is inspirational. I learned a long time ago that there are successful schools where the leader is not only a good leader but a good manager.

Wh at h as b rou g ht you th e mo st joy in yo u r c are er?

If I had to pick two things which brought me great joy it was being able to start and build a comprehensive education and therapy support business in rural Victoria to support kids with cerebral palsy (CP) and associated disabilities; and to see teachers we have hired blossom and make a significant contribution to our young people.

Wh at are th o s e th in gs wh ic h will ke ep yo u b u sy an d you r b rain in motion wh en you retire?

I’m none too sensational in the early part of the day, so a more leisurely start will be good and I’m looking forward to some travel, a hobby or two and being able to continue to provide support for teachers who need some regeneration in their professional lives.

We appreciate Nick for his wisdom and practical good sense. He will quietly let us know when we are ‘overthinking’ a situation and reminds us that life is about finding our balance with hobbies and interests we enjoy.

We are sincerely grateful for Nick and the commitment he has made to Lauriston over the last seventeen years.

Susan Just Principal

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Staff Farewell

Graduations

Armadale and Howqua students cross the finish line

Term 4 was a time of bittersweet farewells as Year 9 and Year 12 students celebrated their final days at the Howqua and Armadale campuses.

The Howqua students finished the year with a traditional last Ring Road Walk, before the Howqua Farewell Assembly began. At the assembly, achievements were celebrated, and key memories were revisited, as students reflected on what was a magical year of growth and success.

The Year 12 students celebrated the end of their Lauriston education with two events: Valedictory which saw the students and their families gather in Irving Hall for the final time, as awards for accademic and co-curricular excellence were presented. After exams, Forum Melbourne was the backdrop for the Graduation Dinner, where students and their families enjoyed a final celebration.

Community

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Celebrating 40 Years of Philanthropy, Opportunity and Progress

Lauriston must not stand still, for to stand still is to go backwards.

For this and many other reasons, it is important for each and every one of us to continue to support, and influence others to support, the Lauriston Foundation to ensure the independent and financial security of the School, now and in the future.”

— The Lauristonian, 1985

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n 2025, the Lauriston Foundation celebrates 40 years of providing philanthropic support and leadership to Lauriston Girls’ School. Established as Victoria’s first girls’ school foundation, the Lauriston Foundation was created to enhance both the school’s facilities and educational opportunities, cementing Lauriston’s reputation as a leader in girls’ education.

At its inception, the Foundation set an ambitious target: to raise $800,000 for a new swimming pool complex. The inaugural board, led by Grahme Dixon as Chair, Claude Ullin AM as Deputy Chair, and joined by key figures like Ruth Tideman AM (School Principal), John Calvert-Jones AM, Evelyn Danos, and Ian Goodwin, laid the groundwork for a legacy of philanthropy and community engagement.

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Advancement

4 0 Y EA R S

Over the decades, the Foundation has become a driving force behind Lauriston’s growth and position as a leading girls’ school. With a strong community of parents, alumnae, staff, and supporters, it has funded transformative projects, including: • The establishment of the Howqua campus, and all 11 Howqua houses • The Lillian Bayly Year 7 & 8 Centre • The Science and Resource Centre • The Ullmer Sports and Wellbeing Centre, which incorporates the original swimming pool • A unified Junior School, including the Year 5 & 6 Centre • The Lauriston Foundation’s means-tested Scholarship The Foundation’s impact goes beyond physical spaces— it is about providing the opportunity of a Lauriston education, irrespective of financial means or social circumstances.

In 2025, we invite all members of the Lauriston community—alumnae, parents, staff, and friends—to join us in commemorating this milestone. Together, we celebrate four decades of philanthropy, progress, and opportunity.

Mark your calendars for Wednesday 7th May and be part of the Foundation celebrations. Register your interest by emailing giving@lauriston.vic.edu.au

Creating The Birthday Crown A r i e l a n d N i c o l e , Ye a r 1 0

Ye a r 1 0 s t u d e nt s N i c o l e a n d A r i e l ’s c o l l a b o rat i o n o n t h e i r s o o n to b e p u b l i s h e d c h i l d re n’s b o o k , T h e B i r t h d ay C ro w n , b e g a n a s a p e rs o n a l p ro j e c t i n s p i re d by N i c o l e ’s ex p e r i e n c e s w i t h b u l l y i n g .

“I

wanted to create a story for younger children that would show how kindness and understanding can overcome bullying,” she explains. Nicole’s idea was to address bullying in a way that was both relatable and uplifting for children, using storytelling to help them understand that even those who hurt others can learn and grow.

When Nicole approached Ariel to illustrate the book, the project quickly became a collaborative journey. “I loved the story and immediately agreed to do the illustrations,” says Ariel. “We worked closely to make sure the characters and imagery aligned with the message of the story.” Together, they decided to represent the bullies as monsters, ensuring the book’s visual elements conveyed important lessons without portraying real-life children in a negative light.

One of the key challenges in the creative process was balancing the writing and illustrating. Nicole had a clear vision for the story, but she trusted Ariel to bring her ideas to life through art. “Recognizing that drawing wasn’t my strength, I gave Ariel creative freedom while we still communicated regularly to make sure the illustrations complemented the story,” Nicole shares. The result was a seamless blend of text and visuals, with Ariel’s illustrations adding depth and emotion to the story.

For both creators, the journey wasn’t without its challenges.

“I edited the story 132 times,” Nicole admits, “and it was

tough to stay patient and focused.” Meanwhile, Ariel grappled with finding the right way to visually represent the characters and scenes in a way that matched Nicole’s vision.

“This was my first time illustrating a book, so it was a steep learning curve,” Ariel says. “But Nicole’s guidance and our regular discussions helped me grow as an artist.”

Through the process, they both learned valuable lessons about collaboration, resilience, and the power of storytelling. “It reinforced how important perseverance is,” says Nicole. “We faced so many revisions, but seeing the final product made it all worthwhile.” For Ariel, the project boosted her confidence and deepened her passion for art.

“I’ve always loved illustrating, but this experience showed me how powerful art can be in telling a story.”

Nicole and Ariel decided to donate all proceeds from the book to the Lauriston Foundation Scholarship. For Nicole, the power of education is paramount, and supporting young women in accessing this education was a natural fit. “I hope to give back and help other young women receive the same nurturing and empowering education I’ve been fortunate to experience.”

The Birthday Crown is not just a book, but a testament to the power of creativity, collaboration, and kindness.

Through their efforts, Nicole and Ariel hope to inspire others to use their talents to make a positive difference in the world.

To purchase your copy of The Birthday Crown scan the QR code.

Advancement

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A lix Bradfield ( Cha i r of t he E l i za b et h K i r khop e C i rc l e ) i nducting Joy Yin i nto t he E l i za b et h K i r khop e C i rc l e .

B re n d a U p j o h n ( O L 1 9 5 2 ) , S u s a n J u s t ( P r i n c i p a l ) , a n d M a r y - Lo u P h i l i p ( O L 1 9 4 9 ) .

C l a re S to n e p re s e nt i n g ( O L 1 9 9 4 a n d L au r i s to n n e e d s - b a s e d S c h o l a rs h i p s t u d e nt )

Claudette Le eming ( Chair, Scho ol Council & OL 1991), D enise Beaurepaire ( OL 1967), Lachie D onaldson (past Chair, Scho ol Council), and Alix Bradfield.

The Elizabeth Kirkhope Circle Gifts in Wills Week A week of insight and connection

Elizabeth Kirkhope Circle Afternoon Tea

The inaugural Gifts in Wills week took place in November, with a series of events fostering meaningful discussions on legacy giving, its impact, and Lauriston’s future. The week highlighted the power of planned giving through inspiring stories, practical advice, and community connections.

Despite soaring 35-degree heat, the Elizabeth Kirkhope Circle celebration brought together guests to honor legacy giving and community contributions. Lauriston’s gardener, John Winduss, created a serene garden setting, later relocated to the Junior School Library due to the heat. Guests enjoyed music by the Year 5 Music Chamber Group and speeches from alumna Clare Stone (OL 1994), a scholarship recipient, and Year 10 student Lucy, who shared her STEM journey.

Estate Planning with Michael Clohesy The week began with an estate planning workshop led by expert Michael Clohesy, who offered strategic insights into tax-efficient giving and the importance of having a Will.

Michael emphasized the value of Lauriston’s partnership with Gathered Here, an online platform providing the Lauriston community with free, simple Will-making services. His session demonstrated how planned gifts can secure Lauriston’s future while benefitting donors and their loved ones.

A Personal Story of Giving On November 20, the “Tea and Talk” session featured Alix Bradfield, who shared her heartfelt journey of leaving a gift in her Will for Lauriston. Alix, inspired by Lauriston’s lasting influence on her life, hopes her gift ensures future generations benefit from the school’s exceptional education. After her talk, attendees joined Alix and Penny Richards Fowler on a school tour, sparking reflections on Lauriston’s values and vibrant community.

The day concluded with the induction of Joy Yin into the Elizabeth Kirkhope Circle Bequest Society, celebrating her commitment to Lauriston’s mission. Joy’s story highlighted the enduring bonds between Lauriston and its community.

Looking Ahead Gifts in Wills Week was a powerful reminder of how legacy giving strengthens Lauriston’s vibrant future. For those interested in making a lasting impact, Lauriston offers a free online Will platform via Gathered Here.

Together, we can ensure Lauriston’s exceptional education and community endure for generations.

For more information, contact Abby Finn at finnab@lauriston.vic.edu.au THE LAURISTON FOUNDATION Inc.

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Advancement

Archives Lauriston’s Expanding Heritage Trail Lauriston’s history continues to thrive and inspire through the Heritage Trail, a living tribute to our past that connects the present generation with the legacy of those who came before.

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aunched in 2021, the first four panels of the Heritage Trail were officially unveiled as part of our 120th anniversary celebrations. My intention was always to expand the Heritage Trail and last year I produced an additional five panels. In 2025, the Heritage Trail will include Blairholme, with its own panel unveiled in line with the opening of the newly refurbished campus.

The Heritage Trail weaves together key historical landmarks and moments in time, using the school’s buildings and gardens to showcase Lauriston’s storied past. Celebrating Lauriston’s tangible and intangible heritage, the trail links what exists today with stories and traditions that date back to the very beginning of our School.

Each panel introduces our School community to a different facet of Lauriston’s history, ensuring that traditions remain alive and vibrant for future generations to learn and understand.

The Heritage Trail offers more than a glance at our past – it is a vital link between generations. Each panel serves as a stepping stone, guiding our community to understand Lauriston’s history, so that we can build upon its strong foundations to create the future. It reminds us that to move forward with purpose, we must honour the journey that brought us here.

By 2025, the Heritage Trail will encompass 10 themes: • Our Founders – Lilian and Margaret Irving • Moreton Bay Fig Tree • Sports Field • Lauriston’s Uniform over the Years • Site of the ‘Old House’ • Boarders at Lauriston • Lauriston’s School Houses • First Interschool Girls’ Hockey Match in Victoria • Montrose Building • Blairholme Building.

There will be opportunities to walk the Heritage Trail as part of selected community events in 2025. Alternatively, you can make an appointment with Penny Richards Fowler, Director of Advancement, on 9864 7555.

Lisl Bladin Archivist

Donations to the Archives Collection The Archivist wishes to acknowledge the following alumnae for their donations in 2024: Dr Jaqueline McLeod (1963); Geraldine Fortuin (1962); Janet Taylor (1962); Kate Wilson (Jackson, 1995); Geraldine Fortuin (1962); Samlyn Crockett (Hattam, 1960), and Jennie Morrison, former parent of Sophie (1988), Annie (1990) and Jessica (1993); Dr Margaret Batten AM (Braithwaite, 1953); Samatha Staehr (Cheetham, 1986).

Archives

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Beyond the Fig Tree Subheading

Une école pour la vie Lauriston at the Paris Olympics

Jessica Morrison (OL 2010)

Celebrating our Alumnae

L au r i s to n a l u m n a e c o nt i nu e to m a ke t h e i r m a r k o n t h e w o r l d s t a g e , p u rs u i n g t h e i r p a s s i o n s a n d exc e l l i n g i n d i v e rs e f i e l d s .

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t the recent Paris Olympics, three remarkable Old Lauristonians took on unique roles—competing in rowing, managing Australia’s tennis team, and serving as a sailing technical officer. Their experiences reflect the many pathways Lauriston women take to achieve success on the global stage.

community for their support and shared her excitement for life beyond sport.

Following her return from Paris, Jess attended the Huntingtower Luncheon as a special guest. She later surprised Lauriston rowers by joining them for a training session at the boat sheds. In a memorable gesture, Jess gifted the school her Paris Olympics rowing zootie, which now hangs proudly in the Ullmer Sport and Wellbeing Centre alongside her Tokyo 2020 zootie.

J e ss i c a M or r i s o n OAM ( OL 2010), Wom e n’s Pair Row i n g Jessica Morrison shared her excitement about her Olympic experience, saying, “It was a fantastic Games to be part of and I was thrilled to come away with another podium finish.” She highlighted the unique atmosphere, with loud cheering and music energising the races. Reflecting on her rowing journey, Jess expressed gratitude to the Lauriston Beyond the Fig Tree

( P h o to by B e r t ra n d GUAY / AF P ) ( P h oto by B E RTR AN D GUAY/AF P v i a G e t t y I m a g e s )

As the Team Manager for the Australian Olympic Tennis team, Dr. Danielle Gescheit described her time in Paris as unforgettable. “The experience of staying in the village and having the tennis event take place at Roland Garros was incredible,” she said. Danielle shared her pride in wearing the Green and Gold, and celebrated the team’s success, including a Gold medal in the Men’s Doubles.

After the Olympics, Danielle returned to Paris for the Paralympics, representing Tennis Australia and serving on the Jury of Appeal for the International Tennis Federation.

She has remained an active part of Lauriston, participating in events such as the Howqua 30 Year celebration, and as a guest speaker at International Women’s Day and the Fathers of Lauriston dinner.

Dr Danielle Gescheit (OL 2007)

Rob e en a Even s en (Holton , OL 1975), Nati o n a l Te c h n ic al Of f ic er, Sailin g Robeena Evensen served as a National Technical Officer for sailing in Marseille, coordinating between various committees and officials. She described the experience as highly rewarding but also demanding, requiring impartiality in tense situations. Despite the pressure, Robeena found the experience enriching and recommends others consider volunteering for future events.

Ro b e e n a Ev e n s e n ( H o l to n , O L 1 9 7 5 )

Robeena, based in Monaco, has volunteered at the local yacht club for 26 years and is highly sought after for her multilingual skills. She looks forward to future opportunities, including the Brisbane 2032 Olympics.

Beyond the Fig Tree

Celebrating our Alumnae

D r. Da n i e l l e Ge s c he it ( OL 2007), Te am Ma n a g e r, Au s tra l ian Olym pic Te nnis Te am

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Beyond the Fig Tree Reunion recap

Howqua 10 Year Reunion On Sunday 13 October we welcomed back several members of the Class of 2017 who returned to Howqua to celebrate their 10 Year Howqua Reunion.

Our past students and partners had an enjoyable day exploring the campus and their houses.

30 Year Reunion – Class of 1994 Congratulations to the Class of 1994, who with record numbers, celebrated their 30 Year Reunion on Friday 25 October. It was a magnificent occasion!

What made the 30 Year Reunion so fantastic?

Celebrating our Alumnae

• The cohort made an outstanding effort to connect with everyone in their year group and helped us find past students who we’d lost touch with.

• They loved their visit to the School and being inside the Year 5/6 Centre, which in 1994 was their old gym!

• They had fun walking around and touring the school grounds and looking at how the buildings and facilities have been transformed over the Last 30 years.

• After touring the school, they headed to Harvie, Armadale where they continued reconnecting until the very end of the night.

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40 Year Reunion – Class of 1984 Over 40 members of the Class of 1984 gathered on a balmy spring evening in November 2024 for a memorable reunion. The event took place outdoors near the Fig Tree, where the group mingled and reminisced for over an hour before embarking on a fun tour of the school. As they revisited familiar spots filled with cherished memories, their laughter and stories flowed freely.

The group then made their way to Harvie Bar, where they continued sharing funny anecdotes, reminiscing about classmates who couldn’t attend, and basking in the strong bond they still shared.

Once again, the evening slipped by quickly, with the reunion lasting well into the night.

Beyond the Fig Tree

Beyond the Fig Tree Reunion recap 50 Year Reunion – Class of 1974 The 50 Year Reunion of the Class of 1974 was celebrated at the Kooyong Lawn Tennis Club in October 2024, as part of the Annual Lauriston Luncheon.

It was a joyous occasion for the class, who came together to enjoy a delicious lunch and were specially honoured during this prestigious event.

Bellarine Peninsula Chapter Reunion

Celebrating our Alumnae

The Bellarine Peninsula Chapter Dinner took place the evening before the OLA Golf Day, at the Brewhouse Hotel in Queenscliff. Over 15 Old Lauristonians gathered for a wonderful evening, including some who would be playing in the golf event the following day, as well as many others who call the Bellarine Peninsula home. It was a truly enjoyable and heartfelt gathering, with guests reconnecting and sharing memories, and a wonderful sense of camaraderie filling the room. The evening was a beautiful reminder of the strong bonds that unite Lauriston alumnae, no matter where life has taken them.

Howqua Intergenerational Photo At the Howqua Open Day on Sunday 13 October, we captured a beautiful photograph of current Howqua students with their Old Lauristonian mothers and grandmothers. The students proudly showed off their beautiful home away from home and excitedly toured the many guests who attended the day.

Beyond the Fig Tree

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Beyond the Fig Tree

Celebrating our Alumnae

OLA Events

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Annual Lauriston Luncheon 2024

Golf Day 2024

On Thursday 24 October over 100 Old Lauristonians who left the school more than 50 years ago came together for a wonderful afternoon of friendship, in celebration of their school connection at Kooyong Lawn Tennis Club.

The OLA Golf Day 2024 took place on Monday, 18 November, at the stunning Lonsdale Links, ranked the 8th best golf course in Australia. While the day was a little cool, the rain held off, and although the wind posed a challenge on the course, it didn’t significantly affect the golfers’ games. Over 30 participants joined in, with a few extra attendees enjoying a beautiful lunch at the Lonsdale Links Clubhouse.

They gathered at cohort tables, enjoying entertainment from the current middle school choir, heard from the newly elected 2025 School Co-captains, and came together to sing the Old School Song, with robust!

The Classes of 1969, 1964, 1959, 1954 and 1949 celebrated their milestone reunions and we were thrilled to welcome the Class of 1974 who celebrated their 50 Year Golden Anniversary.

We also acknowledged several alumnae who travelled far and wide to return home for this most memorable yearly occasion.

We look forward to the Lauriston Luncheon 2025, which is being held this year on Thursday 27 November.

Beyond the Fig Tree

A big thank you to Georgie Clegg (Best, OL 1966) for graciously hosting the event at the club. Congratulations to Katrina Bromell (Gunnersen, OL 1988), who claimed victory on the day! Numerous fantastic prizes were awarded to those who participated, adding to the fun and camaraderie.

Looking ahead, next year’s OLA Golf Day will be renamed in honour of Nancye Wynne Bolton (OL 1933), an Old Lauristonian, Australian Champion Tennis player turned Golf Pro, celebrating her incredible legacy. The event will be open to all Lauriston alumnae and the wider Lauriston community, making it an even more inclusive and exciting occasion.

Beyond the Fig Tree

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he annual Huntingtower Lunch, held on Friday 13 September, was a resounding success, bringing together the Lauriston community in a vibrant celebration of connection and philanthropy. This cherished event unites current and incoming parents, Old Lauristonians (OLAs) and past Lauriston parents, fostering a sense of belonging and shared purpose.

Another highlight was a panel discussion. Featuring accomplished OLAs, Sabina Read (Bradfield, OL 1988) skilfully interviewed OLA Fellowship recipients Steph Parsons (OL 2011) and Dr Sophie Tissot (OL 2006). Their stories of perseverance and achievement resonated deeply with attendees, reinforcing the importance of community support in helping individuals reach their potential.

The event welcomed 400 guests with a cocktail on arrival and delightful live entertainment, setting the tone for an afternoon filled with friendship and laughter. Attendees had the opportunity to connect with one another, sharing stories and building relationships that strengthen the fabric of the Lauriston community.

Central to the Huntingtower Lunch was its fundraising mission, which aimed to support the Lauriston Foundation’s means-tested scholarship program. This initiative ensures that deserving girls have access to a senior school education, regardless of their financial background. Through a series of engaging raffles, silent auctions and lucky door prizes, the event collectively raised $55,300, a remarkable achievement that will directly impact the lives of many young women.

The success of the event would not have been possible without the tireless efforts of the Huntingtower Lunch Committee and the Lauriston Parents’ Association (LPA).

Their dedication and energy were pivotal in organising a memorable experience. Special thanks are due to the many businesses that supported the event, including major sponsors Liberty Belle, Pommery Champagne, Villa Tinikatolu (McNamara family), Natio, MP Orthodontics and Glenferrie Orthodontics. Their generous contributions helped to make the day both enjoyable and impactful.

Adding to the excitement of the day was the surprise appearance of VIP guest Jess Morrison, OAM (OL 2010), an Olympian who recently returned from Paris having won a bronze medal in rowing. Her presence inspired guests and served as a reminder of the incredible achievements of the Lauriston community.

We extend our sincerest gratitude to all sponsors, donors and volunteers who contributed to making the Huntingtower Lunch an unforgettable event. Your generosity and commitment to our mission inspire us all.

Here’s to many more successful gatherings that foster connection, support and growth within our Lauriston community!

Emily Barrington Community Engagement Coordinator

Save the Date for 2025, Friday 12th September

Community

Celebrating our Alumnae

Celebrating Community: The Success of the Annual Huntingtower Lunch

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Beyond the Fig Tree

Old Lauristonians Association (OLA) Fellowship 2024 - Sarah Rejman (Wallis, OL 1993)

The OLA is thrilled and excited to announce this year’s Old Lauristonians Association (OLA) Fellowship recipient.

Celebrating our Alumnae

The OLA Fellowship provides $5,000 to support an Old Lauristonian so that she can undertake professional development, research, or further study in a chosen field, or enable her to deliver a unique project.

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We are absolutely delighted to announce that the 2024 OLA Fellowship recipient is Sarah Rejman (Wallis, OL 1993).

Sarah is the Founder and CEO of Kafika House in Tanzania. Kafika House (formerly The Plaster House) is a high-love, low-cost rehabilitative surgery programme in northern Tanzania. Founded over 15 years ago in 2008, Kafika House provides a safe, loving home away from home for children receiving pre- and post-operative care and rehabilitation for a surgically correctable disability.

Sarah will use the $5,000 Fellowship grant towards completing a Finance for Non-Financial Managers short course through the Melbourne Business School.

Completing this course will allow Sarah to learn about Beyond the Fig Tree

evaluating investment proposals, understand financial reports, budgeting and costing, which will further her leadership of Kafika House. With this Fellowship, donor funds for Kafika House can remain focused on supporting healing journeys for Tanzanian children living with disabilities.

We would like to thank the Old Lauristonians who submitted applications. Assessing each application was not an easy task for the OLA Fellowship Committee.

This is the fourth year of the OLA Fellowship, and we are thrilled with the growing interest in this prestigious award.

A selection panel, consisting of members of the OLA Committee and representatives from the School Executive, reviewed all applications in line with Fellowship selection criteria and then interviewed selected candidates before awarding the Fellowship to Sarah.

In March 2025, Sarah will return from Africa to attend the course at Melbourne Business School. During this visit, we look forward to Sarah speaking at Lauriston’s International Women’s Day event and the Fellowship medal will be presented at this time. All Lauriston community members are welcome to attend.

Beyond the Fig Tree Where are they now?

AL I C IA DARVAL L ( O L 1 9 8 9 ) Alicia Darvall is a dynamic executive director with a strong track record in leading impactdriven organizations across Australia and the USA. Since July 2022, she has served as the Director of RMIT’s Activator, driving social, environmental, and economic progress by equipping founders and partners with entrepreneurial tools for scalable impact.

From 2022 to 2024, Alicia was Head of Partnerships for Minderoo Foundation’s Impact Missions, working on systems change and accelerated impact. Previously, she led sustainability efforts at Sustainability Victoria, promoting a circular economy and clean energy.

Alicia has also played a key role in building the global B Corps movement and is actively involved in advisory roles with South East Water and Portable.

She holds a Masters in Management from Deakin University and a Bachelor’s in Social Science (Environmental Policy) from RMIT.

JAC KI E MAS O N ( H O E LTE R , O L 1 9 9 2 ) Jackie and her husband Ed founded Jet Zero Australia in 2021, a biofuel company aiming to develop Australia’s first LanzaJet Alcohol to Jet Fuel (ATJ) facility in Townsville, Queensland. The plant will convert surplus ethanol from agricultural by-products into Sustainable Aviation Fuel (SAF), supporting the decarbonization of the aviation industry.

Jackie has extensive experience in creating sustainability plans for small-cap ASX companies and works closely with stakeholders to develop Environmental, Social, and Governance (ESG) frameworks to meet the UN Sustainable Development Goals (SDGs). She holds a Bachelor of Business and Japanese from Swinburne University and completed postgraduate studies in Business Sustainability Management at Cambridge University.

Jet Zero is backed by key partners, including Airbus, Qantas, Idemitsu, and the Queensland Government, and is focused on leveraging Australia’s significant organic agricultural output to produce SAF and drive environmental progress in aviation.

Attorney General Michael Daley has appointed Kristina Stern, (OL 1982) as a judge of appeal for the NSW Supreme Court. A highly respected lawyer, Kristina graduated with First-Class Honours in Law from Melbourne University in 1987.

She spent ten years at the London Bar, representing the UK Government in high-profile cases, including the Hutton Inquiry into the Iraq war. After returning to Australia, she handled complex commercial and administrative disputes, including cases such as the Hobart International Airport and Mount Bruce Mining litigation in the High Court.

Kristina has also represented Meta in proceedings by the Australian Competition and Consumer Commission and appeared in taxation disputes related to Project Wickenby. Her expertise extends to planning and environmental matters, and she has been involved in significant inquests, including the Quakers Hill Nursing Home fire and the death of cricketer Phillip Hughes.

Currently chairing the NSW Bar Association’s Inquests and Inquiries Committee, Kristina is a leading figure in both civil and criminal law. She has been described as, “one of the most highly regarded lawyers in her fields and is a fantastic addition to the Supreme Court.”

Congratulations, Kristina!

Beyond the Fig Tree

Celebrating our Alumnae

TH E H O N . J U STI C E KR I STI NA STE R N ( O L 1 9 8 2 )

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Beyond the Fig Tree

Empowering Futures: Lauriston Alumnae Inspire and Guide the Next Generation E a c h y e a r, L au r i s to n w a r m l y w e l c o m e s b a c k a l u m n a e w h o g e n e ro u s l y d e v o te t h e i r t i m e to s u p p o r t a n d i n s p i re c u r re nt s t u d e nt s o n t h e i r e d u c at i o n a l a n d c a re e r j o u r n e ys . T h i s t ra d i t i o n o f a l u m n a e e n g a g e m e nt p l ays a c r u c i a l ro l e i n s h a p i n g t h e a s p i rat i o n s a n d f u t u re s o f y o u n g w o m e n at L au r i s to n .

Earlier this year distinguished speaker Sarah Grynberg (Lawrence, OL 1998) captivated the audience at the Year 12 Futures Breakfast.

Celebrating our Alumnae

Gemma Acton (OL 1998) is the National Director of News Operations at Channel Seven. Her involvement in events like the International Women’s Day Event, alongside The Hon. Senator Jane Hume (Exell, OL 1988) and Barrister Caroline Paterson (OL 1993), underscores her commitment to promoting gender equality and financial independence among women. Gemma’s contributions extend beyond events; she actively participated in a brilliant School podcast recently, discussing critical topics such as financial empowerment, which are crucial for young women navigating their careers.

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Ayano Miyazaki-Kitada (OL 2004) recently returned to Lauriston after 25 years, having moved back to Japan. Her visit not only rekindled memories but also provided a unique perspective on international experiences. Ayano’s journey serves as a testament to the global reach of Lauriston’s education and the enduring bond that alumnae maintain with their school community.

The impact of alumnae engagement goes far beyond events.

It fosters a sense of continuity and community at Lauriston, where past students generously share their professional insights, personal experiences, and career advice with current students. This exchange of knowledge and

Beyond the Fig Tree

support is invaluable, especially as students navigate the complexities of choosing careers and charting their futures.

A notable initiative was the VCE Science panel held in Term 3, where young alumnae Sophie Bainbridge (OL 2011) and Eleanor Morton (OL 2019) returned to share their journeys in scientific fields. These sessions not only inspire students but also provide tangible examples of successful career paths in STEM disciplines, encouraging more young women to pursue their interests in science and technology.

At the beginning of the year, our Year 10s also received valuable insight from Selina Richter and Abigail Zhang, both from the Class of 2022, who provided them with study skills, tips and tricks, and time management advice.

This is only a very small example of the numerous opportunities where Lauriston alumnae give back to their school. Lauriston deeply values their ongoing commitment and connection and their dedication to returning to school, whether through speaking engagements, mentoring programs, or informal visits. It enriches the educational experience and broadens the horizons of current students, and the school community is grateful for their continued involvement. It exemplifies the spirit of giving back and nurturing the next generation of leaders.

As Lauriston alumnae continue to inspire, guide, and support, they embody the school’s ethos of empowering young women to excel academically, professionally, and personally. Their contributions leave an indelible mark on the school and inspire students to embrace their potential and strive for excellence in all their endeavours.

To all Old Lauristonians who returned in 2024, thank you.

History in the Making

Cross-code athlete Amelia Dethridge becomes Lauriston’s first ever AFLW Draft pick Lauriston proudly congratulates Amelia Dethridge (OL 2024) for being selected by the Melbourne Demons Football Club in the 2024 Telstra AFLW Draft.

Testament to her work ethic, Amelia was awarded Lauriston’s Sir Angus Mitchell Award (Senior) at Valedictory this year, for all round achievement in her studies and sport.

“We are delighted that Amelia has been chosen to play in the AFLW in 2025. Amelia is a talented all-round sportsperson and we appreciate the contribution she made to Lauriston sport across a variety of sports, including AFL, hockey and swimming,“ said Susan Just, Lauriston’s Principal. “She was co-Sports Captain in her final year and her leadership inspired our students to participate in and enjoy sport.”

Amelia has competed in a myriad of sports including Track & Field, Swimming, Hockey, and AFLW, representing GSV in Swimming in 2019, 2022 and 2024, being selected for the 2023 Under 21 National Hockey Championships and being instrumental in Lauriston’s resounding three-peat defeats of St Catherine’s in the annual ALFW Huntingtower Heyington Shield Matches (2022: LGS 14 d SC 6; 2023 LGS 46 d SC 1; 2024 LGS 45 d SC 7).

Celebrating our Alumnae

Starting at Lauriston in Year 2, Amelia’s connection to Lauriston is strong, with her mum Belinda graduating from Lauriston in 1988. Belinda said of their experience with the AFWL draft, “It’s been a whirlwind of a week!

Melbourne FC got in contact 4 days ago after hearing about her sporting achievements - fitness testing, medical examinations and interviews were over in 3 days. It’s a proud moment for us! Many thanks [to Lauriston] for your ongoing support of Amelia and our family.”

Lauriston is excited to follow Amelia’s journey in the AFLW in 2025 and beyond.

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Vale

Remembering our alumnae E L I Z AB ETH C RO W TH E R ( TAN N , O L 1 9 5 0 ) Elizabeth passed away at home in November 2023. After a stroke in 2020, Elizabeth continued to enjoy receiving her Lauriston magazines where she could catch up on school news. Elizabeth was a beautiful person, a loving mum to her daughter Ruth and sons Peter and Graham and continues to be missed.

AN NAB E L E D WAR D S (OL 1970) Annabel was surrounded by her family when she passed away in March 2024. She was known for her kindness and care to others and was deeply loved by her many nieces and nephews

D IAN E M O U L D ( O L 1 9 7 2 ) Diane passed away in February 2024. We enjoyed meeting Diane again when she returned to the school to celebrate the 50 Year Reunion of Class of 1972, where their cohort was honoured at the Lauriston Luncheon at Kooyong Lawn Tennis Club. Diane thoroughly enjoyed catching up with her friends.

Vale

We extend our heartfelt condolences to her brother Robert, her 3 nieces and her great nephew.

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Beyond the Fig Tree

K AY TO M L I N S O N ( O L 1 9 7 3 ) Kay passed away in June 2024 after a battle with cancer. We extend our most heartfelt condolences to Kay’s brother Bill, her family and her many friends.

VI RG I N IA TO WN L EY J O N ES ( PAR KE R , O L 1 9 5 3 ) Virginia passed away in August 2024. Virginia was the dearly loved wife of Rob Jones and loving mother of Cameron, Tracey and Philip, mother-in-law of Jennifer.

Cherished grandmother to Bradley, Bethany, Bonnie-May and Jez and great grandmother of Lily and Malakai.

Lauriston Girls’ School, together with the Old Lauristonians’ Association are saddened by the loss of the following Old Lauristonians: Barbara Brown (Hucks, OL 1957) – May 2017 Carol Clark (OL 1960) – October 2020 Anna Cox (OL 1974) – November 2018 Pamela Deutgen (Beard, OL 1950) – December 2015 Jacqueline Gee (OL 1959) – April 2024 in Nice, France

Beyond the Fig Tree Upcoming Dates for Lauriston Alumnae Ev e nt

Saturday 15 February

Twilight Cinema Parents Welcome

Monday 17 February

Founders’ Day Assembly and Light Lunch

Friday 21 February

5 Year Reunion: Class of 2020

Friday 28 February

10 Year Reunion: Class of 2015

Friday 7 March

International Women’s Day Breakfast

Tuesday 11 March

Intergenerational Photo

Friday 14 March

20 Year Reunion: Class of 2005

Sunday 15 March

Singapore Chapter Reunion

Thursday 20 March

Fathers of Lauriston Dinner

Friday 21 March

Jazz Cabaret Evening

Sunday 23 March

Adelaide Chapter Reunion

Friday 28 March

25 Year Reunion: Class of 2000

Tuesday 7 May

Foundation 40th Year Celebration

Sunday 1 June

Old Lauristonians Fellowship Applications Open

Saturday 14 June

Lauriston Gala Ball

Tuesday 5 August

Gala Concert

Friday 15 August

Old Lauristonians Fellowship Applications Close

Thursday 28 August

OLA Professional Networking Event

Friday 12 September

Huntingtower Luncheon

Friday 10 October

Elizabeth Kirkhope Circle Afternoon Tea

Sunday 19 October

10 Year Howqua Reunion (Class of 2018)

Monday 17 November

Nancye Wynne Bolton (OL 1933) Lauriston Community Golf Day

Friday 21 November

30 Year Reunion: Class of 1995

Thursday 27 November

Annual Lauriston Luncheon incl 50 Year Reunion for Class of 1975

Friday 28 November

40 Year Reunion: Class of 1985

Event details and dates are subject to change. For more and up to date information about alumnae events, visit ola.org.au

Upcoming Dates

D ate

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Lauriston.

For Life.

Lauriston students are instilled with the courage to embrace challenge, even at recess.

Experience Lauriston’s Junior School Adventure Playground, inspired by our students’ journey to Howqua, at one of our upcoming Open Mornings.

EXPERIENCE LAURISTON