Features
UPON
The professional learning and leadership development of Wenona staff 2021 I ISSUE 07
REFLECTION PAGE 1
Wenona I Upon Reflection 2021
“ The only way we can show our young people how to do life well, is to role model it. Upon Reflection captures the professionalism, the care, the dedication, and the expertise of those leading in our community.” DR BRIONY SCOTT PRINCIPAL
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Contents
CONTENTS WELCOME FROM THE PRINCIPAL
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As Principal Dr Briony Scott explains, it takes a village to raise a child. These uncertain times have highlighted the role of schools in society, and the role of our staff in modelling hope and resilience to our students.
WELCOME FROM THE SENIOR DEPUTY PRINCIPAL
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Mr Mark Staker reflects on the common themes that are threaded through this edition of Upon Reflection: a commitment to service; the ability to set personal and professional goals; and a willingness to work hard for our young people and our community, all while adjusting to the restrictions imposed by another lockdown.
FEATURES 06 Wenona’s new Facilities Manager, Mr Joseph Germanos talks about the complexity and scope of his role, and Head of Visual Art, Photography and Digital Media, Ms Michele Brennan encourages us to ‘see’ art differently.
ENGAGE AND GROW
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Our staff have used lockdown to further their professional development, embarking on Master degrees and completing other postgraduate studies.
FELLOWSHIPS 62 We take a look back at some of our Fellowship recipients and reflect on how the experience has shaped their professional and personal growth.
STAFF UPDATES This year, Wenona welcomed our inaugural Head of Upper School, along with a new Head of PDHPE, a new Finance Manager, and our inaugural Head of Dance.
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Welcome from the Principal
IT TAKES A VILLAGE “A blazing fire makes flame and brightness out of everything that is thrown into it.” MARCUS AURELIUS
By Dr Briony Scott Principal The ancient Stoic philosophy known as The Dichotomy of Control provides us with a framework with which to face challenges, by dividing them into the things we can control and those we cannot control. In the words of the great Stoic philosopher, Epictetus, “Every difficulty in life presents us with an opportunity to turn inwards and to invoke our own submerged inner resources. The trials we endure can and should introduce us to our strengths… on the occasion of an accidental event, don’t just react in a haphazard fashion; remember to turn inwards and ask what resources you have for dealing with it. Dig deeply. You possess strengths you might not realise you have. Find the right one. Use it.” As Wenona, along with the rest of Australia, has grappled with a second year of the global pandemic, our lives have changed. Our world is marked by lockdowns, restrictions, masks, and bulk cases of hand-sanitizer! We’ve had to adapt to academic uncertainty and changed our examination processes. We’ve embraced new technologies and introduced a click-and-collect approach to books, resources, sports equipment, and materials. And throughout these difficult and troubled times, the Wenona community has stepped up to offer encouragement, support, and hope. More than ever, it has highlighted the veracity of that old maxim, ‘It takes a village to raise a child’. The Wenona village is bigger than the students for which we care. It extends to the families of our students and staff, to our teachers and professional services staff, to our Boarding House community, to our alumnae, and to the world in which we all live and work. While uncertainty dominates the public discourse, other forces are also at play. The last two years have seen a greater appreciation of the role of schools in society, and the complexity of the teaching profession, in bringing out the very best in each child in our care. Schools have provided a safety net for those who might slip between the cracks when tectonic plates shift, and the world we thought was predictably set in stone, is no longer recognisable. Our staff have continued to turn up, every day, caring onsite for the children of essential care
workers, and working exceptionally long hours to ensure that all our students continue to learn seamlessly, albeit through different mediums, wherever they are based. Schools themselves have been deemed essential for the basic functioning of society, and across the nation, they have continued to operate seamlessly, modelling hope, resilience, humour, and determination to the next generation. It’s not the first time in Wenona’s history that our community has banded together to guide our students through tough times, with hope, gratitude, and grit, and it won’t be the last. We have done this through previous pandemics, through World Wars, through the Great Depression, through sickness and adversity. And we will continue to do this. Because this is life, and this is why we are here. Not to get perfect ATAR results, or to get into great courses, or to travel the world, but to show our young women how to live life, with all its complexities. And to live it well. It is to show them that there is more to them, than they could ever imagine. They are strong, and resilient, and very capable. They have it in them, in the face of adversity, to turn around and help those around them. By reaching out, building up, and walking alongside others. Our School motto, Ut Prosim, that I may serve, guides our thinking for a reason. The only way we can show our young people how to do life well, is to role model it. Upon Reflection captures the professionalism, the care, the dedication, and the expertise of those leading in our community. It’s a snapshot of just some of our teachers and professional services staff, who like their colleagues, have turned an impossible situation into an opportunity to dig deep, discover their strengths and set their sails to the prevailing winds. Our staff have role modelled what we need our young women to understand, showing them a path to follow. As Principal of Wenona, I am deeply indebted to every member of staff, and enormously grateful for the work they have done, in navigating our way through challenging times, and doing so seamlessly and graciously. I commend this publication to you, and to the work of the Wenona staff.
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WELCOME Mr Mark Staker Senior Deputy Principal
When I read this seventh edition of Upon Reflection, I was immediately struck by the passion, professionalism, and expertise of our staff. Not only do they serve as exemplary role models to our students through their knowledge and practice, but our staff share a commitment to continuous improvement through their ongoing professional development. Even with the exigencies of another unexpected lockdown when the Delta variant reared its ugly head, our staff have shown great ingenuity, agility, and perseverance in charting new territory. We know that one of the biggest determinants of student learning success is effective teaching, and we are extremely proud of the calibre of our teaching staff here at Wenona. But as you will read in the following pages, the School also has a team of highly qualified, talented and experienced professional services staff, whose knowledge and expertise in their chosen field contribute towards the learning environment at Wenona, as well as the success of our community. All too often, professional learning can be imposed upon us in order to meet organisational or government requirements, but at Wenona, our staff are selfmotivated and driven to refine their skills and enhance their practice. Indeed, there are common themes threaded throughout these pages that are worthy of celebration. Each person featured in Upon Reflection exhibits a commitment to serve our young people; they set personal and professional goals to build on their knowledge and improve their practice; and they are prepared to work tirelessly to ensure they are successful in their endeavours for the benefit of our students, our School and our wider community.
Professional development in any profession opens us up to new possibilities, strategies and knowledge. It ensures that our skills stay relevant and up-to-date, and it enables us to be more aware of changing trends and directions in an industry. But in the education sector, expanding our knowledge and skills is more than this. It’s a calling; a chance to serve others. As you will read here, for our staff at Wenona, professional development is an opportunity to invest in student engagement and drive their learning success in new and innovative ways. And it’s a chance to serve and strengthen our community for the benefit of us all. Of course, there’s always room for growth and improvement of our professional skills, but we need to have a framework for success by setting clear personal and professional goals. Across this magazine, it’s evident that by having a clear goal, our staff can identify what is important, ensure it aligns with their personal values, and then actively build towards achieving it. It enables them to think critically about the meaning of their work and how it ties into student learning and the success of the School. And it encourages them to be personally accountable, which again provides them with the motivation to succeed. Top performers in any walk of life succeed through preparation, determination and hard work, as well as the ability to bounce back from failure. Our staff are no different. As you will read in our Fellowship section of this magazine, every recipient has pursued their endeavours with passion and optimism, pairing their motivation and skills with tenacity and hard work. I am proud to be part of this inspiring learning community and I commend this edition of Upon Reflection to you.
Wenona Staff Fellowship Recipients Rachel Manchester
2013
Dean Pomfrett
2015
Jacky Pei
2017
Catherine Waud
2013
Jake Little
2016
Catherine Minifie
2018
Debra Clark
2014
David Van Tol
2016
Tiffany Crittle
2018
Noosha Jalili
2014
David Gooley
2017
Nicholas Amato
2019
Andrea Stringer
2015
Dianne Langan
2017
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Welcome from the Senior Deputy Principal
“ Even with the exigencies of another unexpected lockdown, our staff have shown great ingenuity, agility, and perseverance in charting new territory.”
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FEATURES PAGE 6
Features
Over the past year, our staff have used their knowledge, skills and professional development to enrich Wenona in different ways. We’ve also welcomed new members of staff, who’ve brought interesting skills and experience to the School community.
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Before the pandemic hit, our lives were defined by speed. But the pace of life has slowed dramatically for everyone and as Michele Brennan points out, moving at a slower pace has given us capacity for deep reflection, which is invaluable when it comes to viewing art.
THE ART OF SLOW “It’s not what you look at that matters, it’s what you see.” HENRY DAVID THOREAU
By Michele Brennan Head of Visual Art, Photography and Digital Media
As the subject of the world’s most famous painting, the Mona Lisa is a must-see for anyone visiting Paris. But peering out from behind her box of bullet-proof glass in the Louvre’s Salle des États, her smile hints at the irony of it all. Crowds jostle for position in front of the painting each day, but barely spare more than a cursory glance as they scramble for their iPhones. On average, visitors spend a mere 15 seconds with the Mona Lisa, just long enough to grab the obligatory selfie before moving on. In a strange paradox, it’s become virtually impossible to see the world’s most enigmatic smile with fresh eyes. The Mona Lisa remains the most popular painting in the Louvre, a testament to the fact that we cannot consume a work of art in one visual gulp. And nor should we. Art reaches us all differently; and it has the power to challenge and transform us in profound ways. But to truly connect with a work of art, we need to spend time with it, savouring its visual details, unravelling its stories and exploring the possibilities inherent within it. The more time we devote to contemplation and reflection, the more dynamic and intimate an experience it becomes, grounded in the way it stimulates our imagination, intellect and at times, our emotions. Stepping into a museum or a gallery for the first time can be an alien and overwhelming experience for our young people. In addition to fanning my students’ creative instincts, one of my greatest pleasures as an educator lies in cultivating their appreciation of art by visiting museums. Interacting with art has clear, immediate transformative benefits for our young people. It exposes them to adults who, through their work, embrace risk, questioning and experimentation. And it expands their thinking about what art is and what it means in society.
In the words of Aristotle, “The aim of art is to represent not the outward appearance of things, but their inward significance.” Whenever I stand before a work of art for the first time with my students, reaching into the conversations that ultimately help to shape understanding, we each embark on a journey of discovery that is as different and unique as we are. Like the quirks and idiosyncrasies of the artist’s creative process, the experience of spending time with art never follows a predictable path. And therein lies the thrill. Several years ago, I had the privilege of attending an International Symposium for Art Educators at the National Gallery in Canberra, where I attended a lecture by Rika Burnham, Head of Education at the Frick Collection in New York. As a leading theorist and practitioner of art museum teaching, Rika was warm and passionate, poetic and engaging as she discussed how students strive to find meaning. For her, the ‘roadmap to understanding’ lies in empowering young people to ‘see’ a work of art and to mindfully absorb each individual detail – including those hiding in plain sight. Rika’s ability to articulate her own transformative teaching experiences resonated powerfully with me. My philosophy has always been to embolden my students to forge their own connection with art in order to inform their understanding. In art, as in life, interpretation matters, but it is often a process of negotiation. By nurturing their creative, critical and visual thinking skills, along with their confidence to express their own ideas and listen to the perspectives of others, my students develop their capacity to make meaning.
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In 2019, I completed a Masters of Education at UNSW, which gave me an opportunity to connect the insight and experience I’d gained through my own critical practice to the field of research. As part of my studies, I undertook a Capstone Research Project, focusing on my Year 9 Visual Arts students and the process by which they made meaning when viewing art. This included an observation of their personal interactions with art, peer engagement and collaborative discussion, as well as conversations with educators and art historians. The results were illuminating. It highlighted the capability of young adolescents to reflect on their own beliefs and theories of art, to value difference, to engage in creative and divergent thinking, and to apply deep knowledge in order to construct meaning – all highly valuable and transferrable skills that have far reaching implications. As part of my research project, I accompanied my students to see the 2019 After Nature exhibition at the Museum of Contemporary Art featuring the work of Janet Laurence, one of Australia’s leading contemporary artists. Occupying two large galleries and including sculptures, installation, photography and video, the exhibition was an exploration of living things in all their beauty, complexity and fragility. Aesthetically alluring and spectacular in scale, Laurence used glittering shards of laboratory glass, displays of deceased birds, dried coral, and fallen trees encased in bandages and scattered with rock salt to pose serious questions about the effects of climate change on the natural world. Art can be a powerful catalyst for building understanding about contemporary issues. After Nature challenged
my Year 9 students to contemplate some big ideas that are currently playing out on the global stage: the plight of nature and its potential restoration. I asked my students to take time to immerse themselves in one specific work of art: After Eden 2012. I asked them to observe. To question. To evaluate. To interpret. After Eden 2012 was a combination of installation, video footage and audible soundscape. It included all the paraphernalia of the Science laboratory: bell jars with specimens floating in formaldehyde; stuffed and mounted animals; and ghostly images of wildlife teetering on the verge of extinction, which were cleverly projected on to sheer veils of fabric, so they seemed to recede and vanish like the animals themselves. All this played out against an eerie soundscape of breathing, a sign of life that connects humankind to all other living things. After immersing themselves in After Eden 2012, and taking time to absorb its sensory and emotional effect, I gave my students an opportunity to share their observations and ideas with one other. We then participated in guided research to give the exhibition more context, drip feeding information to provoke discussion, before coming together as a class to share our thoughts and ideas. This served to amplify and enrich the experience for everyone. Through the pattern of conversation, it was evident that the students didn’t arrive at their intellectual and aesthetic conclusions spontaneously. Instead, they traced meaning through a combination of contemplative and transcendental moments, collaborative discussion, teacher intervention and additional research.
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This process helped to unlock the students’ critical and creative expression, and passion, but it was also a uniquely powerful learning experience that served to deepen their attachment and understanding of Laurence’s art.
A Student’s Response to
After Eden 2012
The uplifting and lasting benefits of studying Visual Arts for young people cannot be underestimated. It has the capacity to transform their perspective on the world, prompting them to participate in open-ended discussions of relevant, topical and contemporary issues, and giving them the confidence and agency to articulate complex, abstract concepts. Visual Arts teaches young people to think independently, to reflect on their own ideas and to engage with new ones. And it reinforces the value of difference and the importance of embracing multiple perspectives in order to enrich and expand their thinking – all of which are highly transferable competencies that will serve them well in their future careers. But beyond enhancing their creative and aesthetic sensibilities, studying Visual Arts contributes to significant personal growth during adolescence, a time when our young people are forming their own sense of identity, beliefs and values. Unlike many of those who visit the Mona Lisa, obscured as she is by the flashes of multiple iPhones, everyone has a right to ‘see’ art. Close looking and open-ended conversation about art is an influential part of our Visual Arts program at Wenona. It instils confidence and highlights the value of critical self-reflection. But above all, it gives our young people the self-assurance and skills to form their own sophisticated worldview grounded in art.
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After Eden features projections that hang on sheer silk from the rafters and haunting taxidermy animal specimens that line the walls. Combined with an ominous soundscape, the sterile and darkly lit room is the site of a memorial to the state of collapsing ecosystems. The video projections are in negative, which is often reflective of old photographic practices, symbolising the passing and fleeting nature of life for these adored species. The taxidermy on the walls is frighteningly realistic, however it seems out of touch, as if the life force has been extracted. The droning soundscape and dim lighting facilitate complete audience immersion, further prompting considerations on the state of the natural world. This artwork incites contemplation about the conditions that the earth’s environment has been left in. Year 9 Visual Arts Student
Wenona I Upon Reflection 2021
“ Starting a new job is always challenging, but imagine doing so amid a global pandemic! The unexpected lockdowns have certainly tested my ability to solve problems.”
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He was a civil engineer and a Maths teacher, before finding his niche in facilities management. But Joseph Germanos’s role at Wenona allows him to leverage all his skills, including his passion for problem solving!
A SIMPLE EQUATION “The universe is written in mathematical language.” GALILEO
By Joseph Germanos Facilities and Property Manager
More than 2,000 years ago, the ancient Greek mathematician, Euclid, solved a numerical puzzle in one of the most staggeringly brilliant breakthroughs of human thought, namely that the list of prime numbers is infinite. Twenty centuries later, Albert Einstein discovered E=mc2. Through this deceptively simple equation, Einstein was able to discern a connection between energy and mass, two concepts that had hitherto seemed worlds apart. When I think about the beauty of maths, my thoughts are not about symbols on a page, but rather the power and elegance of its arguments and its capacity to build bridges between unconnected worlds. From my earliest school years, I enjoyed the challenge that maths provided me to step out into the unknown, using logic and reason to search for patterns and solve puzzles through deductive thought – skills that now seamlessly translate to the real world when I’m faced with problems. I was also inspired by the work of outstanding mathematicians like Leonhard Euler and Carl Friedrich Gauss. After excelling in Mathematics in the HSC and having a strong fascination with the built environment, it seemed an obvious step to undertake a Bachelor of Civil Engineering (majoring in Structures) at The University of Sydney. Maths is, after all, the language that explains our physical world. For centuries, humankind has been using its ingenuity to conceive, design and construct buildings, transport infrastructure, energy systems, flood defences, water supply and sewage systems that enrich the world we live in. Egypt’s Great Pyramid of Giza, the English Channel Tunnel, Dubai’s Burj Khalifa and the Sydney Harbour
Bridge are all timeless feats of engineering. Indeed, without the provision and maintenance of sustainable and efficient infrastructure, our world would struggle to meet the challenges brought on by new technologies, population growth and climate change. There was a heavy emphasis on maths in my degree, which I thoroughly enjoyed. But Civil Engineering encompasses a broad spectrum of areas, and so I also had an opportunity to study units related to stakeholder engagement, virtual modelling, geology, environmental impact and data analysis. The scope of my degree gave me a deeper understanding of how, through efficient use of capital, land, operating budgets and natural resources, Civil Engineering can help to improve communities. It also exposed me to the latest technology, research and sustainable thinking. After I graduated from university, I worked as a Structural Engineer for a small Sydney engineering firm. While it was an interesting role, there was a higher level of automation and repetition than I had anticipated, so after some time, I decided to return to university to complete a Graduate Diploma in Education (Secondary Mathematics), hoping to combine my love of maths with teaching. After a brief stint in the classroom, I realised that what really motivated me was the sort of ‘out of the box’ thinking I’d been able to explore at university. By chance, I saw a job for a Facilities Manager with Sydney Catholic Schools (SCS) overseeing the operational maintenance and capital planning of more than 150 Catholic schools across Sydney. I was delighted that my application was successful.
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“ My success depends on my ability to be flexible, to learn on the job, and to keep up-to-date with an ever-increasing level of technical skill.”
Like any workplace, a school cannot function properly if its facilities and working assets aren’t in order. Everything matters, from its décor, to the physical layout of its indoor and outdoor spaces. And everything from health and wellbeing, to learning outcomes, to productivity and efficiency can be enhanced by a rigorous approach to Facilities Management (FM). A large amount of the dayto-day work involves working through various facilities, addressing building and maintenance issues – heating, lighting, plumbing, fire safety systems, air conditioning, space allocation – to determine the best solutions to problems that arise. A burst water pipe or a leaking roof can have a ripple effect on daily operations. Maths is a useful skill to have in a role where the ability to quantify needs and results is critical to getting the job done and finding the ways and means to continue maintaining and improving a facility can be augmented through solid, logical mathematical skills. Working as a Facilities Manager also helped me realise that my civil engineering skills were highly transferable. I was able to harness my decision-making, critical thinking and data interpretation skills to ensure that all school facilities remained in good operating order, staff and students were safe, and the schools remained a friendly and inviting environment for all. My background as a civil engineer also enabled me to lead the design,
construction and rollout of a variety of different projects for SCS. This included the implementation of new playground facilities across all schools to maximise learning needs and development outcomes for more than 70,000 students. It gave me a unique insight into how all the design elements of a school campus must combine if they are to successfully meet the needs of staff, students and the environment. After six years with SCS, I applied for the role of Facilities and Property Manager at Wenona in September 2020. The history and reputation of the School is outstanding, and I’d heard great things about its leadership. I was also excited by the evolution of its campus, which reflected the School’s appetite for change and innovation. Wenona has an interesting blend of beautiful, old, heritage buildings, alongside brand-new innovative buildings (such as the state-of-the-art Athenaeum building), which from a FM perspective, offers scope to work across a wide variety of assets. Wenona’s commitment to urban greening is also impressive as it connects the community with nature in a range of new and exciting ways. Exterior views offer a connection to the natural environment, allowing staff and students to sense the outdoor climate and time of day. Of course, these benefits come with challenges that need to be managed, which was an added incentive for me when applying for the role.
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It’s been a fantastic decision to join Wenona. There is amazing potential here, both in terms of the physical assets and the opportunities that are presented to staff and students. FM is a profession that is driven by change. Whether it is new technology or changes in the design of teaching and learning spaces, our field is defined by the need to constantly adapt or modify our facilities to respond to change. The opening of The Athenaeum and the Allawah Centre has meant that the physical space of the School has grown significantly over the past year. As a result, the management of these facilities has had to become even more robust. The Leadership Team are open to new ideas and there is a genuine desire to unlock new purposes and capabilities from the built environment. The staff are highly capable, proactive and dedicated too, which speaks volumes about the culture of the School. In my role, there’s no such thing as a ‘normal’ day. Each day brings its own unique and unexpected challenges to analyse and solve. My success depends on my ability to be flexible, to learn on the job, and to keep up-to-date with an ever-increasing level of technical skill. But the ability to monitor, plan, evaluate and respond to problems calmly and efficiently is also critical. While I take a high-level view – ensuring
compliance with government regulations, boosting operational efficiencies, projecting future business conditions and adjusting strategies accordingly – I am also responsible for overseeing contractors and the Maintenance Team and assessing issues as they arise to ensure daily operations are running smoothly. I’m excited about the future. By tracking emerging trends and investing in the right organisational capabilities, Wenona is well positioned to increase the impact of its built environment for the benefit of the entire community. Implementing an Asset Management System, which will incorporate a planned, preventative maintenance schedule, is a priority for me. It will allow the School to take a more integrated approach to FM, backed by data. A workplace is the sum of its parts. Managing everything holistically will mean the School’s infrastructure is equipped to evolve with the times and can thrive in an agile, unpredictable environment. There are other projects underway to update classrooms and boarding facilities too. While maths has proven to be a lot more intuitive and technology-driven in my career than at school, I’ve found it invaluable in my approach to FM. Clever, creative strategies count in the real world, but so do good solutions derived from logic.
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Since stepping in to the role of Director of Student Opportunity and Career Education five years ago, Samantha McFetridge has developed a wealth of insight, expertise and opportunity to help support our students as they strive to find the right path for them.
EXPANDING HORIZONS By Samantha McFetridge Director of Student Opportunity and Career Education
I’ve always been fascinated by the world of work and I have a genuine interest in careers education. I began my career as a PDHPE Teacher, which is an area of teaching that I continue to practise and enjoy. But in 2016, having undertaken a Master of Education, Career Education and Development at RMIT, I was appointed as Director of Student Opportunity and Career Education at Wenona. Taking on this role was the best decision I’ve ever made, and I’ve never looked back! It’s rewarding to be able to provide our young women with authentic opportunities to explore potential career pathways that best suit their individual strengths, interests, aptitudes and aspirations. I had a seamless transition into this role, which I largely attribute to the leadership roles I’d already held at Wenona, including Year Coordinator in Senior College and Head of House. Working in these roles highlighted to me how much I enjoyed the counselling side of working with young people, which is a major component to this role.
remote areas. This year, I also had an opportunity to take part in the Game Changers podcast, which explores innovation in education and share some of the initiatives that we’ve implemented at Wenona.
“ One of the most exciting aspects of this role is that the careers’ landscape is always changing; you need to be agile in order to take advantage of the ever-evolving opportunities in this space.” One of the most exciting aspects of this role is that the careers’ landscape is always changing; you need to be agile in order to take advantage of the ever-evolving opportunities in this space.
I like the collegiality between school careers professionals here in Australia and overseas. We connect via network groups, informal catch-ups, and social media platforms such as LinkedIn and Twitter to share best practice in supporting young people in their career aspirations. And I have also forged strong relationships with universities globally, engaging with academics and course providers to stay up-to-date with entry requirements, new courses and pathways, and graduate opportunities.
In my first 12 months in this role, I underwent a huge learning trajectory, which was challenging but also exciting. I feel fortunate that Wenona has always been supportive of my professional growth and development. Over the past five years, I’ve been given countless opportunities to gain industry experience, working with some of the best careers professionals globally, which has really helped to expand my knowledge and understanding in different ways.
In 2020, I was appointed as the AISNSW Convenor for the inaugural AISNSW Careers Network Group. As we meet via Zoom, it’s been a fantastic opportunity to widen our networks and meet like-minded career professionals in the independent sector, including in regional and
In July 2017, I was awarded a Wenona Seeding Grant to attend the inaugural College Counsellors Teacher Seminar at St Andrews University in Scotland. The eightday intensive program was facilitated by Oxbridge. It covered British, American, European and Asian university
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“ It’s rewarding to be able to provide our young women with authentic opportunities to explore potential career pathways that best suit their individual strengths, interests, aptitudes and aspirations.”
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of NSW. This has been a successful way to encourage our students to extend their study horizons and explore a diversity of options across Australia and overseas. This is borne out by the fact that in 2020, ANU in Canberra was the second highest destination preference for Wenona graduates. Obviously, the COVID-19 pandemic has affected our international university applications, but typically between 6 to 10% of Wenona students are exploring study options overseas. Wenona is now a UCAS -registered study centre and in 2018, we also became a Cambridge testing centre, which means that our students can sit exams for highly regarded UK institutions such as the Russell Group universities, which includes Oxford, Cambridge, Edinburgh, London School of Economics, Queen’s University Belfast and King’s College London.
admission requirements, so it was an opportunity to learn how to prepare our students to be successful in their applications. The program helped me to better understand the interview process for universities such as Oxford and Cambridge, the role of the British Universities and Colleges Admissions Service (UCAS), and the personal statement that students are required to write for British university admission, as well as what the universities are looking for in letters of recommendation. Similarly, I gained insight into what American universities expect to see in students’ 500-word personal essay. While I was in Scotland, I also visited the University of Edinburgh and toured the business and medical schools there. It was an eye-opening and informative experience in terms of the admissions process, the course structure and the learning environment. My Seeding Grant was extremely beneficial to my professional development. Not only did I build relationships with careers professionals and universities globally, but it helped me to see how pivotal a wellcrafted personal statement is to the success of a university application. In recent years, this has become important in Australia too, where universities are looking for well-rounded applicants. They view co-curricular and service activities favourably and expect students to have a range of transferable skills, which will be critical to their success in their future learning environments. Wenona’s focus on service learning and providing a holistic education to our students has meant that they are well placed in this regard. We’ve also taken steps to ensure they build a portfolio of transferable skills in Senior School, which has been highly successful. Australian universities are increasingly making early offers to our students and in fact, 80% of the Class of 2020 received an early entry offer to university prior to receiving their HSC results and ATARs In 2018, Wenona reintroduced the Academic Tour for Year 11 students giving them an opportunity to visit universities and colleges beyond Sydney, including Melbourne, Queensland, the ACT and regional areas
We currently have Wenonians at Caltech (California University of Technology), Carnegie Mellon University, University of Southern California (USC), University of California San Diego, NYU Kings College, University College London (UCL), The University of Arts London (UAL) and University of St Andrews (Scotland). We are extremely fortunate to have such an engaged and supportive community of alumnae. They lead at all levels across all sectors of society, so they are an invaluable source of information, insight and guidance for our students, helping them to see what’s possible post-school and exposing them to different perspectives and career pathways. Our Student/Alumnae face-to-face talks have been an integral part of our Careers Education program for several years now, but as a result of the pandemic, we had to shift them online with the launch of our Wenona Twilight Alumnae Talks. They have given us the ability to connect remotely with alumnae around the world and increased participation from our students, staff and parents. We’ve had sessions with people from a variety of fields and disciplines, including ophthalmologists, architects, physiotherapists, engineers, digital marketing specialists and interior designers. And we’ve heard from alumnae who’ve switched jobs or transitioned into different careers. It’s a great way of emphasising to our students the need to develop a portfolio of applicable skills and capabilities. And it shows them the importance of resilience and adaptability in a world that’s in a constant state of flux.
“ Wenona is working extremely hard to equip and inspire students for a radically different future of work where they will not only survive but thrive!” The future of work is changing. We know that we need an innovative and entrepreneurial generation of young people, yet automation has disproportionately affected our young people’s capacity to secure the entry-level roles that essentially help them ‘learn to work’. Wenona is working extremely hard to equip and inspire students for a radically different future of work where they will not only survive but thrive!
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Doris Yu (2018PY) King’s College London Bachelor of Science in Molecular Genetics I chose to study overseas because I wanted to challenge myself and really experience living on my own away from my family. It was definitely quite tough at first and I was very homesick, but since London is such a diverse city, there are lots of international students who are in the same boat as me. They were willing to meet new people and we explored the city together. I found the international aspect of living in London to be invaluable. I’ve met people from countries like Palestine, Barbados and Malaysia, in addition to the European countries nearby. It’s been really interesting to learn about different cultures and lifestyles. Unfortunately, my first year was cut short by the pandemic and I’ve decided to take a gap year from my studies as I applied to King’s College because I wanted to experience studying in London rather than online.
Isabella Camplisson (2016PY) Caltech and Post Graduate at Oxford to study Medicine Five years ago, I made the bold decision to apply to university in the US. It was one of the best decisions I’ve ever made! I’ve spent the last four years living just outside of Los Angeles and studying at the California Institute of Technology. I chose to come to the US not only to get a world-class education, but also to step outside my comfort zone and experience a completely different way of life. Studying here has been packed with incredible experiences, from co-authoring publications, to shadowing neurosurgeons in Germany, to being accepted to study Medicine at Oxford University, to making friends that I’ll call family for the rest of my life. To anyone considering studying overseas even just for a semester, do it!
Rebecca Karnani (2018PY) University of California, San Diego Bachelor of Science: Mathematics and Economics After graduating from Wenona in 2018, I moved to the US to attend the University of California, San Diego (UCSD) where I major in Mathematics and Economics and minor in Critical Gender Studies. Since being at UCSD I have met amazing people, am making incredible memories and have tried to get involved as much as possible. I am part of the sorority Delta Gamma, mentor girls from a local high school with the organisation Women SPEAK, play on the UCSD club field hockey team, have even become an ambassador for the sustainable drink company Guayakí and have just recently been accepted as an intern for the UCSD Women’s Centre. I chose to study internationally because I wanted to experience living in another country alone, make new friends and open myself up to new opportunities and adventures. I think my time at Wenona prepared me well for this endeavour especially with the help of Ms McFetridge!
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Wenona I Upon Reflection 2021
There’s always something delicious cooking in the Food Technology kitchen at Wenona. And professional chef, Karly Camilleri’s culinary skills have continued to inspire our students passion for cooking during lockdown.
A WINNING RECIPE By Karly Camilleri Food Technology Assistant and Professional Chef
Nigella has her capacious scullery and Heston Blumenthal his science lab, but the culinary stage has now been set at Wenona. In 2020, the School opened its new commercial-style Food Technology kitchen. Encased in glass at the entrance to The Athenaeum – with a flatscreen TV livestreaming lessons to curious students passing by – this sleek, streamlined space is very much a centrepiece of the new building. While it may all sound slightly intimidating, there’s no bellowing, bullying chefs here. No complex recipes or obscure ingredients. No gladiatorial gastro-combats against a tensely ticking clock. Instead, students glide between the cooktops and workbenches, fridges and sinks, happily peeling, chopping, whisking and whirring as they hone their culinary skills and knowledge. It’s every professional chef’s dream to work in a brand new, commercial kitchen, so imagine my excitement when I arrived at Wenona last year! The kitchen is stocked with every gadget I could wish for, including rows of gleaming KitchenAids that are much admired by passers-by as they sit atop their shiny stainless-steel benchtops. But best of all was the warm welcome I received from staff and students. It’s the first time I’ve worked as a chef in a school environment, and I’ve never been happier. This warm, friendly and inspiring space is full of joie de vivre. And I’ve yet to meet a student who doesn’t like cooking. It’s the perfect playground for me to work alongside talented teachers, supporting our young people to build a repertoire of dishes and gain insight into the science behind them. From the earliest age, I loved to cook. By Year 12, I knew that I wanted to pursue a career as a chef. Choosing a career path can be daunting, especially when you’re looking at a highly competitive industry that requires years
of extraordinarily hard work, long hours and investment to progress. But food was my passion, so straight after my HSC, I applied for an apprenticeship with the Accor Hotel Group in Darling Harbour, where I was plunged straight into cooking. This gave me all the basic skills, while I also studied for my Trade Certificate in Commercial Cookery. It was a baptism of fire, but since I’ve always seen food as my life, I never questioned how hard it was and I never wanted to change professions, even on the hardest days. After two years, I moved to the Park Hyatt in Sydney, where I had the privilege of cooking for people like the Sultan of Brunei, Sir Paul McCartney and Russell Crowe. A highlight of my career was working in the corporate box during the Sydney Olympics, a once-in-a-lifetime opportunity to be part of Australian history. Attracted by the versatility and creativity of the dessert menu, I then became a pastry chef for the highly respected chef, Anthony Musarra. At his benchtop, I mastered the delicate art of choux and crème pâtissière, but I was also able to reimagine traditional confections, drawing on exciting new ideas, techniques and flavour combinations. After four years, I opened my first café with my husband. We’ve since owned two more cafés/food stores. My inspiration for cooking comes from many sources, including programs designed for armchair cooks! I was addicted to the last series of Masterchef, but I also love the SBS Food Channel. The best cooking shows not only make you hungry, they dangle a tantalising new lifestyle in front of you, giving you a seamless view of cuisines from across Australia and around the world. Nigella, Rick Stein, Matt Evans, Donna Hay, Luke Nguyen…I watch them all. I’m immediately whisked away to local farmers’ markets, fossicking among the trestle tables laden with giant vats of olives, wheels of cheese, and rainbow displays of herbs and spices. It’s intoxicating.
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“ As chefs, we never switch off. Our minds are always searching for culinary inspiration.” As chefs, we never switch off. Our minds are always searching for culinary inspiration. I admire Luke Nguyen because he’s redefined Vietnamese cuisine, combining traditional techniques and flavours to give them a uniquely modern twist. His restaurant, Red Lantern, is one of my favourites, but I’m also a big fan of Catalina and Sake at The Rocks. Japanese is probably my favourite cuisine for its freshness and its diversity of flavours, but it’s not something I often cook at home. When you work full-time and have busy children who need lifts to sport or other activities, you need a repertoire of quick, easy nutritional meals. The most wellthumbed cookbook on my shelf is Donna Hay’s The New Classics. There are more than 275 recipes to choose from, so I always find plenty of family-friendly ideas here. Cooking – and indeed the way we eat – has changed significantly over the course of my career. As the old saying goes, we eat with our eyes first and never has this been more apt! We’re living in an age where the younger generation especially, love to share their food online by giving it a colourful, snappy Instagram vibe. It’s set the tone for a whole new aesthetic movement, but it’s
also democratised food and made it more accessible to everyone. When these Instagram-friendly food posts go viral, they can completely change the way we eat. The craze for ‘smashed avo on sourdough’ is testament to this. Social media has helped to reframe the way young people interact with food on a fundamental level. These days it’s more about pleasure, adventure, and experimenting with new cuisines and flavours. And of course, they are more likely to take care when they are preparing a dish if they think a photo might be taken of it. An image can never tell the whole story when it comes to something as tactile, intimate and personal as food, but Instagram has certainly added an ingredient of fun to an industry that has traditionally had a reputation for being rarefied and exclusive. At a time when Hello Fresh, The Dinner Ladies and Uber Eats are serving up family meals across Sydney, not all young people are acquiring the basic culinary skills at home. The good news is that everyone starts out as a novice. There’s only one way to learn and that’s to start cooking. Like any budding chef, I’ve built my culinary repertoire on the back of innumerable culinary disasters, from claggy loaves to rock-hard cakes. Cooking teaches you to be resilient and to bounce back from food fails. In the words of Julia Childs, “The only real stumbling block is fear of failure. In cooking you’ve got to have a what-the-hell attitude.” Possibly the funniest moment – although it was less so at the time – was when my husband I were cooking
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for the Packer family at a charity event at Taronga Zoo. I was cooking prawns on a hot grill and at the very moment the guests wandered over to eat, there was an enormous sizzle. A possum had elected to do its business from a tree above. Luckily everyone laughed and said, “Well, we are at the zoo!”
soul of the kitchen and it’s where the magic happens. Girls watch in awe as dishes are created before their eyes. We always involve them in every step of the process and there’s always a great spirit of camaraderie, collaboration and excitement as we discuss our ideas and share our passion for all-things food!
One of my favourite lessons at Wenona so far, was when last year’s Kindergarten students visited the kitchen to make cookies. They were so enthusiastic – so much so that a few bowls of chocolate sprinkles mysteriously disappeared even before we’d started cooking! Another standout moment was working with Year 9 students as part of their ‘Food for Celebrations’ unit, helping them to make intricate Gingerbread Houses for Christmas. Their level of skill was extraordinary; I think they even surprised themselves! It’s so rewarding to see the girls’ faces light up when they plate up a dish that they are proud of. You can see their sense of achievement and I love it when they come back the following week to say they’ve cooked the same dish for their families and that everyone enjoyed it.
Food Technology is so important. It’s not just about the cooking. It’s about health and happiness, celebration and collaboration, nutrition and food sustainability, as well as the importance of supporting Australian-grown produce. In this kitchen, girls are learning important life skills that they will use throughout their lives – whether they choose to pursue cooking as a career or as a past-time. I hope they get as much joy out of cooking as I do in helping them.
American writer and passionate home cook, Laurie Colwin once said, “No one who cooks, cooks alone. Even at her most solitary, a cook in the kitchen is surrounded by generations of cooks past, the advice and menus of cooks present, the wisdom of cookbook writers.” This is so true. It’s why my favourite space in the Food Technology kitchen is the demonstration bench. This is the heart and
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Food Technology The syllabus provides students with a broad knowledge of food technology, including the factors that influence food availability and selection, food consumption patterns, food handling, the role of nutrition, the structure of the Australian food industry, production and processing practices, and the activities that support food product development.
Wenona I Upon Reflection 2021
The Enrolments Team is the first port of call for any prospective family. But when the School campus was closed to visitors, the Enrolments Team had to find new and innovative ways to help parents choose the right school for their daughter.
BACK TO THE FUTURE “It is not the strongest or most intelligent who will survive but those who can best manage change.” CHARLES DARWIN
By Belinda Stoneham Director of Enrolments and Marketing
The future is not for the faint-hearted. It’s a disorientating, disconcerting sort of a place, where the only constant is change. To thrive here, you need what the great Romantic poet John Keats described as ‘negative capability’ – most notably, a willingness to embrace ambiguity. Strategy is all about the future, and as the Director of Enrolments and Marketing at Wenona, future gazing is central to what I do. For someone who is naturally hardwired to embrace order, routine and control, I find it somewhat ironic that to succeed in my professional life, I must continuously confront the uncertainty that is ingrained in the future. Maintaining a healthy pipeline of future interest from prospective families is pivotal to the School’s continued growth and sustainability. My role is about leveraging data and insights, following patterns and trends, capitalising on challenges and opportunities, in order to forecast enrolment numbers that will enable the School to make robust, evidence-based decisions about things like staffing, facilities, and targeted resources for individual students. By incorporating risk into my forecasting, it helps the School to build a better understanding of the potential upsides and downsides that are inherent in its future. Of course, the role of forecaster is radically different from that of mythical seer. And from my vantage point at the start of 2020, I had no way of foreseeing the wild card that was about to send such a vast and unpredictable tremor across the world, as COVID-19 bent the arc of history before our eyes.
There is no such thing as an easy pandemic; every corner of society is exposed. For schools, the most pressing priority was to provide the best educational experience possible despite the challenges. But independent schools are not only educators, they are also businesses. And in tandem with the importance of keeping current parents informed and engaged, my most important consideration over the past 12 months has been to address the opportunities and challenges presented by a COVID-19 world in order to maintain a strong pipeline of enrolments. For parents, making an informed choice about their daughter’s future schooling without an opportunity to visit the School was stressful. This meant a radical rethink of Wenona’s tour mornings, where prospective families traditionally come to explore our campus as part of their application process. We had to respond quickly and creatively, filming detailed virtual tours that would still offer prospective families a chance to get a feel for the School during a period when they were unable to visit it for themselves. We filmed detailed walk-through tours of our classrooms and facilities, along with our favourite outdoor spaces, and then paired this footage with behind-the-scenes photos to give visitors an insider’s view of what life at Wenona looks like. We livestreamed our open days and orientation days too, with presentations from the Principal, members of the Executive team, and senior members of staff to
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outline the overall ethos and aims of the School. This included what the School was doing to maintain learning opportunities, support mental health and wellbeing, and offer activities like sports and fitness, music and drama, art and dance. There were also reflections from students to give their personal insight into day-to-day life at Wenona, along with useful video clips and advice about what to expect. The world might have changed forever, but we wanted to reassure our prospective families that Wenona remained true to its roots and its values; that its heart and soul were unchanged. With families confined to their homes, and with so much digital information at their fingertips, it was overwhelming for some prospective parents to navigate these new online waters, so the Enrolments team stepped up to create a list of FAQs, with opportunities for prospective families to follow up with virtual chats or phone calls to discuss areas of interest such as boarding life or sports provision. Typically, Jackson House, the building that houses the Enrolments Office, is a hive of activity, with a constant stream of prospective families arriving for interview. But last year, the silence of Jackson House belied the flurry of work being carried out both inside the building and – during the height of the NSW COVID-19 lockdown – in the Enrolment team’s makeshift home offices across Sydney. Along with the support of senior teachers, we conducted more than 115 interviews via Zoom during that period, many of them from our dining room tables at home! Wenona is committed to building an intentionally diverse community. We value the opportunities this presents to our students, raising their awareness to the world
which exists beyond the confines of our North Sydney campus. One of the ways in which the School seeks to engage with the wider international community is through the enrolment of overseas students. Typically, they join our vibrant Boarding House, or they live in the local community with their parents or a relative who has an approved guardian visa.
“ Wenona is committed to building an intentionally diverse community. We value the opportunities this presents to our students, raising their awareness to the world which exists beyond the confines of our North Sydney campus.” Recruiting overseas students has been part of a long-term enrolment strategy for Wenona. Over the past four years, I’ve made a concerted effort to build relationships with various external companies to assist with recruitment, including AEAS and a small number of selected education agents in China, Hong Kong and elsewhere. I’ve also worked hard to develop rigorous policies and procedures, which enable the School to be a registered education provider for overseas students who wish to study in Australia on a student (500) visa. Wenona
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“ The challenges of the pandemic forced the Enrolments team to be versatile and evolve at speed. Huge changes came, one after the other.” operates under the National Code of Practice for Providers of Education and Training for Overseas Students 2018. This National Code is a consistent set of standards that govern the protection of overseas students and delivery of courses to those students by providers registered on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). All our policies and procedures are regularly reviewed as part of the School’s accreditation process. Prior to 2020, along with the Registrar, Ms Rebecca Dong and Wenona’s International Development Coordinator, Mr Greg Mikkelsen, who is fluent in several languages, I travelled extensively to promote Wenona to overseas students and their families. We travelled to Australian School Expos, both in Australia and overseas, where we were able to establish strong working relationships with education agents and schools offshore. But then came the COVID-19 pandemic. Travel was suspended. In a ‘normal’ year, business plans might ebb and flow with changing conditions while still respecting strategic imperatives. But in the slipstream of COVID-19, it was clear that a strategy built on the premise of bringing the world closer together needed to evolve. It was an opportunity to stop, reflect and think about different opportunities for Wenona. We couldn’t travel overseas, but we could attend virtual School Expos in places like China and Hong Kong, as well as speed-dating style workshops with education agents in South Korea, Taiwan and Japan. These events were so successful that we marked the 12-month milestone of the pandemic with considerable optimism, with plans to attend virtual events in new and emerging markets, like Cambodia, Vietnam and Thailand.
The pandemic has proved particularly disruptive for Wenona’s current overseas students. Some of them chose to remain in Australia and live with guardians. Others returned home. The four students who returned home to China and Hong Kong were unable to return to Sydney due to travel restrictions. While one is continuing to study remotely from Hong Kong, the other three have elected to leave Wenona and study at schools in China. Over the past 12 months, Mr Mikkelsen, along with our Head of Boarding, Mrs Nonie Ayling have worked tirelessly to provide practical and emotional support to our remaining overseas students in Australia. This has included visiting them at their guardians’ homes to ensure they feel supported in every sense, along with coordinating holiday programs to engage them at a time when they would normally be with their parents. The challenges of the pandemic forced the Enrolments team to be versatile and evolve at speed. Huge changes came, one after the other. The success of our enrolments strategy during this time has been contingent on the willingness of the extended School community to adapt to a new reality. This includes the goodwill, grace and understanding of our prospective families, whose patience has been appreciated by the entire team. It has been a joy to welcome families back on site in 2021. Not everything we turned to during the pandemic will prove useful moving forward. But by forcing us to consider new directions and different modes of work, it has given us a glimpse of how we might operate in the future.
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Wenona I Upon Reflection 2021
“ When we refer to the places and spaces that form Wenona’s campus, we are also talking about the culture and the identity of the School. It is in these spaces that we build relationships with one another and the local community.”
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If the last 18 months have taught us anything, it’s that sustainability matters. Chief Operating Officer, Andrew Leake knows better than most the challenges of building and opening a new building during a pandemic.
SUSTAINABILITY MATTERS By Andrew Leake Chief Operating Officer
The potential to make a practical, meaningful difference for others is a strong motivator, as I know is the case for many of my colleagues at Wenona. As Chief Operating Officer, I’m proud to be part of a group whose collective mindset is never satisfied with ‘good enough’. Tried and trusted methods have their place, but we are always looking for ways to improve in our role as both educators and corporate citizens. Throughout the School, we are encouraged to think creatively, kindle our ambitions, forge alliances, explore and solve problems, and share best practice in order to better prepare all our students for the future. From the Board, the Principal, the Executive Team and our staff, there’s a focus on improvement and innovation at Wenona, which is exciting. Throughout my career, I’ve sought to make a difference on the issues that matter. When I joined the School in 2010, my background in corporate finance and publishing, as well as a fresh Graduate Diploma in Applied Corporate Governance helped me to understand the potential for schools to serve as a force for good; particularly – as is the case in my role at Wenona – when it comes to embedding responsible and disciplined business practices. It is the right thing to do and the smart thing to do. Similarly, my work with the Winston Churchill Trust (see breakout box on page 27) and as President of Governance Institute of Australia (see breakout box), has sharpened my focus on the role of good governance to shape positive change. Wenona’s values of courage, strength, grace and wisdom underpin our operations. We aim to lead by example in the way we do business. Whilst we take pride in the quality of the experiences and courses we offer to our students, the School is also determined to instil in every
girl, the dedication to service and leadership that she will need to move the world towards a greater goal. This extends to educating and inspiring our students to uphold the highest standards of ethics, integrity and transparency in their interactions; the very standards the School endeavours to uphold as part of its corporate governance. In this respect, our role is very much one of stewardship, actively evolving, sharing and reinforcing our culture and values for the good of our students – and society more broadly. The School has robust governance practices in place that set out clear lines of accountability and facilitate effective decision-making and controls. But no organisation can claim to offer excellence if it is not fuelling innovation through forward planning, investment, and professional and technological development. Since I’ve been at Wenona, rapid advancement in technology has not only transformed our expectations of what and how our students should learn, it’s changed the way we work. We’re constantly improving how we collect, manage and use data to inform what we do. This requires prudence, vigilance and continuous improvement in order to uphold standards of corporate governance. In this respect, I am fortunate to work with a highly experienced Board and a talented Executive Team led by Principal, Dr Briony Scott, who collectively provide the incentives, support, structure, data, resources, foresight and expertise the School needs. I am also grateful that the School supports my volunteering with two organisations that complement my role at Wenona: Governance Institute of Australia and the Winston Churchill Trust. When we refer to the places and spaces that form Wenona’s campus, we are also talking about the culture
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and the identity of the School. It is in these spaces that we build relationships with one another and form ties with the local community. In one sense, a campus is simply a place for teaching and learning. I would argue it is more than that – it is also a safe place for encounter, play, reflection, sanctuary, interaction, collaboration, and the exchange of ideas. It is the vitality of these spaces that fosters social participation, our sense of belonging, and our physical and mental health and wellbeing.
(deep breath) brush turkeys, ibis, and possums on campus is good. Beautiful, restorative spaces have been created for our staff and students; spaces that also reduce our community’s exposure to air pollutants, noise and heat. With more than 1,200 young people on our campus each day, we have a responsibility to serve as role models in the way in which we behave, operate and in the environment that we provide to them.
Over the past decade, I’ve had the opportunity to be involved in a range of significant projects at Wenona, from targeted property acquisitions, to building redesigns, to the construction of new facilities and campus enhancements. This includes the acquisition of the Independent Theatre, the design and construction of new facilities such as Woodstock (which caters for our Kindergarten to Year 3 students), the Garden Café, The Athenaeum and the Allawah Centre. Reimagining our built environment has enabled us to expand our horizons and to think differently about how we teach and learn. But it has also promoted social cohesion, participation and connection across the School community. I’ve also played a role in Wenona’s green infrastructure, improving the size and quality of our spaces. We’ve planted trees and flowers, built green walls, created gardens and fish ponds, and generally ‘greened up’ our walkways and seating areas. The benefits of spending time outdoors have been well-documented: people with access to nature tend to thrive, enjoying better physical and mental health. Having birds, insects, frogs, fish and
Our students are determined to influence a more sustainable future for the School, a reflection of their growing concerns around climate change and its impact. We have heard their call for improved energy efficiency, resource use and waste management, with some progress made and more to go. Student voice and agency are important, and we know it makes good business sense for our campus to optimise our costs while benefitting the planet too. While we have processes and policies around operational efficiency in place, we must continue to update them to incorporate best practice and drive sustainability and prosperity. This includes behavioural interventions to ensure sustainable choices are a shared priority across our staff and students, as well as the installation of more efficient technologies, such as LED lighting, low-energy screens, and motions sensors in our classrooms. Moving forward, we are mapping the strategy and steps needed to move towards a zerocarbon future.
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As part of our commitment to sustainability, we aspire to greener modes of transport. We want to reduce traffic and noise and improve air quality by making it easier for our staff and students to switch to more sustainable modes of transport. To this end, we installed bike storage and change facilities for staff who wish to cycle to work as part of our development of The Athenaeum. And we have worked closely with community stakeholders – Council, contractors, local residents and businesses – to influence the development of the Victoria Cross Metro on the corner of McLaren and Miller Street. With the station scheduled for completion in 2024, it will provide safe, easy and energy-efficient access to Wenona for students and staff from all over Sydney. Not every job gives you an opportunity to turn exciting ideas into a tangible reality or to play a part in shaping a better world. I feel fortunate to work at Wenona, where no day is ever the same and where there are always projects that challenge people’s expectations of what’s possible – whether it’s implementing systems and processes that are helping the School achieve greater social, environmental, and economic outcomes or transforming the built environment to meet the evolving needs of our community.
Governance Institute of Australia Governance Institute of Australia is a national membership association, advocating for a community of 40,000 governance and risk management professionals from the listed, unlisted and not-for-profit sectors. Its mission is to drive better governance in all organisations, which will in turn, create a stronger, better society. I am honoured to Chair the Board of GIA.
Winston Churchill Trust
Supporting the quest for a safe, sustainable and resilient future for our students – and for the generations of students to come – requires innovative thinking, brave choices and sound governance. It’s a privilege to work on such ambitious and future-focused projects that align with my values, but also set new standards for how we ‘do school’.
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The Winston Churchill Trust provides more than 100 annual fellowships for Australians to travel overseas in order to conduct research to improve Australia. I am the NSW Selection Chair and sit on the national Board.
Wenona I Upon Reflection 2021
A SECOND CAREER IN TEACHING A career as an educator wasn’t the first choice for all our staff. Some forged successful careers in other disciplines first before deciding to make the transition into teaching. Here are their stories.
From Vet to Science Teacher Name: Linda Herbert, BVSc (Hons) Grad Dip Education Job Title: Science Teacher, including Stage 6 Biology and Earth and Environmental Science What does a typical day look like for you? I work part time as a Science Teacher at Wenona. My day starts at 7:30am. If I’m not on playground duty, I generally spend the first hour speaking with colleagues in the Science Department, reviewing my lesson plans for the day, and completing any administrative and planning work. As Science involves a lot of practical work, I need to place orders for chemicals or materials for experiments at least 24 hours in advance, so this requires meticulous planning and forward thinking. A typical day involves teaching classes, planning lessons, marking and giving feedback to students, meeting with students after school to give them additional guidance with their study, as well as overseeing the care of my Wellbeing group. While there’s a structure to my working week, I like the fact that each day is different in teaching. I’m always using different skills to engage, support and care for our students. I’m always looking for innovative ways to present content to my students. I’m fortunate that the Science community is very engaged and supportive in this regard. Over the years, I’ve developed a worldwide network of fellow Science educators via social media. It’s a fantastic way of sharing scientific ideas, keeping up to date with the latest research and getting inspiration for my lessons.
What sparked your interest in teaching? I’ve been teaching for 19 years, and yet it seems like only yesterday that I changed careers. Teaching was one of my career options at school, but when I was accepted into Veterinary Science at Sydney University, I decided to choose that path. After graduation, I began my career at Sydney University in a research and teaching role, where I discovered that I loved teaching more than research. Despite this, I still went into private veterinary practice for several years. I finally went back to university to do a Graduate Diploma in Education when my children were at school. As a mature student, I was much more involved and confident, and it made me realise how much I love learning. What do you like most about your job? I love the students and I love Science. My job enables me to combine the two. It’s so inspiring to work alongside young people, as they engage in scientific ideas and develop new skills and knowledge. I’m also passionate about improving my pedagogy and teaching practice. Wenona is very supportive in this regard and really encourages its staff to embrace any professional development opportunities available. I also have an interest in the mental health of young people, so it’s a privilege to be able to work with them.
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It can be challenging at times, but it’s always rewarding. The subjects I teach are relevant to issues that many of our young people are passionate about, so I feel that even if our students choose a different career pathway to Science, they will still benefit from the things they learn about in class. Above all, I like to challenge myself and this role offers me so many opportunities to grow, whether it’s exploring new technology or taking the plunge on the giant swing at School Camp!
What skills have you drawn on to succeed in your career? You need to be flexible, creative and have an ability to problem solve. Good communication is key to working with people. I’d also say that appreciating different viewpoints, ideas and perspectives is what makes us better at what we do.
How have you adapted to teaching during lockdown? The Science Department has worked well as a team, supporting each other to build and share online resources and content. While teaching from home certainly has its challenges, I always find ways to adapt and meet the needs of my students. I miss their energy and the interaction and support of my colleagues on campus, but I know we’ll move past these difficult times, and in doing so, we’ll become more resilient to change. What is the most unusual thing you’ve had to do? Science teachers are always doing unusual things. We dissect squid, make models with lollies, and visit water treatment facilities to find out how wastewater is treated. As a teacher, I’ve walked to the top of Mt Kosciusko in gale-force winds, slept in a tent while it was snowing, and slept in a hut with Huntsman spiders. To be honest, once you’ve been a teacher, nothing seems unusual! What is the worst thing you’ve had to do? The worst thing I’ve had to do was sleep in a hut with Huntsman spiders – even though I used to be a vet, I’m not great with spiders! It was also a big responsibility to oversee the welfare of a group of girls while a snow storm raged outside our tent.
Is there a crossover of skills between veterinary science and teaching? I was a small animal veterinary surgeon working in Sydney. I thought I’d prefer working with animals, but I quickly realised how much I enjoyed working and caring for their owners too. Being a veterinary surgeon allows you to develop a range of skills, from preventative medicine to surgery. I particularly loved the diagnostic side of medicine – problem solving. I was also fortunate to work with a wide range of animals, from family pets to wildlife, and this diversity and range of skills really helped me when I started teaching. It highlighted the importance to always have a growth mindset. What career advice would you give to students? By the time you leave school, you will have a good idea of your strengths and weaknesses, likes and dislikes. But even if you are unsure what pathway to take, don’t be afraid to try something, change direction or embrace new opportunities. The pathway into Veterinary Science is better today as it’s now a postgraduate course. It gives young people more time to experience life and learning before they commit to a course.
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Wenona I Upon Reflection 2021
From Corporate Lawyer to Legal Studies Teacher Name: Wendy Campbell, B. Comm, B. Law, M. Teaching Job Title: Legal Studies Teacher What does a typical day look like for you? As a part-time Legal Studies teacher, I work a nine-day fortnight, with a few late starts and early finishes in accordance with my allocation. A typical day includes teaching classes, lesson preparation, assembly or Wellbeing time, supervision duties, staff meetings, communication with parents and students, as well as preparing and marking assessment tasks.
equality, fairness and empathy. The introduction of coercive control legislation to reform NSW laws on domestic violence are just an example of the case studies we explore. How have you adapted to teaching during lockdown? Lockdown has certainly placed additional pressure on my multi-tasking skills, with students to teach online, as well as my own four young children needing support with their online learning at home. Fortunately, our department was well prepared for the transition to online teaching and I’ve been so impressed by the resilience, flexibility, and positivity of my students. However, there’s no substitute for the energy and sense of connection of face-to-face teaching. What is the most unusual thing you’ve had to do in your job? Relative to other professions, I have been struck by how broad the role of teaching is in our society. Far from just being educators of academic content, teachers also play a pivotal role in our students’ lives as mentors and wellbeing providers, as well as offering frontline support on matters of mental health and wellbeing. In this sense, the unusual has become the usual! By the end of term, most teachers are physically and emotionally exhausted!
What sparked your interest in teaching? I became a teacher two years ago after completing my Masters of Teaching online through the University of New England in 2018. Teaching is my second career. After leaving school, I completed a dual Bachelor of Commerce and Bachelor of Law at the Australian National University and after graduating, I was admitted as a solicitor of the Supreme Court of NSW. My first career was in corporate taxation at global accounting firm, PwC. I enjoyed working in the fastpaced and stimulating corporate environment and I learnt invaluable skills, which I now draw on as an educator. I took a career break to focus on our four young children, and it was during this time that my family moved to Shanghai for four years with my husband’s employer. I think an appreciation of the valuable contribution teachers were making in the lives of my own children fuelled the seeds for my career change. I also yearned for a career that was defined by making a difference, rather than billable hours. When our family relocated back to Sydney, I returned to university to become a teacher. What do you like most about teaching? Teaching is a wonderful job for me at this stage of my life. I enjoy the academic stimulation and the opportunity to draw on my legal and life experience during my classes. Within the classroom there is a significant amount of autonomy, which is a privilege, yet also a responsibility. Helping to guide and shape our younger generation is one of the most rewarding outcomes of a teaching career. Legal Studies as a subject presents a unique opportunity to help our students develop into mature global citizens by teaching them to critically assess our current legal system within a framework of
What is the worst thing you’ve had to do? Can I say sleeping in a tent on school camp? Just kidding! I enjoyed escaping the chaos of the after-school routine in my own household for the week. What skills have you drawn on to succeed? Both law and teaching require the ability to build strong relationships and to work collaboratively with a diversity of people. You also need a strong work ethic and excellent organisational skills to succeed in both jobs. Is there a crossover of skills between law and teaching? I was a Corporate Lawyer before becoming a teacher. The skills I needed in that career are just as relevant in my current one: organisation; the ability to build rapport with a cross-section of people; management of superiors, direct reports, and peers; resilience; and the ability to work through stressful situations in a calm manner. What career advice would you give students? Pursue what interests you. If you don’t really know what you want to do when you leave school, that’s okay too. While, I worked hard at school, I wasn’t clear about my career pathway, so I chose to study a broad degree, which gave me options. Commerce and law offered me the scope and variety to pursue lots of different opportunities. By the end of the five years, I knew that corporate law was for me.
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From Biomedical Research Scientist to Director of STEM and Science Teacher Name: Dr Alisha Thompson, BSc, Grad Dip Education, Ph.D Job Title: Director of STEM What does a typical day look like for you? I work full-time as the Director of STEM, as well as a STEM and Biology Teacher in the Senior School. I’m responsible for cocurricular STEM programs, activities and challenges for Kindergarten to Year 12, so my hours often extend beyond the normal school day. For example, I run a Car Restoration Club on Friday afternoons, as well as Lego and Robotics workshops and Solar-Car Challenges, which might take place at weekends. When I’m not teaching, a lot of my time is spent planning and liaising with staff from across the School. I also deal with leading scientists, engineers, mathematicians and technology experts to organise lectures or workshops that will expose our students to new ways of thinking about STEM. I’m always looking for engaging projects or activities that will spark their interest, as well as finding female STEM ambassadors who can help to inspire girls to pursue a future in STEM.
environment has been a challenge, but I feel extremely fortunate to be working in a school that prepared its lockdown options early. Online teaching doesn’t offer young people the hands-on excitement and engagement they get from lighting a Bunsen burner and performing a pop test with Magnesium foil. I miss the energy of my students and our conversations in the classroom. They are the reason I teach. What is the most unusual thing you’ve had to do? Having the opportunity to take a school group on an excursion to Madagascar. It was the most amazing trip! It was eye-opening for both me and the students, particularly when I had to explain to a 15-year-old what polio is, why the person on the ground was permanently disfigured, and why vaccines are so important. It just not something you ‘see’ anymore. What is the worst thing you’ve had to do? I still find dealing with disappointment over exams and assignment results challenging, particularly when I know how hard the student has worked. Of course, learning how to value and appreciate failure or disappointment is an important life lesson, but it’s also tough at times – for both teacher and student! What skills have you drawn on to succeed? A willingness to be flexible, creative and committed to lifelong learning. Neither science or education stagnates, so you must be willing to evolve, and be open to new ways of doing things.
What sparked your interest in teaching? I previously worked in Biomedical research, but I’ve always taught in some capacity. I’m passionate about all things STEM, so it felt like a natural progression to go into teaching. I was also aware of the gender imbalance in the STEM industry, so working at Wenona has given me an opportunity to show our young women the different ways in which STEM subjects contribute to the world today and how they can be part of that.
Is there a crossover of skills between a scientist and a teacher? Working in the field of biomedical research exposed me to extensive theoretical knowledge and advanced laboratory skills. Having a strong professional and industry focus, as well as having had the practical experience of a ‘real life’ laboratory, has been invaluable in the classroom. It’s given my students an appreciation for biomedical research and an understanding of why its application is so important. They can see that as a career pathway, it provides so many opportunities beyond research or medicine, including genetic counselling, occupational therapy and patent law to name but a few.
What do you like most about teaching? I love the variety and scope of this job, as well as finding creative ways to make my lessons relevant to different age groups and interests. I particularly enjoy teaching high school Biology and Chemistry, seeing students develop their flexible thinking and problemsolving abilities, as well as their science-specific skills and knowledge. And of course, the older students appreciate my humour more! I also love it when former students come back to see me to tell me what they are doing, even if they haven’t decided to pursue a career in Science. How have you adapted to teaching during lockdown? Finding ways to recreate the excitement and inspiration of ‘real’ experiments in the Science lab in an online
What advice would you give students? I’ve always loved doing research, so it was a natural progression for me to do a PhD in Chemistry (Biochemistry) at the University of California, Santa Cruz. However, doing a PhD is not for everyone. Teaching is one of the best ways to make an impact in an area you are passionate about. It’s a privilege.
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From Documentary Filmmaker to ESS Teacher Name: Margo Fleiser, Master of Inclusive Education, Grad Dip Education Role: Special Education Teacher What does a typical day look like for you? I work full-time as a Special Education Teacher at Wenona, supporting high school students with learning difficulties and disabilities. Although I follow the school timetable, no day is ever the same. I work alongside teachers in the classroom, providing additional support or offering alternative ways of presenting information. I work with students individually or in small groups to help them with specific skills like numeracy or literacy. I also help teachers design learning and assessment tasks that meet individual student needs. What sparked your interest in teaching? I have been in my current role at Wenona for three years, but I worked as a Teacher’s Aide and Literacy Instructor for five years before this. I got a job as a tutor at a wonderful organisation called Learning Links after I completed my Graduate Diploma in Education, and that really sparked my interest in working with students with learning difficulties and additional needs. I still draw on strategies I learnt when working there. What do you like most about teaching? I really enjoy working with students one-on-one or in small groups because you get to form a close, personal connection with them, which is so important when you need to make informed choices about how best to engage or motivate them. I also enjoy thinking creatively about different learning strategies or alternative ways of presenting information that will help to encourage students with their learning. It’s so rewarding when students master a new skill or achieve a new milestone in their learning. Students who are struggling can find it difficult to see the connection between effort and outcome because they have to work so much harder than their peers, so it’s wonderful when they understand that their grit and resilience has paid off. Another rewarding aspect of my job is the opportunity to collaborate with parents, helping them to navigate educational jargon like ‘outcomes’ and ‘assessments’, so that we all share the same goals and priorities for their daughter. How have you adapted to teaching during lockdown? There is no doubt that students with additional learning needs find the self-directed nature of remote learning challenging, and some of my students have needed additional support outside their normal classes.
But on balance, Wenona has done a great job of supporting students academically, as well as catering for their physical, social and wellbeing needs by helping to keep them connected through lockdown What is the most unusual thing you’ve had to do? I’ve had to go on an Army Cadet camp a couple of times to support students with disabilities. Camping in the great outdoors does not come naturally to me and I’ve gradually learnt that if I take the right gear – waterproof clothing, thermals, insect repellent, blister packs – it is much more enjoyable! However, I’ve really appreciated the opportunity to do something that takes me out of my comfort zone and is also a complete break from my normal routine. What skills have you drawn on to succeed? Having a growth-mindset is probably the most important aptitude to have in life, regardless of what you do. This basically means thinking of yourself on a path of growth, accepting feedback and thinking of different ways to improve and learn. Above all, don’t think you have to be a certain type of person or have a certain type of intelligence to do what you want to do. There are always multiple career pathways to take you to where you want to be. Is there a crossover of skills between documentary filmmaking and teaching? I am originally from South Africa, and I predominantly worked as a documentary filmmaker on the sort of natural history films that you might see on National Geographic or the Discovery Channel. When I first came to Australia, I worked on a film about Ned Kelly, which was a great introduction to Australian culture and history. Later, I was commissioned to write curriculum-related study-guides to accompany Australian-made documentaries, offering teachers a range of learning ideas and activities. Thinking about how students learn and what happens in schools proved to be the catalyst for me to go back to university to study education. Would you recommend your career path? Traditionally, you’d go to film school and then find a job with a documentary production. Nowadays, with the internet and technology so readily available, it’s easy for people to produce their own films and distribute them online. Becoming a teacher is a much more formal process and requires either a 4-year bachelor’s degree or a post graduate teaching qualification. While I certainly had lots of interesting opportunities and experiences as a filmmaker, it became increasingly difficult to make a living as a freelancer. However, my daughter is interested in film-making and I will support her if it’s her passion.
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From Lawyer to Chinese Teacher Name: Greg Mikkelsen, BA, B.Law, GDLT Job Title: International Development Coordinator, Chinese Teacher What does a typical day look like for you? I am a Chinese Teacher (Mandarin) and I’m also responsible for coordinating Wenona’s International Student Program, Global Diversity Club, International Marketing and Enrolments, and Global Strategy. A typical work day involves preparing lessons, teaching, meeting with students to provide feedback, and supervising student activities. I correspond regularly with Chinese parents in Mandarin on behalf of the School, and I also translate letters or serve as an interpreter when required for parent teacher meetings. I regularly conduct school tours for prospective Chinese-speaking families and I’ve also hosted teacher delegations from overseas. I’ve also represented Wenona at education expos in Sydney and China to promote the School to prospective parents. What sparked your interest in teaching? I’ve always been drawn to education because I love learning myself. It’s a real joy to be able to share knowledge and encourage others to learn as much as they can. I think education is a truly noble cause and has the power to lift people out of poverty and change the trajectory of their future. I’ve taught in many contexts, including teaching ESL English in Thailand and translating from Chinese to English in Australia. Most recently, I’ve been teaching high school level Chinese, which I really enjoy. What do you like most about teaching? I love the variety of my job and the opportunity to interact with people throughout the day. One day I’ll be teaching students about Chinese culture and running lunchtime culture clubs, the next day I’ll be taking students on an excursion to the Chinese Gardens or perhaps leading students on a multi-day hike through Kangaroo Valley. How have you adapted to teaching during lockdown? I found the transition to an online learning environment relatively seamless. The Languages Department has long used technology as a tool to both help and improve the language learning process. Many of our resources, including audio and video stimuli, were available to students through our online learning management system prior to lockdown, and students
were already familiar with digital tools, such as Education Perfect, so it wasn’t hard for them to adapt to online learning. However, Zoom meetings are no substitute for face-to-face and it’s harder to sustain students’ motivation online. What is the most unusual thing you’ve had to do in your job? When I was at an education expo in Beijing last year with Wenona’s Director of Marketing and Enrolments, we were invited to lunch at a prestigious school where we were served a dish that was both gelatinous and spikey. I’m very well-travelled and can eat most things, but this was hard to swallow. On the same trip, I also had to pass the Director of Marketing and Enrolments off as my mother so we could gain entry to my alma mater, Tsinghua University in Beijing!! What is the worst thing you’ve had to do? The worst experience was when I was on a 5-day overnight hike with Year 9 students and came down with a terrible cold and fever. We were camping out in a remote area with no road access, so I had to stick it out to the end. Is there a crossover in skills between law and teaching? I learnt a great deal from my legal training and experience working in law firms in Australia, Hong Kong and Denmark. These environments challenged me to develop intercultural communication skills and to adapt to different situations. I also received good training in drafting documents and client correspondence, which is very helpful with programming and parent correspondence as a teacher. Would you recommend your career path? While a law degree isn’t necessary to do my current job, my past professional experiences have given me a unique perspective, enabling me to take an innovative approach to education, particularly international education. My advice to anyone wanting a career in law would be don’t just pursue a career because of the prestige or potential salary! Choose a field that you are passionate about, aligns with your values, and where you can make a difference. What career advice would you give to students? Don’t feel like you should have everything sorted by the time you are 25. Every experience helps you to grow and learn more about yourself and the world around you. Stay true to your passions and convictions, always continue to seek opportunities to learn new things and don’t give up on yourself!
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Across the School, the aim of professional development is to learn, to reflect, to seek challenge, to explore new ideas and to embrace new ways of doing things, so that ultimately, we get better at what we do.
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WHY LIBRARIES MATTER By Tracey Porter Junior School Teacher Librarian
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We all need a place to think. For me, it’s Manly Library. Over the past 18 months, I’ve spent many weekends here, quietly working on the Master of Education (Librarianship) I’m undertaking through Charles Sturt University – and which I hope to complete this year. At times when the wheels of the intellectual process are slow to turn, I make the short trip to the library for regeneration. With a world of knowledge at my fingertips, this hushed space has played a pivotal role in my study. In the words of journalist and author Caitlin Moran, “A library in the middle of a community is a cross between an emergency exit, a life-raft and a festival. They are cathedrals of the mind; hospitals of the soul; theme parks of the imagination.” As Teacher Librarian for the Junior School at Wenona, I know better than most that the library provides a magical space for our staff and students. Curiosity thrives here. It’s a place that brings our community together in all its glorious diversity and allows people to put the distractions of the world aside. Here they have the freedom to pause, to daydream, and to savour the extraordinary beauty of knowledge and words. As such, the library is both a haven and a gateway to unknown possibilities.
Searching, sifting, evaluating, applying and producing information is important, particularly in the digital age where our young people navigate a barrage of daily information in a variety of formats. They require practical skills in accessing, managing and creating information in an ethical and sustainable way, as well as the ability to express their ideas and ask relevant questions respectfully. Similarly, teachers need access to reliable sources of information that will enhance the Unit of Inquiry they are exploring. Learning how to locate information online and judge its value and relevance to the topic at hand are skills that are best taught by Teacher Librarians. Having more than 20 years’ experience as a Primary School Teacher in Australia and overseas before making the transition to Teacher Librarian, has given me a unique understanding of how to support the needs of teachers and students. Over the course of my career, the world of education has become increasingly courageous and innovative. We touch the future through the children we teach today, so we have a responsibility to equip them with the skills, knowledge and capabilities they will need to lead and thrive in a global world.
“ As Teacher Librarian for the Junior School at Wenona, I know better than most that the library provides a magical space for our staff and students.” Building a vibrant, collaborative culture, where students are encouraged to exercise their imaginations and sharpen their independent learning skills, doesn’t happen by chance. It’s something that needs to be nurtured. One of the ways the School does this is through its professionally trained team of Teacher Librarians. In my role as Teacher Librarian for the Junior School – which is currently a candidate school for the International Baccalaureate’s Primary Years Programme (PYP) – I serve as an advocate for inquiry-based learning, supporting a wide range of transdisciplinary skills through each inquiry cycle. I work closely with teachers from Kindergarten to Year 6, helping to foster our students’ inquiry and research skills, and develop their capacity for critical thinking.
A dynamic Teacher Librarian can make all the difference when it comes to creating an environment where students have the confidence to question information, challenge assumptions and imagine a future where change, however small, is possible. And they can provide interesting links to resources relevant to a topic or issue that amplify learning opportunities and elevate the educational experience for everyone. The Teacher Librarian also plays a pivotal role in igniting even the most reluctant student’s passion for reading. I have the privilege in my role of spending time each week with every child in the Junior School, drawing out their passions and gleaning information about what interests them in order to put them on the path to independent discoveries. There’s nothing more rewarding than matching a book to a child and seeing their joy as they immerse themselves in another world, completely absorbed by the twists and turns of the plot. It’s why I start each year with the Genre Café, reading a diverse range of books to encourage the students to recognise their personal tastes and not judge a book by its cover – one of my greatest challenges! Over time, I’ve become a skilled maker of recommendations, finding the right book, for the right child at the right time.
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“ The Master of Education (Librarianship) has enabled me to combine my love of teaching with my passion for information and literature.” Since I first started working at Wenona in 2014, the library has undergone something of a renaissance, both in terms of its physical space and the diversity of services and experiences it offers. In 2018, it underwent an extensive redevelopment to become a brighter, more modern and flexible space that caters for a wide range of needs and activities. From individual study, to collaborative learning areas, to classrooms for tutorials and group discussions, to reading nooks and sofas, to open-plan areas where individual and group study sessions take place, the library has become a hub for the whole community.
The library also functions as a multi-format information centre, curating an extensive collection of books and magazines, alongside a growing selection of digital resources, tools and apps. Teacher Librarians not only have to act as research mentors in order to facilitate a level of ‘serendipitous discovery’, but they must also remain at the vanguard of change, harnessing new and emerging technologies if they are to push the boundaries of teaching and learning. The Master of Education (Librarianship) has enabled me to combine my love of teaching with my passion for information and literature. It’s helped me to consolidate my pedagogical skills, but it’s also given me a comprehensive understanding of the vast resources our library has to offer. Most importantly, it has reshaped my understanding of what it means to be a learner in the digital age. In doing so, it’s prompted me to offer more intuitive access to information to our young learners, by offering them a blend of experiences, in both the physical and digital space.
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Balancing the competing demands of a full-time job with study has been challenging, but I am deeply indebted to my colleagues and family for their generous support in this regard. I work alongside an enthusiastic and dedicated team of librarians at Wenona, who love the library as much as I do and who are just as determined to make sure the next generation of global citizens can read fluently, understand nuances and perspectives, and have the capacity to make themselves understood. It’s a privilege to work in a library and play my part in helping our young people navigate the world. In the words of popular children’s author, Neil Gaiman, “If you do not value libraries then you do not value information or culture or wisdom. You are silencing the voices of the past and you are damaging the future.”
“ It’s a privilege to work in a library and play my part in helping our young people navigate the world.”
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A LEVEL PLAYING FIELD By Phoebe Oakley Learning Support and Psychology Teacher
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“You never really understand a person until you consider things from his point of view.” Atticus Finch imparts this important life lesson to his six-year-old daughter Scout in Harper Lee’s powerful coming-of-age novel, To Kill a Mockingbird. Put simply: try to see the world through other people’s eyes and empathise with people who are different from you.
After graduating from my degree, I successfully applied for the full-time role of Senior School Learning Support Teacher at Wenona. I also enrolled part-time in a Master of Special Education at Macquarie University seeking to further develop my knowledge and skills.
“ From my earliest childhood, I knew I wanted to be a teacher, but I also had an intense curiosity to understand why people think and behave the way they do.” Empathy is the novelist’s job. But it’s also the teacher’s job too because students are at their highest capacity to learn and excel when they are surrounded by positive relationships. While teachers are ultimately responsible for delivering the curriculum, the learning environment is significantly enriched if student-teacher relationships are valued and nurtured across the school environment. From my earliest childhood, I knew I wanted to be a teacher, but I also had an intense curiosity to understand why people think and behave the way they do. This proved to be the catalyst for my choice of degree: Education and Psychology at Macquarie University. Studying Psychology gave me a greater insight into how we learn and retain knowledge, what motivates us to learn, and the social and emotional dimensions that might interfere with the learning process – all of which are an integral part of becoming an effective and empathetic teacher. In 2017 – my final year as an undergraduate – I successfully applied to work as a Teacher’s Aide at Wenona as part of the Educational Support Services (ESS) Department. This required me to support individual children with additional learning needs in the classroom environment. Children learn best when teaching aligns with their natural exuberance and curiosity, and the best teachers use their knowledge, skill and creativity to trigger a child’s instinct to learn. As a Teacher’s Aide, I had the privilege of working one-on-one with a range of children, building trusted relationships with them, discovering their individual stories, motivations and mindsets, and finding creative ways to ignite their curiosity and inspire their learning. It highlighted the importance of caring for students educationally and personally, which is a central principle at Wenona. And it was a great way to implement some of the theory and strategies I’d learnt at university, while gaining hands-on experience in the classroom. By the end of the year, I knew that I wanted to specialise in ESS. I enjoyed the scope and the variety of the work, and I took great pleasure in the strength and warmth of my interactions with teachers and students. Coming alongside an individual student and empowering her to access the curriculum in ways that were meaningful to her was a privilege.
I knew that balancing postgraduate study with full-time work at such an early stage of my teaching career would not be easy. I spent countless nights hunched over my desk, burning the midnight oil, followed by early morning study sessions before school. But the time and effort were worth it. The program equipped me with a repertoire of evidence-based approaches, inclusive strategies, and theoretical and practical skills that I was able to implement straight away in the classroom to enrich student learning. As part of the practical requirements of the program, I visited MUSEC School at Macquarie University and Brigidine College in St Ives, where I was exposed to different thinking, processes, strategies, and teaching methods. A highlight was having an opportunity to observe and implement the Life Skills program at Brigidine, which gave me a much better understanding of how this sort of program can operate effectively within a mainstream school environment. I was also required to conduct a systematic review of literature in an area of my choosing. I reviewed the effectiveness of video modelling strategy as a means of teaching spontaneous communication to individuals with Autism Spectrum Disorder. This taught me how to critically apply evidence-based research to classroom practice and I used this to further review research around guided instruction in literacy and numeracy for students who require targeted support in this area. It’s proved invaluable as a Learning Support Teacher, working to establish where an individual student is in her learning and then collaborating with teachers to tier tasks according to her needs and abilities. Teaching is already such an intensive job, but with the added pressure of studying, I knew that I had to prioritise my health if I wanted to be at my best for my students. Regular gym sessions and time-out with friends were essential to my mental health and wellbeing. I also found that travelling to and from work was the perfect time to switch off and listen to podcasts. Inevitably, my choice of podcast seemed to gravitate to discussions on brain development and emotional regulation! I guess once a student of psychology, always a student of psychology! I completed my Masters in 2020. It has proved invaluable to my pedagogy, giving me the rigour to harness research and develop meaningful educational programs within the context of contemporary disability policy and inclusive curriculum practices. I’m confidently able to use evidence-based teaching strategies to engage individual students, set ambitious but realistic goals for them, and to help target teaching effectively so that students gain the confidence to take responsibility for their own learning. Understanding how to use evidence to monitor student progress and evaluate teaching effectiveness over an extended period has also helped me to improve student learning outcomes.
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“ I knew that balancing postgraduate study with full-time work at such an early stage of my teaching career would not be easy.” As Roman scholar Quintilian observed, “Virtuo preceptoris est ingeniorum notare discrimina.” Namely, the excellence of the teacher is to identify the difference in talents of students. And that’s where my role comes in. I work closely with teachers across the Senior School, to find innovative and divergent ways to deliver content, tier tasks and align teaching and learning with students’ abilities and needs. Working so collaboratively with so many different teachers has exposed me to a wide range of teaching styles, which has enriched my practice and expanded my repertoire of teaching techniques. Beyond the academic support I provide, I am mindful of my responsibility for monitoring and supporting a
student’s mental health and wellbeing. Giving students with additional needs a voice, a sense of agency, and helping them to feel safe, supported and valued in the classroom is a critical part of my role. I am a passionate advocate for my students. I want students to feel a sense of achievement as I believe that their increased self-esteem is a strong protective factor for their psychosocial development. Thus, while every teacher is a teacher of wellbeing, it is particularly true in ESS as we bring a holistic approach to helping each student engage in their learning. I never let my students opt out – I empower them to participate. Each girl faces different challenges, but with the right support, she will love learning. Providing appropriate access points that are tailored to individual students requires continual reflection, evaluation and creativity. I’m always searching for innovative ways to bring fractions to life or make comprehension tasks more engaging! I’m excited about the future. My role at Wenona is rich and varied – as well as my Learning Support role, I teach Psychology to Upper School students and I am the Wellbeing Teacher for a group of Year 11 students. Completing my Masters while working fulltime definitely had its challenges, but ultimately, it has
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enriched my practice. Moving forward, I would like to undertake another postgraduate degree in either Gifted Education, Educational Leadership or Student Wellbeing. But for now, I am enjoying a well-earned rest from those midnight assignment deadlines!
“ Beyond the academic support I provide, I am mindful of my responsibility for monitoring and supporting a student’s mental health and wellbeing. Giving students with additional needs a voice, a sense of agency, and helping them to feel safe, supported and valued in the classroom is a critical part of my role.”
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DIGITAL SPACE: THE FINAL FRONTIER By Linda Blamey Digital Learning Facilitator
If I start mentally flicking through the pages of my childhood photo albums, it’s nearly always the same scenario: I’m either buried in a book or I’m perched on my dad’s lap playing Teenage Mutant Ninja Turtles on our Commodore 64. Books and technology. My two constants. Books have the power to transport us to new worlds and different times. But they can also take us back to revelatory moments in our life. As a child, my favourite book was Corduroy by Don Freeman. It’s the story of a toy bear who lives in a luxury department store. Nobody ever wants to buy Corduroy because he has a broken button, so every night he roams the shop floor, trying desperately to find a way to repair himself. One day, a little girl falls in love with Corduroy and disregarding her mother’s advice, she uses all her pocket money to buy him. What resonated with me as a child – and still has the power to move me to tears today – is that the little girl loved Corduroy despite his perceived imperfections. For me, the story shone a spotlight on the concept of self-acceptance and its importance in paving the way to positive relationships with others. My love of technology and gaming marked me as ‘different’ at the all-girls’ school I attended in the early 2000s. At a time when female gamers were a rarity, no one could understand my genuine passion for playing World of Warcraft on my PC. It heartens me to see that today, an increasing number of girls are participating in the fun, flexibility and freedom that gaming affords, and that storylines are becoming more inclusive. But in the mainstream cultural consciousness when I was growing up, video games were perceived to be the preserve of teenage boys.
Albert Einstein once said, “The only thing you absolutely have to know, is the location of the library.” And during my schooldays, the library not only served as a safe space where I could find respite from the pressures of school life, but it was also a space of permission. Curiosity thrives in libraries and here, I had the freedom to pursue my passions for reading and technology without censure or judgement. In many ways, my future was formed at the library. When I finished Year 12, it seemed like a natural progression to undertake a Bachelor of Information Studies (Librarianship) at Charles Sturt University. I then embarked on a career as a librarian in the tertiary education sector, before joining Wenona as a Library Technician in 2018. Like many 21st century libraries, the Wenona library offers much more than the books on its shelves. Although the library staff are skilled at making reading recommendations, they also teach students how to find, evaluate, and use the right resources, empowering them to become active creators, readers and contributors of content in this digital age. As the Library Technician, it was a privilege to play my part in helping students to access books and resources, supporting them to discover, learn, imagine, and create. But what really motivated me was having an opportunity to come alongside the more quirky or introverted students and encourage them to ‘own’ their interests. As I know from my own personal experience, whether these interests remain hobbies or become their life’s work, pursuing their passions will give them a sense of purpose and accomplishment. In 2020, the COVID-19 pandemic hit and my role at Wenona changed. For many years, education visionaries
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have predicted that the digital revolution will transform teaching and learning. The pandemic served to accelerate history by forcing schools to pivot to remote learning. And fast. As a tech-savvy member of staff, with expertise in digital technologies and practices, I was seconded to the Digital Learning Team to assist the School in its transition to the Wenona Athenaeum Learning Pathway (ALP). Under the guidance of Wenona’s Digital Learning Leader, Mr Rolfe Kolbe, and Director of ICT, Mr Reza Jalili, I was able to develop my skills as the School piloted new approaches and built on existing practices. In the lead up to lockdown, I supported professional development through Wenona’s Techie Time sessions, as well as one-on-one meetings with individual staff and students. It really helped to build and strengthen digital capabilities at all levels, as well as further embed technology across the School. I continued to provide remote mentorship and coaching during the lockdown period. I loved it. When you’re in a job, it can be difficult to see beyond what you’re doing, but the time away from my Library Technician role gave me the space and time to reflect. In the words of Star Trek’s Spock, “Change is the essential process of all existence.” Taking a step back from my role made me see that I was ready for a change of direction; the tumult of 2020 was merely the springboard for this change. Again, as Spock would say, “Insufficient facts always invite danger.” So, to test out my decision, I decided to do a Certificate III in Education (Knowledge Networks and Digital Innovation), which I enjoyed, before accepting a permanent role in the Digital Learning Team. I love what I’m doing now. Not only can I indulge my passion for technology, but I can also share my
knowledge with staff and students across the School. One of the most exciting aspects of this shift is that it offers greater accessibility to students with additional needs. Assistive tools such as captioning, dictation software, text-to-speech, electronic magnifiers, largeprint keyboards, smart pens, and software that converts musical scores into Braille, have enabled these students to experience school in a much more inclusive and connected way. I’m excited to see where innovation in technology will lead us in this respect. I’m also enjoying being part of Wenona’s ICT Club, leading coding camps, hackathons and mentoring opportunities for our girls and young women. Technology offered a lifeline to schools during the pandemic and while it can never replace a teacher’s ability to inspire students, or build a positive school culture, or see the world from the perspective of an individual child, it can help them with their classroom preparation, administration, evaluation, and feedback tasks. When technology is used to its potential and with purpose in the classroom, it can also support students to develop core skills that will benefit them in the world they are growing up in. For example, the ability to gather and create rich content, share information and communicate with people globally. This year, I will complete a Master of Education (Digital Technology). My studies have already helped to enhance my theoretical knowledge, as well as my ability to build the capacity of teachers and school leaders to harness technology more effectively. With a new future on the horizon, I’m excited to be part of Wenona’s Digital Learning Team, helping to further enrich teaching and learning outcomes across the School. But most of all, I’m thrilled to be part of the shift to making digital learning safe, accessible and equal for all students.
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Wenona I Upon Reflection 2021
COMING FULL CIRCLE By Laura Monk Junior School Teacher and Stage 2 Coordinator
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Memories are our past and present. To know who you are today, you need to have some idea of who you were growing up. A few years ago, I was rifling through a box of my old schoolwork. In a Proustian flood of memories, I was taken straight back to the classroom of my primary school, to the smell of glue sticks, glitter, coloured cardboard and poster paints. Buried deep in the box I found an unexpected wild card, a Year 4 project in which I had written: “When I grow up, I want to be an Olympic shot putter, or a teacher of any kind.” While my dreams of an Olympic gold medal have long since faded, my childhood ambition to become a teacher clearly stuck.
“ The opportunity to lay the foundations for children’s social learning and intellectual development was what initially attracted me to Primary Education. I have fond memories of my own primary school days, and the happy, safe and encouraging environment created by the teachers there.” The opportunity to lay the foundations for children’s social learning and intellectual development was what initially attracted me to Primary Education. I have fond memories of my own primary school days, and the happy, safe and encouraging environment created by the teachers there. I successfully applied to study a Bachelor of Education (Primary) at The University of Sydney. In my third year, I was awarded the University Teacher Education Scholarship, which offers the recipient a chance to work in a school during their final year of study. After meticulous research, I narrowed down my preferred options of schools to Wenona. It stood out to me as ambitious and forward-thinking in its approach to teaching and learning, inspiring its students to think for themselves, and to be globally minded in a culture of care and support. On the morning of my interview at Wenona, I was nervous and excited. Although the butterflies in my stomach quickly dissipated, my feelings of excitement only intensified after my interview. Walking around the School campus, I saw creativity and imagination everywhere. I was struck by the students’ intellectual spark and curiosity, as well as the strength and warmth of their interactions with teachers. I was thrilled to be selected as Wenona’s Teaching Scholar. My year as a Teaching Scholar proved to be a formative experience. While I had ample opportunities to observe a wide range of teachers across different year groups, I was fortunate to complete my final internship under the inspiring mentorship of Ms Carolyn Martin. A highly experienced teacher, Carolyn’s calm demeanour and innovative approach really helped to set me up for success as a young teacher. She provided me with
emotional support, she encouraged self-reflection to help me understand and improve my practice, and she helped me to develop classroom management techniques in ingenious ways. I will never forget the way she guided her Year 4 students to create their own cookbooks, quietly nurturing their creativity, and encouraging them to explore their own interests and talents through inspired pedagogy. When I finished my degree, I didn’t feel quite ready to go into the classroom fulltime. All my work experience to that point had revolved around working with children. I decided to extend my skills and widen my perspective by gaining experience in a different environment. Building on my passion for education, I successfully applied for the Graduate Program with the Australian Government’s Department of Education, Skills and Employment (DESE) in Canberra. DESE seeks to ensure that all Australians experience the wellbeing and economic benefits that quality education, skills and employment provide. As part of the Graduate Program, I undertook placements that enabled me to gain insight into both educational policy and projects. This included shadowing the Secretary of DESE, Dr Michele Bruniges AM, an exceptional leader who has made an outstanding contribution to the fields of education and across a range of sectors. I had the privilege of sitting in on her meetings with leaders of several national education authorities as they discussed policy and initiatives. As someone with a keen interest in politics, it was exciting to see government in action and to work alongside some of Australia’s top public servants.
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Wenona I Upon Reflection 2021
My time in Canberra was devoted to acquiring new skills and perspectives ahead of my eventual return to the classroom. Upon completion of the Graduate Program, I moved back to Sydney where I spent three years teaching Year 6 students at Chatswood Public School. I was also the Year 6 Coordinator for two years and taught the Opportunity Class for a year. The joy I felt when one of my students had their first “A-ha!” moment confirmed to me that I had made the right decision in leaving the public sector behind and finding my way back to the classroom. In 2020, I was excited to return to Wenona as a Year 4 Classroom Teacher. I had only been in my role for a few weeks when the world threw us a curveball. A global pandemic ushered in a whole new reality. Along with my colleagues, I was forced to recalibrate and adapt to teaching my students from the confines of my dining room table at home. The challenges wreaked by COVID-19 on education systems globally have been well documented, but I am extremely grateful to have been working at a school of Wenona’s calibre during this time of crisis. The staff responded without delay, modifying programs and learning
“ My experience as a teacher, combined with the challenges of 2020, has highlighted to me that my true passion lies in student wellbeing. At the core of my personal educational philosophy is a belief that wellbeing is central to our role as educators.” experiences to ensure that our students would continue to receive an exceptional education. The fact that many online learning platforms, digital tools and resources were already being effectively utilised in our classrooms meant the School made a smooth transition to remote learning. In addition, the expertise, generosity and camaraderie of my colleagues in the Junior School was invaluable in helping me to navigate my way through any turbulence. Despite the success of Wenona’s transition to remote learning, I was thrilled to return to face-to-face teaching in Term 2. In a job that’s all about
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connection and interaction, lockdown was a reminder that a school is a deeply communal entity – a genuine community. 2020 gave me a newfound appreciation for the joys that come with being in the classroom.
for me or where I’ll be in five years’ time, let alone twenty. Suffice to say that the odds of me making a cameo appearance as a shot putter at the Paris Olympics in 2024 have lengthened considerably!
My experience as a teacher, combined with the challenges of 2020, has highlighted to me that my true passion lies in student wellbeing. At the core of my personal educational philosophy is a belief that wellbeing is central to our role as educators. Our purpose is to provide students with a sense of safety and security, to help them value their individuality, and to ensure that our young people develop the confidence, resilience and persistence they need to embrace life with poise and conviction. Moving forward, I am eager to explore different ways to equip our students with the social and emotional capabilities they will need to thrive in an ever-changing world.
But in the meantime, I will continue to appreciate every moment of being part of this wonderful Wenona community and having the opportunity to do a role I love.
I used to pride myself on my ability to plan. However, if I’ve learnt anything over the past year, it’s that life doesn’t always go to plan and that often the greatest opportunities come along when we least expect them. In the words of Sophocles: “Chance rules our lives, and the future is all unknown. Best live as we may, from day to day.” I have no idea what the future holds
“ Our purpose is to provide students with a sense of safety and security, to help them value their individuality, and to ensure that our young people develop the confidence, resilience and persistence they need to embrace life with poise and conviction.” PAGE 53
Wenona I Upon Reflection 2021
FELLOWSHIPS PAGE 54
Fellowships
Each year, Wenona awards Teaching Fellowships to outstanding staff in order for them to explore a specific discipline or advance their understanding of best practice. We revisit some of our Fellowship recipients to see how they have applied their learning.
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Wenona I Upon Reflection 2021
A desire to help her students explore movement led Head of Drama, Tiffany Crittle to apply for a Wenona Teaching Fellowship. In 2019, she travelled to New York, Paris and Amsterdam, where she immersed herself in the aesthetic rigour of physical theatre. It has been transformative for her own teaching and for her fellow Drama teachers and her students.
ALL THE WORLD’S A STAGE By Tiffany Crittle Head of Drama
I’ve always been fascinated by physical theatre, which is a type of performance that places the human body at the centre of the storytelling process. After all, as we know from the ancient Greek chorus, Commedia dell-arte and Japanese noh, movement is an integral part of storytelling. It was a chance viewing of a video by PUSH Physical Theatre that proved to be the catalyst for my Wenona Teaching Fellowship application. I was immediately entranced by the visual storytelling, which was an exciting combination of circus skills, dance, gesture and mime. I saw that PUSH offered a threeweek Summer Intensive program at their studio in Rochester, New York and before I could second guess myself, I’d applied. I’d describe my time at PUSH as a baptism of fire. It pushed me out of my comfort zone physically and emotionally. Each day, we’d start with a two-hour warm up session to develop our core strength, before devoting days to learning acrobatics and mime. At the start, I could barely do a forward roll, but by the end of the program, I was able to spring from standing into a one-armed roll and do a headstand unaided. In the evening, we’d reflect on our progress and immerse ourselves in the theory and dynamics behind different movements. It was a steep-learning curve, but it gave me a whole new toolkit of techniques to use on stage at Wenona. While I was in New York, I attended several shows to put my new-found knowledge of physical theatre to the test, including Punchdrunk’s Sleep No More at the McKittrick Hotel. The play is billed as an immersive retelling of Macbeth and the audience, who all wear
white masks, can follow the roving actors across the six floors of the hotel at their leisure. It was nerveshredding at times, but the set was incredible and the acting sublime. After three weeks, I headed to Paris where I travelled to the Cartoucherie in the Bois de Vincennes, home to Ariane Mnouchkine’s Théâtre du Soleil. Here I had the opportunity to see Le Chant du Pied, Voyage en Kathakalie, a performance which drew heavily on an ancient form of Indian classical dance and storytelling, combining footwork, gestures, music and mime, with age-old martial arts movements. At the start of the show, the audience were invited to join in, mimicking the actors’ hand and eye movements, which I realised afterwards was about them generously sharing their knowledge. I found the show to be deeply moving and I was impressed by the actors’ grace of movement and their skilful use of stylised gestures and facial expressions. Probably the most challenging part of my Fellowship, was my week-long training program with Dr Lynne Bradley, co-founder of the Zen Zen Zo Theatre Company in Amsterdam. The program, which follows the Suzuki Method of Actor Training, is rigorous and highly physical, designed to push an actor’s concentration, endurance and balance to the limit. The hardest part of the day was the Suzuki Stomp, which involved bending down as if sitting on an imaginary chair and then stomping around the room to music, keeping our ankles and knees together. It was hard. We would also perform exercises by Butoh, a Japanese form of dance-theatre, before moving on to The
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Viewpoints to explore theatrical composition, gesture and creative space. While I’d used The Viewpoints at Wenona, it was an opportunity to really immerse myself and learn from an expert. I returned to Wenona, physically stronger, inspired and full of ideas. My Fellowship gave me a much greater understanding of my physical capabilities and a greater awareness of how the body can be used to communicate powerfully and with precision. It’s had a profound effect on my teaching practice too, enabling me to accelerate my students’ learning and give them a whole new repertoire of skills and techniques to develop the physical life of their characters on stage. Last year, the School commissioned Lachlan Philpott, an award-winning writer, dramaturg and teacher, to work with our Year 9 students to devise an original script for a physical theatre performance in Term 4. Unfortunately, our plans were scuppered by the COVID-19 pandemic, but we’ve resumed our workshops with Lachlan this year, and the students are progressing well.
“ It has been immensely gratifying and rewarding to share my learning and ideas with my colleagues in the Drama Department.”
It has been immensely gratifying and rewarding to share my learning and ideas with my colleagues in the Drama Department. Performing on stage both demands and displays teamwork in compelling ways and we’ve really worked together to embed physical theatre into our teaching, which has led to enriching outcomes for our students. This was borne out by our 2020 HSC Drama students, with seven students nominated for the prestigious OnStage HSC Showcase and two selected. Sophea Pennington was accepted into the NIDA Bachelor of Fine Arts – Acting, Claudia Kraft was accepted into WAAPA Diploma of Screen Performance and Kirsten Drake was accepted into NIDA Bachelor of Fine Arts - Technical Theatre and Stage management. Above all, I feel that my Fellowship has made me more empathetic as a teacher. Acting is innately risky – when we perform on stage, we open ourselves up to vulnerability. At the same time, risking failure increases the possibility of greater creative achievement. My experiences in New York and Amsterdam reminded me of this and it really helped me to walk in my students’ shoes. Learning physical theatre showed me just how hard it is to move out of your comfort zone, so I have a new-found respect for my students when they move out of theirs. I would encourage any of my colleagues with a dream or a passion to apply for a Wenona Teaching Fellowship. Stepping outside your usual milieu of teaching, timetables and learning objectives, and challenging yourself to do new things is scary, but it will push you to achieve things that you never thought possible.
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Wenona I Upon Reflection 2021
Following on from her Wenona Teaching Fellowship, Tiffany Crittle has worked with her fellow Drama teachers, Stephen Colyer and Lydia Parker, to share her knowledge and learning of physical theatre and extend their movement skills and techniques.
How much experience did you have of teaching physical theatre before last year? Stephen: Tiffany and I participated in workshops with a practitioner from Zen Zen Zo, a Brisbane-based physical theatre company at the forefront of contemporary performance and training in Australia. These workshops were used to prepare Year 12 students for devising their HSC Group Performance. Lydia: While I’d had previous experience of teaching physical theatre, I learnt new techniques from Tiffany. Physical theatre can be tricky for students because it’s challenging to move in an engaging way on stage throughout a performance. Learning the skills of Viewpoints has enabled me to help my students improve their improvisational skills and really use their body in a space to create meaning.
How much did you know about Viewpoints? Stephen: Through Zen Zen Zo workshops, I had a good foundational understanding of The Viewpoints. I’d also
done my own reading and research into Anne Bogart’s approach to directing and devising. They began as a tool for choreography and as I was formerly a dancer, they appeal to my choreographic brain. Lydia: I have always used gesture and mime to help students incorporate meaningful movement in their performances. I encourage my students to see movement in a metaphorical manner, as portraying this is always more engaging for an audience.
What techniques did you draw upon previously to incorporate movement into your teaching to enhance storytelling? Stephen: I have an extensive dance background, which led to an interest in Physical Theatre companies such as Kneehigh Theatre, Propellor, Matthew Bourne’s Adventures in Moving Pictures, DV8, Complicité, Force Majeur, Forced Entertainment, Siti and Frantic Assembly. They’ve all influenced me and I was fortunate to participate in a 2-day workshop in 2019 with practitioners from Frantic Assembly. In addition to Stanislavski’s
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techniques for achieving realism, we introduce our students to Commedia dell’arte and conventions of melodrama, which also inform their approach to physical theatre and storytelling. Students have successfully used a range of these techniques in productions of Great Expectations, The Government Inspector, The Book of Everything, The Crucible and Shakespeare performances. Lydia: While I’ve always tried to incorporate movement into my teaching, these techniques have really helped to inform the way I direct students and help them to ‘show’ the story they are trying to tell. Physical theatre underpins everything that we do at Wenona, and to have these inspiring techniques in my repertoire has ignited an absolute passion in me to impart them to my students. It’s so important for actors to portray character and movement in a powerful and engaging manner. These techniques prioritise movement and metaphor, so that our students can tell a story on stage in a beautiful and evocative way.
How did Tiffany help you develop new skills and understanding of physical theatre? Stephen: I learned from work Tiffany did with the current Year 12 students, using counter-balance to extend the potential for partnering and exciting lifts. The language of The Viewpoints that Tiffany has implemented gives teachers and students a great framework to critique and refine their work.
their nun’s habits into a front curtain they were peeking through. It was such an inspired, magical image. Lydia: These skills have undoubtedly increased the sophistication of student performances by enabling them to make skilful use of metaphor to increase storytelling in their devised performances. Last year, our students had to create a Verbatim piece of theatre about the Australian bushfires. Tools of observation are critical to exploring complex ideas in theatre and it was heartening to see how much the Viewpoints method had sharpened their powers of observation and enabled them to portray an emotional response to this issue. One group used The Viewpoints’ concept of ‘Architecture’, using chalk throughout their performance to create a picture on the floor. At the start, there was a bare tree drawn on the ground, but as they moved around the space, the tree was barely visible. Gradually, each actor began to recreate the tree, so by the end of the performance it was healthy and alive. It was a clever way of representing the destructive nature of bushfire, the regeneration of nature and the rebuilding of communities. The students felt that Viewpoints enabled them to use the space in a much more creative and imaginative way.
How has it benefitted your pedagogy? Stephen: Being equipped to guide students in this style of performance allows them to create work that is practically unlimited in its expressive range.
Lydia: By exposing me to The Viewpoints’ method, Tiffany has really extended my knowledge and given me new pedagogical skills, which have really benefited my students. It’s helped to connect me to my profession even further.
How have you incorporated some of these new skills and techniques into your teaching? What benefits have you seen? Stephen: The principles of The Viewpoints that Tiffany and I have been using to underpin devised work is central to the way I teach play-building. The potential to extend this with the skills to teach partnering that Tiffany has acquired, has added another exciting tool to the toolkit. Students often come to Drama influenced by film and television and are only familiar with the very literal performance style of naturalism. It’s wonderful to watch them expand their understanding of theatre by introducing the potential for performance to be metaphoric and symbolic, which is what physical theatre invites. They love discovering how dramatic meaning can be conveyed in dynamic and sometimes surreal ways. A moment that sticks in my mind is two years ago, a group performance about nuns found a way to transform
Lydia: It’s given me the confidence and skills to really extend my students and push them to achieve their creative potential.
Has Tiffany’s Fellowship inspired you to pursue further professional development opportunities? Stephen: I would love to work closely with Frantic Assembly, Complicité or Sally Cookson, whose production of Jane Eyre was endlessly inventive. Hopefully it won’t be too long before international travel is an option again. However, there are also gifted practitioners in Australia such as Kate Champion who worked closely with DV8 as a performer and recently directed My Brilliant Career for Belvoir Theatre. The introduction of Theatresports and Improvisation Training at Wenona is another area I would like to gain further experience in. Lydia: It has absolutely inspired me to learn more about physical theatre and Viewpoints in particular. In the future, I will explore opportunities to immerse myself further in these techniques. As teachers, it’s so important that we continue to develop our skills, so that we can be the best practitioners for our students.
“Being equipped to guide students in this style of performance allows them to create work that is practically unlimited in its expressive range.” STEPHEN COLYER
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Chloe Gillis, Katherine Golchin and Aimee Russell are all in Year 11 at Wenona and are studying Drama for the HSC. They reflect on how physical theatre has shaped their approach to play-building.
What do you love most about Drama and why? Chloe: The Drama Studio is a safe space for me, where I have the freedom to be myself. We are very bonded as a group and very supportive of one another, so I’m not afraid to let my guard down and be vulnerable here. Aimee: Drama gives me an outlet for creative expression, to try out new ideas and to develop my imagination. When I look at my timetable and see I have Drama, I always feel excited. Katherine: I’m a dancer, so I wasn’t going to choose Drama initially. But then I got to know all the other girls and really enjoyed doing Commedia dell’arte with them. I feel like Drama has really helped to boost my confidence and encouraged me to put myself out there without fear of judgement.
What did you know about physical theatre before last year? Chloe: I didn’t really know much at all. It’s been an eyeopening experience. If Ms Crittle gives us a word and tells us to make a shape out of it, we now have the knowledge and confidence to do that. Aimee: I came in thinking I knew what it was, but I quickly realised I didn’t. It’s all about making shapes. It’s almost like communicating telepathically with other actors, projecting your thoughts and emotions through your body. Katherine: I didn’t know anything about physical theatre. When I watched the HSC Showcase, the students made it look easy, but it’s so much harder in practice. Physical theatre is the same premise as creative writing in English: show don’t tell. I’m still working on it.
How did Ms Crittle help you bring different elements of The Viewpoints to life? Chloe: Verbatim Theatre is a form of theatre made from real people’s words. We interviewed each other about
the bushfires, using these word-for-word transcripts as the dialogue for our play. We used The Viewpoints to develop characters, theatricality and dramatic tension, to explore time and space, and to think about how to transition from scene to scene. Aimee: The Viewpoints helped us to add realism and authenticity to our play. It helped us to think about how we could better convey a message… it was like adding the missing piece to a puzzle by giving us the means to create tension, movement and drama. Katherine: The Viewpoints gave us a framework to make better use of the stage. It made us think about how we were communicating dramatic intention to the audience, whether it was by tapping the floor repetitively to build tension, slowing down the tempo of a scene or the shapes we were forming with our bodies.
After learning new techniques in Year 10, has it made you more observant about the way in which different actors use movement to bring meaning to their work? Chloe: Absolutely. I can’t watch a movie without observing how a character inhabits a space – even if they are still – and thinking about what this says about their mood or their feelings towards another character. It’s completely changed the way I watch things. It’s like my senses have been trained to pick up on the tiniest movements. Aimee: I know immediately if there is tension between characters just by looking at the space between them. I can see when tension is building by the way they physically interact. It can be a subtle movement, but I notice it. Katherine: It’s given me a deeper understanding of each scene. It makes you see it in a different way. There are so many layers to uncover and so much can be inferred from a stance, a gesture or the proximity between characters.
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“Through play-building exercises, we’ve learned how to incorporate physical theatre into everything we do. It’s given us the techniques to create drama, interest and engagement.” CHLOE GILLIS
How has learning about physical theatre helped you to see play-building and Drama in new ways? Chloe: Through play-building exercises, we’ve learned how to incorporate physical theatre into everything we do. It’s given us the techniques to create drama, interest and engagement. And it’s really helped us to think about how we transition from scene to scene. Aimee: It’s shown us how to bring storytelling to life and to think about how we can use movement to convey emotion. There’s a much stronger sense of connection between us as a class because we need to work together to succeed. Katherine: It’s given me a much greater appreciation for the craft of play-building. It’s given me a greater awareness of my body and how I move. I’ve always danced, but I’ve had to learn different movement techniques to express myself.
How has this learning helped you as begin the HSC course? Are you incorporating some aspects of physical theatre into your storytelling – and if so how? Chloe: I think it’s given us the confidence to take more risks and make bolder choices in our storytelling, which will give us a point of difference from other schools in the HSC. Discovering all the different elements of physical theatre and incorporating them into our work has helped us to be more creative, more unique and more confident. Aimee: As Drama kids, I think we are very aware that we are essentially making plays for each other. I know my classmates will appreciate it if I use techniques like ‘Architecture’ or ‘Kinesthetic Response’ in my storytelling. It pushes you to step outside your comfort zone and really think about theatrical movement from all angles. Katherine: Building my knowledge of physical theatre has helped me to become more versatile as a performer. It’s also given me a repertoire of techniques to develop characterisation. It’s been incredibly helpful for my confidence as I embark on the HSC.
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Wenona I Upon Reflection 2021
Director of Creative Arts, Katie Waud was the inaugural recipient of a Wenona Teaching Fellowship. She travelled to Japan in 2014 to learn about the traditional Japanese dyeing technique of Shibori. Since then, she has coordinated professional development workshops for her teaching peers, as well as a Stage 5 learning program for Wenona’s Textiles Technology course.
A FELLOWSHIP TO DYE FOR By Katie Waud Director of Creative Arts
I joined Wenona in 2011 as Director of Creative Arts. In my role, I’m responsible for the School’s Creative Arts extra-curricular program for students in Year 3 to Year 11, and I organise the bi-annual overseas Creative Arts tour, as well as excursions, student showcases and exhibitions, and Artist-in-Residence programs. I’m also a Textiles and Design Teacher. The creative imagination, commitment and passion of my students is a constant source of inspiration to me, as is the quality of their work. I am continually impressed by their willingness to break down barriers in order to explore new ideas. And I enjoy the sense of camaraderie between staff and students, which is evident as soon as you walk through the School gates. Like my students, I aspire to live a life full of wonder, so when the School announced the inaugural Wenona Teaching Fellowships in 2014, I saw it as an exciting opportunity to broaden my creative horizons. As a Textiles and Design Teacher, I’d had a long-standing interest in dyeing techniques and was keen to improve my skills. I successfully applied for a Wenona Teaching Fellowship to learn more about the ancient Japanese technique of Shibori, which can be traced back to the 8th century. In 2014, I travelled to Japan’s tiny, vertical mountain village of Fujino, which lies in the shadows of Mount Fuji. Here, in a 150-year-old silk farming house, I learnt how to create the rich patterns associated with traditional Shibori prints, using cloth spun from the cocoons of hand-reared silkworms and dye made from homegrown crops of indigo. The verb ‘shiboru’ means ‘to wring, squeeze and press’ in Japanese. Each day in
“ I successfully applied for a Wenona Teaching Fellowship to learn more about the ancient Japanese technique of Shibori, which can be traced back to the 8th century.” Fujino, I learnt how to bind, fold, twist or compress fabric, or stitch, clamp and knot it in order to create different patterns, such as the traditional Japanese patterns of arashi, kumo, itajime and ne-maki. It was a strangely peaceful time and looking back, I realise how privileged I was to have a break from my busy career back home in order to focus all my attention on mastering this skill. Another precious memory that I have from my Fellowship was my visit to the beautiful bonsai gardens of Omiya, where I learnt all about the delicate art of sculpting small trees. It was fascinating to contemplate some of the highly skilled techniques on display, such as the ‘root over rock’ style, which mimics how the roots of rugged mountain trees twist and turn over massive boulders. It takes decades to master and refine the intricate pruning and wiring techniques that keep these trees miniaturised, with the focus on long-term cultivation. In fact, bonsai masters take time to absorb the aesthetic and philosophical values held by the generations who came before them in order to pass them on to the generations that will come after. This is something that is particularly poignant to me as my mother, who has since passed
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away, had an extensive bonsai collection, which I’ve inherited. I still use some of the techniques I learnt in Japan to look after her collection.
which was a fun – albeit messy – experience, which brought out the creative side in everyone!
It has been seven years since I travelled to Japan for my Teaching Fellowship, but the skills I acquired there have been invaluable in my work. Most importantly, I was able to develop a Key Stage 5 Learning program that is still an important part of our Textiles Technology syllabus today, really bringing the study of fabrics and colouration to life for our students in an interactive, hands-on way.
Each year, I try to learn something new – it’s a mantra of mine – and I’m currently completing my second Masters in Educational Leadership. However, as a creative teacher, I am also committed to exploring new concepts, styles and creations, which will inspire my students and develop my practice. This includes attending artist showcases, outdoor festivals, exhibitions, museums, galleries and workshops to absorb new ideas and techniques and extend my repertoire.
I’ve also conducted numerous workshops for the Technology Educators Association, sharing my knowledge with teachers from other schools so that they can introduce Shibori dyeing techniques into their Senior Textiles and Design programs. And I ran a Twilight Shibori Workshop for the staff here at Wenona,
My Wenona Teaching Fellowship was life changing and I’d really encourage my colleagues to apply for one. If you have an idea that would not only enhance your teaching practice, but would also inspire other teachers, you should do it. It will open you up to new possibilities, thinking, knowledge and skill areas.
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In November 2018, PDHPE Teacher Catherine Minifie headed to Ethiopia, where she travelled to remote villages with the Catherine Hamlin Fistula Foundation, finishing up in Addis Ababa. Here she met the late Dr Catherine Hamlin herself, as well as some fistula patients. It was a life-changing experience that reinforced her determination to make a difference.
RAISING HOPE IN ETHIOPIA By Catherine Minifie Head of Allard House and PDHPE Teacher (K to 12)
I first became aware of Dr Catherine Hamlin and the horrors of obstetric fistula when I chanced upon my grandmother’s copy of her book, Hospital by the River. Catherine’s story moved me profoundly and changed me forever. It inspired me to learn more about the work of the Catherin Hamlin Fistula Foundation (CHFF) by applying to be part of the CHFF’s annual trip to Ethiopia. It meant raising a minimum of $10,000, which for a novice fundraiser, was daunting to say the least. But our School motto is Ut Prosim, that I may serve and I decided that I cannot expect my students to step outside their comfort zones, if I am not prepared to do the same. The trip with the CHFF formed the basis for my Wenona Teaching Fellowship, which funded my travel to Ethiopia and my four-week sabbatical away from the School. When I learnt that my application had been successful, I began fundraising. My mantra was ‘Little by little, a little becomes a lot’. And it did. My Hair Ties for Hamlin initiative at Wenona raised more than $5,000 alone, and I remain eternally grateful to the Class of 2019, who devoted their lunchtimes to cutting fabric, sewing scrunchies and helping me to sell them on the day. Thanks to the generosity of family, friends and the Wenona community, I ended up smashing my target and raising $21,405 for the CHFF. I arrived in Addis Ababa in November 2018, as part of a 14-strong tour group. It’s hard to put into words just how life-changing my Fellowship was. It gave me an opportunity to experience the beauty of Ethiopia, a country that had never been on my travel radar before. And of course, I had the joy of meeting so many local people who were always so welcoming. Travelling to remote villages gave me a much better understanding of the geographic isolation of the local tribes, whose lack of access to
healthcare contributes to the prevalence of obstetric fistula in Ethiopia. A highlight of my Fellowship was a visit to the Yirgalem Fistula Hospital. Here, I met fistula patients who on average, were the same age as my Year 9 students at Wenona. It was also confronting to see little girls, the same size as my Kindergarten students, carrying huge buckets of water and bundles of sticks. Arriving at the Fistula Hospital in Addis Ababa, I met Liya, a young woman from a village called Lalibela, who had successfully undergone surgery and was ready to return home. Liya was wrapped in one of the colourful crocheted blankets that the CHFF gives to patients after their surgery. I will never forget her joyous smile when I gave her a Polaroid that I’d taken of her as a souvenir of her stay. Of course, the absolute pinnacle of my Fellowship was meeting Catherine Hamlin herself. She was 94, frail, but still remarkably astute. It felt surreal to be sitting next to her in her colonial-style living room drinking tea. Catherine passed away in March 2020, so I consider myself extremely lucky to have met her. It’s a day that will be forever etched on my memory. Before I left Ethiopia, I took part in a 10km fun run called The Great Ethiopian Run. Each of the 37,000 competitors wore a shirt emblazoned with the words ‘Empower girls now; they are the next leaders’. It was a life-affirming way to finish the trip, particularly as the night before, we’d met the famous Ethiopian runner, Haile Gebrselassie. It’s a big statement to say that my Fellowship changed me, but it did. On a personal level, I think it made me a better teacher, daughter, sister and friend. I returned to
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Australia with a new-found appreciation for our country and our healthcare system, but also for philanthropy. The act of giving doesn’t always have to be monetary; it can be as simple as empowering others to act through having a conversation with them. I recently watched the film, Pay It Forward. The premise is simple: small acts of kindness, when repeated, can literally change the world for the better. It made me realise that although I raised a significant amount of money for the CHFF, the satisfaction I gained from raising awareness about their work was personally rewarding. I have continued to volunteer and advocate for the CHFF. Despite my fear of public speaking, I’ve given talks at schools, including my own alma mater, Hunter Valley Grammar School at their inaugural International Women’s Day breakfast in 2020. My Fellowship gave me an authentic global perspective, which continues to inform my role as a PDHPE Teacher, a Wellbeing Teacher and a Head of House. Although my Fellowship was not specifically related to my pedagogical practice, I have successfully introduced some of my experiences into the classroom. For example, I’ve spoken about cultural traditions and the meaning of kinship to Year 8 students; the concept of resilience and how it can be developed to Year 10 students; and the idea that our health status is influenced by factors like gender, poverty and access to healthcare and education to HSC students. I was a mentor for Year 6 students in the lead up to their PYP exhibition in 2020. I enjoyed guiding and supporting them to find authentic ways to enact change and engage with their chosen focus area. In 2019, I took on the role of Head of Allard House and having experienced the impact of philanthropy first-hand,
I feel that I’m now better able to role model the importance of service and giving back to my students. Having also witnessed the network of care and support offered by the CHFF, I believe I’m a better mentor for my students. I work hard to nurture and support them in their leadership roles and to help them foster a strong sense of belonging for all students in Allard House. I love my role as a PDHPE Teacher. I laugh and cry with my students, and support them through good times and bad, but what never changes for me is the gratitude I feel for them and this School. My students teach me to be kind and brave, to have a voice and enact change. Each day, I am reminded of the strength and integrity of the young people we teach here, which feeds into the culture of the School, making it a special place. I have been fortunate to form lifelong friendships with staff here too. The opportunity to walk the Kokoda Trail alongside staff from different areas of the School and to travel to remote communities in South America, Asia and Australia as part of numerous Service-Learning tours, has enabled us to forge strong and unique bonds. I have some long service leave coming up and hope to spend some of it volunteering. I would love to serve on a Mercy Ship, providing access to medical care, hope and healing to the forgotten poor in Africa. I have toyed with the idea of doing further study in the healthcare area, so I feel that this may help me make that decision. As someone once told me, a comfort zone is a beautiful place but nothing ever grows there. Don’t underestimate the power a Wenona Teaching Fellowship has to take your life and your career in a new direction. I am so grateful to the School for giving me this opportunity to learn and grow.
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Wenona I Upon Reflection 2021
In 2014, Year 7 Coordinator and TAS Teacher, Noosha Jalili travelled to Johannesburg on a Wenona Teaching Fellowship, where she worked alongside the local community to co-design and develop a sustainable permaculture garden. It reinforced the importance of involving the target market in the design process, as well as focusing on social design that creates a better world for people and the planet.
CO-IMAGINING CHANGE IN SOUTH AFRICA By Noosha Jalili Year 7 Coordinator and TAS Teacher
Since joining Wenona as a TAS Teacher in 2010, I’ve always tried to encourage my students to use their design skills to create real and practical solutions to some of the world’s most pressing problems: climate change, access to clean water, better sanitation, pollution, poverty, malnutrition, female empowerment, crime and so on. After all, as the next generation of designers, it will be incumbent upon them to find new ways to improve their lives and those of the people around them.
“ My desire to better understand co-design, its applications and its possibilities, formed the basis for my Wenona Teaching Fellowship to the Greenside Design Centre in Johannesburg in 2014.” We live in an exciting world that needs people to work together to tackle the enormous social and environmental problems we face. The cooperative and creative potential of any designer hinges on their ability to find common ground, share ideas and use common language. Collaboration is critical and yet, all too often, designers fail to involve their target audience in the design process. Unfortunately, it’s often people from lower socio-economic communities whose voices
are marginalised in the design process the most. My desire to better understand co-design, its applications and its possibilities, formed the basis for my Wenona Teaching Fellowship to the Greenside Design Centre in Johannesburg in 2014. I wanted to find out how codesign practitioners can successfully bring the target audience into the design development process and what this looks like in practice. Co-design, which is also known as participatory design, is not a new approach. Its roots can be traced back to Scandinavia, where it has been used since the 1970s as a way of involving local people in the design process. Local people have knowledge which experts don’t have. They are experts in knowing how their area works, what it needs, and how it needs to be developed. By tapping into their vision, knowledge and skills, and by forming their ideas into structured plans in collaboration with the designer, co-design offers a more inclusive approach that has the potential to enrich – rather than divide – people and communities. In South Africa, I spent four weeks working alongside a local community in Johannesburg to co-design a sustainable permaculture garden. It highlighted to me that when it comes to co-design, everyone has something to teach and something to learn. By incorporating the unique perspectives of local people into the co-design process, it empowered them to make a difference. And it enabled us to build our relationships, capabilities and a capacity for boundless curiosity, so that together, we collectively designed the best solution possible.
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“ My Fellowship has had a significant impact on my teaching practice. I’ve worked hard to ensure that social design is a primary focus for my Stage 6 Design and Technology students and that they include their target market in the design process.” There were so many highlights during my Fellowship. I was able to discover the rich history of Johannesburg and see the transformation of its neighbourhoods as a result of innovative art and design. I met an interesting mix of local people, as well as design professionals from around the world. And I also had an opportunity to present at the Cumulus Conference at the University of Johannesburg on ‘Design with the other 90%: Changing the World by Design’. But what really resonated with me is discovering that all tertiary education institutions in South Africa must donate time each year to assisting their local community. As a result of working alongside local people on design projects over several years, they forge strong, collaborative connections that prompts them to place sustainability at the heart of every design solution. My Fellowship has had a significant impact on my teaching practice. I’ve worked hard to ensure that social
design is a primary focus for my Stage 6 Design and Technology students and that they include their target market in the design process. In Year 12, students must explore a genuine opportunity and need through their HSC Major Design Project. It has been rewarding to see just how many of our students at Wenona have successfully incorporated social design into their approach, coming up with exciting new concepts and ideas that meet social and environmental needs of all kinds. In doing so, they have found new inspiration and discovered unexpected connections between things, which has given them a much greater scope for learning and innovation. They’ve also worked hard to involve their target market in the creative process and as a result, they continue to produce excellent results. I love the students at Wenona and feel very fortunate to teach such bright, motivated and engaged young women. I am also grateful that Wenona offers so many professional development opportunities to its staff, which really allows us to further our knowledge and experience and strengthen our teaching practice. Through my Wenona Teaching Fellowship, I had the opportunity to write an article for the Technology Educators Association and share my learning with students and teachers at other schools, including Roseville College. I would advise any of my colleagues with a passion or an interest to apply for a Wenona Teaching Fellowship. Don’t doubt yourself. Even if you’re unsuccessful, the research involved in the application process will further your understanding and knowledge, which is invaluable for your professional development.
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Wenona I Upon Reflection 2021
Dr Dianne Langan is Head of School House and a Music Teacher (K to 12). In 2017, a Wenona Teaching Fellowship took her to remote communities in Arnhem Land, where she taught music in 43-degree heat to Indigenous students, and they offered her a window into the rich culture, traditions and history of Australia’s First Nations people.
TEACHING MUSIC IN ARNHEM LAND By Dr Dianne Langan Head of School House and Music Teacher (K to 12)
One of the things I’m most proud of at Wenona is the Music Therapy Group, which I run with students from the Senior School. Music is unique in its power to stir emotions, span cultures and transcend difference. Our concerts for residents of local Aged Care facilities and children at special schools are testament to the fact that music brings people together, tapping into memories and sentiments in a way that words alone cannot do.
to a Year 12 student and the family dog. Using a few drum sticks and a keyboard, we morphed into a band and were able to play a Cold Play riff and a passage from Peer Gynt.
“ Teaching music to Indigenous students in remote communities had been a long-held ambition of mine.” Teaching music to Indigenous students in remote communities had been a long-held ambition of mine. Leading up to my Wenona Teaching Fellowship, I’d had the privilege of teaching several Indigenous students from Arnhem Land. They sparked my curiosity to learn more about the lived experiences of our First Nations people and were the inspiration for my application. The time I spent in Arnhem Land was an opportunity to experience first-hand the traditional ways of Indigenous culture and to learn more about the way of life on remote communities here. There were so many highlights, including making music in 43-degree heat with 10 students, ranging from a toddler in nappies,
I can still recall the gentle teaching of a group of students, who took me on a bush tucker walk in the remote community of Gan Gan. They wanted to share their love of country with me, patiently explaining what plants could be eaten and what herbs could be used as medicines. They maintained an unhurried pace, but remained ever vigilant, pointing out which tree to climb if a water buffalo should come our way, as well as alerting me to the ever-present danger of crocodiles. Banathini, the Year 12 student leading the tour, showed me where horsemen had thrown his people into the water. “A massacre?” I asked. He nodded and pointed to the memorial nearby, a harrowing reminder of Australia’s violent colonial past. Another memory is an evening I spent at the Blues Club in Nhulunbuy, frequented by mostly non-Indigenous locals with nicknames like ‘Donkey’ and ‘Fish’. Life here is firmly divided on cultural and racial lines, which I found confronting. When I travelled to the remote community here, families were mourning the fact that due to a lack of educational facilities or teaching capacity, older children had been forced to move away from home in order to attend school. It was yet another reminder of the deep educational divide that exists between Indigenous and non-Indigenous Australians. It made me feel deeply ashamed that despite all the resources, expertise and money being mobilised to close the gap, we are still failing our First Nations people.
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I’d have liked to teach music to more communities, but I am so grateful for the opportunities I had. Although I witnessed poverty and disadvantage in Arnhem Land, I gained a deep appreciation for Indigenous culture, the connection to country, and the values that guide community and family life. I was struck by the respect shown to elders, the care given to the young and sick, and the gratitude and appreciation for education, which far too many of us take for granted. Speaking at the 2019 Garma Festival, Arnhem Land elder Djawa Yunupingu said, “‘You will hear us tonight and we will be singing to our ancestors, who are your ancestors too. We will be singing to them to remind them that we are here, maintaining our connection to them, for their appreciation. And we do this not just for us, but for all of us too.” When I returned to Wenona, I was determined to share what I’d learnt with my students. As a Music Teacher, I am committed to making sure Aboriginal music is part of their classroom experience, exposing them to its rich diversity of voices, sounds, instruments, languages and storylines. We play everything from Yothu Yindi’s rock, to Briggs’ rap, the Last Kinection’s hip-hop, Jessica Mauboy’s pop and the haunting music of Gurrumul, which has helped to spread the Yolngu Aboriginal language and culture far and wide. While the Wenona Teaching Fellowship was personally challenging, it was an unforgettable professional learning, which has inspired me to become more courageous and creative in my teaching practice.
“ While the Wenona Teaching Fellowship was personally challenging, it was an unforgettable professional learning, which has inspired me to become more courageous and creative in my teaching practice.”
My students listen intently when I talk about Arnhem Land and they love to look at my photographs, which gives them a small window into the way of life for children growing up in vastly different circumstances to their own. I have become more empathetic and insightful as a result of the people I met there, and I think I’ve gained a better understanding of the concept of ‘deep listening’. In the future, I would love to go back to remote Australia and use my teaching skills in some capacity. I’d say to any of my fellow colleagues who may be thinking of applying for a Wenona Teaching Fellowship, follow your heart! You don’t know how it will enrich your life until you live the experience.
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Wenona I Upon Reflection 2021
Wenona’s decision to become a candidate for the International Baccalaureate’s Primary Years Programme (PYP) proved to be the catalyst for Nick Amato’s Teaching Fellowship. In 2019, Nick travelled to Canada and North America to observe best practice approaches to PYP. He also attended the IB Conference in New Orleans, the International Society for Technology in Education conference in Philadelphia, and a Project Based Learning workshop in Boston.
PYP: A JOURNEY TO NORTH AMERICA By Nick Amato Junior School Teacher
Even before I joined Wenona as a Year 5 Teacher in 2016, I wanted to learn more about the IB. Children have an innate curiosity about life and as inquiry is the leading pedagogical approach in PYP, it encourages them to question, explore and understand the world around them in rich and authentic ways. When the School announced its intention to become a candidate for PYP, I started googling it. The first thing that popped up was the schedule for the 2019 Global IB Conference in New Orleans. I was immediately struck by the calibre of the speakers, as well as the scale and scope of the program of events. I knew immediately that I wanted to be part of it. The conference was my incentive to apply for a Wenona Teaching Fellowship, which led me on a six-week adventure across North America, opening my mind to new and exciting possibilities as an educator.
“ The trip really highlighted to me how important it is as an educator to approach the craft of teaching with a sense of awe, wonder and discovery.” As Hans Christian Andersen once wrote, “To travel is to live.” In broadening our horizons, travel enables us to experience the disorienting diversity of human
cultures, beliefs and traditions. Cut loose from my routine and the fast-pace of life in Australia, I had more time for reflection, which enabled me to really absorb different styles of teaching in the leading PYP schools that I visited in Vancouver and New York. I also gained a lot from observing classroom interactions and outdoor play, as well as talking with students and fellow educators. The trip really highlighted to me how important it is as an educator to approach the craft of teaching with a sense of awe, wonder and discovery. I returned to Wenona, bubbling with ideas and information, tips and strategies. I made a conscious effort to be less rigid in my approach to planning my lessons. Instead, I developed more flexible units of inquiry, which championed student voice, choice and agency. I also extended this to the physical environs of my own classroom, removing my ‘teacher posters’ and giving students the agency to decorate the space. Overnight, they transformed the walls from a ‘Pinterest mood board’ to a colourful, inspirational display of their own work. They also changed the layout of the classroom furniture and adjusted the day-to-day schedule of our classroom routines. It was rewarding to see how these changes helped to foster a greater sense of pride, connection and inclusivity across our classroom community. Throughout Term 4 of 2019 and Term 1 of 2020, the Junior School staff began the monumental task of writing programs for the six transdisciplinary themes of the PYP, as well as developing lesson plans and resources. It was a huge collaborative undertaking,
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which drew on our respective skillsets, knowledge and experience. This gave me an opportunity to share some of the teaching I’d observed during my Teaching Fellowship and advise on the scope and sequencing of different units of inquiry.
5 colleagues, I simply took my students on a virtual tour of museums and art galleries, which really helped to enhance their learning experience. It proved to be a fun and interactive way to fire up their imaginations, while helping them to acquire information and immerse themselves in the perspectives of others.
“ I found it incredibly fortuitous that as part of my Fellowship, I’d attended the ITSE conference in Philadelphia, as well as a Project Based Learning workshop in Boston.”
The Primary Years Programme (PYP) at Wenona Wenona is on a journey to become an authorised Primary Years Programme (PYP) school. The Primary Years Programme (PYP) offers a transdisciplinary, inquiry-based and student-centered education with responsible action at its core, enabling students to learn between, across and beyond traditional subject boundaries.
We were on the cusp of implementing this new teaching and learning program when COVID-19 hit. Along with the rest of the School, the Junior School had to quickly pivot to online learning in the form of the Wenona Athenaeum Learning Pathway (ALP), which added an extra layer of complexity to our task. I found it incredibly fortuitous that as part of my Fellowship, I’d attended the ITSE conference in Philadelphia, as well as a Project Based Learning workshop in Boston. Both these experiences enabled me to hone my digital skills and exposed me to immersive technology such as Virtual Reality (VR) and Augmented Reality (AR), all of which proved incredibly useful during the ALP. For example, when excursions were cancelled during lockdown, along with my Year
The framework serves as the curriculum organizer and offers an in-depth guide to achieve authentic conceptual inquiry-based learning that is engaging, significant, challenging and relevant for PYP students.
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Wenona I Upon Reflection 2021
As the recipient of the 2015 Wenona Teaching Fellowship, Junior School Teacher, Dean Pomfrett travelled to the USA to explore best practice and theory around the concept of student voice. While he was there, he visited a traditional Amish School in rural Pennsylvania, as well as a ‘free’ school in New York, where students directed their own learning.
EXPLORING STUDENT VOICE By Dean Pomfrett Junior School Teacher
Over the course of my teaching career, I’ve watched with interest as the term ‘student voice’ has evolved. Student voice doesn’t just happen; nor is it about letting students do whatever they want. It’s about fostering a partnership between students and their teachers, so they can influence what happens to them at school and become meaningfully involved in their own learning. In 2015, I successfully applied for a Wenona Teaching Fellowship to the USA, so that I could discover more about student voice. It made me reflect on the purpose of education and the practice of delivery in which we convey our craft. One of the first schools I visited was Pono in Harlem, New York, where students are actively encouraged to initiate and direct their own learning. On the last day of term, I sat in a brainstorming session with a group of 7-year-olds, as they discussed the topics that they wanted to learn about moving forward. This included everything from ice-cream factories to dinosaurs. The teachers listened carefully. No idea – no matter how far-fetched or fanciful – was rejected. As Maysaa Bazna, the Director and Founder of Pono explained, these ideas would be carefully woven into the teaching and learning program for the new academic year, even though the teachers would be working all summer to make it happen. While I was in New York, I also visited the Agile Learning Center, an independent school for self-directed learners. As I was being shown around by the headteacher, a Ninja warrior in full battle dress, sprang out from a doorway in front of me, closely followed by two very excited young students. The headteacher casually explained to me
that the two students had wanted to learn more about Japan, so they’d hired a Ninja. While the Agile Learning Center had a different approach to Pono, it was apparent that they also placed a high value on student voice by encouraging students to individualise their own learning. In order to gain a more holistic view, I then travelled to rural Pennsylvania, where I visited a one-room school in an Amish community. The students sat in rows of traditional desks, there were no screens or devices in the classroom, and the emphasis was on mastering the basics: reading, writing and arithmetic. When I asked the young teacher about opportunities for student voice, she looked at me blankly. The curriculum, she explained, was dictated to her by the elders; she didn’t even have a voice. The ethos was about allegiance to the community, as well as a willingness to yield to community standards of faith, purity and social separation from the world. Despite the lack of student voice and agency, it was evident that the students were well cared for and that their wellbeing was paramount. While there was a marked contrast between these three schools, it highlighted the need for appropriately guided student voice and agency over learning in order to benefit students, schools and the wider community. It reinforced to me that the true value of student voice can only be recognised when all students know that they are genuinely being listened to. In order to achieve this, there needs to be clear expectations around student involvement in the learning process, as well as a clear definition of their roles. While I already had an interest in student voice, I returned to Wenona with new ideas to implement and strengthen my own practice.
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One of the first things I did was to remove my teacher’s desk from the classroom. Having observed different classrooms in the US, I didn’t want my desk to be perceived as a symbol of the ‘fount of knowledge’, which has never been my approach to teaching. Other students wouldn’t ask me for help because they didn’t want to disturb me in my ‘seat of authority’. I wanted my students to feel that our classroom was a shared space and getting rid of the desk immediately made it feel more egalitarian. My students felt a stronger sense of ownership of their learning journey, and by removing my desk - and what it might represent in my students’ minds - I was able to interact with them more, which enhanced student learning. It was astonishing what a difference this made, so I also decided to abandon designated seating arrangements and give students a choice about where they wanted to sit for each lesson. This translated into a much stronger, more engaged and collaborative classroom environment, with students forging new friendships and working together on different tasks.
that their ideas are valid, and it highlighted to me that students respond to lessons in different ways and that for some students, hands-on experiences better suit their learning style. It was a reminder of how important it is to consider individual student’s needs and interests in order to provide meaningful learning opportunities. It takes time, skill and effort for teachers to weave student voice into their lesson plans, which can be challenging when trying to meet the demands of a busy curriculum, but it is so worthwhile.
Another change I made as a result of my Fellowship was to show students that their voices mattered and were valued in the classroom by incorporating their ideas into our lessons. I was amazed, when given the opportunity to take the lead, how much my students rose to the challenge. For example, when we were exploring solutions to homelessness, one of my Year 6 students suggested we use the 3D printer to design and make our own model of affordable housing. Immediately, the students had an opportunity to come up with a tangible solution to homelessness rather than passively scrolling through pictures on the internet. It made them realise
In 2018, Wenona applied to become a candidate for the International Baccalaureate’s Primary Years Programme (PYP). PYP follows an inquiry-based and student-centred approach to learning, with students actively encouraged to take ownership of their learning and collaborate with teachers to deepen their understanding. Having taught Year 6 for the past two years, it has been fantastic to see how the emphasis on collaborative inquiry and integrative learning really honours the curiosity, voice, and contribution of all students, increasing their confidence and self-motivation. My Wenona Teaching Fellowship was a personal journey of discovery for me, so I cannot presume to speak for others, nor judge what works for them. My motivation in applying for the Fellowship was to become the best teacher I could be. I am so grateful to have had this opportunity to explore the concept of student voice and I have enjoyed building on my learning in this area to create opportunities for all students to have a voice on decision-making and learning in my classroom.
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Wenona I Upon Reflection 2021
Some of the Wenona Teaching Fellowship recipients have leveraged their learning experiences and used it to pursue further study, leadership opportunities and career changes elsewhere.
BEYOND WENONA SHARKS, DRONES AND SAXOPHONES: STEM IN THE USA By Jake Little Senior Education Officer (Subject Matter Expert Numeracy), NSW Education Standards Authority
Jake Little worked as a Mathematics and Science Teacher at Wenona from 2015 to 2018. In 2016, Jake was awarded a Wenona Fellowship to explore successful STEM strategies in girls’ education. He travelled to the US, where he worked with teachers at the STEM Institute of Queens and visited various STEM Makerspaces in New York, before spending time at schools in New Jersey. He presented at the Middle Level Education Conference in Texas, travelled to Silicon Valley where he worked with Scott Swaaley, a world-renown education expert at Nueva School, before visiting High Tech High in San Diego, made famous by the 2015 documentary, Most Likely to Succeed.
“ Jake was awarded a Wenona Fellowship to explore successful STEM strategies in girls’ education.”
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I loved working with the wonderful Wenona girls, and I miss my interaction with them every day. The girls are studious, caring and have a wonderful sense of humour. I also miss my interactions with the staff who have expertise across such a wide variety of areas. When you are busy with reports, marking, and teaching, it’s easy to forget what a beautiful place Wenona is. I smiled and laughed every day at Wenona, and for that reason, I miss it. One of my funniest memories is attempting to teach Kindergarten for one period. I’d planned a short activity on Number Sense and was excited to try it out with them. Alas, I miserably failed! The activity never got started because Kindergarten had so many important questions for me, such as why did I have pictures of pugs on my socks? Why was I wearing a pink shirt? And most importantly, why wasn’t I the Principal? I was exhausted by the end, so hats off to all our Junior School teachers across the state!
Fellowships
“ If it hadn’t had been for the Wenona Teaching Fellowship, I likely wouldn’t have started my PhD. The experience gave me an opportunity to write papers for teaching magazines and peer-reviewed journals.”
tasks in our context. However, I made lifelong friends. I had an opportunity to visit and explore places that I hadn’t previously been, including San Francisco and Texas. I even attended a Beyoncé concert in New York, which proved much more interesting to my students back at Wenona than what I’d learnt about STEM education!
One of the reasons I chose to work at Wenona was because of the incredible professional development initiatives it offers its staff. I was interested in learning about what other schools were doing to engage students in STEM, particularly girls. I’d started to research STEM education online, but I wanted to experience programs and classes in real life. I spent many hours preparing my application and draft Fellowship timetable and was delighted when I was awarded it. The Fellowship was special as it allowed me to focus on STEM education for four weeks without any distractions, where I had the time to think, reflect, and blog about what I was learning. This is extremely rare when you are working in a school environment due to the busy and demanding nature of teaching and learning. It gave me an opportunity to engage with teachers across the USA who’d been implementing various STEM programs and activities for nearly a decade. I was able to speak to them about what worked and what didn’t. It gave me an opportunity to reflect on what could be possible in both an Australian context and at Wenona. I implemented some lessons in schools throughout New York and Texas and made some strong international connections with teachers, with whom I’m still in contact. As an enthusiastic, ambitious person I’d scheduled daily activities during my Fellowship. By the end of the second week, I was exhausted so, upon reflection, I should have planned a little bit more downtime. The other challenge was attempting to implement ideas, tasks and programs back in the Australian context on my return. The US and Australian education systems are very different, so I should have taken more time to strategically implement
Ultimately, the Fellowship provided me with my PhD question and research plan. I realised exactly what I wanted to research on my flight home from the USA. If it hadn’t had been for the Wenona Teaching Fellowship, I likely wouldn’t have started my PhD. The experience gave me an opportunity to write papers for teaching magazines and peer-reviewed journals. I presented at conferences and workshops in Australia about what I’d learnt and what Australian schools could do to solve the complex issue of girls’ engagement with STEM subjects. In 2016, I ran the inaugural STEM TeachMeet (with my former Wenona colleague, Andrea Stringer), which brought together educators from all sectors to share their experiences and strategies for STEM education. In December 2020, I took up a new role as Senior Education Officer (Subject Matter Expert Numeracy) with the NSW Education Standards Authority. I am responsible for providing expertise to support the syllabus development in response to the reform process initiated by the NSW Curriculum Review. In my role, I provide leadership and advice regarding the inclusion of numeracy across all syllabuses. I am currently working on sequencing for the K to 2 Mathematics syllabus that will be implemented in classrooms across NSW in 2022. Even in my new role at NESA, I draw on the Fellowship experience in providing advice and sequencing numeracy development K to 10 across all Key Learning Areas. For any Wenona staff who are considering applying for a Wenona Fellowship, I’d say be strategic. Consider what areas of the School would benefit from your potential experience and be aware of the Board’s strategic direction and priorities. Then see if your passions and ideas align with them. Also, plan early and take advantage of contacts at Wenona. It was through staff at Wenona that I was able to visit organisations like Google and schools like High Tech High in San Diego.
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Wenona I Upon Reflection 2021
LONDON CALLING
BRINGING POMPEII BACK TO LIFE
By Rachel Manchester
By David Van Tol
Head of English at Northern Beaches Christian School (NBCS)
Head of History, Trinity Grammar School
From 2012 to 2015, I was an English and Drama Teacher at Wenona and Debating Coordinator. In 2015, I was awarded a Wenona Fellowship and travelled to London, where I studied Drama and Youth as part of New York University’s Global Programs, working alongside leaders of educational theatre in the UK and globally.
I joined Wenona as a History Teacher in 2005. Up until I left in 2016, I was Acting Head of History on two occasions, and Assistant Head of Department. In 2013, I took leave without pay to work as a History Teacher at Fukuoka International School in Japan for two years. In 2015, I returned to Wenona and was awarded a Wenona Teaching Fellowship to volunteer on the Pompeii Food and Drink Project in Italy, an archaeological dig that is administered by the Archaeological Institute of America.
The classroom is a melting pot for some of the most foundational conversations of young peoples’ lives. I applied for the Fellowship because I wanted to see how the experiential nature of Drama could play a role in developing empathy. The combination of explicit teaching, the collaborative work, the learning alongside experts, the calibre of my classmates, and the fresh perspectives I encountered reignited my purpose and my belief that storytelling can help change the world.
I applied for the Fellowship because I wanted to develop skills in Ancient History, which has a component of material literacy through archaeology. This is a skillset I didn’t have as a Modern historian. The Year 12 Ancient History core study is unique and recognised as world-leading by the Pompeii superintendency. The Pompeii Food and Drink Project was an opportunity work at the coalface of my discipline, alongside a team of highly skilled career-archaeologists involved in the production of new knowledge within the field. As a result of my Fellowship, I’ve developed expertise in studying and teaching the ancient past, which has helped me to become a more complete learning leader of History. I’ve learned to appreciate the different approaches and ways of thinking within the discipline we call ‘history’. The experience has also helped me to join the Ancient History HSC marking operation. I intend to enrol in a Master of Research with a focus on writing improvement, because I’m passionate about professional writing and literacy improvement.
The Fellowship was a wonderful reminder of what it is that we ask of our students. It inspired me to enrol in a Master of Arts (Research) at Sydney University, looking at how theatre can be used to foster empathy in young people. I completed one year, but have deferred to study for a Masters of Education. My hope is to complete my doctorate alongside my friend and inspiration, Roslyn Arnold, looking at the role of empathic intelligence in teachers to foster imagination and empathy in students. I would strongly encourage staff to apply for a Wenona Fellowship. Choose something collaborative because the cohort mentality and experience is second to none. The philosophies and joy of learning I found at NYU in London remain an enormous factor in my teaching philosophy today. At NBCS, our faculty motto is ‘Teach with joy to create joy’. I attribute so much of this to the experience of my Wenona Fellowship and am so grateful to have had this opportunity.
The Wenona Teaching Fellowship is an opportunity to expand your own inquiry and teaching expertise. It has enhanced my teaching by broadening my horizons in terms of what is known within the field, what can be known, and how best to share
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Fellowships
A POWERFUL LEGACY
LEARNING LEADERSHIP
By Dave Gooley
By Andrea Stringer
Modern History, Legal Studies and Global Studies Teacher, Daramalan College
PhD Student and Managing Consultant (NSW/ACT), Growth Coaching International
I worked as a Legal Studies and Modern History Teacher at Wenona from 2014 to 2018. In 2017, I was awarded a Wenona Fellowship to explore the legal and historical challenges posed by attempts at transitional justice in the post-conflict societies of Bosnia and Herzegovina and Serbia. I travelled to Sarajevo to attend the Legacy Conference, Belgrade to attend a course entitled Memory and Conflict: Remembering and Forgetting in Divided Societies, and I attended Summer University in Srebrenica, taking part in the annual Peace March.
I worked at Wenona from 2013 to 2018 as a Junior School Teacher, a Professional Learning Coach, and Coordinator of the Renaissance Women Leaders’ Network (RWLN). In 2015, I was accepted into Harvard’s Improving Schools: The Art of Leadership Program in Boston. I was also awarded a Wenona Teaching Fellowship to visit schools and universities in New York, Delaware and Philadelphia to learn about their coaching and mentoring programs. It was an amazing experience that fuelled my passion for teaching, education and coaching, and started me on my doctoral journey. With my new-found knowledge, I returned to Wenona with greater clarity, and realised that I preferred to work in partnership with teachers, building their capacity and unlocking their potential, which was when I became a Professional Learning Coach. I am currently focusing on my Doctor of Education at the University of New South Wales, under the supervision of Professor Pasi Sahlberg, researching the role of coaching early career teachers for professional growth. I also work as a Managing Consultant at Growth Coaching International.
The Fellowship was a fantastic growth opportunity. The highlight was the 2017 Summer University Srebrenica. It included harrowing first-hand testimonies from survivors of the 1995 Srebrenica genocide. I also participated in the annual Peace March from Nezuk to Potočari, which retraced the steps of those fleeing the horror. At the annual commemorative ceremony at Potočari, we attended a burial service for newly identified bodies, which was truly moving. The Fellowship taught me important lessons in empathy and inter-cultural understanding and reminded me of the importance of examining complex issues from multiple perspectives. These are lessons I try to pass on to my students. It’s made me a more versatile teacher and enabled me to teach several subject areas. If we are to encourage students to be global citizens, it’s vital that they are given opportunities to make sense of the moral complexities that define post-conflict societies. My Fellowship has helped me to navigate this terrain with my students in subjects such as Modern History, Legal Studies and Global Perspectives.
I’d really encourage staff to apply for a Wenona Fellowship, but I’d advise you to read widely, do your research and spend time planning your Fellowship in detail. Is your research proposal evidence-based? Does it align with the appropriate level of Australian Professional Standards for Teachers (APST)? Try to connect with people who could help you with your application and think critically about what you want to get out of the experience and what success looks like in this regard. Think about who else will benefit from this experience? Finally, it seems obvious, but make sure you have someone who can proofread your proposal.
The Wenona Teaching Fellowship is a unique opportunity to immerse yourself in an area of interest and pursue research that may not ordinarily available to the classroom teacher. It was the best professional development I have ever undertaken
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Wenona I Upon Reflection 2021
STAFF UPDATES PAGE 78
New Staff
HEAD OF UPPER SCHOOL Ms Laura Stewart Before joining Wenona as the inaugural Head of Upper School in January 2021, Laura was the Deputy Principal (Year 6 to Year 12) of the Vienna International School. She oversaw the Pastoral Care program, child safety initiatives, the student leadership program, staff professional development, and the creation of key partnerships with international bodies such as the United Nations and UNESCO. Prior to this, Laura worked as Head of Science and Activities Director in international schools across Thailand, Malaysia and Indonesia, as well as working as a Science Teacher at The Scots College in Australia. She holds a Bachelor of Arts and Master of Teaching from the University of Sydney, a Master of Counselling from Monash University, and a Master of Educational Leadership from Edith Cowan University.
together. I was also lucky enough to hike up Mt Kosciusko twice at Year 10 camp. The fog was so heavy, we couldn’t see anything from the summit, and none of us will forget taking refuge in a hut to eat our lunch! I love teaching Science and thinking about the social and ethical aspects of science, a legacy perhaps of my debating days at Wenona! My Year 10s are currently exploring the ethical discussions around Biotechnology, and we sometimes get distracted from the content as we engage in big ethical conversations! The Athenaeum is a great place to teach Science. The students have the freedom to move around the classrooms, create small groups, and be actively involved in their learning.
“ Having lived and worked in five different countries before returning to Australia, I’ve developed contacts all over the world and I’m really looking forward to connecting my students at Wenona with students overseas and forging those deep global connections.”
When I graduated from Wenona in 1996, I could never have imagined that I’d return one day as a teacher. It’s wonderful to be part of the Wenona community once again. The students are friendly, supportive and collaborative, and their warmth and camaraderie are evident as soon as you walk through the School gates. It’s a great privilege to be appointed as the inaugural Head of Upper School. Year 9 and Year 10 can be both a challenging and enjoyable time, as students move towards their final years of Senior School and beyond. I’m so excited to be a part of this journey, alongside our staff, students and their families. We’re developing a great culture in the Upper School, and I’m really looking forward to building on this over the years to come. Wenona gave me the confidence and self-belief that anything was possible. I was involved in sport, music and debating at School, and now I’m coaching some of those activities. I love encouraging students to push themselves, to learn new skills and to achieve their personal best. I have great memories of my own camps at Wenona, which often occurred in the rain, so attending Year 9 camp was a nostalgic experience for me! Despite the wet weather, we had lots of fun and made great memories
Having worked in international school overseas, I’ve travelled extensively with my students, including China, Laos and Borneo. I even accompanied students to Australia to learn to surf! These opportunities create indelible memories for both students and teachers, helping us to forge strong lifelong connections which will continue wherever we are in the world. Having lived and worked in five different countries before returning to Australia, I’ve developed contacts all over the world and I’m really looking forward to connecting my students at Wenona with students overseas and forging those deep global connections.
Over the past year, Wenona has been fortunate to welcome new members of staff to our community, including our inaugural Head of Upper School and former Wenonian, Ms Laura Stewart.
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Wenona I Upon Reflection 2021
HEAD OF PDHPE Mr Brett McDonell Brett holds a Bachelor of PDHPE and Education from the Australian College of Physical of Education. Prior to joining Wenona in January 2021, Brett was Head of PDHPE and Sport at Baulkham Hills High School, where he also served as Acting Deputy Principal. A highly experienced leader, with extensive knowledge of the PDHPE curriculum, Brett has also been an HSC marker for 10 years. Taking on the role of Head of PDHPE at Wenona is a once-in-a-lifetime opportunity for me. The School enjoys a stellar reputation across the teaching fraternity for its forward-thinking approach to education, as well as the emphasis it places on staff professional development and student wellbeing. Since joining Wenona in January 2020, I’ve been so impressed by the calibre of the PDHPE staff, which is reflected in the fact that most hold leadership positions across the School. Not only have they been warm, welcoming and supportive, but their commitment to developing enriching learning experiences for the students has been truly inspirational. I’m really looking
forward to what we can achieve together as a team over the coming years. I still pinch myself whenever I walk into The Athenaeum. From the pool, to the Cardio Studio, to the West Commons area, it’s an incredible facility that really helps the PDHPE Department take teaching and learning to the next level. Most of all, I’ve been blown away by the students themselves, and their passion and enthusiasm for learning. As a community, Wenona recognises that its students find success in a variety of ways, and it’s been great getting to know each girl individually and helping her to improve her understanding of course content so she can achieve her personal best. A personal highlight for me so far was Year 7 Camp. The challenging activities along with the weather was a great opportunity to bond with my Year 7 Wellbeing Group, many of whom, like me, were new to the School. Great schools are all about the creation of community and the personal development of all who contribute to it. I’m so excited to be part of the Wenona community. It sounds clichéd I know, but Wenona really is a great place to work.
“ Since joining Wenona in January 2020, I’ve been so impressed by the calibre of the PDHPE staff, which is reflected in the fact that most hold leadership positions.” PAGE 80
New Staff
“ I hope that the Dance program at Wenona will provide talented students with a pathway into tertiary Dance programs, enabling them to grow and flourish as 21st century artists.”
HEAD OF DANCE
learning opportunity with energy and enthusiasm. By leveraging my experience as a professional contemporary dancer, I hope that the Dance program at Wenona will provide talented students with a pathway into tertiary Dance programs, enabling them to grow and flourish as 21st century artists.
Mr Peter Fares Peter is an award-winning dancer, attending the Western Australian Academy of Performing Arts, and holds a Graduate Diploma of Education. He has worked with many choreographers and performed dance works in leading venues across Australia, including the Sydney Opera House. Peter also worked with Buzz Dance Theatre where he taught in rural and remote areas across Western Australia. Today, Peter is an exemplary classroom teacher and leader in education.
I’ve really enjoyed teaching Dance classes to the Junior School students, who have shown great talent and a willingness to learn new skills. I am looking forward to working alongside the Classroom teachers to incorporate Dance into the transdisciplinary learning approach that is the focus of the International Baccalaureate’s Primary Years Programme, exposing Junior School students to new experiences and thinking through Dance.
Joining Wenona as the inaugural Head of Dance has given me an opportunity to create and lead an academic Dance program that embodies creativity, sophistication, and artistic innovation. Wenona already has some talented dancers and I’m really looking forward to using my expertise to develop a fully-fledged academic Dance program that will support them to hone their technical, creative and performance skills, and succeed as well-rounded artists. I’m also excited by the potential to extend the existing co-curricular Dance program alongside the academic course, so that every student has an opportunity to develop her potential in this area. I’ve had a fantastic start to my Wenona journey so far. The staff have shown a keen interest in my new role and are excited that Dance has been added to the academic curriculum. The students are mature, respectful and supportive of one another, and they embrace every
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The highlights so far have included conducting Dance and Wellbeing Workshops for Junior School students and having the privilege of being interviewed by Year 2 students about my dance career. I’ve also enjoyed attending Eisteddfods with Senior School students and working alongside the Performing Arts staff to prepare for the introduction of the academic Dance program next year. It’s also been great getting to know my Year 7 Wellbeing Group and I’m excited to have the opportunity to support them as they progress through the School. I really feel that I have found my new home at Wenona. Under the leadership of Dr Scott, the culture of the School is such that I am excited to come to work to every day. Wenona is a place where staff are appreciated and recognised for their diligence and it’s an honour to be able to contribute to this community.
Wenona I Upon Reflection 2021
Ms Gabrielle Vanderham
Mrs Erinn Taba
Mathematics Teacher
TAS Teacher
Gabrielle is a new graduate teacher of Biology, Chemistry and Mathematics. She holds a Bachelor of Science (Cell Pathology), a Master of Teaching from the University of Technology and received the Newington College Teacher Education scholarship. Her aim is to develop mathematical literacy and numeracy so students can extend their skills beyond the confines of the classroom. Gabrielle is also actively involved in Surf Life Saving and Swim Education.
Erinn is an accomplished educator, with more than 12 years’ experience of teaching Technology and Applied Arts, as well as Visual Arts. She has taught in a variety of independent and government school settings, and has also tutored at the Australian Catholic University Strathfield. Prior to joining Wenona, Erinn worked at Brigidine College St Ives. She holds a Bachelor of Design and a Bachelor of Art Education from the UNSW College of Fine Arts.
Josh holds a Bachelor of Business (Accounting) from Monash University and is a qualified Chartered Accountant. Prior to joining Wenona, he was an auditor in a professional services firm, and worked as a Finance and Operations Manager in independent schools in New South Wales and Victoria. His role focuses on financial reporting and compliance for the School and he is really looking forward to driving more efficiencies within the Business Office.
Mr Michael Creighton
Miss Amelia Laumberg
Miss Bonnie Peake
Head Coach – Swimming
Junior School Teacher
Teacher Librarian
Michael is a former open nationallevel swimmer and a certified Silver ASCTA Swim Coach. He has more than 15 years’ experience of training athletes and squads at all levels, including multi-class swimmers. He strives to provide a professional, enjoyable and challenging environment for swimmers, from beginners to elite athletes, creating programs that enable them to reach peak performance. Prior to joining Wenona as Head Swim Coach, Michael spent eight years as Head Coach of Aquabliss.
Amelia holds a Bachelor of Primary Education, graduating with First Class Honours from the University of Sydney. She completed a specialisation in TESOL education. Prior to joining Wenona, Amelia taught at a school in London. She is a passionate touch football player, recently captaining her team at the NSW State Cup Competition in Port Macquarie. She also coaches touch football, hockey and netball.
With a Diploma of Education majoring in English and Media and a Masters of Teacher Librarianship, Bonnie is a passionate English Teacher and Teacher Librarian. Prior to joining Wenona, Bonnie worked in public libraries and the private education sector. She has a wealth of experience in catering for students with a wide range of needs and enjoys devising teaching strategies to help inspire a passion for reading literacy in every student.
Mr Josh Gunaratnam Finance Manager
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New Staff
Mr Angus Robson
Mrs Denise Harvey
Ms Gloria Zuo
Junior School Teacher
Administration Assistant
Social Science Teacher
Before joining Wenona in 2021, Angus worked in Learning Enhancement and as a Year 3 Classroom Teacher at Knox Grammar Preparatory School. He holds a Bachelor of Arts/ Bachelor of Education (Primary). Angus is passionate about sport, especially rugby and touch football, and he also enjoys travel and cookery.
Denise began her career as a Junior School Teacher in New Zealand and the UK, before changing careers to work in marketing and sponsorship. Her most recent role was as President of the Wenona Parents’ Association, where she thrived on organising events and activities that forged connection and belonging. Denise is currently studying for a Diploma in Positive Psychology and Wellbeing and also enjoys ocean swimming.
Gloria holds a Bachelor of Arts and Bachelor of Education (Secondary) from the University of New South Wales, with specialisations in Geography and Legal Studies. She is an experienced educator, having taught Kindergarten to Year 12 students in co-educational, single-sex, selective and nonselective settings. Gloria has also been a secondary school resource creator for Eco-schools Australia, Keep Australia Beautiful and Shack Tutoring UNSW.
Mr Nicholas Chukwu
Miss Christiana Boutros
Ms Helen Taylor
Assistant Gardener
TAS Teacher
Nicholas is originally from Cameroon where he worked in a family business farming cocoa. Since arriving in Australia, Nicholas has been working hard to perfect his English skills while working as a barista in his local café and settling into the Australian way of life. Nicholas is currently studying for a Certificate 3 in Horticulture. In his spare time, he enjoys playing basketball and soccer and being part of his church community.
Christiana holds a Bachelor of Design in Visual Communication, a Postgraduate Diploma in Education (Secondary) and a Graduate Certificate in Religious Education. Before becoming a teacher, she worked in graphic design and marketing, participating in ‘Plastic Free Island’, a global exhibition held in Kefalonia, Greece and Sydney. Her practical industry experience coupled with her passion for sustainability and innovation enriches her classroom teaching.
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Administration Assistant – Performing Arts
After graduating from Wenona in 2010, Helen undertook a Bachelor in Contemporary Music at Macquarie University. Prior to returning to Wenona as a staff member in 2020, Helen worked as an academic consultant at UNSW assisting with conference travel, and as an operations manager preparing clinical placements for Australian students. With her passion for music and the Arts, Helen is excited to join Wenona’s Performing Arts Department as Administrative Assistant.
Wenona I Upon Reflection 2021
Miss Kate Bouterakos
Emily Sinclair
Junior School Teacher
Visual Art Teacher
Kate holds a Bachelor of Education (Primary) from Deakin University. Prior to joining Wenona as a Kindergarten Teacher in 2020, Kate taught at Balwyn Primary School in Melbourne for three years, where she was also the Transition Leader, supporting students as they began their primary education. Previously, Kate was a youth mentor at the YMCA and worked as the program coordinator in after-school care programs.
Emily holds a Bachelor of Arts (European Studies), a Bachelor of Art Theory and a Master of Art Administration from the University of New South Wales and is currently completing a Master of Teaching (Secondary) at the University of New South Wales. Prior to becoming a teacher, Emily had a career in international art, working for a major Fine Art auction house in New York. She is passionate about art education and loves to travel, visit museums and is learning Italian.
Catherine has 20 years of experience as a Registered Nurse. She holds a Bachelor of Nursing from the Australian Catholic University and a Graduate Certificate in Child and Adolescent Nursing. She has worked in paediatric nursing, adolescent mental health and paediatric oncology and chemotherapy management. Prior to joining Wenona, Catherine was a triage nurse for the Paediatric Acute Review Clinic at Gosford Hospital.
Ms Emma Butler-Nixon
Ms Piera Goh
Ms Mandy Mansbridge
Teaching Assistant (K to 6)
History Teacher
Administration Assistant
Emma holds a Bachelor of Arts Advanced Honours. She received the award of First Class Honours and the European Union Ambassadors’ Prize for European Studies, which is an academic merit prize. She also holds a Master of Museum and Heritage Studies from the University of Sydney. Prior to joining Wenona in 2020, Emma worked at the State Library of NSW and ANZAC Memorial in Hyde Park. Her background as a curator and her creative flair have been extremely beneficial to the Junior School Team.
Piera holds a Bachelor of Arts/ Bachelor of Education (Secondary) with Distinction from the University of New South Wales. In her final year, she was granted an internship scholarship at St. Ignatius’ College, Riverview. Piera is an experienced secondary History and Modern History teacher, having taught in a variety of schools across Sydney. She is a passionate historian and has led numerous professional development opportunities and programs related to History.
A highly experienced school administrator, Mandy joined Wenona in 2020 as Administration Assistant to the Head of Middle School. Prior to that, Mandy spent 17 years living and working in Hong Kong, where her most recent role was Senior Admissions Officer at the Australian International School Hong Kong. She is an avid baker and enjoys reading, travelling, hiking, playing netball, and spending time with her three teenage boys.
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Mrs Catherine Meers School Nurse
New Staff
Editor and Writer Lisa Broad I Design Janine Stieger PAGE 85I Rowena Clarke Photography I Janine Stieger I Wenona Staff Photography Mike Bell, Raw Life Studios
Wenona I Upon Reflection 2021
Wenona’s vision is to educate and empower young women, in a global learning community, to serve and shape their world.
Wenona School Ltd 176 Walker Street North Sydney NSW 2060
Founded 1886 wenona.nsw.edu.au (02) 9409 4400
ABN 83 000 250 304
CRICOS 02275A176
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