Upon Reflection 2023

REFLECTION

“ It’s about inspiring students to be curious, to think for themselves, to persist in the face of failure, to appreciate that true mastery takes time and effort, and that the motivation for true learning is intrinsic and has little to do with external recognition.”

DR BRIONY SCOTT PRINCIPAL

FROM MOTIVATION TO MASTERY The Art of Inspiring Teaching

Dr Briony Scott Principal

We all remember a teacher, either in school or elsewhere, who fostered our passion for learning, who ignited our curiosity, who made us want to go above and beyond, and to learn more. Good teaching is not just about imparting knowledge or working towards an assessment – it’s about inspiring students to be curious, to think for themselves, to persist in the face of failure, to appreciate that true mastery takes time and effort, and that the motivation for true learning is intrinsic and has little to do with external recognition.

This is equally so for teachers. From constantly expanding their knowledge, to using innovative teaching methods and building strong connections with students, amazing educators show us that teaching is not just a job – it’s a calling.

Endless Learning

Our Wenona staff are responsible for creating a learning culture that is alive and growing. This is only possible if they are actively involved in learning, appreciating the challenges of “failing”, of actively challenging their skill set, and proactively developing their expertise. Professional development at Wenona, underpinned by the Wenona Improvement Cycle and featuring generous Fellowships, Seeding Grants, and Study Grants, is effectively a “parallel school”. We have an unashamedly high-performance culture, are proud of our staff’s dedication, and continue to be inspired by their professional growth.

Experiences and Perspectives

The latest instalment of Upon Reflection sheds light on this staff learning culture. You’ll find stories of professional journeys that reflect our commitment to growth and development. Examples include following our Head of Visual Arts, Ms Michele Brennan’s odyssey to the birthplace of the Renaissance – Florence, to learn about a classical art style that is now providing our Visual Arts students with a rare skill. On a trip to Finland and Europe, Ms Kimberley Peck gained an understanding of the strategies behind Finnish students’ high happiness levels and academic results.

Staff also contribute to a body of knowledge beyond our School, and to the profession more broadly. From Ms Samantha McFetridge’s published educational insights, to Mr Pete Fahey’s blueprint for the effortless navigation of our buildings, and from Mr Theodore Carroll’s efforts to elevate the Independent Theatre, to our Australian Independent Schools Grant team, who are on a mission to revolutionise literacy teaching, and pioneer new methods of educator evaluation with widespread application.

I commend this issue of Upon Reflection to you as a snapshot of the rich learning experiences and commitment of Wenona staff to both our School community and to the education profession.

“I cannot teach anybody anything; I can only make them think.” SOCRATES

ELEVATING EDUCATORS The Potential of Professional Growth

Ms Nicole Timbrell Deputy Principal (Professional Practice and Culture)

During my recruitment to Wenona last year, I discovered digital copies of Upon Reflection on the Wenona website. As I leafed through their pages, not only was I drawn to the professionalism, dedication, and ingenuity of the Wenona staff featured, but I was even more impressed by what the publication itself symbolised.

Once my move to Wenona had been announced, I proudly told my colleagues I was joining an organisation that not only supported the growth and development of its academic and professional services staff but took the rare step of recording and celebrating this work in a print publication.

The Ripple Effect

Recognising quality teaching and empowering educators to grow their capacity has the potential to profoundly impact not only our students and the broader School but the wider education system. It creates an environment where students are motivated to learn, and teachers are inspired to teach. This ripple effect expands with every conversation a teacher has with a colleague about their learning experiences.

Rare Opportunities

Wenona staff members consistently participate in strategic and targeted professional development, but our annual Teaching Fellowships, Seeding Grants, and Study Grants offer opportunities that go well beyond the norm, granting access to exceptional learning experiences and expertise. Having received a grant over a decade ago in another school setting, I can vouch for the significant impact that even a modest amount of funding, combined

with the support of school leadership, can have. For me, it was a pivotal moment that propelled my journey into educational leadership.

Personal journeys, such as those made possible through this program, let staff experiment with innovative technologies and pursue their own interests and passions so they can become even more engaged and effective educators. Living by our motto Ut Prosim, that I may serve, recipients are compelled to ensure that the benefit of their learning goes beyond the boundaries of our North Sydney campus and contributes to the broader educational community.

Staff Excellence

As you peruse this edition of Upon Reflection, remember that it is but a small snapshot of the achievements and aspirations of our staff. Next time you visit Wenona, I encourage you to have a brief conversation with any academic or professional services staff member about what they are working on, and how they are collaborating with their colleagues. I promise you the conversation will reveal a multitude of ways in which Wenona staff cultivate a culture of lifelong learning. I am immensely proud to have joined this community of educators and specialists.

THE POWER OF PARTNERSHIP

Ms Sue Foxcroft Dean of Students

Fostering school and family partnerships is one of the most potent ways to maximise student academic outcomes and is a captivating area of study. Outside of Wenona, I am conducting EdD research that explores avenues for school leaders to nurture productive relationships with the parents and guardians in their communities.

A Framework for Involvement

A wealth of research exists, and I have been particularly influenced by the work of Dr Joyce Epstein, a United Kingdom-based researcher, who has developed a framework for six types of involvement: parenting, communicating, volunteering, learning at home, decisionmaking, and collaborating with the community.

Through this framework, I am examining types, mediums, and frequency of school-parent communication with schools. My lens is honed on students from Years 7 to 12, as there is a clear decline in parent engagement with schools during these years. Part of my goal is to explore ways in which parents can maintain relationships with their children’s school at this time, despite their own burgeoning careers and their offsprings’ increasing desire for autonomy.

Strategic, Not Piecemeal

Focusing on the Catholic sector, I am employing a multi-case study approach, examining two schools with different socio-economic backgrounds. A key takeaway from my research so far, is the realisation that many busy schools lack a designated person to oversee the fostering of family partnerships, resulting in ad hoc approaches to this critical aspect of education.

I am fortunate to have received a Commonwealth Scholarship for my EdD, providing financial support for my studies. If my research can influence educators to prioritise and strengthen this connection, ultimately leading to improved student outcomes, then I will be delighted to have made a meaningful contribution to this crucial area of education.

BUILDING CULTURE

Ms Noosha Jalili Dean of Staff Technology and Applied Studies Teacher

As Wenona’s new Dean of Staff, I work alongside Deputy Principal (Professional Practice and Culture), Ms Nicole Timbrell, to build a foundation for professional excellence and workplace wellbeing. Our overarching goal is to ensure a strong culture by getting the right processes and systems in place.

It is a position with many moving parts and involves looking at education through a different lens. One of my main responsibilities is overseeing the process of teacher accreditation, supporting teachers to gather their evidence and acting as a sounding board for their collection of work. I liaise with universities to attract top graduates for our internship program and look after the teaching students who join us for practicum placements, as well as support School recruitment as a whole, especially through our induction processes.

Nicole and I maintain an open-door policy and invite staff to use us as a resource, as they brainstorm ways to explore different avenues of leadership and career paths.

With a recently completed Graduate Diploma in Counselling and years of experience as a Year Coordinator, I feel well-equipped and excited about my new role. I am fortunate to continue dedicating time to one of my initial passions - teaching. My diverse range of classes consists of Year 12 Design and Technology, Year 9 Food Technology, and Year 8 Technology, which is a truly enjoyable mix.

AWARD WINNING STAFF ’22

The Going Beyond Award

Janine Edwards

Ann Osborne

The Commitment to Improvement Award

Aoife Quinn

The Stepping Up Award

Mark Kelly

Kevin Xu

The Behind the Scenes Award

Umadevi Suppiah

Eldette Van Der Walt

The Outstanding Commitment to the Teaching Profession Award

Kate Bouterakos

Natasha Isbel

Rebekah Poole

The Leadership of Learning Award

Michele Brennan

Belinda Stoneham

Amy Webb

The Commitment to Staff Development Award

Linda Herbert

Tom Hill

The Promoting a Culture of Care and Support Award

Juliette Carson

Julie Collier

Carolyn Martin

The Equanimity of Spirit Award

Christine Craft

Kasey Wood

Chris Zielinski

The Ut Prosim Award

Chrissie Grun

Cat Minifie

A team of Wenona educators is applying its collective experience to the pressing need to improve Australian writing education.

CRAFTING MEANINGFUL NARRATIVES

Dean of Research and Practice, Ms Natasha Isbel, Dean of Academic Studies, Ms Trish Davis, Head of Middle School, Ms Amy Webb, and Acting Head of Junior School Curriculum, Ms Carlie Plummer’s research is the result of an Australian Independent Schools NSW (AISNSW) grant. Together, they are delving into two critical aspects of literacy learning: refining instructional techniques to bolster academic writing skills and expanding opportunities for students to practise writing within content-focused lessons.

for enhancing writing proficiency and confidence among both students and educators. Its lens is trained on Stages 3, 4, and 5 (Years 5 to 10) and examines a transdisciplinary context in the Junior School and singledisciplinary contexts (History, Geography, Science, and Personal Development, Health and Physical Education) in the Senior School.

By developing a toolkit of writing strategies, informed by both Australian and international best practices, they aim to contribute to the broader educational community’s understanding of how to teach writing more effectively. The team is working closely with their external academic mentors, Emeritus Professor Beverly Deriawanka and Associate Professor Pauline Jones from the University of Wollongong.

Yet there is no consensus among Australian writing experts on what constitutes a good writing curriculum. This issue is further underscored by the stagnation in writing abilities among students in Years 3 and 5, as well as the moderate decline observed in Years 7 and 9 over the past decade, according to NAPLAN data (AERO, 2022).

The Wenona team is making progress on its ambitious project to identify the most effective teaching methods

In separate research as a part of the Global Action Research Collaborative on Girls’ Education, Ms Natasha Isbel is examining the impact of collaborative peer feedback on student writing achievement, confidence, and competence in Stage 6 (Years 11 and 12). This project is an 18-month classroom-based action research initiative, working alongside a team of international educators and drawing on their expertise.

Both evidence-based research projects highlight the strategic importance Wenona places on fostering a strong culture of reflection and evaluation, and sharing, and discussing evidence within school communities so that the quality of education can be elevated across the board.

Despite all students possessing basic writing abilities, the art of writing well remains a skill that demands substantial instruction and practice, as noted by the Australian Education Research Organisation (AERO, 2022).

CLASSICAL REVIVAL

On an artistic odyssey in Florence, Head of Visual Arts, Ms Michele Brennan, learned the techniques of the old masters from a modern master.

Venturing into the heart of Florence, Ms Michele Brennan, Head of Visual Arts, immersed herself in the world of traditional artistry, acquiring the skills of the great masters from a contemporary virtuoso.

RENAISSANCE REIMAGINED

By Ms Michele Brennan Head of Visual Arts, Photography, and Digital Media

Letting the Light In

In the morning hours before the city of Florence bustled, I found myself on daily meanderings in search of the perfect cup of coffee. I was mesmerised by the golden glow of dawn, discovering how light shifts and plays across unfamiliar surfaces. Each day I’d follow a similar path, but the light made every journey an unexpected destination. Florence is a shapeshifter and a mystery, brought to life by the glow of light that dances across surfaces and bathes the sun-struck flagstones. It speaks of both the grandeur and the humble nature of this place, where you can see masterpieces and marble architectural feats alongside the rickety walls of crooked buildings that wedge themselves congenially, as jaunty as the elbows of the locals ordering their morning caffè. This richly historic city tendered many contradictions in my four-week intensive residency at the Angel Academy of Art. I had hoped to learn something invaluable about painting, but moreover what I discovered was a space that let the light in. This place, drenched in history, taught me old tricks and interestingly it was the element of light that finally taught me how to paint.

Representationalism - the New Avant-Guard?

As a young painting student at the University of New South Wales in the 1980s, I wrestled against the ideals of my painting lecturers, finding myself to be an anachronism. As a very young art student who wanted to learn to paint like an old master, I found myself all at sea in the storm of postmodernism that had struck Sydney in the late 80s. Although I was fascinated by the conceptual depth and complexities of the postmodernist theories that so enthralled my lecturers, I was more interested in how to move paint around the canvas in a way that was controlled, intentional, and purposeful. I

was intrigued by the possibilities of meticulous illusion that paint embodied. I later learned that, in fact, realism had become a dirty word, and the artists who favoured its accurate, detailed, and overall honest depiction of a subject were the subject of enormous prejudice.

Decades later, however, support for realism has seen a resurgence. Deep research, experimentation, and innovation is breathing new life into this classic approach. In global art world trends, French sociologist, philosopher and poet Baudrillard’s phenomenon of hyperrealism (the coalescence of the real and the simulated-real in the mind of the audience) holds a contemporary focus. Australian artists CJ Hendry, Michael Zavros and Robin Eley, are among the many hugely successful contemporary artists using humble materials, such as coloured pencils and oil paints, to produce photorealistic artworks that explore the nuances of life, to widespread acclaim.

Meeting the Maestro

One of the most noteworthy champions of realism today is the inspiring British artist Michael John Angel, the founder of the Angel Academy of Art. Known to his students as Maestro, he has spent 45 years researching and experimenting in the realist style. “As realist painters, we have endured years of prejudice,” he says, “but increasingly, new young scholars are embracing the realist style - we are now the avant-garde, the new wave.”

With an international student body of over 30 nationalities and a fine arts degree program, the Angel Academy is an accredited Art Renewal Centre - a worldwide group of art academies committed to leading the revival of realism in the visual arts. On my first morning there, I overheard

two students discussing the merits of cadmium red over Venetian red in oil painting, and it was at that moment I knew I had found my people. Art geeks are the best geeks.

A Day in the Life of an Angel Academy Student

Housed in an unassuming building, in a laneway behind a small department store in the centre of Florence, my first impressions of Angel Academy were dispelled as I entered the classically decorated studio space and met my four internationally diverse classmates. In my excitement and anticipation, I was reminded of my youthful days as an art student, a time in my life when I felt curious and highly engaged in the learning cycle.

Our lecturer Jered, an accomplished American painter whose manner was sparse yet knowledgeable, initiated us into the gruelling facts of our next four weeks. As I listened, my realisation that there was not a chair in sight coincided with Jered’s explanation of the merits of standing whilst painting. Thus began the saga of my poor tired feet. Fortunately, the joy of walking the city streets, visiting the many galleries, palaces, and antique markets on weekends, and engaging with the painting process in class, far outweighed the fact that I had to stand for eight hours per day, five days per week, for four entire weeks. This rigour was what I had been craving for over 30 years of teaching students how to paint. Our intense instruction would see us break for a long afternoon siesta and then reconvene, working diligently into the early Florentine

evening, leaving as the sun set, in step with the local waiters as they dragged their tables onto the flagstones in preparation for the evening onslaught. The citizens of Florence are committed to the nightly aperitivo. The occasion for sociable evenings of fresh, simple food and sparkling conversation could not be deterred by the threat of a chilly winter breeze.

The Heart of Learning

The experience of an overseas professional learning fellowship works in unique ways to provide for deep and rewarding scholarship. My time in Italy solved technical problems that I had grappled with for years, reinvigorating my passion for painting, a somewhat arcane practice that is worthy of preservation.

But while the Academy taught me many things about painting, it was also the experience of being immersed in the unfamiliar, devoid of the distractions of routine, that allowed the feedback to hit its mark and the learning to resonate in such a deep manner. The feat of forgetting the world and its demanding commotion allowed for sheer engagement in the creative process, holding me enthralled and allowing me to become entirely immersed in the learning experience. While studying abroad provides a place that is wholly unfamiliar and a space that demands much of the student, its rewards are astounding. Florence offered me unique and specific knowledge; the discipline of oil painting is considered niche and somewhat esoteric – no similar or suitable course is offered locally.

Fellowships and Grants

Back Home

By Year 12, Wenona Visual Arts students are exceptionally skilled, often scoring full marks in the Higher School Certificate (HSC) and gaining selection for public exhibitions and prizes. However, in the realm of oil painting, we had yet to crack the code. Our students have regularly expressed a resounding desire to learn the realist style. The Visual Arts Department values student voice and the girls’ relationships to the world of contemporary art, while staying cognizant of the conventional requirements of the HSC examinations and syllabus.

Since my return, our HSC students have begun learning advanced skills inspired by my new-found knowledge, including the importance of large-form modelling in creating tonal contrast when painting objects in a realist style. They have been learning the intricacies of working with light, how to push it forward and back, millimetre by millimetre, in an interplay of fractional distance that is wholly engaging and yet so visually powerful. They are grasping the beauty of Rembrandt lighting, to create a sense of drama by strategically illuminating a subject from one side, and understanding the sensitivity of smudging transitions when blending, to achieve more seamless transitions between adjoining colours. The Fellowship has allowed me to inject new life into the HSC’s well-worn teaching and learning model and set our graduating artists apart.

Targeted gifted students at Wenona, who participate in the Visual Arts Talent Development Program, will in time benefit through an immersion in the drawing and drafting techniques I studied in Florence. Our Year 9 Elective Visual Arts students will also learn these approaches during the foundational stage of their course, which includes the genre of still life painting and realism, as well as lessons in brushwork and colour mixing and the facilitation of their observational skills.

These globally relevant skills are valued as exceptional knowledge by HSC examiners. They are particularly relevant to the needs and aspirations of Wenona students, who have an enormous capacity for extension.

The next step will be an engaging professional development program to teach Visual Arts staff to apply the Academy method in oil painting. It is my hope that as my professional learning experience ripples throughout our community, it will create a legacy of expertise in realism and oil painting that will set Wenona and its Visual Arts Department apart.

UNLOCKING FINLAND’S SECRETS

Kindergarten to Year 2 Coordinator, Ms Kimberley Peck, travelled to the captivating land of the Northern Lights to learn how it balances student happiness and fulfilment with academic success.

EUROPEAN SOJOURN

Ms Kimberley Peck Kindergarten to Year 2 Coordinator

Fellowships and Grants

Discovering the secrets of Finnish wellbeing and achievement.

Upon emerging from Helsinki airport, there was no ice, no snow. The temperature was a perfectly tolerable 10 degrees. And yet there was an undeniable sense that I was now on the other side of the planet. The fact is that the Nordic nations are about as geographically remote as possible from Sydney. If it were conceivable to drill a hole from Helsinki through the centre of the earth, it would emerge somewhere off the coast of New Zealand. That awareness did not reveal itself through architecture or street scenes, more so the moment I saw the city’s trees: pine, spruce and silver birch offer such a pronounced contrast to the eucalypts and fig trees of North Sydney. One of my first conversations served to reorient my compass further: I was assured that, yes, in Finland, it is not uncommon for diners to eat reindeer meat. Poor Rudolph.

But what brought me to Finland was not the quest for enlightenment about botany and dietary habits; rather, it was to observe the nation’s long-held reputation for having one of the most successful education systems in the world. I also wanted to explore “phenomenonbased learning”, an approach that breaks down subject-based compartmentalisation of knowledge and promotes a holistic approach through the lens of inquiry – in particular, to compare this approach to the transdisciplinary learning experiences we are designing at Wenona in alignment with our International Baccalaureate Primary Years Programme (IBPYP). And the latter part of my travels would be devoted to flying visits to Scotland and Austria to gain insights into PYP courses and Mathematics teaching.

It’s Easier to Become a Doctor Than a Teacher in Finland

Finland has created one of the world’s most respected education systems for two simple reasons: its focus on teachers and its focus on students. The children start school at age seven (after preschool from ages three to six), and every child is included, regardless of ability. Education is public and free for all. There is a ”less is more” approach to schooling, emphasising stress-free environments, and the system continues to produce students who flourish and value education.

As for teachers, it was immediately evident that they are highly valued in Finnish society. University and vocational training is free for all in Finland, and the government pays for accommodation and living costs while Finns earn their degree. Only about 15% of those who apply are approved to study education - it is often easier to be accepted into studying medicine - and all teachers must have a Master’s degree.

Education in Finland is based on equality and trust: since the 1990s, there have been no school or teacher inspections. There are no standardised tests. Teachers use their autonomy to focus on the learning their students need and decide on how to achieve objectives, what resources to use and how they will assess. Initiatives include a tendency for teachers to progress through year levels with their classes: staying with the same grade for three years is customary. The Years 5 and 6 teachers I spoke to said they preferred this, as they

had more time to really get to know their students and plan the best learning for them. Furthermore, teachers walk out the school gate at different times of the day, depending on when their class finishes.

When I met with Johanna Järvinen-Taubert, the Pedagogical Director of Learning Scoop and a teacher trainer and researcher with the University of Tampere, she explained that schools in Finland are “low hierarchy”, meaning that there is no need for large leadership teams to tell teachers what to do. Johanna outlined Finland’s philosophy simply, saying that the nation has two key resources: trees and people. “We choose to invest in our people.”

The Classroom is Everywhere

The cooperative learning environment extends beyond the school campus. There is a shared understanding that the city is part of the classroom. During my initial cultural tour of Helsinki, Leena, an educational advisor, pointed out various locations around town to demonstrate how highly the community valued education. We explored Oodi Central Library, which offers free public services, such as studios to record music, 3D printers, sewing machines, video gaming and virtual reality spaces. Many families were spending their Sundays utilising rooms of all sizes that could be reserved for meetings and classes. Children’s museums and other educational spaces around the city are also free and accessible throughout the week.

Part of my fellowship involved shadowing teachers at various Finnish schools to understand what happens in the classroom. It was interesting to discover that students start their day at different times, depending on the timetable, and often leave school between 12pm and 3pm. At any given time, only half the class might be present, allowing for more personalised learning. For every 45 minutes of learning, there is a mandated 15 minutes of playtime, following the understanding that exercise and social interaction promote a healthier classroom learning approach.

I began in Helsinki at the Ressun Comprehensive School, which runs an IB program and has its classes divided into native Finnish speakers and Finnish as a second language. Learner profile attributes were often slipped into instructions and conversations. For example, the students were encouraged to make “balanced choices” when in the cafeteria for lunch and “principled choices” when moving in the hallways. One child offered to speak to me in English about his work, and the teacher thanked him for being a “risk-taker”.

Other schools outside Helsinki that granted me access to their classrooms included Harjuniityn, Kauraslammen, and Friisilän. Each school I visited had an enjoyably relaxed environment: shoes came off at the entrance in favour of socks, scuffs, or leg warmers. The students are outside in any weather. Apparently, it is only deemed too cold when it gets to -20 degrees. Leaving the physical space of the classroom is the norm, with teachers planning experiences that take place throughout the town. The forest is also considered an educational space

that is used all year round for a range of learning. A regular week includes a teacher letting the principal know that the class will spend a day in the forest later in the week. No excursion notes are required, just a reminder to bring wet-weather gear.

Exploring Phenomenon-based Learning

A key aspiration of my visit to Finland was to discover more about “phenomenon-based learning”, in which children face real-life problems and are asked to actively learn the knowledge and skills required to solve them. The forest excursions, which involved collecting mushrooms and blueberries to be used back in the classroom, provided plenty of problem-solving opportunities for the children.

However, one of the more interesting sessions came with the Year 4 class at the small Friisilän primary school in Espoo, a neighbouring city to Helsinki. The students start handicraft and woodcraft lessons in Year 1, and it is not long before they are handed control of sewing machines, irons, handsaws, and drills. I watched a group of students making magazine stands and enjoyed seeing the real-world mathematical skills being applied. Precise measurements and angles were important, all done independently, with the teacher only intervening when students sought help.

At the Kauraslammen school, about 200 kilometres north of Helsinki, I had an illuminating discussion with a teacher who had implemented a Little Entrepreneurs Program in his Year 4 class. The students were asked to propose an idea for a company and see it through from beginning to end over nine weeks. The program provided excellent scope to develop Approaches to Learning skills and made me reflect further on what our own students can achieve, given the opportunity.

An Inquiry Lens

With Wenona having recently embedded the IB PYP learning framework into its curriculum, it was important to immerse myself in that headspace during the final leg of my trip. One of the highlights of my fellowship was heading to Edinburgh to meet experienced IB educator Susan Powers, an avid fan of inquiry-based PYP teaching and learning. She has had stints in classrooms across six countries and regularly shares her endless knowledge and ideas online. In a productive discussion, we covered all things mathematics, including how to use the Key Concepts to create quality-differentiated standalone units, ensuring the teaching of fundamental numeracy skills. I came away from the meeting even more invigorated. I was keen to delve into her thoughts about Approaches to Learning, especially how to teach Research Skills in the early years. We also discussed a range of Thinking Routines for all ages, how to grow self-management skills to address accountability and the importance of self-reflection and peer feedback.

My next stop was the Vienna International School (VIS), an IB school with about 1,400 students aged three to 19 years. The VIS is affiliated with the United Nations (UN), with most students from UN or embassy families. In one class, I counted 20 nations represented in a cohort of 24. The school’s PYP coordinator Kate, is Australian and was an enthusiast of the IB model, which the VIS incorporated in the late 1990s. There was scope for me to observe several Maths classes, from Kindergarten, where they were learning about patterns, to a fabulous Year 3 lesson on perimeter being run by Mathematics Coordinator Carolyn. So much discussion, sharing of ideas, and debating of “what if”.

The following day, I completed the school’s Role of Mathematics course, working alongside teachers from IB schools in countries such as Germany, Sweden, Poland, and Cameroon. This allowed me to engage in professional dialogue with educators from established

PYP schools, discussing best practices for teaching mathematics through an inquiry lens. The course focused on how mathematics is addressed within and outside the context of the programme of inquiry, reflecting upon how learners construct and transfer meaning and then apply it with understanding. We explored how quickly students move from a conceptual to a procedural understanding, impacting the practical application of skills to different contexts. Students often demonstrate perceived competence in procedural mathematics, where they solve problems following a series of steps. We explored learning experiences that allowed a more significant focus on the comprehension of mathematical concepts, operations, relations, and language. It highlighted the importance of understanding why operations work as they do, not simply following steps to achieve an answer.

Bringing it Back

The focus of the Wenona Teaching Fellowship is very much on experiential learning. The premise is that teachers can then share what they have gleaned from their fellowship with our School community. My own experience was that I returned to Sydney with new knowledge, ideas, and reflections that will improve me as an educator and bring an extra dimension to what I can contribute to Wenona’s programs. The journey left me energised and open to fresh thinking about teaching, the opportunities for tweaking and modifying methods and the curriculum.

In Finland, I witnessed innovations that influenced successful student outcomes and explored what aspects of that system might lend themselves to enriching and extending known teaching and learning pedagogies at Wenona. And my European sojourn has given me greater confidence that the scope, sequences, and learning experiences we are designing as we implement a new Kindergarten to Year 2 Mathematics curriculum, will effectively promote the consolidation of conceptual learning and the practical application of skills.

Working closely with our Curriculum Coordinator, the Kindergarten to Year 2 team has scrutinised the new syllabus, keen to implement it in a way that is less about ticking boxes in an overcrowded curriculum and more about ensuring that our students have sufficient time to practise and apply skills. We evaluated our resources for their capacity to promote conceptual understanding and prompt the “big questions” required for students to problem-solve from multiple angles. We are also considering the role of oral language, as the comprehension of mathematical language plays a key role in its application. As Kindergarten to Year 2 teachers spend the year designing these experiences and reflecting upon them, we hope to share our learning with teachers of Years 3 to 6, who will implement the Mathematics curriculum for those year groups next year. There will be opportunities to draw upon the knowledge gained during my fellowship.

As I tell my students year after year, I love learning. I love the excitement of having a new goal to conquer and the feeling that the next learning adventure is at our fingertips. This is something that continues to impact my teaching, as I am always asking questions about what best practice looks like and experimenting with different strategies to achieve outcomes. Albert Einstein once said, “The important thing is not to stop questioning. Curiosity has its own reason for existing.” My curiosity and endless questions took me to the other side of the planet and one answer did ring true: travel is one of the greatest investments you can make in yourself, especially as an educator. As our Principal Dr Briony Scott, has noted: “An adult who is always learning will raise young women who are always learning.” When that is the prevailing attitude and level of support, we have an environment where staff can strive to achieve Wenona’s goal of empowering young women to serve and shape their world.

CURIOUS MINDS

Ms Tracey Porter Junior Teacher Librarian

In the realm of Ms Tracey Porter, Junior Teacher Librarian, a passion for words and the enchantment of books is found in every corner. Dedicated to making each lesson more captivating than the last, she is the recipient of a Wenona Seeding Grant, and heading to Melbourne to enhance her practice through an International Baccalaureate Primary Years Programme lens.

In the prevailing narrative, technology looms as a spectre of demise for libraries, yet in my experience, it is actually breathing new life into them. In schools especially, the extraordinary pace of change is making the role of the librarian more important than ever.

Printed words are still at the core of the Wenona School Library, but today’s students are drawn to the exciting process of learning online, experimenting, and creating something new. They are also navigating a sea of information filled with misinformation. Developing critical thinking skills and learning to read with discernment are no longer a luxury but a necessity.

At the same time, each child’s natural curiosity and sense of wonder have to be nurtured and preserved. The International Baccalaureate Primary Years Programme (IBPYP) is a powerful approach to preparing children for an uncertain future, focusing on inquiry-based, creative, and collaborative learning. IBPYP librarians play a key role in connecting learner profiles, skills, and concepts to stories and Units of Inquiry. Working with classroom teachers, they enhance learning by integrating new technologies and building relationships with students for deeper, more meaningful research.

I’m fascinated by this approach but still learning its intricacies. Thanks to the Wenona Seeding Grant, I’ll be visiting two established IBPYP schools in Melbourne next month to observe best practices and bring back ideas to share with my colleagues.

Reaching out to peers at top independent schools was nerve-wracking, but I was pleasantly surprised by their warmth and enthusiasm.

My Melbourne trip will also include visits to some of the country’s best libraries and attending the School Library Association of Victoria’s (SLAV) Capacity Building School Libraries conference, focusing on supporting student learning amid rapid technological change.

I’ll be documenting my experiences through short videos on the Wenona School and Wenona Library Instagram accounts, to share my growing knowledge and to inspire more staff to connect with peers as a way to improve their teaching practice. As I’ve discovered, people are often more willing to help than we might think!

“ My eldest daughter is also at university and finds it hilarious to watch me struggle with technology, as we sit side by side working on our assignments.”

COOKING THE BOOKS

I have always had an insatiable appetite for challenge. From early in my career, I sought out the best chefs to learn alongside, continually refining and revitalising my approach in the high-stakes, adrenaline-fuelled environment of restaurant and hotel kitchens. I followed this up with entrepreneurship - establishing a series of food-related businesses.

But as my children moved through school, my focus gradually shifted towards family. When, in 2020, I traded my chef’s hat for the role of a teacher’s assistant in Wenona’s Technology and Applied Studies Department, I told myself that if it proved to be a poor fit, I’d make it a very brief detour.

What I hadn’t anticipated, was discovering a deep love for working with the students at Wenona. All chefs get a buzz from producing great food that brings pleasure to others, but this is a more profound sense of fulfilment. Teaching the students the importance of healthy living and eating and the art of creating food that brings people together, will shape their lives in significant ways – food is the essence of life.

Most people don’t realise what an exciting place the Wenona kitchen can be. As Food Technology is new to the School (our first cohort of Year 12 students only graduated at the end of last year), we have the scope to incorporate the latest knowledge and techniques and are bursting with ideas. The popularity of plant-based meats is skyrocketing? We compare their cost and nutritional value, creating our own cheaper, healthier alternatives. Allergies are increasing? We experiment with alternative ingredients, such as aquafaba in meringues and run taste tests. We also trial popular TikTok trends to see if they are viable and have introduced food photography – in this Instagram-obsessed world, food also needs to look amazing.

I also address the risks associated with the uninformed online health community whenever possible. Numerous influencers post inaccurate health information and teenage girls are particularly susceptible. The Wenona kitchen is a great preparation for real life.

I am hugely grateful to have received a Wenona Study Grant to explore the possibility of becoming a fullyfledged teacher. My motivation stems not only from a desire to continue inspiring the next generation, but to show my own daughters that “you can do hard things”, including returning to university after 20 years.

Hardest of all, has been adjusting to the ways of modern university study. I am a hands-on person, so I enjoy the interactive nature of the food and nutrition course, where we bounce ideas off each other and learn from our diverse backgrounds. But the academic writing course is structured and theory-based - a very different beast.

My eldest daughter is also at university and finds it hilarious to watch me struggle with technology, as we sit side by side working on our assignments. As a chef, I have never had to handle situations like Zoom lectures, online portals, and splitting screens – I’m gaining a multitude of new skills!

I do not know what the future holds, but I am eager to continue using my chef qualifications to enhance the Food Technology curriculum and provide an even more enriching experience for our students. Not many professional chefs teach this subject in Australia. I am grateful that the girls at Wenona can benefit from my expertise.

Former chef and inaugural Wenona Study Grant recipient, Ms Karly Camilleri, has added university study to her busy life, as she pursues her love of teaching.

Ms Karly Camilleri Food Technology Assistant

At just 22, the visionary new Manager of the Independent Theatre Mr Theodore Carroll, is ushering in a fresh new era.

RISING STAR

Mr Theodore Carroll Manager of the Independent Theatre

Lots of people are surprised when I tell them my age. I guess it’s true that I am more mature than most of my peers. It probably started around age seven, when I first picked up a broom and became the regular “help” at my parents’ South Sydney hairdressing salon. Amid the hair clippings and chatty clients, I absorbed their culture of hard work, decorum, and service. By ten, I was washing hair and greeting high-profile customers.

My responsibilities continued at home, where I was the primary caregiver for my sister Georgia, who has DiGeorge, CHARGE syndrome and severe intellectual and physical disabilities. I taught her essential skills, even to walk. Today, I still manage my time caring for her needs to support my parents alongside her disability support plan. Georgia and I share a strong bond, and she has exceeded doctors’ expectations. Her growth is something I cherish and is a touchstone for me when I am having a stressful week.

Leadership has always come naturally to me. When I was in Year 12, and coming out as a transgender male, I participated in a successful campaign to have trousers added to Glebe’s St Scholastica’s College uniform. I was also a real theatre kid. As Drama Captain, I was responsible for the backstage crew, and quickly learned the ins and outs of lighting rigs and other aspects of theatre production.

My dream was to become an actor, but the careers department urged me to find a backup plan, so I enrolled in a Psychology degree - the first person in my close family to be accepted into university. I quickly realised it wasn’t for me, though, and after a year, I decided to follow my first love – the creative arts. I began writing and directing my own plays, working with charities, and even launching my own production company with my best friend, Amy Nelson. But I still needed money, and that’s when I turned to my lighting skills.

I might have stretched the truth a bit to get my foot in the door of the industry, but my school experience and YouTube tutorials proved to be enough to get me started. I received work with groups such as the Sydney Fringe Festival and shadowed top lighting designers to learn the ropes. My journey eventually led me to the PACT Centre for Emerging Artists, which in turn led to an artist residency at Flightpath Theatre and a short internship at the Sydney Opera House (while I was working at Wenona).

It was through a job site called StarNow that I found the casual technician role at the Independent Theatre. My old Drama teacher, who performed on its stage early in her career, had urged me to apply.

The Theatre is a grand old dame with a storied past and dearly loved by many stalwarts of the industry. It meant a lot to me when I was offered the role of Manager in Term 3 of 2022. That said, at first, I felt like I had run up to the end of a cliff and dived off, mostly due to the challenges of balancing the competing interests of both the School and the wider theatrical community. Class requirements, school productions, and external bookings can often overlap and my days were filled with managing complex lighting, sound, and set transitions for productions like Annie Jr. and The Crucible, as well as dealing with a huge variety of stakeholders. But I soon found my footing and developed systems to make everything run smoothly.

I am passionate about overseeing upcoming, renovations, an improved website, and other marketing efforts to attract more professional production companies and larger audiences, especially of young people.

My dreams for the future include travelling to famous international theatres to learn about their operations and studying movement and clowning at the École Internationale de Théâtre Jacques Lecoq in Paris.

When I am off work, I enjoy painting – both abstract and figurative works in oil, inspired by artists like Egon Schiele. My girlfriend and I also brew our own beer, and I love cooking traditional Greek food from my heritage for friends. Our apartment is often filled with guests, as we love having people constantly dropping in and hanging out. And, like so many children of salon owners, I cut my friends’ hair in my spare time.

Over the past 12 months, I have grown increasingly fond of the Theatre, with her creaking floorboards and ornate 1920s aesthetic.

SEEKING IMPACT

My journey towards teaching began in the most unlikely of circumstances, with the first step taken at a time when I was more intent on actively walking beyond formal education.

Ten years ago, I set off on a speculative trip to New York, an epicentre of the artistic world, with a dream of finding work in one of the city’s many celebrated galleries.

Over the previous six years I had completed an undergraduate degree in art history and theory at the University of New South Wales (UNSW), followed by a Master’s degree in Art Administration. After so many years focused on theory, I was determined to put my studies into practice in a metropolis renowned as a hotbed of artistic expression.

There had been a tantalising nibble at living abroad in a cultural mecca a few years earlier, when I had undertaken an exchange semester studying art history in northern Italy at the University of Padua. Founded in 1222, it is the fifth oldest university in the world and was a perfect platform for a plunge into creativity and inspiration.

So, in the American summer of 2013, I arrived at John F. Kennedy airport full of anticipation but with few clothes and only a sketchy blueprint for the future. In the back of my mind was the thought that the worst that could happen was I would soak up a remarkable three-month holiday and return to Sydney with a mosaic of indelible memories and a handful of bills to pay.

If I Can Make it There ...

Once in New York, I quickly sorted out where I wanted to live, secured a short-term lease on an apartment, and hustled, sending out countless job applications. Pleasingly, these elicited a few interviews and then two particularly appealing job offers: one was as the director’s assistant at a large commercial gallery called Gagosian and the other at the auction house, Phillips.

The auction house presented as a better fit and would prove to be a wonderful choice. We were based right

in the heart of Manhattan, a stone’s throw from Central Park and the Museum of Modern Art, and the work was fast paced, involving a side of the art scene that I had never experienced.

During my stint there, I worked as one of the gallery managers and in-client liaison on auction days, and there were many fascinating experiences. We would work at every auction, be involved in every sale, bid for clients, run registration at auctions, and work front of house in the gallery during exhibitions.

After three years, though, the pull of home drew me back to Sydney, where I worked appraising, valuing and consigning art for Australian auction house, Leonard Joel.

That role ensured I came across some intriguing work, such as a painting by Margaret Olley, as well as various long-lost treasures from grandma’s garage that people became quite devastated to learn were not worth much.

Eventually, the reality that auction houses necessarily focus on the monetary aspect of art began to grow stale for me, and I missed the creativity and imagination of the art world. The transactional emphasis was eating away at my passion for art.

That was when I knew I wanted to go into teaching. It was an opportunity to channel my enthusiasm, knowledge, and love of art; to get me back to thinking about the beauty of an artwork rather than whether it would sell.

Returning to the Classroom

After heading back to UNSW in 2018 to complete a Master of Teaching, and a few stints practicum teaching, I had the good fortune to find my way to Wenona in 2019, allowing me to teach Visual Arts to Junior School students through to Year 12.

Wenona has a particularly strong Visual Arts program that fosters and expands student skills throughout the

From selling art to shaping minds: award-winning Visual Arts Teacher, Ms Emily Sinclair, traded the world of high profile New York art sales for the rewards of the classroom.

Ms Emily Sinclair Visual Arts Teacher

stages of their development. From Stage 4, which is the mandatory component, through to electives students are exposed to all different art forms. Ours is a school with a collaborative and supportive Visual Arts Department, where knowledge, ideas, and initiatives are freely shared.

I just love teaching young people Visual Arts. Every program begins with drawing, and of course, some students are naturally gifted, while others take great heart in learning that the more they put in, the better they become.

It is especially fulfilling helping students who lack confidence to gradually improve and blossom. Not only is it exciting to see the joy that art brings to the students, but as teachers we, in turn, gain enormous energy from them.

Outstanding Teacher Award

Personally, switching careers has been a really positive change. My aim was to use my industry knowledge and experience to foster a passion for arts education in young people. You can imagine my great pleasure when the Australian Council of Educational Leadership phoned

out of the blue last year to inform me that our Head of Visual Arts Michele Brennan, had covertly nominated me for an annual award. And that I had won.

The Keith Tronc Award for Outstanding Teacher Leadership was lovely recognition, an award “given annually to early-career teachers who have demonstrated outstanding practice in the classroom and as a result have made a difference to colleagues and the lives of students in their care’’.

It is quite humbling that Michele thought to nominate me, and to know I am seen as a teacher who helps make a difference to colleagues and students.

I am glad that I came to teaching the way I did. If I had gone straight from university to the classroom, I think I would have always been left wondering what those other aspects of the art world were like and whether I should have pursued them.

As it is, I gain such pleasure helping young people explore their passion for art. To help them understand, in the words of English artist Henry Moore, that “to be an artist is to believe in life”.

MAINTAINING SPACES Empowering Minds

Family Ties

We moved around a lot when I was young – settling in 12 different Australian towns by the time I was 13. It was a nomadic lifestyle necessitated by my father’s successful career as a department store manager with Grace Brothers, Kmart and Big W. The values my parents instilled in me played a huge role in shaping who I am today.

Making and keeping friends was certainly challenging but I gained a unique perspective and learned to quickly adapt to new environments. We were all immensely proud of dad’s sacrifices; so much so that both my brother and I followed his footsteps by pursuing careers in shopping centre management and facilities management roles.

Female Inspiration

Initially on leaving school, I had no direction. My mother’s wisdom guided me towards administrative and business studies in a bid to start my working life on the right foot. It was a challenge to fit in, as the class comprised 50 young women and the only other male quit after a day. But my classmates quickly invited me into their circle, and I made some strong friendships.

It was a fiercely competitive and driven group, which gave me enormous respect for the capacities and perspectives of women. Their attitudes were contagious, and I went from feeling adrift to hungry to succeed. Those experiences now motivate me here at Wenona. It is an honour to support girls’ education and ensure our students have the essential facilities required to reach their potential and make a difference.

A Love of Education

As soon as I realised my natural skills in managing tasks and coordinating projects, I felt like I had stumbled onto a new world of opportunities. I landed a role in

project support with NSW Rail, where I honed my project management skills from the ground up, learning the essential principles that govern successful project delivery. I then felt drawn to the healthcare sector and took a role with NSW Health. However, it wasn’t until I arrived at TAFE NSW that I discovered my true passion.

Being able to make a positive difference in changing lives through learning was immensely satisfying. I quickly moved into campus management. During my time, I led teams in enrolments, student administration, facility management and community engagement, across 14 campuses, overseeing major modernisation and working with colleagues committed to implementing bold change. These were the years of Prime Minister Julia Gillard’s Building the Education Revolution funding, and I was charged with determining the priorities, negotiating projects and finding solutions to help educators deliver the best teaching experiences possible. My role in campus consolidation at Grafton in particular, brought with it many stressful scenarios and competing interests but it was exhilarating to grasp the executive’s vision and bring it to fruition.

Feeling energised by the prospect of a new challenge, I ventured into the world of shopping centre facilities with Knight Frank. Managing 28 retail facilities across NSW, was fast-paced and provided ample opportunity to learn valuable skills. However, when I saw the position at Wenona, I felt driven to return to education. After my interview, I witnessed one student warmly comforting another in the playground and knew immediately that I had returned “home”.

The overarching theme of my career experiences has been an appreciation for giving back. I am exceptionally grateful to now serve this remarkable community of empowered young women, passionate, dedicated educators, and professional services staff here at Wenona.

Facilities and Property Manager, Mr Pete Fahey, is driven to connect passionate educators with the essential facilities and resources they need to bring teaching ideas to life.

Mr Pete Fahey Facilities and Property Manager

DEFYING CONVENTION

Some of my funniest childhood memories are of my father driving my teammates and me to gymnastics meets across Victoria. He literally always got lost, despite having the street map sitting on his lap! Gymnastics played a big part in my life, teaching me respect for sport in general, and the benefits of being part of a team. Gymnastics is where I learned many of life’s important lessons - resilience, hard work, and supporting others. But I certainly never thought I would pick it up again.

Up for the Challenge

It was my gym instructor, someone I admire as a fitness role model, who suggested I try adult gymnastics. While I have worked hard to remain fit and know the body is capable of amazing things (even the rigours of gymnastics in middle life!) the logistics of balancing training with work and family commitments was daunting. Despite the challenges, I accepted her recommendation and joined a group of women around my age and older, who, similarly to me, aspire to rekindle their childhood abilities or develop new ones.

Competitive Insights

Last year, one of my gymnastics friends suggested on our group chat that we enter the 2022 Pan Pacific Masters, an international multi-sport competition on the Gold Coast. While I replied that I would love to work towards something like that, I doubted my ability to follow through. To my surprise, the rest of the group was keen, and together, we employed various goal-setting strategies, provided mutual support, and exchanged videos showcasing our progress.

Over time, we built an incredibly supportive, motivational atmosphere that encourages success. It would be a useful model for any group to replicate, as a way of fasttracking improvement in any sphere or endeavour.

Journey to the Masters

The games were an exciting time - 13,000 participants competing in 42 sports. My family flew up to be among the 20,000 supporters - it felt huge to have them there, cheering me on.

The experience taught me a great deal about motivation and the power of passion, lessons I now draw on, especially when teaching the Sports Psychology section of the Stage 5 syllabus. My students may laugh at me sometimes but also admit that they really benefit from learning such transferrable, immediately applicable skills.

Our gymnastics group is now working towards the Australian Masters Games in Adelaide, followed by the 2023 Pan Pacific Masters. The experience has me wondering what else might be possible – maybe I will take up dance lessons or something else I used to love but abandoned due to adult commitments.

Juggling Life’s Priorities

Balancing personal pursuits with family and work can be challenging. Still, I believe it is essential for individuals, especially mothers, and people in the caring professions such as teachers, to prioritise the activities that enrich their lives.

One of the biggest benefits has been the friends I have made – connections that are more fulfilling than I imagined possible at this stage of my life. That’s another lesson I try to pass on to my students in the hope that they will too learn to push their boundaries and pursue unexpected rewards.

Undaunted by family commitments and a decades-long hiatus from the sport, Psychology Teacher Ms Evette Wenlock, is carving an identity as an internationally competitive gymnast.

Ms Evette Wenlock Psychology and English Teacher

Fuelled by his COVID-19 healthcare experience and a profound admiration for teachers, Business Manager, Mr Jef Ma is pursuing balanced, relationship-centric innovation.

SMALL STEPS TO BIG MILESTONES

Mr Jef Ma Business Manager

Helping Navigate a Private Hospital Through Covid

When I signed on for a role heading up non-clinical divisions at a busy Northwest Sydney Hospital, I was blissfully unaware a global pandemic was looming. The next thing I knew, I was side by side with nursing staff, greeting and transporting patients to their rooms late at night, due to the impact of 2019 bushfire evacuation efforts on hospitals.

Then Covid hit, producing unprecedented scenarios that forced everyone from the back office to the frontlines, to step up and adapt to the rapidly changing environment. Due to the escalating transmissions, I found myself madly locating spare patient beds, and pushing them to operating theatres, to plug the gap left by a severely depleted nursing workforce.

The Best of Human Nature

One of the biggest challenges was the need to make frequent, sudden, and drastic changes in our supply chain, to control our use of medical supplies and source more stock, so that our operations could continue without interruption.

The strains lasted well into 2022, as the world began to transition out of the pandemic. Was it stressful? I guess it was, but it was also a time when the best of human nature flourished. Full credit to the incredible teams I worked with, both clinical and support service staff, who rose to every single challenge. Covid served to remind us of the very fundamentals of life - to take care of one another, value and cherish our everyday relationships, and take nothing for granted.

The Profound Impact of Teachers

Growing up in Shanghai, I was introduced to the world of teachers from an early age. My mother was a Mathematics teacher who taught at both tertiary and secondary institutions. I often found myself immersed in the staff room, privy to the educators’ candid conversations. It was amusing to see behind the scenes as a child, but it also allowed me to witness firsthand the dedication and sacrifices teachers make every day.

Years later, as a Mosman High School student, I again experienced the warmth and dedication of teachers, but more personally this time. My French teacher offered me one on one instruction in the French Beginner’s HSC curriculum, even though my peers were studying the intermediate curriculum. This meant she had to stay back to do a separate course with me each week for a year“above and beyond” is an understatement!

Why did she do it? Simply because I was her student and I wanted to study French - for her, that was enough. It was an act of selflessness that allowed me to succeed in my Higher School Certificate. My HSC exams might now be a distant memory, but what she did will stay with me for a lifetime.

The Art of Management in a Post-Pandemic World

I joined Wenona in Term 3, 2022, as the world began to adjust back to normalcy. The independent school sector, like many others, had experienced its fair

share of challenges, particularly with the shift to remote learning, and then back again. Across the globe, educational institutions are facing significant changes, and our business office is no different. As a manager, I have always believed my role is not to seek personal accolades or to sit behind a desk losing myself in spreadsheets. Leadership is about fostering relationships. My primary responsibility is to ensure the individual and collective success of my team; to have a goal to learn and grow together, both personally and professionally. If the individual succeeds, the organisation thrives, and the community benefits. It is a win-win proposition!

Incremental Growth

Innovation has become increasingly important to the day-to-day running of independent schools due to the evolving complexity of the sector. We all need to adapt and grow to support those we serve. But the question that arises is, are the efficiencies we seek creating more time for what is important such as connecting with staff, students, and our community? To be successful, we need the answer to be “yes”. The general direction of innovation in the business office is to optimise processes in ways that provide more time for educators to nurture their students’ growth and curiosity.

As is often the case in life, it is the small things that matter the most; small, progressive, and practical changes. Given time, the many small steps we take today and tomorrow will result in milestones. But we must remember the need for balance and maintain the focus on the enduring connection between teachers, students, and our communities. As I experienced with my high school French teacher, this bond can be a lifelong treasure.

CLASSROOM MAESTRO

My passion for music was ignited as a student at Wenona, where I explored cello, piano, and bass guitar before focusing on voice. I was grateful to be surrounded by incredibly gifted peers and to learn from an outstanding Music Department - people like Ms Kim Lemon and Ms Bridie O’Mahony, who were so full of energy and dedication. Observing them, I realised that I, too, wanted to share my love for music with future generations.

I was incredibly fortunate to gain entry to the prestigious Sydney Conservatorium of Music, where students come from all over Australia and the world. From my peers, I learned motivation and a strong work ethic; from the teachers, with their vast experience, I learned not only musical and performance skills but life lessons that you can’t train or practice for - professionalism, goal setting, and consistency.

When I graduated, my desire to be a Kindergarten to Year 12 Music teacher was still firmly in place.

During the pandemic, I took on various teachers’ aide roles, including at Wenona. When a permanent teachers’ aide position opened up for this year, I eagerly applied … only for Dr Scott to suggest I take on the challenge of a Year 3 classroom.

At first, the idea was daunting - could a musician at heart adapt to teaching generalist subjects? It was difficult to imagine how vastly different my experience in the classroom would be. As a Music teacher, I was used to focusing solely on a student’s musical growth. As a classroom teacher, I would be their go-to person for everything, from academics to friendships and playground incidents. It was a completely different world, but there was something very enticing about this career pivot.

Thankfully, with support and guidance from an incredibly experienced Junior School team, and an excellent

handover, the transition has been smoother than I could have imagined. My own Wenona education prepared me well for the English and Mathematics elements of the curriculum and I discovered an enormous joy in watching my students gain confidence and need me less.

Despite the change in subject, there are so many moments each day that remind me of why I chose to teach. I love experimenting with new approaches to teaching and responding to the energy and enthusiasm of my students. I learn so much from them each day, and am constantly collecting new, effective strategies to store for later use.

The connection between teaching and performing has proven an unexpected surprise. Shortly after the school year began, I expressed to my family that it felt like an eight-hour performance each day - and it truly does. From the moment you see the girls lined up, it’s just like a show. The morning is an overture, as you go through everything you rehearsed and practised in your head the night before. The afternoon concludes with a final curtain, leaving you with a sense of fulfilment and pride, knowing you’ve positively impacted the lives of others.

I love the rare combination of continuation, consistency, and diversity I have discovered with primary teaching. Getting to know the 24 students in my care and watching them as they embark on their individual learning journeys, has given me an immense sense of fulfillment and pride. I have learned that I love the programming and designing of lessons; dreaming up activities that are rich and beneficial and being transdisciplinary in my approach, in line with the International Baccalaureate Primary Years Programme. That is something I had never experienced before – as a Music teacher, you are somewhat isolated within that domain. I am hoping that eventually, I will be able to work my way up to curriculum design or head of teaching and learning, the kinds of positions where I can have a little bit more oversight and the ability to support other teachers as well.

Former classical soprano Ms Montanna Teh (2018) says trading her dream of teaching Music to become a Year 3 teacher, is the best decision she has ever made.

Ms Montanna Teh Year 3 Teacher

I know my career journey has only just begun but already it feels like a lesson in trusting your instincts and embracing change, and a reminder that the most fulfilling paths can be the ones we least expect.

IGNITING THE PAST

Gladiator, Indiana Jones and the Temple of Doom, and The Da Vinci Code, getting lost in a world of hidden treasures and ancient secrets.

By the time I reached high school and read Carl Sagan’s Cosmos, a true passion had been born. You might think a book about space would lead to a career in science, but the way Sagan so eloquently weaved the human story into his narrative really captured my imagination, setting me on a path to explore the story of “us”.

Throughout my education, I yearned for a teacher who could bring History to life and make it as thrilling as the movies and books I adored. It wasn’t until my final year of high school that I found one. Sitting in his classroom, listening to the excitement in his voice, I realised I too wanted to devote my life to teaching and inspiring the same passion in other young people. I am still in touch with him today.

I firmly believe that History is not just a collection of dates and facts to be memorised. By delving into the lives of those who came before us, we can better comprehend the present and make more informed decisions about the future. History also teaches valuable skills such as critical thinking and empathetic understanding – essential qualities for any well-rounded citizen.

A quote that has always resonated with me and influenced my approach to teaching comes from Harold Edgerton: “The trick to education is to teach people in such a way that they don’t realise they’re learning until it’s too late.” By creating an enjoyable and engaging learning environment, students can more easily connect with the material and develop a genuine love for History.

In my classroom, I strive to create an atmosphere of excitement and curiosity, where students can explore the subject in all its fabulous complexity. Activities like “murder mysteries” and “mock trials” are particularly effective at engaging young minds, allowing them to grapple with evidence and sources while enjoying themselves.

My ultimate goal at Wenona, is to continue refining my craft to become the best educator I can be. I also have aspirations to pursue a PhD in History or Education. My father passed last year, but I know he would be proud of my ambition and work to help form the next generation of empowered young women. Who knows? Perhaps one day, they too will be inspired to embark on their own thrilling adventures through the annals of time.

I caught my love of history from my father. He didn’t have any qualifications in the subject but his passion for history-adventure movies was contagious. Together on the couch, we soaked up films such as

An adventure through time to inspire young minds.

Mr Jayden Pizzingrilli History Teacher

“ Throughout my education, I yearned for a teacher who could bring History to life and make it as thrilling as the movies and books I adored. It wasn’t until my final year of high school that I found one.”

WENONA TRIUMPHS

We look back at the 2022 Australian Education Awards, where Wenona educators were celebrated for their exceptional achievements, and Dr Briony Scott received the prestigious title of National School Principal of the Year (non-government).

The award ceremony, held on 12 August, honoured the country’s finest educators and showcased the transformative impact of their work. Wenona received four nominations including Best STEM Program (non-government), Boarding School of the Year (nongovernment), and Secondary School Teacher of the Year (non-government).

Dr Scott, who has served as Wenona’s Principal for 11 years, was nominated by her colleagues for her remarkable leadership and unwavering commitment to the School, especially during the pandemic. Her leadership style is defined by her dedication to empowering girls and young women, fostering a sense of strength, agency, and leadership skills. The Award citation referenced her strong advocacy for kindness, compassionate action, and deep listening to the stories of others.

Dr Scott was also recognised for her establishment of the Renaissance Women’s Leadership Network (RWLN), which, in addition to nurturing the growth of her own staff, supports the career development of women across the educational sector.

Wenona’s commitment to quality STEM education was recognised with a nomination for Best STEM Program (non-government). Over the past five years, the number of students choosing STEM-related disciplines at Wenona has increased four-fold, thanks to initiatives such as the Stage 6 Engineering class, Biotechnology Unit, integrated Year 12 Biology Skills Lab, and partnerships with the University of Sydney and Amgen. Under the guidance of Director of STEM, Dr Alisha Thompson, the School also continues to offer staff mentoring, coaching opportunities, grants, and fellowships to further elevate the girls’ STEM learning.

The Boarding School of the Year nomination highlighted Wenona’s exceptional residential care for students and their families, as well as the compassionate response to the pandemic demonstrated by our boarding staff. Led by Head of Boarding, Ms Nonie Ayling, they are renowned for creating a nurturing environment where every student feels valued and supported. During the COVID-19 crisis, this commitment was reinforced through online meetings, personal phone calls from Ms Ayling, and engagement in student projects to remind boarders of their place in a larger community.

Ms Natasha Isbel, Middle School Head of Teaching and Learning, was nominated for Secondary School Teacher of the Year (non-government). A former practising lawyer, Ms Isbel was recognised for her outstanding teaching practice, her students’ impressive results, and her ability to provide targeted feedback. Ms Isbel’s work to improve literacy in the Middle School, through the development and implementation of a Foundation Skills class, was also acknowledged.

The Awards were welcome recognition as Wenona continues its journey of unwavering commitment to excellence in education and the empowerment of girls and young women.

Wenona Recognised

MY PURPOSE, MY CAREER

Ms Samantha McFetridge Chief of Strategy and Staff Director of Student Opportunity and Careers Education

Published in the June 2022 edition of Monday Quarterly World of Work magazine, this article by Ms Samantha McFetridge explores the benefits of a comprehensive and forward-thinking Careers education program.

I have always been fascinated by the world of work and the complexities associated with it. After completing a Master of Education, Career Education and Development, from the Royal Melbourne Institute of Technology, (RMIT), I take great pride in using my insight and expertise to encourage, guide, and support the students as they strive to find the right path.

One of the most exciting aspects of the role is the scope it offers for professional growth and development. The careers education landscape is always evolving. My job exposes me to new ways of thinking, trends, pathways, and ideas, all of which enable me to better prepare our students to confidently make longer-term decisions that suit their talents, interests, strengths, and aspirations.

Over the past seven years, I’ve worked hard to ensure that Wenona’s Careers Education program is dynamic, future-focused, and prepares our young people to thrive in a changing world.

Wenona is extremely fortunate to have strong support from our highly engaged community of Alumnae, who work and lead at every level of society. They are an invaluable source of inspiration, information, insight, and guidance to our students. More importantly, they increase the visibility of female role models across a variety of disciplines and fields, providing inspiration for our young women as they contemplate their own futures.

Wenona offers a comprehensive program of career talks and networking workshops. Our speed-networking workshops with Alumnae have featured zoo keepers, nurses, investment bankers, architects, physiotherapists,

midwives, professional sportswomen, engineers, digital marketing specialists and interior designers. And we’ve heard from Alumnae who have switched jobs, gone back to university to retrain, or transitioned into different careers. For our students, it has proven to be a great way of breaking down barriers, broadening horizons and raising aspirations.

Emerging from the turbulence of Covid, career pathways have become more complex than ever, with even fewer entry-level opportunities for young people to learn skills and gain industry insights. One way Wenona is addressing this is through our Thinking Beyond and Skill Development Days, which include a broad range of transferable skills, such as resume writing, car maintenance, podcasting, flower arranging, coffee making and cooking. It’s a great way of emphasising the need to develop a portfolio of applicable skills and capabilities and highlights the importance of versatility in a world in constant flux.

We know early exposure to the world of work helps young people find the right path. Our Year 10 Work Exploration program is invaluable, injecting students into organisations like Channel 7, Qantas, Lendlease, Rio Tinto, Westpac, Woolworths and more, providing insightful experiences and industry contacts.

Our face-to-face talks between students and Alumnae are an integral part of our Senior College career education program but when the pandemic hit, we had to shift them into the virtual space. This prompted a variety of benefits including more structured, streamlined sessions. Without the travel and planning involved in

face-to-face meetings, it is also easier for Alumnae to volunteer their time and we can connect with people, who live in different time zones.

In Year 11, Wenona students participate in our Australiawide Academic Tour, to help them make more informed decisions about campuses and courses. We visit universities and technical colleges in places such as Melbourne, Queensland, the ACT and regional NSW. This has also proven to be a wonderful way for current students to meet our recent graduates whose ability to encourage and motivate is truly inspirational. We also hold regular on-site university information days, with representatives from universities and colleges around the world.

We also pride ourselves on giving students access to leadership opportunities in the careers space. The Careers Captain leadership portfolio for Year 12 students is a way to promote student voice and agency, helping ensure we embed student ideas and insights into our program.

Wenona has given me countless opportunities to gain industry experience over the last seven years, working with some of the best careers professionals in the world. In 2017, I was awarded a Wenona Seeding Grant to attend the inaugural College Counsellors Teacher Seminar at the University of St Andrews in Scotland. It covered British, American, European, and Asian university admission requirements, enabling me to learn how to prepare our students to be successful in their

applications to universities overseas as well as better understand the interview process for universities such as Oxford and Cambridge, the role of the British Universities and Colleges Admissions Service (UCAS).

We connect via network groups, informal catchups, and social media platforms such as LinkedIn and Twitter. As a result, I have forged strong relationships with industry professionals, universities, and course providers to stay ahead of the curve.

Whatever pathway our young women choose, whether fashion design in Paris, marine biology in Sydney, or Philosophy, Politics and Economics at Oxbridge, Wenona has the knowledge, resources, and expertise to provide high-quality support.

I am incredibly fortunate to work alongside a dedicated Careers team that supports the advancement of Wenona students and their post-school plans.

*This is an abridged version of an article published in World of Work in 2022.

“ The collegiality and knowledge sharing between school careers professionals, both in Australia and overseas is exceptional.”

MASTERCLASS

Our peripatetic Music tutors are incredibly talented. Their recent concert in the Independent Theatre captivated the public and instilled a renewed sense of admiration in the girls.

Writing and Editing Christina Barriere I Design Millie Cooper, Design by Mouse

Photography Rowena Clarke Photography I Mike Bell, Raw Life Studios