FOCUS 113 August 2023

Madagascar the Musical a Roaring Success

Charlotte Garnham (Year 8)

The first since 2018, we were so excited to welcome back the Years 5-8 Musical. Madagascar Junior was chosen as this year’s production which enabled over 90 students to participate. This allowed for many students to have lead, speaking and ensemble parts which resulted in a really inclusive show.

The audition process was nerve-racking but really fun. The casting team was supportive, and we were given opportunities to sing individually if we chose to. With 16 impressive musical numbers, every cast member had the chance to sing and dance on stage. The abilities of students are quite impressive, and we certainly have some awesome talent within our school!

We were amazed at how

quickly the show came together during our Sunday rehearsals and one of my favourite aspects was getting to know younger students and forming bonds with kids we may not have otherwise met. This will provide students the opportunity to feel comfortable moving into higher grades knowing there

are some familiar faces on each campus. The production team was really organised and supportive, and we were grateful teachers were able to give up their time to have the show on this year. The costuming department did an amazing job and worked so hard to ensure we all looked

Year 6 Canberra Expedition

the part. Plus, we can’t forget our awesome backstage crew!

Feedback from family and friends was so positive with everyone saying it was such an entertaining, funny, and polished production. The buzz around the school amongst excited students was really wonderful to see!

After many years of the

Olivia Lai, Alex Gee, Aldous Bruno, Eleanor Reid, Angus Gunn and Jaimee Rogers (Year 6)

Recently, Year 6 students went on a school trip to Canberra, the first school group to travel there in three years! The week-long trip away from home connected with our classroom unit of inquiry under the transdisciplinary theme of ‘How we organise ourselves’. This unit explores governance and societal decision-making.

show being on hold due to the pandemic, my cohort of Year 8s felt very lucky to be able to participate before we move on. We look forward to seeing future musical productions, and hopefully being involved backstage!

In Canberra, we learnt so much about our government and our national identity. We made real-world connections and everyone had a great time. While we did some activities purely for fun, we also visited significant national sites like the Australian War Memorial, the National Museum, Parliament House and the Royal Australian Mint.

The third day was a highlight with a visit to the glorious Parliament House. Inside, we handed in all our smart technology and went through security as if we were

Photo:SophiaBender

Focus Team

Learning Outside the Classroom Musing on Madagascar

Thank you to the many contributors who have made this issue of Focus possible.

The Friends’ School community acknowledges Tasmanian Aboriginal Peoples as the traditional custodians and owners of this island lutruwita / trowunna. As a learning community, we recognise the value of continuing Aboriginal knowledge and cultural practice, which helps inform our understanding of history, culture and country. We pay our respects to the Elders past, present and emerging. We acknowledge the strength and resilience of all of Tasmania’s First Peoples and we walk alongside them respectfully bearing witness.

The views in this newspaper do not necessarily represent those of the Members of the Board of Governors or their nominees. This paper is produced by students of The Friends’ School. The Friends’ Community News section is prepared by the Community Engagement Office. The Friends’ School

Madagascar is a memory that will probably stay with me forever. There was always excitement and energy every time we rehearsed. New friendships, skills and mindsets were opened up to me throughout the musical, and it was definitely my favourite one I’ve done so far. My confidence grew continuously as I learnt new songs and techniques from others around me. When our show ended, a lyrical song would come on and we would all sing it, and for me that’s proof of how much our wonderful community has grown. I should mention the nerveracking moments as well, standing there just before performing in front of people. That’s just part of the fun though. We also had the best staff that we could ask for, and we couldn’t have done it without them. They helped put the show together. I’m so grateful to have had this experience, and although it’s over, it still rocks.

Imara McCourt (Year 6)

‘Welcome to me, you cavalcade of weirdos!’

I’m Callum, better known as King Julian the 13th in the production of Madagascar performed this year. We commenced our rehearsals just before the start of the Easter holidays and performed at the Farrall Centre between 2-3 June. While perhaps a little biased, we were brilliant! Some memorable highlights were the microphone checks and the jokes and banter we had applying and removing make up together. It was great working with the wider school community. I am extremely grateful for all the volunteer work, including all cast members, the make-up and costume crew, all the backstage and lighting crew, the assistance with dancing, choreography and of course a massive thank you to our director and producer Adele Harding and Estelle Levy the music director.

Callum Wigston (Year 8)

Adele Harding and the crew that helped us on the journey spent their personal time to help create this masterpiece of a show. I want to thank them for the incredible experience I had being a part of it. I had a great time learning some acting and dancing moves. One of the valuable lessons I learnt being up on the stage is that you shouldn’t worry about everyone watching, just do your thing and have lots of fun while doing it. Mistakes happen when you are performing, or doing anything for that matter, and that’s okay! What matters is that you come back from that mistake and enjoy the experience.

I was juggling my sporting commitments and rehearsals during the weekends, so the support from all the coordinators helped me a lot. It was absolutely amazing and I hope that there are more opportunities like the musical in the future.

Amartya Shenoy (Year 6)

Madagascar was an exciting experience. In the role of Lars the lemur, I enjoyed singing solo lines, introducing other characters, speaking dialogue and even fanning other characters with palm leaves. Behind the scenes, people were sewing costumes, doing ridiculously hard face painting and managing props and microphones for us. The cast were fun to work with and got along really well, and there weren’t any issues regarding who did what or who got what role.

I think that being in the musical has taught me that if you spend lots of time and hard work doing something it will pay off. Overall, everybody enjoyed this amazing experience!

Lucia Zinn (Year 6)

Photo:SophiaBender

Photo:SophiaBender

Photo:SophiaBender

Year 6 Canberra Expedition

Olivia Lai, Alex Gee, Aldous Bruno, Eleanor Reid, Angus Gunn and Jaimee Rogers (Year 6)

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at the airport. The main lobby was covered in marble and it was beautifully detailed. The walls were covered with the portraits of our past Prime Ministers and a huge water fountain sat in the middle of the building. It was an impressive sight. We split into smaller groups to take

guided tours of Parliament House. At the end of the tour, we met our local member of parliament, Andrew Wilkie, for morning tea. Andrew talked about how parliament works and discussed some issues he is passionate about, such as gambling reform. We asked him questions about all sorts of things, from making Hobart a better place, to his favourite football team. It was interesting to hear his views and how he represents his constituents.

One of our favourite places to visit was the Royal Australian Mint. This

building is where they make our coins before they are sent across Australia. The Mint can produce up to two million coins daily, and each coin stays in circulation for about 30 years. It was fascinating to hear that they will now start pressing coins with King Charles on them instead of Queen Elizabeth. We were also allowed to go to the gift shop with some people buying freshly minted coins.

Many people enjoyed the visit to Questacon as it was an amazing place to explore hands-on science. The first thing that we did was to go on the ‘Free Fall’, a giant slide that is designed to make you feel like you’re floating through space. Hanging from the bar at the top, 7m above the ground, was very scary but also fun. We made creations from wood, analysed slides under microscopes and even experienced a tornado and caged lightning! We enjoyed exploring so many scientific ideas in such an interactive way.

The Australian War Memorial was a fantastic place to visit. Remembering the sacrifice of our servicemen, women, and war animals was emotional. The main room at the memorial held many artifacts that reminded us of the events and stories that shaped our past including the P51 fighter aircraft and a Japanese Zero plane. Outside,

the walls were filled with the names of soldiers with poppies alongside them. This was quite amazing to look at but it also reminded us of the huge number of people who had passed away during wartime.

While we learned so much about Australia as a nation, we also had lots of fun socialising. Visiting ‘The Zone’ bowling centre was an example of this. Here, we crowded into the lanes with flashing lights of fluoro and heard the thuds of bowling balls as we played. Our senses were overwhelmed, but it was exciting! Our scores grew higher and higher as people went to the canteen for ice cream or chocolates between

bowls. The chatter on the bus ride home was electric. Who bowled well? Who got the best deal at the kiosk?

The Canberra experience was fantastic. We learnt so much about politics, science and how to get along as an inclusive community. It was finally time to complete our incredible journey, and while we were so grateful for the time that we had spent away with teachers and friends, you could tell that everyone was glad to be home.

AndrewWilkietalkingtoYear6studentsatParliamentHouse.Photo:SharonRyan.

Rememberingthesacrificeofourservicemen,women,andwaranimalsattheAustralian War Memorial. Photo: Fiona Lewis.

CoinsattheRoyalAustralianMint.Photo:OlympiaPolles

StudentsenjoyedavisittoQuestacontoexplorehands-on science. Photo: Fiona Lewis.

Leadership

Diversity Club: A Catalyst for Positive Change

Michael Reid & Hannah Hookway (Year 12)

Diversity Representatives

2023

The school’s Diversity Club has concluded a successful semester of supporting and celebrating the diversity of sexuality and gender in the Clemes community. The Clemes Diversity Club is a student-led group that forms collaboration between Clemes LGBTIQ+ students, allies of the community and socially conscious students who are invested in empathy and inclusion.

In our weekly lunchtime meetings we aim to offer a safe space for student voices

to discuss ways the school and wider community can be more inclusive. These insights often centre around organising initiatives, such as Clemes Pride Week and Trans Day of Visibility events, alongside the ongoing upkeep of our bulletin board in the foyer.

as well as the importance of tolerance and empathy were a great start to the week and left us with much to consider.

The rest of the week then promoted ongoing awareness through initiatives such as a pride flag scavenger hunt, posters, a free dress day and bake sale to raise funds for the Tasmanian charity Working it Out. This provides counselling, support, peer groups, community education and advocacy to support better health outcomes for LGBTIQ+ Tasmanians.

As students involved in the Diversity Club, we are very proud of our accomplishments, but we acknowledge that they are not our accomplishments alone.

It has been gratifying to see many other members of the

Maeve Bylsma & Noah Everett (Year 12) Head Students

2023

The Clemes Council aims to create a sense of community within the Clemes cohort and wider school. It provides us, as students, with a voice to positively impact our school environment. The Council is composed of smaller formal sub committees and elected representatives. Meetings are held every Tuesday morning, and all students are welcome to attend to bring forth ideas

Our highlight of the semester, Pride Week, began with Dr Charlie Burton, an advocate for LGBT+ issues, addressing us during assembly. He shared Tasmania’s significant journey (shockingly, crossdressing was criminalised up until 2001) to now being one of the most progressive states in terms of discrimination and transgender protection laws. His messages of selfacceptance and resilience, or concerns for us to address.

school community working towards the common goal of inclusive equality, such as the Diversity Club Heads who run our meetings to keep us on track, members in the Clemes Council who help us prepare for events, and Deputy Head of Clemes, Kate Baldry, who offers support and coordination in our endeavours. We thank them!

Through events like Pride Week, we hope to prove that unity, empathy, and acceptance are not just buzzwords, but powerful catalysts for positive change. Our efforts serve as a reminder that when we embrace diversity, we create a stronger, more inclusive school environment that benefits everyone.

Clemes Council Kicks Goals in Wellbeing and Inclusion

This year’s highlights included Wellbeing Week, organised by Wellbeing Representatives James Scavone and Hayley Rice. It opened with the Clemes cohort hearing the founder of local non-profit organisation Danny’s Bus, who poignantly illustrated the importance of seeing humanity in every person, followed by tutor activities encouraging small acts of kindness and selfcare. The week ended with the return of the annual tunnel ball (this time in The Farrall Centre) with year 12 Hodgkin taking out the win.

In term two, Hayley and James with assistance from the council hosted Speak up! Stay ChatTY’s shorts day, raising awareness and funds for mental health support.

Earlier in the year Sports Representatives Sophie Connolly and Mitch Walker implemented some novelty races in the athletics carnival to increase participation. They were a tremendous success with long waits for

the egg and spoon race due to high demand.

Culture Representatives

Zac Menadue and Caerwyn James continued a tradition of music in the foyer during a few lunches throughout the year. Students could pull up a beanbag and listen to a live band showcasing the talent in the Clemes cohort.

The New Student Representatives have provided advocacy for all

those new to our school. They sought feedback through surveys on ways that new students can be better supported. The Environment Representatives have worked to keep our community a safe and clean space whilst implementing initiatives to minimise our impact. Meanwhile The Service Representatives have coordinated all the tutor service activities whilst

hosting weekly meetings. The council’s activity starts to wind down toward the end of term three as exams approach, but the Year 11 Representatives are designing their leavers’ jumpers while the Year 12 Representatives are busy planning the leavers’ dinner. We are always open to new ideas from anyone in the community.

SpeakUp,StayChatTY!shortsdaysunrisewalk.Photo:AdamChambers

Photo:HannahHookway

Samuel Castle Wins National Simpson Prize

Samuel Castle (Year 10)

Last year I was encouraged to enter a national essay competition called The Simpson Prize, which runs annually and asks students to write about Australian experiences in World War One.

The question for the 2023 prize was, How Significant Was the Australian Contribution to The Allied Military Victory on The Western Front in 1918? There were many ways to approach this topic, however, in my essay, I explored the significance of the Australian contribution both on the battlefield and to the development of Australia’s national identity.

While statistics can undoubtedly vouch for battlefield prowess, my

essay argued that “It might be said that the Australian contribution to the Allied forces also led to the development of the young country’s national identity: larrikinism and individualism are attributes of Australia that were disparaged by many strong military voices, but which first came to be forged on the world stage under the heat of violent battle, in the crucible of World War One.”

There were 8 national winners and 8 runners-up for the 2023 prize. The Friends’ School’s Isabel Adams was the Tasmanian runner-up. We were all flown to Canberra where we met the Governor General and the head of the Australian War Memorial, Mr Matt Anderson, who showed me my ancestor Arthur Hall’s Victoria Cross from Perone (The Battle of The Somme) in 1918.

At the end of Term 1, the 8 winners from around Australia were flown to Singapore for a week-long commemorative study trip where we visited significant landmarks and historical sights across the country. We were taken to:

Kranji War Cemetery, where 29,000 Allied soldiers are either buried or have their names inscribed on the memorial wall;

Changi Chapel, where over 15,000 Australians were incarcerated and brutally mistreated for years until the end of the war;

the Former Ford Factory where the Allied forces surrendered 130,000 soldiers and the Island of Singapore to the Japanese;

and many other places, including, of course, Universal Studios.

Despite the horrific accounts of war, there were also heartwarming stories of ordinary people who risked their lives in an attempt to save a soldier from execution, or a soldier who saved a

family from torture and other brutalities.

In Singapore, we were invited to the ANZAC Day Dawn Service as VIPs and I was given the honour of speaking in front of thousands of people including the Singaporean Prime Minister, ambassadors from Allied, and many other, countries, and current serving members of the Australian and Singaporean armed forces. I read the poem, Not A Hero by Clyde Hamilton. The poem

tells the emotional story of a young boy’s interaction with a war veteran, who tells him the friends he left behind are the real heroes.

It was incredibly enlightening, both writing the essay and visiting Singapore, to understand what the people of our country went through during WWI and WWII, as well as those from other nations. Yet, it was also a very confronting experience hearing about the brutal treatment of people as

young as myself and those around me.

The Simpson Prize is for year 9 and 10 students and I would recommend entering. It is an enriching experience, meeting people from all over Australia and gaining new experiences, as well as a visit to Canberra and next year to France as a guest of the Australian Government.

My original Simpson Prize essay is available online at www.simpsonprize.org

TheeightwinnersattheANZACdayceremonywithteacherchaperonesandWarrant Officer Class One Peter Brine CSC.

Uncovering Cultures in Reconciliation Week

Emily Jones (Year 12)

‘Reconciliation must live in the hearts, minds and actions of all Australians as we move forward, creating a nation strengthened by respectful relationships between the wider Australian community, and Aboriginal and Torres Strait Islander peoples.’

This is a quote from the national reconciliation week website. It defines this week

as a time to learn about the shared stories, cultures and achievements of indigenous people; it defines this week as a time to explore how we all can contribute to achieving reconciliation in Australia.

I wonder how many of you know someone - really know someone - from another culture?

such a difference to that person.

I believe that reconciliation is about all Australians learning about Indigenous culture and history. But it’s also a time for me to celebrate and acknowledge my culture; knowing that I can build stronger connections with non-indigenous people by doing so. For years I have gone without knowing my Aboriginal heritage. Not knowing who I am or where my ancestors came from.

Artists Inspire First Nations Studies and Art Students

Josie Gunner, Lily Hazelwood and Poppy Thorpe (Year 12)

In February and March, Clemes Art and First Nations Studies classes had the pleasure of visits from Tasmanian Aboriginal artist Julie Gough, and emerging Tasmanian Artist George Kennedy to discuss their journeys in establishing their careers and artistic styles.

Julie Gough coming in to share her thoughts about her art practice really widened our perspective about First Nations communities outside of our traditional classroom. One element of her art we admired was her research abilities and how she is able to apply elements such as diaries, maps and other

The reality is that we all do. But taking the time to understand and value the culture of someone else takes effort. But doing so can make artefacts into her practice. This was great to see as students of both First Nations Studies and Art Studio practice, because we can see how the theory of Indigenous history is applied to her art practice. Additionally, we took interest in how Julie Gough’s art shifted from the traditional Indigenous art techniques and styles while still uncovering and representing historical stories.

Julie Gough’s visit and the sharing of her thoughts about her art practice provided us with a valuable opportunity to expand our understanding of First Nations communities and art practices.

George Kennedy is an old Friends’ School Student who is now an emerging Tasmanian artist. George came to talk to art students about his experiences of being a new artist in his community

and working with various galleries. This was beneficial for the art students to hear from a fine arts university student as we are currently at that stage in life where we are making choices for the future. It was a positive event to hear from an alumni of the school as he could relate to us and to some of our experiences in a more personal way. It was also refreshing to see someone young in the arts who is succeeding in creating art for a living; this made him relatable and inspiring to the students. George Kennedy discussed the routes he pursued to reach his current position as an emerging artist, providing valuable insights into his artistic process and strategies for promoting his work.

However, through engaging with other indigenous Tasmanians and nonindigenous peoples; I have been able to learn more about my own culture whilst teaching others about my culture in the process. Here at Clemes, we can engage with the indigenous community by recognising culture and paying respect to those past, present and emerging. Educating yourself to accept and understand cultural backgrounds is a way

of showing care and support whilst also respecting the needs of diverse cultures.

In the Clemes library, Stacy, Amilia and myself are in the process of organising a mural that recognises and acknowledges Tasmania’s indigenous culture and peoples. Through this process we can contribute to reconciliation by learning about, and listening to the stories of Indigenous people in our school’s community. Additionally, it will allow us

to acknowledge all cultures at Clemes and their place within Tasmania. We’re encouraging all students to get involved by sharing their ideas and adding to the painting mural to contribute to reconciliation within our school I encourage everyone to acknowledge and share your culture and heritage with others. Be proud, be accepting and always give people your time of day!

Thank you

Reconciliation with our Littlest Learners

Fiona Zinn (Deputy Head of School, Early Learning - Year 1)

This year in National Reconciliation Week the children at Friends’ Early Learning engaged in many conversations and experiences exploring concepts of reconciliation, harmony and history. The theme of Reconciliation Week in 2023 was ‘Be a Voice for Generations’ - a theme that aligns well with the Quaker values of The Friends’ School and upholds the vital importance of hearing young children’s voices in discussions about the future.

Reconciliation involves acknowledging and addressing the harm caused by conflicts or misunderstandings, while actively seeking ways to repair relationships and promote healing. We took the opportunity to consider these important ideas with our children during Reconciliation Week through storytelling, mark-making, painting and role-playing. We encourage open dialogue and active listening, as well as fostering a sense of identity, community, empathy and compassion. Listening to the children we learned that they have a genuine sense of the impact of their actions on others and their responsibility to look after Country.

The youngest children in our Nest Room (12 weeks - 1 year olds) listened to and sang along to some Aboriginal and Torres Strait Islander Peoples songs. One of the most

popular songs was “Djinda Djinda Kanangoor” a Noongar version of one of the much loved children’s lullaby - Twinkle, Twinkle, Little Star in Aboriginal language. Children could recognise the familiar melody as we shared well-known moves of the song all together.

The Rose Room Group (1-2 year olds) continued to embed Aboriginal and Torres Strait Islander perspectives with their daily program, using intentional teaching strategies with the children to promote a greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being.

The Waratah Room children (2-3 year olds) listened to the story titled ‘The River’ written by Sally Morgan and Illustrated by Johnny Warrkatja Malibirr. In this book, the children were encouraged to look and to listen to the story and get to know the creatures by the sounds that identify their uniqueness. Educators also used daily mindfulness sessions in the room for the children to listen to themselves and listen to the sounds in the environment. The children learnt that ‘Dadirri’ is an Aboriginal word meaning ‘inner deep

listening and quiet still awareness and waiting’.

The children in Starlight Room (3-4 year olds) shared a story called ‘Sorry Sorry’ with our Quaker coordinator Jess Dundas. This prompted lots of discussion about Aboriginal people and their important perspectives. After this discussion, the children engaged in a large collaborative painting which is now displayed in the FEL hallway for our community to enjoy.

Acknowledging

Reconciliation Week in this way reinforced valuable conflict resolution skills; supporting children to identify emotions, express themselves, and find peaceful solutions. We know that this important work does not stop

when Reconciliation

Week is over, and that engaging in reconciliationfocused learning with all our children at Friends’ Early Learning instils lifelong values of empathy, respect, and resilience. By equipping children with the necessary tools to resolve conflicts peacefully, we cultivate a generation that actively contributes to building a more inclusive and harmonious society.

Art2Words Writing Prize

The Art2Words writing prize is an annual Friends’ School writing competition based upon the Ancient Greek practice of ekphrasis: responding to an artwork in words.

Art2Words involves students writing either a short story or poem in response to student artwork. The artwork which is the inspiration for the creative writing is that of the winner of The Visual Arts Prize of the previous year.

The Friends’ Visual Arts Prize is an annual award, granted to a senior Art student for their consistently exceptional approach to their practice, rigour of their research, complexity and sophistication of the ideas and issues they explore, and the professional quality of their exhibited works. The Joint Winners of the 2022 Visual Arts Prize were Mae Moe for her work ‘Mirrors of the East and West’, and Stella Yu, for her work ‘Floral Invasion’.

In 2023, writers were invited to respond to the entire body of work or to one of the artworks in either Mae Moe or Stella Yu’s exhibitions as the stimulus for their short story or poem. Writers could choose to be inspired by any combination of the chosen artist’s artworks (images or objects), titles and statements.

Read this year’s winning entries below.

Secondary Poetry Winner

‘The Voice of the Blackberry’

Alice Evans (Year 9)

Amongst the flora, wild and tangled, Immersed in its beauty, Blinded by its beauty, A growling voice calls my name,

Struggling, lunging to escape the reality, Seiged by a wave, Gasping for one final breath, Suffocated in the darkness, Rising bubbles decide an awaiting fate, The blackberry shrub implants its teeth into flesh,

Senior Secondary Poetry Winner

Gipsy Rugen (Year 12)

The first fairy tale ever told to me, Forgotten even before the last line, as any child would, Was a violent melody Fingerprints tearing through blades of grass Bloody palms scraping across petals.

Sung to me before I learnt to listen

With cotton surrounding my body, stuffed into ears

I am sure I must have felt small Looking up at such a loud world

Cradled in the arms of another.

I have since grown too large for lullabies

I lay in my bed waiting, sifting through memories

Wonder if I’d be different, If I had remembered the song Would I have grown quicker than I have?

I have pushed it into the soil Infecting roots that stem from my mind, ruining the thought Of anything other than the now Doomed to be sewn into mud Staining the present with the past.

I am made of every note the story told Every white hair sprouting too early screaming the tune Scars etching a language inherited Yet not once ever understood Only listened to through deafened ears

The flowers wilt to cover my eyes

Only to miss nightmares that have settled beneath them Forcing it all to be relived Until the sounds become warnings Leaving me stuck in a world too loud

As I grow older in mind and memory

With each time I bloom, in spite of the weeds against skin I am reminded that it ended And yet I am still left, Singing a song, nostalgic of cotton and touch.

Inspired by an interpretation of May’s entire exhibition (image, ideas) and Stella’s entire exhibition (images, ideas).

Running away from a once homely land, A deluged path of red, Grabbed by a hand, Infused with azalea, Entrapped in a perspex plastic case, My disgust disguised by posed taxidermy, Voices crowd around me, The blackberry teeth still gnaw at my flesh,

How can one find their peace? When another seeks a different conclusion, As my body lay limp and suffocated on the forest floor, I finally possessed the end to my fight,

Observing the untouched land, Between the branches of the white gums, A raspy whisper confirms the victim, The teeth of the blackberry inflict.

Secondary Short Story Winner ‘Spotlights and Lasers’

Rowan Walker (Year 9)

To Psyche, there was nothing worse than the eyes of people on the street. To her they felt like lasers on her skin. She felt like she was subjected to them no matter where she was or what she was doing. They were menacing, greedy, and everything else she hated. Anywhere without them she considered herself free, but the only time she could find was at night. It was then that she would make her great escape. She would find the top of the nearest hill, and when she arrived she would sit on a log and blindfold herself. If she could appreciate beauty without her eyes, then they were wrong for looking. As she sat she felt the whips of the wind on her bare arms, and smelled the sweet subtlety of the nectar that

blew from the hill across from hers. The wind even sounded like an angel’s song in her ears. Her mind ran free under the stars she couldn’t see, she felt the fluffy grass on her feet and dry logs on her hands. In spite of her feeling of freedom, there were still eyes on her.

A man with eyes like soft spotlights flew through the bottom layers of clouds. The mind behind his eyes knew of Psyche’s woes, her subjection and the eyes keeping her in checkmate, and he spent every night dreaming of sweeping the top of the hill and flying away with her, away to the heavenly place she deserved to be. His spotlights followed Psyche anywhere she went, and when she made her escape one night, he made his choice and dove toward her.

As his hands made contact with her, one arm sliding under hers and the other wrapping her waist,

he effortlessly lifted her away into the sky. Her disorientation was apparent in the way she gasped, and for a moment he nearly faltered, coming within a single twitch of dropping her.

Psyche, held by gentle arms in a way she’d only ever imagined of, thought of fighting. She thought of kicking and scratching, biting, and writhing in her thief’s arms as they flew, but she was smart enough to know better, seeing as she had no clue how far the ground was.

When they touched down, she hit the grass with an unexpected thud. Psyche heard her kidnapper’s wings flutter away, and due to her lack of orientation she had no option but to stay where she was. She could smell a sickeningly sweet haze in the air that made her slowly more compliant to her predicament

‘The Sound of Daisy Chains’

Inspired by ‘Hogsweed and Early Nancy’ and ‘Ivy, Blackberry, Flampea and Early Nancy’ from Stella Yu’s ‘Floral Invasion’ exhibition.

Creative Writing

Psyche’s blindfold stayed on, no matter how long she was there. He didn’t want to be seen, she didn’t want to see him. “Love is blind” he told her. “you need not see me to love me.”

But the more he stressed it, the more she questioned it. At first she was curious. As she sat on the patio she would mutter questions to herself. “Why would he not want me to look if he looks at me?” she whispered.

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as the minutes passed.

In the following days, a terrifying spiral of acceptance would occur for Psyche. The winged man brought her everything: That first night, she’d been brought to a soft, lavish bed, and the next day

she’d been treated to meals more appetising than she’d ever tasted. The two bonded over philosophy, love and all the concepts one might only bring up after many years of knowing someone. The cycle of wonderful treatment continued for what began to feel like years.

As the days bled to weeks and weeks to months she did her best to keep her questions as curiosity, but after long, her ‘curiosity’ found its way into her dreams and her anxieties truly developed. They quickly became acute, clouding her thoughts with doubt about her partner, until a single line sent her anxiety to panic.

“Where is your name from?

It’s so pretty...” He invited her

Senior Secondary Short Story Winner ‘I Beg Your Garden?’

Grace Winspear (Year 11)

Author Ellen Partridge

Published 11/03/2023, 9:46am

The first thing people comment on when they visit my home is my garden. You would think I’d be offended by this; considering my art collection and bright blue kitchen cabinets, but I’ve taken great pains, both physical and mental, to cultivate my own little oasis. My house is quiet and unassuming so I always save the garden as the final destination of the tour to achieve the maximum effect.

Really my garden is like another room of my house; a lush carpet of springy grass, sunflowers and lilies stand like bright lamps, willow trees that act as natural curtains, rose bushes just as beautiful and decorative as any of the paintings hung on my walls.

The roses are my pride and joy. I prefer modern garden roses as they have a perennial bloom but there is something about old garden roses; they have such sophistication about them, so I keep a few of those around as well. My double delight roses always garner the most attention and honestly, I don’t blame them. The warm yellow centre and delicate petals tinged with pink, it’s hard to believe nature could produce something that beautiful. Elegant is how I would describe it. How I would describe my whole garden.

A hearty welcome to all reading this post. I have never tried any sort of writing before so your support for my blog is much appreciated. I will be posting on here bi-weekly giving some tips and tricks on how to get your garden looking immaculate. This first post is just a small introduction to me and my garden. I hope to inspire all ‘budding’ gardeners to pick up a trowel and give it a go, giving them helpful advice along the way.

A ‘Budding’ Romance.

Author Ellen Partridge Published 25/03/2023, 3:13pm

I am a lawyer, specialising in financial law. I work for many different charities organising their accounts and allocating money etc. I lived on the seventh floor of an inner-city apartment building through university and several years into my career. Once I was financially stable enough, I bought the house I currently live in. When I first moved in, I was overwhelmed by the state of the garden; I had absolutely no idea what to do. However, I wasn’t going to allow a little mess to deter me so I rolled up my sleeves and got to work.

I ripped up everything I didn’t like; in fact, I believe I only kept one plant from the original garden. There was a lot of wild grass and native plants like banksia. I find banksia quite distasteful; their flowering season makes them look like strange colourful corn and then they shrivel into those dry brown husks that just ruin the aesthetic of a healthy garden.

Once I had removed everything I started researching. That would be my biggest piece of advice for novice gardeners; research, research, research. There is an incredible amount of information on the internet, not to mention pictures, so just go for a browse and investigate anything that

to answer over dinner.

It was only a slip up, but it set a landslide in motion.

From that line came Psyche’s realisation that she didn’t know his name, and It felt like a heavy spear to the chest. Each broken rib was another unanswered question, every ounce of blood lost was another guilty concern she noticed she had. Psyche excused herself from the table as politely as manageable, answering the question as she stood.

“I would love to tell you, but truthfully I’m not sure. I’m very tired though, and really must get to bed. have a wonderful night darling.”

She left him with a peck on the cheek and strode off to her room, only to collapse in tears upon closing the door. She buried her head as far into her pillow as physics would allow, dragging it off the bed and

catches your eye.

onto the floor.

“Who is he?” She sobbed, over and over.

Psyche sat awake for hours, late into the night after her crying ceased, and all her thoughts kept tugging her toward her lover, who was asleep in his room. She’d felt enough. She needed to see him. She took a candlestick and lit it on a lantern just outside her door, and from there she felt her way around the house to his room. The door creaked open, but he didn’t stir. Slowly she lifted her blindfold for the first time in aeons, stepped forward and crouched down slowly, holding her candle to the bottom left of her face. It took her mind a moment to register, but inches from her own she saw the face of Cupid.

She felt her own eyes snap into lasers and felt so shocked

that she violently jolted back, spilling candle wax onto his gorgeous face. He woke in an instant, quickly throwing his ivory wings up and down, forcefully sweeping himself out of bed and extinguishing the candle in the same movement. His face, lit by the moonlight, was muddled in a shocked, panicked, and especially betrayed manner. He desperately grabbed for the window above his bed, thrust it open, and dove out without another word, leaving Psyche sitting alone on the floor, in dead silence, under the spotlight of the moon.

Inspired by the painting (His True Face by Mae Moe, 2022) + The story of Eros (A.K.A. Cupid) and Psyche, mentioned in the artwork details.

I would recommend starting easy; trees and small flowers, before moving on to more complex things. Happily oblivious to their complexities and temperaments, I ordered five rose bushes for my first gardening endeavour. I soon suffered for it and made more mistakes than I care to remember, but it certainly taught me the value of perseverance. And proper secateurs. I have been gardening ever since, for about five years now, and I have progressed remarkably in that time. My garden is my happy place; whenever I’m having an issue at work or in my life I just step outside and do some weeding or pruning and it just melts away.

So, to all of you thinking about starting a garden but have no idea how, please take my advice and jump online. This blog is a great place to start but I have provided further links below that I found particularly helpful:

Best plants for beginners: 10 gorgeous varieties that are easy to grow

14 Low Maintenance Outdoor Plants for People Who Kill Everything

Low Maintenance Shrubs Perfect for the Front of the House

It’s All Too Mulch!

Author Ellen Partridge Published 13/05/2023, 12:34pm

As some of you may know, I recently had to travel for work and I was away from my beloved garden for a whole month and a half. When I spoke about this upcoming trip on this blog, many of the people from my fanbase reached out to me and I was surprised not only by the kindness of all of you but also the magnitude. I only started this blog last month and already have hundreds of subscribers which is such an incredible feeling.

I eventually settled on a girl with delightful credentials who spoke very eloquently in her interview. I was still anxious, as my garden is like my child, but I kept in contact with her throughout and she was very reassuring. So, you can imagine my shock and horror when I arrived home and discovered several invasive species growing prominently in my backyard. Naturally I was very upset and berated her thoroughly before turning her away without pay. I could hardly bear to examine the damage caused by the negligence of this horrible girl. The grass had grown so long that each blade was bent over from its own weight, kangaroo paw had sprouted in random bursts and it made me wince to see all the Grevillia. My garden is no longer my sanctuary; it has been violated.

I suppose that’s the price you pay for trusting a stranger.

Something to think about

Author Ellen Partridge Published

14/05/2023, 2:39am

I know it’s my custom to post bi-weekly but I’ve been so shaken by this incident that I haven’t been able to sleep.

My childhood backyard was an absolute mess; grass waist high, making a wonderful whisper as you passed through it, chock full of weeds; you couldn’t take a step without sending a tornado of dandelion seeds into the cold air.

My parents always complained but they never seemed to take any proper action against this bane on their lives. I think they got one quote for how much it would cost for someone else to fix it and suddenly found themselves content to just never think about it ever again.

But I was happy that they didn’t do anything about it. I loved the idea that I could go into the garden anytime I liked, lie down with the grass tickling the sky above me, and make a wish.

HisTrueFace(2022)byMayMoe.Awatercolourand acrylicpaintingbasedontheGreekmythofErosand Psyche.ThedesignsonthewingsarebasedonEastern AsianartofKinnaraandothermythicalbirds.

Photo:MiriamBerkery

Grab a fistful of dandelions and blow as hard as I could, watching as the seeds and my most secret desires intermingled and were whisked away by a light breeze into places unknown. Just something to think about.

Thyme for a New Garden.

Author Ellen Partridge Published 27/05/2023, 11:01am

Thank you to everyone who has been sending in letters of concern, I tried to respond to as many as I could but I imagine I didn’t get around to everyone. Yes, I did not post last week like I usually do, but I have a very exhilarating reason for my absence.

I have been doing my second favourite thing to gardening: researching about gardening, and I have found a wealth of knowledge about our native Australian plants. I have spent the past three weeks working tirelessly to revamp my garden. I tore out all the peonies, all the birch trees and all the rose bushes. Yes, I heard them scream, but when I planted all the wild grasses, waratahs and bottlebrush I heard them take a large breath of fresh air. I did too. It tasted like new beginnings.

I Beg Your Garden?

Author Ellen Partridge Published 11/03/2023, 9:46am EDITED 27/05/2023, 11:54am

The first thing people comment on when they visit my home is my garden. You would think I’d be offended by this; considering my art collection and bright blue kitchen cabinets, but I’ve taken great pains, both physical and mental, to cultivate my own little oasis. My house is quiet and unassuming so I always save the garden as the final destination of the tour to achieve the maximum effect.

My garden is unlike anything in or around my house. Walking through my creaky porch door is like stepping into another reality that bursts with colour and texture in all the unexpected places. The banksia are my pride and joy. When they’re in bloom they look like candles; casting a miniature circle of bright light around them. But my favourite is when they lose their flowers and become a complex knot of open-mouthed seeds.

A hearty welcome to all reading this post. I have never tried any sort of writing before so your support for my blog is much appreciated. I will be posting on here bi-weekly giving some tips and tricks on the best native plants for your garden. This first post is just a small introduction to me and my garden. I hope to inspire all ‘budding’ gardeners to pick up a trowel and give native plants a go, however intimidating they may seem.

Inspired by Stella Yu’s entire exhibition, including images and artist’s statement.

Ray Green Public Speaking Competition

In early March, The Friends’ School Ray Green Speaking Competition was held with six students presenting their interpretations on the theme ‘Lost in Translation’. Competition judges Essie Davis and Andrew Gibson had a difficult task determining an overall winner, with the quality of speeches being very high across the board. Congratulations to Severine Cherry on being awarded this year’s winner, and also to all the other participants for their thought-provoking works. Severine’s winning entry is below and she went on to present this speech at the Southern Regional Final of the Lion’s Youth of the Year Competition.

Severine Cherry (Year 11)

My Nona speaks and blends two languages seamlessly. An example, ’The burzo brown Boifina jumps preko the lazy kuchka’. My Mother seamlessly understands both languages but can only speak English. She hears, ‘The quick brown fox jumps over the lazy dog’. I only speak English and miss half of what my Nona is saying and I hear, ‘the something brown urrrrr jumps urrr the lazy something’.

‘Nona, English’ please!

This is an example of how my cultural identity has been lost in translation over maternal generations. My Nona is a European living in Australia, my mother is both, and I am Australian with European roots. How much of the original culture is preserved and how much is lost in translation will be decided by me for this generation. In our modern world, my family’s old-world culture and sustainable ways are what will keep my future grounded.

At twenty-four, my Nona travelled from former Yugoslavia to Italy to meet my Nono for the first time. She had a week to decide if she would marry him and leave behind her family and cultural identity. This is made

up of language, customs, religion, social norms and values. So, of course, the obvious thing to do was to re-create her previous life on a suburban block in Geelong.

A paper from the Queensland Multi-cultural Affairs states that “[migrant families] often fall into [a] private sphere that is not…understood by the external world”. In contrast to social norms, inside my Nona’s gates, chooks laid eggs, wine/ grappa and prosciutto were made and fellow migrants were invited in. Outside these gates, Nona kept putting on the shoes of her new Australian life till they felt more comfortable though they would never be truly worn in.

My mum told me a story about being in prep and asking my Nona if she could have some cotton wool for a school project. Not understanding the difference, my Nona gave my younger mum some dyed purple sheep’s wool. Unfortunately, her grade was making Santa faces for Christmas. My Mothers’ Santa had a confused purple beard in stark contrast to her classmate’s creations. I think my Nona is like that purple Santa. A square peg wedged into a round holedoing her best to fit into her wonderful new country even when she does not. This is a common experience for many migrants who may

feel that everything they say and do, is quite literally, lost in translation. This story also illustrates the different experiences of my Nona as a first-generation migrant, compared to my mother as a second-generation migrant.

The ‘Encyclopedia of Early Childhood Development’ by Burman states ‘immigrant parents and children increasingly live in different cultural worlds’ and undergo a different process in assimilation to a new culture. My Mother was born here but only learned English when in kindergarten. She often felt out of sync and hardwired to think in an odd way compared to her friends. She grew up with Jesus and lots of religious guilt, pig carcasses hanging in the garage, and being fed things like tripe, blackbird and cow’s tongue. Imagine bringing home your school’s pet bunny and coming back the next day to find out that your dad had eaten it for lunch! My Mother had to constantly switch between her home and outside life and only realised she was Australian at thirtythree.

The Australian Bureau of Statistics states that “in 2021, just over 7 million people in Australia were born overseas, representing 27.6% of the population…

[Including second-generation Australians like my mother,

these statistics increased to 51.5%.” Where do I fit into this distilled cultural identity?

As a third-generation Australian, I consider it’s my responsibility to keep my culture alive. Even though much of my culture has been lost over these generations, I am still left with a strong sense of where I came from.

I have the luxury of selecting the best of my Nona’s and mother’s experiences: their old-world recipes, resilience, grounded values and sustainable practices, which are so important today. However, I get to leave behind the less desirable parts. I won’t make my children recite the rosary endlessly, forget their

birthdays or eat their fluffy pets. I may, however, teach them how to gut a chicken and I’ll definitely teach them how to make pasta. I will not let my culture be totally lost in translation. Diversity in our country makes us stronger.

SeverineattheSouthernRegionalFinalofLion’sYouthoftheYear.Photo:SarahWalker

Word on the Street

Sharing the Planet for our Future with Year 5

The concept of ‘Sharing the Planet’ is more than a unit of inquiry. It’s a call to action, a prompt that urges us to think about the relationships between individuals, communities, and societies at large. As part of this unit, the students from Year 5 were asked their vision for a future where responsible action and service paves the way for global prosperity, at either a local, national or international level.

What does Earth need for a better future? (Asked by Gabe Costabile, Year 5)

What is your wish for the future?

Olivia Whitehouse

Locally the government could add more bins around so people don’t feel like just throwing their rubbish on the ground. We can all make the earth better by reducing the plastic that we bring to school and instead of buying a bunch of little packets of chips just buy a big bag. It may not seem like a lot if just one person litters but it does make a difference! At school, I wish I could have more Clean Up Australia Days. It would also be good if everyone started to make a difference and if you saw some rubbish then you just picked it up and put it in the bin. Did you know that Australians litter 75.8 megatonnes of rubbish a year!?

My wishes for the future nationally are that all migrants and refugees will be welcomed to Australia, and that all homeless people will be included and will feel welcome. Also that they, along with everyone else, will not be bullied or put down by people.

I wish that all neurodiverse people in Australia will be able to go to school without getting bullied or having trouble fitting in. People should celebrate their differences and not hurt them. They are people after all, and everyone is different

More awareness and more sports with female stars. More superheroes and characters in shows who are women. Just overall women being included in more television, maybe more female presidents as well!

Will Tricker

Everyone on the planet can help by making Earth a better place to stay, and live on. All Earth needs is for you to do simple, little things just to make the earth a happier place to live on. Everyone can help limit climate change. From the way we travel, to the electricity we use and the food we eat, we can all make a difference. Even though it seems like a little thing to do, each day whenever you’re not there you can just turn the light off so you can save electricity even when you’re not home. Hopefully one day all the cars and mobility will be electric so there isn’t as much pollution. Sometimes little things make a big difference to our world.

What kind of education will kids need for a better future? (Asked by Lehan Redwig, Year 5)

My wishes for the future of the Friends’ School Community is to add a pinch of excitement and fun to learning. I know that my 6 year old sister loves to cook with my Mum. Little kids could be cooking in the outdoor kitchen and having fun as well learning a subject like science. Cooking is all about science so why not teach science in a really fun way?

Molly Bubb

Most kids need lots of education to learn, and what is better than a great teacher? When you have a great teacher for me it means that I learn more than what some other classes learn. I have had some great teachers and have learned so much over the years. Teachers make a big difference in your life. When you have the right teacher, you can have the best time at school. Sometimes when you have a good teacher a bad thing is that your year goes very fast. Better education in schools is the availability of qualified teachers, the utilisation of quality learning resources and professional development, and the creation of safe and supportive learning environments.

My wish is for better education for all, every school with no bullies. I wish that every single student in Australia was treated with respect. No matter what size or shape, no matter if they are fast or slow. Everyone has a heart, even the bullies.

I want to be the youngest AFL player to win the Brownlow Medal and the Norm Smith medal to prove that if you live in Tasmania you have just as much of a chance to follow your dreams as the rest of Australia. Your dreams can and will come true if you put in the work. I play with lots of good people and see lots of kids play footy. But they do not all want to play in the AFL because of where they live, and it seems too hard because they do not have the same opportunities as the rest of Australia. I want Tasmania to get behind our young sporting stars, because the place you live should not limit what you can accomplish in life.

There could be a law where scientists who know about climate change have more power so they could help it.

One of my hopes is world peace. Fighting and wars is getting us nowhere, wars destroy land, families and hope for the world. Are wars really necessary? Another hope is to stop smoking and vaping completely because it is so bad for you and affects your lifestyle and health. Imagine losing your family member due to lung cancer, it’s really awful and sad. I hope that everyone can be safe and healthy.

I hope that one day the whole world will stop worrying about what makes us separate and start looking at uniqueness. I hope that we can make the world a more creative place. A place where we are all free to be ourselves and let out everything that has been held back by lies, like girls have to like pink or boys have to be sporty. I hope for a world where we are all free to think creatively and express our ideas in new and wacky ways. We are all humans no matter what we look like or do. We are all humans and we all are so different in such a good way and that is what I want the whole world to know.

Indigenous people getting a voice in parliament house.

Christopher Noble

Caitlin West

Sean Carroll

August MacLeodRoutledge

Jack Field

Ingrid CarthewWakefield

Angus Wood

Emma Bennett

Miles O’Rafferty

Olive Reid

Outdoor Education

1. Painted Cliffs at Maria Island 2.BruceLittleandLucaWesseldine.Year8CoastalProgram,BrunyIsland.Photo:MichaelFrancis 3.Years11/12SeaKayaking,FortescueBay.Photo: Michael Francis 4.Year7BackhousetreatedtosomesweetsattheirMariaIslandCamp.Photo:KylieGarratt 5.Year7Coasteering,BlackmansBay.Photo:LaurenStranger 6. Year 7 MariaIslandCamp 7.Year8studentstoastingmarshmallows 8.Years11/12Surfing,EastCoast.Photo:MichaelFrancis 9.Year8CoastalProgram,Freycinet.Photo:TomvanSant

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Relay for Life: A Resounding Success with Record Participation

Isabel Adams (Year 10)

Relay for Life is an annual event run by the Tasmanian Cancer Council to raise money and awareness for those affected by cancer. Participants receive sponsorship and then walk laps around the Domain Athletics Centre track, with at least one member of the team walking around the track with the baton for the entirety of the 20 hour relay, except during the opening, closing and Luminary ceremonies. Survivors, carers, current patients and other people affected by cancer come together as a community to celebrate cancer survivors, carers and researchers, remember those who have been lost to cancer and to raise money and awareness to help fight back against this disease.

The Relay is an excellent chance for people to come together to work towards a common goal. It is a chance to reflect upon our personal connections with cancer and to support the Cancer Council and the crucial work they do to research cancer and support people affected.

Relay for Life is also an extremely enjoyable event. There is a really strong atmosphere of hope and fun, with laughs flowing all night, as well as tears. Everyone at the Relay has different experiences with and connections to cancer, but there is strong support for each other. The dedication and commitment of many participants is inspiring. Relay for Life is a wonderful time for everyone to come together to celebrate and commemorate cancer patients.

The 2023 Hobart Relay for Life took place from 1pm on Saturday the 18th March

until 9am on Sunday the 19th March. This year, the Friends’ School team, the “Friendlies”, had a record 135 participants who came together to participate in the Relay for Life. Overall, the team raised $17,438 through individual fundraising, free dress days and bake sales. Many team members stayed overnight and the positive atmosphere persisted throughout the entire 20 hour Relay.

Planning for the 2024 Relay for Life will start near the end of the year. We strongly encourage all students to get involved in this wonderful event by attending or donating to our team.

A Visit to the Salvos

Georgie Wiggins (Year 5)

At the beginning of our PYP Unit ‘Sharing the Planet’, we walked to the Salvation Army on Elizabeth street from school. Once we got there, Nicole and Ashley from the Salvation Army introduced themselves. We had some set challenges, for example jotting down some ideas on what we could do for service to support people in our community. Following

that, we did an exercise where we had to guess how expensive grocery items can be. We also made food bags that contained things like long-life milk, uncooked pasta, canned beans, canned spaghetti and other things that don’t expire after 3 days. We were told that after 10am, the public could come inside to have some food and enjoy some company. It was actually really cool to see the people coming in and sitting down to a meal when they aren’t financially able to

get the food and amenities for their everyday life. Some people come in for food, and some people don’t - some just come in to play a board game or chat to other people that might be in the same sort of situation as them. We learnt that to be able to help people, we need to understand what things they need, and that the Salvation Army does this for lots of people. We need to show empathy and gratitude towards others.

Photo:SharonRyan

Photo:SharonRyan

SimoneSummers(TeacherandRelayforLifeCoordinator),IrisWise,CathyDong,Reese NoyeattheBakeSaleforRelayforLife.Photo:EmmaGilligan

Photo:SharonRyan

Culture and Diversity

Experiencing Exchange

Jemima WebsterJones (Year 12)

It is a profound experience to host an exchange student; it offers new perspectives, comes with new experiences and gives insights into different cultures.

Recently I had the opportunity to host an exchange student from Abington Friends’ School in Philadelphia, after going there myself in November of 2022. In the time Lily was here we went on a trip to Sydney, visited Bicheno

and Maria Island, as well as going to Mt Wellington, MONA and Salamanca Market. These experiences, particularly our trip to Maria Island highlighted the diversity between our lives and the environments each of us call home. One of the first differences Lily mentioned was how clear the sky is here in Tassie and then how amazing it is that we can be so close to the city, the beach and the bush at once. Lily’s appreciation of Tasmania’s qualities and what us Tasmanians often take for granted, fostered me with a greater appreciation of where

I live.

I found that the exchange experience truly resonates with the Quaker value of Community ; giving each of us the opportunity to establish relationships with people from across the world. Introducing Lily to my community portrayed the diversity between our language and the way we communicate with the people in our daily lives, which made for an entertaining time discovering the difference in our colloquial language. As a host, it was a privilege to provide Lily with the opportunities to make

connections to an unfamiliar place and not only appreciate the diversity between our lives, but also the similarities we share. Our alternate experiences allowed us to immerse ourselves in each other’s cultures. I know it is an experience that has influenced us both and something that we will continue to value in our futures.

We asked The Friends’ School’s recent Year 9 exchange students on how they’re finding their exchange so far.

Grace Moore is from Abington Friends School, and stayed with Mia O’Rourke.

Mia: “When Grace first came to visit, we quickly realised we had many things in common, such as siblings, shopping and sport. But something that highlighted our diversity was the culture we’re surrounded with and that we grew up with.”

Grace: “Something that surprised me when I came here is the way people talk and talk to each other, and just the different slang! I was really looking forward to meeting new people. A valuable learning experience from my exchange is knowing when to be independent, and when to ask people for help.”

Settling into Life in Hobart A Visit from India

Greyson Vaslow is from Friends School Baltimore, and stayed with Essie Rapley.

Essie: “Greyson and I have many things in common, some of which are cooking, music and musical theatre. The main thing that has challenged both of us is that we’ve come from very different lifestyles, and being positive and open about what each other brings to the household.”

Greyson: “Something that’s been surprising about life in Hobart is that everyone drives on the wrong side of the road! The actual scale of the school here is a lot bigger than back at home which makes navigating it confusing; I was surprised by the number of students here.

Adam Chambers (Head of Clemes)

We enjoyed hosting Sanjeev Shukla for a week in late May/ early June who is Principal of The Friends’ Girls School in Sohagpur, India. His school was started in 1875 by the British Quaker Missionary and is unique in that its

200 students are sponsored financially by teachers and old scholars to attend.

All members of the Friends’ Schools communities share an obligation to answer what is best in themselves and in others – developing talents to the fullest and respecting the strengths, efforts and perspectives of everyone. At a practical level, we strive

for each of us to contribute our best on a daily basis. We are all on a journey of seeking knowledge and understanding through continuing revelation which furthers our personal understanding of spiritual truth and the world around us.

I was most looking forward to meeting new people and learning about how life differs depending on the continent we’re in. The most valuable

JemimaWebster-Jones(Year12)andLilyGoldsteinat Friends’.Photo:CarolynWebster-Jones

EssieRapley(Year9)andGreysonVaslow(Friends’School Baltimore).Photo:EmmaGilligan

GraceMoore(AbingtonFriendsSchool)&MiaO’Rourke (Year9).Photo:EmmaGilligan

NoahEverett(Year12),SanjeevShukla,MaeveBylsma(Year12)intheMeetingHouse.

Photo: Adam Chambers

learning experience I’ve had so far is learning these similarities and differences in school and life in general.”

Primary School Co-Curricular Clubs

Debbie Taylor (Year 6 Teacher and K-6 Co-ordinator)

This semester students across the Primary School have enjoyed a wide range of lunchtime activities to build new relationships, learn some niche skills and participate in different pursuits. Children have worked alongside new educators and enjoyed spending time with students from other grades, often building resilience and displaying risk-taking skills. Some of these activities include Dungeons and Dragons, Tinker Robotics, Crocheting, Japanese Stitching, Art Club and Car Club. Here is some feedback from a few of the clubs.

Electronics Club

Junior Dance Club

“I made something that makes a light flash when I talk! A voice sensor is triggered by my voice, it closes a circuit that allows electrons to flow from a battery to a globe.”

Alice, Year 5

“At electronics club, the obvious succeeds.”

Flynn, Year 5

“The versatility of the components make electronics club really fun. We can make so many different things, like radios, alarms, spinners, too much stuff!”

Samuel, Year 6

Skate / Scooter Club

“I like how you can just take a break from the playground, follow an instruction booklet and make cool products like a radio and a morse code generator.”

Lucia, Year 6

“Dance club provides a safe and inclusive environment where students can be risk takers, express themselves freely, boost their confidence and their self-esteem. Students from Prep to Year 2 have a unique experience to work together collaboratively whilst nurturing their creativity and physical wellbeing.”

Educator Olivia Carver

Craft Club

“The positives of Craft Club are new and practical life skills such as sewing and knitting. This term the students had fun making ‘Cute Fruit’ felt key rings, using blanket stitch. Next term we’ll be knitting woollen beanies. These skills require fine motor control and a lot of persistence. Once children have the basics they can work fairly independently and they find engaging in these tasks relaxing as well as a great opportunity for socialising. Seeing a project through to completion brings a sense of pride and achievement, and having a beautiful object to take home is exciting!”

Educator Jess Scurry

“Skateboards, roller blades, scooters, double seat trikes, plasma cars, a billy cart and a drift bike have been regularly used by students of many ages. Taking in turns, sharing and respectful use of the equipment has been a focus. There’s been loads of laughter, a touch of creativity and fabulous teamwork, with an occasional teacher joining in the fun.”

Debbie Taylor

Educator

Leon,SolomonandFlynnatElectronicsClub.Photo:NicHempel

Skate/ScooterClub.Photo:DebbieTaylor

Skate/ScooterClub.Photo:DebbieTaylor

JuniorDanceClub.Photo:OliviaCarver

Year 10 Students Navigate Future Pathways with Confidence

learning styles. The Morrisby profiles were released in a later information session, where students and their parents shared an evening interpreting the results. A many-faceted platform displaying advice on careers, Year 11 and 12 subject choices and university courses, the Morrisby test is tailored to individual interests and aptitudes.

experiences to be illuminating and incredibly beneficial. The sessions have allowed us to explore pathways in areas of personal passion and strength, but have also taught us to be open to change. We’ve learnt that the path through our careers will not always be linear, and to be

open to taking opportunities that come our way. Armed with this knowledge, the expansive world of work and tertiary study now seems far less complicated.

Making decisions about the future can be daunting, but the comprehensive career pathways guidance provided to the Year 10 cohort has been informative and exciting. The prospect of choosing where to go in life can seem overwhelming; whether you’re considering university, an apprenticeship, entering

Ione Rawlings-Way (Year 10) the workforce or taking a gap year; but being aware of the options available is empowering and can help you make constructive decisions about what happens next. Throughout semester one, the Year 10 cohort has had myriad opportunities to explore future career and study pathways. This began with the ‘Sense of Future’ Day in early Term 2, where students listened to guest speaker Dr Polly McGee, who

shared insightful advice about the importance of personal values in making decisions. Students also participated in various workshops to help scope out their interests and the opportunities available to them post-schooling.

The ‘Sense of Future’ Day concluded with the completion of the Morrisby Psychometric Test, which evaluated aptitude in a range of areas, as well as interests, personality and work and

A three-day connections program later in Term 2 encouraged students to prepare for the future and develop their personal skills. The first of these days was dedicated to MYCAP (My Career Action Plan), which included learning more about personal attributes, employability skills, exploring different pathways to careers, and resume writing. Students on the second day had a chance to take part in a skillsbased experience, and the last day consisted of a careers expo (See ‘From Bonorong to Brewing; Skills for Success’ by Mae Parr).

As a year 10 student myself, I have found these

VET Cookery Course Sparks Culinary Flare

The VET course, Certificate II in Cookery, has allowed us to develop skills and gain knowledge surrounding the workings of a commercial kitchen while obtaining a trade qualification that opens up careers in the hospitality industry. We have learned to work cooperatively in a limited space while mastering techniques such as pastry and unusual cookery methods, including flambé, sous vide, and various technical knife cuts like chiffonade, macedoine, brunoise, and julienne.

Some of our favorite dishes we have made include the mille feuilles, or ‘thousand

sheets’ in French - a vanilla slice with custard filling, as well as a char-grilled lamb salad with pearl couscous, capsicum, and asparagus. We thoroughly enjoyed our time working in the VET Coffee Shop, where we learned how to operate a coffee machine and the till, with the exciting bonus of free coffee every day. Furthermore, we have been exposed to valuable real-world industry experiences, such as visiting the Grand Chancellor and Hadleys, and some of us were fortunate to be offered work experience placements in their restaurants. These experiences have provided insight into how our learned skills can be applied in hospitality jobs and revealed the inner workings that are not usually visible.

The small class size

fostered a great energy and connections between teachers and peers, and we have grown close over the course of the year. With our newly acquired skills, many of us can envision ourselves becoming baristas, front of house staff, or possibly chefs in the future.

As we approach the end of the course, we are eagerly working towards our VET end-of-year dinner which promises to be a momentous culmination of everything we have learned so far. We are greatly looking forward to sharing our specially developed menus and dishes with friends, family, and teachers.”

JessicaClydesdaleandLouisRussell-King.Photo:SueWalker

StudentslearningaboutaveterinarypathwaywithMark Hynes.Photo:PeteGibson

StudentscompletingtheMorrisbyPsychometricTestontheirSenseofFutureDay.

Photo: Trish Menadue

Jessica Clydesdale and Louis RussellKing (Year 11)

What do you want to be when you grow up?

Amelia Cooper (Year 9)

This is a question I’m sure we’ve all been asked, and on Wednesday the 8th of March, students in Year 9 were given the opportunity to ask themselves this question and delve deeper into future career options; all while supported by experts in different fields.

The day started with guest speaker Anthony Edwards, five time Olympian and Friends’ Head of Rowing – who enlightened Year 9 students with his career journey, as well as inspiring us with his wisdom. Next, we all completed multiple surveys using myfuture.edu. au, which helped us find our strengths and values in the workforce. Lastly, students were given the opportunity to choose between multiple different workshops. I chose a workshop in which teachers and guidance counsellors looked at my potential career pathways, and then explained to me higher education courses I might be interested in, as well as helping me understand what my career journey might look like. But

there were many different options; some learned about entrepreneurship and starting their own side hustles, while others listened to VET students talk about the programs they’re currently undertaking.

I’d like my future career pathway to include my interests - global issues, literature, art, exploration - and I was given support during the workshop that I attended to help me visualise what careers could involve

“The careers pathway connections day was a fantastic opportunity to think about future possibilities, and learn the appropriate skills for getting a job like, for example, writing a great resume.”

these interests. These included being a journalist, writer, or politician. I now have a better understanding of different career paths I could take. Teachers also introduced to me worldwide resources, where I could explore courses at universities that suit my career interests.

Bahzi Nicholas, another Year 9 student, chose a workshop which helped students understand how to get a part-time job. She reflected,

The day was relevant and engaging, as well as being supported by teachers, experts and current/past students. It equipped me with the knowledge and understanding that I need to be able to make vital decisions in the coming years, but it also showed me a new perspective – Anthony’s talk in particular reassured me that everyone’s career journey will be different and to never be afraid of making a change. I believe all Year 9 students that were part of this day left with something new that they’ll carry with them into the future, as well as a changed understanding of what a career can look like.

From Bonorong to Brewing; Skills for Success

Mae Parr

(Year 10)

With the topic of course selections and enquiries about future education and employment, Year 10 students engaged in three days of skill development activities, talks, and courses in May for the purpose of acquiring skills and knowledge for navigating our future education.

The first day began with informed teachers and students currently enrolled in the course presenting to the cohort about the school’s numerous curriculums, and how they each prepare us for adulthood. We were then given the opportunity to create a resume with the help of a knowledgeable teacher while learning more about ourselves, the traits and conditions we value in other people, and what our ideal

ServiceopportunitiesincludehelpingatBonorongWildlife Sanctuary.Photo:TrishMenadue

workplace might look like.

On Thursday, students participated in a skill or service activity they had opted for from a wide range of activities, including an RSA course, barista training,

first aid certification, a boat licence course, and white card training for construction. Service opportunities included helping at Bonorong Wildlife Sanctuary, Morris Primary Years, Conservation

Australia, and the opportunity to coordinate your own service experience. I was fortunate to complete the barista training along with about 15 other people. We are now able to include our barista licence on our resume’s, providing us with an edge in gaining future positions. The session was held at Drysdale TAFE, where we had the opportunity to work with a qualified professional and use high-calibre machines. We were taught the fundamentals as well as how to take orders.

It is safe to say that everyone involved had a great time and learned a lot of new things.

Friday was another day of learning, and the cohort arrived at The Farrall Centre for a Careers Expo. The day began with a talk by Friends’ alumnus Ben Hunn (Class of 2006), who has started a great life full of serviceinformed risk-taking in

which the school’s courses had prepared him for. Prior to the event, Year 10 and Clemes students could choose from four sessions to hear from specialists from various fields who had taken the course themselves. Following this, we listened to the Clemes

subject offerings for Arts, Humanities and Technology, before finishing with a team quiz. It was an enriching and enjoyable three days that prepared us for the next stage of our learning journey.

Studentsparticipatinginaboatlicencecourse.

Photo: Trish Menadue

Year9ConnectionsDay.Photo:EstherHoggart

Year9ConnectionsDay.Photo:EstherHoggart

Year9ConnectionsDay.Photo:EstherHoggart

Kindergarten Earthcare Helping our learners in many meaningful ways

Heidi Wiebke and Michelle Pepingco

(Kindergarten Educators)

Each week our Kindergarten children spend time on country engaging with land and learning in the outdoors. These regular Earthcare Days have provided the children with approaches to learning that help them now and in the future. When the Kindergarten children board the bus to explore local beaches and parklands they not only explore ways to care for the planet but they are also developing their independence, resilience and self esteem.

This semester we have been visiting Taroona Beach in response to children’s

keen interest in marine life. Through their love of animals, the children have become increasingly empowered to both reduce and clean up found plastic that too often ends up in our waterways.

“We care about animals because then they can survive longer because they are very special to everyone. We’ve been picking up rubbish with tongs at the beach because we don’t want the animals to die. We need rubbish free lunches because rubbish we have at school is very easy to fly away, or roll away because of little gaps.”

Evie,

Kindergarten

The children have seen where storm water pipes run

out onto the beach and have picked up rubbish around the drains. They have been encouraged to reduce or eliminate plastic packaging from their lunchboxes.

“Rubbish-free lunch again!”

Paxton, Kindergarten, when looking into his lunchbox excitedly earlier this year.

On Earthcare Days, we foster children’s sense of agency and independence as they pack and carry their own school bags, make decisions in risk taking, and co-construct ideas to solve problems. The children embraced physical challenges that have left them feeling empowered and able. Every day spent on country reminds us that the natural

environment always offers something new to explore. It provides new opportunities and a depth of experience that is different to the Kindergarten environment. We have seen the children delight in finding animal tracks and different types of plants. Through questioning techniques and conversations the children are supported to make scientific observations and hypothesise about the world around them.

Building resilience, independence and self esteem are not only skills that will benefit these children in Kindergarten, rather, they are transferable skills and learning dispositions that can support the way that they approach academic and social challenges in the future too.

HenryWilliamsonexaminingandmeasuringtracksat Taroona Beach.

Photo: Heidi Wiebke

Sheng(Bobo)TanandLucasJordanbeingbestfriendsatTaroonaBeach.

Photo:MichellePepingco

Lucette(Lucie)ConstabilefindingandexaminingrubbishatTaroonaBeach.

Photo: Heidi Wiebke

The Friends’ School Announces New Principal

The Friends’ School is excited to announce that after an extensive recruitment process, Esther Hill will be the next Principal of The Friends’ School, commencing in January 2024.

Esther Wilkes Hill is a passionate leader and educator from Fremantle, Western Australia. Since 2016, Esther has led teaching and learning at All Saints’ College (ASC), Perth, a leading coeducational Pre-K-12 School. Esther has served in the role of Director of Senior School, Teaching and Learning where she has been one of the driving forces in establishing The Studio School, an Australian first model of personalised studio learning in Fremantle, WA where she is Head of Campus during the start-up phase of the school. In addition, Esther has continued her leadership as Director of Djoowak: The Beyond Boundaries Institute and its advisory group. Through research and development, and through bringing together the creative and expert minds of Australia’s foremost educators and thought leaders in the advisory group, the Institute has sought to ensure that the curriculum and pedagogies at ASC are world-leading; provide opportunities for both ASC staff and the broader teaching community to engage professionally through learning opportunities, conferences and conversations; and to advocate through various channels for an education that is human-centred, personalised, capabilities focussed and in the best interests of the rapidly changing world.

Esther has a Master of School Leadership and is currently undertaking doctoral studies with a focus on exploring teachers’ practices in developing students’ capabilities. Esther presents her research and work at national and international conferences and her teaching and leadership experience have led to several nominations and awards including; WA’s Secondary Teacher of the Year, Australian Secondary Teacher of the Year and most recently being recognised as one of ‘Australia’s most Influential Educators’ by The Educator Magazine.

Esther was born in the North of England into a family whose roots in Quaker society go back to its foundations. Her grandfather and grandmother helped found and build their local meeting. Her great grandfather served in the Friends’ Ambulance Unit during WW1 and she is a descendant of Joseph Sturge, whose name her mother and grandfather carry, who was an instrumental force in the abolishment of slavery in the United Kingdom. Esther feels proud to walk in the footsteps of Quakers who served their community and served the path of peace, justice and equality. Her mother, grandfather and great-grandfather, along with cousins, aunts and uncles all attended Quaker schools. Esther has fond memories of attending her local meeting in Cotherstone and her grandfather’s meeting in Beverley. For Esther, the most foundational experiences of faith, spirituality and community have Quaker roots, and it is not surprising therefore that she sees her work in education as having strong connections to her Quaker foundations.

Esther is a strong activist and advocate for social change, particularly through education, and is a regular commentator on the future of education in the media. Esther is the proud mother of Eva, 19 and Eliza, 15. She is a lover of all things Arts, loves live music, visual art and architecture. She is also committed to finding time for her yoga practice and is a regular in the gym. You can also catch Esther attending the occasional AFL match. She finds solace in nature, is an avid bush walker and is looking forward to exploring the beauty of Tasmania’s landscape.

“An Honour I’m Humbled to Undertake”, a Word from Esther Hill

I have always been driven in my work as teacher and school leader to ask, ‘How can the education and culture that we support in our schools enable the next generations to have a positive impact on our world?’ Our planet continues to experience great turbulence: the volatile, uncertain, complex and ambiguous world that we exist in presents us and our young people with significant challenges that we need to face: as a nation, as a planet, as human beings.

As educators I feel we have such an important and privileged role to play, in partnership with families, to empower our young people, to recognise the light that shines in each of them. In our schools we need to support them in harnessing their passions and interests so that they can shine their light on the world, and learn to be of service to each other, the community and the planet. As a values-driven leader, I feel that now, more than ever, we need to provide opportunities to deepen our understanding and commitment to our values and the Quaker testimonies speak so clearly to what is needed today.

The opportunity to walk alongside this community is one that speaks to my heart. I am deeply grateful to continue in the footsteps of my family: Quakers who served their communities on the path towards peace, justice and equality; and in the footsteps of a wonderful school and Friends’ past principals whose mission, vision and values are completely aligned with all that I have been working toward in my professional life. To see the value of every human being and to enable them to grow and flourish through their education is indeed a privilege. To be of service to the Friends’ community as its Principal and to support its staff and students to be empowered to seek knowledge, truth and beauty, to challenge paradigms of greed and destruction and to seek peaceful solutions for the future of our planet is an honour that I am humbled to undertake.

After 11 years of outstanding service and as we farewell Nelson later this year, the Board of Governors has every confidence that the School’s leadership team, and all staff, will join with students, families, and the whole Friends’ community in extending a very warm welcome to Esther and her family when they join us for the start of 2024.

View the announcement video of Esther’s appointment by scanning the qr code below.

Learning @ Friends’ 24 Plus Program Update

In the last edition of FOCUS (July 2022) we announced that the Board of Governors had supported a recommendation by the Learning @ Friends’ Working Group that The Friends’ School will reorganise its secondary year groupings to better support the learning and development needs of students. Since that time the Curriculum, Student Leadership, Staff Leadership, Facilities and Space Utilisation, Timetabling and House System working groups have been productively advancing the design aspects of the Program

STAFF LEADERSHIP

The Secondary Staff Leadership structure for the start of 2024 has been finalised and announced. Over the following pages, we introduce you to our Heads and Deputy Heads of Campus.

Scan the QR code below to view a video from our 2024 Head and Deputy Heads of Year 7 & 8 which introduces Lindy, John and Leisa and their vision and benefits of the change.

Adam Chambers has been an educator at Friends’ since 2002 and has extensive teaching experience at High School and Clemes including in both the Tasmanian Certificate of Education and the International Baccalaureate Diploma Programme. Since 2019, Adam has been the Head of School for Years 11 & 12 (Clemes). Adam is also an alumnus who completed his Year 12 at friends’ in 1994.

“I am greatly looking forward to working with a team of leaders and educators who put into practice the School’s Purposes and Concerns. I feel privileged to be part of the journey with our Years 9 to 12 students as they navigate their way into adulthood and I have an enormous sense of optimism in this exciting new chapter that Learning@Friends 24+ represents.”

Amy Harris began at the school in 2009 and has taught a range of Health and Physical Education subjects at High School and Clemes. Amy is currently the Deputy Head of Clemes (Pastoral Care) taking on this role in 2021 with previous roles including Year 11-12 Coordinator from 2017 - 2019 and Acting Dean of Students 2020.

“I am looking forward to working with a strong pastoral team to support our Year 9 -12 students to become positive and contributing members of society. I am excited about the increased leadership opportunities Learning@ Friends’ 24+ will provide our senior students. They will play an active role in building our Year 9 -12 community as well as becoming positive role models for the younger students on campus.”

Kate Baldry has been at Friends’ since 2010 as a teacher of Physics and Physical Science, Head of Science and more recently Deputy Head of Clemes. Kate has extensive experience teaching the IB, TCE and Australian Curriculum, has coordinated the Clemes Council and more recently established the Friends’ Ally Network. In addition, Kate is a trained assessor for Initial Teacher Education and Highly Accomplished/ Lead Teacher accreditation with the Tasmanian Teacher Registration Board and Australian Institute for Teaching and School Leadership.

“It is a huge honour to be part of the Friends’ 9-12 leadership team, and I’m excited to continue working with such exceptional educators. The 9-12 campus will provide further opportunities to increase collaboration and to explore creative evidencebased pedagogical approaches. A commitment to the Quaker ethos and to creating a dynamic and inclusive learning community will ensure Friends’ continues to be a place where all students are empowered to reach their potential.”

Aaron Davey has been an educator for 18 years. During his time at Dominic College, he held positions of Sport Coordinator, Health and Physical Education Coordinator, House Leader and was the 7-10 Coordinator of Pastoral Care for 5 years. Aaron then moved to MacKillop College, where he was the Director of Pastoral Care. Aaron implemented and led social-emotional programs, specifically focusing on Year 9 experiences. Aaron joined The Friends’ School in semester 2, 2022 teaching HPE, Year 7 Connections and Maths.

“Year 9 is a significant year for our young people, they crave independence, want to be connected to something and need the opportunity to take calculated risks, make mistakes and discover the young adults they wish to become. We know, giving young people the ability to explore this will develop self esteem, leadership skills, resilience, belonging and therefore set them up for academic success. L@F24+ will open this door for our students to find themselves and aspire to achieve their goals. Joining this community has been incredible and implementing such a program with so many talented and passionate staff is awe inspiring.”

Lindy Gannon has been an educator at Friends’ since 2000 and has taught students in the fields of Science and in transdisciplinary learning in the Year 7 Connections program, as well as being Deputy Head of High School - Curriculum. Since 2020, Lindy has been one of the Co-Heads of High School and Head of Hodgkin House.

“As a committed and long term staff member I attribute my longevity on staff to being immersed in a cultural setting that has a synergy which continues to invigorate and drive my passion for being an active and contributing member of the School community. I am looking forward to building and leading a team which will establish a clear vision and philosophy for the 7 - 8 learning space, underpinned by our Purpose and Concerns, and one which has a distinct, visible and clearly articulated identity.”

John Hoggart has been an educator at Friends’ since 2011, following a calling to teaching from a previous legal career. He has taught English from 7-12, with a keen focus on the High School years. Since 2020, John has been Deputy Head of High School - Curriculum and was previously Head of English. John is also a Friends’ School alumnus, completing Year 12 in 1997.

“We have such an exciting opportunity on our doorstep. Our Years 7 and 8 students are set to thrive in a uniquely connected and values-based learning program, grown from the best of our existing programs and pedagogies and shaped by best practice and the incredible passion and expertise of our staff. I am thrilled to be able to help lead this important step forward for our learning community.”

Liesa Winkler has been an English and German Teacher at Friends’ since 2021 after moving to Tasmania from Melbourne. Her passion for pastoral care saw her complete a Master of Student Wellbeing at the University of Melbourne, and she deployed the skills and understandings she gained while working at one of Melbourne’s leading independent schools as a Year-Level Coordinator and Positive Education Team Leader.

“It is a privilege to have the opportunity to create a Campus for our students in Years 7 and 8 that is tailored to their needs as they transition into High School and embark on an exciting journey of selfdiscovery. We know how important a sense of belonging, positive relationships and opportunities for leadership are for this age group, and I am thrilled to be working closely with our Key Teachers to nurture and support the learning and social-emotional growth of every student in our care.”

We sincerely thank all those staff involved in the appointment processes and congratulate those who will take us these new roles in 2024. The remaining roles yet to be filled will be announced in the near future.

Recently, our Director Teaching and Learning Phil Rogers departed the School to work closer to family in NSW. Since Phil’s departure, Lyn Tunbridge has been appointed to the position of Director of Teaching and Learning until the end of 2024 in combination with the L@F24+ Coordinator role.

SPACE UTILISATION WORKING GROUP

Since the completion of the science room N205 on the Commercial Road Campus, the previous Facilities Working Group has evolved to a Space Utilisation Working Group. The purpose of this new group is to undertake planning and design for the reorganisation of learning and staff spaces to suit the 2024 timetable and curriculum needs. The group consists of the 2024 Heads and Deputy Heads of Campus, along with our Facilities and Grounds Manager, Director of Teaching and Learning and Deputy Principal.

The spaces for the Year 7 & 8 Campus have almost been determined and we expect the Year 9 to 12 Campus to be in a similar position in Term 3. We have been focussing on priorities for what the School needs at the start of next year. Any minor works required will be completed over the next 6 to 12 months. In mid-2024 we plan to undertake an updated Master Planning process which will include fresh learnings from the reorganisation in the first half of 2024. We look forward to sharing campus plans and layouts in Term 3.

HOUSE AND STUDENT LEADERSHIP WORKING GROUPS

A recommendation was supported to:

Throughout Terms 3 and 4, these groups, along with the newly appointed Heads and Learning

•

•

For the current 4 houses at The Friends’ School to be K-12 (not including FEL); and The 3 Primary School Houses: Cooper, Cadbury and Benson to become the Year 8 class names with 3 new names to be chosen (by the current Year 7 students).

Leaders will collectively advance planning to implement the above changes for the start of 2024.

The feedback we received from the parent and student surveys in Term 1 and Term 2 has been beneficial for our planning and discussions as we progress L@F24+. We are heartened by the overall support for reorganisation, but are mindful of the concerns from current Years 10 and 11 students. We will have more opportunities in Term 3 to discuss specifics regarding the spaces once these are finalised.

If you have any queries, please visit the L@F24+ webpage (www.friends.tas.edu.au/learningat-friends-24-plus), which includes an online enquiry form for anyone to ask questions or provide feedback.

TomBeckertonandGabriellaAdamsoftheYear7&8curriculumworkinggroup,conceptmappingfor2024.Photo:EstherHoggart

Music Community at Friends’

Adapted speech

by Felix Churchill (Year 12) from the Quaker Values Committee Board Dinner, 20 May 2023

Quaker values are an integral part of our music community at The Friends’ School. I first began learning piano in Prep with a teacher from outside the school. While I enjoyed playing and developing my skills, there weren’t many opportunities to play in a group with others at my level. A year later, I began learning the violin through the school strings program and I was immediately captivated by the idea of playing with others. It soon became the highlight of my week; a time when I could relax and work on improving my musical ability alongside others.

From here, I continued to hone my skills and along the way I have been involved in many enriching experiences, from volunteering in musical productions such as Handel’s Messiah and Mozart’s Requiem, visiting nursing homes to entertain residents, being part of orchestras

(working up from the back to the very front in a range of leadership positions), helping backstage during music concerts to help bring order to the chaos of primary school choirs, and providing ambient background music to special events such as the Quaker Values Committee Board Dinner.

While these snapshots of my experience are each unique and rewarding in their own ways, the key Quaker value that has unified them is a strong sense of community;

The sense of community that exists in the moment before we begin to play, in a quick scan of the group, in checking we are all ready to go.

The sense of community that exists when you recognise with a friend some music that you played in a concert a while back.

The sense of community during a performance from the held breaths of the audience and the synchronised movement of the performers. Afterall, the audience is just as important as the performer for a successful performance!

What does this mean to me? I remember back to the start of my musical journey, gazing in awe at the older performers in music concerts. I had no idea how they were able to play such technical pieces that sounded so tricky. It has come full circle to now be that source of inspiration to other young people when I contribute to our music community.

Empowering each other through this sense of community is the best reward that I could dream of for anyone. And for that, I will forever be grateful to this school for igniting, like the flame that burns on our school’s emblem, this purpose within me and creating an environment for others to do the same.

StringTrioofChrisEvans,FelixChurchillandJoshuaLuk,alongsidePrincipalNelsonFile.

Photo:BillAvery

FelixChurchillperformingatthereopeningoftheWNOatsCentre.Photo:RosieHastie

FelixChurchillperformingatthe10-yearanniversaryofTheFarrallCentreconcert.

Photo: Zoe Geard

Quaker Values Committee of The Friends’ School Annual Report May 202 3

Tracy Bourne (Convenor of the QVC on Behalf of the Committee)

Introduction

The Quaker Values Committee (QVC) is a committee of The Friends’ School Board, which is comprised of Friends (Quakers) who have been nominated by their Regional Meeting to:

Support the School in implementing Quaker values and its Statement of Purpose and Concerns throughout the School community;

Encourage and facilitate connections between the School and the Quaker community;

Promote and disseminate practices of The Friends’ School which might benefit the wider community.

In 2023, the QVC visited The Friends’ School from May 18-21 to observe classes, attend the AGM, and meet with students, staff and other people associated with the School. This year the theme of the visit was The Humanities, and the ways in which this subject related to The Friends’ School Purpose and Concerns statement and Quaker values more broadly.

The visit began with a presentation by the Humanities faculty and staff leaders on the structure of the curriculum, and student learning activities from Early Learning to Year 12 classes, followed by a day of visiting classes across the School to observe teaching and learning in practice. The remainder of the visit included meetings, AGM and Principal’s address, attendance at the Long-Serving Staff Dinner and participation in the Hobart Meeting for Worship on Sunday.

Observations

Humanities is a subject area that closely aligns with traditional Quaker concerns including historic and current approaches to social justice and inequality, study of global and local conflicts, relationship with environment and place, structures of power and processes for governance. The QVC committee was fascinated with and excited to see the many ways in which teachers engaged students with the issues inherent in these subject areas and the skills that the students demonstrated in reflecting on and communicating their understandings and perspectives on the world around them.

We were impressed with the approach taken in the early years program in linking developmental learning skills with the humanities program and encouraging young children to grow from a more ego-centred focus to relating to others and interacting with their community.

We heard that our visit inspired a Year 6 primary class to engage with a QVC member in an invigorating discussion about Governance structures in a Federal Government context, a School context and a Quaker context.

We were inspired by the focus on indigenous history and culture in the Primary School as well as the engagement with environmental sustainability and ways in which we all can improve our relationship with the natural world.

We were struck by the sophistication of learning approaches in

Leadersfrom1989-2024andbeyond:LyndsayandStephanieFarrall,JohnGreen,EstherHillandNelsonFileinthe MeetingHouseduringtheAGMandQuakerValuesCommitteevisitinMay2023.Photo:MichaelAshby

the High School and in Clemes. We noted the ways in which the School’s inquiry-based approach supported students to develop autonomy as learners. We noted many classes in which students were able to clearly articulate what they had learned about ‘real world’ issues including the causes of contemporary conflicts around the world. Some members were privileged to participate in a lively Year 11 class which was part of the new TCE First Nations course, a timely initiative alongside the School’s developing Reconciliation Action Plan.

Committee members noted that staff and students benefited from strong relationships of trust. Classrooms appeared to be safe spaces for students, in which equality and community were defining values. This shared culture appeared to facilitate excellent discussions and group learning. One committee member noted a culture of humility in students and staff.

We noted the continuing importance of the Purpose and Concerns statement as a foundational document that supports the integration of Quaker values throughout the practices of the whole School.

We were privileged to attend a number of Gatherings in the Primary School and in Clemes and we are grateful to the staff who plan for and lead them; Jess Dundas, Lou Giudici and Adam Chambers. We are grateful to Jess Dundas for her skills as a teacher and experienced Quaker in supporting primary age students to find stillness in Gathering and developing their skills of listening, reflection and wonder.

Commendations

We commend the Principal Appointment Committee and The Friends’ School Board on the appointment of Esther Hill as Principal of the School from 2024. Esther’s experience as an educator and School leader will be an asset to the School in the future. The committee also noted Esther’s personal skills as a listener and observer and were impressed with her ability to connect with staff, students and committee members during

her visit.

We are grateful to all staff at the School for their work to support the learning and wellbeing of all students. We observed in all classes, a respectful and collegial relationship between teachers and students in alignment with Quaker values of equality, integrity and community. We acknowledge the many ways that the School values ‘that of God’ in each student and that this contributes to an education which is grounded in humanist and Quaker values.

We commend Jess Dundas on her skills as a Quaker educator and leader of primary age Gatherings.

We thank Lou Giudici for her service as Quaker Advisor for the High School and wish her well in the future.

We thank Allan Knight for his service as a committee member over the past eight years.

We are grateful to Nelson File for all the work he has done as Principal of the School. We anticipate an opportunity later in the year when we can thank him more formally for his many years of faithful service.

Members of the Quaker Values Committee:

Mary Beadle (Tasmania Regional Meeting)

Tracy Bourne (Canberra Regional Meeting) – Convenor

Maxine Cooper (Victoria Regional Meeting)

Tom Dundas (Tasmania Regional Meeting)

David Edmiston (Tasmania Regional Meeting)

Liz Field (New South Wales Regional Meeting)

Nelson File (Principal)

Bruce Henry (Presiding Clerk Australia Yearly Meeting)

Jen Newton (Tasmania Regional Meeting)

Christine Venner-Westerway (Queensland Regional Meeting)

Allan Knight (Western Australia Regional Meeting)

Illuminate Campaign Shines Bright as New WN Oats Centre Unveiled

On Thursday 23 March 2023, The Friends’ School reopened and celebrated the transformed WN Oats Centre for its annual Community Appreciation Day. Made possible from contributions to the Illuminate Campaign, the new state-ofthe-art centre has been transformed into a modern, flexible space that encourages collaborative learning and provides a hub for artistic and cultural activities.

Parents, students, staff, alumni, and over 150 community members gathered for this significant milestone for the school community, and participated in various activities to explore the centre. As guests arrived, musical students entertained guests with jazz and string performances. Break-out rooms of interactive mathematics challenges and paper-crane making showcased to guests how the different spaces can be used; a key feature being the ability to write directly on tables, walls and windows.

Principal Nelson File acknowledged William (Bill) Nicolle Oats’ remarkable legacy, and why the new facilities retained his name, mentioning he had such a zest for learning, was passionate about children reaching their full potential and contributing positively to society. The new facility honours Bill’s contribution to the school in perhaps a more relevant way than the previous gymnasium. It was heart-warming to have Bill’s extended family present to officially reopen the centre, including his daughter, former Friends’ School Co-Principal Stephanie Farrall.

As we conclude Illuminate: The Campaign for The Friends’ School, we celebrate this first-class learning environment and deeply thank everyone who provided generous contributions of time and financial support. We echo the students’ excitement for the new opportunities and collaborations that the revitalised WN Oats Centre will bring.

Scan the QR code below to view the video of the event.

Scan the QR code below to view the video of carrying on Bill Oats’ legacy in the redeveloped WN Oats Centre.

“Our father would have been so thrilled to see the transformation of the WN Oats Centre. In my experience, the best school is one that can be described as both a learning and caring community, and this redevelopment absolutely feels that.”

Stephanie Farrall

TheextendedfamilyofWilliamNicolleOatsattheevent.Photo:RosieHastie

The new WN Oats Centre. Photo: Rosie Hastie BenWignallandJeremyOatscelebratingthenewcentre.

Photo: Rosie Hastie

Nelson File (Principal)

On 21 March 2023, the weather was agreeable and the lack of any Covid restrictions meant that the School could hold its first Whole School Gathering in over four years. All 1,300 students and more

than 230 staff members joined together outside on the Argyle Street campus for the event. Its theme aligned with Harmony Day - change/ hope for the future, new beginnings and supporting each other. Hope is more than a feeling, it is about action with integrity. A wide range of students and staff

spoke, as well as the Primary School Choir, who sang A Better World . I also had the opportunity to share with students about how we can concretely put into practice George Fox’s advice of “Walk Cheerfully Over the World Answering that of God in everyone”.

Whole School Gathering Opportunity: The Gift that Keeps on Giving

As the Illuminate Campaign draws to a close with the completion of the new WN Oats Centre, the next phase of philanthropy at Friends’ will focus on a needs-based scholarship. These can enable a young individual, who does not have the means to afford a Friends’ education, to join our school in the coming year. Accessing a Friends’ education can be life-changing, and so rewarding for those who make it possible.

Former recipient of one of these scholarships, David Ovens (Class of 2017) had heard that philanthropy and giving was a strong message that the school set, but it wasn’t until it directly affected him that he had a true understanding of just how profoundly it can turn lives around. David and his sister Nina had come through a very difficult time with family circumstances, with their father becoming very ill.

“If it wasn’t for the School’s philanthropy and generosity neither me or my sister would have been able to carry on

Peter Underwood Peace & Justice Lecture

Charlotte Winter (Year 12)

Since 2015, The Friends’ School has hosted the biennial Peter Underwood Peace & Justice Lecture commemorating the life and values of former Chief Justice of the Supreme Court and Governor of Tasmania, Peter Underwood. In his lifetime, Underwood endeavoured to improve the lives of others, living by his mantra: “We all must actively strive for peace and justice on a daily basis” . This year the Peter Underwood Peace & Justice Lecture was presented by Indigenous rights advisor and Palawa Elder Rodney Dillon, specifically focusing on what it means to contribute to reconciliation and how we as a school community can actively work towards peace, justice and connection with first nations peoples. For two and a half thousand generations the Palawa people maintained sustainable practices; moving with the seasons, burning the land, farming all the way up through the midlands. Over millennia Aboriginal people were faced with changing

climates, rising seas and invasions yet “they always changed and adapted” . Uncle Rodney explained how groups held strong governance and boundary lines and preserved connections with neighbouring people, “Our group here is only as strong as the group over there” . Through these messages Dillon expressed the deep importance in the continuation of cultural practice to maintain community and connection.

Today, Aboriginal communities are still significantly disadvantaged in the areas of education, healthcare, incarceration and housing. Long standing systems continue to perpetuate colonial ideals and restrict indigenous peoples from accessing equal opportunities. As the Indigenous Rights Advisor at Amnesty International Australia, Rodney works closely on issues regarding Aboriginal incarceration and police brutality. Tragically, In the last 30 years, 500 Aboriginal people have died in custody and kids as young as 10 are continually being locked up and tear gassed. Dillon made clear the grave importance of confronting

our past, repeating, “our history is invisible if we don’t talk about it” . Without treaty and proper acknowledgement, Indigenous issues are increasingly difficult to tackle as laws do not stand to protect land ownership, the return of bodily remains and child removal among many other present concerns. Throughout his life Dillon has continually worked with the aim that “Aboriginal people should be managing their own history and their own sites” , linking closely the objectives of the Voice to Parliament, of which Dillon will be one of 19 committee members. While speaking Rodney looks up to the crowd stating clearly, “We need a voice to parliament because our people are voiceless, our people don’t get a say” . Rodney’s presentation drove home the key roles that community, reflection and truth play in paving a path for peace and justice. Dillon implores us to vote yes, to acknowledge aboriginal people in our constitution and to allow our country to mature and move forward together.

at the School,” he said. “The friends’ community is what drew me to remain at the school as things got difficult. If it wasn’t for the community, I wouldn’t have felt such a want and impetus to stay; it was teachers, staff, parents and friends that helped me get through the difficult times.”

The entire Friends’ School community is invited to actively participate in providing financial assistance for this fund, and to give

the gift of opportunity. The school has a goal to reach 200 donors. Each gift, no matter how small, will be deeply appreciated, recognised, and cherished.

Visit www.giving.friends. tas.edu.au to learn more.

Thefirstwholeschoolgatheringinoverfouryears.Photo:EmmaGilligan

RodneyDillonpresentingatthePeterUnderwoodPeaceandJusticeLecture.

Photo:HollyChilman

DavidOvens,formerrecipientofaFriends’SchoolNeedsBasedScholarship.Photo:HypeTV

The Friends’ Alumni Representatives Meeting & New Members

At our most recent meeting on 17 May 2023, the Reps discussed the appointment of the new Principal Esther Wilkes Hill, the year level reorganisation ‘L@F24+’, the opening of the new Revell Sports Centre and WN Oats Centre, upcoming Hobart and interstate reunions and events, including the possibility of a School Fair in 2024 and the growing Alumni community on the School’s LinkedIn page (select The Friends’ School in the education drop down box on your profile to join). The Reps also heard about upcoming giving programs including Friends’ Together 2023 and the return to a focus on needs-based scholarships.

As we enter the fourth year of the Friends’ Alumni Representatives group, we would like to thank inaugural members Flick Boucher (1987) and Sam Cairnduff (1994), Charlotte Rogers (2020) and Tasman Inglis (2020) whose terms have now concluded, for their time serving on this Committee. We appreciate very much the time, thought and energy that our Reps have contributed especially as we established this new group. We also extend a very warm welcome to new Representatives David Ovens (2017), Trish Groom (1966) and Gryff Connah (2022) who have joined the group this year. The Reps continue to work together to form meaningful relationships amongst the alumni community and with the School.

You can learn more about the Alumni Reps on the Schools website, or by getting in touch with any of the Reps:

Lucy Loney (1988) (Convener)

Gryff Connah (2022)

Riley Curtain (2021)

Tessa Fink (1999)

Jade Galbally (1995)

Alex Given (2009)

Trish Groom (1966)

Roly Hill (1959)

Andrew Kibbey (1995)

David Ovens (2017)

Roger Stilwell (1956)

One of our recently appointed Alumni Reps Gryff CONNAH (2022) provided us with an update on his experiences and life since graduating from Friends’ in 2022 and shared valuable insights into his journey over the last 6 months. It certainly sounds like he is enjoying the transition to life in a vibrant large city and the experience of studying there.

Where are you now and what are you doing?

I am currently studying a Bachelor of Fine Arts in Theatre at VCA (the Victorian College of the Arts), up in Melbourne. Life in Melbourne is hugely different from life in Tassie; the city extends out immeasurably and it is home to a vast amount of people, however its art scene is especially exciting and the opportunities it has to offer in terms of prospective work and/or further education are amazing!

How has life been since you finished school at Friends’?

My life has absolutely opened up since graduating from Friends’ - I have met so many new people and I have really expanded my horizons as to the possibility of artistic collaboration. This is not to say that life wasn’t already great when I was still in Tassie! I really feel that the university experience thus far has been easier because of my education at Friends’. Uni Melbourne especially is highly focussed on cultivating diversity, fostering freedom of speech and promoting sustainability - all aspects which are central to the Friends’ Purpose and Concerns.

What are your plans/dreams for the future?

My plans for the future include: continuing to learn and gain fluency in Spanish, pursuing opportunities within the theatre industry, and beginning to write my own dramatic works. I intend to get into some of these over the break, so that I can come back to semester two rearing and ready to go. The industry I’m in is “self-starter” in nature, and so actively involving myself in the world around me and its possibilities is of utmost importance.

Book a Campus Tour

Members of the School community and prospective families are invited to receive a personalised tour of the School campus. Come and see the new facilities. It is also a great way to see our students learning in action.

If you would like to receive a tour, please contact Director of Community Engagement, Bill Avery via email bavery@friends.tas.edu.au or phone (03) 6238 2301

Update Your Details

To help keep up-to-date on school events, reunions and also receive other publications, please let us know your current email and postal address. Your details can be updated at www.friends.tas.edu.au/updateyourdetails or scan the QR code.

Submit an Enrolment Application

We are reaching, and have reached, enrolment capacity in many year levels for 2024 and beyond. To avoid disappointment, we encourage our School community to submit an enrolment application to commence your child/grandchild’s schooling at The Friends’ School or be added to a waitlist as early as possible. For more information, please call our Enrolments Office on (03) 6210 2286 or email enrol.office@friends.tas.edu.au

To complete an enrolment application, visit www.friends.tas.edu.au/enrolments/apply-now

Gryff Connah

Alumni Updates

Emma PITFIELD (1997)

We were delighted to catch up recently with Emma and her mother and give them a tour of the School. Emma kindly shared with us a little of the journey her career has taken since she finished Friends’ and some advice for our current students. Thank you Emma for your insights.

What happened when you left School, how did you get where you are now?

Since I graduated from Friends’, I have had the opportunity and good fortune to live in a variety of places around the globe and undertake many different roles so here is a brief summary of the last 9000 or so days!

I finished at Friends’ and studied a Bachelor of Commerce Degree majoring in Accounting and Finance at the University of Tasmania before moving to Sydney to commence a Graduate role with Deloitte in external audit.

Those that knew me at Friends’ probably recall I worked at McDonald’s whilst I was at school and this continued into University. I received an opportunity from McDonald’s to move to Melbourne and join the Corporate team in Finance. I spent three years in Melbourne working as an Accountant and then jumped at the chance to relocate to Sydney to lead a large Finance Team. During this time I undertook my Chartered Accountant studies.

After some time in that field, I made the change to support an international program to deploy new Finance Systems for McDonald’s globally as the business lead which took me to Singapore, Malaysia, Korea, South Africa, China and Thailand. This in turn led to me moving into roles supporting the development of shared services, spending a number of years in China, Singapore and Malaysia.

I then switched over to the Technology team and my role involved assisting various technologies supporting the finance, business insights, supply chain and marketing teams amongst others. I was based in Sydney and had responsibility across the Asian and Middle East markets.

Then came the incredible opportunity to relocate to Dubai for a couple of years leading a retail technology program which involved supporting 20 markets in the Middle East. This was an amazing time as well as being able to learn in depth about different cultures and a region I wasn’t previously familiar with.

I relocated back to Sydney in the new role as the Regional CIO for Asia which included significant amounts of time in Japan as well as nearly a year being based in Delhi in India as the acting market CIO.

In 2020 I commenced a new role with Genpact (a company formerly part of GE) where I became the ANZ Transformation Leader which meant leading large transformation projects with large global organisations who operate in the retail, consumer goods, healthcare and lifesciences industries.

After a few years I was offered the opportunity to join the partnership at KPMG in Melbourne and I now work in the Finance Strategy and Performance Team and I lead work with large clients driving Finance and Technology Transformation – this role essentially brings all my prior roles and experience into a role I’m really enjoying.

What I really love though is advocating for women in technology as well as mentoring people early in their careers.

Where are you now?

I am now based in Melbourne after the last 17 years being based in Sydney, Dubai and lots of travel in Asia. I was married for a long time to my Samsonite suitcase and have two furbabies (cats) which I enjoy taking care of after spending a lot of time travelling, which meant I couldn’t have pets.

Who influenced you on your journey - in work and life?

I fondly remember my classes with Lyn Tunbridge in Accounting and Economics. She set me up on the path that I now have, don’t underestimate the foundational skills that you pick up at school. It was a real pleasure to meet her recently as well as bump into some staff who were teachers when I went to friends and are still teaching, including Miriam Berkery and Tammy Giblin.

Do you have a fond memory of your time at Friends and how did the School influence your journey ?

I think that my time at Friends’ also sparked a lot of curiosity regarding learning about different cultures and their customs. I’ve been really fortunate in my work and travels to work with and meet people from countries all around the world and I have a real passion for travel and history as a result. I love the fact that I have great friends and friendships across the globe and this has helped me become more empathetic, appreciate the benefits that a diverse team can provide and be more culturally sensitive.

Friends’ also helped me appreciate the joy of giving back and I’ve had the opportunity to leverage my business skills to support charities, including time on various advisory bodies as well as time as Treasurer for Ronald McDonald House Randwick.

Do you have any advice for our current students or your younger self?

Here are 5 of my favourite lessons of advice, especially as students embark on their careers: Build your network - I love the fact that I still stay in regular contact with friends that I went to school with or past students. This will help you build your network to support you personally and professionally, even if it’s not yet apparent. Your networks are essential and this involves helping others as they help you.

Be curious – remain curious throughout your career. Experiences and learnings aren’t immediately apparent on how this might help you but it could in the future. I started in a pure finance focused role, got more curious on how finance systems work and this led to 5 years of travelling the world globally and pivoting from finance to tech, to now a combined role.

Don’t get too stressed on the question of ‘what job do you want in 5/10 years?’ In fact, my response to this question for the last 10-15 years has been ‘the one not yet invented’ and this is truer than ever. Treat your career and life in general as a way of building a patchwork of skills and experiences. These skills can be recut and put back together in many different ways.

The educational foundations matter – I’ve been lucky in the last 10 years or so to work with leading/emerging technologies, including Artificial Intelligence, Machine Learning and advanced analytics. Without the core foundational skills in finance, accounting and technology, the ability to grasp and leverage these technologies/ capabilities would be impossible.

• •

I still use the basics of accounting principles every day that I learnt 27 years ago.

Foundational skills in business these days also require a strong ability for communication and change management – i.e being able to articulate a clear and compelling message, whether it be for a business case/ case for change, to influence others, or to communicate key messages. Change management requires a strong bias and focus on how people will manage through change – stakeholder identification and management as well as comms and understanding how people cope with change is key. Sound English skills are critical.

Data and Analytics – insights are more and more important . Having solid mathematical skills, combining these with the ability to tell a story are critical business attributes. AI and Machine Learning capabilities will be key enablers in supporting people further, but will still require human intervention, as well as applying change management principles to make good decisions and more importantly to drive actions will be critical.

Take on opportunities that are presented to you –probably 95+% of the time, I’ve said ‘yes’ to taking on new opportunities and I haven’t regretted it. This has enabled me to serve Athletes in the Olympic Village in Sydney 2000, work in India for a year, travel to 80+ countries, support large charitable organisations, help mentor others and move to the Middle East (which included going to Mauritius and La Reunion for work!) to mention a few.

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Emma Pitfield

EmmaandMareePitfield.Photo:LucyLoney

Elaine WATSON (PIERCE) (1944)

We recently received a lovely letter from old Alumni Elaine Watson, possibly our most senior Alumni, describing what a Friends’ School education gave her.

“I am 96 years old and wish to add a few words, reflecting on my 17 years at Friends’ School. Those years with Mr Unwin represent in many ways the Friends’ School ideals that I have tried to pass on to my 6 children, 16 grandchildren and 7 great grandchildren. While at Friends’, I learned to look for the best whether it be in education, music, sport, art, politics, health research, science, nature, gardening. I also learned to be more concerned about social issues such as slavery. I would have liked some of my family to have been scholars at Friends’, as was my mother and her family at Clemes. My Friends’ education also taught me to be an animal carer and to care about their environment. I admire those in the world who endeavour to protect habitat and establish animal sanctuaries. I am also interested in the pursuits of Quakers living now, such as the British actor Judy Dench.”

Thank you Elaine for exemplifying and highlighting the core values of a Friends’ education, just as important today as it was in 1944.

Naomi Connor and Janet Henderson, Past Staff

We were delighted to host past staff members Naomi Connor (1992-2016) and Janet Henderson (1979-2018) for a visit to the School to take a look at the new Revell Sports Centre and WN Oats Centre on the Commercial Road Campus. Our alumni community encompasses alumni and their families, as well as former staff and volunteers, and friends of the School. Thanks for visiting Naomi and Janet!

Supporting a Vibrant Parent Representative Group

Bill Avery (Director of Community Engagement)

Since the School’s inception, Friends’ has had a strong and dedicated parent/ guardian community, who are passionate about their children receiving a firstclass education, grounded in Quaker values. The Parents’ and Friends’ (P&F) Association has been one avenue for parents, guardians and/or carers to become involved in school life, by volunteering their time to support students and families and foster school community spirit. According to past Headmaster, Bill Oats, the Parents’ and Friends’ Association was established by past Headmaster Ernest Unwin in 1925 and since that time has had various structures and many committee members devote their time and energy.

Over the years the P&F Association has supported the School with organising

events, fundraising for student programs, fostering parent feedback and suggestions to the school leadership and helping maintain strong school community involvement. However, in recent times, this incorporated Association structure has had some challenges in maintaining its presence and engagement with the wider school parent body.

I would like to deeply and sincerely thank all the parents who give their time, mind and means in a variety of

ways at Friends’. The School is very grateful to those parents who have actively and generously dedicated their time and expertise as a P&F Association Committee member. School Fairs and fundraising events require a huge commitment from parents and the P&F Association has led the way in organising such events for the enjoyment of 1000’s of attendees over the years. Thank you to so many past P&F Association committee members for their passion and commitment.

With the busy world we live in, COVID-19 and the advent of online connectivity, good attendance at P&F Committee meetings and recruitment of people to take up roles has been difficult. Feedback from parents have also said that providing their time in these sort of roles should be manageable with less administrative requirements. With this and other aspects in mind, the School has decided to focus on a new format and structure.

The Parent Year Group

representatives have been in place in the Primary Years for a number of years and the School’s Community Engagement team is supporting this body to be the main parent representative structure. Two to four parents represent and volunteer their time for each year group to encourage community engagement, communication and activities to support parents and students in their nominated year group. Over the coming months we will publish more information about this group,

particularly with respect to purpose, role overview and schedule of activities. We look forward to continued contribution and engagement with the Parents Year Group representative group to help maintain a strong schedule of activities and belonging in the Friends’ community. We aim to continue the enthusiasm and collaboration from years gone by in the new parents group structure and create an engaging parent representative body that is closely connected with students, families and staff.

JanetHenderson&NaomiConnorinfrontofstaffhonourboards.Photo:LucyLoney

Parentscreatingfuneventsforourstudents.Photo:AlastairBett

In memorium

Nancy Newbon 6/10/1920 - 30/12/2022

By Kathy Rundle

Nancy completed her education at Hobart High School and the University of Tasmania where she gained a degree in Arts degree but turned her focus on teaching primary school children. She went on to teach in a number of Tasmanian schools including Scottsdale High, Launceston High and New Town High, interspersed with time working in the UK.

Seizing the opportunity, Nancy eagerly accepted a position at Friends’ School in 1954. Little did she know when she walked into that interview with the Headmaster, that she would happily stay teaching at Friends for another 27 years. She dedicated herself to teaching at Friends’, cherishing the experience and contributing to the school community until she ended her career in 1981.

Nancy saw great changes to education and lifestyle during her long years of service. She described being ushered for that first interview by a maid in a black frock and white apron. By the time she retired in the early 1980’s, the School had changed in so many ways, not the least the demise of the maid!

She had strong memories of her first class at Friends and described how “ the students looked after me like a Mother hen with one chick throughout the day “. The student assistance throughout that first morning of settling in with procedures like timetabling, books and travel passes remained with her always.

For 27 years Nancy not only taught Math’s, but undertook the evening supervision of boarders, some PE teaching, managed girls uniform and lockers, House Administration, leading Unwin House and briefly Hodgkin House, as well as the role of Acting Senior Mistress. Nancy was later appointed Head of Maths in 1971 and with it the running of the Math’s Department until her retirement.

Nancy remained precise, friendly, and warm all her School life and enjoyed the sense of belonging at the School stemming from that first interview.

At home Nancy enjoyed gardening, sewing, walking and decorating and continued her contact with the School into her last days. We give thanks for her long life.

We would love to share a story with you from 2020 when Nancy celebrated her 100th birthday. Find out more about this remarkable woman here: www.friends.tas.edu.au/2020/12/10/ happy-100th-birthday-nancy-newbon

Howard Wise 31/01/1924 - 10/10/2022

By Jenny Mitchell

Howard Wise will be remembered as a gentle man and dedicated educator who made a significant impact on the students and staff of The Friends’ School, teaching languages from 1956 to 1961. He had moved from England to Hobart with his wife Mary, adopting their first child, Peter in 1960.

Howard joined the Modern Languages Department as an Assistant Master, teaching both French and Latin, quickly displaying excellent capabilities in the teaching field that within one year of service he was appointed as Senior Master of the Department.

Elizabeth (Biz) Clemes 1952-2023

By Kathy Rundle

Biz Clemes had a rich and enduring connection with The Friends’ School that spanned generations. Her family’s ties with the school trace back to the School’s foundation when her great great grandfather established the School in 1887 and later on Clemes College. Furthermore Clemes College was run by her grandfather William and attended by her father John. Biz, along with her sister Didi and brother Peter, attended The Friends’ School for all her academic life and showed herself to be a fine student.

In addition to her academic achievements, Biz excelled as an athlete, proudly representing Australia in softball and her State in lacrosse. Her love for outdoor activities was evident through her passion for swimming, sailing, and tennis.

At Friends’ School, Biz pursued her love for languages, studying Latin, German and French. Her commitment to language learning continued at university, where she expanded her repertoire by adding Japanese and, more recently, Indonesian to her impressive credentials. After successfully graduating from UTAS, Biz further enriched her knowledge by studying in Germany.

Following her experiences teaching in Government Schools, Biz went full circle and joined Friends’ School in 1991, where her invaluable contributions to the Language Faculty were highly regarded and notable.

After marrying Austin and becoming a mother, Biz continued to make a significant impact through teaching Japanese. Her children Ella and Darie carried on the family legacy by attending Friends and are esteemed members of the School Community.

Biz made many contributions to our School but perhaps the most notable was her calm and beautiful presence. She was a serene person, a kind and thoughtful person and one who truly let her life speak.

Adrian Dean 21/7/1931 – 29/1/2023

By Greg Hill

HowardWiseinEngland,2021

His outstanding ability as a teacher and thoroughness of leadership as Head of a Department was admired and appreciated by all. He undertook a complete revision of the current curriculum and planned courses for his staff. Whilst a firm disciplinarian, he succeeded in gaining the respect and affection of his students. He had a deep concern to develop right attitudes and a sound sense of values in his pupils which was clearly apparent throughout his period of service at the school.

Building upon his love of the French language, he produced French plays for the School, inter-school programmes arranged with Alliance Francaise Tasmania and Class Dramatic evenings.

They returned to England with Howard always remembering with great emotion the baby gifts and kind wishes they received at that time.

He led a long and happy life and spoke with great affection of his time at Friends’, reminiscing about his Hobart days and the friendships made with fellow staff. He spent his later years in the company of his son and was delighted when Peter made the journey to Tasmania in 2016 as he was not well enough to undertake the voyage himself.

Peter visited the school, meeting with the School Archivist Melinda Clarke, who gave a school tie and school literature to give to his father. It gave Howard great joy to receive these items and he declared to wear the school tie with pride, bringing back many happy memories of his time at Friends’.

Adrian joined The Friends’ School as a Woodwork teacher in 1967 and retired in 1985.

Adrian was a passionate craftsman and woodwork teacher. Children loved being with him in the workshop and the students who often sought him out were often the ones who didn’t feel they fitted in well, who needed their space and Adrian’s calm assurance and guidance to help them create their own work. I watched these young people grow immeasurably in his presence.

He was a person with an amazing list of life experiences and skills, which he readily shared with his students. He was a talented boat designer and builder, and he spent a year on Macquarie Island participating in environmental and scientific projects as well as building works.

He became involved with the Friends’ Scout troop, and built a large number of kayaks for the scouts to use. He was heavily involved in the School swimming club and during his period as coach of both the boys and girls teams, the School won SATIS swimming carnivals. A natural progression then followed from coaching the swimmers to coaching the water polo teams and they too enjoyed similar success.

My earliest memory of his work was with Year 7 groups in regular outdoor education adventures and orienteering and particularly at the Waddamana camp that he was central to in its acquisition and setting up for school groups.

On one trip, the group set off for an overnight camp some distance from the home base at Waddamana.

No tents, we were to sleep under the stars and experience the life of early pioneers. The kids were so excited. Adrian used his knowledge of the bush, the lay of the land and the position of the sun to guide us to our campsite. On the way we found an echidna wandering along and Adrian gently turned it over and showed the students its pouch and explained many things about this creature and its position as one of the only egg laying, semi aquatic mammals in existence.

When the working groups had organised and cooked their evening meal the weather changed. Rain clouds gathered. There were worried looks on the young faces as we all turned expectantly to Adrian. Out of his giant pack came a huge tarpaulin which he strung up between trees under which we all spread out our sleeping mats and sleeping bags. As darkness and rain fell, a sense of anxiety spread around the 20 students and once a couple started to quietly sob, it spread amongst some others.

We Give Thanks for the Lives of...

Mary (Adele) ANDERSON (1951)

Marjorie (Meg) ARCHER (EVAN) (1948)

Hilda Selwyn BARDENHAGEN (BURNS) (Former Staff)

Jocelyn BOWDEN (BOWLING) (1965)

Elizabeth (Biz) CLEMES (1970)

Helen CONNOR-KENDRAY (CONNOR) (1961) OAM

June CRIPPS (HANSEN) (1948)

Lynette CROUCH (HOWARD) (1957)

Adrian DEAN (Former Staff and Parent)

Damien FENTON (2012)

Catherine GARVIE (1964)

Sadie Masters GOW (GOULD) (1938)

John GRAHAM (1963)

Linley GRANT (Past P&F Member & Past Parent)

Lois GREEN (GUILER) (1966)

Rod GROSVENOR

Dorothy (Doff) HALLAM (BENJAFIELD) (1942)

Desmond HALLETT (1956)

Margaret HANSEN (TIDEY) (1947)

Tony (Anthony) HARRISON (1955)

Alison HODDINOTT (WRIGHT) (1948)

Allegra HUXTABLE (1985)

Rosanne JOYNER (TAPPING) (1947)

Fay LEWANDOWSKI (ROGERS) (1946)

Helen MAYMAN (PRESHAW) (1950)

Diana MIRRINGTON (STONE) (1958)

Adrian didn’t say a word. He knew we would all be safe. He found his harmonica in his pack and ever so quietly, he started playing it. One by one, the sobs ceased as the students strained to hear the melody above the sound of the rain on our temporary roof. It may have been 10 minutes or a little more before all the group were sound asleep. Nothing was said or needed to be said in the morning. That is what an incredible man Adrian Dean was.

Adrian and I developed a sailing experience for students who had never had the chance to sail before as part of the Year 9 outdoor education program. Together with Adrian’s beautiful steel boat, “Claudia” that he designed and built, we gathered about six parents, who also owned yachts, to join us and to share their knowledge of sailing with two or three students on each boat over three days.

The flotilla headed down the D’Entrecasteaux Channel under sail. What a spectacle!

At night, we anchored close together and some rafted up. We rowed dinghies ashore on a remote area of Bruny Island the next morning before sailing to the next anchorage. The students had the best time, doing something completely new and learning how to manage, sail and navigate a yacht.

On the final morning, some of the skippers decided to catch up on some sleep below decks (or did they plan this?!) and left the newly trained sailors to get sails up, weigh anchor and set a course back to Kettering. What an experience for these young people!

On his death, Adrian had requested that his children not organise a funeral or a service.

His hope was that the people who had crossed his path might remember something that he had taught them or lessons learned from him and that they might pass that knowledge on in some way.

In Quaker terms, “He let his life speak”.

Kenneth MOY (1957)

Nancy NEWBON (Former Staff)

Geoffrey PEDLEY (1951)

Michael READ (1950)

Christine Janet RICHARDSON (LOVETT) (1945)

Warwick RISBY (1964)

Pauline SHUGG (BIGNELL) (1942)

Cameron SMITH (1973)

Neville SMITH (1942)

Janne WALCH (1953)

Neil WADE (1969)

Jane WALKER (Past Parent)

Colin WALTON (1952)

Tony WELLS (1959)

Peter WILDE (Past Board Member, Past Association Member, Past Parent)

Howard WISE (Former staff)

We are saddened to hear of the recent deaths of these Friends’ community members since the last edition of Focus. We hold them and their loved ones in the Light.

Adrian Dean with harmonica

Adrian Dean with students at school

Adrian Dean with students in the bush

Reunions & Events

50+ Luncheon

We were bursting at the seams at the Royal Yacht Club of Tasmania celebrating with past students from the Class of 1974 all the way through to the Class of 1947. With more than 130 attendees there was plenty to catch up on and the School song was sung with gusto!

Class of 1973 Reunion

What a delight it was to host the Class of 1973 for a tour of the School and dinner at the Royal Yacht Club of Tasmania. With over 40 past students returning for the event it was a joyful night full of warmth and connection.

L-R:DonNicol,RickLonergan,AllisonLonergan.

Photo:JennyMitchell.

L-R:GrahamGourlay,LyndsayFarrall,StephanieFarrall (Oats),AnnGourlay.Photo:JennyMitchell

L-R:LynetteCrisp(Potter),ChristineHoward,KayAllport (Dunbar),HelenWest(Evans),GlenyseRussell(Charlton).

Photo:JennyMitchell

L-R:IlseUrlus(Boot),RolyHill,ChrisHooper,GregHill, SueHall(Baird).Photo:JennyMitchell

L-R:PammieNickolls,SueChopping,LyndleyChopping.

Photo:JennyMitchell

L-R:DaleForwood,JudyForwood(Hamilton),Robin&SueFreestun.Photo:JennyMitchell

L-R:PeterWade,GilbertFraser-Easton,JohnHepper.

Photo:JennyMitchell

L-R:JonathanRicketts,GregWilliams,KimHepper (Johnstone).Photo:JennyMitchell

L-R:RobynLewis(Haney),DianeHeddle.

Photo:JennyMitchell

Morris Primary Years Cross Country 2023

Allyce Winton (Educator)

The annual Morris Years 3-6 Cross Country Carnival was held on Thursday the 18th of May. The day started with much anticipation particularly for Year 3 students as it was their first time doing the course. Year 4 was first out of the blocks with a combination of nervousness and readiness that could be seen on most faces. Spirits remained high thanks to the Year 6 Leaders helping warming up each year level before their race, motivating every runner over the finish line, and even getting onlookers up and about with their creative dances. All students displayed great positivity, team spirit and sportsmanship and should be congratulated.

Years 7-12 Cross Country Season

HighSchoolCrossCountryChampions.Photo:JohnWhite

Sophie Connolly and Mitchell Walker (Year 12)

The 2023 Cross Country season has been one to remember. Senior Friends’ students have shown strong school spirit and participated enthusiastically in various carnivals.

The school carnival at Bell

Street saw great participation and enthusiasm from all grades, from Years 7 to 12. The house competition was tauntingly close with Ransome winning the girls, and Unwin winning the boys. Overall, Unwin won, beating Ransome by just seven points. Mather and Hodgkin were also very close with only 8 points between them.

A highlight of the crosscountry season was the

SSATIS cross-country competition. Friends’ fielded a strong contingent of 85 runners who all put in an amazing effort on the challenging soldiers’ walk course. Friends’ students were very competitive winning four age group pennants. For the prestigious shields, Friends’ took almost a clean sweep, winning the Boys Aggregate, Co-Ed Aggregate, Co-Ed Senior and Co-Ed

Junior shields. Friends’ also saw impressive individual performances with Violet Owen (U14 girls), Sam Castle (U16 boys), and Sophie Connolly (Open girls) taking out their respective age group titles.

Following this, a smaller team of 30, Years 7-12 students made the trek up to Symmons Plains raceway for the Tasmanian Secondary All Schools Cross Country

Championships. Friends’ students again showed great enthusiasm and grit in their performance. There were impressive individual performances, with four students who won the state titles for their respective age groups, including Sophie Connolly (U20), Oliver Thiessen (U17), Jemima Lennon (U17), and Violet Owen (U15). Also, another five students achieved a top 6

placing making them eligible to represent Tasmania at the Australian Cross Country championships in Adelaide at Stromlo Park on the 26th of August.

MorriscompetitorsAlexanderSmith,AxelParker,SamAntonyand AmartyaSheonycrossthefinishline.Photo:SharonRyan

MiriamFong,LucindaPitt,EleanorGreen,ElsaBurnsandEmiliaChesher crossthefinishlinetogether.Photo:SharonRyan

Year5GirlsGeorgiaCooper,OliviaWhitehouse,VictoriaHill,JennyPark,CaitlinWest,TillyForde,VivienneEllis,GeorgiaWiggins,AliceMorgan.

Photo:SharonRyan

Friends’ Girls Triumph in Head of the River

Lucy Cooper (Year

12)

On the 18th of March 2023, 130 rowers from The Friends’ School headed to Lake Barrington to compete in the 107th Head of the River. The Head of the River is the culminating event in a long rowing regatta calendar, and for the senior rowers, the Opens Eight race is the pinnacle of up to 6 years of rowing for the School. Consequently, the pressure on

the senior rowers going into this event is extremely high. The support provided by the juniors throughout the day, particularly through the oar ceremony, provided a sense of unity by bringing the whole Friends’ rowing community together.

This year the Open Girls had a convincing win by nine seconds in the final eights race, making it The Friends’ School’s first Open Eight win at Head of the River in six years. The girls’ coach Anthony Edwards described

how thrilled he and co-coach Max McQueeney were at the way the girls executed their race plan, and the composure they maintained going into the event. The Open Boys also had one of the best races of their season, finishing strongly in third place. They showed great improvement from prior weeks, demonstrating the commitment each boy had made to the team and the event. Friends’ also performed strongly across the junior age groups, taking out

nine Division 1 wins across all age groups. This was especially seen in the U13 girls group where they won all three Division 1 races, winning the single, double and quad events. The hard work that goes into the whole season and the final event from coaches, families and the rowers is immeasurable. Congratulations to all involved!

Morris Swimmers Make Waves in Three Carnivals

Lisa Di Venuto (Head of Junior Sport)

The Swimming Carnival at Morris is now a three-step process; Mini Carnivals, followed by JSSATIS Selection Carnival, followed by the JSSATIS (interschool) Carnival.

As part of the Physical Education program, Years 3-6 students participate in Mini Swim Carnivals in year level groups early in Term 1. The

purpose of these carnivals is for all children to understand the events involved in a swimming carnival in a safe and inclusive environment. In 2023, we had maximum participation in our novelty and swimming events with the favourite event being the ‘Mexican Dive’. During these mini carnivals, we also conducted trials for 50m events for children who wanted to be considered for JSSATIS selection.

The Morris JSSATIS Selection Carnivals were held in week 4, and consisted of

the 50m trial swimmers. Over 130 children from Years 3-6 participated in these carnivals showing off their freestyle, backstroke, breaststroke and for some, their butterfly.

From this event, a JSSATIS team of 42 was selected to represent Friends’ at the Hobart Aquatic Centre in late March. These children achieved many PB’s and lots of top three placings.

Congratulations to all Morris swimmers!

HeadoftheRiverOarCeremony.Photo:AnnaCooper

HenryDeGroot&FelixKiss.

Photo:KathyHall

ImaraMcCourt,OliviaKillingsworth& LucindaPitt.Photo:KathyHall

HeadoftheRiverWinners,BackRowL-R:MaxMcQueeney,AlannahEdwards,AudreyHope,SophieNeal,BrideWoolley,GabbyHill,EstherFalloon,AnthonyEdwards. FrontRowL-R:LucyCooper,JarahWilcox,SophieBryant.Photo:AnnaCooper