Heritage Winter Edition 2024

Heritage WI N T ER 2 0 2 4

To Hold With Care

Acknowledgement of Country Perth College is honoured to be situated on the ancestral lands of the Whadjuk Noongar people.

We acknowledge First Australians as the Traditional Custodians of the Lands we stand on and pay respect to Aboriginal and Torres Strait Islander Elders past, present and future, for they hold the memories, the traditions, the cultures and the hopes of Australian’s First Peoples.

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Inside Heritage ACKNOWLEDGEMENT OF COUNTRY

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FROM THE PRINCIPAL

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B E T T Y B L U E E YE S

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C E L E B R A T I N G C L A S S O F 2 0 2 3

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S T U D E N T P R O F I L E S

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J U N I O R S C HO O L S C I E N C E

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J U N I O R S C HO O L L E A D E R S

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T R I P S A N D T O U R S

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F R O M B O A R D I N G

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A T H L E T E D E V E L O P M E N T P R O G R A M

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S T A F F A C H I E V E M E N T S

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O G A A N D F O U N D A T I O N

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G I O R G I A P A T T E N ( 2 0 1 6 )

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HE A D O F T HE R I V E R

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A N N U A L G I V I N G A P P E A L

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Cover Photo: Senior School Musical, Betty Blue Eyes Inside Cover: Djook Djinda students during National Reconciliation Week

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I have been incredibly proud of the achievements of our students this year. They have shown us they are capable, courageous, and caring across many areas.

Earlier this year, we celebrated the outstanding achievements of the Class of 2023; their collective results were among the best Perth College has had in its 121-year history.

We have also seen our students excel across the sporting arena. It is a testament to the dedication of our staff that we see fantastic results across a wide range of areas.

At the beginning of this Term, we welcomed our students into our new building, a moment of celebration and joy for the Perth College Community.

It marks a new era for our School and enhances our commitment to innovation, excellence, and the development of remarkable women.

Perth College is committed to leading the pathway forward in 21st-century learning, equipping our students with the skills and competencies for the greater business of life. The new building has been intentionally designed with that in mind, providing students with flexible indoor and outdoor spaces that inspire learning, creativity, and collaboration.

Since our foundation, Perth College has striven to improve education outcomes for girls and has provided them with the environment to thrive.

From Pre-Kindergarten through to

Year 12, we provide opportunities and experiences that put our students at the centre of their learning.

In this edition, you will read about our Junior School students learning about the life cycle of plants through 3D modelling and aquaponics and our Senior School students taking their learning global on their French, HASS, and Chinese tours. As Interim Principal, I have enjoyed watching our students take their learning outside the classroom and allowed to excel and grow.

This experiential approach to learning helps our students foster deeper understanding and provides the opportunity to build real-world skills.

Our teachers are passionate about enhancing the learning experience of our students. One of those is Samanda Sankowsky, our Coordinator of Dance and Drama (PK to Year 12).

Collaborate in a Social Entrepreneurial Program,” at this year’s International Coalition of Girls Schools Conference.

Her interdisciplinary approach, which brings drama teaching methods into a sparc class, is a unique approach to developing 21st-century skills.

Congratulations, Samanda.

I trust you will enjoy this edition of Heritage, learning more about the amazing work our staff and students are doing at Perth College.

Your sincerely

C L A R E J O HA N S E N Interim Principal

Samanda has recently travelled to Baltimore to present her research, “Making the Stumble Part of the Dance: Using Improvisational Gameplay to Empower Year 8 Girls to Courageously

HERI T AG E | 5

Bravo for Betty Phenomenal. Sensational.

Amazing. Flawless.

These are just some of the words to describe this year’s Senior School production of Betty Blue Eyes.

Debuting in WA for the first time, the musical presented a number of challenges to the creative team, from staging elaborate production numbers, to executing split-second costume changes and, most notably, animating the titular character via a charming pig puppet seamlessly into the performance.

Based on the 1984 British comedy A Private Function, the Perth College adaption did not disappoint, with hilarious jokes, and fantastic physical comedy. The students even worked tirelessly with accent coach Joe Louis Robinson to pull off some tricky Yorkshire accents.

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Delving into this material with the student cast was a joy for director Tyler Jones. Reflecting on the process, Tyler noted, “the students

wholeheartedly embraced the style of the show, and these larger-than-life comedic characters. They took real ownership of the material, and succeeded in presenting a truly unique and original take on this little-known show.”

The performer’s dedication and enthusiasm was clearly evident on stage, supported by an adept stage crew who manoeuvred the expansive sets with precision. Every element, from props to costumes, culminated in a spectacular showcase,

punctuated by the endearing presence of puppet Betty.

The premiere of Betty Blue Eyes exceeded all expectations, marking a triumphant moment for the students and staff involved in this wonderful show.

Bringing Magic to the Theatre with Matt Brown, Theatre Manager Matt Brown,Theatre Manager at Perth College for over 20 years, had a challenge on his hands this year building the set of Betty Blue Eyes.

In his words, the hardest part of designing the set is “[how to] make the space more magical to the people who see it all the time”. This was a challenge he well and truly achieved with a magical set design filled with wonder and nostalgia of a vintage era.

vision boards to first build sets that throughout the rehearsal period are adaptable and grow, as the show comes together for a seamless integration of set design and performances. Creating a set is more than just walls and props, it is the ability to transport the audience somewhere else for three hours every night. With a tight deadline to bring this set to life, the condensed timeframe intensified the dedication and effort put into every detail.

Tasked with recreating 1940s England, the set had to seamlessly transition between major scenes of the show: the bustling village square, the Chilvers House with its upstairs and downstairs areas, and the rustic barn where Betty makes her grand entrance. Notably, ensuring the safety of a cast comprising 90 students, four times larger than a typical professional troupe, added an extra layer of complexity. Despite the ambitious scope, Matt’s vision flourished into reality.

a place where some students can find a place to belong, dressed in black and working behind the scenes.” When faced with

Ideating and building the sets takes time, with ideas going from

challenges, Matt finds inspiration in the inventive solutions proposed by

Year after year, Matt welcomes a team of eager students, ready to delve into the intricacies of stage management and contribute to the magic of the set. He always wishes to provide a space for students to find joy and believes that “[the theatre] can be

his student crew. Their involvement extends to every aspect, from painting to managing backstage logistics.

Having a small student army on hand does have its advantages – armed with rollers and paint brushes, the students assisted in painting the floor to completely transform the theatre.

Matt’s mentorship extends beyond set design, empowering students to take ownership of every facet of production on the nights of the performances. From manoeuvring sets to orchestrating lighting cues, they step into roles typically reserved for seasoned professionals. This is a significant achievement for the students and a valuable opportunity for them to learn about the world of theatre from a highly experienced professional.

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The Art of Creating Costumes with Krystal Meek, Costume Coordinator At the heart of our student performances lies the meticulous craftsmanship of costume design, by Costume Coordinator, Krystal Meek.

From the pages of the script, she designed and created the stunning ensembles showcased on the stage, capturing the essence of 1940s postwar glamour, complete with victory rolls and vibrant red lipstick.

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employed a reverse engineering approach, crafting and fitting the sequined shell beneath Joyce’s initial everyday attire. The seamless transformation on stage underplayed the meticulous weeks of preparation, anchored by the subtle magic of magnets.

The costuming process is a long journey, starting six months before the show starts, as Krystal undertakes the monumental task of outfitting a cast of 90 students. This year brought a fresh challenge as Krystal eagerly embraced the opportunity to design costumes for a swinging vibrant dance chorus, delivering beautiful and stylish costumes that did not disappoint.

With 90 students to dress, the task of costuming 10 lead characters and a chorus of performers posed a formidable challenge. Krystal’s ingenuity shone through as she deftly blended existing pieces with carefully crafted creations, embodying the spirit of resourcefulness reminiscent of the 1940s era. With the spirit of “make do and mend”, many costumes were repaired and rejuvenated to fit out an impressive cast of students.

However, the crowning jewel of the costumes for Betty Blue Eyes was Klara’s (playing lead character Joyce) quick-change silver sequined dress.

To achieve this iconic look, Krystal

Krystal’s use of ingenuity, design, and pattern is a true testament to her skill and the power costumes have within musicals to enhance storytelling.

Orchestrating Musical Brilliance with Jane Artelaris, Musical Director Nestled in front of the stage in all black, was the 20-person orchestra comprised of 14 students and six members of staff, playing a score requiring stamina and technical skill to rival professional musicians.

With a WA premiere, the show provided many obstacles, including a score that many students had never heard before. Among the pivotal skills honed during this endeavour was the art of underscoring. A nuanced technique, underscoring requires musicians to play music timed with the spoken dialogue, lending emotional

depth and atmospheric resonance to the onstage narrative.

Navigating the subtle changes of each performance from night to night, students adapted in the moment, developing their listening and performance skills and gaining an understanding of the complexity of live musical theatre.

The Senior School musical always provides an environment for the selected musicians to learn and grow.

This year with a jazz influence students learnt various jazz techniques befitting a musical set in 1940s England, undergoing an intensive six weeks

of rehearsal, after independently learning the entire score over the school holidays. With only three weeks of collaborative rehearsals with the on-stage cast, their dedication and skill shone brightly.

Undertaking a professional score within such a compressed timeframe is no small feat, yet each orchestra member rose to the occasion, delivering stellar performances night after night.

Brava!

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Celebrating the Class of 2023 Congratulations to the Class of 2023 on their exceptional WACE results; their achievements are a testament to their hard work and dedication.

Leading the accolades, Lucienne Willinge, our 2023 Dux Award winner, achieved the highest ATAR of 99.90.

Lucienne, alongside Maggie Wang, ranked in the Top 50 ATAR students across Western Australia, earning the prestigious General Exhibition Award.

Additionally, Lucienne was honoured with the Subject Exhibition Award for being the top-ranked student in the State for Politics and Law.

Moreover, 22 students received a Certificate of Distinction, and 28 students were awarded a Certificate of Merit for their WACE grades over the past three years. These achievements contributed to Perth College’s impressive median ATAR of 91.3, with 6% of students achieving an ATAR of 99 or above, 34% scoring 95 or above, 55% reaching 90 or above, and 65% attaining 85 or above.

Six students earned Subject Certificates of Excellence, placing them in the State’s top 0.5% of ATAR students.

A special mention goes to Summer Ling from the ATAR Music course, who was selected to perform at the prestigious Perspectives Concert, featuring only 15 students from across the State.

Reflecting on this achievement, Summer said, “It has always been a

CONGRATULATIONS TO: Lucienne Willinge Biology and Politics and Law Anna Tang Chemistry

dream of mine to one day be able to perform with those at the very top of ATAR music.”

Molly Hodgkin Mathematics Applications Ava Rueben Mathematics Applications Aimee Buller Politics and Law Anabel Whyte Politics and Law 1 0 | P E R T H C O L L E GE

Summer Ling with piano tutor, Emily Green-Armytage

She credited her success to the Perth College music program and her piano tutor, Emily Green-Armytage, saying,

“I would never have been able to achieve my dreams or progress my music career without them.”

This moment was made even more special by having the Perth College musical community to share it with.

Our Vocational Education Training students also excelled, earning 64 VET qualifications over the past two years, including 34 Certificate II, 5 Certificate III, and 25 Certificate IV qualifications.

Congratulations, Class of 2023 — we are immensely proud of your accomplishments!

Lucienne Willinge, 2023 Dux Award winner

HERI T AG E | 11

Proud to be PC. This year, the Student Officials’ Vision is “Proud to Be PC.” Their aim is to create a joyful school community where every student proudly wears the navy, white, and jacaranda and participates in PC’s opportunities.

Complementing this, the Boarding Council’s vision is “Our Connected Community,” and the SRC’s is “Spread the Love.” These visions focus on bridging the gap between boarding and day students and fostering an inclusive environment where students can thrive, build strong relationships, and support each other.

The Student Officials have raised over $60,000 this semester for BlazeAid and the Leukemia Foundation. The Boarders contributed nearly $6,000 during Boarders Week and the Year 12s raised $55,000 for the World’s Greatest Shave.

We are immensely proud of our Year 12 Student Officials’ achievements and look forward to seeing how they finish their final year at PC.

Student Profiles

ST ELLA F REEM AN

CATE BE AS LE Y

H A Z EL K A IL

B ET H A NY C L A R K E

L IB B Y M A Z ZEL L A

What makes you Proud to be PC?

What is one thing you would like to achieve this year in your role?

What makes you Proud to be PC?

What is one thing you would like to achieve this year in your role?

What is one thing you would like to achieve this year in your role?

I would love to spread positivity within the school community and also be a voice for the students.

To increase our school’s level of participation and overall spirit by implementing highenergy and fun initiatives.

I hope to make our school and community proud to belong to a supportive and strong group.

Student Captain

I’m proud of the resilience PC has instilled in me from a young age. The problemsolving skills I’ve gained help me overcome life’s challenges. Coaching Junior School swimmers, I see the perseverance PC fosters in students, making me proud to wear the navy, white, and jacaranda. Being part of our school’s culture and witnessing its positive impact fills me with pride.

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SRC Captain

I want to be able to make sure that everyone in the student body feels that they have a voice and that their voice matters. I wish to try and make as many changes as possible in the school that can be 100% credited to the voice of the students.

Boarding Captain

My friends and peer group.

I look at the girls around me, whom I have spent the last five years with, and I am in awe of their courage, kindness, enthusiasm and the dedication they show to school events, each other and younger years. I am very proud to be able to graduate with such a lovely group of people.

Student Leadership Council

Student Leadership Council

ELLA SI MKI N

KAY LA CR O MBI E

J OR JA H W A L L EY

A NYA B H A ND A R I

K A T H R YN P R ID E

What is one thing you would like to achieve this year in your role?

What makes you Proud to be PC?

What is one thing you would like to achieve this year in your role?

What makes you Proud to be PC?

What is one thing you would like to achieve this year in your role?

Boarding Council

One thing that I would like to achieve this year is to create more awareness around boarding and strengthen connections between boarding and day school students.

EMMA O U

Student Leadership Council What makes you Proud to be PC? The culture here, where everyone is so supportive of each other. At PC, we’re so lucky to have many different opportunities and events, and I love seeing how involved and excited everyone gets. Being part of this kind of environment feels really special and makes me Proud to be PC.

Boarding Council

I am Proud to be PC because of the community that we are surrounded by and the connections that I have been able to make along the way of my journey here.

E MI LY N G U Y E N

Student Representative Council What is one thing you would like to achieve this year in your role?

I aim to build stronger connections with student representatives across all year groups to understand their ideas and concerns.

By listening attentively, I hope to foster an inclusive environment and implement initiatives that reflect our diverse student body, paving the way for future students to benefit from changes we couldn’t experience.

Boarding Council

To bring the boarding community and day school community closer together.

SAMALMI D EW A M U L L A G E

Student Representative Council What makes you Proud to be PC? Seeing how caring PC students are to each other and how the PC community celebrates each other In particular, seeing the support at the Boarders’ Week assembly and the generosity of families in donating to fundraisers.

Service Captain

PC teaches us to be capable, courageous, and caring, which are essential traits for life. Our school’s sense of community allows interactions across year groups involving parents and dedicated teachers. The support from teachers and staff helps us confidently pursue our interests and academic goals, preparing us emotionally and socially for life beyond school.

Service Captain

What I would like to achieve this year as Service Captain is to advocate for and raise more awareness on various issues by organising fundraisers and educational events, ensuring that our school educates students on important topics and inspires them to take meaningful action.

IS A B EL L E W INT ER

S O F IA T A S SONE

What is one thing you would like to achieve this year in your role?

What is one thing you would like to achieve this year in your role?

I want to ensure there’s always a safe space for students to express themselves, have fun, and feel included. As a student representative, I aim to give everyone a voice in decisions that affect them. Additionally, I want to raise more awareness about mental health, as it is a topic close to my heart, encouraging students to speak up and seek support during challenging times.

I aim to be an approachable leader and build connections with students across all year groups to understand diverse viewpoints. I also want to inspire students to seize every opportunity, from IGSSA sports to house events and co-curricular, as these experiences foster relationships and establish yourself within the school.

Student Representative Council

Student Representative Council

HERI T AG E | 13

Student Profiles continued.

SOPHIA CARRUTHERS

E MI LY R I V E R S

G R A C IE F O O T E

MILLA HALL

What makes you Proud to be PC?

What is one thing you would like to achieve this year in your role?

What makes you Proud to be PC?

What is one thing you would like to achieve this year in your role?

Sport Captain

The friendships forged through sports and school are invaluable. Achieving together in sports and enjoying camaraderie while everyone puts in their best effort brings a sense of accomplishment. I also love the supportive environment and teamwork, especially in House Cross Country and when representing the school in IGSSA.

SAT H MI PREMACHANDRA Barron House Captain

What makes you Proud to be PC? I am proud to be a student at PC because of the school’s strong sense of community and culture, where we uplift one another and celebrate our achievements together.

PC encourages everyone to be themselves and pursue their passions, whether in sports, arts, academics, or other areas, offering immense opportunities through its co-curricular programs. The supportive environment created by the staff and students has allowed me to explore various aspects of school and form lifelong friendships.

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Sport Captain

I aim to increase sports participation for its benefits and friendly atmosphere.

I wish to promote good sportsmanship, encourage open communication, and ensure approachability.

By recognising everyone’s strengths, I hope to inspire more students to lead, fostering a positive and inclusive environment.

Lawley House Captain

PC has provided abundant opportunities for me since Year 5. Witnessing my friends and year group thrive, even during challenges, fills me with pride. Our strong cohort bond, built over six years, ensures support and enjoyment every day at school.

Lawley House Captain

I aim to foster greater unity in Lawley House by celebrating its spirit across all year groups. Recognising each other’s strengths and encouraging involvement in various activities like swimming, athletics, debating, and music is key.

My goal is to see Lawley achieve numerous victories and maintain its status as the best house.

F R E Y A BE AS LE Y

NEV E B U S H

IM A L A G R A Y

B R O NT E F ONG

What makes you Proud to be PC?

What makes you Proud to be PC?

What makes you Proud to be PC?

I am Proud to be PC because of all the amazing opportunities I have been given; I am so lucky to go to a school where we are offered co-curricular offerings of all kinds, from sports to academics and even the arts.

The PC community embodies resilience, determination, and persistence, traits I admire. Winning the 2023 athletics interschool carnival after several years was a proud moment, fostering a shared sense of accomplishment. Being a PC student means more than attending school; it is about pride in your school and seizing every opportunity for growth and success

What makes me Proud to be PC is how involved and enthusiastic everyone gets in school events.

What is one thing you would like to achieve this year in your role?

Bedford House Captain

Bedford House Captain

Campion House Captain

Campion House Captain

To continue to increase the participation and energy of house events by forming relationships with younger year groups. We did this at this year’s House Cross Country, which led us to winning the event.

ADA G REALI SH

HAN N AH MCCAR THY

CHARLOTTE CHERRY

V IC T O R IA M O K

What is one thing you would like to achieve this year in your role?

What makes you Proud to be PC?

What is one thing you would like to achieve this year in your role?

What makes you Proud to be PC?

Visual Arts Captain

As Visual Art Captain, I aim to create a more inclusive and collaborative environment in the art community. Encouraging diverse students to express themselves through art, I wish to organise events promoting teamwork, creativity, and appreciation for different artistic perspectives, aiming to strengthen our sense of community and support among fellow artists.

Drama Captain

Being a part of a community of students who work together to create a positive atmosphere that celebrates the successes of others and supports everyone to step out of their comfort zones.

Dance Captain

I aim to increase the visibility of dance in the Perth college community, expanding opportunities for all year groups. I would love to create a space where people can try new things and do the things they love at school.

Music Captain

I am Proud to be PC because I am consistently surrounded by people who make me feel comfortable sharing my passions, and I love collaborating with others to come up with fun and exciting ideas.

MILA CAPEL LI

AI ME E W ATTS

NA O M I L IM

S IENNA O D O R IS IO

What is one thing you would like to achieve this year in your role?

What is one thing you would like to achieve this year in your role?

What is one thing you would like to achieve this year in your role?

What is one thing you would like to achieve this year in your role?

I would like to increase engagement and opportunities in STEM for PC students. I would also like to drive curiosity in the younger years and hopefully inspire future innovators. I would love to be able to create an atmosphere where students are encouraged to think creatively and express their individuality in a team.

We would like to define the role of Innovation Captain to make it clearer and help engage students in the various STEM opportunities that PC provides!

I would love to increase participation rates in different co-curricular activities, opening up as many opportunities as possible for students and fostering a positive and safe community for people to feel confident enough to try new things.

One thing I would like to achieve this year in my role as Academic Captain is to boost involvement in academic co-curriculars and competitions. Most people view competitions like debating or mock trials as nerve-wracking because of the public speaking element but I want to foster an environment where everyone feels brave enough to give it a go.

Innovation Captain

Innovation Captain

Academic Captain

Academic Captain

HERI T AG E | 15

Discovering the Secrets of Plant Life This semester, our Year 2 students embarked on an intriguing scientific adventure with their STEM project titled “Plants vs Zombies”. Utilising augmented reality apps on their iPads, the children delved into the lifecycle of plants, witnessing each stage in dynamic 3D. This exciting blend of technology and biology allowed students to interact with and understand the intricate processes of plant growth before starting their hands-on project.

This project also introduced students to the wonders of aquaponics, where they learned about sustainable growing techniques and the nitrogen cycle.

Within the Founders Centre, an aquaponics station was set up to bring their learning to life.

The Year 2 students are also conducting a controlled experiment to explore how different environments,

aquaponics with clay balls, soil, and rocks, will affect plant health. They are using the same plant, cos mixed lettuce, as the dependent variable; students have been monitoring height, leaf count and colour changes within their independent variable aquaponics plants vs the stand-alone plants within a raised garden bed. This hands-on learning helps them grasp complex biological concepts in a simple, engaging way.

These ongoing observations are meticulously logged in their project books. The culmination of “Plants vs Zombies” will see our young scientists analyse their data to create graphs to help share their findings. This project is not only educating but also nurturing our students into budding scientists ready to explore and explain their world.

Young Scientists Shine in Eureka Competition This year, 20 enthusiastic students from Years 1 to 6 participated in the Eudaimonia Scientific Enquiry: Australian Museum Eureka Competition. These budding scientists showcased their creativity by producing two-minute videos on the theme of Energy.

The students who worked were able to work individually, in pairs, or in small groups and approached the concept with innovative and engaging perspectives.

A standout feature of this year’s participation was the collaboration and mentorship between our Junior and Senior students. Students in Years 4 to 1 6 | P E R T H C O L L E GE

6 had the unique opportunity to work alongside Year 9 gifted science students through a peer mentoring project. This cross-age partnership proved to be incredibly beneficial. The older students brought their advanced knowledge and experience, providing invaluable support to the younger participants.

They helped demystify complex scientific concepts, making the learning process more accessible and enjoyable.

The Year 9 mentors not only assisted with the technical aspects of video production but also inspired the younger students with their passion for science.

The mentoring sessions were filled with lively discussions and hands-on activities, fostering a collaborative spirit.

Overall, the Eudaimonia Scientific Enquiry was a remarkable journey of discovery and creativity, highlighting the power of mentorship and the joy of scientific exploration.

This collaboration not only enhanced the younger students’ understanding of Energy but also built a sense of community and mutual respect across different age groups.

Solving real-world problems in STEaMologists STEaMologists, an innovative co-curricular program, is empowering students from Kindergarten to Year 12 to solve real-world problems.

This unique initiative encourages students to work individually or in pairs, fostering collaboration, creativity, and critical thinking.

Students in Years 4 to 12, with the guidance of dedicated mentors, are invited to further their research into their solutions with support and opinions from experts in their fields.

This year, the program has already sparked remarkable investigations.

Among the standout participants is Year 10 student Jing Jing, who is exploring ways to make data centres more environmentally responsible and sustainable. Jing Jing, inspired by a documentary, has always been interested in STEM and wanted to address this pressing issue.

Currently, data centres consume energy and water equivalent to that

used by 50,000 homes. “Sustainability is a big topic for my generation,” Jing Jing says, hoping her research can impact how data centres responsibly use and recycle energy. She believes we should leverage technology and AI to make improvements in our world.

Jing Jing’s research involves extensive data collection and site visits to data centres, where she will further investigate energy usage and its possibilities. Her work embodies the spirit of innovation and determination that STEaMologists aim to cultivate.

In another inspiring project, Year 4 students Cora, Ilisa, and Luci are investigating a way to detect diseases within the blood using a method similar to the A1C diabetes test.

This testing method aims to provide quicker results compared to the

weeks it currently takes for blood tests to be analysed, potentially saving many lives.

We look forward to checking in with these budding researchers later in the year to see their prototypes and results.

STEaMologists is not just a co-curricular; it is a launchpad for young minds to dream big, solve complex problems, and make a tangible impact on the world.

STEM Co-ordinator, Jess Ussi with Jing Jing and her mentor, Marcos Prado

HERI T AG E | 17

Junior School Leaders share their Insights on Leadership and Inspiration Meet our Junior School Leaders: a group of dedicated students who embody the spirit of leadership at Perth College.

Each leader brings a unique perspective on what makes a good leader and shares personal stories of inspiration. Here, they discuss their leadership philosophies and the individuals who inspire them to lead with pride and grace.

O L IVIA B

H ARRIE T M

MEGAN H

KENSI W

What makes a good leader?

Great leaders possess a clear vision, excellent communication, and empathy, fostering trust and collaboration. They demonstrate integrity, adaptability, accountability, and empowerment, encouraging kindness and support. Resilience is key, as they bounce back from setbacks and inspire others through their example, recognition, and motivation, guiding their team toward success.

Who in your life inspires you to be a better leader?

Rosa Parks, because she stood up for what was right despite being shut down by others.

Who in your life inspires you to be a better leader?

My mum is the person that inspires me because she is supportive and takes care of my whole family and can still do things for herself. She leads by example and cares for one another.

What makes a good leader?

Someone with patience because it takes a long time to get everyone to settle down and listen. I think it also takes perseverance to keep going when it is hard leading a whole house, communication to listen to your other captains, courage to lead a house and be a good influence because the younger years look up to their house captains.

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ROSE M

RE M I E

IVY H

NEVE S

What makes a good leader?

I think a good leader is someone who wants everyone to do well. I think a leader means to have everyone’s best interests at heart. You need to want to make things better. You can’t be afraid to make a decision, you must do what you think is best.

What makes a good leader?

I think what makes me a good leader is my confidence in leading, my kindness and consideration of others’ ideas and opinions and my perseverance; I will always give it another go if I fail the first time. I believe these qualities, as well as courage, empathy, resilience, and flexibility, contribute to what makes me a good leader.

Who in your life inspires you to be a better leader?

My parents inspire me to be a great leader. They show me how to act and behave well and treat others fairly.

They always give me advice on how to help others and myself when in tough positions. My parents create an example of kindness, generosity and hope always listening to me and helping in whatever ways they can.

What do you think makes a good leader?

I think a leader has to have a variety of character strengths, the most important ones that I think a leader should have are confidence, emotional intelligence and bravery.

There are definitely more good qualities of a leader, but I think those are the most important.

O L IVIA L

E M ILY S

ZAVIA S

Who in your life inspires you to be a better leader?

My dad inspires me to be a better leader because he can understand my strengths and weaknesses and offer me advice and support to overcome all of life’s challenges. My father is an intelligent mentor.

Through his support, he empowers me to combat life’s challenges and arms me with life skills to develop.

My dad is always assisting me when I need it and can always put his shoes into my own.

Who in your life inspires you to be a better leader?

My inspiring leader is my dad. He is so helpful and is always doing kind things for others, he helps people, and he works hard.

What makes a good leader?

Someone who is determined and strives for excellence.

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Perth College goes International During the April school holidays, Perth College students participated in three enriching international tours to Singapore, France, and Europe. These tours included the Humanities and Social Sciences trip, as well as the French and Chinese Study Tours, which provided students with unique cultural and educational experiences.

Our international tours complement learning by allowing students to see firsthand the principles and concepts they have studied in class.

Exploring Chinese Culture and History in Singapore Chinese language students from Years 11 and 12 embarked on an enriching eight-day study tour in Singapore, diving deep into Chinese traditions and history. This experiential learning tour allowed the girls to practice traditional skills such as Chinese ink painting, tea appreciation, and learning about Chinese musical instruments and folk songs.

A significant highlight was the visit to Hwa Chong International School, where students attended classes, participated in a kite-making workshop, and enjoyed

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various ball games. This interaction provided a unique perspective on Singaporean education and fostered cross-cultural friendships.

Exploring Singapore’s historic streets, the students learned about disappearing trades in Chinatown’s Sago Lane, visited the last shop handcrafting paper offerings, and delved into the nation’s history at the Asian Civilisations Museum. They also experienced the vibrant city planning journey through interactive exhibits and architectural models.

The culinary adventure at local hawker centres left a lasting impression, with students loving the delicious food, in particular the Singaporeanstyle coffee, Kopi. Learning about Singapore’s culture through food and activities like Chinese ink painting and

tea appreciation was an eye-opening and amazing experience.

The girls also enjoyed leisure activities, including a visit to Universal Studios and witnessing the breathtaking sunset and light show at Marina Bay Sands. “Watching the sunset over

the skyline and the Super Trees’ light show was unforgettable,” remarked Caitlin (Year 12).

Overall, the tour provided a deeper understanding of classroom learning, teaching adaptability and global awareness. “Exploring the city’s

history and appreciating the traditional trades with close friends made the experience much more interesting,” reflected

Fiona (Year 12). This immersive journey not only broadened their horizons but also created cherished memories.

Embracing French Culture in Paris and Nice Ten Year 12 students studying French had the opportunity to immerse themselves in French culture by travelling to Paris and Nice. This eighteen-day educational journey combined historical exploration, cultural experiences, and language learning, providing the girls with a rich and memorable experience.

In Paris, the students marvelled at the grandeur of the Palace of Versailles. Students were particularly impressed by the immaculate and sprawling gardens and found the authentic architecture and historical significance of the chateau fascinating.

The peaceful beauty of the Jardin de Versailles also captivated Catherine (Year 12).

The Louvre Museum left a lasting impression on the girls, who were thrilled to see famous paintings like the Mona Lisa and explore the incredible statue section. They also enjoyed the breathtaking view of Paris from the top of the Montparnasse Tower and loved exploring

Montmartre with its charming shops, restaurants, artists, and stunning views of the city.

In Nice, the students attended language school each morning and explored the picturesque coastal towns of Eze, Monaco and Villefranche-sur-Mer. They also had fun learning to cook traditional Niçoise dishes.

A highlight of the trip was attending the French version of The Lion King musical at the Mogador Theatre, which tested and enhanced their language skills. Milla (Year 12) was particularly impressed by the talented cast and the novelty of hearing the songs in French.

Overall, this trip offered the students a comprehensive experience of French life, blending education with cultural enrichment, showcasing the benefits and impact of experiential learning at Perth College.

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An Unforgettable Journey through Western Europe A group of 42 Year 10 to 12 Humanities and Social Sciences students embarked on an enriching study tour across Western Europe.

This immersive experience enabled them to explore the historical and cultural treasures of France, Belgium, Germany, Switzerland, and Italy.

In Paris, students marvelled at iconic landmarks such as the Eiffel Tower, Sacré-Cœur, and the Louvre.

They found the Seine River cruise particularly memorable, as it offered a unique perspective of the city’s beauty.

A significant part of the trip was visiting the WWI battlefields in Northern France, culminating in participation in the Last Post Ceremony at Menin Gate in Ypres. This solemn experience deepened their understanding of the war’s impact.

In Germany, the students visited important historical sites, including the 2 2 | P E R T H C O L L E GE

Berlin Wall Memorial, Brandenburg Gate, Checkpoint Charlie and the Dachau Concentration Camp Memorial Site. Elia, a Year 10 student, remarked,

“It was an incredibly humbling experience that made you think about yourself and your life, an experience everyone should have once in their lives.”

The students were also fortunate to visit Lucerne and admire the geographical beauty of Switzerland, taking a cable car up to Mount Pilatus.

The journey continued in Italy, with visits to Lake Como, Florence, Siena, and Pisa. Rome was the destination, where students explored the ancient Colosseum, the majestic Vatican, and St. Peter’s Basilica and participated in a pasta-making class. They were captivated by the history, culture, and charm of Italy.

The HASS Study Tour 2024 offered students a comprehensive and impactful exploration of Western Europe’s historical and cultural landscapes. It also encouraged them to step out of their comfort zones and discover more about themselves.

The tour also provided students and staff with the opportunity to bring their real-life learnings back into the classroom. Year 10 students Elia and Sylvia noted, “It gives a whole new

perspective in understanding the unit topics, particularly Hitler’s rise to power and the Holocaust.” Teachers can now link lessons to the sites the students visited in Europe, showcasing the benefits and impact of experiential learning.

Early Learners embrace Nature and Discovery This semester, our youngest learners have been exploring the wondrous world of living things through a variety of enriching incursions and excursions, including River School, Educated by Nature, and Inglewood Triangle.

Our Early Years program encourages students to explore their curiosity within a safe space, asking questions that teachers then use to structure learning experiences tied to the curriculum. This play-based, hands-on approach is designed to inspire inquisitiveness about the world around them.

Our Kindergarten explorers embarked on a thrilling journey to Inglewood Triangle in Term One, kicking off a series of exciting trips this year. Guided by the wonderful volunteers from Friends of Inglewood Triangle, our students got their hands dirty planting water seedlings they nurtured last year. Students then ventured on a bush walk, discovering and examining the native bee homes they helped establish.

Both Kindergarten classes experienced their first bush visit together, with Katy Howes, Director of Junior School, who joined them, said,

“It is reaffirming to see the children gently caring for native plants, looking for lizards and skinks, and developing a genuine love and curiosity for our environment.”

Earlier this year, Pre-Primary students were captivated by the magical and enchanting world of fairies. During the first few weeks of the term, they practised their literacy skills by writing short notes to their fairy friends. As part of their study on living things, they enjoyed a special visit from Bunnings Warehouse, where they created their own fairy gardens.

Through this activity, they learned about plants such as kangaroo paws, marigolds, sandgropers, and petunias.

To make their gardens extra magical, the students decorated them with various fairy-themed ornaments, including dragons, gnomes, fairies, and pebble stones. Their creativity shone brightly as they crafted these enchanting gardens, blending imagination, creativity, and learning.

Over six weeks in Term Two, our Pre-Primary students also had several visits from Educated by Nature, where they explored the outdoors through their senses. Each Wednesday morning, the girls engaged with the natural wonders around our school. By pausing and slowing down, they learned to notice the intricate details of nature, from the way light changes spaces to the movement of plants and the activities of insects. This program fosters connections to self, nature,

and community, developing resilience, confidence, and inquisitive minds.

Building on the theme of nature as a powerful teacher, the Year 1 and 2 students have been participating in the River School experience. This program helps them develop a deep connection to nature and the river, encouraging them to become active environmental citizens. River School promotes well-being and inquiry by integrating insights from their river explorations into classroom learning.

The students have engaged in activities like map-making, drawing, and even creating a mermaid colony by the river. This immersive experience teaches them resilience and fosters their natural curiosity.

We are thrilled to see our students thriving in these enriching programs, and we look forward to witnessing their continued growth and exploration.

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Boarders for BlazeAid This year, the Boarders Council raised an amazing $5,977.00 during Boarders Week for BlazeAid, a non-profit organisation that supports rural families after natural disasters.

For this reason, BlazeAid holds a special place in the hearts of many of our regional and rural Boarders.

One Boarder, Kayla, a Year 12 student and Boarders’ Council member, shared her personal connection to BlazeAid at the student-run Boarders Week assembly. On 6 February 2022, two large bushfires devastated the township of Corrigin, where Kayla’s family farm is located. The fires destroyed 46,000 hectares of farm and bushland, along with significant livestock, boundary fencing, and essential infrastructure.

Kayla’s family suffered extensive losses, including 35 wool merino ewes, their hay shed, the entirety of their sheep feed, shearing sheds, machinery, utes, tractors, and 21.75 km of fencing.

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Over 11 weeks, approximately 60 BlazeAid volunteers worked tirelessly to remove 70 km of burnt fencing and rebuild 136 km of new fencing across 26 properties in the Shire.

Reflecting on BlazeAid’s support, Kayla said, “My family would never have

been able to do any of it without them, and it feels good to give back knowing they have helped not only my family but other families in the Boarding House.”

In the lead-up to Boarders’ Week, the Boarders’ Council created a cookbook featuring cherished family recipes contributed by boarding families. The cookbook was a resounding success within the Perth College community, selling over 200 copies and generating $3,590 in sales, including one purchased by the CEO of BlazeAid.

Boarders’ Week provides our Boarders the opportunity to showcase their talents and share insights into boarding life at Perth College. During the week, the Boarders put together many activities for day students and staff to get involved in, including a farmers’ market, bake sale, meat raffle, and tours of the Boarding House for Junior School students. All items sold were generously donated and made by our boarding students and families.

The Perth College Boarders’ collective efforts demonstrate the generosity and strong connection within the Perth College community, reflecting their willingness to support each other.

Our MADALAH Head Girl Late last year, Year 11 student Lavinia was elected as the MADALAH Head Girl for 2024, succeeding Year 12 student Jorjah. MADALAH Limited—a not-for-profit organisation providing scholarships to Indigenous students for secondary education—has played a key role in Lavinia’s leadership journey in partnership with Perth College.

activities and events to boost student involvement and enhance community engagement among MADALAH students. Lavinia believes that being part of a positive community enhances students’ experiences, and she is excited to contribute to the community spirit within MADALAH.

MADALAH offers various activities and events to foster connections among MADALAH students at partner schools across Perth. One significant event is the Leadership Summit, where students can apply for different leadership roles. It was at this summit that Lavinia was voted the 2024 Head Girl by her peers.

At Perth College, Lavinia is an active member of the Djook Djinda Group, which supports Aboriginal and Torres Strait Islander students from Year 7 to 12. The group meets fortnightly in the Ngala Maya room, a dedicated safe space for our Indigenous students.

During the Summit, Lavinia delivered a heartfelt speech to the WA MADALAH cohort and staff, setting the tone for what she would like to achieve as Head Girl. In her new role, Lavinia aims to ensure that students’ voices are heard and that they feel supported throughout their school journey. She also hopes to create new

As a leader within this group, Lavinia is passionate about creating a welcoming environment where students can support each other and feel valued and heard. Lavinia says, “The Djook Djinda group is

like having a big family at school where they can yarn together.”

The strong sense of community at Perth College and particularly in the Boarding House, is a part of school life that Lavinia enjoys.

“The Boarding House has a unique way of bringing people together, especially during community nights like quiz nights, where I can have fun with my friends and be competitive,” she said.

We are incredibly proud of the leader Lavinia is becoming and eagerly anticipate the many achievements she will accomplish in the future.

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Excelling On and Off the Field: Athlete Development Program Part of the Sports Development and Performance Program is our Athlete Development Program, a personalised, high-performance sports pathway designed to help students excel both academically and in their chosen sports. Through sessions that include strength and conditioning, performance camps, and individualised goal setting and mapping, students benefit from this highly tailored program that supports their sporting endeavours both in and out of school.

This year, the program is led by our full-time Athletic Performance Manager, Guy Robertson.

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Passionate about helping highperforming female athletes succeed, Guy has worked with Australian and Canadian Hockey teams, travelling to major events like the Pan-American and Commonwealth Games and the 2018 Hockey World Cup. As Integrated Support Team lead, he helped the Canadian team qualify for the Tokyo 2020 Olympics. Upon returning to Australia, he has continued to build his expertise in strength and conditioning, especially in high-performance female sports programs.

The Athlete Development Program is designed for Senior School students who have reached an elite level in their chosen sport and meet specific criteria. The program is committed to empowering athletes to realise their full potential as they navigate the world of high-performance sports.

A key takeaway for students within this Program is not only the ability to build strength and power that enhances their performance but also the opportunity to interact with other high-level athletes from different sports.

Speaking with two student-athletes, Alice (Year 12) and Ellsie (Year 11), highlights the program’s success.

“Hearing from professional female athletes about their experiences has been so inspiring,” remarked Alice.

Alice, a national golfer, has been in the program since its inception in 2022 and has benefited from the strength and conditioning sessions.

After a successful stint at the 2024 Australian Junior Interstate Series and winning first place at the IGSSA Golf Tournament, Alice credits the program’s gym sessions with her ongoing skill development and improved stamina. Alice’s favourite part of the program is the Performance Camps, especially the guest speakers.

Alice is also finishing this year on a high note, having been offered a scholarship to the University of Toledo, Ohio, for golf next year. She looks forward to the opportunity of playing in America and being part of a team environment.

What an achievement!

From our rowing team, Ellsie was selected to represent WA for the first time as part of the 2024 WA State Pathway VIII Squad at the Pathways Regatta in Sydney this past April. Ellsie

says, “Without this program, I wouldn’t have gained the muscle and confidence to be selected to represent WA.” She praises Mr. Robertson for providing a motivational space that encourages athletes to feel confident in their abilities and chase their dreams. Like Alice, Ellsie loves how the program brings together athletes from different sports.

The Athlete Development Program is not just a program; it is a launchpad for young athletes to dream big, overcome challenges, and achieve excellence in their sports and academic pursuits.

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Empowering girls through play: Leveraging Drama in Education In 2022, Samanda Sankowsky, Coordinator of Dance and Drama at Perth College, was selected to undertake an international research project under the mentorship and guidance of the International Coalition of Girls’ Schools (ICGS) Global Action Research Collaborative (GARC).

Samanda has been teaching at Perth College since 2016 and has always been interested in the idea of using play to enhance development, social cognition, and awareness of others.

Wanting to pursue further studies, Samanda was eager to research a focus area that is close to her heart.

The 2023 to 2024 research focus of GARC is “Leveraging girls’

collaborative spirit toward courageous and joyful learning”.

With this in mind, Samanda’s research specifically explored the idea of integrating drama teaching methods, particularly short improvisation games, into the social entrepreneurial program sparc, which requires real work collaboration across various platforms and community groups.

Her goal was to empower girls to find

joy in taking risks and embracing the different challenges that come with collaborating in early adolescence.

Samanda was drawn to improvisational gameplay as a skill, as these approaches aim to enable girls to support one another and to understand how to achieve a common goal. Her drive to provide spaces for students to learn through play led her to introduce Physical Theatre in the Junior School in 2020 to encourage Junior School students to explore and play across both dance and drama art forms, learning the joys of performance and movement, as well as collaboration. Notably, Samanda observed that those who transitioned from Junior to Senior School after experiencing Physical Theatre exhibited greater confidence, sense of identity, and soft skills. However, she also noticed that when girls started to enter Senior School, there was a

“growing sense of uncertainty when girls aged 13 to 14 years old were spontaneously encouraged to be curiously collaborative and take healthy risks”.

Being an all-girls school, Samanda says that while there is a level of uncertainty in taking risks, the environment provides a completely different energy than that of a co-educational school. There aren’t as many boundaries and the girls are provided a safe space to be their authentic selves without the selfconsciousness that can sometimes arise in a co-educational environment. There is a sense of self-concept preservation within an all-girls environment that diminishes competitive behaviour and allows the girls to find joy with each other and in learning.

At the end of June, Samanda presented her research findings at the ICGS Conference in Baltimore. Her findings concluded that girls can be empowered to courageously collaborate, creating an environment through humorous improvisational gameplay that equips girls with tools to embrace mistakes and transform them into newfound possibilities or solutions. We look forward to seeing the innovative ideas that Samanda implements in drama and education in the future.

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Inspiring excellence As a leading educator, Perth College believes that it is important to support our staff to further their education. This can be through time or investment, the Kadadjiny Program is an initiative designed to foster staff learning and growth.

Sophie Vella Masters in Autism, University of Wollongong

This program offers educators opportunities to enhance their professional skills, engage in specialised studies, and develop leadership capabilities.

By supporting continuous education and professional development, Perth College ensures that staff are equipped to provide exceptional guidance and support to their students and the broader school community.

In 2023, our Pre-Kindergarten teacher, Sophie Vella, Dance and Drama teacher, Amy Fittock and Assistant Boarding Supervisor, Tal Ashby, joined the Program.

Why did you choose your particular area of study?

I chose to specialise in autism and neurodiversity to deepen my expertise in these areas. This knowledge allows me to implement best practices and provide the highest quality support to students and their families, ensuring that their unique needs are met with compassion and professionalism.

How do your studies relate to your current role at Perth College?

In my role in early childhood education at Perth College, early intervention is crucial. My studies equip me with the tools to offer reassurance, knowledge, and comfort to families as they process

autism diagnoses. This helps create a supportive and understanding environment for children and their families from the moment they join our community.

So far, what are some key learnings that you can start applying to your role?

One key takeaway is the significance of neuro-affirming practices and the principle of self-determination. It is essential to recognise and respect each child’s voice, regardless of their age. Listening to and acting upon their needs and preferences fosters a more inclusive and supportive educational environment.

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Amy Fittock Masters in Education Research, Edith Cowan University

Why did you choose your particular area of study?

Dance has been integral to my life since, age three. With a Bachelor of Dance and retraining to become a teacher, I am a strong advocate for dance education. My research, “Leadership Beyond the Studio,” explores the underrepresentation of female dance teachers in school leadership roles, aiming to highlight and challenge gender imbalances.

How do your studies relate to your current role at Perth College?

My research has heightened my awareness of my unique skills from my dance background. Interviewing other dance teachers has been inspiring and provided new perspectives and strategies. This has enhanced my leadership capabilities and contributions to Perth College by connecting with others in similar roles.

Tal Ashby Certificate in School Management and Leadership, Harvard School of Education and Business

Why did you choose your particular area of study?

Leadership has always come quite naturally to me; first on the sporting fields and later in the workplace.

Leadership is something I have been working towards over my career, yet it is not often something you are explicitly taught about. The opportunity to undertake school leadership-specific study from such a highly regarded university is incredibly exciting.

How do your studies relate to your current role at Perth College?

In my current position as Assistant Head of Boarding, part of my role is it to manage our Boarding staff.

The unit ‘Leading People’ has been particularly relevant to this aspect of my job. I am also fortunate to have been given licence to create exciting opportunities for our Boarding students to grow as young people.

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I am also fascinated by the diverse responsibilities of secondary school dance teachers. They facilitate engaging lessons, lead co-curricular programs, and collaborate with various professionals, such as artists, costume coordinators, and theatre managers. These roles develop their leadership capacity, supported by their disciplined training in dance.

So far, what are some key learnings that you can start applying to your role?

I feel empowered to advocate for dance education’s importance, supported by academic literature.

Including dance education in a person’s schooling can have so many positive benefits. Dance fosters confidence, problem-solving, empathy, collaboration, and creativity, benefiting all students regardless of their career aspirations. These skills enhance students’ overall development and contribute positively to their education.

Undertaking units such as ‘Leading Change’ relates very closely to what I currently do and am working towards in my role and is helping me work towards my future aspirations of leading a Boarding House.

So far, what are some key learnings that you can start applying to your role?

A few key takeaways that I have gained thus far in my studies are around creating a sustainable culture and a positive working and learning environment where all stakeholders feel safe, supported and empowered and are encouraged to grow as wellrounded people. I have also really enjoyed sub-units around equity vs equality and implicit biases.

Clare Johansen Masters in Business Administration and Human Resources, University of Newcastle

In 2022, Interim Principal Clare Johansen was the recipient of the Aware Super Michael Dwyer Scholarship for Emerging Leaders. Ms Johansen received the award to part fund a double master’s at the University of Newcastle; in July, she graduated with a Master of Business Administration and a Master of Human Resource Management, both with distinction.

Why did you choose your particular area of study?

I chose to pursue a double master’s in Business Administration and Human Resource Management because I believe these areas are crucial for effective leadership and management within the educational sector.

Understanding business principles and human resource strategies equips me with the necessary skills to manage school operations efficiently and to support and develop staff effectively.

How do your studies relate to your current role at Perth College?

My studies directly relate to my role as an Interim Principal at Perth College by providing me with a deeper understanding of organisational management, strategic planning, and effective leadership. The MBA has enhanced my ability to make data-driven decisions and implement innovative solutions to improve school performance. The Human Resource Management component has strengthened my skills in staff recruitment, retention, and professional development, which are essential for building a strong and cohesive team.

So far, what are some key learnings that you can start applying to your role?

Some key takeaways from my studies that I can start applying to my role include utilising strategic planning frameworks to set clear goals and develop actionable plans for school improvement, applying advanced leadership techniques to inspire and motivate staff, fostering a positive and productive work environment, leveraging data analysis tools to make informed decisions that enhance student outcomes and operational efficiency, implementing effective human resource strategies to attract, retain, and develop talented educators, ensuring the school has a high-performing team, and employing change management principles to successfully navigate and implement new initiatives and reforms within the school.

These insights and skills will enable me to lead Perth College more effectively and drive continuous improvement in all areas of the school.

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A message from the OGA President The Perth College Old Girls’ Association (OGA) was formed in 1913 by our founding Sisters with the aim of keeping alumni connected to each other and the School.

For 111 years the OGA has maintained this objective and, in addition to these social connections, our members have supported PC with generous contributions of time as well as financial donations and bequests.

Many of the scholarships on offer and the facilities at PC have been, and continue to be, made possible by gifts from Old Girls.

At our 2024 AGM in March, we farewelled three hard working committee members and were joined by two new members. Our committee’s PC leaving years range from 1958 to 2009 and, together with our Young Old Girls Advisory (YOGA ) subcommittee for members under 30, we work together to bring a wide perspective to the table in our efforts to cater for our members.

As girls graduate from PC, they automatically become life members of the OGA which gives them a connection to thousands of fellow Old Girls who range in age from 18 to 103 and whose life pathways cross every imaginable spectrum.

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We are constantly inspired by the impressive and varied achievements of our PC Old Girls and encourage our community to read the Myalla Magazine to keep up to date on our alumni and activities.

Reunions are at the heart of our events, bringing together year groups to reconnect and share memories.

They often incorporate a chapel service, a sure way to kick start the reminiscing, and a tour of the School which is always a source of wonderment at the amazing facilities which continue to evolve at PC. As custodians of Perth College heritage, the OGA is committed to helping PC link our past with the present and future.

A heritage to hold with care.

S T E P HA N I E F U L L A R TO N President, OGA

A message from the Foundation Chair The Perth College Foundation was established in 2012 with the primary objective of building long-term financial security for Perth College.

Our work ensures our that Perth College, continues to provide a world-class educational experience for girls through raising and managing funds for scholarships, buildings and programs.

Our vested interest continues to be building a giving culture, nurturing caring, courageous, and capable girls into remarkable women, and contributing towards the enrichment of education for girls. We endeavour to achieve this together with everyone who believes in a world where women can shape their own future and positively contribute to society.

The Foundation is governed by a constitution and Board that brings a wealth of business, legal and financial experience to provide oversight on governance-related matters. We ensure 100 per cent of donated funds are allocated towards the purpose intended, safeguarding and upholding donor wishes.

The remarkable work we can do would simply not be possible without the Perth College community. The generosity and commitment of our donors and supporters not only helps solidify the foundations of our school into the future, but also continues to shape future generations of remarkable women.

We appreciate each one of your contributions to create the foundation we build upon today – and invite you to join us, in being part of a remarkable giving community.

A N G E L C HE N Chair, Perth College Foundation

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Giorgia in Paris

Giorgia Patten (2016), a proud Perth College Old Girl and accomplished Olympic rower, has graciously shared her journey from her school days to competing at the highest levels of her sport. As she prepares for the upcoming Paris Olympics, Giorgia reflects on her fondest memories at PC, offers invaluable advice to aspiring young rowers, and provides an inside look at the dedication and experience required to compete on the Olympic stage. Her story is one of passion, perseverance, and the profound impact of a supportive community.

At Perth College, what made you want to start rowing, and how did you develop a passion for it?

I started rowing in Year 8 at PC’s Learn to Row program. Keen to try all sports, I initially disliked the cold mornings but soon appreciated rowing’s uniqueness. The repetitive nature and the pursuit of perfecting each stroke became addictive. I soon learnt that perfecting the same stroke was a skill I was desperate to improve. I loved the PC rowing community, the sense of belonging, and the relationships with teammates. Most of all, I loved the competitive nature of racing.

Can you describe the feeling you get when you’re out on the water with your team?

When the water is flat and the boat is moving well, it feels like effortlessly gliding across the water.

This sensation is easy to get hooked on as you become obsessed with chasing the perfect stroke. I have spent most of my senior rowing years in the Women’s 8 which is a very fun, loud and fast boat. Rowing in this atmosphere, in perfect sync with others creates immense energy and excitement in the boat which is hard to escape.

How did rowing at PC shape your journey to becoming an Olympian?

I think to become successful at anything, it’s important you enjoy what you’re doing. Rowing at PC laid the foundation for a supportive and fun community in my career. My Year 12 coach, Phil Jurjevich, encouraged me to pursue rowing beyond school, boosting my confidence.

Being Captain of Boats in Year 12 also taught me the importance of a positive community and nurtured qualities that have shaped me into the athlete I am today, enabling me to perform at the highest level.

Could you provide a typical weekly training schedule?

How does your training routine change in preparation for a major competition like the Olympics?

3 sessions daily except Sunday’s and Wednesday afternoon. I have put it in a little table below to outline what the 3 sessions look like!

Training doesn’t change much before major competitions to maintain routine and fitness. We taper two weeks prior, reducing training load, rowing less kilometres but increasing intensity to stay fresh and race-ready.

Consistency is key, as daily training is already focused and intense, preparing us to deliver our best performance when it counts.

MON

TUES

WED

THURS

FRI

SAT

SUN

Row (20-24km)

Row (20-24km)

Row (20-24km)

Row (20-24km)

Row (20-24km)

Row (20-24km)

OFF/ Recovery

Weights

Core circuit

Row (16km)

Weights

Core circuit

Weights

Cardio (90 min)

Row (14km)

OFF

Cardio (90 mins)

Ergo session

Cardio (60 mins)

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Could you share any rituals or mental strategies you rely on to stay calm and confident before a race?

It has taken me a few years to master my pre-race nerves, but I have a couple of strategies that I find work for me. Nerves are good because it means you care and you’re ready to go but can affect your performance if it is too overwhelming. To manage pre-race nerves, I joke, laugh, and dance with crew mates to stay relaxed as we are all in the same boat, literally!

On the water, I focus in the moment and use the 5-minute countdown to narrow my focus, reflect on training, and take deep breaths. This helps me stay present and ready to nail the first stroke. I know once I take the first stroke, instincts will take over and I will find my rhythm.

What advice would you give to young rowers who aspire to compete professionally one day?

Enjoy the school rowing experience and don’t pressure yourself too much. You don’t need to excel early to succeed later. I joined a rowing club after Year 12, which helped me immerse fully in PC rowing. Rowing is a long game and can take many years of consistent training to make the national team, so it’s important you don’t burn out. I believe the most important thing is to enjoy the journey and set goals. If you are passionate and you have a goal that you’re striving towards, you will have purpose which will help you stay consistent with training.

journey shared with many. I knew no matter what I was part of something very special and bigger than myself.

How did you manage the balance between academics and athletics whilst at Perth College, particularly during the regatta season?

With the risk of sounding too cliché, I simply had to be really organised and not afraid to ask for help. I didn’t want to compromise on my studies or my sport because I had high standards for myself so I had to get very good at time management.

I stayed organised, planning weekly schedules for training and study.

Using study periods effectively and prioritizing sleep was crucial. There is an African proverb that says, “if you want to go fast; go alone, if you want to go far; go together”. I encourage you to reach out to those around you, lean on your support networks and use your resources. You can learn so much from the people who have done it before you and are doing it with you, don’t be afraid to reach out and learn from others.

Can you describe a particularly memorable race or moment in your rowing career and what it meant to you?

Racing in the Olympic Final at the 2020 Tokyo Olympics was surreal. I remember lining up at the start line and feeling 10 feet tall and bulletproof because of the amount of support I had behind me. I felt like I was there representing every person who had helped me along the way, my family, my school, teachers, rowing coaches, peers, friends, and club members.

Despite finishing fifth, I felt immense pride and gratitude for achieving this with an amazing crowd behind me.

The experience was more significant than just the result, representing a

What aspects of rowing do you find most rewarding, both personally and professionally?

Personally, the relationships I have formed through rowing have been so fulfilling and rewarding. Spending everyday with the same girls, pushing each other to be better and training for a common goal is very special. It is also extremely rewarding to share this experience with my family who travel to most regattas to watch me race. I am so grateful to share this with them.

Professionally, rowing teaches problemsolving, discipline, and resilience, which are valuable life skills. These are qualities I will carry with them throughout my life and particularly through my professional career when I transition out of the sport.

What is your favourite memory of rowing at PC? I have really fond memories of the rowing camps at Guildford Grammar and pasta nights the evening before a regatta. I remember both of these being really fun and a good opportunity to bond with crew mates and other girls within the squad.

Can you tell us about a person at Perth College who inspired you?

Mr. Johnson, my PE teacher, was a huge influence and inspired me to pursue elite rowing after school.

He encouraged me to explore all options, including US colleges, and to see how far I could take it. The support I received at school, especially from the PE teaching staff, inspired me to set lofty goals of getting into Physiotherapy at University and making the Australian Rowing team.

This initially seemed daunting and at times impossible, I can honestly say I wouldn’t have achieved it without the care of my teachers. I will always look back on my time at PC with very fond memories and so much gratitude for the support and guidance I received from the PC rowing community and PE Department.

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Head of the River On Saturday 22 June, Perth College hosted Head of the River, securing two victories overall.

The Year 9 Coxed Quad exhibited exceptional skill and endurance, leading them to a well-deserved victory in the Freshman B race. Equally impressive was the performance in the Schoolgirl A Single Scull race, where Ellsie (Year 11) showcased incredible skill leading for the entire race to win almost 7 seconds ahead of the next competitor.

These achievements highlight the dedication and hard work of our rowers, their coaches, and families. We would also like to thank our Friends of Rowing group, for their unwavering support and work throughout the 2024 rowing season and in organising an incredible event.

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Annual Giving Appeal The focus of the Perth College Foundation’s Annual Giving Appeal is the transformation of the Food Technology Kitchen. For Perth College students this kitchen is a happy place, a place that inspires curiosity, collaboration, and connection.

The Food Technology Kitchen currently needs an upgrade and donations to the Building Fund will go directly towards this space dedicated to food science, technology, health, wellbeing, collaborative learning, and healthy eating.

Alternatively, you may prefer to support our Scholarship Fund, which truly enriches the diversity of the School by providing scholarships to girls who might otherwise be unable to enjoy a Perth College education, or to our General Fund.

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We are grateful for every donation and invite you to support our vision of creating an environment where students can stretch themselves, not just academically, but personally as well-rounded individuals.

Click here to view our Annual Giving Appeal or donate through our website here.

Perth College Regional Tours 2024 Karratha Saturday 3 and Sunday 4 August

Mingenew Thursday 8 and Friday 9 August

Dowerin Newdgate Wednesday 4 and Thursday 5 September

Saturday 26 October

Brunswick Saturday 26 October

WH AT

WH E RE

DATE/S

FeNaClng Festival

Karratha

Saturday 3 and Sunday 4 August 2024

Mingenew Midwest Expo

Mingenew

Thursday 8 and Friday 9 August 2024

Dowerin Field Day

Dowerin

Wednesday 28 and Thursday 29 August 2024

Newdegate Field Day

Newdegate

Wednesday 4 and Thursday 5 September 2024

Brunswick Show

Brunswick

Saturday 26 October 2024

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31 Lawley Crescent, Mount Lawley WA 6050 (08) 9471 2100 | info@pc.wa.edu.au perthcollege.wa.edu.au ABN 60 629 470 092

CRICOS Code 00445D