“The International Baccalaureate Diploma Program has helped me to find balance…managing my time and not leaving out what I find relaxing and fun in life, such as sport, helps me to maintain a healthy mindset to complete tasks.” – Miranda, Year 12 IBDP student
LEARN MORE ABOUT MIRANDA’S IB JOURNEY ON PAGE 28
We would like to acknowledge the Traditional Custodians of this land, the Wurundjeri, the Boon Wurrung and the Taungurung peoples of the Kulin Nation, 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 Indigenous Australia.
We would like to acknowledge that our community is diverse; and Lauriston values an inclusive and accepting environment for all ages, genders, abilities, races, religions, sexualities and cultures.
One of the greatest features of Lauriston is how we encourage girls to engage in life, to try new things, to embrace opportunities and to be reflective of their experiences. We believe that experiential learning forms a fundamental part of the education journey at our School as it fosters connection and collaboration as well as encouraging life-long learning.
As part of our Howqua program, our students participate in experiential learning which involves learning in the classroom, our outdoor program and within the social setting of a residential community.
When the Howqua campus was established 30 years ago, the concept of a rural campus for Year 9 students was based on the desire to develop in our student’s greater self-confidence and self-reliance, to increase environmental awareness, to learn the importance of teamwork, and to encourage girls to develop resilience in order to cope with the physical and character demands of living and learning in a bush setting.
The Howqua program has evolved over the last 30 years to meet the changing needs of our students, and to reflect the growing body of research on adolescent development, learning and outdoor education. The COVID-19 pandemic and concerns about the future of our environment have also informed changes to the program and seen an evolution of some of the intentions of the program today.
While the Howqua program has always given attention to each student’s personal growth, there is now a greater emphasis on enabling the girls to focus on their personal identity and their discovery of themselves and connection to others. Collaboration occurs at the Howqua campus through a variety of experiences, from living in a House with peers, to participating in the Outdoor Program where it is critical to work together and care for all members of a group.
Over the course of the year, our outdoor program and fitness program are sequential, taking into account that students will incrementally build their outdoor skills, just as they will build their levels of physical fitness. Like our academic curriculum, the Howqua program is scaffolded and allows students to challenge themselves and to revisit activities previously completed with the opportunity to further finesse and develop their skills. This is all part of the process of learning, in that we reflect upon how far we have come, learn from our mistakes, and demonstrate a willingness to try again.
Ultimately, through the Howqua program, we strive to develop skills and attributes for life. We strive for each girl to establish her own voice and develop both the ability to communicate in a variety of different settings and situations, but also the confidence to speak for herself, offer ideas and opinions, and respond to the different views which others may hold in a respectful manner.
Similarly, being immersed in an environment where students do not have access to personal digital technologies means that students have time to practise their social skills, develop meaningful relationships with their peers and teachers, and face adversities in which their resilience will be further developed.
Every element of the Howqua program promotes the values of communication, critical thinking, respect for self and others, and learning to take responsibility. Within the program, students are given a range of responsibilities in which they hold themselves and others accountable, and are accepting of different personalities, values and backgrounds.
The relationships Howqua teachers establish with their students are also unique, as our teachers walk alongside students during the Howqua year, participating in all aspects of the program. Howqua teachers are role models who influence student experiences by the way they react,
respond and take actions in the various settings in which they find themselves, be this is in the classroom, through their participation in the outdoor or fitness programs, or in their capacity as House Tutor.
There is no doubting that the Howqua program is a defining feature of the education provided at Lauriston. The outcomes we strive for are complex in that they are about supporting our girls to build skills and attributes for life. I often see the skills and attributes gained at Howqua continue to develop when our students return to the Armadale campus, and I am told by many of our Howqua alumnae that some of the most important lessons learned at Howqua are not realised or understood until many years later.
It was a brave decision in the early 1990s to purchase land, build the Howqua campus and establish the program. I use the term ‘brave’ because I believe the Howqua program was as unique then, as it is now, and it required us to step out of our comfort zone to be innovative in the education we provide.
Susan Just PrincipalA mind that is stretched by a new experience can never go back to its old dimensions.”
Oliver Wendell HolmesMs Caroline Hodges and Ms Susan Just with students Mia and Lola
What sparked the idea of a country campus like Howqua was one day realising that the Year 9 frame of mind was not suited to sitting in traditional classrooms, doing traditional lessons.
I was teaching a Year 9 class a topic called ‘Social Education’ and they told me loudly and clearly that they did not want to be at school in that moment. So, we wrote on the whiteboard all the places they instead wanted to be at 14 years of age. It filled up the whole board!
I learned a lesson. Year 9 could be a wasted year for our girls if we did not do it differently. There were so many things they wanted to have a go at rather than being ‘locked up’ in a classroom. The girls had energy, ideas, and enthusiasms which could engage them in purposeful activities and in experiences which could develop and enrich their lives.
Outdoor education was commonly taught in schools and was good to a degree – Outward Bound, Duke of Edinburgh, ski trips and the like – but these are primarily based on recreation, not real life. I pondered this thought and talked to staff and gradually the idea grew.
We began to realise that Year 9 students could benefit from A YEAR AWAY. Looking after themselves, learning from the environment, without parents, siblings, mobile phones and the glitzy attractions of the city. It could truly be a growth year rather than a year of disengagement.
Council was briefed and support was given to explore options – ways of providing the dream. And we did! A group of staff, parents and Council members began the task of finding the right place to begin this massive educational project. We called in some professionals to help us – architects, town planners, and one land agent in our area of interest, Mansfield.
1992
1991
Construction of Stage One commences (Four student Houses: Fitz-Gibbon, Gillespie, O’Brien, Thompson, LPA Dining Hall, four staff houses, storeroom, workshop).
1997
Official opening of Stage Two on 2 February. Full year attendance for all Year 9 girls commences.
1996
2004
Construction of 9th student House (Kirkpatrick). Campus can now accommodate 108 girls.
Campus is officially opened on 27 June by Mr Tim MacartneySnape. First group of 35 girls are welcomed on 20 July 1993.
Construction of Stage Two commences (three student Houses: Wirringa ’96, Arthur Robinson, Cramond; two staff houses, one classroom block, visitors’ centre, combined office/ student services area, conversion of the sick bay to assistants’ accommodation).
Construction of 8th student House (Mirrabooka).
We wanted a place that they could call their own and grow. A place that tested their resourcefulness, creativity, resilience and independence, and one which engaged their heart, mind, and, importantly, grow team spirit. We wanted a place to develop a campus where girls could live and manage their own living, find new things to see and do, experience new approaches to learning and take part in new recreations - things like survival hikes, riding horses and bikes, and snowsports.
The Howqua property was secured with help from a Mansfield land agent. It was a beautiful former farm on the edge of a state forest with tremendous possibilities for just this sort of development.
Council bought the land in 1991 and the first stage was opened on 27 June 1993, by Tim Macartney-Snape.
In the words of Ruth Tideman AM, Lauriston Principal 1983-2000
Howqua meant the exposure of Lauriston girls to a transformative experience which could only occur when encouraged to reach beyond themselves in an unfamiliar environment.”
Caroline Rasmussen, Lauriston: 100 years of educating girls 1901-2001
2006
2008
2009
2020
Students go on sixday Buller-Stirling Hike.
2010
2020
Students undertake home learning due to bushfires and COVID-19 pandemic.
2018
The Howqua program of today continues to prove relevant in the context of an increasingly complex world. We asked our expert educators to share their experiences and perspectives of what this transformative program brings to Lauriston’s pioneering girls’ education strategy.
Ms Susan Just, Principal
Dr Alison Manson, Vice Principal - Head of Campus Ms Vanessa Hewson, Assistant Principal – Student Experience and WellbeingMr
Jonathan Collenette, Howqua Coordinator of Curriculum and Teaching (2022) MrEvan
Brophy, Director of Outdoor ProgramsIn the context of today’s complex world, why is Howqua so important for a girl’s education?
Ms Just: Through their participation in the Howqua program our students are developing their competences in managing challenging situations, such as problem solving, perseverance and creativity. They know how to work together as a team to resolve problems and they understand the importance of seeking different opinions when problem solving.
Ms Hewson: Howqua prepares girls for the complexities of today’s world in way that cannot be facilitated in a day school environment. Everything experienced by Howqua girls leads to resilience, independence, courage, persistence and gratitude. While girls may not set their sights on climbing mountains and rafting down grade 5 rapids in the future, the skills developed from communal living, the Outdoor Program and general campus life are transferable to any situation when a girl feels challenged. We hope that Howqua girls carry this with them through senior school and beyond, striving for a life where they understand the value of being part of something bigger than themselves.
How have you seen a change in the students’ approaches to setbacks and challenges over the course of the year?
Mr Collenette: Students gain the skills to problem solve and become more independent as the year progresses. There is also development of resilience but also recognition that students are interdependent and know when to seek help from others.
Mr Brophy: Over the course of a year, the girls realise that not succeeding at something the first time is actually a great learning tool and that setbacks, no matter how large
or small, give us a great opportunity for knowledge and growth. As the year progresses the students actively start to look for further challenge; academically, pastorally, on Outdoor Program and as part of the Fitness Program, asking what more can they do, what are their limits and how far can they push themselves and support their mates.
How does the Howqua-and-parent relationship work - what level of visibility and communication do parents have?
Ms Just: At the beginning of each year, parents are concerned about their daughters not being a constant presence in the family each day. They begin to see the development of independence and confidence in their daughters with each five-week rotation. Throughout the year as parents get to know the Howqua staff, through meeting with them and their daughters’ letters, they develop a positive rapport with them and are grateful for the care they provide to their daughters.
Dr Manson: While we want the girls to develop their independence and trust, regular contact with home is essential for a successful year at Howqua. In addition to key event updates, we provide weekly digital updates with lots of photos. In addition to the Head of Campus report, one house contributes to the newsletter each week, as well as alternating weekly content from one faculty area, and Wellbeing and Outdoor Program. We provide several opportunities for families to visit the campus, and parents also collect their daughters from Howqua for the first Term 1 Exeat, which is a lovely opportunity for the girls to show their families around the campus and for parents to meet staff.
What role does the pastoral and wellbeing program play in educating today’s young women? How is it operationalised in curriculum or out on Outdoor Program?
Ms Hewson: It is not enough for today’s young women to excel academically; they need a strong foundation in wellbeing skills to help them navigate the inevitable stress and competition of the modern world. Howqua’s wellbeing program prepares young women with interpersonal skills in communication and resolving conflict alongside intrapersonal skills in understanding their unique strengths, how to manage stress, becoming emotionally literate and agile, and understanding the significant roles that gratitude, empathy and compassion play in developing personal resilience and building strong communities. Wellbeing is not confined to formal lessons, it is integrated and woven through everything the students learn on campus – they then put them into practice in living together and out on Outdoor Program. Both facets of the Howqua program intentionally challenge students and force them into action.
Mr Brophy: The lessons we learn as part of our pastoral and wellbeing program are solidified with real life learning during all aspects of Howqua life. Compromise, tolerance, the strength and support of a team and face to face communication skills are essential when living and learning with each other in a residential program. We see each other every day and therefore it is essential that respect and responsibility for self and others are always at the forefront of our minds.
What do you envisage the future Howqua to look like?
Mr Collenette: While there may be slight changes to the program over the coming years the opportunity for students to immerse themselves in nature supported by a team of passionate staff is invaluable. Students learn to recognise how important community is, and that relationships are at the heart of this.
Dr Manson: The hyperconnected nature of social media makes the Howqua program even more important today. Howqua provides an opportunity for real-world connections with peers but also with self and family. The program will continue to provide physically and mentally challenging activities while giving students a break from technology. Connectedness to nature and a strong focus on stewardship will become more important as we encourage responsible planning and management of resources, fostering a culture of responsibility.
Ms Just: As we continue to develop the Howqua program we are looking outward and considering how we can help our students build their capabilities for their future lives. The outdoor activities, academic curriculum and wellbeing program will continue to evolve to suit the needs of our students and our own understanding of how we can best prepare students for the future.
We continue to believe that Year 9 students should participate in a challenging and exciting education where they can take a break from technology and open their eyes to their stewardship of our natural environment.
Before you set foot on the Howqua campus what expectations did you have?
It’s difficult to answer as we were involved in the initial stages before it became a ‘campus’. I recall the very first meeting on 31 August 1990 with the Headmistress, Ruth Tideman AM, and great support from Nigel Creese who was incredibly passionate about education and the outdoors, to discuss investigating sites for a regional ‘camp’ style outdoor education program. A few other sites around Victoria had been considered, and I believe Nigel had a fishing shack not far from Howqua, so my proposal of the site was presented and accepted by the Board following that meeting.
With our backgrounds in running Duke of Edinburgh programs and experience at Timbertop, the School tasked us with researching other similar experiences, and the the Old Lauristonian Association (OLA) funded some of the travel to achieve this exploration of other long term outdoor programs across Australia and New Zealand. There were years of planning, architectural drawings, pre-cost estimates, earthworks and even some time spent in court when the project was challenged by locals, before we moved into our almost complete Director’s house with our young children in early 1993. When we welcomed the first group of students in June 1993, there had already been so many small but fundamental steps taken.
In that first year – what were your observations of the cohort at the beginning versus how they were at the end of their time?
Even though the groups weren’t there for the full year, they were so important to the success of the program. We immediately noticed that even with the groups who only spent six months there, they went back to Melbourne with many personal growth gains. And importantly, they didn’t lose those gains, they continued to be selfconfident young people. Our last group was the first time that the students spent the full year residing there, which
only showed greater growth. The success of the program was largely down to the students, and their parents, appreciating how special, unique and different it was –there was a great deal of enthusiasm.
Over your tenure at Howquawhat evolutions to the program did you experience?
Much of the heart of the program is still there, but of course it has changed over the years. We trialled subjects that were specific to the region, in some instances combining subjects that are separated to meet the curriculum needs of today. Back then, for example, we ran Mathematics very differently and it was quite successful. Of course, we had a much smaller setup, less staff, so many of the operations were different – we couldn’t always count on a day off!
You both conducted research around Australia that underpinned the proposal that School Council eventually approved. What were the key findings of this proposal stage?
The key findings were really that they improved their self-esteem and we saw solid growth in their selfactualisation. Of course, those initial few weeks saw a drop in self-confidence due to homesickness, but once they realised they were safe and happy, they really grew as people. Right from the outset, there were clear gains at Howqua that were not being achieved at Armadale, and then the other half of the year level who were there in the second half of those years mirrored those gains.
What single piece of advice would you give a family nervous about attending Howqua?
It provides a genuine opportunity for kids to make real decisions about aspects of their lives – when they have this power of decision making, kids learn to build selfreliance and problem-solving skills – that is where the real growth occurs. Do they have this opportunity to make decisions in Melbourne? Of course, but perhaps not always in as safe or as controlled environments such as a residential experience like Howqua.
Before you set foot on the Howqua campus what expectations did you have?
I had worked at Howqua previously between 2008 and 2010, then spent 2011 at the main school before returning as the Assistant Principal in 2012. My wife and I were very excited about the role and working with a great group of staff who were committed to the program. I had high expectations from previous experience and wanted to tweak some areas of the program that I thought we could improve for a better experience for the students.
In that first year – what were your observations of the cohort at the beginning versus how they were at the end of their time?
The girls arrived very much as a young and enthusiastic group of students who had just finished Year 8. By the end of the year, they had grown in so many ways; physically they were stronger and more independent, their resilience and perseverance had markedly improved, their levels of communication were clearer and more pronounced, their ability to acknowledge strengths and weaknesses, to acknowledge one another’s capabilities had changed, they were more inclusive and thoughtful of one another, having grown and matured together through various challenges and experiences throughout the year.
It’s common to hear how Howqua has imprinted on the students for their years going forward. How has Howqua impacted your own way of being, or what skills did you build that you carry with you today?
Howqua has had a profound impact on myself and our family. We have been impressed with the capabilities that the girls have; their energy and enthusiasm is contagious, their ability to grow through the year and meet adversity never fails to amaze me. Every year group included our children, Will and Maggie, and made them feel so special – we are forever grateful. Howqua has also taught me to listen to our students as we often learn as much from them as they do from us.
Howqua would not exist without the staff – in many ways, they are the fabric of Howqua. What attributes makes a Howqua staff member so special?
Howqua staff are unique, and this is not to take away from staff in other schools or areas. Many of the staff have a sense of adventure, are outgoing, capable in a
variety of fields, can multitask and enjoy a good challenge. Howqua staff are required to be teachers, take part in a rigorous Outdoor and Fitness Program, offer Pastoral Care support in a 24/7 capacity and manage everything in between. It is more of a lifestyle than a job!
What are your hopes for Howqua in the next 10 years?
At present it appears that our society is becoming more risk averse and the continued trend of making our lives easier continues. I would hope that Howqua does not modify its programs in any way that negates the student experience. While some aspects of the program are challenging, this allows for a good deal of extrinsic and intrinsic growth, adaptability, independence and understanding of both self and others. I see this as only benefitting our students in this continually changing climate that we are in.
What single piece of advice would you give a family nervous about attending Howqua?
Speak to some of the students and parents who have experienced Howqua and listen to what they have to say! Undertaking Howqua is a big step for the whole family. It is not unusual at all to feel a sense of nervousness, sometimes parents are more worried than the girls! It is a big step and not for everyone; however, those girls who undertake Howqua will take away a lifetime of experiences, memories, friendships and learning, aspects that carry them well beyond their future schooling and university years. It is an incredible experience, a once in a lifetime!
“Even though it had a few difficult challenges along the way, that’s what made it special and exciting. At first, I didn’t think I would be able to do any of those crazy things, like 18km up a mountain. But, after going through that year, turns out it was possible, and I did it.”
~ Ellie, Year 10 (Gillespie 2022)
“On the last night of Howqua, we had all pulled out our sleeping setups for the last time with our closest friends. We had saved weeks of nightos and arvos for a big feast. We remembered all our favourite memories we had shared and cried when the feeling of realisation hit that this was our last night together.”
~ Jiah, Year 10 (Cramond 2022)
“On our six-day hike, our route was changed due to severe weather. This meant that on the last day, we walked up Reception Hill onto campus. It was very exciting and rewarding to walk up Reception Hill for the last time with my six-day group.”
~ Alice, Year 10 (Gillespie 2022)
“The tension in the air when they announced we were going home for the second time [due to lockdowns], a moment that I realised everyone truly had become a community - we all cried together.”
~ Grace, Year 12 (Kirkpatrick 2020)
“Term 3 was the best term, I learnt both downhill skiing and cross-country skiing. The Falls Creek trip at the end of term 3 was a fun experience, the view was amazing, and we went on night skis.”
~ Cindy, Year 10 (Kirkpatrick 2022)
“My favourite Howqua memory was at the very end of the Buller to Stirling 17-km run, catching my breath at the summit of Mt Buller looking out at all the mountains that I know so well now, mountains I climbed and reflecting on the memories I made climbing them. It was the perfect goodbye to my year.”
~ Harriet, Year 11 (Cramond 2021)
“I remember on my first day of the three-day [hike], my group had just summited Mt Cobbler. It was a clear day, and we could see what felt like everything around us. We could see where we had come from and where we were going to end up. The plan was to have a quick lunch and then keep moving on, but we stayed up there for hours. Zoe had bought her ukulele with her, and we all sat in a circle singing songs and talking about what we had planned for the hike. It felt perfect, the year was coming to a close and it was a time that allowed me to reflect on the year.”
“As circumstances regarding the Covid-19 pandemic worsened throughout the year, our school decided that in order to maximise our Howqua experience and evade the risk that we would go home and be unable to return, we would stay up there for the full 10 weeks of Term 4, and not go home for the mid-term exeat. Despite missing our families, I think we all had a great time during Term 4. I personally loved all the exeat activities the teachers organised for us (treasure hunts, a coffee cart, beeswax wrap making), and being up there with all my friends felt like a holiday — we blocked off all the windows in the house with paper to make full use of the sleep-ins. I think that this was such a special and unique experience, providing us with extra fun and more challenges to grapple with. I wouldn’t change anything, even if I could.”
Arthur Robinson | 1997
Named in memory of Sir Arthur Robinson, a former Victorian Attorney General, by 12 partners of the law firm Arthur Robinson and Hedderwicks who joined together to fund the House.
Cramond | 1999
Named after donors David and Bronwyn Cramond and their children. David Cramond was a Founder and Vice President of the Lauriston Foundation Board.
Fitz-Gibbon | 1993
Named after donors John and Pamela Fitz-Gibbon (Kaye, OL 1971) and their daughters, Sarah Tompkins (Fitz-Gibbon, OL 1999) and Dr Kate Fitz-Gibbon (OL 2004).
Gillespie | 1993
Named after donors Roger and Lesley Gillespie and their children. Roger Gillespie was a Founder, Vice President (19941995) and President (1996-1997) of the Lauriston Foundation and also a member and Chairman of the School Council.
Kirkpatrick | 2004
Named after donor John Kirkpatrick, grandfather of Howquarians Victoria Brown (OL 2003) and Lindsey Myra (Brown, OL 2002). Mr Kirkpatrick donated the 9th Howqua House because of his passionate belief in the value of experiential learning.
Mirrabooka | 1999
The Indigenous name for the Southern Cross, Mirrabooka was the name chosen by donors Robert and Barbara Paterson and their daughters. Robert Paterson was a member of the School Council and the Council Finance Committee.
O’Brien | 1993
Named after donors John and Eleanor O’Brien and their children.
Hollyer | 2008
Named after Old Lauristonian Sarah Hollyer (OL 1967), whose generous bequest to the School funded the construction of the 10th Howqua House.
Thompson | 1993
Named after donors Judy and Gary Thompson and their daughters.
Wirringga | 1997
‘Wirringga’ was funded by 33 Howquarian families whose daughters were residents in 1996, as a legacy for future generations.
Howqua’s impact is long-reaching, with many Howquarians and past staff providing us with an insight into varied memories that remain crystal clear today, and how their experiences shaped who they are.
“It was the relationships formed with the other girls that have really stayed with me over the past 28 years. I remember nights spent in Fitz-Gibbon House singing renditions of the classic 90s ballad by Mr Big, ‘To be with you’… However, the real memories that stay with me from Howqua are the memories of achievement and the sense of pride in completing all that was thrown at me that year. It was an unforgettable experience that I will hold dear to my heart forever.”
“When I boarded the bus to head home for the last time, I thought I would be saying goodbye to Howqua forever, but the fresh air and the country seeped into me without realising it and set me on a path to be a teacher and a future teacher at Howqua. Teaching Howqua girls from 2017-2019 have been highlights of my time teaching so far and allowed me to complete more challenging hikes, ski tours and runs than I remembered as a student! Seeing the top of Cobbler in snow on day one of the six-day and completing 40 river crossings in the heat by day six, skiing to the summit of Mt Bogong and running two mountain summits in the final fitness challenge are my outdoor highlights. But nights in my house by the fire with friends (both when I was a student and then again as staff - the small stuff stays the same) are what I miss most about my time at Howqua.”
“My time at Howqua was incredibly rewarding. I remember the fun and laughter first and foremost. Lifelong friendships were made over Milos by fire! The abundance of challenging activities forced me to expand my comfort zone while fostering resilience and perseverance. I feel incredibly fortunate to have had the opportunity to experience life at Howqua.”
“My best friend to this day was from sharing a bunk bed for the year together. Before then we didn’t know each other well. It is amazing how Howqua brought me such a lifelong friend.”
“When asked why I chose to send my two girls to Lauriston, I get quite passionate about the incredible life skills Howqua teaches us. Where else do you have the opportunity to really challenge yourself, physically, emotionally and mentally multiple times a day, experience success and failure and ultimately achieve incredible personal growth and learning through these challenges all at the age of 15?
I firmly believe that what Howqua taught me, was to love a challenge and embrace opportunity, and this has shaped my career so far. It is amazing what limitations your own mind can place on you, and it is enlightening when you can understand those limitations and break free of them. This is something that is integral to Howqua, challenging your fixed mindset of not being able to hike up a mountain, or pitch a tent, or my personal one was that I wasn’t a runner, until I was made to run almost every day at Howqua!”
“I have so many happy memories from my time at Howqua. I attended Howqua in the first semester of 1996 when there were only four Houses, and I was fortunate enough to be part of that special experience. Some of my favourite memories include hiking the Cross Cut Saw, canoeing on Lake Eildon, swimming at the beautiful Running Creek, early morning runs around the ring road, and the crisp frosty mornings when on our way to the dining hall. Before my time at Howqua, I had never been hiking before, but now, a group of us who were at Howqua still go hiking and it’s one of my favourite ways to escape city life.”
“It was only a couple of months into 2004 – my identical twin Jasmine and I decided it would be funny to swap Houses for the weekly House meeting, to see if the teachers would notice. Earlier that week, Jasmine was caught speaking to another student on her 24-hour solo (in her defence, she was positioned so closely to this other student that they could see each other!), and unknown to us this was going to be addressed at the Arthur Rob House meeting that afternoon. The teachers came in, and we both went through the meetings completely unrecognised – we had pulled it off! Until I (disguised as Jasmine) was pulled aside by the Arthur Rob tutor to address the minor 24-hour solo infringement. The punishment was to go to the kitchen immediately and help the chef to clean the 50 oily pesto jars from that week’s hike. Clearly, I was not going to take the punishment for Jasmine. So, I came clean about the prank… and Jasmine cleaned the jars!”
“In the summer of 2006-2007 the Campus was surrounded by fires — all buildings survived, though much damage was done to many of the running tracks and the water supply along the Weir Track. There were [firefighting] helicopters drawing water from the reservoir, firefighters and fire trucks on campus and earthmoving equipment based on The Flat.”
Current role: Intern/Junior Doctor, MD Industry: Medicine
Career to date
Medicine is a career with boundless opportunities. You can make a tangible difference to people’s lives, build meaningful relationships, and learn something new every day. At this stage of my career, I am enjoying rotating through diverse specialities and having the opportunity to learn from my patients and colleagues. I am also undertaking two research projects whereby one is focused on medical education and the other is looking at oral immunotherapy as a treatment for food allergy.
Favourite Howqua memory
I will never forget the joy of receiving a letter from home. Being able to rip open the envelope and relish over those handwritten words of love and support was truly special. I would spend hours (no really… hours) writing pages and pages for my own letters home. I think this is what sparked my ongoing love for journaling and handwriting. I have kept and treasure all my letters from Howqua as they truly hold the memories of my year there.
I reflect on how Howqua positively shaped me to become who I am today, and one key thing Howqua taught me was gratitude. I learned to cherish relationships through being surrounded by friends, I learned to appreciate nature through the outdoor activities, I learned the importance of helping others through volunteer work and I learned the value of health through our runs, hikes and more. Furthermore, living away from home made me grateful for home. This is why I am grateful for Howqua.
Current role: Manager, PwC Industry: Professional Services
Career to date
I’ve been working at PwC in Management Consulting for the last five years. After a degree in Biomedical Science, I’ve found a passion specialising in people-based productivity and operational excellence for large-scale workforces. A highlight was supporting the design and implementation of the Police Assistance Line, to divert non urgent calls away from the Emergency Services Telecommunications Authority (Triple Zero).
Favourite Howqua memory
Howqua taught me that it’s okay to go out on a limb, and to succeed or fail! I remember laughing so much at Houses’ abilities to take any obscure prompt and concoct a performance that leveraged sleeping bags, our teachers’ traits (to their ‘good natured’ dismay), and stellar dance moves.
Still today I have a love for the outdoors. I thank Howqua for my ability to know when we’re almost at the top of a hill by reading the tree line and how to efficiently pack (very helpful for work travel!). Being part of a hike group with stressed, worried or tired team members also taught me how to handle difficult conversations, manage and motivate teams and build a culture so everyone has a positive experience!
Current role: Senior Project Manager, RP Infrastructure Industry: Property and Construction
I currently work at a Project Management Consultancy business called RP Infrastructure. We assist our clients, including schools, universities, councils, government agencies and private developers, to run their building and infrastructure projects from start to finish. I first studied a B. Engineering / B. Science at the University of Melbourne and got my first job with Lendlease working on large construction sites. This was a fantastic, and demanding, experience but gave me a wealth of construction experience that has aided me in the rest of my career in the property industry.
My fondest memories of Howqua include all the wonderful outdoor activities we did. Two standouts were:
• There was a inter-house competition that involved a round-robin of physical events. It was a great opportunity to bring all our house members together working on a common goal. We showed great teamwork that day and won! I learnt that day that I was pretty good at problem solving and planning ahead by having one eye on the team in frontcertainly skills that have helped me in my career!
• My all-time favourite memory was completing the six-day hike at the end of the year. It was the result of a year’s worth of learning about hiking, navigating and building independence. It was a wonderful experience being able to hike with my friends, without teachers, and trek through beautiful scenery from King River hut, along the ridge lines, back into Howqua. I can still remember the beautiful sunrises, scenery, funny moments and smiling faces as we completed the trek, to this day. This trip definitely cemented skills in decision making, planning, and independence.
Howqua helped me, being an only child, to deep dive into sharing space and other things with others, a lot better! Throughout the year I learned a lot about compromise, negotiation, and how not every opinion is black or white, but can be many shades of grey. This certainly helped me as I navigated through high school and beyond.
While some can describe its immediate transformational impact, many focus on the opportunities and challenges it afforded. Others including Caitlin, Emily and Melanie, will be able to look back as adults and speak about how the program enriched their lives and offered the foundation for many skills and attributes further developed in the senior years of school, tertiary studies and careers.
When living in a House, participating in outdoor activities or undertaking campus responsibilities, each individual must develop and use their communication skills and problem-solving skills. How might a girl tackle the problem of one or more other girls not doing their household chores properly? How might a group of students find a solution when a member of their hike group has an injury which slows the pace of her walking with a pack? How might girls in a House come to understand that different cultural backgrounds can become opportunities to learn not only about the culture and language, but also about different world views? These are all likely issues to arise when living at the Howqua campus, and with the support of adults, they become learning opportunities.
Knowing yourself and what you are capable of achieving is a significant attribute for a young person and these insights can be further enhanced through the senior years of school and tertiary studies. This type of self-knowledge is also helpful as one navigates the different career paths available and provides some insights into the type of career and workplace that will enable the individual to showcase their skills and attributes, and enable them to have satisfaction in their work.
In an environment which promotes independence and acceptance of challenging activities, the Howqua program provides opportunities for our girls to reflect on their own personal identities and how they can set goals for their senior years of school and positively enhance their skills and attributes. As such, these students have the chance to gain a head start in preparing for their future careers.
Susan Just PrincipalRead the full article on our blog: lauriston.vic.edu.au/under-the-fig-tree
The Howqua program will be different for each student who attends.”
Howquarians will fondly remember and many still cherish the Howqua traditions – important practices and special mementos that represent the challenge and triumph synonymous with their time here.
Howqua can be a daunting prospect for any student, however many take comfort in the knowledge that the path has been well trodden by those who came before her. In many cases, previous Howquarians will leave a message of kindness, inner strength and solidarity on the bed slats under the mattress of each bed.
Letter writing is the strongest form of communication back to their home. Many Howquarians recount that the first letter home is often centred around homesickness, which is quickly replaced with a sense of Howqua becoming their new home, they equally relish the parcels they receive in return.
The humble Troop Carrier, or ‘Troopy’, carries more than just the students and their belongings to the start of their Outdoor Program activity, it carries the energy and anticipation of the challenge that awaits them.
‘Integrity, Courage, Perseverance, Compassion’ – the values of Howqua are embedded into the program and are more importantly – embodied by the students. The Spirit Award is presented to a student who demonstrates these values each term – as the year progresses, each recipient adds their own small flourish to the award, resulting in some very distinct creative pieces!
Celebrating a birthday at Howqua means being surrounded by her ‘second family’ – even though she is away from home, her housemates will decorate the House with items from the birthday box sent from her family, they all share the traditional Freddo cake, and they receive a special phone call from their family back at home.
The Australian icon takes on its own identity at Howqua and is much more than a humble beverage. Many Howqua alumnae will still have their Milo tins, using them to store letters and other Howquarian trinkets. In some cases, the tin stores messages from the previous years’ cohort – stashed safely in the House for the new group to find and feel welcomed. Ensuring the precious condiment lasts until the next delivery is one of the first lessons the girls learn in compromise, sharing and responsibility – no one wants to go without it!
One of the newer traditions of Howqua, the Achievement Badges, give students the opportunity to take pride in their efforts across the physical, academic and pastoral domains of the program. The development and demonstration of these skills underpins the transformative nature of Howqua, and Lauriston has also translated these Badges into digital credentials, allowing the students to symbolise their achievements in a digital portfolio that they take with them beyond the school gates. At the end of the year, the students are also given a blanket to stitch their Badges onto as a keepsake.
The highs and lows, and the tears and triumphs.
The footwear of choice is not unique to Howqua, however its practical uses, including ‘sports mode’, go beyond getting one from A’Rob to the art room – no two pairs are alike, with adornments allowing students freedom to express their personality.
Kindergarten is often thought of as a place where children play and participate in artistic activities, which some may dismiss as simply keeping them occupied. However, what is often overlooked is the intricate cognitive processes that children engage in when they plan, manipulate, experiment, hypothesise, explain, problemsolve, and discuss their ideas to achieve their vision. By providing children multiple opportunities to engage with different materials (the 100 languages – Reggio Emilia), we are provoking curiosity and a desire to investigate. Children are encouraged to explore various objects, colours, and textures through the creative arts, which helps them make sense of their thoughts and ideas. The inclusion of creativity in the Kindergarten curriculum promotes experimentation, problem-solving, risk-taking, and the testing of theories, which leads to new understandings.
The philosophy of Kindergarten at Lauriston is influenced by the schools of Reggio Emilia, founded by Loris Malaguzzi. In 1998, Malaguzzi said, “creativity becomes more visible when adults try to be more attentive to the cognitive processes of children rather than to the results, they achieve in various fields of doing and understanding.”
The words of Malaguzzi constantly challenge us as educators to foster children’s creative interests, thoughts, and problem-solving skills in an innovative manner. Rather than focusing on a result, it is crucial to closely observe the thought processes that children go through as they work towards understanding and acquiring knowledge.
As we promote STEM learning among young children, creativity becomes a core competency. The Reggio Emilia approach recognises the importance of art education in developing critical and scientific thinking skills through art expression. Art stimulates imagination and encourages children to express their emotions, promotes the development of communication and social skills, and
fosters collaborative work and discussion. Research has shown that young children learn best through play, and in carefully constructed play areas, children are able to engage in productive thought. Playing with ideas not only facilitates learning but also ignites a spark of curiosity in children to want to know more and investigate on a deeper level.
Boredom has been scientifically proven to be a precursor for creative thinking. When we’re bored, our brains are in a relaxed state and our mental filters are less active. Young children are adept at expressing boredom as a way to capture the attention of adults. Studies have revealed that engaging in some low-key, undemanding activity helps a wandering mind to come up with imaginative ideas and solutions to problems. Once a child’s mind has sparked an idea, they must devise a plan, gather resources, create a design, and develop ways to represent and bring their idea to life. These are all lifelong skills and are essential to include in STEM classrooms.
Social interactions provide an excellent opportunity for nurturing creativity in young children. Educators can plan activities that promote collaboration and expose children to diverse perspectives, involve children in solving realworld problems, and ask them open-ended questions. By empowering children to develop their own ideas, answers, and interpretations, we can foster creativity and inspire them to become innovative problem-solvers. The Italian philosopher Rodari was a frequent visitor to the schools of Reggio Emilia. Rodari is famous for his interest in fantastical imagination and young children’s education. He believed that educators should act as “animators,” breathing life into creative play across all areas of the curriculum. According to Rodari, collaboration and imagination were crucial elements in enabling children to weave their own stories, both in play and later in life as they developed their writing skills.
Young children require diverse materials and opportunities to represent their understanding of the world around them. The 100 languages of childhood offer a vast array of tools and materials for children to use, from paint to clay to digital media. From a very early age, children engage in using graphic language. This language plays an integral role in children’s learning and the building of understanding. Each mark represents a unique thought or idea, and when children create marks using various tools and surfaces, educators gain valuable insights into their learning process. By analysing children’s mark-making, educators can tailor their learning environment to support curiosity and inspire further exploration.
To further this, we have developed an Artist-in-Residence program. In 2022, we collaborated with sculptor Deborah Edwards to introduce the children to the versatile medium of clay. With Deborah’s guidance, the children explored the properties of clay and utilised their imagination to design and construct a birthday cake. Birthdays are important milestones for children; they mark the passage of time, growth, and the development of knowledge about the wider world.
As they worked on the cake, the children explored the language of clay, experimenting with its properties and using their imagination to decorate it with rolled clay balls and fingerprint patterns. The completed cake now stands proudly in our Kindergarten garden, reminding us all of the children’s potential for creativity and their ability to learn through artistic expression.
Fiona Ireland Director of KindergartenDrawing is the discipline by which I constantly rediscover the world. I have learned that what I have not drawn, I have never really seen, and that when I start drawing an ordinary thing, I realise how extraordinary it isa sheer miracle.”
Frederick Franck
Throughout 2023, the Year 5 and Year 6 students have been enjoying learning in the new Year 5/6 Centre.
The refurbishment of the School’s old gymnasium has resulted in spacious classrooms with collaboration zones and breakout spaces. These spaces facilitate group work amongst the students. One Year 5 student reflected: “This term, we have learned a lot about group work, especially how to work in a team. This can be really challenging, and you have to listen to one another, compromise on important decisions and be kind to one another.”
Research indicates that in the 21st century, learning spaces need to be flexible, in both a pedagogical and a physical sense. Open spaces, natural light, noise reduction and air quality all contribute to successful learning outcomes. The Year 5/6 Centre is filled with light, and we have the flexibility we need to plan for a variety of learning activities. Our Year 5 and Year 6 students participate in a variety of different learning experiences each day and there is a need to ensure that learning spaces can be adapted to these different modes of learning. We aimed to create spaces that were both aesthetically pleasing and conducive to learning.
The new Tinkering Studio in the Years 5/6 Centre enables us to further embed technology and entrepreneurial skills into our curriculum. At Lauriston, we are conscious of the need to prepare our students for jobs that don’t exist yet — many of which will be in technology where women are underrepresented.
Recent technology and entrepreneurial projects completed include:
Prep – Year 2 Market:
Students created a range of products to sell to the school community, managing the stalls and finances.
Year 4 Tiny House Expo:
Students designed their own Tiny House for a customer and printed their design on a laser cutter, before creating a sales pitch to ‘sell’ their house to potential buyers.
Year 5 Smoothie Bar Project:
Students developed a business plan including a product, brand, website and pop-up shop.
Year 6 Nerve Tester Game Project:
Students created a game in the Fabrication Lab (FabLab) that considered a UN Sustainable Goal.
In addition, the School has increased the number of STEM co-curricular activities available over the past two years. Students are welcome to join our Years 1-2 Coding Program, Years 3-6 Coding Program, Years 5-6 Minecraft Club, Years 5-6 Entrepreneurship Club, Year 6 Podcast Club and Years 2-6 Tinkering Club. One Year 3 student reflected: “I love going to Tinker Club because we get to play and explore.”
While it is important that students develop their technological skills, it is also important that they learn to be respectful and safe online. Recently we partnered with the Cyber Safety Project to deliver a program for all students to ensure they act thoughtfully, respectfully and ethically online, and that they start to develop the ability to self-manage the quality and the quantity of time spent online. A key initiative was our Cyber Safety Week with the theme of ‘THINK before you post’. Informative and fun workshops for teachers, students and parents were run and the Student Representative Council (SRC) were involved in developing several fun competitions that highlighted the importance of what you say online being True, Helpful, Inspiring, Necessary or Kind.
As educators, we need to constantly find new ways to positively influence our students and create a culture of engagement and excellence in STEM studies. Through the acquisition of digital technologies and the implementation of an integrated STEM curriculum, we provide the girls with opportunities to develop key skills in problem-solving, creativity, critical analysis, teamwork, independent thinking, initiative, communication and digital literacy. These skills will be vital skills for life in our rapidly changing digital world.
Chris Toms Vice Principal, Head of Junior SchoolThe new Year 5/6 Centre has state-of-the-art classrooms, modern technology, and a dynamic learning environment designed to inspire and support the growth of our students, while still preserving some of the historical elements of the existing building by renowned Melbourne Architect Daryl Jackson AO.
We would like to thank the following families who were major supporters of the new Year 5/6 Centre: The Rockman family, Ding and Jiang family, Yau family, Wu family, Yu and Sun family.
We were excited to celebrate the start of the new school year with the opening of our new unified Year 5/6 Centre on Friday 3 February 2023.
We know we are preparing students for their work future but we don’t know what that future will look like.
What we do know is that today’s students will need a set of characteristics, or soft skills, coupled with authentic experiences where they apply these characteristics in readiness for their world of work in five, 10, or 20 years’ time. Lauriston’s thought leadership eBook, Preparing Students for the Future Workplace, outlines these characteristics and presents some of the research underpinning ideas about what the future world of work might demand of today’s students.
The Year 10 Career Readiness program started in response to the sudden closure of the traditional Year 10 Work Experience program in 2020, due to the pandemic. Career Readiness is a three-day conference-style program, bringing together a keynote speaker drawn from our rich alumnae base, recent Lauriston graduates from a range of professions and providing workshops on interview skills and resume writing. As health restrictions have eased, more workplaces are re-opening their doors to school age work experience students and these opportunities
are advertised to students throughout the year. We may not return to the old model of a fixed work experience week but instead continue to offer opportunities as they arise, for interested students to take up as and when appropriate. The new Work Shadowing program launched in collaboration with the Lauriston Parents’ Association (LPA), adds yet more depth and richness to the Future Pathways program.
The decision to pursue IB or VCE in Years 11 and 12 is also a major focus in the second half of Year 10. The Year 10 Allwell and Morrisby tests are two tools used to help students and their parents understand students’ strengths and interest areas, and to provide some direction as to tertiary pathways and career directions. The Year 10 subject elective programs ensure all students have ample opportunity to try a range of different subjects before making their Year 11 and Year 12 choices. Students consider prerequisites for their tertiary preferences along with their own interests and strengths when making subject choices.
Year 11 is an important year for completing some thorough research on career options, so that students can make informed decisions about their future. Students
are encouraged to make use of the university Open Days to visit the campuses where they may decide to study and talk to current students and course advisors about subjects, courses and university life. Lauriston students apply to universities in Victoria, interstate and overseas, so making use of resources available to research thoroughly is essential.
By Year 12, decision making should be conducted early in the year to ensure that courses chosen are suitable and all options have been considered. This is a busy year for preparing for tertiary education, but other options are also available. Not all our Year 12 graduates will proceed straight to tertiary study, so exploring options such as work and travel is important in this final year of secondary schooling.
Anne Wallington Deputy Principal, Head of Senior School
Lauriston’s thought leadership eBook, Preparing Students for the Future Workplace, outlines these characteristics and presents some of the research underpinning ideas about what the future world of work might demand of today’s students.”Caroline Paterson (OL 1993) sharing her career experiences as a lawyer at the ‘Find Your Pathway’ Student Futures Breakfast
A fundamental pillar of the philosophy that underpins the suite of International Baccalaureate (IB) Programmes, including the Diploma Programme which has been offered at Lauriston for over 31 years, is the concept of international mindedness.
In the IB, this concept can be understood as the process of ‘reaching out’ to the world beyond us to interact with others and ‘reaching in’ to better understand ourselves in relation to others.
While the concept of international mindedness might appear to be a somewhat abstract underpinning to a curriculum, the design of the Diploma Programme ensures that the process of developing international mindedness is concretely represented in the programme’s core and in the design, and assessment of, subject curricula.
The three components to the core of the Diploma — the Extended Essay, Theory of Knowledge and Creativity, Activity and Service (CAS), each play an important role in the development of international mindedness. In the
Extended Essay, a research investigation culminating in a 4,000-word essay, students can conduct an inquiry within a single subject area, or they can write a world studies essay where they work with more than one subject discipline and frame their research question around a topic of global significance. These topics must allow students to engage with three strands of significance — global sensitivity, global understanding, and global self. At Lauriston, we have several students each year who choose to write a world studies essay. This allows them to participate in a process where they reach outward in their exploration of a globally focused topic and reflect inwardly to arrive at a greater understanding of their local community and themselves. In 2022, one student explored the effect of internal migration on economic development in the Anhui province, bringing together the two fields of Economics and Geography. Another student explored the relationship between a customer’s cultural background and purchasing behaviour, bringing together the two fields of Economics and Psychology.
In addition to the Extended Essay, the Service component of CAS encourages the development of international mindedness through participation in and contribution to, local community services. A compulsory element of
CAS is the group project. In 2023, one group of students ran an onsite school op shop to raise funds for a local community charity. Students were encouraged to bring in good quality clothing for resale. This project fostered both a sense of community participation and awareness, and a sustainable perspective on clothing.
It is not only in the Core that the Diploma fosters international mindedness. It is compulsory in the Diploma to select a second language for study. This element of the programme is underpinned by the belief that language acquisition and study is a window into culture and a way to develop greater cultural understanding. At Lauriston, students have the opportunity to study Chinese, French and Spanish. They are also encouraged to speak their home, or mother tongue, and in doing so, to value language as a key part of their identity.
Individual subjects also nurture international mindedness. In the Literature curriculum at Lauriston, a wide selection of translated works provides the opportunity for engagement with other cultural perspectives. In 2023, students will study a novella from Japan, a graphic novel from a French-Canadian animator, a novel by a Hong Kong writer and a selection of short fiction from a Nigerian author. The Literature course also includes a compulsory oral presentation where students select an issue of global significance with local, national and enduring importance. They present an analysis of its treatment in two selected works, one of which must be translated. In 2023, one student spoke about the ways in which religion and art can offer an escape from the harsh realities of life and another spoke about the effect of oppression on women’s perception of the concept of femininity.
In each of these ways, the Diploma Programme sets out to develop students who see themselves as members of an international community with a sense of responsibility grounded in intercultural understanding and respect.
Sandra McCowan International Baccalaureate Diploma CoordinatorAt Lauriston, students have the opportunity to study Chinese, French and Spanish. They are also encouraged to speak their home, or mother tongue, and in doing so, to value language as a key part of their identity.”
We chatted with Miranda and Madison, two current Year 12 students, on how the IBDP is setting them up for success in their future endeavours.
What was it about the IBDP that attracted you to this program, over the VCE?
Miranda: When comparing IB to VCE, IB was much more appealing as it was not scaled and typically did not have the competitiveness that VCE was known for. It was also the international aspect that I leaned towards, even though I wasn’t planning on applying overseas but it would open up opportunities if I wanted to at the end of Year 12.
Madison: I think one of the appeals of the IBDP was the international focus that runs through the curriculum and encourages its participants to think as an international citizen, as well as the assignment style that promotes university preparedness. Additionally, I appreciate the breadth and depth that the IBDP offers to its students through the combination of CAS, the Extended Essay, Theory of Knowledge as well as the academic program.
When you were considering your options of VCE and IB, what helped you understand the differences between the two options?
Miranda: My sister who did IB in 2019-2020 gave me some insight on the program and was something I was much more familiar with than VCE. We did learn the differences between the two during workshops and sessions that were held at the end of Year 10.
Madison: Throughout the period leading up to the decision, Lauriston offered countless sessions during our wellbeing program, SHINE, to help us understand the differences between the two programs. These sessions were great at explaining in depth the requirements of each course and contrasting the offerings of each program. Additionally, the teachers with experience in both courses are able to offer personal advice regarding particular characteristics as a learner to help students come to the conclusion of which program is the best fit for them.
IBDP may not have been an option when your parents were at school – how do you help them to understand the different ways to learn in the modern world?
Miranda: They did quite a bit of research themselves, as well as hearing from their own friends about the IB program well before my sister and I were at Lauriston, which was also one of the reasons we were drawn to Lauriston.
Madison: I think the information sessions run by the school are really helpful in educating parents about the ins and outs of the program. For me personally, I try to explain the assignments or components of the IBDP to my parents as I encounter them, so that I can progressively help them understand the course and its intentions and they are able to come on the IBDP journey with me.
How has the IBDP changed the way you approach projects, or changed the way you learn?
Miranda: Especially in Year 12, with all the assessments and tests that are scheduled closely together, I’ve had to adapt to organising my time, so I was working on all subjects equally as to not fall behind with an assessment or any required knowledge needed for a topic.
Madison: My experience so far in the IBDP has been a challenging yet highly rewarding program of learning. Due to the program’s promotion of research-based assignments, the IBDP has encouraged the development of my research and referencing skills as well as my timemanagement skills. The tight-knit community that we are lucky to have in the IBDP cohort additionally promotes high levels of communication and collaboration amongst students, for the mutual maximisation of our learning.
How will you use skills you learn in IBDP once you graduate, and when you are considering your future learning and career pathways?
Miranda: I think that with the Higher Level (HL) subjects that IB requires for all students and with the great number of assessments and the Extended Essay (EE), it gives an insight to the level of work and effort needed for university. In choosing a career pathway, IB helps as it requires us to choose a subject from each category and provides me with a variety of knowledge in order to discover something that I may be interested in for the future.
Madison: I believe that the research and timemanagement skills that I have gained through the IBDP place me in an optimal position when considering studying at university, due to the IBDP assessment style reflecting potential university assignments. Looking more broadly at preparedness for the workforce, the high level of self-sufficiency and personal regulation that the IBDP fosters, places me in good stead moving into the postgraduation sphere where independence becomes vital.
What do you think has been the biggest benefit to your own way of being, by doing the IBDP?
Miranda: Finding balance between schoolwork and academics with family and hobbies. Currently, I am feeling quite overwhelmed and worried about our assignments that are due, but managing my time and not leaving out what I find relaxing and fun in life (such as sport) helps me to maintain a healthy mindset to complete tasks.
Madison: I believe that the benefit of the Creativity, Activity, Service (CAS) program cannot be understated when considering the IBDP, by promoting immersion in activities that prioritises the preservation of physical and mental health while undergoing your studies. I have found that participating in these creative, active and service activities actually improves my ability to study while also helping me to maintain relationships in my broader community. The advantages I have reaped from the CAS program combined with the rest of the IBDP have encouraged me to continue this style of balancing activities as I move into a future beyond school.
Howqua is an important part of developing attributes in readiness for senior college –what was the top skill that has served you well in your IBDP that you built at Howqua?
Miranda: Definitely discussion with others. Howqua helped me build connections with other people, and the IB cohort being a very connected and united group of people — it is a crucial skill for me when talking to others and building friendships during the two year period.
Madison: Out of the multitude of skills that I developed at Howqua, I would say that the resilience built during Year 9 has been the most significant advantage in the IBDP. Due to the challenging and novel nature of the program, at the beginning of Year 11 it can be a bit of a shock when you receive the first results of an IB style test. However, the resilience that I developed at Howqua helped me to remain motivated and determined and begin to reap the results I desired. Due to this attribute, I am able to take full advantage of the IBDP and receive the benefits that come from immersing yourself in the course.
I believe that the benefit of the Creativity, Activity and Service program cannot be understated when considering the IBDP, by promoting immersion in activities that prioritises the preservation of physical and mental health while undergoing your studies.”
Madison, IBDP student
Our rowers returned from an incredible weekend at the Head of the Schoolgirls regatta, one of the largest school sporting events in Australia, with nearly 2,500 athletes and over 30,000 spectators.
It’s the pinnacle of the season, and our crews did us proud, with four making it to A finals and others performing exceptionally in B/C finals.
We’re proud to announce that two of our Year 10 crews medalled at the event, bringing home Lauriston’s first medals since 2016! This is a reflection of the progress we’ve made as a club, and we’re excited to reclaim our past glory.
We were honoured to host Wurundjeri Elder, Uncle Bill Nicholson Jnr, who performed a Welcome to Country ceremony at Lauriston.
The whole school community gathered inside the new Ullmer Sports & Wellbeing Centre to witness this important event.
Uncle Bill’s words and presence brought us all together and reminded us of the importance of respecting and honouring the land on which we stand.
There were many cheers of triumph and team chants at the 2023 House Swimming and Diving Carnival. It was a jam-packed program, with 79 events over the course of the day!
The team spirit and support shown by all Houses was fantastic to see and we look forward to celebrating more colourful (and noisy) House events throughout the year.
Congratulations to Andrews House for taking home the winning trophy!
Irving Hall was transformed into a jazz club for the annual Jazz Cabaret night, and the Lauriston community were treated to a fabulous evening of high calibre performances.
Jazz Cabaret featured vocal soloists and duets, small instrumental combos, as well as the Senior Jazz Band performing both their own item and accompanying vocalists for the first time. Performers have been preparing since Term 4 last year and soloists were required to audition, in order to have the opportunity to perform at this prestigious event.
Congratulations to all students who performed - this was one of our biggest Jazz Cabaret nights to date!
The Fitness Captains at Howqua organised an exciting and colourful event with a fun-filled Colour Run.
House teams raced along familiar trails, aiming to reach four different colour stations. The run was filled with laughter and enthusiasm as students dashed through the vibrant hues.
As the run concluded, a thrilling slip and slide awaited the participants on The Flats.
Our Year 11 and 12 STEM students had the opportunity of a lifetime when they attended the 2023 Australian International Airshow and Aerospace and Defence Exposition.
The students were thrilled to meet Red Bull Air Race and World Champion Aerobatic Pilot Matt Hall, who wowed the audience with his physics-defying display.
Overall, the airshow was an incredible showcase of the aviation industry’s progress and potential. The event was a huge success and left each of the students inspired and amazed about the cuttingedge technology and innovation driving the aviation industry forward.
The Lauriston Netball Team secured a fantastic lunchtime victory over Scotch College earlier in the term with an impressive score of 21-9.
The Ullmer Sports and Wellbeing Centre was buzzing with excitement as Lauriston students from all year levels filled the building, cheering on our talented team.
Let the countdown begin for another thrilling match in 2024!
Our youngest students showed off their athletic skills in sprints, relays, sack races, and egg and spoon races for the inaugural Prep to Year 2 Picnic Races.
Parents on the sidelines cheered their children on as the students displayed excellent teamwork and sportspersonship.
Thank you to all who participated and supported this special event! It was heart-warming to see the youngest members of our community having so much fun.
The Junior School was honoured to host two former prominent international chess players, Woman Grandmaster Dana Reizniece-Ozola and International Women’s Master Anastasia Sorokina.
The Years 4-6 students had a chance to listen and learn from these two chess experts and even played chess with them in our Years 3-6 Chess Club. It was a fabulous experience for the students to learn about goal setting, time management, and decision-making through the lens of chess.
We are grateful for this special opportunity and wish to thank Dana and Anastasia for sharing their expertise with our students!
We are delighted to extend our warmest congratulations to the incredible cast of Disney Aladdin Jr. for their outstanding performances.
Featuring an incredible cast of talented students from Years 5-8, the audience was transported to the magical world of Agrabah through music, dance, and adventure.
The production was a tremendous success, and we express our heartfelt appreciation to everyone who came and supported.
Tori, Year 8, as Aladdin and Isabella, Year 8, as Jasmine in Aladdin Jr.
Life at Lauriston
e were thrilled to have hosted an incredible 2023 International Women’s Day (IWD) Breakfast, featuring a panel of inspiring alumnae, Dr Danielle Gescheit (OL 2007), Olivia Willee (OL 1992), and Lauriston’s Head of Digital Learning, Emily Gibbs-Connor. The breakfast was hosted by Claudette Leeming (OL 1991), Chair of School Council, Alice Robinson (OL 1991), past Chair of the Lauriston Foundation, and Principal Susan Just.
Together, we recognise the importance of the United Nations Women Australia’s IWD theme of ‘Cracking the
Code’ and celebrate our community’s forward-thinking and innovative women. We also showcased the work of our Fabrication Lab (FabLab) with our 3D printed plant pots which were custom-made for our guest speakers, as well as a few lucky draw prizes.
The IWD Breakfast served as a reminder of the important contributions of women in society, and the ongoing work that still needs to be done to achieve gender equality. It was an uplifting and empowering event that encouraged all attendees to continue to strive for a more equitable and just world for all.
Technology touches everything. Whatever career you’re going to take, you don’t need to know how to code, it’s about understanding how technology can help people.”
Olivia Willee (OL 1992)
We are delighted to welcome Elise Gillespie (OL 1999) as the incoming President of The Lauriston Foundation. We thank Alice Robinson (OL 1991) for her service to the Foundation, including three years as President, after her retirement at the 2023 AGM.
The Foundation is governed by a Board of trustees, composed of the President, and members elected by membership category. The Board’s charter is to oversee appropriate and accountable management of funds held by the Lauriston Foundation and ensure all matters of governance are adhered to.
Elise and her husband, David Christie, are current Lauriston parents and run the family-owned international business that is Bakers Delight. With over 700 bakeries operating across four countries – Australia, Canada, USA and New Zealand – Elise’s career trajectory is a shining example of entrepreneurship, innovation and leadership.
As well as running an internationally successful business, the Gillespie family are strong advocates for community and big supporters of philanthropic pursuits.
Roger Gillespie OAM and Lesley Gillespie OAM, Elise’s parents, played a significant role in establishing Howqua: Roger was on the School Council and was involved in the search for a site for the campus with Ruth Tideman AM. When Elise attended Howqua there were only four Houses: Gillespie, Fitz-Gibbon, Thompson and O’Brien. Lauriston has benefited greatly from the Gillespie family’s generous contributions and Elise’s passion is evident.
When asked about the impact Howqua has had on her life, Elise reflects: “Howqua fosters teamwork, courage, independence and resilience which are critical life skills and certainly skills I need daily at work.”
Established in 1984, The Lauriston Foundation was Melbourne’s first instituted in a girls’ independent school, with the immediate aim of raising funds for a swimming pool complex. In the years since, the Foundation has helped build Lauriston’s reputation as a leading girls’ school within Australia and internationally, galvanised community engagement and created lasting connections for current and past parents, staff and alumnae.
“As a family, we strongly believe in giving back to the community. Past experience was a key motivation for us to donate to Lauriston.”
Dr Mark Roberts and his wife Lisa Anne Ayres are current Lauriston parents. Their daughter Beatrice, is in Year 2 and has been at the School since she started at Sutherland House as a two-year-old. Mark was welcomed to the Elizabeth Kirkhope Circle (EKC) this year and talked passionately about his support for the School.
What motivated you to give a bequest to Lauriston?
I’ve always held a strong belief in giving back to the community and helping make places and institutions that are important in your life even better for future generations. Lauriston means more to me and my family than the dozen years my daughter will spend at the School. It’s about fostering an ongoing relationship with the School that involves generational engagement and a commitment to the wider Lauriston community. Giving a bequest is about investing in the School’s future and the education of girls who will be here in decades to come. It’s about supporting the stewardship and long-term planning by the School and ideally, also encouraging others to contribute to the School in some way.
Why do you so strongly believe in the need for philanthropy in education?
One of the most important determinates of educational outcomes is the resources available to facilitate student learning and character development. Philanthropy is crucial to building, expanding and renewing learning resources and to ensuring Lauriston is producing well-rounded and erudite female leaders who are globally competitive. Lauriston is very fortunate to have a supportive community that helps it have such magnificent facilities and student resources. But the stark reality is that traditionally girls’ schools — even schools like Lauriston — receive substantially less philanthropic support than the well-known boys’ schools. This is something that must change.
Was your school experience much different to what you see in your daughter’s education?
A few decades have gone by since my school days, but some of my sharpest memories revolve around the lifelong friendships I made and the difference many of the teachers made on my thinking and perspectives. I’m hopeful my daughter’s school experiences are the same and that she’s able to look back on her school days and understand just how important they were to her life’s foundations.
Has being a very involved dad changed the way you see family responsibilities?
I’ve never subscribed to the view that a dad should have a career and a mother should rear the children. Every family is different, but in my view it’s very short-sighted for fathers to take a traditional approach to family role divisions yet somehow expect their daughters to come out of Lauriston and not face the same issues confronting society today, like the persistent wage-gap for women and poor representation of women at the top ranks of businesses. Dads have a key role not just in supporting their daughters’ growth at Lauriston, but in using their own behaviours, expectations and decisions to help make life beyond Lauriston better for their daughters and for all women. I also think it’s very important for both parents to be aspirational role models to their children in the careers they choose, the community engagement they have, and the values they share as a family.
What are the highlights of your family’s Lauriston journey so far?
My daughter is only in Year 2, so we have a long way to go. It’s been fabulous seeing her embrace the opportunities at Lauriston and she’s certainly thrown herself into many activities. It’s been great to have the Ullmer Sports & Wellbeing Centre open and the Adventure Playground. Both are such fantastic spaces for learning and play; and I must say, the slide at the Adventure Playground is a terrifying blast of fun for an adult!
Lauriston Girls’ School, renowned for its commitment to academic excellence and empowering young women, continues to foster its enduring support through the Elizabeth Kirkhope Circle (EKC). With the recent addition of two new members, Suzie Brown OAM (OL 1959) and Dr Mark Roberts, the EKC strengthens its legacy of contributing to the ongoing success of the School.
The EKC serves as a testament to the deep-rooted ties individuals develop with Lauriston. It is a collective effort by alumnae, parents, and friends who wish to leave a lasting impact on future generations. The recent induction of Suzie and Mark demonstrates their dedication to preserving the School’s values and enriching its educational endeavours.
The annual EKC luncheon, held at the RACV City Club on 2 May, was an occasion of celebration and reflection. It provided the perfect setting to officially welcome Suzie and Mark as the newest members of this community. Surrounded by fellow supporters and guests, the luncheon showcased the commitment and generosity of the Lauriston community.
At the luncheon, two Junior School students took centre stage, offering insights into life at Lauriston today. Their stories highlighted the Junior School learning environment that fosters growth, encourages creativity, and inspires young minds. They also shed light on the School’s progressive approach to education, with an emphasis on the integration of technology into the
curriculum. Through innovative initiatives, Lauriston ensures its students are well-equipped to navigate the ever-evolving digital landscape and become future leaders in their respective fields.
Claudette Leeming (OL 1991), Chair of the School Council, shared her lifelong connection to Lauriston. Reflecting on her own experiences as a student, parent, and now a key figure in the school’s leadership, Claudette emphasised the significance of the EKC in upholding the Lauriston’s values and securing its future. She expressed her gratitude to all EKC members for their unwavering support, recognising that their contributions serve as a beacon of inspiration and dedication.
The EKC encapsulates the spirit of Lauriston Girls’ School—a spirit of unity, generosity, and lifelong commitment. It allows individuals to forge a lasting impact on the lives of future students and contribute to the School’s enduring success.
For more information on the EKC, email: giving@lauriston.vic.edu.au
The Elizabeth Kirkhope Circle was established in 2011 to honour benefactors who have chosen to support the School directly through a gift in their Will, and commemorates the legacy of Elizabeth Kirkhope who strongly advocated for the continued growth and progression of girls’ education.
As the School Archivist, while undertaking research to provide historical content for our 30 year celebrations, I have reflected on what records best represent the ‘Howqua experience’.
Ithink that it is not generally the official records, although they provide important context, but the actual words of our students and the photographs of their events and activities.
Our archival collection includes copies of the Howquarian magazines dating from the first semester in 1993. This campus magazine started as a black and white production with student illustrations that were most likely printed onsite as a memento for each class of their time at Howqua. It has evolved over 30 years to become a professionally printed colour publication. The magazine records some of our Howqua students’ day-to-day experiences living on campus away from their family and friends during term.
What struck me was the obvious camaraderie between both the students and residential staff at Howqua. The articles include ‘in-jokes’ relating to both students and staff, including their quirks and nicknames and routines. I laughed when reading one article where the timetable was contrasted with the reality of dealing with teenage students – especially when bedtime was listed as 9.30pm! I wondered how many teenagers would have wanted to go to bed by then.
A poem that took my fancy was part of the Gillespie House Report in Semester 1, 1995:
Some of us are a bit crazy, Some maybe a bit lazy. Some of us are rude, Some prude. All of us have our quirks. Behind the covers they may lurk. Or out in the open they may be, For all of us to see.
They can make us feel a little queasy, Gettingonisn’talway[sic]easy.
Another record that captures our students’ personal voice is the Howqua Student Reflections books, in which students from each Year 9 class are encouraged to write an entry in the volume addressed to “Dear Future Howqua Girls”, with their thoughts for the students yet to attend the campus. The volumes provide each cohort of Year 9’s feedback from their time at Howqua, encouraging future students to take up all the opportunities and challenges offered at Howqua. A quote from the entry written by Zoe, one of our students in 2022 sums up our students’ description of their time at Howqua:
“Dear Future Howqua Girls,
This year has been one of the best and hardest years of my life.EveryhighandlowhasbeenextremebutIwouldn’t change it for the world. I am so grateful for the amazing experiences & opportunities I was given. Howqua is a place like no other, the more effort you put in, the more you get out of it. I will never forget the amazing staff, housemates, teachers and friends I’ve met here…”
As the school Archivist I am looking to represent our Year 9 students’ experiences at Howqua. I welcome donations of hoodies, polo tops and other items of apparel with our Howqua logo. We are also looking for back copies of the Howquarian magazine as we don’t have a complete set and for many editions, we just have a single copy.
Lisl Bladin Archivist
We wish to acknowledge recent donations to our Archives collection.
School photographs, examples of craft book binding, teacup and saucer, teaspoon, blazer pocket and newspaper clippings.
Lauriston crockery set and school photographs.
Testimonial letter written by Elizabeth Kirkhope and volume of School Prayers, by W.S Littlejohn.
Craft curriculum exercise book and binder with enclosed samplers, and linen table mats with cross stitching.
Tie-dye cushion with hand-coloured applique panels, videos and DVDs of school drama and musical productions 2003 to 2005.
Certificate and Prize List, 1942.
Year 12 blazer, Junior School summer dresses, school reports and certificates.
1950s Lauriston summer hatband.
School photographs, prize book, examples of craft book binding and Lauriston napkin ring.
Lauriston Doll, Year 6 artwork.
Large collection of planning documents, promotional material, magazines and reports of the Howqua campus setup and early operations.
Sally Nevett (Rial, OL 1957)
Wanda Batchelor (Watt, OL 1948), donated by her daughter Sue Collier
Jean Torry, teacher in Lauriston’s Junior School, 1942-1947, donated by her nephew Geoff McCracken
Georgie Clegg (Best, OL 1966)
Prashanti Manchikanti (OL 2005)
Barbara Cohen (Knight, OL 1950), donated by her daughter Katrina Shackell
Elisabeth Shugg (OL 1982)
Liz Howcroft (Bradley, OL 1954)
Pamela Romanes (Barber, OL 1953)
Isobel Caldwell (OL 2014)
Michael and Helen Hennessy, Co-Directors of Howqua, 1993 – 1997
Lauriston congratulates Jennifer Hocking who has been appointed a Member of the Order of Australia (AM), for her significant service to the preservation of Australian political history.
Jenny is an award-winning author, Emeritus Professor at Monash University, Fellow of the Academy of Social Sciences in Australia, and inaugural Distinguished Whitlam Fellow at the Whitlam Institute, Western Sydney University. She has authored numerous books including the acclaimed two-volume biography of Gough Whitlam, short-listed for several major literary awards including the Prime Minister’s Literary Awards, The Age Book of the Year and the National Biography Award, and winner of the Fellowship of Australian Writers’ Barbara Ramsden Award.
During her research into the life of Gough Whitlam, Jenny uncovered significant new material on the role of High Court justice Sir Anthony Mason in the dismissal of the Whitlam government. This has been described as “a discovery of historical importance”.
Following a Bachelor of Science and Bachelor of Economics from Monash University, Jenny pursued a Doctor of Philosophy at the University of Sydney, examining the establishment of Australia’s counter terrorism framework, authoring Beyond Terrorism: The Development of the Australian Security State. Together with her partner Daryl Dellora, they formed the film production company Film Art Doco and have co-scripted several award-winning documentaries including Against the Innocent (1988) and Mr Neal is Entitled to be an Agitator (1991) – the latter, dealing with the former High Court justice and Attorney-General Lionel Murphy about whom Jenny also wrote a biography, Lionel Murphy: A Political Biography, published by Cambridge University Press. Since 2001, Jenny has been a member of the Board of Trustees of the Lionel Murphy Foundation and a National Committee member of the Australian Republic Movement 2020-2022.
Her latest book The Palace Letters: The Queen, the governor-general, and the plot to dismiss Gough Whitlam tells the story of the remarkable archival research journey and legal battle to secure the release of the secret correspondence between the Governor-General, Sir John Kerr, and the Queen regarding the dismissal of the Whitlam government. Starting in 2016 and concluding with an emphatic 6:1 decision in the High Court in May 2020, the High Court found that the Palace letters are “Commonwealth records”, not personal property, and instructed the Director-General of the National Archives to reconsider Hocking’s request for access to the letters, as well as to pay all of Hocking’s considerable legal costs.
Published in November 2020 with a foreword by former Prime Minister the Hon. Malcolm Turnbull, it has been described as “a political thriller’”, an ”absorbing courtroom drama” and “vital Australian history”. The Palace Letters was awarded a Special Commendation in the 2021 Henry Mayer Book Prize for Australian Politics, and a Commendation in the 2020 Australian Society of Archivists Mander Jones Awards.
Jenny has been influenced throughout her life by her parents – Dr Frederick Hocking was a psychiatrist who treated survivors of long-term trauma including many holocaust survivors, and Barbara Hocking OAM, who was the first barrister briefed to advise on the Mabo case in 1981.
Jenny’s family has a rich connection with Lauriston dating back to the early years of the school – her sisters Barbara (OL 1968) and Jillian Hocking (OL 1975), her mother Barbara (Browning, OL 1945), Barbara’s Aunt Enid Browning (Gilbert, OL 1916) and four generations of cousins have all attended – Enid’s daughter Margaret Sloan (Browning, OL 1943), Margaret’s daughters Barbara Dick (Sloan, OL 1970) and Professor Judith Sloan (OL 1971), with Barbara Dick’s daughter and current staff member Kate Collin (Sloan, OL 1980) and Kate’s daughter Anna Collin (OL 2016).
Warmest congratulations to Chloe Dallimore on being made a Member of the Order of Australia (AM) for significant service to the performing arts, particularly as a performer.
An award-winning musical theatre performer, Chloe is also an activist, unionist, director, and choreographer. Chloe is a leading actor of Australia’s musical theatre stage. She is best known as Ulla in The Producers for which she won the Helpmann Award for Best Lead Actress in a Musical and she has also performed in Chicago, Annie, The Wizard of Oz, and Oliver!
She has won awards that include the: Helpmann Award – Winner, Best Female Actor in a Musical – Role: Ulla. The Producers 2005; the Green Room Award - Winner, Female Artist in a Lead Role – Role: Ulla, The Producers 2005; Sydney Theatre Award – Winner, Best Actress in a Supporting Role – Role: Ulla. The Producers 2005; MO Awards – Winner, Female Musical Theatre Performer –Role: Ulla, The Producers 2004; and the Australian Dance Award – Winner, Outstanding Performance in a Stage Musical – Role: Ulla, The Producers 2004. In 2013, Chloe was nominated once again in the Helpmann Awards for Best Female Actor in a Musical: The Addams Family.
Chloe left Lauriston at the end of Year 8 and after winning a Cameron Mackintosh scholarship, moved to London at 17 where she undertook a Bachelor of Arts (Performing Arts) at the London Studio Centre.
On behalf of all Old Lauristonians worldwide, her cohort from 1992, and the School, we send our very best wishes and congratulations to Chloe for this most prestigious award.
Congratulations to Anne Hooker, who has been awarded a Medal of the Order of Australia (OAM), for her service to the community, particularly to youth.
Anne has been dedicated to young people throughout her career as a Court Counsellor and Probation Officer, Community Corrections Officer and for the last 23 years as a Youth Development Officer within the prison system. She is responsible for the design and facilitation of a young offender’s unit within a prison facility, targeting the developmental needs of young offenders. A major component of the unit activities is the meaningful program which addresses offence-related issues and raise self-esteem in young offenders.
She has helped design and implement an educational small business program called Doin’ Time, where all profits are donated to charity. Anne also designed and produced an educational DVD called Stories from the Inside.
In 2007, Anne was awarded a Churchill Fellowship to study programs for young male offenders in prisons where she travelled to the Netherlands, the UK, the USA and Canada. She visited 26 prisons including three youth prisons and four community organisations. Anne experienced first-hand the latest developments in rehabilitation for young offenders and was able to compare Australia’s programs to the rest of the world.
In 2010, Anne was listed in TheAge’s 100 Most Influential People, and in 2014 she received the Inspirational Women Award by Hobson Bay City Council. In 2014, Anne was the recipient of the ICPA Outstanding Correctional Service Employee at the Correctional Excellence Awards.
Anne exemplifies Old Lauristonians who are making a positive impact on society and supporting our most vulnerable individuals.
Recently we connected with Filia Smith who has been living in London since 2008, with husband Rob and their two children Henry and Ava. While they’re based in London, Filia and Rob love exposing Henry and Ava to as much culture and diversity as possible with many trips abroad.
Filia was at Lauriston from Prep to Year 12, and has such fond memories of her years, saying that she owes so much of her personal and career achievements to the strong educational foundations and independence at Lauriston. After completing her International Baccalaureate (IB), she was initially enrolled in Engineering Commerce, however after much thought she decided to apply to a newly established course in radiography and medical imaging at Monash University. This was a pivotal point in her life and fortunately resulted in the best life choice! As a young girl she fondly recalls spending time involved in her father’s medical practice, so a pathway in a medical profession was always on the cards.
After completing a Masters in Ultrasound, researching the role of MRI in breast cancer, Filia took a career break and travelled Europe extensively for six months concluding in London, which she saw as a gateway to her travel aspirations. Her Australian ultrasound qualifications resulted in abundant job opportunities in the UK.
Her first job was at both Guy’s Hospital and St Thomas’ Hospital, working in obstetrics and gynaecology. She learned an incredible amount in a short period of time due to the sheer volume of patients and the ethnic and socioeconomic diversity of London.
Eighteen months later, Filia was approached by Toshiba Medical Imaging Systems for a role as a Clinical Applications Specialist in Ultrasound. This included demonstrating, supporting and educating the latest medical imaging technologies to sonographers and consultants, combining her love of ultrasound and extensive travel.
Soon after, she moved into a research and development role at the European headquarters in Holland, developing, and successfully launching new equipment
and technologies. A highlight was rolling out a full medical imaging suite (MRI, CT, X-ray and ultrasound) to Manchester United Football Club, where her team was able to carry out musculoskeletal imaging research (Filia’s area of expertise) using the latest technologies.
Following the birth of Ava in 2019, Filia has prioritised her parenting and family commitments, and acknowledges that lockdowns and home-schooling while looking after a baby was challenging. With Ava starting school in London in September, Filia is excited to also return to a clinical role specialising in musculoskeletal imaging.
We hope this year brings wonderful positivity to Filia and her family, and we look forward to 2027 when Filia hopes Ava will start at Lauriston and become a second generation Lauristonian!
After graduating from Lauriston in 1994, Rebecca set her sights on a career in media and journalism. Ending up in the world of marketing, she worked for a variety of fastpaced brands like Cadbury, Schweppes, Disney and Coles, until she realised something was missing. Having a keen interest in complementary medicine, and experiencing her own fertility issues, she completed a Bachelor of Health Science, and is currently completing her Masters in Acupuncture at RMIT.
In 2018 she opened her own clinic, Three Tides Natural Health, and brings together a team of experts in natural health. As the principle Naturopath, she is passionate about women’s health, with a special interest in perimenopause and hormone dysfunction. Rebecca has seen a huge increase in women actively seeking help in this area of complementary medicine – Three Tides Natural Health provides a caring and holistic health environment for women to build knowledge and navigate better health outcomes.
We recently heard from Sabrina Ting from the Class of 2017. Sabrina was awarded the Principal’s Leadership Grant from when she was at Howqua in 2014 and she wanted to report on where this has led her.
After Sabrina left Lauriston, she was appointed as an Officer to the Royal Australian Navy in 2019 and graduated from the Royal Australian Naval College at HMAS Creswell later that year. In 2020, she posted to the Australian Defence Force Academy in Canberra, completing tri-service military and officer training alongside undergraduate university studies provided by UNSW. In 2021 Sabrina was selected to be the Squadron Cadet Captain of Echo Squadron (one of six squadrons at the Academy) for 2022. A demanding leadership opportunity, in this role she was responsible for leading almost 200 of her fellow trainee officers in a military training environment.
At the end of 2022, Sabrina graduated from the Australian Defence Force Academy, awarded with Distinguished Graduate status, as well as receiving a Bachelor of Arts in International Political Studies and History (with Distinction) from UNSW Canberra. At the graduation parade, Sabrina was awarded the Chief of Navy Award by the Chief of Navy, Vice Admiral Mark Hammond, AM, RAN, for the best performance by a Third Year Midshipman in the fields of academic and military achievement, leadership, personal example, and service ethos during her time at the Academy. She thoroughly enjoyed her university studies and at the end of 2022, applied through the Navy to complete an Honours year in International Political Studies, which she was granted. Sabrina is now a Naval Honours student at UNSW Canberra, progressing a thesis in non-conventional warfare in the Indo-Pacific for the remainder of 2023. In 2024, Sabrina will progress to a new posting location to complete her initial employment training.
The Navy has provided Sabrina with some great experiences, including visiting Malaysia, Papua New Guinea, and Singapore while on duty, and has also allowed her to continue her sporting pursuits, especially in snowsports and AFL. She was also chosen to be the
Navy representative featured on the newly released ADFA promotion and recruiting advertisements.
Sabrina believes that her time at Lauriston has prepared her for the Navy so far. A large factor of this is the education she received at Lauriston, which she believes gave her an advantage at university, but also in terms of the leadership opportunities and training provided both at Howqua and Armadale campuses. Whenever she has told any of her colleagues about the Howqua experience, they say ‘Oh wow, you must find all this (military) stuff really easy then!’ But Sabrina also says that as a woman in the Australian Defence Force, she finds the School’s Women in Leadership seminars and Leadership Conferences that she participated in throughout 2015-2017 are still guiding her today.
On Monday 15 May we were thrilled to welcome back Old Lauristonians who are mothers and grandmothers of children who currently attend the Armadale campus. They came together for a wonderful group photograph that was captured inside the Ullmer Sports & Wellbeing Centre. In addition, we were excited to provide the opportunity for many of these families to have generational portraits taken.
It was a wonderful morning and the School is so proud of the growing generations of families who continue their connection with Lauriston.
The 94th Women’s Inter-School Golf Challenge Cup was held on Monday 20 March at the Yarra Yarra Golf Club, with alumnae from 29 independent schools participating.
Lauriston’s team included Barbara Hurley (Smibert, OL 1973), Sue Tyers (Chamberlain, OL 1973), Bronwyn Sterck (Black, OL 1976) and Pamela Fitz-Gibbon (Kaye, OL 1971).
Genazzano won the team event with an impressive score of 137 points! Lauriston proudly finished in the top third of the field with an aggregate score of 118 points.
We congratulate Bronwyn Sterk (Black, OL 1976) as the joint winner of the President’s Trophy for Nearest the Pin on the 6th hole.
It was a fabulous day with everyone enjoying the beautiful golf course, the delicious lunch, and the opportunity to catch up with others. As a result of a successful raffle, produce stall and donations, a cheque for approximately $3,500 was presented to McAuley Community Services for Women.
The OLA Golf Day is scheduled for 20 September 2023, at the Sorrento Golf Club. The OLA Golf Day is a fantastic way to catch up with old friends and to enjoy a lovely golf course – and for those new to golf, often a Golf Clinic is available.
The Class of 1965 recently enjoyed a wonderful lunch reunion, held at Hobba for 19 Old Lauristonians. Despite the challenges posed by the pandemic, these alumnae have made efforts to meet every few years, valuing their connections and friendships forged during their time at Lauriston Girls’ School.
The lunch was organised by Marg Huntington (Carpenter, OL 1965), who has been instrumental in initiating past reunion lunches. The attendees had a wonderful time, with over five years’ worth of catching up to do, resulting in a lively and joyous atmosphere.
The enduring bonds of friendship among this cohort, formed during their school days, remain strong even after nearly six decades. During the lunch they recounted fond memories of sport on the oval, music in the White House, craft on the balcony of the Old House, inter-house sports and music festivals, school plays, prefects dance, geography excursion to Mirboo North, first school trip to New Guinea, October academic tests, playing belts on the lawn in front of the Old House, mark reading with Miss Davies once a term, and much more!
While some may have lost touch with the physical landscape of the School due to numerous changes over the years, the presence of the Fig Tree (affectionately known as the Whistle Tree) serves as a nostalgic reminder of their shared memories and experiences at Lauriston. As they look towards their next milestone, the 60 Year Reunion in 2025, the group has expressed their intention to assist Marg in organising a very special celebration.
The Founders’ Day Assembly is always a special occasion at Lauriston.
We welcomed some of our most esteemed Old Lauristonians to a wonderful morning tea prior to the assembly, where they enjoyed socialising with our 2023 School Captains and Prefects.
We were proud to welcome Dr Diana Barker (OL 1997) as our guest speaker. Diana is the Director and Founder of Evervet and is also a Director of The Australian Veterinary Association.
The Student Futures Program at Lauriston Girls’ School truly lives up to its name by actively exploring and shaping futures for our students. One of the most powerful sources of inspiration for our senior students is the incredible participation of our alumnae, who have made a significant impact from various corners of the world.
Their global presence and diverse experiences provide a wealth of knowledge and insights that inspire our students to broaden their horizons and consider exciting possibilities for their own futures. The engagement and involvement of our alumnae in the program create a vibrant and dynamic environment that fuels the aspirations of our students, encouraging them to dream big and reach for their goals.
Our program has included the:
• ‘Find Your Possibilities’ Webinar Series with students and alumnae involved
• ‘Find Your Future’ Assembly and Evening Event for students and parents, involving alumnae
• ‘Find Your Pathway’ Year 12 Breakfast with students and alumnae
• ‘Find Your Purpose’ at The Lyceum Club for our alumnae community
Diana and her cohort were one of the first groups to experience Howqua, and we enjoyed hearing about how her Howqua experience influenced her love of the outdoors, the environment and the health and wellbeing of animals.
• ‘Find Your Potential’ Fathers of Lauriston Dinner ‘Laur & Order’ for fathers and caregivers of our students, involving alumnae
We are profoundly grateful to our alumnae who consistently return to our School, offering invaluable support and inspiration to our senior students. Their dedication and commitment in providing aspirational guidance create a transformative impact on the lives of our students. Their continued presence and support reinforce the strong bond within our Lauriston community and exemplify the spirit of giving back.
Thank you, Diana for sharing your story and inspiring future generations of Lauriston women.
“Howqua gave me a sense of seizing opportunities and provided an initial love for seeking a challenge.”
r Sophie Tissot (Riddell, OL 2006) was awarded the inaugural OLA Fellowship in 2021 and she acknowledges that the impact of this fellowship has been nothing short of transformative. With the unwavering support of the OLA, Sophie was able to immerse herself in the world of hydrogel models and robotic surgical training at the esteemed International Medical Robotics Academy.
For Sophie, this opportunity became a pivotal turning point, propelling her forward on a journey of growth and skill development. The OLA Fellowship has not only provided her with the means to achieve her dreams, but it has also instilled in her a deep appreciation for the power of support and encouragement.
As Sophie continues to advance her surgical robotic training, now under the guidance of the Urological Society
of Australia and New Zealand in a renowned tertiary referral centre in Melbourne, her passion burns brighter than ever.
Amidst her success, Sophie remains deeply connected to Lauriston. Her interactions with the OLA Committee and the alumnae office have reinforced her unwavering belief in the extraordinary nature of her School.
With heartfelt sincerity, Sophie expresses her deepest gratitude to the OLA, recognising the immense impact the Fellowship has had on her educational journey. She is excited for the next recipient of the OLA Fellowship, knowing firsthand the impact it can have. This fellowship is not merely a financial support system, it is a symbol that fosters talent and provides possibilities to individuals who dare to dream.
In 2021, the Old Lauristonians’ Association proudly launched an annual Fellowship to celebrate and support the professional development of Lauriston alumnae. In line with the OLA vision and mission, the Fellowship provides a $5,000 contribution to support an Old Lauristonian so that she can undertake professional development, research, or further study in her chosen field, or enable her to deliver a unique project.
Applications for the 2023 OLA Fellowship are now open and we invite all Old Lauristonians to submit their application, with applications closing on Tuesday 15 August 2023.
To apply for the OLA Fellowship, scan the QR code above or visit: lauriston.vic.edu.au/old-lauristonians/the-ola-fellowship
The School was recently advised that Prue Hansen passed away in August 2022. She will be missed by her three sons and their families.
Prue and her older sister Helen were Old Lauristonians who were very fond of their connection to Lauriston. At Prue’s 50 Year Reunion in 2005 she recounted wonderful memories of friendships formed and the exciting 1954 memory of the Coronation Pageant. She also recalled the fond memories of swimming sports at the Malvern Baths and being totally incapable (along with Sandra Krants) of doing the backstroke in a straight line!
We extend our deepest condolences to the Hansen family.
The entire Lauriston community extends its deepest condolences to the family and friends of Liz Cunningham (Mildred, OL 1951) and especially to her twin sister Patricia Lowe (Mildred, OL 1951).
In September 2019, Lauriston had the pleasure of having Liz back to visit her childhood home Blairholme, where both she and her twin sister Patricia were brought up. The Mildred family had sold Blairholme to Lauriston in 1975, following the passing of Liz’s father, Lindsay Mildred.
Liz and her sister Patricia attended Lauriston from 1940 to 1951. Liz was a member of the senior Tennis Team and in 1951 appointed a Probationer and then a Prefect.
We recently heard from Catherine Gadzinski (Fish, OL 1996) that her mother Neda Fish passed away on 19 May 2023. Neda was a member of staff and was fondly remembered as a wonderful French teacher.
In the 1997 Lauristonian, the then Deputy Headmistress Mrs Nicole Lukins wrote:
“MrsNedaFishhasnotonlybeenamemberofStafffor 14 years but also a parent for 13 of these. Erudite, an outstanding linguist and well educated in the broadest sense of the word, Mrs Fish has kept many of us enthralled with her knowledge of languages, history, and culture. We trust that, in her retirement, she will have the time to pursueandenjoyhermany,variedinterests.”
The School extends its deepest and most heartfelt condolences to Catherine and the Fish family.
In 1951, Liz passed her Matriculation (Year 12), achieving second class honours in two of her subjects. She was awarded a Commonwealth scholarship to the University of Melbourne and awarded her Bachelor of Arts in 1958.
In 1962 Liz married Dr Mark Cunningham in London and had three daughters and a son.
Liz’s three daughters are also alumnae of Lauriston: Cara Cunningham (OL 1980) who attended Lauriston from 1968 to 1980; Sophie Cunningham Dawe (Cunningham, OL 1981) who attended Lauriston from 1968 to 1979; and Fleur Ritchie (Cunningham, OL 1987) who attended Lauriston from 1974 to 1985.
Liz is survived by her identical twin Patricia Lowe of Wagga Wagga; also her children, Cara, Sophie, Piers and Fleur, and grandchildren, nieces and nephew.
Lauriston Girls’ School and the entire Lauriston community were saddened to hear of the recent passing of much loved and admired former teacher and past parent Mrs Helen Drummond.
Helen dedicated more than 22 years of her life to Lauriston, joining as a Physical Education (PE) teacher in July 1975. Throughout her tenure, she also taught geography and eventually took on significant roles such as Head of Physical Education and Senior Housemistress of Kirkhope in the 1990s. Her enthusiasm and efficiency resonated with the students she taught, and she genuinely cared for their well-being.
Helen’s exceptional organisational skills and meticulous attention to detail played a vital role in various noteworthy endeavours at the school. She contributed significantly to the success of Lauriston’s 90th birthday Open Day in 1991, where her careful planning ensured a memorable event.
In the preceding year, she undertook the establishment and administration of the Students’ Services Centre, which replaced the original ‘Sick Bay’ and provided invaluable support to the students.
Over the span of three decades, Helen’s contributions to the sports programs and overall well-being of Lauriston’s students were truly remarkable. She also left a lasting legacy with the creation of the Kirkhope Cookbook, showcasing her passion for both cooking and the school community. Even after retiring from her formal role, Helen maintained a strong connection to Lauriston. She actively participated in numerous reunions, demonstrating her continued dedication and love for the school. In 2020, during the challenging times of the COVID-19 pandemic, Helen selflessly shared her recipe for shepherd’s pie with the community, further exemplifying her commitment and care.
Helen’s passing leaves a significant void in the hearts of the Lauriston community. Her unwavering dedication, contributions, and profound impact on the lives of students will be remembered and cherished by all who had the privilege of knowing her.
Mrs Helen Drummond — Drummo – will be sadly missed. She was a mentor, teacher, coach, motivator, and friend to many Lauriston students in sport and in life. Truly the end of an era.”
Lisa Hasker (OL 1985), CEO VicSport
On her retirement in 1997, the following excerpt was published in The Lauristonian:
“TherecannotbemanyareasoftheSchoolwithwhich Mrs Helen Drummond has not been involved in her twenty-two and a half years on Staff. Her contributions to so many aspects of Lauriston are enormous, and her extraordinary energy has been an inspiration to us all. Not only a dedicated teacher, but her genuine interest in pastoral care has also helped many a student through difficulties. Her talents are varied, encompassing Sport, a department which she headed for ten years, Geography, administration and, of course, organising and caring for the members of Kirkhope House. An entire generation ofyoungwomenowemuchtoMrsDrummond’s encouragement, sympathy, and wise counselling. Shewillbeverymuchmissed.”
—Nicole
Lukins, Deputy Headmistress.Many Old Lauristonians, far and wide, have expressed how much Helen was considered with much affection.
Our entire community joins together in sending our deepest and most sincere condolences to Helen’s daughters, Old Lauristonians Gael and Fee, on the passing of their beloved mother. Helen holds a special place in the hearts of many, and she will be remembered with great fondness by all who had the privilege of knowing her. Our thoughts and support are with her family during this difficult time.
A short walk from the main campus, Blairholme has had a long connection to Lauriston, reaching further back than when the School acquired it in 1975 from the Mildred family.
Twin sisters Elizabeth Cunningham (nee Mildred) and Patricia Lowe (nee Mildred) graduated from Lauriston in 1951 and would regularly return to the area throughout their lives, sharing fond memories of their upbringing with Lauriston staff.
Blairholme’s significance extends beyond the Mildred family’s connection to Lauriston – Stonnington City considers the building a ‘fine representative example of a substantial architect-designed Victorian Italianate villa residence’ of the 1880’s. In addition to numerous architectural features, the property boasts one of the largest examples of a mature Camphor Laurel tree in the National Trust Significant Tree Register, likely being planted around the 1890s.
HAVE A LOOK
View the architectural renders of the transformed Blairholme Early Learning Centre.
Lauriston is proud to honour this long-standing heritage significance as it undertakes a comprehensive development project, beginning a new chapter in the Blairholme story.
The project will result in a new consolidated Early Learning Centre (ELC) precinct, meaning that children and families will be able to move seamlessly from sixweek-old infants through to 4-Year-Old Kindergarten. Preserving the heritage features on Malvern Road, the ELC will feature a refurbished and extended building with updated interiors, new kitchens, bathrooms and carpet, and contemporary purpose-built facilities for Kindergarten students.
The ELC will also feature a large natural outdoor play area, which will be an experiential ‘mini-Howqua’ for our early learners.
Lauriston is excitedly planning for this transformed early learning precinct to be open in 2024.
Date Event
FRI 28 JULY
TUE 1 AUGUST 6.30PM
FRI 4 AUGUST
FRI 11 AUGUST
FRI 11 AUGUST 3:30-5:00PM
FRI 18 AUGUST
FRI 25 AUGUST
SUN 15 OCTOBER
THU 26 OCTOBER
Class of 1983, 40 Year Reunion
Lauriston Gala Concert
Hamer Hall, 100 St Kilda Rd, Southbank
Class of 2018, 5 Year Reunion
Class of 2013, 10 Year Reunion
120th Lauriston vs Ruyton Hockey Game
Hawthorn Malvern Hockey Centre, 482 Auburn Road, Hawthorn
Class of 2003, 20 Year Reunion
Class of 1998, 25 Year Reunion
“Back to Howqua” 30 Years of Howqua Celebration
Annual Lauriston Luncheon, featuring milestone reunions for the Classes of 1968, 1963, 1958, 1953 and 1948, and the Golden Celebration for Class of 1973 who will be celebrating their 50 Year Reunion
Kooyong Lawn Tennis Club, 489 Glenferrie Rd, Kooyong
MON 20 NOVEMBER
OLA Golf Day
Sorrento Golf Club,18 Langford Rd, Sorrento
FRI 24 NOVEMBER
Class of 1993, 30 Year Reunion
Bookings for Reunions, the Luncheon and the Gala Concert are essential. Find more information and book for your reunion via: lauriston.vic.edu.au/old-lauristonians
“It was a brave decision in the early 1990’s to purchase land, plan the Howqua campus and establish the program. I use the term ‘brave’ because the Howqua program was as unique then as it is now, and this requires stepping out of one’s comfort zone to be innovative in the education provided to our girls at Lauriston.” – Susan Just, Principal
“It was a brave decision in the early 1990’s to purchase land, plan the Howqua campus and establish the program. I use the term ‘brave’ because the Howqua program was as unique then as it is now, and this requires stepping out of one’s comfort zone to be innovative in the education provided to our girls at Lauriston.” – Susan Just, Principal
“It was a brave decision in the early 1990’s to purchase land, plan the Howqua campus and establish the program. I use the term ‘brave’ because the Howqua program was as unique then as it is now, and this requires stepping out of one’s comfort zone to be innovative in the education provided to our girls at Lauriston.” – Susan Just, Principal
HOWQUA YEAR 9
HOWQUA YEAR 9
