Winter 2021 | Edition 33
Our future ready students
‘When training as a barista, you have to get everything perfect, down to the millisecond. Patience and prioritising tasks have been the biggest practical skills I have taken from this course.’ Mitchell Ferrari (11T) Wesley NEXT Student
We respectfully acknowledge the Whadjuk people of the Noongar Nation as the Traditional Owners of the Land on which we stand and pay our respects to Elders past, present and emerging. Together, we acknowledge the contributions of Aboriginal and Torres Strait Islander Australians and non-Indigenous Australians to the education of all children and people in this country we all live in and share together—Australia.
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Inside this edition. Every edition
02 From the Headmaster
04 Jim Walker’s Impact on Wesley
How innovation and community make Wesley such a special place
06 From the P&F Creating fellowship in the community
16 College Collage We have been busy!
18 From the Junior School Let's talk teaching and learning
20 From the Middle School Containers for Change
22 From the Senior School The impact of leadership
30 Spotlight On: Luke Dwyer Get to know our new Head of Sport
We reflect on his tenure as Chair of College Council
08 Wesley NEXT aking learning to the T next level
12 How Do We Approach Wellbeing at Wesley?
32 Farewell to Rev Nalin Perera We say goodbye to our 12th College Chaplain
33 The Impact of Giving The chance to change the course of someone's life
ind out how we prepare F our students for life
14 Meet Our New Chair of College Council r Ross Barron sits down M with Mr Matthew Braysher
24 Past Boarders, Trusted Mentors he importance of T mentorship for our boarders
26 RAP in Action Celebrating our milestones
29 Blood Brothers A look at our spectacular College production
31 30 Seconds With Meet our new Deputy Head of Junior School and Head of English
EDITOR Mrs Rachel Dalton THANK YOU TO THE FOLLOWING CONTRIBUTORS Mr Ross Barron, Mr Hamish Blair (0617), Dr Nick Coatsworth (85-95), Mr Phil Collins, Mrs Joanne Edinger, Mr Lachlan Fitzgerald (13-18), Mrs Caroline Harben, Mrs Kelli Henning, Thomas Leek (12J), Ms Lynette McGivern, Mrs Emma Power, Mr Richard Ryan and Mrs Rachel Tibby. Mrs Robin John and Mrs Suzanne Lawrence for their proof reading services. Mr Callum Hey (06-14), Mr Rob Johnson and our ‘community photographers’ for supplying the photographs for this edition. COVER PHOTO Blake Wilkins (11H) and James Bridson (11G). GET IN TOUCH For queries or story ideas: email@example.com The Wesleyan and Old School Ties are printed by Scott Print.
From the Headmaster. The theme of 'impact' is woven throughout this edition of The Wesleyan. This takes many forms around the College, not least in our passion for changing student lives through innovative education.
I’ve said it before, ‘Walk through our campus and you will find innovation around every corner.’ For our Years 10-12 students, this is particularly evident with the Wesley NEXT program. Launched at the start of the year, it is the first program of this kind in Western Australia. Through microcredentials, students are learning skills beyond the curriculum, that empower them to find their own unique pathway when they leave Wesley. The program is facilitated by expert consultants and includes credentials (that I wish I had access to at school) such as 'Tough Life Decisions and Tricky Agreements' and 'Brand Me— Putting Your Best Foot Forward to Future Employers'. Be sure to read the full story on page 8.
I am incredibly proud of our Wesley NEXT program, and it is just one more example of innovation at the College. This brings me to another thing you have heard me say before—Wesley has a ‘village-like’ feel. I say it a lot because it bears repeating. The strength of the community here is remarkable. Of course, most schools have an engaging community of current families. However, at Wesley, we also have past staff, past parents and spouses of alumni, continually taking part in a range of events and sporting competitions. Such is the strength of our community’s bond to the College, that for the very first time, we hosted a Past Parents’ Sundowner
and a Past Staff Sundowner, which were wonderfully attended events. I look forward to hosting more. This level of commitment brings me so much joy, especially as we head towards our Centenary where we will honour the past and celebrate all that makes the Wesley community special. I find it heartening to know that once you are a part of the Wesley community, that connection never fades—it lasts a lifetime! Mr Ross Barron | Headmaster
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Pictured: Mr John Terrell, Mr Ross Barron, Mr Kim Hughes and Mr Ashely Terrell
ABOVE: Mr John Terrell, Mr Ross Barron, Mr Kim Hughes and Mr Ashley Terrell.
When paying it forward pays us back. Summers are hot in Kalgoorlie, and as a young child, Mr Ross Barron would slide under the fence to play next door and splash in his neighbour's above ground pool. ‘My eldest son, Ashley, and Ross were cobbers when we lived in Kalgoorlie,’ remembers Mr John Terrell. ‘Ross was a baby when his father was tragically killed in the mines, and we saw him grow up on the goldfields with the loving care of his mother, Maureen.’ Mr Terrell recognised from a very young age that Mr Barron had excellent eye-hand coordination and encouraged him to go down a cricket path, but his mother was keen on him being a hockey player. ‘However, this friendly Tug of War between sporting code priorities
was probably the reason behind me sourcing a decent cricket bat for Mr Barron and getting it hand-signed by the rising star of Australian cricket, Kim Hughes,’ said Mr Terrell. Mr Barron recalls how this extraordinary act of kindness had a profound impact on him. ‘When Mr Terrell handed me that bat I felt as if I was a god! Here I was, a youngster, with a brand-new bat from one of my heroes, Kim Hughes. It was a Slazenger and I treasured it and oiled it with linseed oil—I probably oiled it too much.’ The cricket bat has been a constant companion for Mr Barron throughout his career and he keeps it in his office. Therefore, it seemed fitting to gather all those connected with this act of generosity to share memories. After all these years, Mr Hughes finds it lovely that Mr Barron has kept the bat and gets a
buzz hearing about what it means to him. Mr Barron said, ‘It’s amazing, the older you get, the more you understand the impact that acts of kindness can have. As a teacher, you support countless students and then forget all about it. They’ll come back to you years later and say ‘do you remember when you helped me. That was the moment I needed someone to believe in me.’
watch Mr Barron explain the impact of the gift of the cricket bat.
Jim Walker’s impact on Wesley. As Chair of College Council at Wesley for the past five years, Mr Jim Walker has had an impact on the infrastructure, life and culture of the College. But, with Mr Walker’s tenure concluding at the end of June, there is much more to his Wesley journey.
Speaking with Mr Walker, it’s clear how passionate he is about his affiliation with Wesley and the Uniting Church, a passion which began when he, together with his wife Lesley, decided to send their son, Bryce Walker (96-03), to Wesley. As soon as they walked around the campus they loved Wesley straight away, reflecting on the ‘whole school experience’, including sport and the mateships formed, as incredibly rewarding for the family. However, it would be the strong bond between the Uniting Church and the Walker family which would drive his extended commitment to Wesley over the following years. ‘It all starts with values,’ Mr Walker said. ‘To me, it's a combination of what the school and what parents do with values, and Wesley was the perfect fit.’ Values have laid the foundation for Mr Walker through years of work and business. In addition to his commitments to Wesley, he was Chief Executive Officer of WesTrac,
Deputy Chairman of the RAC (WA) and Chairman of the State Training Board. Mr Walker says his experience at Wesley gave him an understanding of how education had changed compared to his own schooling. ‘Now, young people are taught to challenge,’ Mr Walker said. ‘Previously, if a young person challenged me in an interview at WesTrac, I wouldn’t have understood and they would have a red mark against them,’ he added jokingly. After his son graduated, Mr Walker joined the Wesley Building Committee in 2003 and then the College Council in 2006, before being appointed Chair of College Council in 2016. Concluding his tenure in 2021, Mr Walker leaves Wesley with premiere classroom facilities, an award-winning Science Centre, innovative programs such as Katitjin, the Moorditj Mob and Wesley NEXT, and exciting projects to propel the next generation of Wesley students as we head toward our Centenary.
Even after devoting significant effort, time and energy to Wesley, Mr Walker is confident that he’s taken away more from Wesley than he has put in. The 2018 Rugby tour to Japan was one of his many highlights. ‘You realise how important those tours are, not just from the educational point of view, but also the personal development of those students as well,’ he said. ‘My dad would always say, “If you want to stay young, you’ve got to surround yourself with young people,”’ Mr Walker recalled. ‘I enjoy seeing young people develop and grow at the College and then move on.’ Learning is the fundamental principle of education, and when asked ‘What have you learned most from Wesley?’ He responded, ‘the quality of an education rests on the teacher. Education is a people business, and the quality of the people define the quality of the business. It all starts with values.’
At the opening of the Science Centre, 2017.
At Valedictory Day, 2020.
At Speech Night, 2017.
At the 2020 Prefect Induction.
At Speech Day, 2019.
At the launch of the Science Centre Campaign, 2015.
At Mr Ross Barron's Commissioning, 2019.
At the Wesley NEXT Job Ready Panel, 2021.
At the launch of Wesley's Reconciliation Action Plan, 2020.
from the P&F. Did you know that one of the most important objectives in the P&F’s Constitution is ‘to create a fellowship among the members of the Association’?
We believe it is our mandate to build a strong society of friendships and support for the Wesley College parent community. One of the ways we do this is to hold events where you can meet and catch up with fellow parents. This year our Welcome Sundowner, held in conjunction with the College, was a free event to encourage more parents to attend. Because of this, it was our most successful event to date, with approximately 600 attendees! People often talk about finding their ‘tribe’. It is an important aspect of life to find the community of which you are a part and within which you feel comfortable. The P&F want to support people to not only build a whole College community, but to find their tribe within that larger community.
People with genuine friendships and effective support networks are much more likely to be happier, healthier and able to achieve the legendary ‘work/life balance’.
It is through the partnership between the College and parents that we can work to prepare our children for their future endeavours.
Being able to make strong friendships and connections within a community also helps shape our future leaders in the classroom, the workplace and in life in general. If 2020 has taught us anything, it is that the soft skills of compassion, resilience and empathy are more valued than ever before.
As parents, it is important to be good role models for our children by demonstrating that being a collaborative, compassionate and active member of a community is fulfilling and an important life skill.
The College plays a key role in showing our students how success is attainable through many different paths, guiding them in academic, sporting and arts pursuits by providing not only the latest innovative methods and technology but also leadership and pastoral care.
All of these things give our children the necessary tools to be ready beyond their school years. Together, we can get our children ‘future ready’ by valuing the past but also looking toward the future and what we hope to achieve for ourselves and for them. Mrs Emma Power | P&F Chair
P&F EXECUTIVE MEMBERS
SUB-SCHOOL PARENT REPRESENTATIVES AND HEADS OF SCHOOL
PROVIDE INFORMATION Mrs Emma Power Chair
Mrs Daniella Friedman Co-Vice Chair
Ms Angela Lefante Co-Vice Chair
Ms Paige Sullivan Secretary
Mr Bharvesh Morar Treasurer
Mrs Debbie van Goethem Junior School Chair Mrs Hailee Cook Junior School Secretary
Mrs Erica Barrenger Middle School Chair Mrs Jodie Isherwood Middle School Secretary Mrs Joanne Szigligeti Middle School Representative
Mrs Sandi Ryan Senior School Chair
Mrs Selina Broun Senior School Secretary Mrs Leanne Gordon Senior School Representative Mrs Amanda MacNamara Boarding Representative
Junior School Parent Representatives Pre-kindergarten Year 4
Mrs Joanne Edinger Head of Junior School
Middle School Parent Representatives Years 5-8 Mr Bradley Hilliard Head of Middle School
Senior School Parent Representatives Years 9-12 Mr Peter Norman Head of Senior School
Mr Ross Barron Headmaster or Headmaster's Representative Ms Wendy Sinden Staff Representative
Mr Rodney Steer Head of Boarding
Ms Bronwyn David Chair of Social and Fundraising
W E SL E Y TA K E S
LEARNING Blake Wilkins (11H) and James Bridson (11G) in the Mic Up and Start Your Own Podcast micro-credential.
Students in Years 10–12 are embarking on a new suite of micro-credentials that are unlike anything else offered in Western Australia.
Christopher Jonas (12T), Bailey Williams (12G) and Bradley Tuckey (12D) learning the Business of Mining.
For hundreds of years, education has focussed on the key skills of Reading, ‘Riting and ‘Rithmetic—but Wesley has always striven to go beyond the three Rs. Embracing the spirit of innovation, on which we pride ourselves, a new program has been created called Wesley NEXT. The program is built around developing real-world skills, from filing your tax return, to essential first aid, to negotiating a car loan. The aim is to give our Years 10-12 students a depth and breadth of opportunities that go beyond our traditional curriculum to develop their passions and skills for the next stage of their journey beyond Wesley. Director of Digital Transformation and Innovation, Mr Luke Callier, who developed the course together with Deputy Head (Academics and Strategy), Mr Mathew Irving explained, ‘we think microcredentials have an interesting future in education. The ability to include real-world skills that our students require for jobs today through to jobs of tomorrow in new technologies such as, Artificial Intelligence, is extremely exciting.
This may just ignite our students to change the future of the world in ways we can’t yet imagine.’ A scan of the lengthy list of microcredential topics is inspiring, not least because it covers areas of learning that did not even exist in the pre-digital age—an Introduction to Podcasting for example, or Digital Music Creation. But it is the ‘day-to-day’ skills that really catch the eye. Most of us will admit that we would have been well-served in our youth by knowing a bit more about budgeting and saving, superannuation, essential DIY skills, employment contracts, writing application letters, cooking, basic car maintenance, tax, insurance or the ‘ins and outs’ of phone contracts. It is these types of important life skills that schools should consider teaching, but which are often left out owing to crowded curriculum requirements. Importantly, there are also units dedicated to real-world training, designed to help students get a foot on the employment ladder with their first part-time jobs in
cafés, bars and restaurants. In the future, topics such as Commerce, Engineering and Law will be added to help students hit the ground running with internships. ‘It's important to know that micro-credentials will not replace traditional curriculum, the Western Australian Certificate of Education or formal post-schooling qualifications,’ said Mr Callier. ‘Rather, they will assist students in acquiring a wider range of skills and be more familiar with how to upskill themselves in ways that employers, industry and tertiary institutions are looking for. ‘With support from the business community we can see this unique and innovative program developing into a world-class transformational program for all students.’
watch our video on Wesley NEXT.
Benjamin Russell (12M) and Mr Al Martin discussing how to manage money and budgeting.
Ethan Leibowitz (12H) learning how to present well for interviews.
Lucas Wilson (12M) Barista-Beans to Cup micro-credential ‘Making my first coffee was a great experience. Completing all the steps from grinding the beans, frothing the milk and then finishing it off was really enjoyable. The course also enabled me to learn how to get a job in my local café. I know what I can expect so it gives me confidence to go out and get a job.’
Ethan Leibowitz (12H) Brand Me-Putting Your Best Foot Forward micro-credential ‘Brand Me has made me feel confident about the process of finding a future job. I have learned how to present myself in the way that reflects my best values and attitudes. I have gained an insight into the workforce, while also gaining the skills required to land an interview for my dream job. I feel more prepared for interviews and how to avoid a mistake that I could make in an interview.’
Liam Fagan (10M) The Business of Mining micro-credential ‘I have found The Business of Mining to be really informative and enjoyable! The variety of sectors that we studied helped me gain a passion for mining, especially the commercial side. Also, the wide range of skills that my peers and I have learnt throughout this course will significantly benefit us when pursuing a career in the industry.’
Benjamin Russell (12M) Adulting—Money, Saving, Tax and Super micro-credential ‘Learning how tax works in Australia has given me a head start for my adult years. Understanding how to manage money, budget and form financial goals has given me an insight into achieving my future aspirations like buying my own car. A personal highlight was the tax quiz, where the whole class split into groups and took a quiz based on tax in Australia, creating a competitive environment, and allowing everyone to understand how it works.’
How do we approach wellbeing at Wesley? Preparing our students for life. Mr Phil Collins, our new Director of Student Wellbeing, looks at how wellbeing and personal growth is an integral part of life at the College.
Since joining Wesley, I have been excited by the many layers of support within the College. It is clear to me that the deliberate focus on personal growth, supported by classroom teachers, specialist staff, co-curricular leads and the tutor/mentor model, is an actual lived value within the community. At the College, we see wellbeing as an important precursor to academic engagement. Through early collaborative efforts, respectful relationships, spiritual wellbeing, mental wellbeing and physical wellbeing have become the standout themes for our students. These four areas are providing a framework as we work to develop the Wesley Student Wellbeing Approach. This approach will exist across our sub-schools and boarding, delivering a year group specific curriculum, aligned to the key phases of life. Through this, we aim to engage students in a collective approach
to understanding life challenges, broader societal issues and how best to succeed within them. Despite a few COVID-19 related hurdles, some exciting student wellbeing projects have commenced this year.
1. In the Junior School, collaboration is underway, further looking into the wellbeing development of our female students. While all students engage in our wellbeing program, this work is particularly important as we look to empower our girls at key transition points within the College.
Senior School, our mentor model is looking at ways to streamline our approach to embedding values, developing life-skills, and finding both belonging and purpose.
4. Finally, while our boarding
community strongly integrates with the day school, ensuring our wellbeing approach is adapted to a home life environment, is an ongoing priority. To do this, a number of our key wellbeing elements are being further integrated within the current PREP model.
2. In the Middle School, it has been great to see the focus on developing self-identity. Currently an Action Research Project is being completed, looking at the elements of best practice, relevant to the Wesley context, within the middle years of schooling.
At Wesley we have amazing students and extremely dedicated staff and parents. We see our community as partners in the process of how we develop student wellbeing. With this collaboration in its early stages, I am excited to continue several consultation phases in Semester 2, where your voice is actively sought.
3. With challenges in society often impacting our students in the
Mr Phil Collins Director of Student Wellbeing
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MINI-FAMILY WELLBEING ACTIVITY: Safia Ehdeyhed (502), Heba Kidwai (502), Nicholas Knight (502), Mr Phil Collins and Jack Sims (502).
Practising positive thinking is a great way to build positive emotions. It also provides a bank of strengths which we can call upon, when life presents another challenge. This is a great activity to do with your children at any age and can often enable further discussion about how things are going at school. You might even model this process first by sharing three things that went well for you. They could be simple, low-level tasks or bigger accomplishments that may have taken weeks of work. Enjoy!
Prepared for life. The ability to thrive now and in the future within:
Self-Identity Belonging purpose
• Education • Work • Society
Individual Student Academic Performance
What are three things you did well today?
Wesley Wellbeing Approach
Share with your child three things that you did well today.
Ask your child what were three things they did well today?
Our wellbeing approach Congratulate your child for doing those things and perhaps communicate you have noticed they may have a strength in this area.
The Wesley Student Wellbeing Approach is not a standalone program. It is an extension of our wholeCollege philosophy to understand and nurture each individual. With a focus on developing belonging and connecting students to purpose, our wellbeing approach is embedded within everything we do.
Ask your child if they have any upcoming situations in which they could actively apply this strength. 13
Meet our new Chair of College Council. Earlier this year, the Wesley College Council elected past parent and financial specialist, Mr Matthew Braysher, to serve as Chair. Mr Braysher has been an instrumental member of the College Council since 2012. In addition, he has served on the Council Financial Committee for over nine years. There is no doubt, Mr Braysher understands and lives Wesley’s values, culture and ethos.
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Mr Braysher brings extensive leadership experience and business acumen to the role. Currently, he is Director of Business and Consumer —Financial Markets for one of the major Australian banks. Headmaster, Mr Ross Barron, sat down with Mr Braysher to reflect on life, leadership and lessons learned along the way. What were your early years like? I was born in Kellerberrin; my mum was a school teacher and my dad managed the Chrysler dealership in town. Because of the drought in the early 1970s, my parents had to move to Perth for work. I think of my childhood as normal and uneventful. However, I now look back and realise that I was the fortunate beneficiary of two parents who showed me unconditional love. In reality, there was a significant curveball as I was diagnosed with epilepsy when I was eight years old. In retrospect it probably impacted me more than I realised, but it was even more impactful for my parents. Thankfully, I grew out of it when I was 12 years old. My mum has a deep faith and believes my health is a miracle. You are in Finance. Did you enjoy Mathematics as a child? Everyone thinks of me as a 'finance guy', but I think of myself as a people person who happens to have a technical specialty in Finance. I enjoy numbers more than I enjoy letters—I’ll reach for Sudoku instead of Words with Friends anytime! What was your very first job? Painting garden gnomes! However, I never got past painting the undercoat. Apparently, my boss didn’t see my painting talent extending to the final coat when it came to the fine art practice of gnome painting.
Did you know what you wanted to do when you went to university? No, I started working in a bank two days after my TEE exams. My dad suggested I should get some work experience and then go to university. But when the 1991 recession hit, there were very few jobs so I kept working. I completed all my university education parttime while holding down a full-time job. I did it the hard way. When did you really get interested in Finance? I realised this was the career for me when I landed a job in financial markets. It was fascinating to see how global events had a direct impact on what I was doing that day. And because it was a specialist area, if you did a good job, you really made a difference to customers. I felt as if I was adding value—that’s a good feeling. What are some of your leadership lessons? It sounds cliché, but anyone can be a leader. And often, you’re displaying leadership characteristics long before you formally have a leadership ‘job’. Another big lesson is that people can, in good faith, hear the same information and have completely different but logical conclusions about the same subject. To understand where the others are coming from requires real listening to other people’s views and understanding the different ways others look at life. You have to put yourself in other people’s shoes in order to move ahead together. As a past parent, why did you choose Wesley for your children? The thing that convinced us to bring our children to Wesley was the sense that the whole person was going to be looked after. We clearly wanted our children to achieve their personal best, whatever
academically that was—but it was more than that. It was about their school life being in support and in harmony with what we were trying to do as parents—that is raising good humans who will have a fulfilling life and contribute to the community that they live in. We hoped it would be good, but only when our boys were at the College did we fully recognise what Wesley had to offer. Wesley delivered all we hoped for and more. What life advice would you give to high school graduates? For many graduates, looking into the future can be a scary unknown. I try to encourage them by using this analogy: there is always a river of opportunity flowing past you at any point in time. If an opportunity gets missed, the water keeps flowing—there is always more river. The main thing is to place yourself in that river, and no doubt that can be uncomfortable at times. However, if you look for opportunities and keep your eyes open, they will always come. What do you want to achieve as Chair of Council? It’s important to say that, while the role of Chair is significant, I am conscious that it is just one of many, many roles. We are all working together in service and support of the College and importantly our students and families. Today, we are enjoying the benefits of those who have come before us and, as a Council, this is a guiding light. What we hope to achieve is twofold: Build on the legacy of the past for the benefit of our current students and the next generation. Ensure that our current boys and girls have a real sense of the Wesley Way, such that they can carry that Wesley Difference into their future, wherever it might take them.
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FROM THE JUNIOR SCHOOL
Let’s talk teaching and learning. In the Junior School, our approach to teaching and learning is a balanced one which aims to develop the whole child, as this is where your child’s educational journey begins.
Key elements of explicit instruction employed by our teachers include:
Explicit instruction Explicit instruction is a structured and systematic approach to teaching academic skills. Archer and Hughes (2011) explain that it is ‘characterised by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target and supported practice with feedback until independent mastery has been achieved.’
4. Verbalising the
2. Breaking the
6. Providing feedback
of a clear, specific objective. information that students require into chunks.
with clear explanations.
thinking process for students.
opportunities to practise the newly taught skill. to students on how they are progressing.
Zayn Zamin Hizat (403)
Maya Deol (PP1)
Lucia Fraser (403)
Austin Rogers (403)
‘We Dare You Clubs are really fun and they are also challenging. I can be creative and do something that I enjoy.’
‘I like playing on the pirate ship. It has a crow’s nest and I climb all the way to the top. It is fun!’
‘The groups teach you things that will help me when I grow up. Learning new things is really interesting.’
‘DART makes me improve, I get to practise things over and over, and I get extra help if I need it.’
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W E DA R E YO U C LU B S
DA R E AC C E P T E D G R O U P S
Open to all students from Pre-primary to Year 4, these clubs are intended to provide extra challenges in a variety of learning areas to harness and develop students’ interests and passions. They are an enrichment opportunity with an academic challenge focus. Additional students may join in and have a go but it might be tough.
For students with outstanding talent in particular fields of endeavour, these groups provide high-level opportunities at a State, National and International level. Data is analysed by classroom and specialist teachers to identify the highest-performing students in a particular field, such as Science or Writing. In these groups, students participate with a view to entering external academic-based competitions such as the South Perth Young Writers' Award, Speak Up Awards and Brainways.
Purposeful play In our Early Years' classrooms, purposeful play is a part of everyday learning. You may think that if your child is playing, they can’t be learning, right? However, children learn a huge number of different skills through play. It allows them to explore, discover, negotiate, take risks, create meaning and solve problems— all of which help develop literacy, numeracy and social skills. Through play-based learning, skilled educators can introduce the concepts we want children to learn in a way that engages with the child’s interests. It draws on a child’s natural sense of curiosity and provides young children with an opportunity for hands-on exploration of the world around them. For example, playing in a makebelieve ice cream shop teaches children how to use oral language, how to use numbers when they exchange play money, negotiation skills to purchase the ice cream and maybe even some patience as they wait their turn!
Nurture talents and help them find their passion Driven by our ‘By daring & by doing’ philosophy and recognising the flow on benefits of all students learning to persevere, accept new challenges and strive for success, the Junior School has a threetiered program for extension. We offer a range of opportunities for highly able students from the daily classroom experience through to unique clubs and competitions that build upon the strengths and talents of the individual child.
Differentiated and responsive teaching Ensuring an opportunity for all children to develop their talents and nurture their passions is achieved through our Differentiated and Responsive Teaching (DART) model, utilising Academic Intervention staff. DART sessions occur in each classroom and address point of need teaching in English and Mathematics, with children working in small groups at a targeted level
with an increased number of staff members. In addition, students requiring additional support are offered places in structured intervention groups before school and during class time. In addition to DART and classroom differentiated teaching and learning programs, we offer We Dare You Clubs and Dare Accepted Groups. Wesley is continually innovating as we inspire our students to be creative, ethical, and active global citizens, prepared to face the world. The benefits of a strong and structured approach to teaching and learning in the Junior School ensures the beginning of our students’ journey, establishing strong foundations for them to build upon as they move into the Middle and Senior schools. Mrs Joanne Edinger Head of Junior School
FROM THE MIDDLE SCHOOL
Alexander Cheng (602) and Jasper Wu (602)
Benjamin Choy (602) and Sophia Ebtash (602)
602 with Mrs Lisa Pickering and our Containers for Change collection bins
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Containers for Change. A new Wesley initiative sees us helping the planet while raising money for other good causes.
Enter this when using external collection points or add it to your phone’s mobile wallet!
Drink containers currently make up 44 per cent of all litter in Western Australia (by volume, according to the 2017-18 National Litter Index), even though they are made from easily recyclable materials.
support the College’s sustainability initiatives. One of these initiatives is to support the Lord Mayor’s Distress Relief Fund which is currently helping the community in Kalbarri.
To help reduce this number, Wesley has teamed up with Western Australian organisation, Containers for Change, in one of our many sustainability projects aimed at keeping the College as environmentally proactive as possible. Most aluminium, glass, plastic, steel and liquid paperboard drink containers, between 150 millilitres and three litres, are eligible for the scheme.
Grace Fraser (602) has been learning about Containers for Change as part of her Year 6 Service Learning project. She said, ‘drink containers are a valuable resource; they are not waste. Once you return your eligible containers to a refund point they are sorted, processed and auctioned to approved recyclers who turn them into new things like clothing, aeroplane wings or new containers.’
We now have collection points around the College where students, parents and staff are invited to deposit their containers.
Jasper Wu (602) agreed. ‘The more we work together to recycle, the more we can keep drink containers out of landfill, waterways and parklands.’
Wesley then receives 10 cents for each eligible returned container, which we can put towards one of our many service projects, or to
Head of Middle School, Mr Bradley Hilliard, said, ‘I am constantly encouraged when I see how
children immerse themselves into initiatives that have an environmental impact. Middle School students are having a positive impact as a collective with our youngest students leading the cause.’ Best of all, if Wesley doesn’t happen to be the most convenient place to deposit the empty drink containers you have collected at home, there are collection points all around Australia. Simply enter Wesley’s ID number and the 10 cent payments will still make it to the College. Together, we can turn a small action into a big impact, so keep recycling those drink containers! To find out more about the Containers for Change program, visit containersforchange.com.au.
FROM THE SENIOR SCHOOL
The impact of leadership. At its core, leadership is about having a positive impact on both the people around you and your community.
In the Senior School, we firmly believe that all students have a responsibility to lead by doing the right thing, even when no one is watching. Our student leadership structures support the philosophy that everyone has the potential to lead. In addition to the traditional leadership responsibilities, each Prefect chairs a small committee.
Committee members volunteer for these positions and work on various projects throughout their tenure. The Students' Representative Council is also an important forum for leadership. Elected by students, it is their direct voice to the Headmaster.
program that allows senior students to mentor younger students. Here is a snapshot from our student leaders on the positive impact they feel they have in their own sphere of influence and how they are inspired and mentored by others.
Complimenting this is our Peer Leader program, an accredited
Jakob Dorst (12M) Arts Captain ‘At the beginning of 2021, the Arts committee and I decided to make an impact on how the Arts are viewed at Wesley. We had some ambitious goals and have started to put many into effect, the most recent being our new Arts account on Instagram. The committee and I really wanted a place where the Arts had the freedom to demonstrate our quality and diversity.’
Benjamin Woodruff (12T) Boarding Captain ‘Taking part in the World’s Greatest Shave helped me open up to the struggles of others in the world who have much bigger challenges than me and made me really empathise with them. This has had a real impact on me. It allowed me to put others’ needs ahead of my own, encouraging me to take a leap and shave my head to raise more than $1,000 for the Leukemia Foundation.’
Cooper Cutts (12G) Junior School Prefect ‘I have always had a strong connection with the Junior School ever since my eldest sister, Holly (04-08), started at Wesley. Being a Veteran of the College, I am working hard to make a positive impact on the Junior School for 2021 and beyond. My committee and I have established the Chloe Cutts Legacy Award, in honour of my other sister Chloe (05-10), which rewards one Year 4 student for their kindness and hard work. We are also encouraging more students to get involved in the Arts.’
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Hamish Matthews (12G) Grove House Captain ‘This year, my committee and I are working on having a positive impact on the College, specifically in Years 7–11. We are trying to demonstrate the fact that you don’t need to be the most popular, most athletic or the smartest in order to be a great leader. Everyone has the potential or the skills to lead by example and act as a role model to those around them. The way in which we are doing this is by showing the younger years that ‘leaders’ have no special talents and are no better or worse than anyone else. Ultimately, we hope that everyone will step up to the plate and be the best person they can be, leading to a better school environment.’
Darcy Tyler (12T) Middle School Prefect ‘Wesley has had a major impact on who I am, and who I want to be. I have had a lot of learning experiences, but since accepting my role as the Middle School Prefect, I have put these teachings into practice. I have practised my public speaking by leading assemblies. I have practised my communication in meetings and observed other leaders, such as Mr Barron. I have also helped other students practise their leadership in committees such as the Students' Representative Council. How will this help me impact the world? In all honesty, it won't allow me to single-handedly stop climate change or create world peace. But what it will allow me to do is to communicate and work with others to take the small steps required to make even a slight change for the better.’
Lucas Spicer (12D) Faith & Service Prefect ‘Reverend Nalin Perera had a big impact on me. All through my Wesley journey he was a joyous and lively presence. Whether it was within the walls of the Chapel or out in the quadrangle, Reverend Perera never failed to entertain his audience. To me, a leader presents themselves in a consistently high manner despite how their day has gone. Reverend Perera truly did this. Working closely with him, I have seen his dedication to his work. Dedication and consistency, are two qualities that make a good leader great.’
Ari Ward (12M) Mofflin House Captain ‘Since Junior School, I have always looked up to Mofflin House Captains. As I moved into the senior years, I had the opportunity to work collaboratively with some of our leaders which has helped me with the development of my own leadership skills and I was proud to become Mofflin House Captain this year. I also find being coached and mentored by Old Collegians in academics or sports really impactful. You can see skills they developed at Wesley being applied outside of school.'
Benjamin Fairbank (12M) Sports Captain ‘When I recently injured my ankle, the support I received from the Wesley community was uplifting and had a real impact on me. I had calls and emails from staff to check if I was okay. Even staff members whom I may not have had as teachers asked how I was going when they saw me hopping along the hallways. It was a clear example of the culture that we have at Wesley, when someone might be a bit down or is hurt - both the staff and the students are there to pick you back up. I value this feeling of support and hope to incorporate it into my leadership style.'
Maxwell Nield (11T) and Dylan Dear (16-17).
Mr Kyle Hamersley (16-18) and Howie Clegg (806).
Sage Clark (10T), Kane Simpson (9T), Mr Adam Edwards (17-18) and Lawson Marquis (706).
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Past boarders, trusted mentors. It is 5.56pm and the excitement among the lines of hungry boarders leading into the dining hall has reached fever pitch. Today’s specials are spaghetti bolognese and shepherd’s pie and it is peak service.
For Old Collegians and Residents on Duty (RODs), Mr Adam Edwards (17-18), Mr Dylan Dear (16-17) and Mr Kyle Hamersley (16-18), eating, sleeping and living within a 200-member Boarding House has been a reality for years. Considered trusted mentors, these three RODs impart wisdom from their own journeys at Wesley College, giving tips to our boarders on how to live away from home. Originally from Esperance and the 2018 Captain of Tranby, Mr Edwards said that making the boarders feel comfortable is the best quality for a ROD. ‘New boarders tend to have their barriers up when they start, but by listening and talking to them, their barriers slowly breaks down,’ he said. Lawson Marquis (706), who commenced at the College this year, is also from Esperance. Lawson’s mother was Mr Edward’s Middle School teacher in Esperance, which
he said contributes to the strong connection with Lawson. ‘Coming from the same town, means Lawson and I instantly had a lot in common,’ he said. ‘We know the same families, secret beach spots and have travelled the same road to Perth once or twice! I am also able to put myself in his shoes, because I felt far from home when I first started as a boarder. However, that changed pretty quickly with all the support I got and the friendships that I have made in the Boarding House.’ For Mr Dear and Maxwell Nield (11T), their connection started when Mr Dear’s final year at the College was Maxwell’s first. ‘Dylan is best mates with another student from my home town,’ said Maxwell. ‘He’s a great ROD; he really listens to us and provides lots of advice.' There is no doubt that sport is a huge element of the Boarding
culture at Wesley. Each afternoon, Rossiter Oval comes alive with AFL and cricket players practising for upcoming fixtures. For Mr Hamersley, his interest in sport is how he ignites passion in younger boarders such as Howie Clegg (806). As a keen football player, Howie watched Mr Hamersley’s games when he played in South Fremantle’s West Australian Football League team, and continually learns from his experience. Mr Hamersley reflected on the importance of mentoring the boarders. ‘Living away from home is a massive change, and as former boarders ourselves, we have so much experience to help with that transition,’ he said. While their families may be hundreds of kilometres away, the boarders are lucky to have such a supportive community in the Boarding House.
RAP in action. At Wesley, the vision for our Reconciliation Action Plan (RAP) is an Australia where Aboriginal and Torres Strait Islander people are recognised for their history and cultures, are celebrated for their knowledge and are given every opportunity to be able to follow their preferred pathway.
Click to watch a highlight video of our Wandjoo event.
Reconciliation is a matter of the heart for each person. It has an impact on one’s way of living, knowing, understanding, connecting and feeling. Below we celebrate some of the milestones that have happened in and around the College since we officially launched our RAP in July 2020.
Goals: Welcome to Country and Acknowledgement of Country.
Transition Entry Plans were developed to support Aboriginal and Torres Strait Islander students as they enter the College.
What we did:
Links were established between the Junior School's Aboriginal and Torres Strait Islander students and the Moorditj Mob through Visual Art.
Wandjoo is now the formal name for the College’s start of year event and includes a Welcome to Country and Smoking Ceremony conducted by an Elder, and dancing by the Moorditj Mob. 'Wandjoo' means 'welcome' in Noongar language.
Goal: Celebrate National Reconciliation Week.
The College held the Moorditj by Moonlight event in 2020 as part of a whole community celebration of Aboriginal and Torres Strait Islander culture. We will continue to hold this event as an important part of the Wesley community celebrations.
What we did: We held a combined Reconciliation Week and NAIDOC Week in Term 2, with purposeful events that drew awareness and knowledge around reconciliation and celebrated Aboriginal and Torres Strait lslander culture.
All gatherings across the College now include an Acknowledgement of Country including Council Meetings, Committee Meetings, Parent Information Evenings and Career Development Talks.
Goal: Build Relationships with Aboriginal and Torres Strait Islander People in the Community.
An Acknowledgement of Country is conducted every morning in Kindergarten and Pre-primary classrooms.
What we did:
Goal: Aboriginal and Torres Strait Islander People in the Classroom.
Mr Benjamin Rioli, from South Fremantle Football Club, was engaged to mentor Moorditj Mob students.
What we did:
We identified specific work and training opportunities for Aboriginal and Torres Strait Islander students via Careers newsletters.
Two Indigenous Program Cultural Tutors, Mr Benjamin Stubbs and Mr Angus Lane (15-19), were employed by the College to work with the Moorditj Mob.
Aboriginal and Torres Strait Islander students were linked to Jobs Skills Providers at TAFE for employment support.
Mr Liam Henry from Fremantle Football Club was invited in as a Wesley NEXT guest speaker.
The Moorditj Mob dancing at the College's Wandjoo event.
Wadjuk Elder, Professor Simon Forrest, performing a traditional smoking ceremony at the College's Wandjoo event.
Mrs Gabby McNaughton reading Finding Our Heart to her Pre-primary class.
Judah Woods (704), Mr Angus Lane (15-19), Liam Wicks-Manado (12C), Benjamin Narkle (801) and Mr Benjamin Stubbs.
Lachlan James (803) and Lincoln Thompson (803) with their timber goannas designed with Aboriginal patterns.
Scarlett Zamudio (101) with one of the Junior School's Tidda Dolls.
Tidda Dolls were created for the Junior School using Aboriginal artist, Mr Michael Spratt’s (10-14), artwork for the dress.
Goals: Cultural Competence for Staff and Staff Engagement with RAP.
Timber goannas were constructed and decorated in the Year 8 Woodwork class with Aboriginal and Torres Strait Islander patterns and symbols.
What we did: All Wesley Operations and Administration staff participated in a Cultural Competence Workshop.
In Year 7 Science, they are learning the Aboriginal and Torres Strait Islander perspectives on biodiversity. In Year 9 Science, they are demonstrating wave formation using didgeridoo. In Year 11 Physics and Biology, students are learning the role of traditional owners in the management and significance of natural ecosystems.
All teaching staff completed a cultural walk on the Swan River foreshore as part of the ongoing Cultural Competency Plan. All staff were involved in the ongoing development and implementation of our RAP through staff development opportunities facilitated by the RAP Advisory Panel.
In English, multiple Aboriginal and Torres Strait Islander texts have been embedded including Thunder Raining Poison, Rabbit Proof Fence, The Rabbits and Young Dark Emu. Year 11 and Year 12 ATAR students will study the documentary The Australian Dream and television drama Redfern Now in Semester 2.
2020 Potter Teacher Fellowship was awarded to two staff members to make cultural connections in the Kimberley. A Partnership Acceptance Learning and Sharing Grant was awarded to a Languages staff member to engage an Aboriginal person to authenticate learning relating to Aboriginal perspectives.
Topics such as rights and freedoms, wellbeing, war, innovation, business, environmental change and land management are explored in Humanities and Social Sciences classrooms across the College.
Goal: Embedding Aboriginal and Torres Strait Islander Histories and Cultures in Curriculum Planning.
All Languages programs from Pre-primary to Year 10 were rewritten to embed Aboriginal and Torres Strait Islander Priority. Students in Year 8, who study Speech and Performance, prepare a ‘Dreamtime’ myth as part of their Grade 4 AMEB examination. While telling a story in character, they gain some insight into the spiritual aspect of Aboriginal and Torres Strait Islander culture.
What we did: All Learning Areas and sub-school year level teams have written specific goals to revise programs to include Aboriginal and Torres Strait Islander culture, histories and current issues as part of their 2021 plans.
In the Creative Arts, students in Years 5-12 are studying the work of Aboriginal and Torres Strait Islander artists working in various mediums.
The Junior School received funding from the Association of Independent Schools of Western Australia to further develop Inquiry curriculum programs with a focus on Aboriginal and Torres Strait Islander culture and histories.
In Media, the writer and director Mr Roderick Mackay (99-03) took part in a Q&A for students in Year 11 and Year 12 and focussed on the responsibility of creating art through a culturally appropriate lens.
Classroom routines have been established in Early Years' classrooms to embed developmentally appropriate Noongar Language. In the Junior School, Aboriginal and Torres Strait Islander symbols have been integrated to develop English oral language skills. Symbols are also used to create artwork to tell stories and learn about Aboriginal and Torres Strait Islander history.
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Blood Brothers. This year, the College production was Willy Russell’s Blood Brothers, with cast, crew and band comprising students from Years 6-12, including students from Penrhos College, Perth College and Methodist Ladies’ College.
The story focusses on two brothers, Mickey and Edward, played by Max Meers (603), Fergus McGregor (701), Bentley Hilmer (12M) and Jacob Mackenzie (12J), who are separated at birth owing to the financial situation of their mother, Ms Johnstone, played by Gia Mairata (Penrhos College). They become friends after realising they’re born on the same day and become ‘blood brothers’, unaware of who the other is, and fall in love with the same girl, Linda, played by Kaitlyn Matthews (602) and Alexia Zammit (Penrhos College).
It was our first production with co-direction from Ms Mel Priemus and Wesley’s new Head of Arts, Mr Stephen Roberts, who both provided a highly-experimental and unique vision for a show that spent more than 24 years on the West End.
The musical explores nature versus nurture, brotherhood and the influence class has on the lives of the boys. Edward grows up in a wealthy environment and Mickey lives in poverty, impacted by the financial crisis of the 1980s in the United Kingdom.
In the face of uncertainty owing to COVID-19, the students pushed ahead with great passion, acknowledging the privilege of performing during a pandemic and sacrificing in-person rehearsals for online Webex rehearsals during lockdown.
A challenge we faced was that our backstage area was in the direct view of the audience, and thus created a theme of voyeurism with the audience surrounding the performers, looking onto the scenes unfolding on the stage.
Click to watch a highlight video of the production.
Thank you to our parents and teachers for the amount of work you put in to source props, record vocal parts, rehearse the band, teach choreography and make sure everything was ready for us to return to the stage. Being able to see the vision of our directors come together as we performed was a magical experience, as was performing for the sold-out audience every night. It was a very worthwhile yet sad ending for the cast members, who grew together during the lockdown rehearsals, but the friendships made during the five months of rehearsals will last forever. Thomas Leek (12J) Drama Captain
MR LUKE DWYER Head of Sport Throughout his teaching career, Mr Dwyer has held several pastoral leadership positions including Head of House at Christ Church Grammar School. He also built a successful career as a Western Australian Football League (WAFL) player and coach, having played 146 WAFL games for East Perth and Claremont. Prior to joining Wesley in Term 1 2021, Mr Dwyer was with the West Coast Eagles, first as a Midfield Development Coach and most recently as the Head Coach of their women’s team. What made you choose to join Wesley? I have been fortunate to be involved in Public Schools Association (PSA) sport for more than 20 years and have always had the utmost respect for the College, its history, tradition and values. Over the last few years, I heard from many people that there were exciting changes and progress happening across all areas of the College. The opportunity to join a community that shares a growth mindset and strong leadership was very appealing. What do you enjoy about working at Wesley? I really enjoy working with motivated and like-minded colleagues and external coaches.
I have been amazed by the energy and professionalism of the staff who provide great experiences for all our students. In addition, our grounds and facilities staff really impress me. They do a brilliant job providing excellent playing surfaces and conditions for hosting PSA sport. I believe we are a school that holds the best interests of the students first and foremost, and promotes healthy habits for life. I witness this every day as I see student development and enjoyment from playing sport What are you looking forward to now that you are settled in? I have settled in really well at Wesley. However, I want to keep building relationships with colleagues, coaches and students. I am also looking forward to
creating stronger connections with our Parent Support Groups. Most importantly, I am looking forward to seeing our students work hard to be the best versions of themselves in their chosen sporting activity. This means we need to keep attracting great coaches to the College, to provide students with the best opportunities to improve. Outside of the College, what are your favourite things to do? That has to be spending quality time with my partner and our three daughters. Going to Perth Zoo, on bushwalks, trips to the playground and swimming lessons are among our regular outings. Bike riding and golf are my current sporting interests. I also enjoy gardening while listening to ABC Radio.
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After emigrating to WA, Mrs Jaques spent eight years at St Stephen’s School, including five years as the Deputy Head of Primary and Head of the Early Learning Centre, before moving to PLC in 2018. In 2020, Mrs Jacques completed her Master of Education (Leadership). What made you choose to join Wesley?
30 SECONDS WITH
MRS VERNITA JAQUES Deputy Head of Junior School Mrs Jaques joined Wesley at the start of 2021. Prior to this, she was the Deputy Head of Junior School, Pastoral Care and Operations at Presbyterian Ladies’ College (PLC). Originally from South Africa, she held several teaching posts there including Deputy Head at the International School of Cape Town.
About seven years ago, I shadowed a former leader in the Junior School for a day and came away feeling that Wesley College was a place that I could call home. Wesley upholds the values that my family and I try to display in all that we do. We believe it is important to have respect for yourself before you can show integrity, compassion, courage and respect for others. Another reason for my choice of Wesley is that it is a place that allows its staff and students to show courage in becoming the best that everyone can be whilst having the
He was also the SCSA Chief Examiner for English, sessional lecturer at Curtin, the editor of the Good Answers Guide for English Teachers in Western Australia and lead author of the ATAR English for Western Australia textbooks.
30 SECONDS WITH
MR ADAM KEALLY Head of Learning Area (English) Mr Kealley joined the College at the beginning of 2021. Prior to this, he worked at Trinity College as the Director of Teaching and Learning, and spent several years teaching at All Saints' College and in the UK.
Recently he completed a Master of Arts, Literature and Writing from Deakin University, and a Professional Certificate in Educational Leadership from the University of Melbourne. What made you choose to join Wesley? After nearly a decade at my previous school, and a couple of years travelling back and forth between Perth and Europe, for my PhD, I decided it was time to seek out new opportunities. After putting the feelers out, I found Wesley to be the right fit, both professionally and culturally. I was impressed by the direction in which Wesley is heading, and the enthusiasm and welcoming attitude of everyone I met throughout the
support, kindness and care of those around them. What are you looking forward to? Even though I have been at Wesley for only two terms, I already feel that I am a part of the unique fabric that encompasses the community and all within it. I am excited about the strategic vision of the College and how it can move from strength to strength. It is fair to say that I am proud to be part of Wesley and hope to be able to make a difference in the lives of the students and families for many years to come. Outside of the College, what are your favourite things to do? I enjoy spending time with my husband, two sons and friends. We love camping and being outdoors. Walking, hiking and anything to do with the beach is what makes us happy. I miss my family in Cape Town, so we try and visit them as often as we can.
application journey. ‘You’ll love it here’, was a common refrain I heard throughout the process - and one which has come to pass. What draws you to teaching English? For me, language is power. What I hope to ignite in my students is not only an appreciation for English as a discipline, but the skills to express themselves with authenticity, conviction and purpose. What are you looking forward to? The team and I have initiatives planned to help raise the profile of English and celebrate students’ writing, as well as fostering relationships with the Languages and Arts Learning Areas. Personally, I am also looking forward to finally finishing my PhD in Creative Writing this year. I am exploring the Australian Gothic as a mode of expressing the haunted condition of queer adolescence. As part of my PhD, I am writing a coming-of-age ghost story!
Farewell to Rev Nalin Perera. There was an outpouring of thanks and affection as we said farewell to the 12th Chaplain of Wesley College.
One of the most moving moments of the term came with the departure of Reverend Nalin Perera and his Conclusion of the Placement of the Chaplain Service. The mood was set with performances from the Senior Percussion Ensemble and the Mass Choir. The Goatcher Auditorium was still as we contemplated the joy of knowing Reverend Perera, the realisation and subsequent sadness that he is leaving us and the sense of wishing him well on his next adventure. It was his friend and mentor, Reverend Wesley Hartley, who spoke first, reminding us of Reverend Perera's rare ability to speak truth to us even when it is extremely difficult to do so.
Headmaster, Mr Ross Barron, then took to the lectern to wish Reverend Perera well. In his speech Mr Barron highlighted the many ways in which he has modelled the College’s values of respect, integrity, courage and compassion. He said, ‘Reverend Perera’s examples of compassion are numerous. Most remain private— where he works quietly in the background, in the shadows, being there when students, parents, staff and alumni need him. ‘I even know of people outside the College who have walked past the Wesley Chapel at 5.30am, seen his light on and reached out for help. Countless times I have heard someone saying he was there when he or she needed him the most.’
Then the formalities began. Reverend David de Kock, General Secretary of the Uniting Church of Western Australia, completed the official letting go of the pastoral relationship. College Chair, Mr Jim Walker, did the handing over and Mrs Susy Thomas, Moderator of the Uniting Church, Synod of Western Australia, changed Reverend Perera’s stole from Wesley green to the traditional purple of the Uniting Church.
highlights from the Conclusion of Placement Service.
Mr Barron ended his speech by saying: ‘Reverend Perera is departing Wesley with the full admiration and respect of the whole community. Even more importantly, Wesley is a better place for you passing through. In the end, there can be no higher accolade than that.’ Go well and Godspeed Reverend Perera. You will be missed.
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The impact of giving. Sometimes, you have the chance to change the course of someone’s life. I find it hard to imagine how life would have turned out were it not for going to Wesley. Wesley means a lot of things to me—education, values and great friendships forged. It is my school, and I have always felt that affinity towards it. I am passionate about learning and giving back, and want others to have the opportunities I had. As a past scholarship recipient, I am honoured to be Patron of this year’s Annual Giving appeal and hope you will join me in supporting this appeal. Together, we can make a difference in the lives and the future of talented young people.
Dr Nick Coatsworth (85–95) Former College Captain, Philip Goatcher Scholarship recipient, former Deputy Chief Medical Officer of Australia and Patron of the 2021 Annual Giving appeal.
Giving to: Scholarships and Bursaries Academic excellence and diversity matter. Scholarships and bursaries are part of our heritage. Before ground had broken on the Wesley campus, our first benefactor, Miss Sarah Hardey, had promised £800 to establish the College’s first scholarships. We continue to flourish today, as Miss Hardey’s social vision has continued for almost 100 years, through generations of Wesleyans. We are very grateful to our extraordinary community, and the strength of the OWCA through the Mildred Manning Scholarship Fund. Their combined generosity has enabled the College to continue the tradition of providing a Wesley education to talented young people, regardless of their background or financial capability. Samuel White (12D), College Captain and J.S. Maloney Scholarship, Stirling Barnett (703), Council Entrance Scholarship and Kaitlyn Matthews (602).
The Arts This year’s Annual Giving includes an infrastructurebased project - a Performing Arts and Dance Studio, located in the heart of the original Middle School building. The studio needs renovating and we’re dreaming big! With a reimagined Performing Arts Studio, girls and boys from across the College will be able to explore opportunities of self-expression, creativity and collaboration. With the appeal barely unveiled, Wesley’s Parents’ and Friends’ Association (P&F) have led the way with an incredible kick start to the campaign. Our P&F has contributed many hands and many hours, over many years, impacting on the fabric and spirit of the College, for the benefit of all. We are excited to announce that they have committed $50,000 to this project, and we acknowledge their significant contribution with immense gratitude.
Wesley cast members from Blood Brothers captured by Benjamin L’Aiguille (12H), Design Photography ATAR student.
H OW TO GIVE.
We now need to raise $50,000 for this project to proceed. No doubt, an ambitious goal, but with community support, we can turn this dream into reality!
To make your gift, visit wesley.wa.edu.au/giving or call our Development Manager on (08) 9368 8127.
Wesley’s Annual Giving enables everyone to make a difference. It is the collective impact of annual giving which allows Wesley to provide an unparalleled educational experience and to seize opportunities that fall outside the scope of the annual budget.
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Mr Paul Keenan and Mr Paul Sexton.
Giving in action The impact of giving can be seen in action every day - through our students, the state-of-the-art facilities and the teaching that takes place within. But, giving isn’t just about monetary donations. Our community is marked by inclusiveness and kindness, and much has been achieved over the years through the donation of time and expertise. These are invaluable to Wesley and simply impossible to quantify. From music concerts, to sporting fixtures and sausage sizzles - the strength of our P&F, Parent
Support Groups, the OWCA and Wesleyanas, all lead the way. This year’s Annual Giving gift embodies this spirit of camaraderie. Thanks to the time and expertise of our Design & Technology specialist staff, Mr Paul Keenan, Mr Paul Sexton and Mr Warren O’Neill, the beautiful jarrah reclaimed from the original Chapel pews, has been transformed into bookmarks. They are perfectionists! The time spent, and craftsmanship is evident, and we are very grateful for their contribution to this year’s Annual Giving appeal.
As always, our wonderful Wesleyanas were on hand to form a working bee with Wesley staff and students, to do a final polish, then package the bookmarks, ready for postage to our donors.
Professor Simon Forrest conducting a smoking ceremony with Liam WicksManado (11C) playing the didgeridoo at the College's Wandjoo event.
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THE THRILL OF THE RIDE Story on page 4
In this edition
FROM THE COMMITTEE We are back into the swing of things
THE THRILL OF THE RIDE Friendship and cycling
TRAITS OF A SERIAL ENTREPRENEUR Wyvern Corner Office: Mr Brent Stewart (74–78)
FROM THE ARCHIVIST Artist Mr Robert Birch (50–56)
PULLING TOGETHER FOR SUCCESS We hear from past Captains of Boats
THE POWER OF FILMMAKING Wyvern Corner Office: Mr Roderick MacKay (99–03)
THE 1923 SOCIETY
Old friends reunited
A focus on our younger alumni
Photos from our most recent events
Hear from the Patron, Mr Campbell Ansell (56-60)
Cover: Mr Jamie Pirie (78-82), Mr Matthew Pirie (12-20), Mr Shaun Murdock (74-81), Mr Craig Parsons (78-8182) and Mr Scott Marshall (77-80-82). Inside Cover: Mr Robert Birch’s (50-56) View from the Terrace (Luxor, 1979).
From the Committee. Entering 2021 with a sense of enthusiasm and positivity, the Old Wesley Collegians’ Association (OWCA) looks set to grow and thrive in its 95th year.
The OWCA Committee is looking forward to the return of a normal calendar of events and reunions. We are looking to plan some special gatherings for the end of the year, so keep an eye out for that as well as our annual events. Our OWCA vs School Summer Sports' Day got off to a roaring start with games organised in each of the six summer sports. The two OWCA cricket teams batted first and left a large total for the school to chase. Our tennis team took out the Arthur Marshall Shield and, in the inaugural rowing race, the OWCA VIII came out victorious. Unfortunately, the event was cancelled at midday due to a COVID-19 lockdown and no further action took place. Competition for the Michael Dempsey Shield occurred later in the term with the OWCA volleyball team winning 3-2. Thank you to all the 1st Summer Sports teams and coaches who put in a huge effort to get this day off the ground. Shakers and Stirrers, our annual event held jointly with the Penrhos College Alumni Association, was held in early April. A strong showing from both schools saw more than 200 alumni
come together at The Windsor Hotel for a night of reunions and conversation. Thank you to the Penrhos College Alumni Association for their support on the night. Our Pioneers' Day, held on 22 April, was the largest yet with more than 110 Pioneers in attendance. It was another terrific day with 12 from the Class of 1971 joining the Pioneers for the first time. The 2021 OWCA Presidents’ Award winner, Charlie McIntyre (11J), addressed the group at lunch, describing his school journey and being a part of the winning Ray House Cup Hockey Team in 2020. In February, the OWCA Committee farewelled Mr Graham Percival (78-82) who chose to resign and make way for newer members of the Association. The Committee would like to thank Mr Percival for his 20 plus years of service to the OWCA, including his time as President from 2008 to 2013. Our community has benefited greatly from his leadership and he will be sorely missed. Reverend Nalin Perera hung up his Wesley College stole at the end of Term 1. His efforts to grow the
ANZAC Day service each year, ongoing support of our Pioneers and the care he shows for all our Old Collegians will be hard to replace. The OWCA Committee would like to thank him for his eight years of service to our community and wish him all the best in his future pursuits. Finally, the Committee would like to thank you, our Old Collegians, for your ongoing support. The way you came together last year to support each other is what makes our community truly unique. Whether it was the sold-out Golf Day, ongoing generosity in donations and bequests or just a simple check in on our mates, there is no doubt we would not have made it through 2020 without you. The OWCA Committee is always looking for Old Collegians to become involved with the activities and provide guidance to the Association by serving on the Committee. If you are interested, we invite you to get in touch with our Alumni Relations Manager, Mr Hamish Blair (07-16), via email at firstname.lastname@example.org.
OLD SCHOOL TIES WINTER 2021
Meet the Committee. Mr Greg Brown (82–86) President Managing Director at Cadmus Consulting
Mr Hamish Blair (07–16) Alumni Relations Manager Wesley College
Mr Ross Barron Patron Headmaster at Wesley College
Mr Evan Hillard (70–78) Secretary Director at Murcia Pestell Hillard Lawyers
Mr Josh Parsons (01–04) Treasurer Director at Shakespeare Partners
Mr Greg St Quintin (68–72) Committee Member Property Sales at Soco Realty
Mr Andrew Woodley-Page (85–90) Committee Member Director—Investment Sales at Axia Corporate Property
Mr Jesse Wilson (95–00) Committee Member Director at The Event Mill
Mr Casey York (05–09) Committee Member Head of Legal & Risk at Fremantle Dockers
Mr Ethan Dodd (09–13) Committee Member Director of Volleyball at Wesley College | Law—University of Western Australia
Mr Matthew Biletic (07–14) Committee Member Masters of Mathematics and Statistics— Monash University
Mr Thomas Goodheart (09–15) Committee Member Consultant at Ernst & Young
Mr Lucas Macente (09–16) Committee Member Advisor at Woodside Energy
Mr Darcy Roden (12–17) Committee Member Economics and International Relations— Curtin University
Mr Lachlan Fitzgerald (13–18) Committee Member Community Relations Intern at Wesley College | Engineering—Curtin University
Mr Benjamin Roshkov (12–19) Committee Member Data Science and Economics—University of Western Australia
Mr Connor Fitzgerald (14–20) Committee Member Data Science and Commerce— Curtin University
Mr Craig Parsons (78-81-82)
Mr Scott Marshall (77-80-82) and Shaun Murdock (74-81).
Mr Matthew Pirie (12-20) and Mr Jamie Pirie (78-82).
Mr Jamie Pirie (78-82), Mr Scott Marshall (77-80-82) and Mr Shaun Murdock (74-81).
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The thrill of the ride. You will hear them long before you see them. It isn’t the usual rattle of ‘clear!’ and ‘car back’ that pierce the early morning air. Rather, it is a constant chatter of four friends enjoying their ride, together.
It doesn’t take a keen eye to notice that Mr Scott Marshall (77-8082), Mr Shaun Murdock (74-81), Mr Craig Parsons (78-81-82) and Mr Jamie Pirie (78-82) are cycling around Perth in Wesley cycling kits. ‘We certainly feel proud about our time at Wesley and any chance we get to wear these kits around Perth we take it!’ states Mr Pirie. ‘It is made better knowing we are the only PSA school with an official cycling kit. That schoolboy competition is still shining through.’
As Mr Murdock reflected on the journey they have shared together, he noted that there were several things that had driven them all. ‘Watching Craig ride is truly an inspiration. He has a true can-do attitude that pulls the rest of us along and it can’t be beaten!’ Mr Parson’s life changed forever in 1981 when he was paralysed in a motocross accident. He now rides using his hands and has recently added an electric battery to his bike.
Speaking of excitement, the group completed the Three Dams Challenge in late March, a gruelling 135km cycle with hundreds of metres of elevation change, which was a test of themselves and their friendship. The group finished the challenge with a time of just over six hours and are now looking to tackle the Cape to Cape route!
Whilst they have been cycling together for only six months, this group of Old Collegians have been mates for 43 years. ‘It was the first day of Year 8 that I met Shaun,’ Mr Pirie remembers. ‘Wesley had a huge impact on our friendship and really, all our families.’ From playing football and tennis together all through school, trips to a family farm in Mingenew and to a holiday home in Shelley, these friends have had a lifetime’s worth of laughs that many of us would envy.
The impact of these four mates’ friendship over the years is hard to ignore. ‘As you get older you value your close friendships; they keep you sane and are a huge contributor to your positive mental health,’ reflects Mr Pirie. ‘Some mornings the best part of the ride is the post-cycle coffee!’
If you would like to purchase a Wesley cycling kit, please contact the OWCA via email at email@example.com.
Proof that this group is uplifting and exciting to be around is Mr Pirie’s son, Mr Matthew Pirie (12-20), who is the most recent addition.
We wish them all the best and look forward to seeing a few more Wesley cycling kits around Perth.
Traits of a serial entrepreneur Mr Brent Stewart (74–78) made his name as the entrepreneur who founded Market Equity, one of Australia’s largest privatelyowned marketing services business. Now leading Waveride Capital, his start-up company which focusses on accelerating growth in new and exciting businesses, Mr Stewart has always had an eye for opportunity.
Quick questions BEST JOB? Running Market Equity, as I worked with an amazing bunch of talented people operating in a dynamic culture.
WHO DO YOU MOST ADMIRE IN BUSINESS? Mr Peter Drucker – he invented modern management theory and was also a champion of the worker.
WHAT ADVICE WOULD YOU GIVE YOUR 17-YEAR-OLD SELF?
BEST TIP TO ACHIEVING A WORK/LIFE BALANCE?
Avoid the comfort zone – complacency is a killer so put yourself out there and push the boundaries.
Go hard when you are young and while have the energy, ambition and are relatively free of encumbrances. Then you can choose how you live the rest of your life.
BEST BOOK EVERY BUSINESS PERSON SHOULD READ? They should read lots, but if I had to pick one it would be Built to Last by Collins and Porras.
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Mr Stewart's memories of his early childhood are a small collection of mental snapshots, characterised by moving countries and disruption. At age 12, he had already attended 13 schools, including a year entirely without school before enrolling at Wesley. When Mr Stewart was just nine years old, he took a job sweeping floors after school on a construction site in England. To this day, he recalls this experience as the ‘defining moment’ in his decision to pursue a lifelong career in business. ‘During the middle of my shift, the owner of the development would rock up in a Rolls Royce,’ Mr Stewart said. ‘He’d talk to a couple of people, jump in the car, and he’d go off again. I knew I wanted to be that guy and not the one at the end of the broom.’
After moving back home and graduating from Wesley in 1978, Mr Stewart studied a Bachelor of Psychology at the University of Western Australia. While studying, Mr Stewart drew inspiration from his passion for surfing to set up the first surf school in Western Australia. Although Mr Stewart’s long term vision was to pursue marketing, he credits the tools learned through the business in enabling him to establish his subsequent ventures. ‘It’s great to learn the war stories from others first,’ he said. ‘I’d strongly recommend people look for a mentor.’ Mr Stewart now lives in Trigg, watching people learn to surf using the same methods he invented 30 years prior when founding his own surf schools. For him, building a business from scratch is an incredibly rewarding experience which often drives him to solve the next challenge. Mr Stewart’s next venture was Market Equity. Launched in a simple home office with one employee, he grew the business to a large market research company, spanning an impressive AustralianNew Zealand footprint. From the beginning, he followed an extensive 14-point business plan, which he likens to Mr Jeff Bezos’s 14-point philosophy. He said creating this plan, by talking to prospective customers and his mentors, helped him during the period where cash flow often kills small start-ups. ‘When you’ve got a clean slate with no clients, you quickly learn the importance of getting revenues fast,’ Mr Stewart said. After 13 years at Market Equity, he sold the business to Synovate for a reported $28 million in 2005. ‘You’re living and breathing your company 24-7.’ This reflection was a key factor in Mr Stewart’s decision to seek a buyer for the company and adopt a better work/ life balance with his wife and young
family. He continued with the Synovate business as the CEO of Global Business Planning. Leading 6,000 employees across 120 offices and 64 countries, his skills enabled the company to grow to produce a turnover of US$1 billion annually. In his current role, Mr Stewart is the Non-Executive Director of some of Western Australia’s most prominent companies, including HBF Health, Argonaut and Paragon Care. He is also the Executive Chairman of Waveride Capital, which he describes as the ‘vehicle’ he uses to invest in emerging innovation and technology companies. Despite his success in business, Mr Stewart says his family are what he is most proud of, thrilled at their developing interest in entrepreneurship. ‘My eldest daughter invested in Afterpay earlier this year,’ Mr Stewart said. ‘She absolutely loves that service and uses it all the time, so why not invest!’ ‘That’s the entrepreneurial lens,’ he explains. ‘Everyone has the potential to be an entrepreneur.’ One trait of a serial entrepreneur is always looking for an easier way to solve challenges in people’s lives. So, what advice does Mr Stewart have for aspiring entrepreneurs? ‘Read and talk to successful entrepreneurs,’ he said, looking toward the sweeping rugged coastline from his beachfront residence. ‘You’ve got to be willing to dive off the cliff. Some people can and some people can’t.’ Mr Stewart’s graduation statement from Assistant Headmaster, Mr D.P. Carter, described him as a proven leader, who was trustworthy and someone who ‘should be proud of his school achievements’. Decades after leaving Wesley, it is fair to say there is much of which he should be proud. ‘It’s been a fantastic journey,’ he said smiling.
From the Archivist: Art fit for royalty. It instantly catches your eye as you enter the Headmaster’s reception area. Artist, Mr Robert Birch’s (50-56) View from the Terrace (Luxor, 1979), is a richly-textured painting that transports you to the ancient city and is inspired by his 1976 trip to Egypt.
This is just one of the six works by Mr Birch that Wesley has in its collection. The others are The Church, The Speech Room, Golden Gate—Jerusalem, Wesley Winter and Palm Gardens Lovebird. From an early age Mr Birch had a love of reading and drawing. ‘I sat at the dining room table at home, filling exercise book after exercise book with stick figures performing extraordinary feats of derring-do,’ he recalled. A pivotal moment was seeing Hans Heysen's Droving into the Light at the head of the staircase at the old Art Gallery of Western Australia. ‘It filled me with awe and admiration and that's where it all started,’ he said. During his time at Wesley, his love of painting and drawing remained.
Unfortunately, the curriculum at the time for the Leaving Certificate in Art was not as creative as it is now. ‘Classes consisted of rendering several objects placed on a drawing board, in 2B pencil, with the utmost accuracy. Full stop. Nothing else. Week after mind-numbing week. Our teacher, Mr Wim Boissevain (later to become a good friend of mine), did his best to inject a glimmer of life into the tedium, but he had no control over what was expected of us,’ he recalled. Mr Birch’s connection to the College remained strong over the years. Many of his family attended Wesley, including his sons, Mr Jesse Birch (89-91) and Mr Leo Birch (88-89), and his uncle, Mr Henry Thompson (28-34). He also stayed in touch with two gifted contemporaries, Mr Ian
Templeman (49-56), who became a lasting mentor and friend, and Mr Garry Emery (52-56), both of whom managed to carve out highly distinguished careers in the arts. After graduating from Wesley, he trained from 1963-1965 at the prestigious Harrow School of Art in the United Kingdom. ‘In 1962, I arrived in the UK, penniless, and found a job teaching at a Secondary Modern school in Harrow, just out of London. After the term ended I started at the nearby Harrow School of Art, thus fulfilling my lifelong dream of studying Art. I funded this career move by scoring a job as a postman doing the early morning delivery round. At 9.00am I would whip off my posties' uniform, work completed, and don the art students’ “uniform” before walking across the road to the Art School,’ he said.
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Mrs Caroline Harben and Mr Hamish Blair (07-16) with Mr Robert Birch’s (50-56) View from the Terrace (Luxor, 1979).
Over the years his work has ranged from sublime landscapes to evocative abstract works, daring photography and beautifully rendered sketches and drawings. He says ‘my influences range from the wonderful British watercolour school of Samuel Palmer and John Sell Cotman, to the early Italian Renaissance painters. Further along the spectrum I have admired the Modernists through to Arshile Gorky. Lurking there always, though, is the great master, Paul Cezanne, looking over my shoulder and casting a critical eye at what I do - something I shared with my old mate, Guy Grey-Smith.’
Show. His painting Oobagooma was based on his camping trip to a waterhole at Oobagooma Station in the Kimberley. His prize-winning painting was then presented to Queen Elizabeth II.
In 1981, Mr Birch was one of 14 artists invited to enter paintings based on rural scenes in a competition to mark the 150th anniversary of the Perth Royal
Mr Birch now lives in the small village of Smiths Lake on the mid-north coast of New South Wales. ‘After stints in Sydney and Newcastle, I settled here 20
His work has been collected by the Tasmanian Museum and Art Gallery, University of Western Australia, Murdoch University, City of Fremantle, and the Shire of Mundaring, among many others. In 2011, an exhibition of his collection of photographs from the West Bank in Jerusalem was held at the Lawrence Wilson Art Gallery in Western Australia.
years or more ago for the surfing, beaches, sub-tropical climate and the beautiful rainforest surroundings,’ he said. ‘Currently, I am working on small landscape paintings based on the surrounding rainforest. I am also copying two masterpieces as accurately as I can: Paolo Uccello's Battle of San Romano and Piero di Cosimo's Portrait of Simonetta as Cleopatra.’ Mrs Caroline Harben College Archivist
Mr Nathan Buckey (86-91), third from back, and his crew in 1991.
Mr Edward Brook (04-11) at the 2011 Head of the River.
Wesley's 2021 1st VIII, with Joshua Wong (12D) fourth from the right .
Wesley's 2001 winning team, including Mr Brenton Jenke (94-01).
Mr Stephen Thompson (77-81) and his crew in 1981.
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Pulling together for success. The decades may change but the feeling of being Captain of Boats for Head of the River stays the same. We caught up with Wesley’s Captains from 1981, 1991, 2001, 2011 and 2021 to see what the experience meant to them.
Being part of a team - any team - is special. But there’s an extra bond that forms when a 1st VIII Crew comes together. The early starts, the gruelling training, the will to push through the pain for the collective goal—it creates a distinct kind of unity. ‘Rowing taught me to never give up. To endure through the tough times and persist no matter what,’ says Mr Nathan Buckey (86-91), Captain of Boats in 1991. ‘I’ve never forgotten the importance of teamwork. No one individual can make the boat go faster on his own.’ It’s a sentiment echoed by the Captain from 1981, Mr Stephen Thompson (77-81). ‘I have such fond memories. Rowing gives you the true feeling of being part of a team and that we’re all in this together.’ Of course, from cox to captain, there is one day on the calendar that means more than any others; the trip to the Champion Lakes Regatta Centre in Kelmscott for the Head of the River.
The Head of the River regatta is the last rowing event on the PSA calendar - contested since 1899. The best and fastest competitors from Aquinas College, Christ Church Grammar School, Guildford Grammar School, Hale School, Scotch College, Trinity College and Wesley College come together to discover who can cover 2000 metres in the shortest time. It is not just the joy of competing in an historic event; it is the passionate support that makes the Head of the River unlike anything else on the calendar. ‘It was still down at Canning Bridge back in 2001 and we were rowing out of the Penhros College shed,’ recalls 2001 Captain, Mr Brenton Jenke (94-01). ‘The banks were packed and the atmosphere was electric. We could hardly get through the crowd to get the boat on the water. ‘It is by far the most charged environment I've seen at any regatta I've rowed at. I certainly wasn't prepared for that and it was close to the point of being overwhelming.’
Click to watch Wesley winning the Head of the River in 2001.
The support made a difference, though, as that 2001 Wesley team went on to win by a small margin in a thrilling race. However, win or lose, simply taking part has the potential to be life-changing. ‘Rowing is a way to push the boundaries and connect with people and the water,’ says Mr Edward Brook (04-11), Captain of Boats in 2011. ‘Some of my best memories are sitting in a rowing boat with mates before sunrise in front of the city.’ Wesley’s 2021 Captain of Boats, Joshua Wong (12D), drew on Wesley traditions for this year’s regatta while also working with his team to create moments they will remember for life. ‘One tradition that we’ve had – for as long as I can remember – is that the whole Wesley Rowing squad takes part in a group run past every other school at the Head of the River,’ says Joshua. ‘It’s unique because no other school does that run. It’s a display that we are willing to put ourselves out there and give it our best crack.’
Click to stream The Furnace.
The Power of Filmmaking. Roderick MacKay (99–03)
In 2020, Mr MacKay debuted his first feature film, The Furnace, as part of the official selection for the 77th Venice Film Festival. We sat down with him when he came back to the College to speak to students during Arts Week, to find out how he started on the journey from Wesley College graduate to esteemed film director. 12
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What are some of your memories from your time at Wesley?
What did you do after leaving Wesley?
If I’m honest, I remember struggling academically in a number of subjects outside of Visual Arts and Media Studies. I only scraped through my tertiary entrance exams to get into Visual Arts School at Curtin University.
I completed a Bachelor of Arts in Visual Arts with a few additional film school units and independent research projects.
Nonetheless, I thoroughly enjoyed my time at Wesley. When I first arrived from South Perth Primary School in Year 8, I remember being aware that I was about to attend an incredibly prestigious school. Quite remarkably, I am still very close with a number of friends I made as a student at Wesley. Was there a particular moment at Wesley when you discovered your passion for film? Funnily enough, my desire to be a filmmaker didn’t begin until shortly after my time at Wesley. I was actually one of my year’s top Visual Arts students, so I was quite intent on pursuing that as a career as Media Studies was quite different when I was a student. For example, the filmmaking tools were far less sophisticated and the whole notion of being a filmmaker felt very out of reach, especially growing up in Perth, where you’re about as far away as possible from screen industry epicentres in the United States or the United Kingdom. While I was quite adept visually, I didn’t have the best English grades, so the thought of writing scripts was also quite intimidating. But that began to change when I was lucky enough to have Mr David Ashton as my English teacher for my final years at Wesley. He really helped me find my voice and boost my confidence as a writer. Now as a screenwriter and film director, I still sometimes contemplate how important a role Mr Ashton played in starting me on this journey. Beyond that, it was sometime during university when I realised filmmaking was this kind of ‘ultimate’ art form, harnessing an unparalleled breadth of mediums, skillsets and technologies, all for the shared purpose of telling a story. Once that penny drops, and you realise the scope and power of filmmaking, there’s no going back!
Bizarrely, after I graduated from university in 2007, I pursued an IT start-up, which involved a couple of former Wesley classmates. The IT start-up was designed to provide online turnkey business infrastructure for artists and creative industry practitioners, from a range of disciplines. The project actually got quite far, but the 2008 global financial crisis made it impossible to raise investment for a high-risk digital arts platform, so we put the concept to bed. From this, I learnt a huge amount about pitching and raising money, which would go on to serve me well as a filmmaker. I then spent the rest of my 20s focussed purely on filmmaking. In 2009, I made my first short film on a shoestring budget with a fellow Old Collegian, Mr David Stephens (93-03), which demonstrated we knew what we were doing and put us on the radar of Western Australia’s screen agency, Screenwest. My next short film was shot in 2013 and received some funding support from Screenwest. Six years later in 2019 I married my partner, Tessa, and as a result of a lot of hard work, started shooting my debut feature film, The Furnace. It was a pretty gruelling six-week shoot on Yamatji Badimaya country in Western Australia’s remote Mid-West region. Once completed, it was the only Australian film accepted into the 2020 Venice Film Festival ‘official selection’, which Tessa and I managed to physically attend, even during a global pandemic. So, you could say filmmaking is very much about playing the long game! What lessons did you learn from your parents that you feel impacted your career journey? My parents have always gently encouraged my brother, sister and I to follow our passions, pursue meaningful work and think outside the box. This mantra has led us on some challenging but incredibly fulfilling life journeys.
From your experience, how has COVID-19 impacted the film industry? It’s hard to know where to begin in summarising just how dramatically COVID-19 has transformed the global screen industry. I would love for audiences to continue to experience my films in cinemas, but that dream no longer feels sustainable for relatively low budget independent titles such as The Furnace. The economics of the theatrical release model were already antiquated, and the industry has been complacent for some time in the face of a shrinking cinema audience, increasingly drawn to online streaming. COVID-19 greatly amplified and accelerated those issues. Like most filmmakers, I am now setting my mind toward creating content for streaming platforms. The cinema is still the gold standard viewing experience, but I have reached a point where I would rather people saw my film in a home cinema, on a computer screen or even their phones, as opposed to not seeing it at all! What is your best piece of advice for a young media student hoping to get started in the world of film? Filmmaking is incredibly difficult and hyper competitive. You have to really want it. Also, there is so much content being made and much of it is mere entertainment and escapism, which is perfectly valid and we need that sometimes. But I think artists are obliged to create meaningful and explorative work that attempts to offer some unique insight or experience to an audience. Any subject matter can be made interesting or boring. What matters is how you explore it and bring it to life. So, I would really encourage any aspiring filmmaker to delve into the craft of screenwriting as much as the technicality and philosophies of filmmaking. Most importantly, be bold, honest and authentic and tell the stories that you love. Live life and remember you are a student of human observation. It’s a hard road, but don’t settle for mediocrity!
Attendees of the OWCA Pioneers' Day.
Mr Phillip Holmes (53-57-59).
Mr Vernon Wheatley OAM (47-51).
Dr Keith Mullins (54-58) , Mr Phillip Holmes (53-57-59), Mr Peter Bold (52-58), Mr Warren Berryman (54-58), Mr Colin Jameson (55-58) and Mr Colin Carson OAM (53-58).
Dr Richard Vaughan AM (53-57) and Prof Bryant Stokes AO (45-53).
Mr Peter Shack (63-70).
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Pioneers’ Day. It was wonderful to see old friends reunited at one of the happiest days on the OWCA calendar, Pioneers’ Day. After last year’s event was cancelled owing to a COVID-19 lockdown, we had some very fortunate scheduling this year and the day went ahead as planned on Thursday 22 April, just before the Perth and Peel region entered a three-day lockdown, again because of COVID-19.
Pioneers’ Day is the initiative of the late Mr Eric Saunders (34-35-38), and serves as a reunion for those who left the College more than 50 years ago—with the class of 1971 the latest cohort to be inducted. First held in 1986, it has since become one of the most important days for both the OWCA and the College, as it brings together students and Old Collegians. The College shared present-day Wesley at a Pioneers’ Day Assembly, highlighting the activities of students, from camps to drama productions, providing our Pioneers a sample of today’s Wesley experience. ‘I could not help reflecting on how good the College assembly was in comparison with what we had to sit
through 50 years ago. We generally had our heads in our hands, no focus on the Headmaster, long hair and looks of complete uninterest and boredom,’ said Mr John Hassen (67-71). The day is also an opportunity for current students to recognise the College’s rich history and acknowledge the Pioneers’ contributions and wealth of knowledge. Our oldest Pioneer, Dr Joseph (Wally) Green (38-43), who graduated 78 years ago and is 95 years old, attended Pioneers’ Day this year. He has witnessed the end of World War II, the end of the Cold War, seen 23 Australian Prime Ministers elected to office
and travelled to all parts of the world. Yet, despite his vast wealth of knowledge and the difference in age separating him from the current Prefects, he can still sit and talk with current students about all the things that make Wesley unique. In that moment, there is an instant connection and sense of collegiality that you will not find in many other communities. That is why our Pioneers come back to Wesley every year. It is an opportunity to sit and talk with their brothers in arms which now, more than ever, is so important. It is these friendships that keep us all going. Mr Hamish Blair (07-16) Alumni Relations Manager
We would love to hear what you have been up to! Send through your updates to firstname.lastname@example.org Mr Jamie Wyatt (99-12)
Mr Wyatt is a multi-talented graphic artist and the creator of Highst Clothing, a clothing brand which follows the story of animals humorously stealing from humans. He is committed to taking his artistic expression out of the gallery and onto wearable art and public spaces. As part of this year's Arts Week at the College, Mr Wyatt was invited back as an Artist in Residence to paint a mural on the lockers next to the Arts Department. Bursting with humour, public art like Mr Wyatt’s breathes life into our meeting places. Many students took the opportunity to stop and chat with him over the week as they walked past him working each day—an exciting way for them to connect with an Old Collegian! To shop Highst Clothing visit highstclothing.com.
Mr Jordan Sprigg (08–09) Originally a boarder from Narembeen in the eastern Wheatbelt, Mr Sprigg has been creating sculptures from recycled scrap metals for the past eight years. However, even an accomplished artist like Mr Sprigg gets excited when a West Coast Eagles legend has one of his pieces in his collection. Mr Nic Naitanui is also stoked to have this turtle sculpture at his house. ‘The turtle is a significant totem in Fijian culture so it will be highly admired and cherished by not only myself and my family here, but those overseas as well,’ he said. To view more of Mr Sprigg's impressive sculptures, visit jordanspriggsculptures.com.au.
Mr Jack Anderson (13–18), Mr Rabea Zeynali (13–18), Mr Tyler Clement (11-18), Mr Aryan Puri (07-18) and Ms Georgia Anderson (Penrhos) It is often said that you will be successful if you do something about which you are passionate. For this group a passion for mentoring has led them to found ThrivEd, a non-for-profit organisation that creates textbooks designed from the perspective of recent graduates. They published their first chemistry book earlier this year, with dozens of schools choosing to include it on their 2021 booklist. ThrivEd has a major philanthropic element, with the team choosing to donate one textbook to a school in a lower socio-economic area for every two books sold. To find out more about ThrivEd cause, visit thrived.org.au.
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Mr Christopher Buchanan (05–18) Reading and writing have always been a passion for Mr Buchanan. Since receiving the Year 12 William Peet Prize for Dux of College in 2018, he has had the opportunity to read English at the prestigious Clare College at Cambridge University in the United Kingdom. During a time when travelling to study is nearly an impossible proposition, Mr Buchanan says that he’s incredibly grateful for the opportunity to explore a new place, receive outstanding lectures and even hear from one of his favourite novelists, Mr Ian McEwan.
Mr Mitchell Neunborn (05-14) No stranger to hitting it out of the park, Mr Neunborn was announced as the joint 2021 Rookie of the Year for the Australian Baseball League. Currently playing for the Adelaide Giants, he had a breakout season striking out 29 batsmen across five matches. He also set a new franchise record for the Giants with a 0.70 walks plus hits per inning pitched, showing his skills in preventing the opposition batters from scoring. In March, it was announced that Mr Neunborn signed with the Frontier League’s Québec Capitales team, and he looks forward to playing baseball on an international stage.
Mr Matthew Pallot (04–11) At the start of last year, Mr Pallot had the opportunity to play professional volleyball in Japan. ‘It has always been a dream of mine to play overseas, but it definitely wasn’t easy,’ he said. 'Moving to Japan in the midst of the COVID-19 pandemic presented challenges in itself, let alone trying to train and play with a team that speaks only Japanese.' His club was based in Amagasaki, a small city just outside Osaka. During the season he had the opportunity to travel throughout Japan, playing 20 games in total. Mr Pallot is now back in Sydney working as an engineer. Owing to travel limitations, playing internationally again has been put on hold. However, he does hope to continue to play volleyball at the highest level.
Mr Luke Burrows (05–18) An outstanding athlete during his time at Wesley, Mr Burrows has continued to push the boundaries of running, both in Australia and internationally. Luke was the 2021 WA Men’s 1500 metres State Champion, and 2020 WA Men’s 800 metres State Champion, which led him to accept a full academic and sport scholarship to Drake University in the United States. Mr Burrows spent one semester training and studying at Drake before returning home at the end of 2020. He hopes to return as soon as travel restrictions ease. Mr Burrows is currently being mentored by Mr Matt Ramsden, who will be representing Australia at the Tokyo Olympics, an experience which he says has been very beneficial to his development as an athlete.
Mr Timothy Harvey (11–18) and Mr Matthew Harvey (11-18) Competitive cycling has always been a passion for for the Harvey twins. In 2019, they were invited to race in Europe as part of the Belgium-based ASFRA racing team. They were also invited to join Velofit Australia, a competitive Western Australia-based team. Since joining the team, they have competed in the Tour de Siak in Indonesia in 2019 and the Under 23 Tour De Nong Thon in Vietnam. The twins also competed in the 670 kilometre New Zealand Cycle Classic in early 2020. Despite travel restrictions in 2021, they have continued to excel. Mr M Harvey competed in the Santos Tour Down Under and finished 19th in the Young Rider classification. Mr T Harvey competed in the Under 23 National Australian Championships Road Race in Victoria and finished 20th.
Mr Andrew Wong and Joshua Wong (12M).
Connor Blight (12C) and Kevin Handojo (12C).
Mr Tom Baddeley (78-82) and Miss Yvette Manolas.
Careers Uncovered Mining and Gas
Miss Yvette Manolas, Mr Brad Russell-Lane (81-85) and Mr Jim Walker.
Mr Tom Baddeley (78-82), Ms Yvette Manolas, Mr Brad Russell-Lane (81-85), Mr Jim Walker and Mr Jason Yazdani (10-15).
Lachlan Edinger (9H) and Mr Richard Edinger (81-85).
Joshua David (11C), Miss Louise Innes and Mr Clive David.
Mr Conor McLaughlin (10-15), Mr Wayne Gumulya (06-12), Mr James Grimes (12-18) and Mr Jack Hoskins (13-18).
Mr Jason Yazdani (10-15) and Mr Matthew Harding (08-15).
Mr Jim Walker and Mr Jason Yazdani (10-15).
Mr Zachary Negus (15-20), Mr Charlie Holmes (13-20), Mr Marshall Brown (13-20), Mr John Zammit (08-20), Mr Dillon Monteiro (07-20) and Mr Kaleb Panetta (11-20).
Mr Stuart Bowden (68-73-75), Mr Tony Robinson (71-75) and Mr Peter Day (71-75).
Mr William Hames (07-20) and Mr Ben Hames (81-92).
Shakers and Stirrers
Mr Andrew Woodley-Page (85-90) and Mr Tim Bell (81-88-89).
Mr Rhys McIntyre (06-12) and Mr Lewis Viney (01-12).
Mr George Hajigabriel (75-86), Mr Gavin Thomas (82-86), Mr Kerry Durston (82-86), Mr Kit Leake (68-72) and Mr Geoff Baker (82-86).
Mr Mark de Laeter (73-77), Mr Stuart Bowden (68-73-75) and Mr David Chadwick (73-77).
Mr Mark Strahan (82-86) and Mr Anthony Bell (78-87).
Click to watch a video on the 1923 Society.
‘We are making traditions… On what we build in these first few years will depend on the character of the school that is to be.’ Mr J.F. Ward (Foundation Headmaster) 13 December 1923
In remembering the men and women who believed in Wesley and its ideals from the beginning, the 1923 Society was established to honour their generosity and, at the same time, allow the College to show gratitude to current benefactors who choose to leave a legacy in their will. The fabric of Wesley today is a far cry from 1923, or indeed when Mr Campbell Ansell (56-60) graduated. Patron of the 1923 Society, Mr Ansell shares his personal story about why a bequest to his former school is so important to him.
I left the College in 1960, so I guess I’m playing in the last quarter of the game called ‘life’. Some mornings, I feel as if I’m kicking against the wind as well! I’m honoured to be the Patron of the 1923 Society. I was drawn to make a bequest because of the huge steps Wesley has made since my time— developing young people and giving them an outstanding, all-round education. It makes me proud. Today, as I stand on campus, I feel a strong connection to the past, and
reflect on my time, my friends (many of whom I still meet up with) and the teachers who had an impact on me. John ‘Elfie’ McLean was instrumental in shaping my professional pathway. I’ve no doubt there must have been a disproportionate number of accountants from this era—he was a decorated RAAF Officer but, more importantly, a seriously good person and teacher. It is also important to me to give those less fortunate the opportunity afforded to me—an education. If you have made a bequest in your will— thank you. If you feel that Wesley
gave you a good start in life, and you would like to make a difference to its future and the generations to follow, please join me by becoming a member of the 1923 Society. As well as leaving my mark on my old school, my hope is for a collegial society that will benefit members - an opportunity to meet new friends, share stories and celebrate our common bond, Wesley. Mr Campbell Ansell (56-60)
If you would like more information on becoming a 1923 Society member, please contact Ms Mary Henry (Director of Community Relations) for a confidential discussion on (08) 9368 8126.
OLD SCHOOL TIES WINTER 2021
VALE Dr Malcolm Hay OAM (48-52) The Association and College were saddened to hear of the passing of Dr Hay on 14 March 2021.
at the College, Dr Hay received a number of citizenship prizes and was a Patrol Leader in Scouts, earning Queen's Scout Honours in his final year. After leaving Wesley College he undertook a Bachelor of Medicine and Bachelor of Surgery at the University of Western Australia, and became a Fellow of the Royal Australasian College of Surgeons. Throughout his career, he volunteered as an orthopaedic surgeon in Nepal and at Princess Margaret Hospital.
One of Wesley’s founding members of the Gallery of Honour, Dr Hay had a distinguished career as an orthopaedic surgeon, adventurer and former Australian Antarctic base doctor. He left not only a lasting impact on the Wesley community, but the wider Australian community through his passion to drive youth programs as well as volunteering.
Dr Hay was born in 1934 in Bunbury and attended Wesley as a boarder. He was 13 when he arrived into Walton House in 1948. During his time at the College he held leadership positions across many sports including Vice-Captain of Athletics, Lifesaving, Rowing and Swimming. He would go on to be School Prefect and Vice-Captain of Walton in 1952. In his final years
His passion for volunteering and engaging young Australians helped establish the Leeuwin Foundation and Voyage Program in 1986. As an adventurer and former Australian Antarctic base doctor, he understood how the challenge of a sea voyage or new adventure brought out the best in people. Dr Hay would go on to raise $3.5 million to construct the ship STS Leeuwin II. It was put to sea in 1986 and since then more than 40,000 people have sailed on it. Dr Hay was awarded the Medal of the Order of Australia in 1992 in recognition of his services to youth programs, particularly through the Leeuwin Foundation's experiential learning and leadership programs.
OLD SCHOOL TIES WINTER 2021
MR PETER HAMMOND (48-50) 17 May 2016 MR DONALD WEBB (65-69) 9 September 2018 MR WILLIAM CALDER (60-61) 18 August 2019 MR RUSSELL MCINTOSH (58-62) 28 August 2019 MR ROBIN BEAUCLARK (57-59-61) 30 August 2019 MR LEITH (IAN) MCKENZIE (50-51-53) 16 November 2019
MR JOHN (BARRY) GIBSON (47-51) 6 July 2020 MR COLIN HAWKSLEY (60-61) 2 October 2020 MR ARTHUR (JOHN) COLLINS (41-41-43) 10 October 2020 MR JOHN DARE (58-61-62) 18 October 2020 MR PETER WATTS (44-47-48) 15 December 2020
MR STEPHEN YEWERS (65-66-70) 7 January 2021
MR PETER GREEN (72-76-78) 25 February 2021
MR BRYNMOR HITCHIN (65-69) 9 January 2021
MR MARLON JOHNS (07-08-09) 1 March 2021
MR KIM HANCOCK (67-70-71) 13 January 2021
MR ROBERT WALKER (52-55-56) 8 March 2021
MR STEPHEN MOUNSEY (58-60-61) 15 January 2021
MR MALCOLM HAY OAM (48-52) 13 March 2021
MR KENNETH DREGHORN (59-62-63) 4 February 2021
MR DAVID LAWRENCE (61-67) 21 March 2021
MR MURRAY KIMBER (70-75) 7 February 2021
MR FRANK BLACKWELL (53-57) 17 December 2020
MR TREVOR MALLETT (46-50-52) 29 March 2021
MR ROBIN DEVENISH (41-45-47) 23 March 2020
MR PETER DUKE (50-54) 28 December 2020
MR NEVILLE PERRYMAN (43-44-46) 13 February 2021
MR GEOFFREY WARREN-SMITH (47-48-50) 6 May 2021
MR ADRIAN BROUN (47-49-51) 9 April 2020
MR KEITH YOUNG (50-52-54) 1 January 2021
MR BRANDON HUGHES (65-69) 21 February 2021
MR HARTLEY JOYNT (51-55) 12 May 2021
MR GRAHAM SEXTON (37-41-42) 10 May 2020
MR NEIL GENEVE (44-50) 2 January 2021
MR LLOYD READ-BRAIN (50-52-57) 22 February 2021
MR ROBIN FLOWERS (55-58-60) 17 May 2021
MR JOHN ARNOLD (44-47-49) 10 June 2020
MR GRAEME READ (53-55-57) 7 January 2021
MR LYNDSAY STEPHEN (72-73) 25 February 2021
MR LUKE VAN RIESSEN (97-09) 18 May 2021