FOCUS 115

Year

Esther Hill reflects on our

community of friendship, respect

and optimism

Esther Hill, Principal

As we complete the first term of 2024, I am reflecting on the Friends’ community and what sets it apart from so many organisations. Whilst some of the language in this testimony from Faith and Practice is a little antiquated, what I feel shines through more than 75 years later is what I have seen and felt at the heart of this community in my first months at the School: “Teachers and scholars make a community living and working together under discipline in friendship and mutual respect… The whole community should live together in friendship, each one recognising the special position held by the others and the contribution required from each for the perfection of the common life’. Faith and Practice: The Society of Friends and its schools, 1946

What is fundamental to this community is its relationships among its staff and students, from the smallest and youngest members to the most experienced. In and amongst those relationships is a unique sense of respect, groundedness and optimism. I have been asked on several occasions what my vision for the School is. I have responded that The Friends’ School is unique, and I see my service to this community as maintaining and growing that unique culture deeply grounded within the Quaker ethos. The world around us is experiencing unprecedented developments in technology, coupled with political volatility, violence and unrest in some parts, increasing inequity across the globe for its most vulnerable citizens, along with the ever-present and escalating impacts of

global warming. With all of this, a Quaker education offers the opportunity for the central outcome of schooling to be the development of character, alongside academic skills and fostering an orientation of service to the local and global communities and environments.

As an educator, there are many things that keep me awake at night, and most significant is the wellbeing of our young people.

The recent release of The World Happiness Report (a partnership of Gallup, the Oxford Wellbeing Research Centre, the UN Sustainable Development Solutions Network, and the WHR’s Editorial Board) highlights some disturbing trends in life satisfaction for our young people and reinforces the important roles that schools play in nurturing their wellbeing. Research tells us a happy childhood is more likely to lead to a happy adult life, and I’ve been pleased to see the emphasis Friends’ Early Learning places on agency and respectful relationships, in which even (or perhaps especially) our youngest students are seen as human beings working alongside other human beings. One of our greatest challenges and joys as educators is ensuring that the uniqueness of every human being is activated to shine brightly, and that agency, activation and engagement is a strong precursor to positive wellbeing. The strong connection to nature our students are building, as well as supports such as Friends’ Health and Fitness, are all steps that contribute to this goal.

As we complete our first term with the new structures

of L@F24+ it has been wonderful to work with the School community to bed down those changes, seek feedback and make adjustments that will support our students to thrive and our staff to support them.

In the first few weeks, I have greatly enjoyed seeing the emergence of a strong Middle School community in the Clemes building with an innovative and supportive model of learning that places wellbeing and growth at its heart. On the Senior School campus, some highlights have included taking part in the Year 9 Calling on Kunanyi at sunrise with a wonderful long walk back to Friends’, and the incredible way that the Year 11s and 12s have adapted to their new home with grace and optimism and are creating a positive, focussed learning culture. A highlight for me was our Whole School Gathering that focussed on Harmony Day’s theme ‘Everyone Belongs’ Our young friends from the

Primary School shone with their Auslan performances and their passion for inclusion and belonging.

Outside of the classrooms and the day-to-day life of the School, I am very grateful to my colleagues at Friends’ and the Board of Governors for their work in securing the acquisition of Argyle Motor Lodge. This is an exciting and significant acquisition that is immediately adjacent to the Argyle Street Campus and will unlock great opportunities for our buildings and grounds to further meet the needs of our students and their learning in the future.

I feel very grateful for the opportunity to share the stewardship of a school whose values are lived in and beyond the classrooms, working alongside the dedicated staff and our students, parents and broader community. My sincere gratitude is extended to all of you for your warm and generous welcome to this community.

9 ‘The Calling’

PrincipalEstherHill.Photo:RosieHastie

PrincipalEstherHillwithdaughterElizaanddogEric. Photo: Rosie Hastie

2023 Academic Results

2023 Graduates launch into life with excellent results

We are proud of all of our 2023 graduates, their remarkable results and all that they have achieved during their time with The Friends’ School. This was a year group that participated in all aspects of school life, represented the school’s values and they leave Friends’ enriched by much more than top ATARs.

Key achievements include:

• 48% of our graduating students achieved an ATAR of 90+

• 16.5% of our graduating students achieved an ATAR of 98.5+

• Across the whole 2023 Year 12 cohort, 97.7% of students achieved a TCE and 96.2% achieved an ATAR

Retiring Principal, Nelson File, congratulated all students, staff and families on the excellent results.

“These results in the Tasmanian Certificate of Education, the International Baccalaureate Diploma Programme and Vocational Education and Training pathways are a testament to the wonderful efforts of our students, our staff and to the dedication of our supportive School community. We all know the best schools (Quaker or otherwise) are developed through the strong relationships that exist within them and at Friends’ these connections can be found in an atmosphere of kindness, common purpose and high expectations.”

Whilst acknowledging the students’ results, retiring Principal Nelson File also noted that Friends’ students are even more than their ATAR.

We hope that these young adults go on to “let their lives speak”. Congratulations to the following TCE students who achieved an ATAR (or equivalent ATAR) in the Top 101 of Tasmanian students:

• Reichan Bransden

• Andre Chua

• Regine Chua

• Feliciantonio Churchill

• Sophie Connolly

• Isabelle Gan-Pain

• Hannah Gardner

• Sarah Jameson

• Wai Lam Lo

• Eirin Mahs-Gore

• Harry McHugh

• Pip Negri

• Ella Newman

• Tara Powell

• Alex Rackham

• Benjamin Stankovich

• Thomas Wilkins

• Charlotte Winter

We also extend our warm congratulations to the seven International Baccalaureate Diploma Programme students recognised for their outstanding achievements in a ceremony at the Victoria and Tasmania Academic Excellence Awards in Melbourne in February 2024:

• Thomas Sheard

Katie O’Rourke

Grace Winspear

Jennifer Skabo

Wendy Crow

Sam Males

Ella Wood

Alex Syka

James Swan

Liv Rawlings-Way

Reuben Rawlings-Way

Lucy Loney

Alison Boleyn

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.

“Friends’ students are passionate young people who want to make a difference in the world. I know they will make an impact on those around them to help create a world that is sensitive to the needs of others and the environment, be strong in service and hold a global perspective.”

“Our TCE and IB students embody the school motto, ‘Nemo Sibi Nascitur – No One Is Born For Self Alone’. Our students worked hard throughout the year and together, supported by their teachers, families and the community, to achieve these excellent results.”

On behalf of the whole School community, congratulations to all our students on their hard work and excellent achievements.

• William Bradshaw

• Ruby Scully

• Maeve Bylsma

• Tom Petty

• Harry Howard

• Aniela Kowalski

Two Vocational Education and Training (VET) students also received Outstanding Achievement Awards for their 2023 studies. Congratulations to:

• Hayley Rice (Certificate IV in Fitness)

• Alexandra Belbin (Certificate IV in Dance)

SomeofourTCEstudentswhoachievedanATAR(orequivalentATAR)intheTop101ofTasmanianstudents.

Backrow,L-R:IsabelleGan-Pain,ThomasWilkins,PipNegri,AlexRackham,FeliciantonioChurchill,RegineChua, AndreChua,EllaNewman

Frontrow,L-R:HarryMcHugh,SophieConnolly,HannahGardner,TaraPowell,ReichanBransden.

Photo:NikkiDavis-Jones,TheMercury

IBDPprizerecipientsL-RTomPetty,RubyScully,William BradshawandMaeveBylsma

Photo:ChrisKidd,TheMercury

“I was very relieved to receive my results and finish Year 12, especially after a pretty demanding couple of years. I am currently a first-year medical student at UTAS and am looking forward to seeing where that takes me in the future. I am super thankful to all my teachers for their patience explaining things to me, often multiple times. If I had some advice for leavers this year, it would be to complete as many practice exams as possible and to start doing them early. But most importantly, don’t forget to keep doing the things you enjoy.”

Izzy Gan-Pain, Class of 2023

Year 9 Program

‘The Calling’: Year 9’s journey of growth and self-reflection

Sophie Cole, Harriet Sproule, Callum Wigston and James Reid (Year 9)

On Thursday 29 February there was much excitement and nerves in the year nine cohort as we embarked on the first major event in the inaugural year nine program, ‘The Calling’. We arrived at school ready with our overnight bags and daypacks for an overnight experience which commenced after school at the undercover gym. The first of the challenges was ‘Minute to Win it’, a

series of ultra-competitive team games. One person from each team was challenged to eat a cookie on their forehead without their hands. We were then given two skewers to build a tower of four marshmallows, but the catch; the two skewers needed to be used by two different people. The final activity was a relay using ping pong balls and cups, which was very stressful but created a great atmosphere among the group. Next was an activity called ‘Let it Go’, based on Maori traditions, that challenged us to let go of any childlike habits or memories that we were hanging onto. We wrote what we wanted to let go on

flax leaves and folded them into one of various origami designs. These were buried to mark the start of the program. The experience opened up many opportunities for us as a cohort to learn from each other and work together. One such activity was called ‘HHH’, where we were tasked with writing about our hero in life, a highlight, and a hardship. Together we placed these on the wall to create a collage of all of these things. It was interesting to learn more about our peers and what they had experienced that you might not have expected. Later, each of the houses had a job to prepare food for the rest of the group, including lolly bags, chocolate and popcorn for the movies at night.

In the morning we got up before first light (not without help from the teachers) and hopped on the buses to journey up the mountain. We watched an impressive sunrise while thinking and reflecting on some powerful prompts about the transition from childhood to adulthood. The whole experience provided students with an opportunity to exercise their maturity and to come to terms with the process moving from childhood to adulthood, and also all the people around them.

After the beautiful sunrise at the top of Mt Wellington, we were taken to the Springs

where we ate breakfast together before starting our descent down the mountain. Walking back to school was a great way to end such an awesome experience as we were able to chat with friends, even though we were all very tired. All of the plants and other different creatures we experienced were also just incredible. When descending the mountain, it was clear we all felt so lucky to be able to have such a breathtaking experience. We’re so grateful towards Aaron and all of the staff who gave up their time and sleep to look after us and make it happen!

To watch a video of highlights from The Calling, scan the QR code:

KunanyiSummit.Photo:RosieHastie

AtticusChurchillandJasperLieserreflect.

Photo: Rosie Hastie

JackMennitz,LiamGalloway,CharlesDoyle,Logan McCourtpreparingforthedescent.Photo:RosieHastie Bracingthechilltogetherintheearlymorning.Photo:RosieHastie

Relay for Life: students and staff rally to raise funds and spirits

Eve Cooper, Charlotte Cox, and Anika Jolley (Year 12)

The Tasmanian Cancer Council Relay for Life is an annual fundraising and awareness-raising event for cancer. Cancer survivors, carers and those who have been impacted by cancer join together across a weekend as a community to walk laps of the Domain Athletics Centre track in solidarity with the fight against cancer. The event shares the journeys of individuals who have lost

their lives to cancer as well as celebrating those who have won their battle or are currently fighting.

With a team of over 200 students and staff, Friends’ had an impressive turnout walking from 1pm on Saturday the 24th of February until 9am on the Sunday. It was fantastic to see such great participation for the event, which was held slightly earlier this year. Students engaged in a number of activities provided at the event including live music, games and, of course, walking and running many laps! Many also took the opportunity to write messages about their

personal journey with cancer on some bears that were displayed at the event. The powerful luminary ceremony on Saturday evening encouraged attendees to walk a silent lap of the domain with lit candles, in memory of those sadly lost to cancer.

Year 12 student Anna Fearn reflected that “Relay for Life is such an important cause for me and my family, so it was really special that I got to be a part of such a powerful event. This was my second year being involved in the organising committee, and my second year staying overnight, and it was such a rewarding experience.”

Xavier Cooper, current Year 8 student, remarked “this was my second year being involved in the Friendlies Relay for Life. I think it is a great cause, and I enjoyed the atmosphere and walking as part of a team.” Year 6 primary school student Alice Loney stated “I loved doing it. I knew a lot of people, and knew I was helping to raise money for people with cancer, while having fun.” It was great to have students and staff from all areas of the school be involved and connect with each other at the Relay this year.

Leading up to the event, the Senior School organised

a ‘Relay for Love’ day on Valentine’s day to raise awareness and funds for the upcoming Relay. This included holding a bake sale, free dress day and distributing ‘Relay for Love’ chocolates to students around the school. A new initiative enacted by the organising committee this year, students could choose to donate $1 to anonymously send a chocolate to friends - an activity that not only helped to promote and fundraise for the event, but also to build valuable connections across the school, with more than 600 chocolates sent overall. To further promote the relay, the committee also organised

icy poles and bracelets to be sold at the Middle School. Year 10 student Isabel Jolley asserted “I thought it was really great to see how interested the Middle School was in helping this cause and buying bracelets, and was a very creative way to encourage conversations about cancer, and build stronger connections within our community.”

Planning for the 2025 Relay for Life will start near the end of the year. We strongly encourage all students to get involved in this event, and to promote others to support such an important cause.

Relayforlifeparticipants.Photo:GregDownes

PrimarystudentsRosieLowther,MinetteCawood,PhoebePettet,EadiePrice,Maddi Docking,AnoushkaAggarwal,GeorgiaWiggins,ClaudiaDay,IngridCarthew-Wakefield andLucaGiannakopoulos.Photo:SharonRyan

Relayforlifeparticipants.Photo:GregDownes

Year 6

How We Organise Ourselves

Citizenship Conference inspires inaugural Friends’ Primary Parliament

Alice Loney, Flynn Clougher, Angus Wood, Lina Kuwada, Ethan Speed and Georgie Cooper (Year 6)

To kick off 2024, Year 6 students visited all Primary School classes and asked ‘What do you love at school, and how could it be better?’ We set up a Citizenship Conference in The Farrall Centre, and asked guest speakers to help us understand how people organise themselves. We learnt about leadership, service, citizenship and action, and about meeting the needs of individuals as well as groups. We decided to put our learning into practice by holding year level elections and actually setting up a Parliament in the Primary School!

Esther Hill opened Day

1 by inspiring us to think about how animals organise themselves and what we can learn from them. She used the example of geese flying in a V shape. If one falls behind, others stay with it and help it until it can fly again. This taught me that if my friend is struggling I can help, because we are a community.

Mark Febey explained how important it is to not judge people because of their differences. He helped us realise that we need to be more responsible and care for others. We realised that once we were the little ones and now that we are the older ones we need to be good people.

Eve Cooper and Charlie Bradford explained their journey from the Year 6 Leadership Conference in 2019 to their current roles as Head Students. They made me realise that taking on leadership roles from a young age makes a difference.

Mahi, Bell and Wendy helped us think about how people actually become Australian Citizens. They

shared their personal stories about becoming Australian and it was really hard to guess which of them have been granted citizenship and why.

Through all our discussions about voting, levels of government and roles in parliament, we decided that we would form political parties and nominate candidates to run for election in year-level electorates. Now that we know the interests and needs of the students we are writing our campaign speeches.

We have also committed to Citizenship Contributions that give us a chance to practise leadership skills and give service to our community. These include some really fun activities such as Early Years and Kinder Carers, Sports Squad and Playground PeaceMakers. They involve supporting younger students to try new things, participate peacefully and play happily.

We used a pyramid process to identify the IB Learner Profile attributes that are

most important to use as citizens. They are Principled Communicators, Caring Risk-takers and Open-

minded Inquirers. We are looking forward to practising these as we put our Parliament into action.

Parliament House Tour and Role Play

Cate Gurr, Christopher Noble, Essie Pelham, Ingrid CarthewWakefield, Benji

Lai and Essie O’Brien (Year 6)

To inquire into How we organise ourselves, Year 6 classes participated in role plays with Colette from the Parliament of Tasmania Education Office.

“We actually got to sit in the House of Assembly and in the Legislative Council, on the very seats that our politicians sit in! When we entered Parliament House, I imagined all of the politicians who have walked through those halls in the past, planning to make big changes to the lives of Tasmanians, to our lives, for the better or for the worse. So many politicians in Tasmania were in this building at one point and now so am I!”

“We walked up very grand maroon-coloured stairs and entered the Old House of Assembly. There was a sculpture that showed women fighting for their rights to vote and lots of photos of male politicians. It was interesting learning about the Clerk and Sergeantat-Arms. They both have to show no emotional response to jokes or statements made by the speaker, Government or anyone in the House of Assembly. That would be hard, because I laugh a lot! We also looked at the mace

with awe. It was golden and filled with gems.”

“Colette told us about the roles we were to take on, and I got very excited. When she mentioned the Speaker I was very keen and stood up desperately. Everyone else got a bunch of votes and I got really nervous, but I was still hoping for the best. When it was my turn I got 6 votes.

I was stoked… I got to be a speaker! I put on a big robe (just like Harry Potter!) and then Colette asked Baxter and Claudia to drag me to my seat, because in the past, some

speakers were decapitated!”

“August was our Prime Minister and Macey was our Opposition Leader. Luca was Minister for Education and he proposed a new Bill: That all schools should have a therapy dog. I, as the Clark, got to ring the division bell. This was really fun. We debated the Bill like the real House of Assembly would and some people gave their perspective on the matter. When someone said something that the Government liked, the Government said ‘Hear Hear!’ and vice versa when

someone said something that the Opposition liked. I was pretty upset when I realised we weren’t actually going to get a therapy dog.”

“After our roleplay exercise we went to look at the Legislative Council. The room is very beautiful with most of the things in it a lovely crimson colour. Goldpainted bannisters combined with the red colour gave the room a very royal look. Rob

Valentine spoke with us about my friends’ great grandad, who sat in the Legislative Council a few decades ago. He also explained the history of a massive 1800s painting of Queen Victoria. I think most of us were worried that the portrait was going to fall down!”

It was a very interesting day that gave us a very rich understanding of what goes on inside Parliament House.

Year6debatingintheHouseofAssembly.Photo:NicHempel

SpeakeroftheHouse,EssiePelham,being‘dragged’by MPsBaxterJohnsonandClaudiaDay.Photo:NicHempel

EstherHilladdressingstudents.Photo:NicHempel

Joyinlearning:studentsplay“KeepyUppy”forabrainbreak.Photo:NicHempel

TashingaMhemberedeliveringhisspeechattheWholeSchoolGathering.

Campuses Connected Finding a sense of belonging at The Friends’ School Whole School BBQ a sizzling success

Tashinga Mhembere (Year

10)

Speech from the Whole School Gathering

The Friends’ School community is one that I am proud to be a part of. I arrived in Tasmania in January 2022 with nothing but a bald head, some sunglasses and 2 bags that held my whole life within them. I knew no one here, next to nothing about Hobart, and like anybody who had moved halfway across the world, I had school the very next day. As you’d expect I was extremely nervous and apprehensive about coming to a new school and making friends, however, I’d soon come to realise that those fears were unfounded. After arriving at induction, I was introduced to a fun, but most importantly empathetic, tutor and tutor group that did their best to make sure I was cared for and knew exactly where to go for my classes. In those classes, my teachers

did their best to help me understand local knowledge I was unfamiliar with, whilst my peers were extremely approachable and easy to talk to, allowing me to make friends and ingratiate myself with the school community. Coming up on my third year at the school, I’ve come to realise what I experienced upon entry is not a unique case, but a standard treatment for anyone within the Friends’ School community. Having been built on a foundation of Quaker testimonies, the culture fostered by the school values equality for every race, gender, sexuality and religion, allowing anyone who joins to feel an acute sense of belonging, just like I did. However, our community goes beyond just this. From my own experiences, the people that I interact with every day, whether staff or students, support me and each other with their words and actions, improving the quality of everyone’s school experience in a small but noticeable way, like holding a

door open or throwing away rubbish. These small actions performed by everyone within our whole school community create a healthy learning environment that I am proud to be a part of. The L@F24+ Program, however, has changed our community. Whole year groups have moved campuses, and new staff members are being welcomed to the school, whilst existing ones are now in new positions. Although initially some of us had feelings of apprehension, the adjustments to the school structure have resulted in a more close-knit community down the line. The actions and values that had developed in the previous iteration of the school have been far from lost, as everybody who created such a supportive and inclusive community are still sitting in front of me today. I am proud of the community we have built at The Friends’ School and I am enthused to see it continue to grow and expand in the future.

A Whole School BBQ was held on Wednesday 21 February, welcoming all students and families from Early Learning to Year 12. It was a beautifully warm summer day to celebrate the start of the new school year and an opportunity to meet our new Principal, Esther Hill. The Rotary Club of Lindisfarne provided a sausage sizzle and two of our students, Amelia Cooper (Year 10) and Rupert Bullard (Year 12) provided some beautiful musical performances while children played with the giant lawn games and families mingled. Photos: Holly Chilman

Photo:EmmaGilligan

Campuses Connected We are the torch: creating unity through Gatherings

WholeSchoolGathering.Photo:EmmaGilligan

Jess Dundas (Primary and Middle School Gathering Advisor)

Each week, the School holds up to 20 Quaker Gatherings, from 2 and 3 year olds in Early Learning up to our Senior School students and other members of the School community at Meetings for Worship on Thursday mornings.

Each Gathering is different in its format and style. Some Gatherings take place in

classrooms or the Farrall Centre, although most take place in the Meeting House. The 2 and 3 year old Gatherings are quite short - we might be able to be still and quiet for 5 minutes if we’re lucky! The Senior School Gatherings are much longer with around 45 minutes of mostly silence. The Primary and Middle School Gatherings range from 15 - 30 minutes each. They’re also different sizes. The younger grades gather in class groups of 25. Grades 24 gather in year groups of 50 students. Grade 5 and 6 come

in year groups of 75. Year 7 and 8 students gather as a year group of 150. In Senior School, sometimes 2 or 3 year groups are combined in the Farrall Centre and they may have Gatherings with 300 or 450 students. Despite these differences in size and length and location, each Gathering is unified in that it brings members of our school together to gather for silence and reflection. Once a year, we have the opportunity to bring the entire school together, with all students and staff, for a whole school Gathering.

WholeSchoolGathering.Photo:EmmaGilligan

In the weeks leading up to this year’s Whole School Gathering, the Quaker Gathering Advisors (Jess Dundas and Beverley Carr) created a torch like that of our school crest, signifying everyone coming together and uniting as one.

give out enough heat to make the bad sticks good. We are not merely carrying the torch, we are the torch.”

A stick was added to the torch for each of the 20 Gatherings, all different sizes and shapes and lengths, but each contributing to burning the flame on top. The torch represented each of us as individuals, combining our light with the light of every other person in our school community, to create a brightly burning torch. It stood at the front of the podium during the Whole School Gathering and was

a reminder of our powerful light as a community, as we reflected together on a sense of belonging and community for Harmony Day.

This quote by poet and author John O’Donohue seemed particularly relevant for the day, “Perhaps community is a constellation. Each one of us is a light in the emerging collective brightness. A constellation of light has the greater power of illumination than any single light would have on its own. Together we increase brightness.”

Empowering voices and building community Middle School’s student leaders share their journey

The Middle School’s Student Voice Council is made up of Year 8 Student House Leaders and Key Class Representatives from Years 7 and 8. Students meet weekly to discuss student issues, goals and initiatives to build a rich culture of belonging on Campus. We asked the Student House Leaders, ‘What is it like to be a Student Leader in the Middle School?’ Here are some reflections from our wonderfully committed Student Leaders.

Lottie Frost (Year 8)

Student

House LeaderMather

Being a student leader is an involvement and commitment to the School; it means carrying the School spirit and leading students to positive school experiences. Student Leadership can be chaotic and it certainly comes with responsibilities but it is one of the most rewarding experiences I have had in School. As a leader, I see my House compete, get excited

and enjoy the events that I plan. I watch as my peers raise money and contribute to their community, each growing a sense of empathy and kindness. I get to hear the students’ dreams and ideas and build pathways to help them get there. I started my leadership journey with a speech; a speech that explained what I dreamed of for the Middle School. I want community and connection and involvement and the most rewarding thing about

student leadership is that I am seeing my dreams come true.

Vega Stoddart (Year 8)

Student House LeaderUnwin

Being a leader in the Middle school is an incredible opportunity for any student. There are so many ways to adapt the role to what is important to you, to express your values through your actions as a leader. Personally, I feel that the most important part of our role is trying

Eric “Cracker” Morris, who was a teacher at the school for many years, said of the torch: “The torch is made up of sticks representing the scholars and staff. They are drawn together by a cord which represents the school. One stick may not burn, but many good sticks will burn brightly and to turn student noise into student voice. To be able to do this, leaders have to listen, and, as a group of Student House Leaders and friends, we have been learning how to listen to the noise and create a voice.

I love being a part of our Unwin community and the friendly rivalry that having school Houses encourages. House spirit gives students a community they belong in outside of the classroom. Being able to create an environment where everybody, friends and peers, belong and learn is the meaning of being a student leader at Friends’.

Remy Rawlings-Way (Year 8)

Student House LeaderRansome

The new Middle School model is like a blank canvas for students to paint their

own pathways into the senior school, navigating the ups and downs of a heavier workload, making friends, and trying new things. I am extremely grateful for the opportunity to share my ideas, thoughts and experiences with the Student Voice Council. It gives students the freedom and responsibility to foster a culture where student voices are regarded as equal. The connection I feel to my School and House communities is strengthened by being a Student House Leader. I look forward to seeing my peers gain confidence to speak up for what they think is right, and I am always excited about the fact that I can be a guiding point for students that want to get the most out of their incredible education. Every Wednesday I meet with the Student Voice Council and we discuss initiatives and upcoming events. I find

these meetings to be highly informative and interesting since I can contribute to the conversation and all ideas that are suggested are considered. We are not only a group of students trying to make our community a better place, but a group of friends who support each other. Last year, when I heard about the Student House Leader application, I jumped at it. I think this was because I wanted to get involved as much as possible in my new school. Wherever my education takes me, I know that I can take action on what I believe is important to me. And my House and leadership are both defining factors of our School community, which is why it’s so amazing that I am a part of the interweaving web that makes up our sense of belonging at the Friends’ School.

MiddleSchoolLeadersRemyRawlings-Way,VegaStoddartandLottieFrost.

Photo:EstherHoggart

Year 7 camps unveil island’s rich landscapes

Adventurous Year 8’s conquer the coast of the Tasman Peninsula

1.Year7MottandWalkerenjoyingasummerswimatawaterhole 2.LachlanDoyleandYear7WalkerclimbingHartzPeak 3.L-RKirazMarriott,FrancescaJohnstone,Emilia Chesher,EllieGreenatthesummit 4.GamesatRiver’sEdgeCampsite 5.BackhouseandOatscookingonTrangias 6.BacktoFront-OliviaWells,EdieChuter,LexLello,Lydia Lowther,GracieScarr,EvaCumunel,WinnieNettlefold,LolaReidfrom7OatsatHartzPeak 7.Year7MottatEaglehawkNeck.Photos:ThomasVanSant

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Year 8 explores the majestic Styx Valley of the Giants

Years 11 & 12 take on the breakers in Bicheno

From Summit to sea: Year 2 students follow water’s path from Mount Wellington to Margate

“I liked how we got to go to the top of Kunanyi to hear the story of Dewy the raindrop and his journey down the mountain.”

“Seeing the raindrop go all the way from the top of Kunanyi to the bottom at the park in Margate.”

“I liked seeing all the tiny rivers between the rocks.”

“I liked how we got to explore all the rivers on the mountain that Dewy got to travel down and all the small waterfalls amongst the rocks.”

“I liked that we got to see all the places that the water goes and how it keeps going and going.”

Ella Scarr

Quincy Kawa

Isabella Black

Henry Stacy

Reya Mahambrey

TessaWiseandAlexFyfetakeabreakfrom theiradventuresonTheNorthWestBay River. Photo: Katie O’Rourke

Photo: Mae CampingatChainofLagoons

WinterSerhal,OrlandoCarr,Kentia O’MalleyandSamDanceobservethe waterqualitytodeterminewhetherthey can drink it. Photo: Katie O’Rourke

LeilaBonneyexploringthenatural environmentofKunanyi.

Photo: Katie O’Rourke

FollowingthepathofDewytheraindrop from summit to sea.

Photo: Katie O’Rourke

Exploring the boundaries of knowledge in IB Exhibition

Ben Felstead (Teacher of Philosophy & Theory of Knowledge)

Speech from the Theory of Knowledge Exhibition opening

I’ll start by saying a few words to explain this unusual subject and this slightly strange event. Theory of Knowledge is the only compulsory classroom subject

in the IBDP, which suggests that the IB has a special role to play in cultivating learners who are open-minded, principled, reflective, balanced and knowledgeable. But it’s a mysterious subject for the uninitiated - what is TOK?

TOK is a subject in which we critically examine how individuals construct knowledge in daily life as well as how experts (be they scientists, historians, artists

EliseMagerspresentstoPrincipalEstherHill.

Photo:EmmaGilligan

or mathematicians) construct knowledge at the ‘coal face’ in their disciplines today. We consider the methods and tools used to justify claims to knowledge in different disciplines, think about the differences between good and bad justifications, and ponder some of the live debates concerning knowledge and ethics that divide even the experts working in their fields today. The goal of TOK is to help students become discerning and responsible knowers – or, in other words, people who think clearly and act with integrity.

So that’s TOK in general. What about the Exhibition?

The TOK Exhibition is an assessment task that students must complete to be eligible for their Diploma. Each student selects one of 35 questions provided by the IB and finds three objects that link to the question. This is no easy task. The 35 questions are all open-ended and admit many different responses, none of which is the sole or definitive answer. Students need to select just

three things from the billions of possible objects out there in the world. Each object embodies a different possible answer to the question – they, in some sense, ‘speak’ to the question.

One of the big reasons is to emphasise the materiality of knowledge - the idea that knowledge isn’t purely an abstract intellectual affair. Knowledge isn’t just in brains and books and computer servers – it is in these places - but it’s also in unexpected places - it’s everywhere around us once we start looking. The fact that we humans can

do so many wonderful (and sometimes not so wonderful things) is due, in large part, to the environment in which we live – the environment that we shape and modify in many different ways. Our environments, including our human communities of knowers, act as an extension of our faculties as knowers and, indeed, as extensions of ourselves. In this exhibition, we expand our idea of what knowledge is and also where knowledge is - we come to see issues concerning knowledge everywhere around us.

I like to think of what

we’re standing in as a popup museum of human knowledge, but this is a museum stripped of all of the usual assumptions and pretentions about the kind of things that belong in museums. This is a very inclusive museum, one in which objects literally housed in museums sit comfortably alongside a tin of beetroot. Here, we’ve got a small democracy of objects, each of which speaks with equal dignity. Sometimes, seemingly mundane objects raise profound questions and also suggest profound possible answers to these questions.

Imagination and its role in the Theory of Knowledge

Grace Winspear (Year 12)

The TOK Exhibition is an incredible opportunity: it allows students to do practically whatever we want. The objects on display ranged from artworks hung in TMAG to a can of beetroot. Whilst it was exhausting saying the same thing over and over again(!), it encouraged me to re-evaluate what I was saying and make it

more engaging and succinct. The best part of the day was undoubtedly explaining our Exhibitions to the Year 5 students; keeping them entertained and making it easy for them to understand our somewhat complex explanations regarding how our object linked to the IB prescribed prompt we chose. The prompt that I chose was:

What role does imagination play in producing knowledge about the world?

One of my objects was an inkblot from the Rorschach test and I found a fun thing was to ask people what they saw in the inkblot as a hook for the rest of my exhibition. Having younger students around helped to identify engaging objects. They asked some very insightful questions!

My first object is a picture of Ink Blot #1 from the original Rorschach test invented in 1921 by psychiatrist Hermann Rorschach. According to

Frothingham (2023), the Rorschach test involves the use of 10 cards: five grey and black, two coloured and three black and red. The test is conducted by a professional psychiatrist: the examiner shows the participant each card and asks “what might this be?” to which the participant is encouraged to interpret the inkblot however they choose, even if that is by seeing multiple images and analysing the card at different angles (Cherry, 2023). This object links to the prompt by demonstrating how imagination can provide evidence to produce knowledge about mental illness. It is a test most commonly used to diagnose schizophrenia, which was Rorschach’s original use of it in the 1920s, as those with the mental illness are more likely to imagine graphic images related to sex or violence and have an intense emotional reaction to the ink blots such as anxiety (Psych Central, 2021). The

Object: Inkblot #1 of the Rorschach Test (Thiessen n.d.)

Rorschach test is different to other psychological assessments because it is an open test, rather than a closed test like multiple choice, and it encourages participants to fully engage with their imagination.

Ink blot #1, being the first card in the test, is considered to be the simplest with the most common responses being butterfly, pelvis, moth or bat (rorschach.org, n.d.).

However, seeing as this is a test of the imagination, there is no ‘right’ response; I, personally, see two elephants mirroring each other. It is

important to note how, just as this one ink blot is not enough to diagnose someone, neither is just the Rorschach test: it must be used in combination with other tests to support or provide evidence for a diagnosis. However, it provides a unique perspective as it utilises a participant’s imagination to provide evidence for an otherwise scientifically based diagnosis.

MadelineWindsorwithprimarystudents.Photo:SarahWalker

Baccalaureate

IB Theatre students present original production ‘Goodwoods’: a journey of power and control

Tammy Giblin (Head of the Arts Faculty)

The Collaborative Project in the IB Theatre course challenges students to devise an original piece of theatre from a shared starting point. Students take responsibility for all aspects of the production from the writing to the acting and theatrical staging of their show. This year’s class, Immmy Nock, Miles Bray, Florence Jeffrey, Grace Winspear and Amelia Hoskin-Newell, presented ‘Goodwoods’ to family and friends on April 9. They developed a theatre maker’s intention to encapsulate what they hoped their audience would experience.

“Our starting point was the portrait gallery at the Tasmanian Museum and Art Gallery. We found that the portraits gave us an eerie sense of being constantly observed.

The pillars around the museum made us think about the people that stand over us and control our lives, especially as young people. We explored the themes of control and the abuse of power through the use of physicality and voice, which are essential in portraying those who have power and those who are subservient to it”.

Goodwoods tells the story of a group of young people who, for reasons that are made clear as the play unfolds, are imprisoned in a correctional institution. The authority figures portrayed are pervasive and physically abusive, and the inmates are pushed to fight back.

Following the performance the class engaged in a Q&A with their audience, posing questions to gauge the effectiveness and impact of their performance. The audience provided rich feedback about the thematic throughlines conveyed, the success of the rapid transitions in and out of

characters, and the clever use of stage space to convey tension and atmosphere.

The students were gifted many excellent observations

to assist them with writing their individual report that accompanies the video of their group performance to the IB examiners.

Magic returns to the stage: Senior School presents Disney’s Aladdin

ThePlayhouseTheatre.Photo:JenniferSkabo

The Senior School is proud to announce the return of the School Musical. It has been some time since a year 9 - 12 Musical has been staged by the senior students,

and the show for 2024 is the Disney classic Aladdin Auditions and casting were completed in term one, and rehearsals have commenced. Aladdin will be staged at the Playhouse Theatre in Hobart this year, with shows running from 20 - 23 June starting at 7pm. Starring in the lead

roles are the fabulous Rupert Bullard (Aladdin) and Amelia Hoskin-Newell (Princess Jasmine). We encourage you to come and support these amazing students and the rest of the brilliant cast. Tickets will be available in term two.

IBTheatrestudentsperforming‘Goodwoods’. Photos:TammyGiblin

David Wilson (Music Teacher)

The Friends’ School’s Reconciliation Action Plan gets underway

Tracie Acreman

(Chair of RAP Working Party)

The Friends’ School Reconciliation Action Plan, or ‘RAP’, was accepted by Reconciliation Australia and published on the narragunnawali.org website in late December 2024. At the February Board meeting, the Board of Governors formally approved our Reconciliation Action Plan and in mid-March, Senior School teacher Peter Gibson was appointed as the School’s RAP Implementation Coordinator. Congratulations and thank you Peter for leading in this important work for our community.

We have developed our RAP using the Narragunnawali: Reconciliation in Education web platform, in close consultation with Reconciliation Tasmania and Reconciliation Australia, and we thank them for their guidance. The Friends’ School RAP can be viewed at www.narragunnawali.org.au. Our Reconciliation Action Plan is a formal commitment to reconciliation, outlining how our school will take strategic and meaningful action toward reconciliation with First Nations Australian Peoples over the next 12-24 months. At the end of this time, a review process will be undertaken in consultation with Reconciliation Tasmania. Our current RAP builds on work underway across the School over many years and I extend my thanks, as Chair of the Working Party, to the students, parents, staff and Board members who have given their time, knowledge and care to bring our RAP into being.

Through our Purpose and Concerns we ask our students, staff and community to advocate for a world where peace, justice and equality are available to all people. The education system

has an essential role in creating a space for reconciliation through un-silencing the colonial narrative, recognising and acknowledging the diverse lived experiences of First Nations Australian Peoples in Australia today and opening dialogue regarding race and the privileging of voice. Dr. Talia Avarahamzon (2018) explores how the education system engages in reconciliation at the policy, school and classroom levels as well as through the perspectives of children. She writes that, “... there is a need for schools (the policies, practices and people) to engage more with and interrogate assumptions about reconciliation; about the purpose of schooling; and finally, about children’s development of and embodiment of racism and whiteness, and their readiness to engage in transformative reconciliation” (Avrahamzon 2019). This speaks to the nature of authentic, transformative reconciliation as a process where we continually question our assumptions and open ourselves to ongoing learning in this space.

On all campuses in our school, there are ways in which the actions and deliverables outlined in our RAP are already in progress. For example:

- The inclusion of approved palawa kani language in daily life at Friends’ Early Learning;

- The nurturing of relationships through yarning with First Nations students, parents, and local communities;

- The infusion of Aboriginal and Torres Strait Islander Histories, Cultures, and Contributions throughout our learning programs;

- The ongoing resourcing of our libraries;

- Planning for Outdoor Education programs;

- The care and maintenance of the places on which our school stands;

- The Landcare Group’s Indigenous Food Garden.

From the willingness of our staff to learn more about creating culturally safe spaces, to the perspectives shared and questions raised by speakers at The Friendly Conferences; there is much to celebrate, and there is more to learn and do.

Underpinning our RAP are the key themes of Relationships, Respect and Opportunities for Aboriginal and Torres Strait Islander students, their families and First Nations communities. Guided by Quaker testimonies of equality, community and integrity, we recognise the importance of these ways to live and act when we consider our approach to reconciliation. Reconciliation has the potential to create more positive views about the society in which a person lives and, “... rather than making people feel worse about their national identity or history (the so-called black armband view of history), reconciliation, if done well, can create positive views about the future” (Biddle and Priest 2019). The practical actions and deliverables built into our Reconciliation Action Plan will help drive our contributions to transformative reconciliation. Our strength as a community will help us support each other to put these words into action.

References:

Avrahamzon T (2018) Everyday Reconciliation in Primary Schools: New Celebrations and Ongoing Silences, The Australian National University.

Biddle N and Priest N (2019) The Importance of Reconciliation in Education, Australian National University Centre for Social Research and Methods.

Outside School Hours Care fosters connection to land

Wendy Crow (Deputy Head of School Years 2 - 6)

The Friends’ Outside School Hours Care program plays an important role in supporting all young people achieve their potential and advance reconciliation in Australia through supporting and implementing the The Friends’ School Reconciliation Plan. The program’s educators are committed to ensuring that planned programs and engagements include the inclusion of Aboriginal and Torres Strait Islander histories, cultures and contributions in their daily practice, as well as authentic and meaningful engagement with the local Aboriginal and Torres Strait Islander community. The children attending the Outside School Hours Care program and the Summer Vacation Care program have had many opportunities to be on land, establishing connections and learning to care for the land on which they play and learn.

ProudpalawawomanTrishHodgefromNITAEducationconductsasmokingceremonyfuelledbywoodandplantsfromthelocallandstoprotectandwelcomestudentstocountryandcleansethearea. Photos:HollyChilman

Photo: Sam Males

Bound by Boarding School: two perspectives on friendship and growth

Ella Wood (Year 11)

I joined The Friends’ School and the Boarding House in 2020 to start my high school education. I came from a very small rural public school with just 70 students, and had never properly had the opportunity to participate in activities like art, music or co-curricular sports. So naturally, the anticipation for what Friends’ was going to offer was very exciting, but leaving behind the comforts of home life and my family was, understandably, a massive adjustment that felt quite intimidating being just 12 years old. The first week was full of nerves and enthusiasm, which obscured the fact I was very unsettled in my new environment, but over the next half a year I did gradually settle in and made meaningful friendships. Thankfully, my older brother Oliver had already been at the Boarding House for three

years, so had the knowledge and experience to help navigate me through the difficulties of homesickness, new routines and the different environments I was immersed in. The fact I was in the same position as many other newcomers was a point of comfort and ultimately a strong bonding point. Then COVID-19 emerged. While this was a very unfortunate event in many ways, distance learning gave me a chance to objectively reassess my situation and approach the challenges of living at the Boarding House with a more positive mindset. Upon returning, more or less distracted by the idea of masks, I bought two goldfish who I unironically named ‘Splish’ and ‘Splash’ and further occupied myself with things I enjoyed; playing sports, being creative and venturing into the city. Four years down the track, I am incredibly grateful I was able to persevere through the initial difficulties, as living at Walker House has provided

me with a number of crucial life skills. For example, being a boarder has allowed me to develop independence and responsibility, as I am in charge of my daily routines and decision-making. Furthermore, the structured format of the boarding lifestyle allows for efficient time management and a mindset of consistency. Being part of the Walker House community has further allowed me to develop quality friendships with a wide variety of people and it has fostered rapid personal growth and development. While being a boarder comes with its challenges, this is balanced by the incredible staff around us and the activities we have the opportunity to do, like beach days, ice-cream trips and celebratory dinners for birthdays.

Boarding was an experience that has completely shaped my life, and continues to do so.

Moving away from home and my family at age 12, combined with the anxiety of transferring somewhere where I genuinely knew no one, had me petrified. Seeing my sister navigate the same experience last year and sharing stories with those in a similar situation has enlightened me to the understanding that I was definitely not alone.

Boarding for young people calls on massive adaptation in an acute time frame. Typically, many people leave home at an age when they’re mature; when their eagerness for personal freedom and sense of adulthood triumphs over their apprehension for the difficulties of reality. Not to say that this wasn’t me - it was - but I was certainly nowhere close to becoming an adult. Ultimately, youth boarding experiences accommodate all of this. Responsibility is handed out in consumable portions, smaller at first and building as the individual’s

innate hunger for leadership grows. Days are structured, meals are provided, and tutors are offered. Academically, difficulties are minimised through enforced study routines. However, whenever someone asks what my life is like as a boarder, those details are not the first to arise in my mind. The first thing that does is usually Ella.

Early in my friendship with her, we were engaged in a particularly heated argument over some radically ineffectual matter. I’m not sure if it was the heat of the moment (or the fact that I am quite annoying to argue with), but I remember she said to me, “We would never be friends if we weren’t at boarding.” At the time I was taken aback in offence, but now it has only taken me two and a half years, multiple breakups, public tantrums at parties, and fits of sobbing over cold instant coffee to realise that she is, in fact, very much right.

In reality, I don’t think Ella and I would have become the friends we are if it were not for boarding. We don’t naturally gravitate towards each other; our personalities are like picking up two random puzzle pieces and forcing

them together. They’re not necessarily meant to fit, but upon applying brute force, they do, and they’re stuck that way; stuck with all their little tears and now newlyinstated idiosyncrasies.

Rather less-eloquently put, it is Ella who showed me tea is better with so much milk in it that it turns white. It is Ella who comes and hugs me half asleep every morning. It is Ella who I can call after not having talked to for weeks and have her pick up the phone as if we saw each other yesterday. It is Ella who sat with me while I was crying for hours hearing the same tirade over and over again, and it is Ella who I am writing this for right now.

So, whilst you can argue that boarding gives you independence, or makes you a more mature version of yourself, I partially disagree. Rather, boarding provides us with the greatest gift anyone can have the privilege of experiencing in life; the sheer, unfaltering presence of another human being.

EllaWoodinfront,followedbyAlexSyka,RachaelMillerandMatildaWilsonbringingdowntheir linen to be washed.

Birthdaycaketime!AlexSyka,staffmemberMariRibeiro,andMatildaWilson.

Alex Syka (Year 11)

Sarah Walker

(IBDP Coordinator)

It is with great anticipation that the School community awaits the annual Ray Green Speaking Prize. This year was no exception. Senior School students were asked to engage with the prompt: Words Have Power. In a world in which words can be wielded to obfuscate, distort, marginalise and control, this year’s theme is a timely reminder to all of us regarding the power of words.

Jacqueline Kus urged us to be mindful of our tone when we communicate with each

other, providing examples from the world stage and close to home: ‘we can change the power our words have by simply paying attention to our tone’. Grace Winspear eloquently put forward the case for why we need to ‘bring poetry back from the brink...protect poetry like an endangered species’, all the while reminding her audience that ‘literature is one of the greatest gifts of humanity’ but that ‘poetry transcends even this’. Isabel Adams appealed to her audience, reminding us that ‘the words we call each other have the potential to restrict our dreams’ but, by the same token, they can also ‘open new doors’. Sam

Students Excel

Castle tackled the prompt by reminding us of the power of words in the age of AI, posing the rhetorical question: ‘Are we succumbing to the seductive ease of letting machine-learning becoming machine-leading?’.

This year’s judges - Ginny Collins and John Hayton – both commended the students on their thoughtprovoking addresses, pointing out that each orator was living proof of the power of words. After considerable deliberation, they announced Sam Castle as the winner with Grace Winspear named as the runner-up for the 2024 Ray Green Speaking Prize.

Whilst all those who entered did this prompt

Mahime Watanabe (Primary School Japanese Teacher)

Students from Prep to Year 6 recently had the chance to participate in the Japanese Teachers’ Network Tasmania’s Japanese poster competition, open to all students studying Japanese in Tasmanian schools. The theme was ‘The Year of the Dragon’, and we saw many students work very hard on their artwork.

GinnyCollins,JacquelineKus,IsabelAdams,GraceWinspear,SamCastle,JohnHayton attheRayGreenSpeakingPrize.Photo:EmmaGilligan

justice, it seems fitting to end with Sam’s closing remarks:

‘Perhaps we will remember that the power of words is not that they are easily generated by an algorithm, but that they are the only true power we have.

Japanese ‘Year of the Dragon’ theme sparks creativity in Primary School Words Have Power: The Ray Green Speaking Prize

Wolfe from Prep said “I got to draw two dragons in one picture and I’m really proud of myself that I did really good and drew the picture all on my own.”

Here’s some highlights.

They tell our history. They reach across generations. They heal our pain. They are the very expression of our souls.’

PatrickFernando&HaniaRachocka-Prep

WolfeBonney&HenryWilliamson-Prep SiennaCamac&CoraFinlayson-Year2

The Simpson Prize: honing essay skills and expanding horizons

Amelia Cooper (Year 10)

Writing an essay is something that we all learn to do in our high school years. Whether we’re writing our very first essay in Year 7, analysing the book ‘Wonder’, or handing in a Year 10 in-class essay, students at The Friends’ School are continuously improving their essay-writing skills.

The Simpson Prize is one opportunity for Year 9/10 students to improve their essay skills, which involves students across Australia submitting an essay focusing on the service of Australians in World War One. The essay question provided for 2024’s competition was:

“Commemoration of the Anzac tradition has widespread support in Australia despite different historical interpretations and debates about the nature and significance of the Anzac legend.” To what extent does your own research support this view?

To enter The Simpson Prize is a commitment, but a rewarding one. As someone who was awarded a prize for my entry, not only did I win a

trip to Canberra with winners from all other states, but I improved my essay-writing skills so much and learnt about independent research and time management.

Although I’ve previously visited Canberra, the trip with the Simpson Prize in March this year included many limited-access experiences. For example, we had the opportunity to visit the Governor General’s House and meet the soonto-retire Governor General, and were given a tour by his wife revealing many unseen parts of the house. We also had a special-access tour of the Treloar Centre, where Australia’s collection of war items (in particular the First and Second World War) are held and being restored for display at Australian museums. We also visited the Australian War Memorial with a curated tour and attended the Afternoon Service, as well as visiting the National Archives where I got the opportunity to view the records of relatives who served in the war.

But most importantly, the best part about my time in Canberra were the lasting friendships I made. Across the duration of the trip, fifteen students (roughly two

per state) had the opportunity to bond over a shared interest in history. Since departing from Canberra and going our separate ways, we’ve all kept in touch and still chat regularly, giving me so many interstate connections.

Traditionally, the Simpson Prize has solely focused on issues from World War One, a topic covered in the Year 9 Australian Curriculum. But for the first time in its history, The Simpson Prize has opened

its theme to include both World Wars covered across the Year 9/10 Curriculum, making it more approachable for Yr 10 students to enter. The 2025 competition essay question is: ‘Australia’s relationship with Great Britain explains why Australia and individual Australians went to war.’ Discuss the accuracy of this statement with reference to either World War One OR World War Two?

I encourage all students to consider entering this competition. Entries are due November 8, 2024 but must be submitted through the school humanities faculty, so consult your humanities teacher about entering to get the school cut-off date.

To see more details on the competition, read winning essays, as well as handpicked resources, head to the Simpson Prize website, www. simpsonprize.org.

SimpsonPrizeWinnersattheTreloarCentreunderneaththe“GforGeorge”Bomber.PhotosprovidedbyAmeliaCooper

Read Amelia’s Essay by scanning the QR code here:

AmeliaCooperandEloraWillis(TasmanianPrizeWinners)at the Australian War Memorial

MinisterClarewithTASRunner-upAmeliaCooper&Andrew Wilkie MP

Students Take Responsibility

Students find comfort and learning in class guinea pigs

James Swan (Year 5), Liv Rawlings-Way (Year 2), Annie Wynne (Year 2)

Some Primary School students have been lucky enough to care for four young guinea pigs in their classroom since 2022, and named them Panda, Yak, Einstein and Biscuit. As the guinea pigs grew, there have been many learning opportunities including being responsible for feeding, caring and making sure that the animals are safe. The students feel happy and calm when they look after these animals and even get to take them home over the weekend or in the holidays.

““Their body shape is really cute… they make me feel really calm, especially if I’ve had a rough break. I love the Rex breed and how Panda feels. He has a good personality. I loved taking the boys home too.”

- Baxter Johnson, Year 6.

This year, two of the guinea pigs have been welcomed into the Year 2 classrooms where they have settled in well. The Year 2 students have enjoyed learning about the responsibilities of caring for a small animal and understanding how to work together in this role.

“Their little funny noses and their warm fluffy coats always cheer me up when I see them.” - Reuben Rawlings-Way, Year 2.

“I am thinking of new toys and ways to make our guinea pigs feel happy and entertained.”

- Reya Mahambrey, Year 2.

There are many jobs to consider when caring for the guinea pigs. Students have to measure their weight on the first day of every month to track their growth. They also clean their cage once a week and clip their nails when they get too long. Everyone gets to hold the guinea pigs and let them have supervised exercise down on the top and bottom greens.

“Everyday we get grass from the bottom green and sometimes we give them carrots and celery so that the animals have a healthy diet.”

- James Swan, Year 5

“One funny thing happened when we were playing with the animals; some students were giving the guinea pigs a race on the grass and one got stuck under some stairs. Eventually, we had to dismantle the wooden steps to rescue poor Panda!”

- Caitlin West

All of the students agree that the guinea pigs have been a happy addition to the classrooms.

Generosity, Responsibility, Integrity and People at the core of leadership

On Tuesday 5th March, the Year 9 and 10 Student Leaders were given the opportunity to attend the GRIP Leadership Conference at the Hobart Function Centre. Over 100 students from schools around Hobart attended, with GRIP Conferences held in every state and territory in Australia. G.R.I.P stands for ‘generosity, responsibility, integrity and people.’ The program is built around educating and informing student leaders about effective ways to lead. Throughout the day’s program, we attended workshops such as ‘How to Make Our Events Really Matter,’ ‘How to Lead When It Feels Like Nobody Wants to Follow,’ and ‘How to Make Improvements to Our School Culture.’ We were presented with tips, heard success (and challenge) stories and were given opportunities to interact and discuss with other students. A key message shared was “Step Up, Step In, Step Out, Step Together”, outlining how holding the title of a ‘leadership position’ is not the point; anyone, with or without a badge, can be a great leader. The day was about how to help create, improve and be an active part of a thriving school community. We learnt about how small, achievable steps towards an end goal are often more effective than trying to take a big new leap or start something totally new. We also explored how including a fun and interesting part in an event is just as valuable as the more serious topic. This was an amazing day which was invaluable in exploring leadership chances, techniques and opportunities.

JamesSwanwiththeGuineaPigs

BaxterJohnsonwhenhelookedaftertheGuineapigsat home for a weekend

NathanOng&LachieWickswith“Panda”

StudentLeaders.Photo:AaronDavey

Bahzi Nicholas (Year 10)

Primary School passions unfold with a range of co-curricular clubs

Lola Mennitz, Samantha Archer and Caitlin West (Year 6)

The Primary School students are really looking forward to the school’s co-curricular clubs this year. There are many different clubs on offer every week, from maths clubs to drawing clubs, those that focus on community and the environment as well as clubs that help our school become a better place. There are clubs for us to explore our imagination and clubs that help us to become more confident and express ourselves in different ways. Students have reported that the range of clubs really caters to everyone, and there’s opportunities to get to know so many different people.

As a Year 6 collective, we have come up with new ideas for clubs after we had a conference about citizenship and working as a collaborative group. We thought carefully about what everyone might like and came up with a range of exclusive clubs for different grades and groups. Just some of the clubs on offer are:

• Procreate® club (Year 6)

• Fun with Fabric (Years 3 - 6)

• Drama Club (Prep - 2)

• Lego masters (Years 3 - 6)

Tinker Space Club

“A space for kids to be themselves and explore all sort of different building materials.”

Lucy is in Prep, Naomi is in Grade 2 and Ivy who is in Grade 3 all said that they come to tinker space to relax and be creative, and it is a good way to find new ways of doing things.They like making things move and building technic lego.

Community Club

Different teachers lead the clubs with help from Year 6 volunteers. The teachers start clubs to be able to share their passions.

The co-curricular clubs help younger kids develop different sorts of skills like problem solving, creativity and social skills. They learn to be more confident and can enjoy something they love but within school. Through these clubs they meet like-minded people, and lots of students that are looking for buddies find their best friends out of these clubs.

We visited some of the clubs to take photos and ask students involved what they like about the club and why people should join.

Early in the term, each class from Years 3 - 6 chose one person to represent their class in a council. We have 3 councils - Morris Council, Environment Council and Sports Leaders.

We highly recommend that students go and experience a club so they can get to know some more people. Each club is open for anyone to go and try just for a day to see if they like it. The older kids at each club would really like some of the younger kids to come and try them out. We hope there is a club for you. If there is nothing that appeals, please organise to talk to a Year 6 leader or your Morris Council representative about any ideas you have and we can try and make something possible.

Scooter Club

“A place where all topics are covered and you can go to be yourself and muck around. You will not be judged.”

Claudia in Grade 6, Ellie in Grade 5 and Mimi in Grade 3 said that they like community club because it allows them to have fun at the same time as being creative and artistic. The Year 5 and 6 students can demonstrate responsibility and help the younger kids. They have made things like finger puppets, bookmarks and they just dance when they have too much energy or if they want to. Community Club is a good way to get to know people and have fun.

“Scooter club is a great way to release your energy in a different way at break times by riding around on all sorts of wheels.”

Annie and Lucy, Year 2, and Apsara, Year 6, like to ride around on things with wheels and meet new people. Apsara and her friend Isla are planning on making a scooter club for the older students to try different types of wheels, as the current club is only for Prep - Year 2. Everyone experiments with riding different things, and everyone likes the buggies because they are different and go really fast. Scooter club is a good way to learn to ride if you are young and it is a great way to release energy in a different form.

Investigating sunflowers: Kinders learn the value of looking closely

Fiona Zinn and Trish Mannix (Friends’ Early Learning)

“Colour is where the brain and the universe meet”

- Paul Cezanne

The children in our 3-4 year old Kindergarten, the Starlight Group at Friends’ Early Learning, have enjoyed exploring and learning about the natural world in our Early Learning garden. They have been growing herbs and tomatoes, investigating flowers, as well as finding bees and other insects hiding in the flower garden.

As part of this interest the children spent some time mixing colours of paint in order to begin making creative representations of the sunflowers. They began by mixing colours from different shades: yellows, oranges and greens, creating a bespoke palette to support their painting experiments. To accompany this, the educator team helped the children to select lots of different pencils, cards and papers to explore different ways to represent the flowers. Lots of in-depth discussions were had about colours and how different each one was to the others.

With the support of some magnifying glasses the children looked closely at the different parts of the flower’s structure, learning to identify its many different parts including the seeds, petals and stems. They created many symbolic and explorational representations of the flowers using lots of different shades and hues.

Taking pedagogical inspiration from Reggio Emilia, our approach to Early Learning considers the role of the educator as instrumental in the children’s process of meaning making. Educators are considered to be researchers as they observe the children’s explorations of the world and their knowledgebuilding processes.

Students’paintingsofsunflowersbeforeusingtheperspex screen.

“Research is a habit of mind, an attitude that can be developed or neglected. It is a response to curiosity and doubt. It constructs new knowledge, makes for critical thinking and is part of citizenship and democracy. Research is not a solitary activity, but a process of relationships and dialogue.”

- Carla Rinaldi and Peter Moss

After a little while the educators noticed that the painting process seemed to be focused on the experience of spreading colour around the page but not so much about capturing the different aspects of the flowers.

The Starlight Room educators decided to add a perspex screen in front of the vase of flowers to see if this changed the way the children represented the flowers… and it did!

The children were captivated by this new way of ‘meeting’ the sunflowers and immediately began to paint on the perspex screen in order to take prints of their creations.

Through this process they were able to build many different theories about how the flowers could be represented by capturing all the details… and the results were very different to the first set of paintings.

“This way of working fine tunes your eyes – you can see the children better... and if you can see the children better, you can fine tune and modify the contexts in which you are all working and get closer to the children’s proximal zone.”

- Tiziana Filippini

When we see children learning in this way, by observing the world closely, we witness their insatiable curiosity, thinking and problem solving in real time. Captivated by this inquiry, the children enjoyed making parks in a very different way, and, in doing so, they (and we) have realised just how knowledgeable and capable they are!

Images:StarlightstudentsEmilyChamberlain,Esther Stevens,MuZiaSu(Hannah),WinnieSaunders,Mila HuizingEvangelineStove,EllaGarretandElliotDodge paintsunflowersstraightontoperspexscreens,easily translatingthecoloursandshapesofwhattheyseeinto artwork.

A word from the Board on building our vision

Backrowlefttoright-TomDundas,LindsayMay,SamIbbott,CraigStephens(PresidingMember),SarahSealy Frontrowlefttoright-MaryBeadle(DeputyPresidingMember),BruceHenry,ShaunSargent,NataliaUrosevic,JenNewton,EstherHill Absent-SiobhanHarpur(DeputyPresidingMember). Photo:AlastairBett

Craig Stephens (Presiding Member of The Friends’ School Board of Governors)

In late-March of this year, the Board of Governors held their annual planning day. This important day looks at strategic priorities, risk management and governance evaluation for the upcoming year and beyond. The Board is also tasked with developing collective and individual Director Action Plans. The aim will be to finalise the Board’s strategic vision and priorities at the April 2024 Board meeting, which will be communicated and available

on the School’s website early in Term 2. On behalf of the Board, I’d like to thank all staff for their recent work and commitment to the Learning @ Friends’ 24 Plus Program. The Board is pleased to see the Middle and Senior School come to life through the reorganisation of the curriculum, timetable, leadership (staff and students), house system and culture, and changes to the physical learning environment. We are already seeing these new school sections better meet the learning, social, emotional and spiritual needs of our students and their development. I recently wrote to families to announce that The Friends’ School will take ownership of the Argyle Motor Lodge

(AML) from 12 April 2024. This business and property is adjacent to the School’s Argyle Street Campus on the corner of Lewis Street and Argyle Street. The School has purchased the AML as an important part of our long-range strategic vision for the Argyle Street Campus. The School has been able to fund this acquisition through careful fiscal planning and management. The AML acquisition is a once-in-ageneration opportunity and a significant strategic decision that supports the master plan and expands the School’s Argyle Street Campus footprint.

The Friends’ School is fortunate to have a diverse and dedicated group of Board of Governors. In February I

was reappointed as Presiding Member, and Mary Beadle and Siobhan Harpur as Deputy Presiding Members for 2024. I’d like to thank all fellow Board members and those serving on Board subcommittees for their time and energy throughout 2024. Below are the profiles of two Board members I want to share with you; Sarah Sealy and Sam Ibbott.

Sarah Sealy

Appointed November 2021

Sarah is a legal practitioner in private practice with over 15 years of experience in civil litigation and insurance law, acting for a range of insurers, private companies and individuals in both litigated and non-litigated claims. She also acts in professional

disciplinary, employment and industrial matters.

Sarah values giving back to the community and is involved in a range of pro bono and community support projects, including for the Cancer Council, Dress for Success and Foodbank Tasmania. Sarah is also on the Policy and Guidelines Board Sub-Committee, is a Friends’ alumnae from the class of 1999 and a current Friends’ parent.

Sam Ibbott

Appointed May 2019

Sam owns and leads consulting business Marine Solutions, which provides tailored solutions to complex environmental and social challenges. His experience in environmental, marine,

biodiversity and sustainability projects spans throughout Tasmania, Australia and internationally.

Sam has previous Board experience with the Tasmanian Seafood Industry Council and Seafood Training Tasmania. He dedicates significant time and energy to supporting young people in skills development, sports coaching and career pathways. Sam is also convenor of the fundraising board sub-committee, a Friends’ alumnus from the class of 1990 and a current Friends’ parent.

Community News Reunions

Class of 2022 and 50+ Reunions

2023 closed out a big year of reunions for the school with the final event in December for the Class of 2022 enjoying their one year out at the Hobart Brewing Company.

We kick started 2024 with our largest Alumni gathering yet, bringing together 160 attendees for the 50+ Reunion at the Royal Yacht Club of Tasmania. Representing graduating classes from 1949 to 1973 and all those in between, guests traveled from various parts of Australia and Japan to savour a delicious lunch and create lasting memories reconnecting with old friends.

MarjorieLovelock(1962)&AngelaCooper (Sharman)(1959)

Photo:JennyMitchell

DavidAsten(1963),ElizabethWilkinson

Photo:LucyLoney

RobinWilkinson(1959),DavidRobbie

SusanShirley(Morris)(1960)&Celia Wedd(Davis)(1959)

Photo:JennyMitchell

JohnNeedham(1967),DonClark(1957) &PeterMcKay(1965)

Photo:JennyMitchell

TonyIbbott(1962),RogerIbbott(1966),

We extend our heartfelt gratitude to everyone who participated in these reunions whether they were large or small, making them truly memorable occasions for all that attended.

2024 is going to be another full year with all our regular peer years. So if you were in the following classes and wish to be notified of your reunion in 2024, please visit our website to update your details to avoid missing yours!

www.friends.tas.edu.au/w/alumni-community/update-your-details

Class of 1974

Class of 1984

Class of 1994

Class of 2004

Class of 2014

Class of 2023

Trying to work out your peer year? Peer year means the year you finished, or would have finished Year 12 (or Year 13 in the years 1965 to 1975 inclusive). Even if you left in an earlier year, you will want to be sure you go to your reunion with your classmates who continued on to Year 12. All alumni are welcome at reunions, even if you attended the School for a short time, early in your schooling.

We Give Thanks for the Lives of...

Frances DE GARIS (DWIGHT) (1950)

Mary FINDLAY (EVERARD) (1940)

Jason GARRETT (1954)

Lloyd GODMAN (Artist in residence)

Margaret GOULD (CAMPBELL) (1949)

David HALLAM (1958)

Harold (Harry) HOWARD (1965)

John LYONS (1966)

Alasdair MACDONALD (1979)

Andrew NEWTON (1981)

Pamela PALFREYMAN (GILLIES) (1963)

Russell REYNOLDS (1957)

Margaret ROBINSON (TIBBS) (1949)

Lynnette SEIDEL (LUCKE) (1949)

Renee SORBIAN (2002)

Anne SPEED (FLEMING) (1953)

Roger TOMLIN (1960)

Dorothy (Dot) TURNER (ALLWRIGHT) (1947)

Alfred WEDD (1955)

Raymond WOOLLEY ( 1951)

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.

(Nicholas)(1968),DeirdreWise(Nicholas) (1967),Seated:CarmelAsten

(1959).Photo:LucyLoney

PeterIbbott(1959),MichaelIbbott(1957) Photo:JennyMitchell

Inspiring alumni journeys in life beyond school

Please email stayconnected@friends.tas.edu.au if you have an update to share. We also invite and encourage alumni to join the The Friends’ School LinkedIn group by selecting The Friends’ School in the ‘education’ section of your profile using the drop down list.

Our thanks to Alison Boleyn for our alumni updates for this edition of Focus.

Hanny Allston (2003) has had a successful career in sports and business. “One lesson I’ve learnt is: have patience,” says Hanny, the only athlete to win both Senior and Junior World Orienteering Championships in the same year. “Especially when we’re young, I think we’re often in a rush to find our place in the world and to ‘make it’. But sometimes the most beautiful things take the longest to grow.”

It’s not easy being an alumni rep for a cohort freshly out of school. “Some of my classmates are like: give me a minute,” laughs Gryff Connah (2022), who in 2023 started his Bachelor of Fine Arts (Theatre) degree at VCA and took on the task of promoting connection in Melbourne among alumni just out of Friends’.

Caryn Davies (1999) is the recipient of the 2023 Thomas Keller Medal, the highest distinction in the sport of rowing. The winner of three Olympic medals, including golds for leading the US Women’s eight in 2008 and 2012, started rowing when she attended The Friends’ School. “Rowing gives me a community,” says Caryn. “I got my first taste of that at Friends’.”

Scientist Polly Hannaford (2012) enters the Australian National University this year on a Sir Roland Wilson Scholarship, awarded to Australian Public Servants to complete a PhD on a topic of national significance. Polly, Assistant Director in Marine and Aquatic Biosecurity Policy at the Department of Agriculture, Fisheries and Forestry since 2022, will focus on reducing the spread of exotic pathogens in aquaculture.

Beverley Hooper (1957) worked as a secretary after leaving Friends’ and her office skills allowed her to travel, including a stint in Moscow attached to the Australian embassy. She “changed course” in her 20s when she started university, including studying in Beijing (then known as Peking), and so began more than four decades as a scholar, professor and author on Maoist and post-Mao China.

Eliza Kloser (2016) joined ABC Hobart as a reporter this year; the opportunity to work in her hometown came five months into her job as a video journalist covering Indigenous affairs and environmental issues in Western Australia’s Pilbara region. “It was an incredible experience,” she says of working in a small Indigenous community. “It taught me so much about Australia.”

Retired research librarian Robert Paton and his sister Elisabeth Woolston (both 1953) boarded at Friends’ during the 1940s. Their mother Marion had also gone to Friends’ with her twin John. “There’s a story that John came to her assistance one day in 1920, when Errol Flynn had been disrespectful to her,” says Bob. “I don’t remember Mum saying anything more specific than ‘disrespectful’.”

Until she was 12, home for Gillian Johnson (Hickman) (1951), was the main old building of The Friends’ School where her father was a teacher and housemaster. The retired clinical psychologist recalls playing with the boarders every afternoon

When asked for the secret to her longevity, Edith Rogers (nee Davies, 1946) will only say, “Determination.” Edith turned 94 the day before she attended The Friends’ School reunion in Melbourne in November and plans to attend the next. She is also determined to reach 100.

Beverley(ontheright)offtoschoolwithhersister, Chris(left)

Bobandhiswife,CarolynPaton

Celebrating our community of supporters

We extend our deepest gratitude to all who supported The Friends’ School in 2023. On a sunny day in late March we gathered with donors and volunteers from across the School for afternoon tea in Hodgkin Hall where Principal Esther Hill expressed the School’s heartfelt thanks to all who support students at Friends’. Head Students, Eve Cooper and Charlie Bradford, spoke about their gratitude for those who support the School and their developing understanding and appreciation for the broader Friends’ community that will continue even after they graduate.

The Friends’ Together giving program launches in May. Stay tuned for more details on how you can make a difference to the lives of our students.

Jenny Mitchell

Primary students make a splash at JSSATIS Carnival

Lisa Di Venuto, Head of Primary School Sport

The JSSATIS Swimming Carnival was held on Monday 25 March at the Doone Kennedy Hobart Aquatic Centre. The Primary School took 39 children from Years 3 - 6 to compete against other children from various independent schools around Hobart. All competitors participated to the best of their ability, with many placing in their individual events. The relay teams were fabulous, working together to achieve second place success in seven of the events. Primary carnivals are focussed on fun and enjoyment, which was certainly evident on the day. Congratulations to all participants!

Photos: Kathy Hall

Photos:

AllisonBlack(Wright)(1998)andMicheleWilson

PrincipalEstherHillandLucyLoney(Ogilvie)(1988)

ElizabethandNeilRoberts(1966)

HeadStudentsCharlieBradford(2024)andEveCooper (2024)

ChristineHoward(1963)andHeatherGouldthorpe

MiaElmer,EllieNorris,RemiMIddendorf,Addison Higgins.

AstonWilliams,OliverBlack,HenryBullard,Hudson Cooper.

ArnoldGalambos,GabeCostabile,HarryBignell,Angus Wood.

LouisWells,YannisRedwig,LouisCawood,Frankie Chuter.

IsabelWilliamson,OliveReid,CaitlinWest,EssiePelham.

Sport

Friends’ athletes shine at Interschool Athletics Carnival Carnival colours: students embrace house spirit at School Athletics Carnival

Daisy Bennett (Year 11)

On Friday, the 22nd of March, students of The Friends’ School from years 7-12 who performed highly in their chosen events at the southern schools’ athletics carnival participated in the State Interschool Athletics Carnival. Athletes from all over the State assembled at the Queens Domain Athletics Centre to showcase their vast talent across track and field events. Despite quite a cold start to the day, a predictable occurrence at Queens Domain, the kick-off of the 3000m track event was not short of excitement. Oliver Thiessen took out first place in the male open division, with an

impressively-tight last seven laps ending in just a second’s difference between first and second place. The Friends’ School had widespread placings across the track and field events in all age groups, battling the constantly changing weather conditions where assisting tailwinds would turn to headwinds between heats. Violet Owen, a renowned state middle and

long-distance runner took the gold and demolished the under-15 800m record, which had been held for 29 years prior to her outstanding performance. Along with numerous second and third placings, athletes who placed first in their division included Maddox Day in the under-14 discus, Harriet Sproule in the under-15 1500m, Cambelle Large in the open high jump,

whose win is one of many in recent years, and Ale Fisher won both the 800m and 1500m events in the under 16 division. As the weather warmed, the carnival had a vibrant atmosphere as Friends’ athletes competed strongly while supporting one another. Overall, participation across each event in all age groups was down from previous years,

which was apparent in the pennant and shield placing results. Despite this, Friends athletes were competitive and selfless, and the day was an overall success.

PenelopeSlamen,BonnieHewitt,SarahLovell,EllieDeBorde,CaityConnolly, IoneRawlings-Wayattheschoolcarnival.Photo:EmmaGilligan

CamLargeintheOpenGirlsHighJumpattheInterschoolCarnival.Photo:KylieGarrett

OliverThiessen(right)andFergusDePaoliintheOpen3000mattheInterschool Carnival.Photo:KylieGarrett

ClaudiaWindsor,MearaCleary, Violet Bennett at the school carnival. Photo:EmmaGilligan

HughBloomfieldattheschoolcarnival. Photo:EmmaGilligan

EmiliaChesher,WillowMitchell, LivKillingsworthattheschoolcarnival. Photo:EmmaGilligan

Friends’ rowing: a season of triumphs, teamwork, and national success

ToprowL-R:HenryManing,HamishClyne,JackConnah,LouisUnderwood,IssyLeckie,SebastianAnderson,Sophie Neal,AvaVincent,IanJordan(Openboyscoach),RemyZiegler,NoahHass.

BottomrowL-R:AnthonyEdwards(OpenGirlscoach),AlannahEdwards,EstherFalloon,UrsulaNation,Jemima Lennon,CiaranFox,TomCampbell-Jones,NicolaAnderson(OpenGirlscoach)

Sophie

Neal & Louis Underwood (Year 12) Boat Captains 2024

The Friends’ Rowing program has completed another successful season filled with teamwork, dedication and excitement. With 145 students across 10 crews in years 7 to 12 and a further 25 coaches guiding, training and developing the athlete’s skill set, it is

a significant part of The Friends’ School community. Committing to a rowing season is no easy feat as some of our rowers start as early as August, with the official season beginning at the start of term four and enduring across the holidays until the end of term 1. Across the season our athletes brave many early mornings and tough Tassie weather conditions to get out on the water to train before and after school. Towards the end of the season, Friends’

rowers saw great success picking up numerous shields and aggregates at both the State Championships and the Tasmanian All Schools Championships. With countless other notable personal and crew achievements across the board. The triumph continued as various titles were won at Head of the River through the amazing contribution from everyone. The Friends’ School Open girls had a terrific race in the School Girls Eight claiming

WinningOpenGirls8attheHeadoftheRiver.L-R:RachaelMiller,LucyChen,Ava Vincent,JemimaLennon,UrsulaNation,EstherFaloon,SophieNeal,AlannahEdwards.

the second victory in a row. The open boys and girls were fortunate enough to be given the opportunity to represent the school at a national level at the Australian Rowing Championships in Sydney this year. This was an amazing opportunity to compete within and compare our rowing with the best in the nation! The Friends’ rowers did an outstanding job, with five A finalists and two B finalist boats, securing two bronze medals in the U19 men’s four and School Boys

OpenGirlsStateChampionshipsAchievements

TopL-R:NicolaAnderson,RachaelMiller,SophieNeal, EstherFalloon,AlannahEdwards,AnthonyEdwards

BottomL-R:LucyChen,NoahSmith,UrsulaNation, JemimaLennon,AvaVincent

500m sprint race. Rowing at the Friends’ School has been such an amazing experience as the school values are brought to life showcasing the fantastic community and supportive environment fostered by the parents and coaching staff both in, around and outside of the boat shed including our new principal Esther Hill who has thrown her support behind the rowing program. The memories made whilst rowing for Friends are unforgettable as you form lifetime bonds

and friendships with people who all share mutual interests in sport. Many of our rowers continue to pursue rowing both recreationally and competitively after their school years highlighting the love and growth that this sport has/is providing keeping us both physically and mentally fit whilst building good habits that can be applied outside of rowing in school and other co-curricular activities; such as organisation, discipline and teamwork to name a few.

OpenBoys8pushingofftoraceattheHeadofRiver.IanJordan(Coach)(standing).From coxtobow:Issyleckie,HenryManing,LouisUnderwood,NoahHaas,JackConnah, HamishClyne,SebastianAnderson,TomCampbell-Jones,RemyZiegler.

Photo: Geoff Carr

Photo: Geoff Carr