2024_Wenona_Ut_Prosim_v1_1212 (1)

UT PROSIM 2024

A CELEBRATION OF COMMUNITY SPIRIT

Chair’s Message

A period of almost 14 years can transform a school. Under Dr Briony Scott’s leadership, Wenona has flourished in ways both visible and profound. As we bid farewell to our eighth Principal, this edition of Ut Prosim captures a year of extraordinary achievement and poignant transition.

In November, our community gathered at the ICC in Darling Harbour for A Celebration of Wenona, a tribute concert that reflected our gratitude and showcased the depth of talent within our School community. That evening, as reflected on Dr Scott’s leadership, spoke about the concept of an ‘imprint’ – the indelible and permanent mark that an extraordinary leader leaves on a school.

Each chapter of Wenona’s 138-year history has been shaped by exceptional educators. Young visionary Edith Hooke, at just 20 years old, opened Woodstock in 1886, offering girls an education that went far beyond the traditional ‘dame schools’ of the era. She gave us our enduring motto, Ut Prosim, may serve. Through the dedicated leadership of subsequent principals – Ms Messiter, Miss Edith Ralston, Ms Mills, Ms Barbara Jackson, Ms Margret Hadley, Ms Denise Thomas (interim), Ms Wilde, and joint Principals Dr Elizabeth Guy and Ms Wiseman (interim) - Wenona has continually evolved while maintaining its essential character.

When Dr Scott joined us, she set about creating a new era for the School. She introduced the concept of the Renaissance Woman and transformed our curriculum, establishing Wenona’s mission to educate and empower young women in a global learning community to serve and shape their world. Under her leadership, Wenona introduced groundbreaking initiatives, including the first Engineering Studies course in an independent girls’ school in NSW.

Dr Scott’s impact extends far beyond academic innovation. She has developed Wenona as a lighthouse school for staff professional learning, attracted outstanding educators, and overseen the transformation of our physical spaces,

including the creation of Allawah and the architecturally stunning Athenaeum.

Most significantly, she has codified and embodied Wenona’s Values of Courage, Strength, Grace, Wisdom, and Kindness.

As we look to the future, we are well-positioned for the next chapter under the leadership of Wenona’s next Principal, Ms Linda Douglas, who will commence in January 2025. Ms Douglas is an experienced principal and a recognised leader in girls’ education. She is ideally suited to be handed the baton by Dr Scott and will ensure Wenona stays true to its mission. Based on the strong foundations built by Dr Scott and her predecessors, the Board is very confident Wenona will continue to go from strength to strength under Ms Douglas’ leadership.

The stories within these pages paint a vivid portrait of Wenona today – from our class of 2024’s outstanding HSC achievements to the inspiring journeys of Alumnae who are making their mark across the globe. Each narrative reflects the strength of character and sense of purpose that Dr Scott has helped instil. As a community we are extremely grateful to Dr Scott and thank her for her passion, dedication, expertise and commitment to Wenona. She has left an incredible imprint on the School, which will endure for decades to come.

As one remarkable chapter closes and another begins, Wenona will continue to nurture young women who will shape tomorrow with the spirit of our motto, Ut Prosim, that may serve.

Ms Catherine West Chair, Wenona Board of Governors

Principal’s Message

As I write this message, my heart is still full from both my last Prize Giving ceremony and the gift that was A Celebration of Wenona at the ICC. Each was such a tribute to what Wenona can achieve when we work as one – from the students who lit up the stage with their talents, to the staff who orchestrated every tiny detail (on top of all the regular Term 4 busyness!).

These events remind me, that from my first day in the role, every milestone we’ve reached, every challenge we’ve overcome, every innovation we’ve pioneered, has been the product of many hands, many minds, and many hearts. This knowledge gives me enormous confidence for the future of this community – your creativity, intellect, and commitment will continue to work in ‘concert’, to propel Wenona to ever greater heights.

Our students continue to reach new heights of achievement, exemplified by the School’s record-breaking 44 HSC Showcase nominations this November, including an impressive 10 for Visual Arts alone! Undertaking a subject with a Major Work component requires both dedication and boldness, and I am especially proud of these girls for embracing such challenging creative endeavors.

This same creative spirit was beautifully displayed at A Celebration of Wenona, where was deeply touched by the contributions of so many Alumnae who graduated during my tenure. They included international composer Christine Pan (2015), who is recognised for her prolific works written for stage plays, television shows and orchestras. was profoundly affected by the commissioning of On the Shoulders of Giants and will be forever grateful to our Alumnae who use their gifts to bless others. am extremely fortunate that she composed a piece for my departure, that was sung by the Wenona choir –

an experience will never forget! The story of Christine’s career and her contribution to our Concert, is detailed on page 60 of this issue of Ut Prosim

Another former student whose talent enriched the event is Xanthe Muston (2017). Just over a month ago, she won the National Emerging Artist Prize – the latest in a long line of awards. Xanthe presented me with a moving work inspired by the video ‘Brave’ that the Wenona community produced for me back in 2015. She also incorporated the building developments constructed during my principalship such as The Athenaeum. It is a stunning artwork that will have pride of place in my home.

You can read more about Xanthe’s work and career on page 56.

The many and varied achievements of Wenona Alumnae demonstrate the enduring impact of our amazing School. From literature to mining and construction to international sport, you will find their journeys on the pages of this magazine.

Though have expressed my thanks in a number of ways over the last few weeks, can’t help but take this opportunity to pay tribute to the community have been privileged to serve for almost 14 wonderful years.

The strength of a Wenona education rests on its partnerships with parents, who raise their daughters with wisdom, character and purpose. The hard-working Wenona Parents’ Association

is integral to enriching School life, creating connections that strengthen our community and opportunities that expand our students’ horizons. The Wenona Alumnae Association has been instrumental in building bridges between past and present generations of Wenonians.

The strategic vision and steadfast stewardship of the Wenona Board of Governors and Wenona Foundation has positioned the School for continued excellence, establishing a robust foundation for Wenona’s next chapter. They have a deep understanding of Wenona’s Values, combined with a commitment to innovation, that ensures our School will remain at the forefront of girls’ education.

Our extraordinary staff have been at the heart and soul of everything we have achieved. Their dedication isn’t just about delivering expertise – they bring everything they have to our classrooms, sports fields, performance spaces, and laboratories each day. will always be grateful for the profound integrity and professional excellence of all the staff who have contributed to this School over the years.

Finally, our remarkable students – funny, wise, strong, capable, and authentic – they have brought me more joy than you could imagine. I know they will continue to take flight, discerning the voices that matter and taking confidence in their own.

Like generations of principals before me, have always had high expectations of those in my care. know that young women, when expected to be so, can be strong and courageous and wise and compassionate. This generation of young women are all we would hope they would be, and more. With strong women standing by, helping to craft a narrative of hope, the future is in great hands.

As embark on this new phase of my life, know our community will welcome in new Principal, Ms Linda Douglas, in that wonderfully warm Wenona way.

This place will always be a part of me, so am not saying goodbye. But do want to deeply thank each and every one of you for your support, your friendship, and your deep love for this exceptional School.

Dr Briony Scott Principal, Wenona School

SCHOOL LIFE

Finding Their Voice

From rapping Eminem in Assembly to discussing the therapeutic value of environmental activism, Wenona’s Student Leaders demonstrated throughout 2024 that authentic voice comes in many forms.

Each week, as students gathered for the Principal’s Assembly, they heard directly from their peers – personal insights that ranged from whimsical childhood memories to profound reflections on sustainability and personal growth.

Head Prefect, Mali Dunn, particularly exemplified this evolution of student voice. Early in the year, she challenged her peers to embrace discomfort and seize opportunities: “Take some time to seize your moment and go after what you really want,” she urged, acknowledging her own journey from hesitation to leadership. By the end of Term 3, at Year 12 Graduation and Prize Giving, her message had deepened into a nuanced reflection on how individual growth intertwines with community connection. “Each year has offered invaluable lessons that have shaped who am,” she observed, articulating how School experiences build character incrementally.

This celebration of individual perspective was equally evident whenever Sustainability Prefect, Eleanor Wyndham, took to the podium. Rather than delivering conventional environmental messages, she tackled the concept of ‘climate blame’ with nuance. “It is not your fault for being a human who has had their vulnerabilities taken advantage of,” she observed, encouraging her peers to move beyond guilt towards positive action.

The power of vulnerability emerged as a recurring theme.

Sailing Captain, Charlotte Ellis, who is vision-impaired, challenged perceptions about asking for assistance:

“The

next time someone asks you for help, I invite you to take it as a compliment. It means they trust you.”

Creative Arts Co-Captain, Sophia Li, addressed the challenges of maintaining focus in a digital age, using the adage, ‘life is a cup of tea – it depends how you make it’. “We spend hours on TikTok, consuming nuggets of information for an easy dopamine hit,” she noted, before suggesting how to transform ‘anxie-tea’ into ‘mo-tea-vation’ through creative pursuits and genuine engagement. Even in celebrating personal passions, speakers found ways to connect with universal experiences. Allard House Captain, Julia Ratchford, shared how her eclectic Spotify playlists – from Spanish music to retirement home favourites – reflected different facets of her personality, encouraging others to embrace their unique forms of self-expression.

Library Captain, Elisha Muller’s, reflection on childhood wonder struck a particularly poignant note: “Just because we know how something works, just because we’ve seen something a thousand times, doesn’t mean it ceases to become magic.”

There are so many more examples of the girls’ wisdom that we could highlight here. It is good to note too, that the Principal’s Assembly speeches represent just one aspect of Wenona’s broader commitment to student voice. Through initiatives like the Interhouse Debating Competition and the Club and House systems, our young women are developing the confidence to articulate their thoughts, challenge perspectives, and inspire change.

As Mali Dunn reflected in her Year 12 Graduation and Prize Giving address, “It is not about awards received or appearances made, but rather about doing things that make you radiate.” This understanding – that authentic voice carries more weight than accolades – exemplifies the sophisticated leadership that Wenona’s platform nurtures.

Robot Builder, Record Breaker

When Mia Chen was younger, LEGO blocks were her favourite toy. Today, the Year 9 student stands among the world’s top robotics competitors, having led her team to the quarter-finals of the VEX Robotics World Championships and making history as the first Australian competitor interviewed in the championship dome.

“I first got into STEM through a passion for LEGO,” Mia explains.

“Trying out robotics was my mother’s idea because she saw how much loved it and thought it might be a good direction for me.”

That maternal suggestion proved inspired, as Mia soon proved to have a natural aptitude for building and coding. The transition to VEX competitions presented new challenges: “It’s harder because it requires building with metal, and you have to cut everything. It’s not easily undoable,” Mia explained.

The path to the World Championships demanded dedication and excellence. Teams must progress through regional and state competitions before reaching nationals, where only 13 groups from across the nation are selected to compete internationally. Mia’s team distinguished itself by achieving the highest ranking among all qualifying Australian teams.

At the World Championships, Mia’s achievements continued to mount.

Her team advanced to the quarter-finals of the elimination matches, placing them in the top eight overall. They also received a judges’ award – only the sixth time an Australian team has earned such recognition. In another notable moment, Mia was selected as the first Australian competitor to be interviewed in the championship dome.

The success stems not just from technical skill, but from Mia’s holistic approach to learning. “I can’t really say one thing that enjoy most

about STEM because it’s the whole experience,” she reflected.

“Through building robots and coding them, get to learn so much, not only about STEM but also about myself. It has made me more resilient and more hardworking.”

Wenona’s comprehensive STEM program has played a crucial role in nurturing Mia’s talents. “The School provides many STEM opportunities,” she notes. “I take STEM as an elective subject at Wenona, and it’s very different from robotics. get to do things haven’t done before, so Wenona expands on what know about STEM and provides so many opportunities to experience it in different ways.”

The experience has shaped Mia’s vision for the future. She’s considering pursuing computer science at university and harbours ambitious goals in robotics. “This might be a big goal, but hope to be division champion,” she says. Her interactions with this year’s world champions have provided valuable insights: “In talking to them, got a better understanding of how they built their robot, the ways they managed their time and their team. Their methods were so efficient – I could see why they were considered best in the world.”

Mia plans to keep applying her passion and persistence, as she pursues her dreams in robotics, and continues to inspire other young women in STEM.

Making Waves in Marine Science

When most secondary school students dream of visiting the Great Barrier Reef, they imagine tourist boats and snorkelling trips. But for a select group of Wenona Years 10 and 11 STEM enthusiasts, their reef experience involved GPS coordinates, wave rider buoys, and contributing to research that might just improve international scientific understanding.

Every two years, Wenona’s STEM Tour takes students to the One Tree Island Research Station, a pristine location in the Southern Great Barrier Reef that’s so exclusive it requires a special permit to visit. “The opportunity for us to visit the island’s magnificent mid-shelf reef was truly exceptional,” explained Year 10 students, Poppy Debney and Georgina Beggs, who participated in this year’s tour. “It’s protected from tourism and fishing, so it’s a good example of a natural, healthy Australian reef.”

But this is no ordinary school excursion. Before setting foot on the island, the students attended the University of Sydney to learn about marine research devices and the effects of sea level rise on coral. Once on the island, their days were filled with real scientific work: conducting reef flat surveys, using drones to observe shoreline dynamics, and servicing wave rider buoys that monitor wave patterns.

The impact of their work extends far beyond the classroom.

Data collected by Wenona students during the 2022 and 2023 tours contributed to a groundbreaking research paper that was presented at the 38th International Conference on Coastal Engineering at the Pontifical Gregorian University in Rome in September. They were the only student group to have worked in the island’s scientific research center at that point, collaborating with University of Sydney researchers to study human-induced effects on reefs, including bleaching due to global warming.

“We will cherish the memories we made, the knowledge we gained and our new appreciation for reef research and protection efforts,” reflected Georgina Stevenson and Mali Dunn, from the Class of 2024, whose work was part of the Rome presentation.

The 2024 cohort’s experience was also impactful. Between pointing out turtles, octopi, and sharks during daytime snorkels (and even a night-time observation of reef dynamics), the students contributed to long-term projects including One Tree Island’s post-bleaching impact assessment. “Participating in the research gave us a great sense of fulfilment and accomplishment,” said Poppy and Georgina. “Assisting with the behind-the-scenes work of remote scientific research allowed us to learn from inspirational researchers and gave us an insight into the rewarding opportunities that a career in STEM can provide.”

But it’s not all serious science. During the trip, the student ‘STEM-inists’, spent their evenings “singing, laughing, and ‘STEM-ing’ together” – creating lasting connections to support their future STEM journeys.

Under the guidance of station managers, Ruby and Heinrich, University of Sydney researchers, Professor Webster, Kate Whitton, and Ratneel Deo, and Wenona’s own Dr Alisha Thompson and Mr James Vertucci, the students gained more than just scientific knowledge. They developed a deeper understanding of marine ecosystems and their protection, hands-on research skills, and perhaps most importantly, a vision of their potential future in STEM.

Year 11’s Journey into University Life

When a group of Year 11 students found themselves participating in a medical simulation at the University of Newcastle’s state-of-the-art facilities, they weren’t just observing university life – they were living it.

This immersive experience was part of Wenona’s signature Academic Tour program, an initiative that opens doors to tertiary education across Australia while fostering connections with Alumnae who have blazed these trails before them.

“The Academic Tour was the perfect opportunity for us to participate in the unique university experience’, said Phoebe Oswald, whose Newcastle/Armidale tour focused on medicine and health sciences. “The practical activities allowed us to engage with students following careers in the field.”

This year, the School offered five distinct pathways, each carefully crafted to showcase the diversity of Australia’s tertiary landscape. From the prestigious halls of the Australian National University in Canberra to the innovative spaces of Bond University in Queensland, students explored institutions that aligned with their aspirations.

The Melbourne tour proved particularly popular, attracting over half the Year 11 cohort. Here, students delved into a rich range of disciplines at the University of Melbourne and Monash University, from Arts and Biomedicine to Commerce

and Engineering. Through lectures, workshops, and faculty visits, they gained firsthand experience of university life in Australia’s cultural capital.

What sets these tours apart is their thoughtful design. Before selecting their preferred destination, students conducted detailed research and provided clear rationales for their choices. This process itself became a valuable exercise in decision-making and future planning.

The Adelaide tour introduced students to both the University of Adelaide and Flinders University, while the Queensland experience encompassed the different offerings of the University of Queensland and Bond University. For those interested in regional opportunities, the Newcastle/Armidale tour showcased the distinct advantages of the University of Newcastle and the University of New England.

Perhaps most meaningfully, these tours created bridges between current students and Wenona Alumnae studying at each institution. These connections offered authentic insights into university life and helped demystify the transition from School to tertiary education.

As the Senior College continues to prepare students for life beyond Wenona’s gates, the Academic Tour program stands as a testament to the School’s commitment to broadening horizons and empowering informed choices about the future.

Key Successes

Wenona made a name for itself across the board in 2024. From academic excellence to artistic expression and sporting triumphs to technological innovation, each Wenona success story reflected our commitment to nurturing well-rounded young women primed to make an impact.

Our academic success soared in 2024, with a record 44 nominations for NESA HSC Showcases, including 10 for Visual Arts alone (with more than 9,000 entries across the state, this is a major achievement). Other subjects to receive nominations included English Extension 2, with two nominations for the Young Writers Showcase 24; Drama, which achieved nine individual and two group performance nominations; and Dance, in which one student achieved dual nominations for the prestigious CALLBACK Showcase.

The Festival of Speech

Wenona’s Performing Arts areas of Drama, Debating, and Public Speaking have flourished this year, with accolades including first place in both the Junior and Senior categories at the Independent Girls’ School Association Festival of Speech. The competition spanned disciplines from Debating and Current Affairs to Theatresports and Poetry. It was also an opportunity for Wenona’s Drama team to shine – winning first place out of a large field of independent girls’ schools.

Innovation in STEM

Our STEM students thrived this year, with girls in Years 9 and 10 securing third place in the Science and Engineering Challenge State Finals. The competition involved tackling complex engineering challenges, from designing electric systems to constructing weightbearing bridges, showcasing our students’ ability to apply theoretical knowledge to practical problems. Other STEM highlights included a student who competed in international robotics and international recognition to our STEM Tour participants, who contributed to an international research paper on marine science.

A Wenona student was honoured to be selected as a finalist in the 2024 Young Archie competition at the Art Gallery of New South Wales. Grace Vonwiller, 15, was chosen for her portrait of her grandfather, The Rock in My Garden It stood out among more than 4,000 entries – not just for its technical skill, but for the deeply personal story it tells. “I have always seen my grandpa as my rock,” Grace explained, describing his “one-of-a-kind personality” and ability to make her “laugh, no matter the weather”. The portrait was made using graphite and was one of just 70 finalists from across the state to be hung alongside the Archibald, Wynne and Sulman Prize finalists.

The dedication of our teaching staff came in for acknowledgement, with seven faculty members honoured by the Teachers’ Guild of New South Wales. These awards acknowledge outstanding contributions across diverse areas – from creating nurturing learning environments to transforming academic programs. Their achievements ranged from exemplary classroom teaching to innovative faculty leadership, demonstrating our staff’s commitment to both academic excellence and student wellbeing.

Young Archie Selection

Recognition for Our Teachers

A Record Year for Showcases

Writing to Learn

When national data began showing a decline in student writing skills across Australia, Wenona’s academic staff decided to work to reverse it. In partnership with the Association of Independent Schools NSW (AISNSW) and academic mentors from the University of Wollongong, they launched an ambitious multi-disciplinary writing project that’s already transforming how students from Years 5 to 10 approach literacy.

“Rather than just accept that this is happening, we asked ourselves what we could do to stop and reverse that trend,” explained Deputy Principal of Professional Practice and Culture, Ms Nicole Timbrell. “The main objective was to activate literacy interventions that really support our students in having confidence in their own writing as well as lifting their proficiency.”

The project tackles a challenge familiar to educators everywhere: students who can articulate their understanding verbally often struggle to translate that knowledge to paper.

“We needed to build a bridge to get them to put that on paper and normalise the recursive process of writing,” said Dean of Research and Practice, Ms Natasha Isbel. “It’s actually a very complex thought process, and there hasn’t been a lot of shared pedagogical understanding around approaches to teaching students how to write well.”

Working with leading literacy experts, Professor Pauline Jones and Beverly Derri-Weyanka, whom Head of Early Learning, Ms Carlie Plummer, described as “the leaders of literacy and education across Australia,” the team developed a three-pillar approach focusing on reading, writing, and talking. The results are already evident in classrooms across disciplines.

Year 5 Teacher, Mr Sjoerd van den Bosch, has witnessed remarkable progress in just six weeks. “It’s incredible to see the progression from that first piece of writing,” he enthused.

“Identifying themes, using literary techniques, working with specific noun groups – their sentences and paragraphs are just phenomenal.”

This success continues into Year 6, where students are tackling essay writing with surprising sophistication. “I was really impressed with their ability to do that so well at such a young age,” said Year 6 Teacher, Ms Yvette Christofa.

“They

have the confidence to use the author’s name, quote evidence from

texts, and understand quite complex literary devices.”

One of the project’s key strengths is its consistency across subjects. Whether in Science, Geography, or PDHPE, students encounter the same approach to writing skills. “In Science, we have our own scientific language,” explained Acting Dean of Staff, Dr Kasey Wood, “but this project

provided a framework for a common language so that we are all speaking the same way.”

For PDHPE Teacher, Mr Sam Bresnik, the project has bridged the gap between his subject’s discussion-based nature and written expression. “It was about helping students put what they were talking about so openly and honestly into their writing and doing it in an effective way,” he said.

The impact on teachers has been equally significant.

Geography Teacher, Ms Emma Snow, an early-career educator, finds the toolkit of interventions invaluable. “Being able to have a bunch of different strategies that help target students’ reading ability, that can then progress to talking and writing about texts, has been a really good opportunity.”

Dean of Schools, Ms Amy Webb, emphasised the importance of this consistent approach: “Rather than wait for the stress of the senior years, we know from evidence-based research that if we can start things early, we actually get more benefit and more confidence with the students in their writing.”

The project exemplifies Wenona’s commitment to evidencebased teaching practices and continuous professional development. As Ms Isbel noted, watching staff confidence grow and seeing them transfer new knowledge into their programs has been “one of the great joys of the project.”

Most importantly, this initiative ensures a smoother transition between primary and secondary education. “There’s a significant shift that happens when students move from Year 6 into Senior School,” Ms Plummer pointed out.

“We’ve been focusing on making sure that transition is smoother, so students move into Senior School with the skills and analytical ability as writers to perform better in specific subject areas.”

Through this innovative project, Wenona continues to demonstrate its leadership in educational excellence, ensuring its students are well-equipped for the literacy demands of both their academic journey and future careers.

Broadening Horizons and Making a Difference

Year 9 embarked on transformative Service Learning trips during the September holidays, deepening their understanding of developing communities and bringing meaningful contributions to people in need. The girls had fundraised prior to the trips, resulting in life-changing resources for local residents.

Vietnam

Our students undertook a community service project in a local village, focusing on concreting a road to connect neighbouring communities. Their teamwork and dedication were exemplary as they also collaborated to transform a local playground into a future classroom space, by laying over 280 tiles.

The girls also received opportunities to immerse themselves in Vietnamese culture, learning to cook traditional dishes such as spring rolls and even trying out local delicacies like grasshoppers! During their visit, they communicated with locals using a mix of Vietnamese, English, and hand gestures, which served to foster cross-cultural understanding and genuine friendship.

Laos

The Laos group began its journey with a taste of traditional Laotian flavours and a visit to the serene Xieng Thong Temple.

The students hiked up Mount Phousi to take in the breathtaking views and explored the vibrant Night Market. The educational side of the trip included visits to the Teak Center and UXO

Museum, which provided insights into local resources and history. The students’ service contribution took place at a nearby village, where they concreted a path to improve access to a primary school. This hands-on experience allowed the girls to connect deeply with the community and make a lasting impact.

Cambodia

In Cambodia, our team worked tirelessly to build a house for Thavy, a local scholarship student who was living in cramped conditions with her large family. This project not only provided much-needed housing but allowed our girls to build connections with local children during their breaks, as together they danced and played games.

The students on the Cambodian trip were also privileged to participate in the final celebration of the religious festival, Pchum Ben, at a local temple, gaining insight into rich Cambodian customs and traditions. The funds they raised prior to departure allowed them to purchase essential household items for Thavy’s family, exemplifying the spirit of giving and community support.

East Kimberley

Closer to home, our East Kimberley group engaged in diverse community service activities in Kununurra.

From skating and playing basketball with PCYC (Police Citizens Youth Clubs), to maintenance work in community gardens and assisting at a community kitchen, the girls gained a deeper understanding of life in regional Australia.

The trip also offered opportunities to explore the natural wonders of the area, with visits to El Questro, Zeebedee Springs, Emma Gorge, and Molly Springs.

These experiences allowed for a more organic immersion in the unique landscape of the Kimberley.

We know these experiences will result in life-long memories and valuable character development for each participating student. We commend them all for their enthusiasm, dedication, and the positive way they represented Wenona on the global stage.

Art, Language, and Gelato

When our Years 9 and 10 Italian Language students stepped off the plane for their Easter holiday Italian immersion, they were ready to put their classroom learning into real-world practice. What followed was a journey through three of Italy’s most iconic cities, where language skills flourished in the most unexpected places.

Venice set the scene for their Italian journey, where the students quickly embraced the local lifestyle. Between wandering along the picturesque canals and enjoying their first Italian gelato, they explored the colourful islands of Murano and Burano, toured the magnificent St Mark’s Basilica and Doge’s Palace, and even practised their Italian during traditional gondola rides.

In Florence, the real language immersion began. Under the guidance of Professoressa Barbara, who was impressed by their progress, the students attended Italian language classes designed to build their confidence and fluency. But it wasn’t all formal learning – the group also spent time at two local high schools, attending classes ranging from Mathematics to Art History. Their Italian peers were particularly delighted with the gift of Wenona wombats, and our students discovered both

the similarities and differences in school life between our two countries.

Between classes, Florence’s artistic heritage beckoned.

The group toured the masterpieces of the Uffizi Gallery and Accademia Gallery, including Michelangelo’s famous David, and enjoyed long walks down the River Arno. They added variety to their Tuscan experience with day trips to the beautiful historic towns of Siena and San Gimignano.

Rome turned out to be a test of both the girls’ language skills and their stamina. The students learned to use the city’s metro system and covered impressive distances on foot, taking in the iconic sites from the Colosseum and Roman Forum to the Trevi Fountain. They explored the rich history, art, and spirituality of the Vatican and took a day trip to the moving ruins of Pompeii, gaining fascinating insights into Roman life before 79 AD.

Wenona’s Head of Languages, Ms Lydia Bentivoglio, noted the students’ growing confidence throughout the journey. “Their language skills improved every day,” she observed, “from ordering pizza and pasta to negotiating at market stalls and chatting with their new Italian friends.”

The students embraced each opportunity and challenge with enthusiasm, proving that sometimes the best classroom is no classroom at all.

From Small Steps to Big Ideas

Each year, Wenona Kindergarten students gather in front of their parents in the Woodstock Piazza to present their first major research project. It represents their first steps on a journey that will culminate in Year 6, with the PYPx, an interactive International Baccalaureate Primary Years Programme (IBPYP) display of in-depth study into some of the most complex problems of our time.

This year’s journey began with our youngest learners exploring the theme ‘Inspire Inclusion’ for International Women’s Day. Through dance, art, and literature, Kindergarten students examined what it means to belong, immersing themselves in conversations about Wenona’s Values of Courage, Strength, Grace, Wisdom, and Kindness. “When we inspire others to understand and value inclusion, we create a better world,” reflected Kindergarten Teacher, Ms Carlie Plummer.

By Year 5, these same inquiry skills have developed into sophisticated creative expressions. In 2024, the cohort wrestled with complex themes through various artistic mediums. After masterclasses with professionals including slam poet, Miles Merrill, and our very own filmmaker, Year 5 Teacher, Mr Dean Pomfrett, and a crochet lesson from their classmate, Mary Rogers, the students created works that pushed them from their comfort zones into what they call their ‘stretch zones’.

“During the showcase, learnt how other people express their feelings or ideas in a certain medium,” explained Year 5 student, Amber Steele, who chose to explore the theme of betrayal through film. “I ended it on a cliffhanger so that people can imagine the rest more dramatically.”

But it’s in Year 6 that these cumulative skills fully take shape. For this year’s Exhibition, the students tackled profound questions about human experience, conducting in-depth inquiries into real-life issues. Kathryn Hart investigated social media’s impact on teenage life, while Ellie Chua explored whether we are who we are or who others shape us to be. Shae Raggston took her investigation into community belonging a step further by creating a website to help people connect.

“Despite often worrying about the world’s future, I’m leaving the Exhibition with renewed hope,” one grandmother told PYP Coordinator, Ms Kate Cameron, after witnessing the Year 6 presentations. It’s a sentiment that captures the essence of these Exhibitions; they mark each student’s growth in critical thinking, collaboration, and autonomous learning. Each one builds upon the last, creating confident learners ready to shape the communities they wish to see.

Honouring Our Values

Throughout the year, Wenona students and staff come together to commemorate, celebrate, and raise awareness of significant issues that shape our community and world. From solemn ceremonies of remembrance to vibrant celebrations of diversity, these moments reflect the School’s dedication to understanding and serving others.

During National Reconciliation Week students engaged with Indigenous culture and history through various activities, including a yarning circle with Auntie Viv Freeman and preparing meals for Indigenous communities. Meanwhile, the School’s commitment to mental health awareness was demonstrated on R U OK? Day, where the Student Representative Council organised activities promoting connection and kindness.

As the R U OK? organisation notes, these conversations can change lives, and Wenona students are learning that building trust and normalising such discussions creates a stronger, more supportive community.

This message was echoed at the School’s Remembrance Day Ceremony, where Cadet CUO, Megan Vinalon, shared a moving 1945 letter from an Allied soldier, bringing history to life for students in 2024. “To remember is to keep the spirit of the soldiers, their strength, their courage, and their determination alive,” she told the Assembly. The ceremonies concluded with wreath-laying at the North Sydney Cenotaph, connecting School observances with broader community commemoration.

Wenona’s celebration of diversity finds expression in our annual Harmony Week celebrations, where students proudly share their cultural heritage with peers in Assembly, offering detailed explanations of the ceremonies, food, and traditions they enjoy with their families at home. The School community represents 27 different countries and 25 languages, creating what Dr Briony Scott described as a responsibility that “goes both ways” – being proud of one’s cultural background, while remaining curious and open to learning about others.

In every Assembly, activity, and ceremony, students learn that awareness and understanding are essential first steps toward meaningful action and positive change. As students from Kindergarten to Year 12 participate in these events, they develop a deeper appreciation of their role in creating a more inclusive, aware, and compassionate community.

At this year’s ANZAC Day Ceremony Principal, Dr Scott, posed a profound question to the Assembly audience: “How many of you would have either a mother or a father, a brother or sister, an aunt or uncle who are in the armed services of some description?” As hands raised across the Big Gym, she reminded students, “It’s very easy when we’re in a country like this, which is an overwhelmingly peaceful country, to take for granted what we have and what other people have done for us.”

A Year of Sporting Excellence

From the pool to the slopes, 2024 has proven to be an extraordinary chapter in Wenona sporting achievement. Breaking records and setting new benchmarks, our students have crafted a remarkable narrative of determination, teamwork and sporting prowess.

At the heart of this success lies an approach that values not just victory, but the journey towards excellence. Director of Sport and Performance, Mr Tom Hill, and his dedicated team have fostered an environment where personal growth and collective achievement go hand in hand. “Building cultures within sports and succeeding based on the collective contributions of so many, not just those who finish on the podium,” he explained, reflecting on a year that has seen unprecedented milestones.

The statistics are clear: Wenona achieved more than 50 School Pathway Representatives, with over 20 competing at NSW All Schools level or above. The School secured more grand finalists than ever before, with an impressive 35% championship success rate across eight team sports. Our representative carnival teams consistently finished in the top four, whilst the School claimed a well-deserved Most Improved Trophy at Tildesley Tennis, securing seventh place.

In the pool, history was made with the School’s first-ever individual National Age Swimming medals, while a record number of swimmers qualified for State. The Senior School Swimming Carnival showcased this aquatic excellence, with 11 records falling in a single day. Year 10 student, Ali Sharp, captured attention by breaking five records herself, while Emily

Smith (Year 8), Sassy Dunn (Year 11), and Georgia Bealing (Year 11) claimed age group championships, with Georgia winning the inaugural Multi-Class Award.

The victories continued beyond the pool. The School was named Senior Netball Club of the Year and, impressively, secured back-to-back National Interschool Snowsports Championships. Twenty-eight students competed at national or international levels outside the school pathway, demonstrating the depth of sporting talent within our community.

At a recent Senior School Assembly, Principal, Dr Scott, celebrated these achievements while emphasising the broader values developed through sport. “Our girls have learned how to win and lose with dignity, committing to their teams and representing our School with pride,” she noted, as Sports Achievement and Sportsmanship Awards were presented to students who exemplified these qualities.

Looking ahead to 2025, the foundations laid this year promise even greater achievements. As Mr Hill observed, “This year has been about unlocking untapped potential and doing it our way.” With such momentum, Wenona’s sporting future looks brighter than ever.

Young Love Reimagined

When Lady Gaga’s Bad Romance blared through the Independent Theatre and leather-clad Capulets and Montagues erupted into a fist-fighting brawl, any expectation of a traditional Shakespeare production vanished. Yet this contemporary opening only served to highlight the timeless nature of Shakespeare’s tale of love amid conflict, brought to vibrant life by Wenona students from Years 9 to 11.

The production opened strikingly: with Romeo and Juliet frozen as statues on a golden plinth, hands clasped as the chorus introduced their tragic tale. This powerful image set up the play’s central question, articulated by Director and Head of Drama, Ms Tiffany Crittle: “Will the love of Romeo and Juliet transform those left behind? Will their families learn from the tragedy that unfolds?”

“We were particularly interested in the play’s progression from romance and comedy to tragedy,” Ms Crittle explained. “In the first half, audiences enjoyed the excitement of the Capulet’s party where the lovers meet, and the romance of the famous balcony scene. We highlighted the comedy through characters like the Nurse and Peter, before the play takes its dark turn with Romeo’s killing of Tybalt.”

The young cast proved more than equal to Shakespeare’s complex characters. Rose Baird-Petroni, Year 10, who took on the challenging role of Juliet, described it as “a magical experience so different to a typical School activity. The dressing rooms were always filled with friendly faces, music, and many laughs. Getting to know the cast and finishing each performance together was something will never forget.”

For Sophie Hong, Year 9, who played Lady Montague, the production offered valuable learning opportunities. “I gained an understanding of how to perform on stage, draw focus, and add tension – all things can apply to Drama as a

School subject. also learned how important it is to understand what you’re saying to fully emote your lines.”

The production’s success relied heavily on the technical mastery of Stage Manager, Mr Theodore Carroll, whose lighting and music choices helped create and emphasise the varied moods throughout the play. From the romantic Capulets’ party to the desperate final scenes in the tomb, the technical elements supported the emotional journey of these star-crossed lovers.

“Romeo and Juliet find each other in a world that seems devoid of love,” noted Ms Crittle. “Theirs is a world dominated by conflict, and the quest for power and money. The Capulets hold extravagant parties, intent on showing their status. Yet for all their wealth, their relationships are distant and strained.”

It’s this context that makes the lovers’ connection so powerful. As Ms Crittle observed, “They rush toward love with the impetuous abandon of teenagers, careless of the consequences. Who would not leap at love when those around are slick and clever, cold and angry?”

The production team acknowledged the invaluable contribution of Assistant Director, Mr Michael Dean, whose detailed knowledge of the play helped shape the production, and expressed gratitude to everyone involved in creating costumes and staging this ambitious interpretation.

River City Comes to Life

Wenona audiences found themselves transported back to 1912 River City, Iowa, in the Wenona Junior School’s production of The Music Man JR.

Nearly 300 students performed in a double cast across four shows at The Concourse Theatre, Chatswood, in an ambitious production that vibrantly reproduced early 20th-century America.

“It was fascinating explaining to our students the nuances of the way people lived in the early 20th-century”, said Ms Kim Lemon, Director of School Operations and Events, and the show’s Producer/Director.

“It has been an enriching experience filled with stagecraft, acting, dancing, singing, costume fittings and most importantly, teamwork” – Ms Kim Lemon.

The original Broadway production of The Music Man was a sensation in 1957, winning five Tony Awards including Best Musical. Wenona’s Junior School production honoured this heritage, while making it accessible to modern audiences.

Students from Years 3 to 6 began their journey with the show at the end of Term 1, with main cast members dedicating their lunchtimes to rehearsals while other students learned the songs during Music classes throughout Term 2. The preparation intensified in Term 3, as choreography and staging came together under the guidance of choreographer, Ms Sally Dangar.

The musical direction, led by Mr Cameron Harker and Ms Emma Gutierrez, brought the show’s beloved numbers to life, supported by an orchestra that combined the talents of both students and professional musicians. From Ya Got Trouble to Till There Was You the score resonated through The Concourse Theatre with fresh energy.

The production showcased not just the performers but also the broader Wenona community’s collaborative spirit. Senior School students supported the show both in the orchestra and behind the scenes as part of the Production Crew. Year 5 Teacher, Mr Dean Pomfrett, created custom props including street signs, lamps, and fencing, while Ms Janine Edwards and Ms Penny Williams worked tirelessly on costumes and accessories.

Technical elements were managed by Mr Theodore Carroll and his Independent Theatre team who oversaw the set, props, and the crucial wagon that featured prominently in the show. Ms Sarah Jane Starr served as accent coach, helping students perfect their Midwestern and Irish accents, particularly crucial for the character of Mrs Paroo.

“Overall, it was an incredibly positive experience with such a buzz backstage at every show”, reflected Ms Lemon. “The dedication of our students, from our lead performers to our youngest ensemble members, has been truly remarkable”.

Service in Action

At Wenona, Ut Prosim, that I may serve, comes to life through the countless ways our students and staff serve their community. From the Junior School to Senior College, service isn’t just our motto – it’s demonstrated through tangible actions and meaningful initiatives throughout the year.

In the Junior School, students embraced the 86k for a Cure challenge, a month-long virtual fitness event chosen by the Junior School Student Representative Council (SRC). The significance of the 86 kilometres reflects the average number of children diagnosed with cancer each month in Australia. Students walked measured laps around the Deck Playground, raising over $1,000 for Amelie’s Rainbow team, a cause initiated by their Music teacher, Ms Emma Gutierrez, in honour of her daughter.

Our Music Therapy Group led by Kindergarten to Year 12 Music Teacher and Registered Music Therapist, Dr Dianne Langan, exemplifies the School’s commitment to community service. The group, comprising 16 students from Years 7 to 11, performed at retirement homes, aged care facilities,

and special education centres. During their 2024 visit to Bougainvillea in Neutral Bay, the students both performed and engaged with residents in meaningful conversations. “For some students, this year represented their first opportunity to meet and interact with older people or children with disabilities, which broadened their outlook and educated them on the needs of their community,” explained Dr Langan.

The SRC continued to champion numerous charitable initiatives. This year’s successful events included Australia’s Biggest Morning Tea, Jeans for Genes Day and Green and Gold Day collectively raising more than $5,280. For Child Protection Week, they engaged in an ‘Every Conversation Matters’ art competition, with proceeds supporting Youth off the Streets

A highlight of the 2024 service calendar was Wenona’s first official entry in the Balmoral Burn Schools category. Seventy students participated in this challenging 420-metre run up one of Sydney’s steepest hills, raising $2,330 for the Humpty Dumpty Foundation. The event, initiated by Year 12 students, Elise Notaras and Claire Weale, demonstrated how student leadership can inspire widespread community participation. As Head of Sport, Mr Ben Offereins, noted, “Everyone was dressed up and in great spirits, and the feedback from students is that everyone wants to do it again next year.”

Through these diverse initiatives, Wenona students actively demonstrate that service isn’t just about fundraising – it’s about understanding community needs and taking meaningful action to address them. The SRC’s regular meetings ensure student voices from Kindergarten to Year 12 contribute to decisions that affect the whole School community, embodying the true spirit of Ut Prosim

Boarding House Life

When Boarding Captain, Gemma Turkington (Year 12), took to the stage at Principal’s Assembly this May to mark National Boarding Week, she opened with a classic rural girl story.

Coming from a town eight hours away, where she knew every face on every street, she found herself suddenly surrounded by hundreds of unfamiliar faces at School.

“But if I’ve learned anything from boarding,” she told the assembled students and staff, “it would be that you have to go through tough times and changes to find the best version of yourself.”

Boarding Prefect, Bianca Ilencik (Year 12), on the other hand, brought a dash of humor to the proceedings. “Unlike Gemma, don’t come from an exotic place eight hours away,” she quipped. “Instead, I’m only an eight-minute drive up the road to Lane Cove.” Despite the short distance from home, Bianca has spent six years in the Boarding House, making it truly her second home.

The real charm of boarding life emerges in the everyday moments the students share. Bianca’s story about her beloved cat passing away is a good example. Her fellow boarders responded in true teenage fashion, with what she described as “the most heartwarming cards I’ve ever received and countless slices of cake that still think about to this day.”

about family, culture and countries,” she said. “Despite everything, boarding here is an experience would never change.”

The Assembly speeches offered a glimpse into what their Head of Boarding, Ms Nonie Ayling, often reminds them: boarding is a whole lot more than just a place to stay. It’s where strangers become sisters and make connections that will stay with them for the duration of their lives.

From Lane Cove to outback farms, Wenona’s boarders bring diverse stories to the heart of North Sydney, creating a vibrant community that transforms School life into home life. During National Boarding Week this year, four students shared their unique perspectives on boarding at Wenona, revealing how their different journeys have generated shared experiences, lasting friendships, and personal growth.

For Erica Nutt (Year 10), who comes from Burke (a mere ten-hour drive away), the transition from a school of less than 100 students might have been an overwhelming one. Instead, she said she has found herself part of what she calls “this huge family of un-biological sisters” – forty girls who are always ready with advice, support, or just a chat.

Sylvia Osborn (Year 10) painted a vivid picture of her home life – a 300-acre cropping farm called Sunshine, complete with two dogs and Aunt Patty, seven hours northwest of Sydney. She remembered clearly her first day walking into the Boarding House at age 12, realising this would be home for the next six years. “Life as a boarder definitely has its ups and downs,” she acknowledged, before addressing the question she gets asked most often: “What’s the food like?” Her diplomatic answer drew knowing laughs from the Assembly audience: “It’s alright ... but the chicken schnitzel’s great!”

To elaborate on how she feels about boarding, Sylvia reflected on how her perspective has shifted over the years. “From all the girls in the House, hear incredible stories and experiences

A Life in Words

When two-time Booker Prize-winning author, Hilary Mantel, wanted holiday reading she reached for Dr Anne Whitehead’s (1959) book, Bluestocking in Patagonia. The Wolf Hall author’s choice speaks volumes about Anne’s standing in literary circles – her carefully researched works have earned her some of Australia’s most prestigious honours, including the 1998 NSW Premier’s Award for Australian History for Paradise Mislaid.

Anne’s books blend meticulous historical research with vivid storytelling, taking readers from Paraguayan settlements to Patagonian sheep stations, from the Round Tower of Windsor Castle to the remote island of Saint Helena. Her latest work, Betsy and the Emperor, uncovers the remarkable story of an English family’s friendship with the exiled Napoleon Bonaparte – a tale that unexpectedly winds its way to colonial New South Wales.

Anne’s path to literary acclaim began in broadcasting at the ABC, where she started as script editor on a new TV series for schools in 1968. Taking over as producer/director, she renamed it BTN Behind the News and, with a small team, shaped what would become Australia’s second-longestrunning current affairs program after Four Corners In 2018, Anne was invited to Adelaide for BTN’s 50th anniversary celebrations, where the show now includes a high school edition. She went on to write and direct The Australians a series of four documentaries on Australian history, and won the 1985 AWGIE (Australian Writers’ Guild) Award for Best Documentary Script for The Loner in the Lodge about wartime Prime Minister, John Curtin.

Yet the first person to recognise her storytelling talent was Wenona Headmistress, Miss Edith Ralston. When nine-yearold Anne arrived in 1951 with her mother, who had been appointed Matron and House Mistress of Palmer House, she was fresh from England where her parents’ marriage had ended. “It was a traumatic time for both of us,” she recalls, “and know my mother was very grateful when she was appointed to the position, with the bonus that would be attending a good school.”

Though Anne’s time at the School would be relatively brief – part of a childhood that would span 11 schools across

three countries – Miss Ralston’s influence proved lasting. She showed particular understanding of the young boarder, even arranging for Anne to move into a regular dormitory when she wanted to be “just like the other girls” rather than share a bedroom with her mother.

When Anne’s parents reconciled and moved to the Papua New Guinea highlands, where her father had become a mining engineer, she wrote to Miss Ralston describing the beautiful highland valley of Wau, with its mist-covered mountains and wild horses galloping at sunset. Miss Ralston wrote back – not once, but twice – with a prediction that would prove remarkably prescient: “I always said you’re going to be a writer. I’m quite sure you’re going to be.”

“I suppose it’s the school I was fondest of,” Dr Whitehead reflects today. Her connection to the School has remained strong throughout her career. When author, Gavin Souter’s wife, Ngaire, (Avison, 1946), learned of Anne’s connection, it led to an invitation to speak at an Old Girls’ luncheon. There, she shared her memories of Miss Ralston and of hearing elderly author, Ethel Turner, speak about writing Seven Little Australians.

Now working on a new book with strong publisher interest, Anne continues to pursue the kind of deeply researched, richly human stories that have become her hallmark. At a recent Wenona Spring Fair, she says she was “astonished and impressed” to see how much the campus had expanded beyond the grounds she knew as a child – grounds that included what she remembers as a “wild jungle” behind Palmer House, where she and her friend, Suzanne Phillips (1959 ), would sneak through loose palings to play explorers among the tangled trees.

Those childhood adventures, and Miss Ralston’s early encouragement of her writing, set the course for a lifetime of storytelling that continues to captivate readers around the world. Anne already has the interest of a significant publisher for her latest work, as she continues to hone the skill she first demonstrated in her letter to the School, all those years ago.

Journey to Lord’s

As the first Australian woman to take a wicket on the hallowed turf of Lord’s Cricket Ground in 1976, Patsy Fayne (May, 1964), etched her name in the annals of cricket. It was an amazing achievement but just one chapter in a life filled with dedication, perseverance, and a commitment to advancing the next generation.

The seed of Patsy’s sporting career began in the backyard. As a girl in a family passionate about cricket, she found herself regularly drafted into backyard matches with her brother and his friends. “David was bigger and stronger than me, so didn’t get much say in it,” Patsy recalls with a laugh. Little did she know that these impromptu matches were laying the foundation for an international cricket career. In primary school, her participation was out of the question.

“The boys would have had me in the team because I was a good bowler, even at that age, but as a girl, I wasn’t allowed to play. For that reason, I never saw a future in cricket.

I was also very, very shy.”

Patsy did have a moment to shine at Wenona when she played in the Boarders Vs Day Girls cricket match. But it wasn’t until university that she discovered women’s cricket existed as an organised sport. “I didn’t play my first serious

game until went to university and saw the women playing. It felt like a pretty exciting breakthrough,” she says.

From there, Patsy’s ascent in the cricket world was rapid, if unexpected. “I never pictured myself being an Australian player,” she admits. “I wasn’t that good. truly wasn’t. was never a star. But it just happened. There was no plan in it.”

This modesty belies her achievements. Patsy was part of the Australian team that played in the first ever World Cup of Cricket in 1973 and in the first women’s cricket match at Lord’s in 1976. The experience was a study in contrasts – from being initially barred from the Long Room due to outdated rules, the women won over the skeptical male gentry with their skill and passion for the game.

“The gentry was there watching and they were so impressed after they saw the way England was playing and we were playing. They opened the doors up quite freely and said, ‘Come in girls, come in, you’re wonderful cricketers.’” But it wasn’t all glamour and groundbreaking moments. The realities of being a female cricketer in the 1970s were far from the professional setups of today. “Back in those days, we paid

for everything ourselves,” Patsy explains. This financial strain eventually led to her retirement from international cricket in 1976.

The years following her cricket career were challenging. “I went down after my cricket,” Patsy admits, touching on the mental toll of leaving behind the sport that had defined her for so long. But true to her resilient nature, she found new purpose in her teaching career.

Patsy’s experiences as a cricketer proved invaluable in her role as an educator. “Without my education at Wenona and without that sporting background, don’t think could have done it,” she reflects. The lessons of fair play, teamwork, and perseverance learned on the cricket field translated seamlessly to the classroom and eventually to her role as a deputy principal.

Her approach to education was marked by the same fairness and respect she valued in cricket. “Each student is a treasure. The job is to identify and help develop their unique talent” she says of her attitude in the classroom. “Respect them and earn their respect of you.” This philosophy served her well, particularly when faced with challenging situations, such as being one of the first women promoted under the Equal Employment Opportunity policy in New South Wales schools.

Patsy recalls the principal’s initial reluctance to have a woman as his deputy. “He actually rang the department. He said, ‘You can’t send me a woman. This is a tough school out here’.”

But Patsy’s determination and skill won him over, just as she had won over skeptics in the cricket world years before.

Her career in education spanned decades and saw her navigate the complexities of multicultural schools in Sydney’s west and the South Coast. Each post brought its own challenges, from ensuring students had basic necessities like

shoes on their feet, to maintaining discipline in diverse and sometimes troubled communities.

What began as a one-off talk for a cancer fundraiser has blossomed into a series of engagements where Patsy uses humour and honesty to shed light on the early days of women’s cricket.

Now retired, Patsy has found a new calling in mentoring young female cricketers and sharing her experiences through public speaking.

“I took it from the point of view of how all the photos in the media were all quite sexual and not photos of us playing cricket,” she explains, her voice a mix of amusement and lingering frustration. These talks have become a way for Patsy to continue contributing to the sport she loves, with all speaking fees donated to cancer research.

With the support of her husband, Michael, also a former teacher, Patsy used her knowledge, income, and ingenuity to inspire and equip young female cricketers, focusing on a local team in Noosa. “The girls didn’t have any of their own gear,” Patsy recalls. “They were sharing bats, even wet and sloppy batting gloves. Michael collected discarded bats from the men’s teams, meticulously sanding and polishing them to give each girl her own bat.” While none of the group has gone on to a cricketing career, they continue to love the sport and have made some lasting friendships. The diversity of the group –ranging from teenagers to women in their 60s – also speaks to the inclusive spirit Patsy and Michael have fostered.

Despite now battling scleroderma, a condition that has limited her physical capabilities, Patsy’s passion for cricket and education remains undimmed. She continues to mentor young players, focusing now on their personal development rather than technical skills.

Reflecting on her journey, Patsy emphasises the importance of having a ‘Plan B’ for young athletes. “If any girl goes into sport as a career, there must be a plan B,” she insists, drawing from her own experience of balancing cricket with a teaching career.

Patsy’s story is a testament to the power of perseverance, the importance of education, and the enduring impact of breaking barriers. From the shy girl at Wenona to the woman who bowled her way into history at Lord’s, Patsy Fayne’s journey embodies the spirit of progress. Her legacy lives on not just in the record books of cricket, but in the lives of countless students and young athletes she has inspired along the way.

At Wenona, Jane’s interest took flight under the guidance of a remarkable teacher – the nationally-recognised geologist, A James Lambeth. He had been hired by Headmistress, Ms Ralston, following his role as Chief Geologist of the 1947 Australian Antarctic expedition to Heard Island. “He was possibly Australia’s first climate scientist,” Jane says. “We respected him as he treated us more like university students than schoolgirls and took us on some unforgettable excursions.”

Ms Ralston was fascinated by geology and rocks and would often attend these adventures herself.

Unearthing Her Calling

Dr Jane Barron’s (Watts, 1961) fascination with geology began at Clontarf Beach and Dobroyd Point, where she and her sister, Suzanne Watts (1964), roamed Sydney’s untouched coastline as children.

“I vividly remember a five-day expedition to Yass and another to Mount Gibraltar in Bowral, climbing over barbed wire fences in our stockings,” Jane says. “Our uniforms were far too thin for the freezing conditions. I laugh about it now!”

The late 1960s was a time of both challenges and breakthroughs for women in geology. In 1968, Jane made history as the first woman at the New South Wales Geological Survey allowed to conduct fieldwork. The opportunity came during her PhD study of a potentially gold-bearing area near Sofala, offering the value of mapping and new research. “They gave me a field assistant and a Land Rover and away went,” she says. Other Wenona-bred geologists also went on to work at the NSW Geological Survey. They included Helena Basden (1955), and Roslyn Kerr (Uren, 1964). Yet, even as Jane broke new ground professionally, she and her female colleagues still

faced structural discrimination. When the Survey needed to reduce staff, women were typically targeted first, regardless of their abilities.

A pivotal shift in Jane’s career came with the birth of her third child. While on maternity leave from the Survey, a prominent petrologist called to offer her work she could do outside of the office, with her baby in tow. When he became a company director, he gifted Jane his entire client list, launching her into a distinguished 40-year career as a private consultant. Over time, her expertise grew to offer detailed petrological analysis and conceptual models of complex ore systems (predominantly gold, copper, tin, and other commodities), for Australian and international interests.

Among her many projects, two led to intriguing and ongoing further research. The first involved unique rounded yellow and white diamonds found in Eastern Australia, known to be the youngest in the world. The second is an ongoing study concerning an old alluvial gold and platinum deposit in Ecuador, once mined by the Incas for their jewellery. “In some platinum nuggets we discovered rare inclusions of platinum and palladium-bearing ore minerals that coexist with igneous glass, like that of volcanic rocks found in island arcs. This confirms their origin in deeply sourced igneous rocks of ancient volcanic island arcs from the Cretaceous period (between 145.5 and 65.5 million years ago).

Our research continues to reveal remarkable secrets of this preciouselement rich ore system,” Jane says. Though the original mining company has been liquidated, she persists with the research as an adjunct senior lecturer at the University of NSW and is currently working on her fourth paper for the Canadian Journal of Mineralogy and Petrology.

Over the years, Jane’s work and curiosity have taken her to some of Earth’s most geologically significant locations. They include a monthlong 1963 expedition to find and map significant cave systems on the

Nullarbor, “where we found a dehydrated thylacine complete with fur and stripes.” Other excursions included trips to three separate locations in Antarctica; two expeditions to Iceland; the circumnavigation of Spitsbergen; the spectacular erupting volcanoes in Hawaii; a palladiumrich layered igneous complex in Greenland; and Russian explorations to diamond-bearing intrusions in Siberia, and the platinum-bearing modern volcanoes of Kamchatka. Many of these adventures were shared with her husband and fellow geologist, Larry, their parallel careers and collaborative research creating a unique scientific partnership.

A highlight of Jane’s career came in 2022, when she was honoured with a gold medal and life membership of SMEDG (Sydney Mineral Exploration Group) for her service to the exploration and mining industry.

You Are Enough

National champion surfer, Sue Altmann’s (Bell, 1964) journey to selfacceptance.

With practised and deliberate movements, 78-year-old Sue Altmann paddles into the waves at Noosa around twice a week. Emerging from the water, surfboard under her arm, it is not uncommon for her to hear cries of “you’re my role model!” coming from the surfers around her. It’s a testament to her personal mantra – to live with courage, persistence, and a thirst for learning and service.

A student in Miss Ralston’s era, Sue’s journey began far from the beach. “I was born on the same day as Anna Pavlova and all wanted to with my life was dance,” she recalls. “My parents enrolled me in ballet school at the age of five. As a Wenona student, would get sent to the Headmistress’ office for performing Swan Lake down the lane and even in the aisles of the classrooms.”

At 15, Sue left Wenona to study full-time at the Francis Scully Borovansky Dance School, “much to the dismay of Miss Ralston!”. For two years, she immersed herself in the rigours of serious ballet, building up her trademark resilience and winning a coveted scholarship with the Australian Ballet School. A favourite memory is being chosen for a walk-on part

with ballet legends, Margot Fonteyn and Rudolf Nureyev, at a big-scale performance in Sydney. “I remember being backstage with Nureyev, thinking, ‘Please, please look at me!’” Sue recalls with a hint of awe.

Ultimately though, Sue turned the Australian Ballet scholarship down. When her father accepted a job with the World Health Organisation in Geneva, Sue found herself uprooted and living in Switzerland at the age of 17. Rather than succumbing to feelings of inadequacy, she started her own ballet school, offering classes to both children and adults.

“There was no such thing as teacher-training at that time, so I relied on the dancing skills I had been taught from the age of five, and communicated using my childhood French.”

On her return to Australia two years later, Sue realised what she had discovered was a natural talent. “I’m a born teacher, really. People would come for one lesson and they’d never leave. taught and danced with my passion, so it allowed a safe space for people to do the same, regardless of their ability or body-type,” Sue explains.

By the age of 37, Sue’s teaching career was flourishing but her fortunes were upended during a trip to Bali, which resulted in a severe infection that led to chronic fatigue syndrome. She says that although it was a challenging period, it was a catalyst for personal growth, which she looks back on with gratitude. “I had to learn to conserve energy with my thoughts,” Sue reflects. “I started reading, researching, meditating, and gaining a mindful awareness of what was doing.”

It was through this journey of self-discovery that Sue developed her philosophy that would become the cornerstone of her teaching and her approach to life: “I am enough.” She explains, “Now that am older, this is the message that want to share with everyone meet, especially my students – no matter their skill level, they’re still enough.”

Sue’s path took another unexpected turn when her daughter, Kristy, introduced her to surfing at the age of 58. “Kristy would take me out and say, ‘Come on, mum, paddle,’”

Sue remembers. Despite her late start, Sue embraced the challenge with the same passion she had brought to ballet.

Together, Sue and Kristy created ‘Surfdancing,’ a unique blend of ballet and surfing that captured the imagination of the local Noosa community. For around 20 years, they taught the unusual discipline, creating beautiful, synchronised routines on the waves. “My trick was coming down in a penché – that’s one leg up in the air like an arabesque, and then sliding back into the splits,” Sue explains. Their innovative approach garnered media attention, including a number of television interviews, and still brings joy to countless children and adults alike. Another string to Sue’s bow is yoga teaching. Not unexpectedly, her classes were far from conventional. “My yoga class was like a contemporary ballet class,” she recalls. “One day our backing music might have been Swan Lake, another day, the melodies of Michael Jackson. Everybody loved it.”

In the water, Sue’s journey has been marked by some unexpected triumphs. At the age of 60, she came second in the ski paddle event at the World Titles for surf lifesaving in Lorne (one of four international titles). At 73, she won the over-70s division at the Australian Surfing Titles. “I won because it was a new division, and there wasn’t any other 70-year-old willing to do it,” she says modestly. “I don’t have a competitive bone in my body.”

Today, Sue continues to find immense joy in the supportive surfing community that has embraced her. “Sometimes the guys even get off their boards to launch me on a big wave,” she says. “It’s like the universe is telling me – it’s your turn to be helped.”

Sue’s journey has taught her other valuable lessons that she’s eager to share:

“A quote that love is ‘find peace in every step’. want to encourage young people to observe their thoughts and to prioritise their physical health, especially maintaining a strong core.”

Another of her realisations is that while aging is a privilege, it’s not always easy. Her philosophy is to “show up and embrace life” with open arms, wrinkles, stumbles, and all. “There’s no guide book, no map to follow and I certainly have plenty of failures and down days,” she says.

“But what I’ve learned, what I want everyone to know, is

that we are enough, exactly as we are. Whether you’re 18 or 80, whether you’re struggling or succeeding, you are enough. We are all enough.”

Transforming the Digital Space

When marketing and fundraising expert, Lauren Adlam (Sutton, 1993), began mapping out her vision for a digital platform aimed at Generation Alpha, she wasn’t seeking to join the ranks of social media billionaires. Instead, drawing from her front-row seat as a mother of four, she saw an opportunity to transform how young people engage with technology.

“These are kids who have grown up with their parents’ phones in their faces, documenting their every move,” Lauren observes. “That’s not their fault.” Rather than joining the chorus of voices lamenting young people’s digital dependence, Lauren champions their qualities such as intellect, self-awareness and social consciousness. “They are excellent people, but they are living in a time of unprecedented change. have witnessed how hard life can be for some of the children know – kids who have all their ducks in a row. can only imagine what it is like for those who are struggling. wanted to create a platform that could harness young people’s technological fluency for good.” The result is ZOWN, an innovative app that offers tweens and young teens a supervised digital space focused on wellbeing and positivity.

ZOWN’s sophistication lies in its layered approach. Each day begins with a personalised positivity post, algorithmically matched to the user’s interests. But beyond these surface features, ZOWN incorporates complex behavioural tracking, including mood check-ins that trigger targeted resource recommendations after five consecutive negative responses.

The platform’s artificial intelligence companion, ‘Zed’—a genderless entity from Planet Zondor — provides 24/7 support, while actively encouraging offline engagement and real-world connections.

Lauren’s vision extends far beyond Australian shores. She’s currently exploring ZOWN’s potential in India, where McCrindle projects that Generation Alpha (currently age 14 and under) will constitute 11% of the global workforce by 2030. “If we can help that population really get on top of how they feel about the world,” she explains, “the whole world is going to benefit.”

Her approach to content moderation sets ZOWN apart from mainstream social platforms. Rather than chasing engagement metrics, the app prioritises safety and anonymity. User contributions are stripped of identifying details, allowing young people to share recommendations without fear of judgement.

The development process has been methodical. Despite having no technical background, Lauren has assembled a team of Australian developers and consulted extensively with psychologists, school counsellors, and organisations such as Headspace and Lifeline. She’s now establishing two advisory boards — one comprising mental health professionals, the other featuring 12 to 15 young people representing diverse socioeconomic, cultural, and religious backgrounds.

Still in prototype phase, ZOWN has so far attracted just under 1,000 users. The marketing challenge is to appeal to children, while convincing parents of the app’s safety — what Lauren calls “the vegetables in the Bolognese effect”. But she remains undaunted by the commercial challenges, focusing instead on creating genuine value. Unlike traditional social platforms built on maximising screen time and advertising exposure, ZOWN actively encourages users to log off and engage with the real world.

Recent feedback suggests she’s onto something significant. When a 15-year-old neurodivergent user reported that ZOWN’s AI companion was “the first friend who actually listened to me”, Lauren found it both encouraging and sobering. But this response reinforces her belief that digital platforms can model positive social interactions for young people who may struggle with traditional communication.

Looking ahead, Lauren envisions selective brand partnerships aligned with ZOWN’s values — perhaps a nutrition section sponsored by Woolworths or puberty resources backed by Modibodi.. But she’s adamant about maintaining the platform’s integrity.

In a digital landscape often criticised for its negative effects on youth mental health, ZOWN offers something different: a stepping stone toward healthier online interaction and, ultimately, better human connection.

Narrative in Colour

Xanthe Muston (2017) creates luminous scenes and stories that are waiting to be discovered, rewarding those who linger to explore her carefully crafted narratives.

The award-winning artist, whose star continues to rise with her recent National Emerging Art Prize win, brings an uncommon duality to her work – the keen eye of a visual artist combined with the instincts of a writer.

This synthesis of literature and visual art began at Wenona, where Xanthe flourished under the guidance of teachers such as Head of Visual Arts, Ms Michele Brennan, who recognised and nurtured both her passions. “Ms Brennan was a really big influence on my work and supported my development by suggesting art prizes for me to enter,” Xanthe recalls. That encouragement led to an early victory – the Julian Ashton Summer School Scholarship through the Mosman Youth Art Prize, marking the beginning of Xanthe’s fast-paced artistic journey.

But her Year 12 English teachers equally shaped her distinctive approach, fostering a deep engagement with literature that would become integral to her creative process. “When started to paint, especially with my HSC Body of

Work in Year 12, thought there were so many cross-overs and synergies between visual exploration of themes and literary ones,” she explains.

This interweaving of word and image now defines her artistic practice. In her studio, surrounded by works in progress, Xanthe’s process begins not with brush strokes but with careful reading. “The longest part is sketching,” she reveals. “I’ll have the literary text or narrative that I’m looking at, and I’ll do about 20 small thumbnail sketches to figure out a composition.

“Working primarily in watercolor, ink, and gouache, she creates scenes that capture what she calls “moments of connection and disconnection in domestic spaces.”

Her recent prize-winning work, Distant Fires, exemplifies this approach. Inspired by T C Boyle’s eco-thriller, Blue Skies, the painting explores the tension between personal dramas and looming environmental crisis. “I wanted to play with the idea of that background crisis leaking and seeping into the foreground of these human dramas,” she explains. “I think that the best feeling is having people implant themselves into the narratives and draw something personal out. That’s the best experience –when people connect with my work in their own individual way.” It’s Xanthe’s ability to find meaning in quiet moments that has caught the art world’s attention, earning her recognition from Vogue and numerous prestigious institutions.

Xanthe’s connection to Wenona extends beyond her student days. From 2018 to 2021, she returned as an extra-curricular art teacher, working with young artists in

the Talent Development Program. “Wenona is such a great environment,” she reflects. “The arts staff have always welcomed me into that community.” This year, she led the Program’s offsite workshop at Arthur Boyd’s studio in the Southern Highlands, guiding a new generation of artists in finding their creative voice.

Now pursuing a PhD in Eco-Narratology, with a view to one day working in academia, Xanthe is maintaining her artistic practice and has carved time to create a deeply meaningful tribute to Principal, Dr Scott’s legacy. She says the painting, gifted to Dr Scott at the A Celebration of Wenona concert, reimagines the powerful moment in 2015 when the School community gathered to sing Brave in support of their Principal, incorporating the physical transformation of the campus under Dr Scott’s leadership.

“Dr Scott has encouraged a generation of women who reimagine service with values of independence, creative spirit, and adventure,” Xanthe said in her artist statement. “Women who flourish in all areas of life.” It’s a fitting tribute from an artist who embodies these very qualities – moving fluently between visual art and literature, teaching and creating, always finding new ways to illuminate the extraordinary within the everyday.

As she continues to garner acclaim, including a forthcoming profile in Belle magazine, Xanthe remains grounded in the narrative power of art. Whether teaching young artists, exploring the climate crisis through her PhD research, or capturing quiet moments of human connection in her paintings, she demonstrates what Dr Scott has always championed: the Renaissance spirit that finds beauty and meaning across all domains of life.

Composing Beyond Notes

While her compositions play in concert halls worldwide, Christine Pan (2015) wants young creatives to understand that supporting each other as artists matters more than any standing ovation.

Christine Pan creates music that does more than fill concert halls – it builds bridges between people. The Sydney-based composer, whose works span from international stages to intimate hospital rooms, has discovered that her greatest compositions aren’t just about the notes on the page but about the connections they create.

Her versatility is evident in an impressive portfolio that includes a Sydney Theatre Award for Best Sound Design with Moon Rabbit Rising and performances by the prestigious Goldner Quartet. She moves effortlessly between classical composition and theatrical sound design, intertwining Australian and Asian aesthetics through psychological and spiritual frameworks. This distinctive approach has earned her commissions from major institutions including ABC Classic and Musica Viva.

“For me, it’s not about what kind of music I write,” Christine reflects.

“It’s about the people, their stories, and the explosive excitement of a potentially amazing collaboration.”

This philosophy infuses everything from her Melbourne Symphony Orchestra commission, Sunburst Lichen – inspired by both the resilient Alaskan plant and the unwavering strength of people in her life – to her deeply moving work as resident composer for Liverpool Hospital’s Palliative Care Unit during the pandemic, where she wrote music for patients and staff.

Now, Christine has returned to where her musical journey began, premiering a special composition for A Celebration of Wenona in tribute to Dr Scott. Titled On the Shoulders of Giants the piece was inspired by quotes from Dr Scott over the years and emerged from a pivotal memory: a warm Tuesday afternoon in 2011, when Dr Scott called Christine to her office to offer her a full Music Scholarship. “Those words, radiant and unexpected, resonated in my ears,” she recalls.

“That belief seeded a deep-rooted confidence in my creative abilities, a confidence that has remained unshakable.”

The score for On the Shoulders of Giants unfolds in a way that mirrors this transformative journey. Beginning delicately, like a small seed nurtured by a steady foundation, it develops through new harmonies before bursting forth with waves of energy and purpose. Just as significant as the composition itself was how Christine used it to pay forward Dr Scott’s

mentorship. Throughout the rehearsal period, she worked alongside Year 11 student Nicole Hong, sharing her wisdom and fostering Nicole’s budding musicianship. When Nicole performed the piece at ICC during the concert, it was as if a torch was being passed down to the next generation of Wenona musicians.

This year has been something of a landmark year for Christine, with premieres spanning from her ANAM Set clarinet piece to her MOMENTUM commission, set to premiere in December.

Yet amidst this busy schedule, her tribute to Dr Scott stands as perhaps her most personal work – a celebration of the relationships, resilience, and spirit of exploration that define the Wenona experience.

Despite her growing acclaim, Christine says she remains grounded in the values instilled during her Wenona days.

“Supporting the dreams of people around me is just as important as achieving my own dreams, if not more,” she reflects. “My ethos is to try my best to make the person in front of me happy. That’s how I’ve applied the School motto, Ut Prosim, in my personal and professional life.” She’s passionate about encouraging young musicians to pursue their art not for prestige, but from a place of genuine care for the people and stories involved.

Building Sydney’s Future

While much of Sydney is still waking, Isabelle Martin (2012) is already reviewing complex site logistics for her latest multimillion-dollar development.

As a Senior Project Engineer for Mirvac’s residential division, she orchestrates the intricate transformation of architectural visions into living spaces – a role that demands equal measures of technical precision and strategic thinking. “One morning you’re resolving technical issues on-site, the next you’re in design meetings solving complex service integration problems. That variety is what makes it exciting.”

Isabelle’s most recent project, the $800 million redevelopment of the former Channel 9 site in Willoughby, NINE, delivered 442 apartments across ten buildings – a complex undertaking that demanded both technical precision and creative problemsolving.

The scope of her role extends far beyond what most people imagine when they think of construction management. A whole year before the first concrete is poured, Isabelle leads an exhaustive design coordination process. “We prototype everything. We build complete mockups of kitchens and wardrobes, then gather every stakeholder to inspect and refine the details. It’s about preventing issues before they arise.” The attention to detail includes the creation of prefabricated bathroom modules, which are designed offsite and craned into position – a technical challenge that requires precise coordination between design teams, developers, and construction crews.

Her role requires Isabelle to coordinate some 25 different trade packages, each requiring careful budget allocation, tender evaluation, and ongoing management, using financial acumen and diplomatic skill. Sometimes supply chain disruptions or contractor insolvencies threaten the carefully crafted timelines, requiring Isabelle to quickly negotiate solutions while protecting both quality and budget.

Her current project at West Pennant Hills, High Forest, is made up of 249 apartments across four buildings within a master-planned community and she is excited to use the knowledge she gained while ironing out issues that arose on the NINE building.

The construction industry has evolved significantly since Isabelle began her career. “When started university, maybe 10% of students were female. On the NINE project, our site team was 50% women.” This shift reflects broader changes in the industry, although Isabelle notes that many young women still don’t realise the breadth of opportunities available. “People think construction means being a labourer on-site. There’s a whole other realm to it that isn’t really publicised.”

Her own path to construction leadership wasn’t direct. After initially studying architecture, she switched to construction project management, discovering her true calling through industry experience. She credits her years at Wenona

with fostering the mindset needed for success in such a demanding field. “The School surrounded us with driven, ambitious people who pushed you to be the best version of yourself. Taking the easy path wasn’t an option.” This foundation of excellence and determination has shaped not just her career aspirations but her life goals. “You have such a great upbringing, with so many opportunities. work hard because want to be able to provide the same for my eventual family.”

For current students considering their careers, Isabelle advocates looking beyond traditional paths. “Don’t be scared to do something different,” she advises. “There are so many options beyond the old-school professions. And if something isn’t right, it’s okay to change direction – it doesn’t mean you’ve failed.”

Each morning as she drives past the completed Channel 9 site, Isabelle feels pride in how her work is reshaping Sydney’s landscape. “That’s what’s cool about construction,” she reflects. “You can drive past one of the jobs you’ve worked on and say, ‘I built that.’ You’re improving communities and leaving something lasting behind.”

Turning Pages

For Melanie Price (2011), stories are puzzles waiting to be solved and secrets to be revealed. Most importantly, they are worlds with the potential to bridge her two homes – Sydney and London. Now, as a published author of psychological thrillers, she’s mastering the art of keeping readers turning the pages long past midnight.

Like most authors, she did not follow a direct path. While at 15, like many of her Wenona classmates, Melanie dabbled in romance writing for fun but she put any literary ambitions on hold. “When got to 18, felt like didn’t have enough ideas yet,” she says. Instead, she channelled her passion for literature into publishing, embarking on a master’s degree at University College London and forging a path through the industry’s digital sector.

Today, as Digital Marketing Director at Bookouture, a division of Hachette UK, Melanie has found herself drawn to what she calls “non-traditional forms of publishing.” Her journey through prestigious houses such as HarperCollins has given her unique insights into the changing landscape of modern publishing. “I’ve learned so much in my time at all these companies,” she reflects, “but also from closely watching the wider industry.”

The seed for her novel, My Perfect Family was planted in the most personal of soil. Following the sudden death of her father in Sydney nine years ago, Melanie began to explore the ‘what-ifs’ that often take hold in writers’ minds. “I was really lucky to have extremely supportive family and friends,” she says. “But over the years, started to wonder: what if I hadn’t been so lucky, and what if someone in that situation didn’t have a supportive family, but in fact a very tricky one?”

The full plot crystallised during a walk along the dramatic cliffs of Sydney’s Dover Heights. “There are all these houses perched right at the edge of these ginormous cliffs that look right over the Pacific Ocean,” she explains. Melanie’s storyteller’s eye transformed the landscape into the plot of a psychological thriller crossed with a whodunit. It follows a protagonist who wakes up in a Sydney hotel room to news of her mother’s death – and the growing suspicion that nothing is quite what it seems.

Despite her deep connections in traditional publishing, Melanie chose to courageously follow her own course through Amazon’s self-publishing platform. “I knew the type of books wanted to write would lend particularly well to Amazon’s Kindle Unlimited model and knew how to market them,” she explains. This entrepreneurial spirit, combined with careful planning and partnerships with reviewer agencies like Love Books Tour, has already earned Melanie an impressive following.

From those early days of tentative writing at Wenona to becoming a published author in London, Melanie’s journey exemplifies how passion, paired with persistence, can turn teenage dreams into reality. Her advice to aspiring authors?

“Stay focused on what you want to achieve and believe in yourself,” she says.

“There were so many times when was writing or editing that almost gave up, especially when was tired at the end of a work day or busy week – but knew that if just kept going, I’d eventually get there.”

As she continues to craft stories that keep readers guessing late into the night, combining her Australian roots and daily life in London, it would appear that Melanie is only at the beginning of her exciting literary journey.

Run Your Own Race

Standing before a packed audience at this year’s Foundation Day celebrations, Amelia Clubb (2019), delivered a powerful message about authenticity, resilience, and the true meaning of success.

Her return to the Wenona campus was particularly poignant, as it coincided with Dr Scott’s final Foundation Day as Principal. Amelia drew on her own journey from Wenona Athletics Captain to medical student, to offer a refreshingly honest perspective on navigating life’s unexpected turns.

“It is a huge honour to be back at Wenona today and extra special to be speaking at Dr Scott’s final Foundation Day. This marks the beginning of celebrations over the next few months to pay tribute to the legacy and impact Dr Scott has had on the Wenona community and the School.

It feels like only yesterday was standing up here delivering the results of the 2019 School Athletics Carnival where Messiter House ‘took the win’. am extraordinarily grateful to have been a Wenona student. I have always said, my achievements are largely due to the opportunities, life lessons, and values of this place.

Whenever someone asks me what loved most about Wenona, my answer is always that it led by example. At Wenona, we were taught the importance of listening to others, given a voice in decision making, and the chance to introduce student initiatives. We learned the importance of celebrating others by watching Wenona staff celebrate every girl’s unique and individual successes, strengths, and milestones. We were also taught the importance of service and compassion through the School’s huge range of volunteer and service-learning opportunities.

The Wenona ethos is to always look for what more could be done. Whether that be the introduction of Cadets, STEM, and other academic programs, Visual and Performing Arts initiatives, or sporting facilities. therefore was humbled to be asked to come and share my story with you. As is the case for us all, two perspectives could be taken of my journey. The first is the outsider’s view. The second is the reality. hope by sharing the latter will inspire you to ‘run your own race’.

So, what is perspective one? Outwardly people would see me as the Athletics Captain who found school easy, did very well academically, and competed in a range of sports, including as a sprinter for 15 years. Pursuing a career in medicine has been my dream since was 12 years old.

On paper, completed a Bachelor of Clinical Science at Macquarie University, received the university award for academic excellence, and have been the Student Ambassador for the Macquarie Faculty of Medicine, Health, and Human Sciences for four years. have presented to schools all over NSW and been the face of many media campaigns.

This outward perspective would show that have been lead clinician for a private sector paediatric helmet therapy program for three years, a role that involves international travel and overseas speaking engagements. It would also reveal that this year I started postgraduate medicine at my dream medical school and that I am completing it alongside a Master of Public Health.

Now, while this seamless and well-planned-sounding life is all true, it does not reveal what happened behind the scenes. Our lives are filled with daily challenges, so when we compare ourselves to others, we measure our challenges and successes against those of someone else – and those two things are not comparable.

So what is perspective two? The reality. While it is true that was always bright and happy at School, what did not say, is that at home my family was facing its biggest challenge ever.

My father was diagnosed with leukemia when I was in Year 9 – a battle we continue to face. I also didn’t say that I decided not to tell any of my friends in the hope of keeping School life as normal as possible. told you I did well academically, but what didn’t say, was that on many occasions did not perform as well as had hoped, because was distracted by all that was going on at home.

It is true was Athletics Captain, but was never the best athlete. Not even at School. In fact, never reached the finish line for my final 100m race. That is because had not yet learned to run my own race. let my nerves get the best of me, worried about the ‘what ifs’, and how others would perform.

This resulted in a double false start and my disqualification from the race before it had even started. Very embarrassing!

Yes, am now achieving my longstanding goal of studying medicine. But it took me four years to get in. My bachelor’s degree, which was meant to last two years, took me three.

While watching my friends qualify for medical school, myself received a rejection letter. then spent six months trying to talk myself out of a medical career altogether, due to embarrassment. My intention was to give up – what would people think if failed a second time?

am sharing this for two reasons. The first, is to demonstrate how important it is to run your own race. Everyone has their own passions, perspectives, and challenges – stories that cannot be replicated by anyone else. These are the features of our lives that bring the exciting opportunity to chart our own course.

While was failing to get into medicine, had the most exceptional experiences that were never part of my original plan; experiences that have helped shape me into the doctor that hope to be. The lessons learned as a leader ranged from finding balance between quiet confidence and an open-minded willingness to be proven wrong. The experience of having a sick family member taught me to look at the big picture and understand the profound importance of compassion, patience, and empathy.

Though had not planned to apply for 2024, on the day that entry applications were due, woke up and thought, have absolutely nothing to lose. So, with 30 minutes to the deadline, threw my hat in the ring and submitted my application.

Thus, here am today in 2024 having, just started a postgraduate Doctor of Medicine degree and part of a beautiful cohort. What I had once perceived as setbacks, were in fact steps forward, and arrived in perfect timing. And it was most certainly a team effort, with the support of a wonderful family and very special mentors and friends along the way.

want to leave you today with a line that Dr Scott wrote a few years ago around the time of my Year 12 Graduation. I finish all my presentations on this quote from Dr Scott, when speak to high school students all around NSW on behalf of Macquarie University. do this firstly because the message is so true and also in the hope of leaving a small sprinkle of Wenona wherever go, because the opportunity to go to Wenona is truly a privilege. At the end of the day, Wenona will always be one of your biggest supporters and biggest cheer squads in anything you set out to do. So, alongside my message of run your own race, leave you today with the wise words of Dr Scott: ‘walk your own path, do your own thing, it takes courage, but you do you.’”

The Art of Hospitality

For Amber Macpherson (2021), building a hospitality career is equal parts intuition and strategy.

“I’m a very people person,” Amber says, fresh from a busy day in the fast-paced lobby of the Sydney Harbour Marriott Hotel at Circular Quay, where chatty groups of airline crew and focused corporate travellers combine with leisurely tourists.

“I think was on holiday as a child when started to dream about a hospitality career. used to watch the staff interacting and it struck me that everyone was in a great mood because they were out to enjoy themselves. It’s obviously very different from working in a hospital setting, for example.”

Amber’s path began at Bond University, where she made a deliberate choice to pursue a broader business degree. It was that same strategic thinking that led her to take an unpaid 12-week internship at the Sheraton Grand Mirage Resort, Gold Coast, which led to a part-time position, and then led to her current role.

The contrasts between resort and corporate hospitality have provided unique insights into guest relations. “In resort-style hotels, people tend to stay for a week, play by the pool, luxuriate. They’re in a good mood … but we have to work very hard to keep them happy for every moment of that week.” she explains. “Now I’m learning that corporate travellers mostly book for one night. The energy is faster and the guests’ demands higher … but you can usually turn their problems around much faster.”

Currently, Amber is completing an 18-month management development program. Right now, she’s a Room Operations Voyager, exposed to everything from housekeeping to the executive lounge, and figuring out which way to direct her ambition. “I’d like to work in the Area Team, overseeing operations across multiple properties. You need to take a broad perspective across a number of hotels, which would be interesting and involve some travel.”

For those contemplating a similar path, Amber emphasises the value of practical experience over theoretical knowledge.

“Even if it’s working as a barista or in retail — something people-facing,” she says. She’s recently been training new staff, teaching them to read guests with precision: “You have the corporate guest who’s stayed five times in the last month and just wants to grab their key and go. Then there’s the leisure guest who’s never been to Sydney and wants to chat about the Opera House.”

Amber’s keen to absorb as much experience as she can and use the skills that come innately to her – being organised, reading the moment, and responding with exactly what’s needed at exactly the right time.

Finding History’s Hidden Stories

Sophie Gale (2023) won a history prize with her Year 12 research that began with a simple realisation. “I didn’t have any knowledge that Thanksgiving was a contested holiday,” she says. “I only knew the whitewashed version.”

Her subsequent investigation into American history revealed how America had used this national holiday to shape its identity, obscuring more complex historical truths.

That early research project proved useful. Now at the Australian National University, Sophie has crafted a degree combining Arts and Law, with a focus that continues to probe beneath surface narratives. “I love the humanities subjects,” she says, explaining her choice. “But needed something more applicable, something could take forward more practically. Law tied in perfectly with that.”

Within her Arts degree, Sophie is pursuing political science and international relations, maintaining her connection to historical study. “I started off doing history as my major,” she explains. “But I’m also interested in international relations. Most of the history subjects fall under that umbrella, so changing to international relations gave me a broader selection of subjects while still keeping my history focus.”

Early experience in legal aid has already shaped her thinking about her future in law. “Standing in front of a judge is not my cup of tea,” she says, “but love being part of the research aspect behind the scenes that leads up to court.” She sees her path more aligned with the role of solicitor – doing the research, working with clients, and preparing the groundwork for cases.

Living at John’s College has eased the transition to university life. Having her brother nearby, studying the same degree, has been an unexpected advantage. “We’re a year apart in our studies which is really good. We’re doing the same degree so it’s very helpful to have someone who’s done the work already.”

Sophie’s considering an exchange year, possibly in Copenhagen or Austria. Her approach is characteristically considered: she’ll focus solely on arts subjects, knowing the legal systems differ too much for practical study. It’s a five-and-a-half-year degree path in total.

“Law and double degrees have become very popular,” she notes.

“Everyone’s spending years at uni.”

The thread running through Sophie’s choices is clear – a preference for looking beyond accepted narratives to find more complex truths, whether in American history or the practice of law. When asked about potential career directions, her response is measured: “I love the research and writing behind everything. I’ll probably narrow my focus when can into something that lets me concentrate on that.”

Bridging Generations

Throughout 2024, Wenona’s commitment to preparing students for life beyond School was exemplified through a dynamic series of Alumnae panel discussions, that brought accomplished graduates back to campus to share their professional experiences and insights.

The year began with a powerful International Women’s Day event in March, where the Gender Equity Club hosted three distinguished Alumnae from the financial sector. Aligned with the United Nations theme, ‘Count Her In’, Rebecca Barry (2000), Arabella Tuck (Searle, 2010), and Grace Malin (2017) engaged in discussions about critical economic issues facing modern women, including the gender wealth gap and workplace inequality.

“The students were highly engaged and inquisitive about making good decisions and sensible goals early in their study and careers,” reflected Ms Barry, Strategic Financial Services Leader at the Westpac Group. “It is a credit to them that they led and organised a thought leadership event of this calibre”.

Later that month, the focus turned to business and finance, with Kate Nieland (Turnbull, 1998), Evie Hamilton (2018), and Annabel Ross (2018) sharing their diverse career paths. Their

stories highlighted the importance of seizing opportunities and maintaining an open mindset. Ms Nieland’s account of her early-career secondment to Zurich particularly resonated with students: “I recommend taking every opportunity you can because you learn so much.”

The medical and health professions took centre stage when Dr Joanna Butler (Glover, 1997), Julie Seggie (Fisher, 1974), and Ruby Borozan (2016) returned to School. Their varied paths to success – from chemical engineering to paediatrics, from rural nursing to trauma care, and from School sports to physiotherapy – demonstrated the diverse routes available within healthcare.

In October, the legal profession was spotlighted as Michelle Segaert (1988), Lucy Basten (Macdonald, 1990), Jane Oswald (FitzGerald, 1991), and Stephanie Dixon (2014) shared their experiences with Year 11 students. Their insights into different legal pathways proved invaluable, with the speakers emphasising the importance of resilience and passion in pursuing a career in law.

The impact of these sessions on current students was profound. As Bronte O’Connor observed after one session: “It exposed us to the diversity that exists within the field and

offered valuable insights into potential career paths. The stories from the Alumnae were inspirational and it was a privilege to be involved.”

These events, organised through collaboration between the Careers Team and Community Engagement Coordinator, with support from student leaders including the Careers Captain, have become a vital bridge between generations of Wenonians. They exemplify how the School’s network continues to strengthen and support its community, while preparing current students for their future careers.

The School extends heartfelt thanks to all Alumnae who generously shared their time and wisdom throughout 2024. Their willingness to return and guide the next generation of Wenona women has been invaluable. We warmly encourage other Alumnae interested in participating in future career insight events to contact alumnae@wenona.nsw.edu.au.

As one speaker noted, “Times are changing, and through these discussions, we were able to showcase the flourishing opportunities available for women in the workplace today.” Through these connections across generations, Wenona continues to empower its students to embrace these opportunities and shape their own futures with confidence.

A Legacy Uncovered

In the recently launched Wenona Digital Archive ‘Recollect’, a single entry in the 1906 Woodstock Magazine has added weight to what one family had long believed: their connection to Wenona spans four generations and more than 125 years. For Sarah Wiggins (Year 11), this discovery was the breakthrough she had been seeking to verify her great-grandmother’s place in Wenona’s history.

“Family lore has it that my great-grandmother, Katharine Buchanan, attended Woodstock. If true, this would mean that am the fourth generation of my family to have attended either Woodstock or Wenona, a connection spanning over 125 years. Katharine was born in 1883, at a time of the expansion of girls’ education and would have been at School from around 1889 to 1899/1900. Woodstock was founded in 1886 and transitioned to Wenona in 1913. Wenona archives hold no

pupil records from its Woodstock period, which has made it difficult to verify my family’s long links to Wenona.

had almost given up finding my great-grandmother’s connection. Then, the Wenona weekly newsletter on 24 May 2024, highlighted the recently launched Wenona Digital Archive and within the Woodstock Collection we found some gems, which gives the story greater strength: digitised versions of the Woodstock Magazine The 1906 (Vol. 2, No. 2) edition records a meeting in the School Hall on 17 May, which led to the formation of ‘The Woodstock Old Girls Union’, with Miss Hooke as its inaugural President. It was decided that only girls who finished their education at Woodstock could be members. Noted among the names of ‘Old Girls’ present

was a Miss Buchanan and a Miss Solomons. The name Solomons is significant, as Katharine’s mother was Bessie Solomons and Katharine was most likely attending with one of her Solomons cousins, who along with the Buchanans, lived in North Sydney. Katharine was 23 years old at this time. The 1908 (Vol. 4, No. 2) magazine also records a Miss Buchanan and Miss Solomons (who was Treasurer) attending an Old Girls’ meeting.

Katharine’s attendance at Woodstock, at least in her later School years makes sense. Katharine was the daughter of James Buchanan, who was the Schoolmaster of the St Leonards Certified Denominational Church of England School (St Thomas’ School, North Sydney) from approximately 1870 to 1898. This school was conducted in the stone parish hall built in 1850, in the grounds of St Thomas’ Church, facing McLaren Street. It is the same stone building in which Miss Hooke conducted Wenona School after 1914; and today it is a pre-school. It was also close to Woodstock School in West Street. The Buchanans and Solomons were both North Sydney families (then known as St Leonards). Through a digitised version of the North Sydney Boys’ High School

Katherine Buchanan (middle).

Sarah Wiggins with cousin Maddy Perrignon in 2018.

magazine, the Falcon (Nov 1962, reprint from No. 26, 1932), discovered that land owned by my great-great-grandmother, Bessie Solomons, was resumed (compulsorily acquired) in 1908 for the establishment of North Sydney Boys High School. The Solomons were also pioneers in the Tweed River region (near Murwillumbah) and Katharine’s cousin, Douglas S Solomons, a renowned amateur photographer, has many of his images available online on eHive and the Tweed Regional Museum website.

My family does not have any photographs of Katharine as a schoolgirl. However, we do have professional photographs of her as a young woman in Sydney and with her extended Solomons family in the Tweed River in the 1910s. The latter photos show her on horseback with timber cutters and ‘going for a dip’ in modest early 20th century swimsuits.

In 1917, Katharine married Keith Yuill (a shipping clerk from Adelaide and later a prominent stockbroker in Sydney). Katharine and Keith had two boys, Colin (b. 1920) and Kenneth (b. 1923), who attended Shore. Katharine’s son and my grandfather, Dr Kenneth Yuill, was the source of the family lore. Ken married Wenona Alumna, Madeleine Agid (1948), my maternal grandmother, in 1962. Sadly, my great-grandmother died long before was born.

Now turning to Wenonians on my grandmother’s side. My grandmother, Madeleine Curtis/Yuill (Agid,1948), my aunt, Dr Susan Yuill (1981), my mother, Katherine Wiggins (Yuill, 1982), and my cousin, Madeleine Perrignon (2020), all have wonderful memories of Wenona and cherish their School friendships.

Incredibly, for over 75 years, my grandmother has maintained close connections with her fellow members of the Class of

1948, hosting the first reunion for her class in the 1960s at her Hunters Hill home (which Miss Mills graciously attended!), and today lunching monthly at the Hunters Hill Club – not bad for a group of 93-year-old Wenonians! Attending Wenona as both a day girl and boarder, my grandmother was a keen letter writer to her parents in Gordon. Her letters include wonderful School anecdotes, including a hilarious account of 1948 Foundation Day, which ended with an evening dance with Shore boys.

Miss Frances Mills (a teacher and then Principal from 1964 to 1966), took a great interest in Madeleine and her Wenona friends even after they left School, and in letters to Madeleine, mentions many of them by name, including Daphne Raymond (featured in Ut Prosim 2020).

The Wenona Digital Archive illuminates the past for families like the Buchanan-Yuills, enabling our community to verify and celebrate their connections to the School’s rich history. Through preserved magazines, photographs and letters, Wenonians can piece together their family stories, creating meaningful links between past and present.”

Sarah gratefully acknowledges the research contribution of Wenonian, Dr Edith Ziegler.

Access to the Wenona Archive is via the Wenona School website: wenona.recollectcms.com

Wenona Class of 1948 Reunion with Miss Mills (Madeleine Yuill, front row left with camera case on lap; Miss Mills, seated middle with blue dress and white collar).

‘Scrub Fallers Kunghur’, Katherine Buchanan (back left).

Reunions 2024

Throughout the year, the School buzzed with reunion energy as multiple year groups marked milestone anniversaries.

At the heart of these gatherings was the White and Blue Reunion, a Wenona tradition now in its tenth year. It brought together 60 distinguished Alumnae who departed the School four or more decades ago. Among the treasured guests was a particularly special visitor – Mr Robert Peel, whose connection to Wenona dates to 1941 when he attended Kindergarten. His presence offered a fascinating glimpse into a lesserknown chapter of the School’s history, as boys were once part of the Wenona community, with enrolments continuing until 1953.

The White and Blue gathering transformed the School Hall into a living museum, with vintage uniforms and publications displayed alongside photographs reaching back to the 1940s. As the Vocal Ensemble’s rendition of the School Song filled the air, many Alumnae found themselves transported back to their School days. Some of these guests returned later in the year, when the Class of 1964 celebrated 60 years since their graduation by attending our Foundation Day service. They were treated to an inspiring address by recent Alumna, Amelia Clubb (2019), and a morning tea with Principal, Dr Briony Scott.

The golden anniversary Class of 1974, who were marking 50 years since graduation, chose The Greens in St Leonards Park for their celebrations, while the Class of 1984 gathered at the Oaks Hotel to mark four decades since they left the School.

More recent graduates also returned to reconnect with their alma mater. The Classes of 1989, 1994, and 2004 each chose unique venues from the Firehouse Hotel to Green Moustache and the Treehouse Hotel – to celebrate their 35, 30, and 20-year milestones respectively. The younger Alumnae weren’t left out, with the Classes of 2009, 2014, and 2019 organising their own reunions, many combining School tours with social gatherings at local venues.

These reunions serve as powerful reminders of the enduring bonds formed at Wenona. If you are planning a reunion for your year group, please contact our Alumnae team at alumnae@wenona.nsw.edu.au.

From the get-go, the event promised to be one to remember, with a star-studded line-up of guest speakers, panellists, auctioneers, and a fantastic MC. There were also incredible prizes to bid on, including holidays, sporting memorabilia, and so much more.

Game Changers

The Wenona Foundation was proud to host the Sports Lunch on Friday 3 May, which focused on celebrating women in sport and acknowledging the benefits of participation, all while raising money for Wenona’s Renaissance Women’s Scholarship Fund.

The means-tested Renaissance Women’s Scholarship enables remarkable young women to attend Wenona.

After months of preparation, organising, and managing, the day arrived, and with a fundraising target of $200,000, the pressure was on. However, in the end, it was all worth it, with the Foundation raising an incredible $250,000!

This could not have been achieved without our one-of-a-kind Wenona community, who came together to make this event such an incredible success.

A huge thank you to everyone who supported the Sports Lunch, whether you attended as a guest, volunteered to help, donated, purchased sports caps, bought raffle tickets or submitted bids on our silent auction items from home – you all made this happen.

Special thanks to our MC, Jude Bolton, and our wonderful panellists, Jane Fernandez, Andrew Pridham AO, Rob Juric, Dr Hannah Buckling, and Jada Taylor (2021), as well as our Sports Lunch Committee, Peter Aked, Michelle Charnock, Ian Devereux, Marnie Devereux, Raymond Fung, Gaby Hunter, Lauren Maccheroni, Samantha O’Connor, Neil Schiller, and Mel Schutte. The efforts and generosity of the Wenona community will make a significant impact by providing a full scholarship to a student in 2025, in Years 7 to 12.

The Wenona Foundation is committed to supporting the vision for the School, delivering development programs and fostering philanthropy. Executive Director of the Wenona Foundation, Ms Marie Soghomonian, said, “Wenona Scholarships are not just about financial aid, but about fostering diversity and enriching the education of all students in our community. The Renaissance Women’s means-tested Scholarship is a beacon of hope for students who dream of an independent girls’ school education but lack the financial means. By extending teaching and learning opportunities in this way, we are shaping the future of young women, and also, of our community.”

To enquire about giving to Wenona, please contact Ms Marie Soghomonian, Director of Advancement, Wenona Foundation on (02) 9409 4413 or, Foundation@wenona.nsw.edu.au. Or visit wenonafoundation.org.au

Legacy Luncheon

The Wenona Foundation recently hosted its inaugural Legacy Luncheon at The Langham Hotel, bringing together those whose dedication and generosity help shape the School’s future. The event celebrated the vital contributions of Alumnae, Bequestors, and Custodians who continue to strengthen Wenona’s commitment to excellence in education.

The gathering included members of the Wenona Board of Governors, Foundation Board members, Alumnae, and past Board members, all of whom play crucial roles in the School’s continued growth and success. A highlight was the launch of the Renaissance Legacy Circle, an initiative honouring the School’s bequestors and Custodians who have chosen to leave a lasting legacy through their support.

Principal, Dr Briony Scott, spoke about how the community’s generosity directly impacts students’ learning experiences, including through the attraction and retention of exceptional educators who inspire students to reach their full potential.

As the Foundation looks to the future, this inaugural Luncheon stands as a testament to the strong bonds within the Wenona community and their shared commitment to ensuring future generations of students benefit from the same nurturing environment that has characterised the School throughout its history.

Celebrating 20 Years of DalCorp Scholarships

The Athenaeum’s West Commons took on a celebratory air in early August, as we hosted a special anniversary dinner marking two decades of the DalCorp Scholarships Program.

Breaking from the traditional luncheon format, the evening celebration brought together past and present Scholars, donors, and educators to commemorate a program that has been opening doors for talented young women since 2005.

The program was established through a partnership between the Wenona Foundation and The DalCorp Foundation. It has quietly but profoundly shaped the trajectories of young women who might otherwise never have experienced a Wenona education. For twenty years, it has sought out students who demonstrate not just academic promise, but leadership potential and values that align with Wenona’s ethos.

One by one, current and past DalCorp Scholarship recipients shared their gratitude for the opportunities they have received and their plans for the future. Among them was current Boarding Captain, Gemma Turkington, whose journey to Wenona began with her own initiative. “I quietly investigated the options on my own,” Gemma says. “When discovered Wenona and its DalCorp Scholarship, was convinced it would be a good fit. It was such a great feeling when found out had been selected. Mum filled my bedroom with balloons to celebrate.”

For Gemma, the transformation has been comprehensive.

Beyond academic growth, she has embraced opportunities in touch football and Cadets, developing crucial leadership skills along the way. Gemma’s story joins a legacy of successful scholars, including Camilla Guest, (Knight, 2007) who has gone on to specialise in Family Law and Criminal Law in Dubbo. In reflecting on her scholarship experience, she has previously noted, “The DalCorp Scholarship provided me with the opportunity to not only become the person have chosen to be, but also the chance to appreciate the generosity bestowed upon me.”

Another recipient, Michelle Picone (2014), who now works in workplace conduct investigation after completing her law degree at the University of Sydney, has shared how the program changed her life: “Being awarded the DalCorp Scholarship opened up a world of opportunities for me. Through accessing a Wenona education, was taught to be an independent and critical thinker.”

The anniversary dinner wasn’t just about celebrating past achievements – it was about looking forward. The Wenona Foundation and The DalCorp Foundation have plans to expand the program’s reach, particularly to young women in foster care and refugees, ensuring the next 20 years create even more opportunities for transformation.

The 20th anniversary dinner was a testament to the combining of opportunity and potential, as the Wenona Foundation and The DalCorp Foundation together continue to forge pathways for talented young women to access the lifechanging opportunity of a Wenona education.

Spring Fair

Wenona’s Spring Fair, on Saturday 14 September, brought the whole community together under warm sunshine and blue skies.

The crowds managed to find their way through the Sydney Marathon barricades to our campus, where each year group had stalls ranging from flowers, cakes and books to delicious Asian foods prepared onsite. The rides and face painting were favourites with the younger members of our community, and the elegant artisanal gifts provided by select external stallholders drew in visitors seeking special gifts.

Our talented performing arts students attracted an audience in the amphitheatre and garden, happy to listen while enjoying coffee, sausage sandwiches, baguettes or Gözleme.

Hosted by the Wenona Parents’ Association (WPA), the biennial Spring Fair is truly a stellar example of community in action. Ms Sharmila Soorian, President of the WPA, led an amazing team of parent volunteers to plan this successful event: “Wenona has a dynamic, enthusiastic parent body with a strong tradition of supporting our School through volunteering, attendance at our WPA community events and fundraising. The biggest Wenona community event of the year, the Spring Fair, was a great success. We thank all our volunteers who gave their time and energy and worked tirelessly behind the scenes for our School community to enjoy.”

And throughout the day, from 6am to 6pm, 135 members of the Wenona community swam over 550km in the Wenona swimming pool, to raise money for the Black Dog Institute, during Wenona’s second 12-hour Mental Fitness Swim, raising just over $8,700!

Community Builders

Over 60 dedicated Wenona volunteers gathered in East Commons for our 2024 Volunteer Thank You Breakfast, hosted by the Wenona Foundation, to honour the role they play in shaping the School.

The Breakfast carried particular poignancy this year, providing an opportunity for the Wenona Parents’ Association (WPA) to recognise Dr Briony Scott’s transformative tenure as Wenona Principal. WPA President, Ms Sharmila Soorian, captured the sentiment of many when she spoke of Dr Scott’s impact.

“She has been the WPA’s biggest supporter and volunteer,” she said. “While her departure from Wenona is a sad occasion, her impact is widespread and will be remembered for years to come.”

For WPA Treasurer, Mr Haydn O’Brien, the event exemplified the School’s commitment to fostering strong community bonds. “Through its many activities and events, the WPA does a tremendous job in promoting a strong partnership between the School and the parent community. Fathers play an important role and volunteering through the WPA helps to send them a powerful message about the importance of service, community and helping others.”

Ms Michele Baric (Rees, 1985), who has supported the annual WPA SecondHand Uniform Sale (SHUS) for a decade, sees the Breakfast as more than just a thank-you gesture. “As an Alumna familiar with the School motto, Ut Prosim think it is very important for the girls to see that service doesn’t finish at the School gate but is a lifelong commitment,” she explained.

Connecting Through School Events

The Wenona community grew stronger this year, through a diverse calendar of events that brought parents, students, and families together in meaningful ways. From art gallery visits to celebratory dances, these gatherings exemplified the School’s commitment to fostering genuine connections among families.

The Junior School’s Family Art Trip to the Museum of Contemporary Art saw parents and children explore the MCA Collection: Perspectives on place together, participating in interactive lessons about Indigenous art. Under the guidance of Director of Creative Arts, Ms Juliette Carson and Junior School Visual Arts Teacher, Miss Yvette Lewington, families engaged with significant works including Megan Cope’s oyster shell installation and Shirley Purdie’s ochre paintings.

The Wenona Parents’ Association’s Father and Daughter Dance at Bayside Orso created lasting memories for Year 6 students and their fathers. Over 90 fathers attended the celebration, with a highlight being an enthusiastic flash mob of dads performing to classics like Men in Black and Greased Lightnin’. The evening, expertly hosted by Year 6 students, Lucy Milne and Madeleine Wright, included touching speeches from their classmates, Piper Thangaraj and Caitlyn Woodward.

Grandparents’ and Special Friends’ Day combined with the Junior School Art Show this year, creating a vibrant celebration of creativity and connection. The Piazza came alive with Stringendo group performances, while activities ranged from Kindergarten students singing Bruno Mars’ Count on Me to innovative classroom technology

demonstrations. The art exhibition showcased months of student work under Ms Lewington’s guidance.

Father’s Day celebrations exemplified the School’s commitment to nurturing family bonds, beginning with a Junior School Breakfast where fathers and father figures joined their daughters for morning treats and classroom activities. This was followed by a ‘Celebration of Fatherhood panel discussion, where current parents openly shared insights about the father-daughter relationship, addressing topics from technology use to setting boundaries. The session formed part of Wenona’s Parent Education Program demonstrating the School’s dedication to supporting its parent community.

Various events were staged to help parents adjust to new phases in their daughters’ schooling. They included a lunch for new Year 7 parents organised by The Wenona Parents’ Association, at the beautiful home of the Barrett family, who served as gracious hosts.

A similar event was held for Year 11 parents to mark their daughters’ transition into Year 12 – a chance to foster the establishment of fresh bonds and deepen existing ones.

DR SCOTT

A Night to Remember

Six months in the planning, the A Celebration of Wenona concert was a labour of love from a dedicated community. Staff members, already juggling full teaching loads and busy schedules, spent countless hours orchestrating what would become an unforgettable tribute to Principal, Dr Briony Scott’s transformative leadership.

As the ICC Sydney Theatre filled with thousands of current students, Alumnae, past and present staff, families, and special guests, it was clear that this would be no ordinary School concert. From the first powerful beats of the Taiko drums to the performance of a scene from Romeo and Juliet and the final, moving notes of the School Song, every detail had been carefully crafted to celebrate not just Dr Scott’s principalship, but the vibrant spirit of Wenona itself.

Strength, Grace, Wisdom, and Kindness – were developed and codified by Dr Scott herself, becoming a lasting source of inspiration throughout our community.

Grace Paton (Head Prefect 2013) and Olivia Edwards (Head Prefect 2019) spoke of Courage, reflecting on how Dr Scott’s unwavering support gave students the confidence to push beyond their comfort zones. “Having someone like Dr Scott in your corner, who you know is going to listen to you and respect

The evening was hosted by the Wenona Board of Governors. Chair, Ms Catherine West, captured its significance in her moving tribute, speaking of the ’imprint‘ Dr Scott has left on the School. “An imprint is defined as making an indelible and permanent mark,” she noted. “Dr Scott’s imprint on Wenona will be forever.”

Threaded between performances were a series of specially produced video tributes, each one exploring a core School Value through the eyes of former Head Prefects who had served under Dr Scott’s leadership. These Values – Courage,

A particularly touching video tribute came from Amelia Pegum (2020) and Molly Tredinnick (2012), who explored the concept of Grace through their experiences with Dr Scott. Their words were followed by a performance of For Good from Wicked, by the Junior School Choir.

Each student performance showcased the breadth of talent nurtured under Dr Scott’s leadership and her commitment to developing Renaissance women through an all-round education. Year 11 students, Daniella Cussell and Claudia Fischl, brought maturity and nuance to their scene from A Doll’s House while the Junior Jazz Eisteddfod Troupe sparked joy with their energetic Shine Your Own Way

Also displayed was a video montage that traced Dr Scott’s journey from her own days as a Wenona student through to her years as Principal. These glimpses into the past, set among the present-day performances, highlighted how deeply intertwined her story is with the School, making her one of the most significant leaders in Wenona’s 138-year history.

what you have to say, really gives you the confidence and the courage to be able to come out with the truth or raise important issues,” shared Grace. The theme of Kindness resonated through Georgia Soghomonian (2021) and Emily Moulder’s (2022) reflections, particularly in their memories of Dr Scott’s consistent message in School Assemblies: “Be kind to your friends, be inclusive, look after each other.” They spoke of how initiatives like lunchtime busking and charitable events brought the School together across year groups, creating a culture of care that extended far beyond the classroom.

The program built to an emotional crescendo with a wholeSchool performance of the empowering songs, A Million Dreams, Fight Song, Brave, and Roar Soloists from Years 9 to 11 led the way, in a moment that captured the spirit of unity and possibility that Dr Scott has championed throughout her tenure.

The final applause for an exceptional leader, whose impact will reverberate throughout our community, spoke volumes. Under Dr Scott’s leadership, Wenona has become a place where young women are encouraged to dream big, supported to achieve their goals, and inspired to make their mark on the world.

Renaissance Woman

Long before she would transform Wenona as Principal, Dr Briony Scott lived the School’s Values as one of its students. Whether standing at the podium as Deputy Head Prefect, leading her House as Captain, performing in plays, or lifting her voice in the choir, she embraced the kind of multi-faceted education that would later become her vision for the School.

These early experiences planted the seeds for her belief in nurturing Renaissance women – young leaders comfortable in many spheres, confident in their abilities, and ready to make their mark on the world. The impact of Dr Scott’s leadership has been profound and far-reaching. Guided by her unwavering belief in the power of collaboration, she has orchestrated a period of remarkable growth and innovation at Wenona. From re-imagining academic programs to overseeing ambitious building projects, and expanding its student numbers and strategic vision, her achievements have been transformative. Here are the milestone moments that have shaped Wenona during Dr Scott’s tenure.

2011: Standing on the Shoulders of Giants

Dr Scott began her principalship with careful listening. It was Wenona’s 125th year and the commemorations spoke to Dr Scott’s deep respect for the School’s foundations. “There is humility and wisdom in understanding that our achievements and the success of Wenona after 125 years is only a result of others who have quietly and systematically gone before,” she reflected. “Brick by brick, lesson by lesson, and step by step. No one part is any greater than any other.”

In 2011, the student population was 928. “Each child is different,” she observed, “and the world they’re growing up in is different.” This understanding led to her first major initiatives: restructuring pastoral care, expanding the executive team, and laying the groundwork of what would become a ’Renaissance‘ in Wenona education.

2012: Reimagining Education

The following year brought a theme that would characterise much of Dr Scott’s leadership: ’Go for Broke‘. Under her guidance, Wenona began to reimagine what education could be. “We don’t raise our girls to play sport ‘like a girl’” she said. “We raise them to play sport, confined only by the rules of good sportsmanship.”

This was the year that Service Learning in the Community (SLIC) was re-named and embedded more firmly within the School, becoming central to the Upper School experience. Several departments, including service and pastoral care, were restructured to ensure they more closely aligned with the School’s mission.

2013: Finding Their Voice

By Dr Scott’s third year, it was clear that student voice was to become a cornerstone of a Wenona education. “Our commitment at Wenona is to produce a generation of countercultural women who will go into the world and completely turn it on its head,” she said, “with the character, grace, expertise, and humour required to do so.” Students found their voices both as speakers and listeners in Assembly, learning that their perspectives were not just valuable but essential to society’s progress.

The Build Your Own Technology program was launched, international Service Learning Tours across Australasia, expanded to Year 9 and Teaching Fellowships were established.

The acquisition of The Independent Theatre in this year marked a landmark moment – this historic 300-seat auditorium would become central to Wenona’s Performing Arts and community gatherings, enriching the educational experience of the entire Wenona community.

2014: The Power of Community

Dr Scott’s leadership style continued to emerge as distinctively collaborative. “I’m reminded of the words of Aristotle,” she shared, “’The whole is greater than the sum of the parts’. As a team, as a community, we do so much more together than we achieve by ourselves.”

The founding of the Renaissance Women’s Leadership Network created new opportunities for Australia’s female educators. Through the hosting of networking and speaking events, it strengthened the bonds between education and leadership … and between female educators from schools around the country.

This was also the year that saw Wenona’s first STEM Car Restoration Project completed, the hiring of a Head of STEM, and the introduction of Science Day for the Junior School. Wenona’s commitment to technology deepened with the arrival of 3D printers and the introduction of the Portal. “Our women are born to sail from these shores,” Dr Scott shared that year. “We are preparing them to go on great adventures.”

2015: Strength Through Connection

The year 2015 brought unexpected challenges as Dr Scott took a leave of absence, but her return would reinforce one of her core beliefs about leadership – the importance of vulnerability and authenticity. The four coloured badges for 2015 bore simple yet powerful messages – ‘Smile,’ ’Laugh,’ ’Fun,’ and ’Kindness‘. They captured a profound truth about education that Dr Scott had long championed: that learning flourishes in an environment of joy and support.

The Year 6 Fair and Peer Support were launched, encouraging Junior School girls to be everyday leaders and the Wenona community came together to raise funds for those affected by Cyclone Pam in Vanuatu. The SLIC program reached new heights, with students contributing a remarkable 5,500 hours to community service.

Wenona’s commitment to Indigenous culture was powerfully demonstrated through a profound connection with the people of North East Arnhem Land. In a significant ceremony, the families of boarders Shakiera Mununggurr and Whitney Yunupingu

gifted precious Mununggurr Wandawuy bark paintings, creating lasting links between our School and the Mala of North East Arnhem Land. Shakiera and Whitney, along with Whitney’s brother Winston, played important roles in the School’s Reconciliation events. Further demonstrating its commitment, Wenona participated in the Australian Literacy and Numeracy Foundation’s Wall of Hands project, supporting their Community Action Scheme where NSW Indigenous high school students were trained to provide reading and writing support for children at their local primary school.

2016: Renaissance Education Takes Shape

The badge for 2016 was ‘NO GRIT NO PEARL’, a concept elaborated on by Dr Scott who declared, “We are committed to a Renaissance education … but it doesn’t happen by magic. Our girls need grit more than ever. They have to learn how to pick themselves up when things go wrong, when they’re not as good as they thought they were or wanted to be.”

This philosophy of embracing imperfection and building resilience found expression in numerous initiatives. The Pride Alliance began, giving voice to diversity and inclusion.

Design Thinking and Applied STEM were introduced as new courses for Stage 5, alongside the appointment of the first STEM Captains. Five STEM-related clubs emerged, and the innovative ’STEM In a Box‘ program for Woodstock was launched.

In addition, Spanish was added to the curriculum as a fifth language option.

2017: nevertheless, SHE persisted

The Wenona badge in 2017 carried a message that would resonate deeply: ‘nevertheless SHE persisted’. It was a fitting theme for a year that saw the groundbreaking of what would become the Athenaeum STEM and sports complex, a facility that would redefine the possibilities for girls’ education in science and technology.

“Women hold up half the sky,” Dr Scott would often quote that year, drawing on the ancient Chinese proverb. “We need women who are prepared to lead. To take responsibility. Who will persist, who will not be silenced.”

In an historic move, Wenona introduced its Cadets program – starting with 30 girls, it would grow to become

235 strong in the years ahead. The Renaissance framework was formalised, articulating the School’s commitment to developing young women who were both morally and intellectually educated, with a strong sense of belonging and self-worth.

2018: Building Foundations

The 2018 badge captured a different aspect of strength. It featured Winnie the Pooh’s iconic phrase ‘Oh bother!’, highlighting the value of resilience through good humour and self-acceptance.

This was the year that the final apartment in the nearby Astor apartment block was purchased (completing a five-year journey). Dr Scott’s vision for creating spaces that would nurture learning and community was taking physical form. The role of service became deeply embedded in our daily lives, with initiatives such as the ‘Throwdown Showdown‘ – a Boarder-led line dancing event that raised funds for drought-affected communities. It demonstrated how creativity and compassion can combine in unexpected ways. New awards were also introduced this year, recognising skills and character traits aligned with the Renaissance framework.

2019: Global Horizons

‘still we RISE” was the badge for this year, in a reflection of the School’s building strength and momentum. “We teach our women how to recognise movements and shifts in power, both in their own world and also globally; how to speak up, how to stand strong, how to rise up, and how to be brave,” Dr Scott declared. Her words captured the essence of a year that saw Wenona become a Candidate School for the International Baccalaureate Primary Years Programme.

Wenona’s commitment to diversity and innovation continued to grow. AFL was introduced as a sport, Studies in Religion and Extension Science joined the curriculum, and the inaugural Careers Captain position was created. The Mother’s Day Classic saw the Wenona Walkers field the largest team in Australia, with 325 participants. “Our School is diverse; increasingly and deliberately so,” Dr Scott noted, reflecting on the community’s evolution.

2020: Strength in Adversity

As the world grappled with unprecedented challenges, Dr Scott’s leadership demonstrated why values matter most in times of crisis. Wenona’s response to COVID-19 became a testament to the School’s resilience and innovative spirit. Through the rapidly developed Athenaeum Learning Pathway (ALP), we seamlessly pivoted to remote learning, ensuring educational continuity when it mattered most.

“They became our north star, our compass,” Dr Scott reflected on the students’ role during this period, “guiding our decisions and reminding us of what matters and what is truly important.” Her badge that year acknowledged the importance of self-care during challenging times, carrying a simple yet profound message: ‘Pause‘.

July 2020 saw the opening of the Athenaeum, named after Athena, Greek Goddess of Wisdom and Courage. In December, the Allawah Centre was built, further expanding the School’s facilities. But perhaps most significantly, this was the year the School formally codified its Values: Courage, Strength, Grace, Wisdom, and later, Kindness.

2021: She Flies with Her Own Wings

The Latin phrase, ‘A fronte praecipitium a tergo lupi, alis volat propriis‘ – ’A precipice in front, wolves behind, she flies with her own wings‘ – became the year’s inspiring theme and the message on Dr Scott’s 2021 badge. As the Allawah Centre opened its doors and the Upper School (Years 9 and 10) was launched, her vision of empowered education continued to take physical form.

“Here is a counter narrative to the messages out there,” she said. “She flies with her own wings. These women are not victims. They are strong.” The introduction of Hadley House and Jackson House expanded the School’s House system, while new courses in Food Technology and Philosophy broadened the curriculum.

2022: Dream On

Arriving for the start of the new academic year, students were greeted with a new member of the community Wenona Girl, a statue facing outward on Miller Street. It was a powerful symbol representing any student, equipped with a Wenona education, ready to shape her world in her own way.

It also fitted perfectly with that year’s badge message: ‘Dream On’, released during Celebration Day. “Dream on, my young friends,” Dr Scott encouraged. “Hold your head high, stare down the critics, sidestep judgement, do what you love ... and do not let any pebbles stop you from crossing that mountain.”

Her words resonated deeply as Wenona celebrated unprecedented success, winning four Australian Education Awards: School Principal of the Year, Best STEM Program, Boarding School of the Year and Secondary School Teacher of the Year.

The introduction of Aboriginal Studies, the expansion of Latin to Years 8 to 12, and the availability of Academic Dance for Years 8 to 10, reflected the School’s continuing commitment to diverse and comprehensive education.

2023: From Little Things Big Things Grow

In her penultimate year, Dr Scott was presented with the prestigious Phyllis Evans Medal at the Teachers’ Guild of New South Wales Annual Dinner, where nine additional Wenona educators were also recognised. It was a fitting tribute to her emphasis on developing excellence in teaching, a cornerstone of her leadership that saw Wenona teachers consistently encouraged to innovate, collaborate, and grow professionally.

2024: A Legacy of Leadership

In January, Dr Scott announced that this would be her final year, setting the stage for a period of reflection and celebration. The School she will leave behind has grown remarkably under her stewardship: from 200 to 350 staff (plus 100 music tutors, 40 casual teachers, and 65 sports coaches), and from 928 to 1,350 students.

But numbers tell only part of the story. As we paid tribute to her at A Celebration of Wenona at the ICC in November, there was profound appreciation for how one person’s vision, coupled with unwavering dedication, can transform an institution.

Perhaps Dr Scott’s legacy lies in the countless young women who have learned to fly with their own wings under her guidance, with Courage, Strength, Grace, Wisdom, and Kindness.

Dr Scott’s badge for this year was a metaphor for patient growth: ‘From little things, big things grow’. “You don’t go from a seed to a full-grown tree overnight,” she encouraged the Wenona community. “From little things, big things grow ... but they have to be allowed to grow.”

For her final badge, Dr Scott chose the Flannel Flower – a resilient bloom that thrives in Australia’s harshest conditions. It seems fitting that, after a decade of nurturing grit, persistence, resilience and dreams in others, Dr Scott’s parting symbol speaks to the quiet strength she herself has demonstrated. Like the Flannel Flower and like the Wenona students she has guided, her legacy will continue to flourish long after her departure, growing through challenge and adversity into something both beautiful and strong.

Wenona regrets to announce the passing of the following Alumnae:

Mrs Rhonda Turner (Hyndes, 1948) – 17 January, 2024

Mrs Jennifer Ross (Duggan, 1956) – 1 February, 2024

Mrs Robin Kensit (Scott, 1964)

February, 2024

Mrs Margaret Warden (Ferguson, 1955)

Mrs Enid Phelps (Claremont, 1953)

Mrs Helen Waring (Abrahams,

Ms Alison Verco (2000)

Mrs Joy Johnson (Young, 1955)