Kaya. Kaya nidja Whadjuk Noongar boodjar. 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 and present. Here we honour the cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander Australians. Danjoo Koorliny. We accept the invitation to walk together for a better future. Booraka warniny. By daring & by doing.
UNDERSTANDING DATES
The names of Old Collegians are followed by the dates they joined and graduated from the College, eg: John Smith (81-86). If a student left the College before their peer group, the dates reflect the year the student joined, the year they left and the graduation year of their peers, eg: John Smith (81-83-86).
WELCOME
By Mr Ross Barron
At Wesley, we pride ourselves on creating wellrounded individuals, and this issue of the magazine is all about how to make the most of your time here — both inside and outside the classroom.
The theme ‘enrichment’ is more than just a word; it’s about extra opportunities that go beyond the traditional boundaries of the classroom, sport, and the arts. Of course, those are hugely important, but in this issue, we’re diving into some of the lesser-known activities that can help students stretch themselves in new and exciting ways.
We know that the most important thing we do at Wesley is academics. Full stop. We believe in rigour, in setting high standards, and in encouraging everyone to aim for excellence. But that excellence doesn’t look the same for everyone. Whether you’re pursuing the ATAR, General VET, or a Hybrid pathway, there’s a sense of pride in doing your personal best — whatever that looks like for you.
Every student has a path, and what we’re really proud of is how we’ve grown to value all those different journeys equally. If you have a talent for Mathematics or English, you should wear that with pride, knowing your mates will respect you for it. But equally, if your passion lies in an apprenticeship or the VET pathway, you’re celebrated too. We’re all on different roads, and that’s something we embrace.
But let’s talk about what happens beyond the classroom. This is where the magic of Wesley
really starts to unfold. The co-curricular activities we offer are not just add-ons — they’re essential parts of your journey. Getting involved in these opportunities doesn’t just enhance a student’s education; it helps them find their tribe.
By joining a club, you meet people who share your interests, and that sense of belonging is what strengthens your connection to the College. Whether it’s robotics, chess, debating, philosophy, or something else entirely, these activities are more than just hobbies. They spark passions that can shape a student’s future in ways they may not yet even realise.
And the best part? There’s something here for everyone. The breadth of co-curricular options at Wesley is truly amazing. If you’ve never tried something before, now’s your chance. Pick an activity, take a risk, and have a crack at something new. You never know where it might lead. One small step outside your comfort zone could open doors to new friendships, new skills, or even a future career path.
So, as you read through this issue, I encourage you to think about how you can enrich your own experience here at Wesley. Whether it’s through academics, co-curricular activities, or finding a new passion, there are endless ways to grow. The opportunities are here — you just have to take them. Enjoy exploring all that’s on offer, and most importantly, enjoy the journey.
JOSH: Jake, it’s been a big year. What was the most challenging aspect of your role as College Captain, and how did you overcome it?
JAKE: Some of the most challenging parts of my role were around people management. Working with people is one of the hardest but also most rewarding things you can do. It’s like being thrown into a managing director role with no experience, and you have to work it out as you go. Working with the prefects and teaching staff has been highly rewarding, but it takes time to learn how to do it well.
JOSH: What’s a key lesson you’ve learnt this year that you wish you had known earlier?
JAKE: The biggest lesson I’ve learnt is asking for help. It’s something I struggled with at first, but it’s
so important. It doesn’t matter how big or small the issue is — asking for help from a teacher, the Head of School, or even other students is always a good move. It takes courage to admit you need a hand, but 99% of the time, people are willing to help, and you feel better for it. I wish I had known that earlier.
JOSH: When you look back, what are you most proud of during your time as College Captain?
JAKE: What I’m most proud of isn’t the sporting success or the awards; it’s helping my peers grow. I’ve loved watching students at Wesley become kinder, more patient, and more understanding. Seeing Year 11s who didn’t quite know where they were going turn into Year 12s ready for the next chapter is what I’m most proud of.
Jake Boniwell reflects on his time as College Captain while Josh Nathan looks forward to leading Wesley next year.
JAKE: How do you feel about being College Captain next year?
JOSH: There’s definitely a mix of emotions. I feel deeply honoured to be elected by my peers, and I’m excited about what lies ahead. But I’m also a bit nervous, especially about following in your footsteps.
JAKE: What are you most nervous about for next year?
JOSH: Right now, it’s the unknown. I’m not entirely sure what to expect, and I’m also trying to figure out how I’ll balance the role with other aspects of school and sport.
JAKE: Are there any traditions or initiatives you’d like to continue?
JOSH: Definitely. I’d love to continue the International Women’s Day netball game to celebrate the amazing women in our community. I’ve also been thinking about encouraging the Year 11s to grow moustaches for Movember, and maybe introducing a Wesley Day alongside House events to boost school spirit.
JAKE: What legacy do you hope to leave as College Captain?
JOSH: That’s a tough one. As a leader, I want to embody Wesley’s motto — By daring & by doing. It’s about not only daring to make change but also acting on it. I hope to leave a positive impact on the students, staff, and the entire Wesley community.
Valedictory Day at Wesley College was a truly special occasion for the Class of 2024, filled with moments of celebration and reflection.
The day began with the Father and Son breakfast in the Old Boys’ Memorial Rose Garden, a time for sharing memories and gratitude. This was followed by a Guard of Honour, which stretched from the Junior School to the Senior School, as the entire College community came together to send off the Year 12s in style.
Scan to watch Jake Boniwell’s Valedictory speech.
VALEDICTORY ADDRESS 2024
Head of College, Mr Ross Barron, told the departing Class of 2024 that they had learnt more at Wesley than they perhaps realised. Here is his speech, in full.
Good evening everyone — graduates, families, staff, and friends. Tonight is a night of celebration, and rightly so. We’re here to honour the achievements of our Class of 2024.
Before I get to the heart of what I want to share, I want to acknowledge something unique about this class. As we all know, you are a small cohort of 115 students.
In many ways, being small could have been a challenge — you had fewer classmates to share the load, fewer players to fill teams, and fewer voices in a chorus. But instead of seeing that as a limitation, you turned it into a strength.
You embraced it, and I’m immensely proud of you for that. It is wonderful to be able to stand here this evening and celebrate your graduation — the successful completion of your schooling journey.
So, as you look back now at the thousands of hours spent in our classrooms, what has Wesley taught you? Mathematics? Music? Metalwork?
Of course.
Chinese? Chemistry? Creative Writing?
That too.
But the truth is so much bigger than the subjects in the curriculum.
There have been lessons between the lessons too.
Wesley has taught you to live life with a specific spirit. A spirit that will make you stand out. A spirit that will shape your life.
We don’t have specific lessons on it. There is no examination to complete. It is simply a set of values woven into how we hold ourselves every single day.
So, what is spirit?
Spirit is more than just enthusiasm. It is more than being passionate about something.
Spirit is about resilience. It is about getting back up when you’ve been knocked down, time and time again.
It is about the drive to be more, to give more, to keep going when others give up and to lift others with you as you go.
Your cohort was small, but you used that to your advantage. You made your connections closer; your commitment to each other tighter. You embodied the spirit of Wesley.
The unspoken lesson you have learnt is that true success is never achieved alone. It is in the moments of collaboration, in how you have supported each other, whether it was helping a friend study for an exam, lifting them in a game or showing up to cheer on your mates. This spirit is the glue that binds us together as a community, and it will be the thread that carries you through life.
I saw it when you gave a standing ovation for the College Production. I saw it in the Senior Studies Centre, where you quietly helped the younger students without being asked. I saw it when the Moorditj Mob shared their culture with us and you watched with curiosity and interest. I saw it in Assembly, where your applause was as loud for a debating win as for a sports win.
That brings me to the second quality you are leaving Wesley with: Leadership.
For some of you, leadership will show itself in the form of being the one others look to for instructions or guidance. However, leadership is just as much about setting the right example, in your actions and your deeds.
When you turned out en masse to support the actors in the College production, it wasn’t about who was on stage; it was about community. When you celebrated your mates as they performed a musical item or competed in the Philosothon — you were showing everyone that success takes many forms and we should celebrate them all.
And when one of your own stepped up to help a mate when they needed it the most, with no accolades, you showed that leadership isn’t about authority, it’s about values.
You do what’s right because you know what’s right.
That is fundamental to the spirit we instil at Wesley — it’s standing for something, even when no one is watching, and doing so with integrity. In the real world, you’ll find that your greatest accomplishments won’t always come with applause, but they will come with meaning and a sense of satisfaction from achieving something special.
The world is going to test your values, your patience, and your resolve. You will face situations where you will be asked to compromise, to take shortcuts, or to stay silent when something needs to be said. In those moments, I ask you to remember what Wesley and your parents have taught you.
Remember the spirit you have built and use it to navigate the complexities of life.
One of the greatest lessons Wesley has given you is the value of relationships. You have built friendships that will last your whole life, and you have made connections that will help you in the future.
During my sabbatical this year, I had the privilege of travelling around the world, meeting with Wesley alumni from all walks of life. We held events from Sydney to San Francisco to London. At every event, I saw the power of these connections.
I watched 20-year-olds and 80-year-olds meet for the first time, and within minutes, they were laughing and sharing stories as if they had known each other forever. That is the strength of the Wesley network. Let me tell you, the bonds you have made here will be there for you, no matter where life leads. They will last a lifetime.
Keep in touch with the people around you, because they will be your support network when times get tough.
And don’t just hold on to those connections, build new ones. Be generous with your time when the next generation of Wesleyans reach out to you. You’ll find that the most successful people in life are not those who go it alone, but those who are able to collaborate, to listen, and to lift others up along the way.
Finally, we all know that technology is rapidly changing many careers. AI is evolving the way whole industries operate. You will be faced with challenges that none of us can predict.
However, the final unspoken lesson Wesley has given you is the preparation for that uncertain future. Where one thing is guaranteed, change will be constant.
The College has carefully and deliberately given you the foundation to not just survive in the world, but to thrive and flourish in it.
You have learnt how to adapt, how to think critically, and how to be resilient. These are the skills that will set you apart. No matter how the workplace evolves, employers will always value people who have your spirit: respect, compassion, integrity, and courage.
That is what will make all the difference.
So, yes, you leave the College today with a wealth of achievements in Algebra, Anatomy, and the Arts; in Economics, Engineering and English; in Sport, Statistics and Science.
However, as you move forward, remember this: success is not about the accolades, the job titles, or the material gains. True success is about how you impact the people around you, how you rise to meet life’s challenges, and how you stay true to the values that matter most.
Put simply, the lessons you have learnt between the lessons.
Congratulations, Class of 2024. The world is yours, and I have no doubt you will make it a better place.
Audendo Atque Agendo
Scan to watch Mr Barron’s Valedictory speech.
POTENTIAL UNLOCKED
Wesley’s Academic Enrichment programs help students unlock their unique abilities, but what do they offer that goes beyond the traditional classroom experience?
You have to spend only one recess walking through our campus to realise that no two students are the same. Every child carries their own blend of talents, dreams, and learning styles, and it’s our job to help them flourish. Our Academic Enrichment programs are designed to do just that, offering pathways that challenge the brightest minds, spark new passions, and push boundaries, making the learning experience as unique as each student.
At Wesley, we differentiate between extension and enrichment to meet the diverse needs of our students. Extension focusses on higherorder learning for gifted and talented students, challenging them with more complex material. “Extension is about pushing the limits of what students can achieve,” says Dr Adam Kealley, Head of Academics & Innovation.
Enrichment, on the other hand, broadens the learning experience by offering all students opportunities to explore personal interests or topics adjacent to the curriculum. “Enrichment is about providing opportunities for students to explore their passions and learn beyond the classroom,” he adds. Together, these pathways ensure that every student is both challenged and inspired in their academic journey.
The
heart of our approach
Wesley’s approach to academic success is built on three pillars: Quality Differentiation, Targeted Intervention, and Purposeful Extension. For students who require extra support, targeted intervention programs are implemented to address academic needs. “We recognise that some students may need more tailored support to thrive,” says Adam. “Our intervention programs are carefully designed to provide that support in a way that’s both effective and compassionate.”
Conversely, for students ready to explore further, Wesley offers purposeful extension activities that go beyond the regular curriculum. These might include subject-specific enrichment programs, participation in national and international
competitions, or even year-level acceleration for exceptional students. “Our Academic Enrichment programs are designed to support each student’s personal learning journey,” explains Adam. “We aim to open doors, not close them. Every student is different, and we’re proud to offer a wide range of opportunities to ensure every individual is both supported and challenged.”
A meaningful journey
This approach begins the moment students enter Wesley College. In the Junior School, students are supported through ability-level groups in Literacy and Numeracy, ensuring that their classroom experience is tailored to challenge and extend them appropriately. Inquiry-based learning opportunities further develop their critical and creative thinking skills, encouraging curiosity and independent problem-solving from an early age.
A variety of ‘We Dare You’ clubs offer Junior School students opportunities to enrich their learning in areas of personal interest. Those who demonstrate significant aptitude are invited to receive more intensive tuition, participating in various competitions that provide unique challenges. Furthermore, the Scientist in Residence program engages Year 4 students in hands-on learning with real-world scientists, harnessing their curiosity and inspiring them in the exciting world of STEAM (Science, Technology, Engineering, Arts, and Mathematics). This program evolves in Middle School with the Daring Tinkers makerspace and coding initiative.
As students progress through Middle and Senior Schools, they gain greater autonomy in their academic journey, with opportunities to select courses that align with their personal interests, aspirations, and aptitudes. This includes Curriculum and Enrichment electives, allowing students to delve deeper into specific topics such as the History of English, Contemporary Issues and Events, Aboriginal Languages and Cultural Studies, Agribusiness, Music, or Sports Analytics. Other electives engage students in various competitions or allow them to undertake personal projects through initiatives like Project X or ArtsLab. Philosophy and Ethics offerings not only encourage reflection on significant questions and ideas but also introduce students to the Socratic Method of meaningful dialogue. Such programs provide diverse pathways for students to challenge
themselves and explore their passions more deeply while continuing to receive support in their learning.
For senior students, Wesley’s flagship program WesleyNEXT provides access to a vast range of microcredentials, from obtaining a Skippers’ Ticket to learning about Sports Nutrition, Robotics, Financial Literacy, or workplace preparation courses such as Barista training, Teacher Assistant training, or Construction Basics. Academic pursuits are also catered for, with opportunities to enrol in short academic extension courses through UWA or Curtin University. These diverse programs empower students to challenge themselves, explore their passions, and prepare for their future. Program Head, Mrs. Peta Wise, notes, “WesleyNEXT provides students with the flexibility and opportunities to tailor their learning to their future aspirations. It’s about equipping our students with the tools and confidence to succeed, whatever path they choose.”
The power of differentiation
At the core of Wesley’s academic philosophy is the practice of differentiation. “Differentiation is about understanding the individual interests and learning needs of each student and adapting our teaching to meet those needs,” says Adam. “This ensures that every student, from those needing extra support to those seeking greater challenges, is engaged and motivated.”
This focus on quality differentiation means that all students – not just the top 10% – have the chance to grow and succeed. Teachers work closely with students, regularly assessing their progress and adjusting the curriculum to provide the appropriate level of challenge. At Wesley, we don’t believe in a ‘cookie cutter’ approach. Our aim is to create an environment where every student can achieve their personal best.
Celebrating success
Of course, academic enrichment isn’t just about pushing students to achieve better grades — it’s about fostering a love of learning that will stay with them for life. The College prides itself on creating a learning environment where students feel encouraged, supported, and excited about the possibilities ahead.
“Our students are constantly surprising us with their achievements,” says Adam. “Whether it’s winning a national competition, presenting an incredible project, or simply showing improvement in an area they’ve struggled with, we believe in celebrating every success, big or small.”
After all, academic success is a journey, not a destination. Through our enrichment opportunities, we aim to inspire a lifelong love of learning and help our students develop the skills, confidence, and resilience they need to succeed, not just in school, but in their future.
Looking ahead
As Wesley continues to grow and evolve, so too do our Academic Enrichment programs. “We’re always looking for new ways to challenge and engage our students,” says Adam. “The world is constantly changing, and we want to make sure our students are equipped with the skills and knowledge they need to thrive in whatever future they choose.”
Whether through differentiation in the classroom, enrichment opportunities that allow students to pursue personal interests, or extension programs that push students to new heights, Wesley is committed to providing a world-class education for every child.
CHOOSE YOUR OWN ADVENTURE!
BOOK CLUB
More than just books
The Book Club at Wesley is a cosy, welcoming space for students to jump into the world of reading — and so much more. Each fortnight, students from Year 5 to Year 12 gather in the Trenaman Library for lively discussions about books, movies, and even pop culture. With three separate clubs catering to different age groups, students can share their thoughts with peers who are at the same reading level, ensuring that everyone feels comfortable and included.
“Book Club feels like a little family outside of home,” says Juliana Calo from Year 6. “It’s an inclusive, positive environment where we gather not just to discuss books but to connect over funny conversations and a couple of cookies.”
The relaxed, fun atmosphere makes Book Club a perfect escape during lunchtime, allowing students to express their opinions on a wide range of topics, while building friendships along the way. Whether you’re an avid reader or just looking for a place to unwind, Book Club is the ideal spot to get lost in a story and share your passion with others.
CHESS CLUB
A game of strategy and friendship
Chess isn’t just about winning or losing; it’s about learning to think critically and solve problems strategically. Wesley’s Chess Club brings students of all abilities together to engage in one of the oldest and most respected games in the world. From casual lunchtime games to serious after-school training, there’s a place for everyone, whether you’re a complete beginner or a seasoned player.
“Chess Club has given us unforgettable experiences,” says Year 11 student Shannon Koh, the club’s captain. “It’s as much about fun and friendship as it is about learning and growth.”
The club has already proven its strength, tying for third place at this year’s PSA Chess competition. But no matter the result, Chess Club is always about enjoying the game, sharpening your mind, and building bonds with fellow players.
DARING TINKERS
Creativity in action
For future engineers, inventors, and innovators, the Daring Tinkers Club offers a hands-on approach to learning through exciting STEM (Science, Technology, Engineering, and Mathematics) projects. In the school’s dedicated STEM lab, students explore coding, circuitry, and more, bringing their creations to life.
“We have the freedom of choice to work on technological projects and overcome challenges with digital technologies,” shares Kian Pinto in Year 7. “It’s fun, captivating, and we get to collaborate with students from different year groups.”
The projects vary each term, but the excitement never fades as students tackle new and innovative challenges. Whether you’re programming with a micro:bit or designing your next big invention, Daring Tinkers is the perfect club for those who love to think outside the box and turn ideas into reality.
Our vibrant clubs and societies invite students to engage in everything from reading and debating to coding and courtroom dramas. Which one catches your eye?
DEBATING
Speak up and be heard
If you’ve ever watched a debate and thought, “I could do that,” Wesley’s Debating Club is the perfect place to put your speaking skills to the test. In this club, students learn how to build arguments, think on their feet, and speak confidently in front of an audience. From Middle School all the way to Senior School, Wesley debaters are trained in the art of persuasion, competing against other schools in debates organised by the Western Australian Debating League.
“I’ve learned to present my ideas, think on the spot, and be more confident,” says Year 7 student Jayden Zheng. “Every debate was challenging, but it was also a lot of fun.”
Debating is about more than winning an argument — it’s about learning to express yourself clearly and confidently, while working as a team. It’s a unique experience that helps students build friendships, develop critical thinking skills, and embrace the excitement of competition.
At Wesley, the opportunities for fun, learning, and personal growth extend well beyond the classroom. Our clubs and societies cover all sorts of topics and are designed to challenge students in fresh ways. There are more groups than we could possibly feature, but here’s a cross-section from the wide range of activities that are on offer. Let’s dive in!
MOCK TRIAL
Step into the courtroom
If you’ve ever imagined yourself as a lawyer or enjoyed a good courtroom drama, then Mock Trial is the club for you. In this exciting simulation of real-life legal proceedings, students take on the roles of barristers, solicitors, witnesses, and court officials, competing against other schools in mock trials held at the Supreme Court of Western Australia.
“It amazes me how well students perform in what would be a stressful situation,” says Ms Angela Jones, the club’s coordinator. “The teamwork and commitment they show during each trial is truly impressive.”
Mock Trial offers a thrilling introduction to the world of law, allowing students to learn about legal processes while improving their public speaking, critical thinking, and collaboration skills. It’s the perfect club for anyone with an interest in law or those who simply enjoy the thrill of a courtroom challenge.
SOCRATIC SOCIETY
For the deep thinkers
For students who love to question, challenge, and discuss the world around them, the Socratic Society is a perfect fit. This club is all about exploring life’s big questions through thoughtful discussions, where students are encouraged to think critically, share their ideas, and expand their understanding of the world.
“Socratic Society makes you think about things you might otherwise not have,” says Year 8’s Ryan Raghuvanshi. “Also, it is a really great way to collaborate with others and learn while looking through another person’s perspective.”
Whether you’re discussing philosophy, ethics, or current events, the Socratic Society is the place for those who love to think outside the box and engage in meaningful discussions with their peers.
ACADEMIC DEVELOPMENT
At Wesley, academic success is a journey, not just a destination. From Year 5 through to Year 12, our Academic Development programs offer students more than just extra study time — they provide opportunities to grow, connect with their peers, and discover what they’re truly capable of.
As Mr Mike Filer, Head of Academic Development, puts it, “Our programs are designed to help students achieve their personal best and pursue academic excellence together.” It’s about creating an atmosphere where every student feels supported and inspired to give their best effort, whether they’re tackling a tricky assignment or preparing for their final exams.
Starting with our younger students, Wesley’s Homework Club is a lively and encouraging space where those in Years 5 and 6 can get their work done with a little extra help. It’s all about creating good habits early – learning how to manage time, ask for help when needed, and feel confident about tackling schoolwork.
As students progress through Years 7 to 12, Academic Afternoons become a popular fixture. Held in a relaxed setting, these sessions offer a chance to study alongside friends and get advice from teachers. It’s a place where collaboration
Academic Development programs provide every student with opportunities to excel, learn collaboratively, and build confidence in a supportive and inspiring environment.
thrives, and you’ll often see Year 12s working amongst younger students modelling strategies. Preston Pereira, our Academic Prefect, captures this perfectly: “Teaching someone else is one of the best ways to learn. Sometimes, hearing things from another student makes everything click.”
For students in Years 11 and 12, the Academic Evenings program kicks things up a notch. Here, students study in a focussed environment with the help of former Wesley students as Academic Tutors. According to Preston, it’s invaluable. “Getting a different perspective from someone who’s been through it can really help — sometimes it just comes together in a way that’s hard to explain.”
At the heart of these programs is a strong sense of community. Students don’t just come for the academic benefits; they come because they feel part of something bigger. Preston explains, “We’re always down at Academic Afternoons, offering another voice or a fresh perspective. There’s always someone to talk to, whether it’s a teacher, a tutor, or another student.”
Mr Mike Filer is Head of Academic Development.
Design and Technologies Access allows time for Metalwork, Woodwork and Engineering students.
This connection between students of different year groups is something Wesley does particularly well. “I think it’s rare to see this level of interaction between age groups at other schools,” Preston reflects. “But here, we encourage it. It’s all about building relationships and learning together.”
The impact of these programs is clear. Mike recalls one Year 12 student who started out the year struggling with their ATAR pathway. “A student was placed on our Academic Watchlist owing to low effort and a predicted ATAR that may not have secured him a place at any university. But with the support of their teachers and involvement in our Academic Evenings program, he steadily improved. By the end of the year, he had achieved a mid-80 ATAR and gained entry to his preferred university. That kind of transformation is what makes this work so rewarding.”
And these stories are not isolated. What makes Wesley’s approach special is that it’s not just about grades, it’s about preparing students for life. “We’re helping students develop skills they’ll use long after they leave school,” says Mike. “We help them with managing their time, working with others, and practising effective study techniques. It’s about reducing stress, building confidence, and showing students that they can achieve more than they ever thought possible.”
In the end, Wesley’s Academic Development programs are about creating opportunities for every student at every stage of their journey. Whether they’re a Year 5 student just starting out or a Year 12 student on the cusp of their final exams, Wesley is there to guide, support, and inspire them every step of the way.
WHAT PROGRAMS DOES WESLEY OFFER?
Homework Club
Academic Afternoons
Year 5–6
Years 7–12
Academic Evening Program Years 11–12
Study MATES and Study SOLO as part of Wesley NEXT Year 12
Design and Technologies
Access for Metalwork, Woodwork and Engineering students
Years 10–12
Independent Learning Year 12
Study sessions and Study days (Year 11 and 12 students predominantly, but Year 10s at times as well)
Academic Watchlist (selected students)
Years 10–12
Years 11–12
Academic Prefect, Preston Pereira, makes himself available during academic evenings.
Former students return to Wesley to help current students.
IMAGE A rendered image from one of Nebula’s presentations.
Worldwide, few brands have the cachet of Formula 1. Wherever the cars gather, the world’s rich and famous gather. In the minutes before the lights go green, the start line is the playground of movie stars, royalty, models and billionaires.
It may come as something of a surprise, therefore, to know that the official Formula 1 brand extends all the way to the College’s Design and Technology Department — playground of the equally glamorous Mr Sexton, and Mr Warner, who run Wesley’s F1 in Schools program.
At Wesley, the program has become an integral part of the school’s extracurricular offerings — a high-speed gateway into the world of Science, Technology, Engineering, and Mathematics (STEM).
Led by Paul Sexton, who has overseen the program since 2016, F1 in Schools provides a dynamic platform where students can apply the principles of physics, aerodynamics, and engineering in a fun, competitive setting.
The overall aim is to create a miniature balsa wood car that uses compressed gas to launch itself down a 20-metre track at around 80 km/h. The average time is under a second. Fastest car wins.
It’s a lot of work, but students are always keen to get involved. “This year the program is especially popular,” says Paul. “We started with nearly 80 enthusiastic Year 7 and Year 8s registering and five members of staff training and coaching the new teams.
“Most years we have about 30 to 40 new students who start in Term Two learning the fundamentals of the competition elements and how to design and make the car. The aim is that by October/ November, when we have the West Australian state final, we will have several teams to aptly represent the College.”
There’s more to the challenge than just the car though. Students need to master branding, graphic
design, sponsorship, marketing, leadership/ teamwork, media skills and financial strategy, just like any real Formula One team.
“The students are genuinely immersed in the reality of Formula 1,” explains Paul. “Some focus on designing and engineering the car, while others take charge of marketing, managing finances, and building the team’s brand. It is a truly collaborative effort, and one that gives each student a chance to contribute in a meaningful way.”
Since its UK launch in 1999, the program has become a global phenomenon, with 1.3 million students aged between 9 and 19 taking part. Teams are now based in 17,000 schools across 51 countries.
What makes F1 in Schools particularly special is its ability to engage students who might not otherwise be interested in STEM. “We’ve found that the excitement of designing a race car draws in students who might not think of themselves as ‘science’ or ‘maths’ people,” says Paul. “Once they get involved, they discover a whole new world of possibilities — they’re soon using industrylevel software to perform computational flow simulations (CFDs) and stress tests — skills that are incredibly valuable in the engineering world.”
But the learning doesn’t stop there. F1 in Schools also includes a heavy dose of business acumen. “Each team must build a brand, just like a real F1 team,” says Paul. “They even have to give a 10-minute presentation to a panel of judges, explaining their design and marketing strategies — the kind of public speaking that is useful in any career.”
Blake Roberts, in Year 8 is a current team captain and has found his niche in the marketing and design
IMAGES (L–R) Bryce Glover | Making prototypes from balsa wood. | Riley McGlue (14-21) works with students. | Students use computer aided design (CAD). | Wesley’s Nebula team placed 3rd in the world finals.| Mr Sexton with a scaled up model of a race car.
side of the competition. “I really enjoy working on the branding and graphic design,” he says.
“I’ve even had a chance to manage our team’s social media. It’s a lot more than just building cars — it’s about using all kinds of skills that
you
wouldn’t usually get to develop in class.”
For many students, F1 in Schools is their first real taste of the engineering world, and it opens their eyes to new possibilities. Year 9 student Bryce Glover is passionate about Formula 1 and was excited to join the program because of his love for the sport. “I’ve got a huge passion for Formula 1. My Dad and I love watching it together, so being part of this program is great. I’ve been learning about finance and aerodynamics – things that you don’t really get to explore in regular lessons.”
Wesley’s involvement in F1 in Schools started in 2006 and has been consistently impressive. Here in Australia, approximately 22,000 students are involved each year, with the College regularly representing Western Australia at the national finals. The competition is tough, with teams required to adhere to strict technical regulations, just as in the real world of Formula 1. Car designs are scrutinised for compliance, and students must constantly push the limits of what’s possible within the rules. But the hard work pays off: In 2019, Wesley’s Nebula Racing team went all the way to the World Finals in Abu Dhabi, and in 2020 after being crowned the Australian National Champions, they placed third in a virtual World Final event held during the pandemic.
What makes F1 in Schools so rewarding is the combination of academic and practical skills. While the engineering and design aspects are certainly challenging, the program also requires students to
develop their entrepreneurial mindset. Teams must raise funds, manage budgets, and present their ideas to judges in professional-level presentations. For many, this is their first experience with speechmaking and pitching ideas, and the lessons they learn in this area are invaluable.
Paul notes that the students’ dedication to the program is remarkable. “They spend hundreds of hours outside of regular school time working on their cars and preparing for the competition,” he says. “It’s a massive commitment, but they love it. When they see the car they’ve designed race down the track, it’s all worth it.”
Riley McGlue (14-21), a Wesley graduate and former F1 in Schools participant, enjoyed the program so much that he’s returned to mentor younger students. “I had such a great time doing it when I was at school, and I want to give the current students the same opportunities I had,” he says. “The skills I developed through F1 in Schools — teamwork, problem-solving, and creativity — have been so valuable to me. It really opens your eyes to how much you can achieve when you’re working within a set of rules but pushing the boundaries creatively.”
For students like Blake and Bryce, the chance to be part of something so dynamic and innovative has been a game-changer. Whether they’re racing cars or pitching their ideas to a panel of judges, they’re learning skills that will serve them well beyond their school years.
It turns out F1 in Schools is not just about building fast cars — it’s about accelerating toward a bright future.
ABOVE THE REST
Earlier this year, Wesley was awarded for having the country’s best Wellbeing program. Director of Student Wellbeing & Service Learning, Mrs Sophie Carroll, explains what makes it special.
At Wesley, student wellbeing is not just a program — it’s an integrated, evidence-based approach that is deeply embedded in the school’s culture. By carefully balancing student data with best practice research, the College has crafted a holistic Wellbeing program that is responsive to the evolving needs of our students. This method enables staff to tailor support systems and initiatives that empower students, fostering their emotional, social, and academic growth.
The role of student feedback in shaping wellbeing
One of the cornerstones of Wesley’s approach to wellbeing is our commitment to capturing and responding to student feedback. Understanding that students are the best source of insight into their own needs, the College actively gathers feedback through multiple channels. This feedback collection is not a one-off exercise but an ongoing dialogue, that informs both the structure and content of the Wellbeing program.
A key feature in this process is the Whole College Social Emotional Wellbeing Survey, which serves as a comprehensive check on the emotional and psychological pulse of the student body. The survey invites students from Year 3 to Year 12 to reflect on various aspects of their wellbeing, including stress levels, social connections, and their overall mental health. By analysing the data from this survey, we can identify trends and emerging issues that require attention.
Following the survey, mentors, tutors and Heads of Year take a proactive role in interpreting the data, tailoring bespoke extended wellbeing sessions that address the specific needs of students. These sessions provide a space where students can openly discuss the challenges they face and receive targeted support based on the survey’s findings. Whether it’s tackling issues like supporting peers, friendships or academic stress, the extended sessions are flexible enough to adapt to what students need most, ensuring that no two sessions are identical.
Another innovative tool used by the College to monitor student wellbeing is Skodel, a digital platform that enables students to complete regular check-ins about how they are feeling. These quick and easy surveys provide real-time insights into students’ emotional states and can alert staff to issues before they become more serious.
The Skodel check-ins are particularly valuable because they offer a more frequent, informal measure of student wellbeing compared to the annual survey. Students can express how they are feeling about school, friendships, or any personal challenges they may be facing. This data is then reviewed by pastoral care staff, who can follow up with individual students when necessary, offering support through one-on-one conversations or group interventions. Students are also directed to set their own goals and steps. This helps foster a sense of agency and encourages independent development and resilience with these challenges.
Scope and sequence design with SHQ and ySafe
In addition to student feedback, the College partners with respected external organisations such as SHQ (Sexual Health Quarters) and ySafe, to ensure that the Wellbeing curriculum is aligned with the latest research and best practices. These partnerships play a critical role in the scope and sequence design of the Wellbeing program, which ensures that students are introduced to the right topics at the right times.
SHQ provides specialist knowledge in sexual health and relationships, while ySafe offers expertise in online safety and digital wellbeing. Together, these partnerships contribute to the development of a curriculum that is comprehensive, covering a broad spectrum of topics from consent and healthy relationships to the responsible use of technology and social media. By working with these experts, the College ensures that our Wellbeing program not only meets the needs of our students but also adheres to the highest standards of educational practice.
The scope and sequence design is deliberately structured so that students receive information that is developmentally appropriate, while also proactive and preventative. For instance, younger students might focus on foundational concepts such as puberty, emotional literacy and friendship skills, while older students engage with more complex issues such as navigating social media or
fostering romantic relationships. This progression ensures that students are continuously building their understanding of wellbeing and developing their personal emotional and relational skills throughout their time at Wesley.
A holistic, responsive wellbeing program
By blending student feedback, partnerships with expert organisations, and real-time data from tools like Skodel, the College has created a Wellbeing program that is both holistic and responsive. This balanced approach ensures that the wellbeing initiatives are not static, but continuously evolving
based on student needs, the latest research, and pastoral staff who know them best.
At the heart of the College’s wellbeing philosophy is the belief that every student should feel heard, supported, and equipped to navigate the challenges of adolescence. Through our commitment to datadriven decision-making and research-informed practice, Wesley has set the benchmark for student wellbeing programs in contemporary education.
Mrs Carroll is the recent recipient of the Potter’s Fellowship, where she will travel to the UK to continue research in best wellbeing practices, visiting Oxford, Cambridge, and a host of globally-renowned schools.
IMAGES (Clockwise from top left) Kent and Hunter were awarded medals at the Year 3 and 4 IPSHA Speakers Challenge. | Cara proudly shows her writing award. | Cheerleading is a popular co-curricular. | Stephen wins a writing prize.
Mrs Jo Edinger
Head of Junior School
FROM THE JUNIOR SCHOOL
In the Junior School, learning is about lighting a spark in every child. With opportunities for every student to shine, our personalised approach nurtures confidence and creativity.
In the Junior School, we believe that every child has their own magic. Some are number whizzes, others are budding writers or scientists, and some are simply excellent at asking questions. Whatever their strengths, we’re here to help each child discover and develop his or her unique talents. Our mission is to guide students along their journey of learning, building Strong Thinkers, Purposeful Doers, Powerful Self-activators, and Positive Connectors. It’s quite a mouthful, but we’re good at big ideas here!
Our approach to education is rooted in the belief that every child has the potential for success – sometimes they just need a little nudge in the right direction. With the philosophy of ‘By daring & by doing’ as our guide, we encourage students to take risks, embrace challenges, and give things a go (even if it means a few wobbles along the way). But that’s the beauty of learning – mistakes aren’t a negative, they’re the stepping stones to something greater.
Every day in the Junior School is a new adventure. Our teachers know that no two students are the same, so we take a personalised approach to help each child find their way. Whether it’s in mathematics, writing, or public speaking, our staff are experts at tailoring learning experiences to bring out the best in every student. This might mean an extra challenge for those who are soaring ahead or some extra support for those still finding their feet. Either way, no one is left behind.
Our three-tiered approach to learning helps ensure we’re always meeting students at their level. At Tier 1, we cater to all students in the classroom by creating flexible groups based on ability. No one is stuck in a onesize-fits-all model, which means if you’re flying through fractions or writing up a storm, there’s always a way to keep pushing forward.
At Tier 2, we offer specialised extension programs for students who really want to sink their teeth into a topic. If your child is obsessed with numbers or has a flair for creative writing, this is their chance to explore those passions in more depth. These smaller group settings allow for a focussed learning experience. Students learn to challenge themselves and each other in a supportive and positive environment.
At the highest level, our Tier 3 ‘Dare Accepted’ groups offer exceptional students the chance to participate in
high-level academic activities at the state, national, and international levels. These students are identified through a rigorous process, with data analysed by both classroom and specialist teachers to ensure the right opportunities are provided. Through competitions like the South Perth Young Writers’ Award, the Craig Silvey Writers’ Award, the IPSHA Speakers’ Challenge, and the Australian Mathematics Challenge, students are encouraged to pursue excellence and compete on a broader stage.
It’s not just about competing, though. In the Dare Accepted Groups, students are learning far more than how to solve a tricky maths problem or craft a compelling argument. They’re learning resilience, grit, and how to bounce back when things don’t go quite as planned. These are the skills that will serve them long after they’ve left Wesley’s gates — because let’s face it, life is full of curveballs!
But it’s not all hard work. At Wesley, we believe in nurturing the whole child, which means our students are also learning how to be good friends, supportive classmates, and kind individuals. In fact, the camaraderie that comes from working together is one of the things that makes the Junior School experience so special.
Research backs this up too. Studies from the Australian Council for Educational Research have shown that students who are supported both academically and emotionally during their early years are more likely to become motivated, lifelong learners.
Outside the classroom, we offer a range of co-curricular activities designed to spark curiosity and encourage creativity. From art and drama to coding and cycling, there’s something for everyone.
While I’m incredibly proud of the academic achievements of our Junior School students, we don’t focus on academics to the exclusion of everything else. There’s an extra ingredient that makes Wesley special: the effort we make (with you) to shape your child’s future. Wesley students are kind, confident, and always up for a challenge. They’re the ones who’ll help a classmate when they’re stuck, cheer each other on in competitions, and approach every new experience with a sense of excitement. And isn’t that what education is really about?
Mr
Brad Hilliard Head of Middle School
FROM THE MIDDLE SCHOOL
Music is one of the most enriching activities a student can undertake. Fortunately, the Middle School is a symphony of success.
The Wesley College Director of Music, Mr Cameron van Reyk, often asks, “Have you ever heard a person say they were disappointed that they played a musical instrument?”
In fact, the opposite is probably more likely; those who stop playing may often think that they should have continued.
Wesley has a strong history of fostering a love of music through performance and classroom education, with the existing Year 5 Band program being one example. This music program provides students with the opportunity to learn a concert band instrument, study music literacy through notation, and develop musicianship skills through ensemble participation.
The students are taught by the College’s instrumental staff over the year, many of whom are well-known performers themselves.
Musical instrument choices include a variety of instruments from the woodwind, brass, percussion and string family.
The students are taught in group lessons the technical skills to progress on their instrument, and then they come together as a class to practise as a full concert band. This not only creates an environment where students learn how to read and play music but, importantly, how to perform together.
As the terms progress, the students come together as three classes to form a Year 5 Concert Band, which performs two concerts for family and friends.
As educators, we have long known that there is a clear link between music participation and academic success, hence the opportunities that are given to students to immerse themselves in music.
Research over a very long period has shown that children involved in music, compared to those who do not do music, potentially have very different academic outcomes.
Several years back, Alby Liebenberg who is finishing Year 12, came into the Year 5 Band Program, learning clarinet. He took up the saxophone to further his development as a woodwind musician, expanding his repertoire into the jazz stream. Not only did he
thrive in the Year 5 program and become a passionate saxophonist/clarinettist, but he was also later awarded a Music Scholarship. He is now pursuing music as a career and has received an early entrance into WAAPA.
In chatting with some of the students who are participating in the Year 5 program; it was interesting to hear their perspectives.
Alastair Manton and James Ertzen, both Year 5 students, have been learning the electric bass guitar over the year. They mentioned that not only does it give them something to do at home, but it has also helped with their overall organisation. They believe that taking up an instrument has not only assisted with homework routines and remembering to practise, but also encouraged them to use their time at school more effectively.
When asked what they have enjoyed the most, Alastair and James were both quick to mention that learning a cool musical instrument is a lot of fun. They happily played a piece for me, which, by the time you read this, will have also been performed in front of their parents and friends.
Other Year 5 students, Noah Velichkovski, Lucas McKenzie and Tate Wincey, talked about how they enjoyed working together in learning the trumpet. They all stated that they enjoyed the feeling of being in a band.
Research states that music reduces stress; and I must say that they all looked as if they were having a great time mastering a new piece together under the careful direction of their instrumental tutor. This links to some of the benefits around wellbeing. The obvious enjoyment on show and the pride that they had in sharing a new piece was a delight to witness.
Miss Arianne Rooney, is one of the Music teachers involved in delivering the program. “While our hope is that many students will continue on their music journey post the Year 5 Band Program, we are proud to say that all students gain insights into time management, teamwork, discipline and building resilience, all of which are transferable skills in other areas,” she says. “Fine motor skills, pattern recognition and learning ‘another language’ are significant benefits which engage all children across multiple areas.”
The Year 5 Band program is one example, from a Middle School perspective, of how we engage students with myriad opportunities in other Arts programs and academic domains.
Considering the research and discussing the program with students as well as staff, confirms that music can play a crucial role in the holistic development of children and teenagers, contributing positively to their cognitive, emotional, social, and physical growth.
Wesley students can learn a variety of musical instruments during their time at the College, with approximately 30 music ensembles on offer. The connections that they make and the pathways they create can lead to some wonderful opportunities. That’s music to all our ears!
IMAGES Miss Arianne Rooney working with students enjoying a range of instruments.
FROM THE SENIOR SCHOOL
Unlocking your superpower is one of the many unexpected adventures you can have in the Senior School!
By Mr Simon Tilley Head of Learning Area (Technologies)
What is the best Pixar/Walt Disney film? The Incredibles, with Shrek a close second. Controversial I know, but then what makes a good film? Around the Tilley dinner table, we have decided that if you can remember direct quotes, it must be a memorable film. As I am often misplacing things, “Where’s my super suit?” has become our shorthand for anything I might be seeking, followed quickly by “I am a donkey on the edge”. But what about when the scriptwriters drop those deep and meaningful conversations into the films:
“Onions have layers” Or deeper yet:
Dash: You always say, ‘Do your best’, but you don’t really mean it. Why can’t I do the best that I can do?
Helen: Right now, honey, the world just wants us to fit in, and to fit in, we gotta be like everyone else.
Dash: But Dad always said our powers were nothing to be ashamed of, our powers made us special.
Helen: Everyone’s special, Dash.
Not everyone is going to be an AFL or NBA player; win the next Beazley Medal or be College Dux. However, a simple walk into the gym or the Goatcher Auditorium does show you that for some Wesley students this has become a reality. These students have sacrificed much in order to achieve what they have achieved. At these elite levels, everyone is special, and ultimately, it will come down to their work ethic, dedication, resilience and a certain amount of luck as to whether they are going to succeed.
These lucky few have a direction and a purpose but for the rest of us, we are making it up as we go along, right? Well, maybe not.
When we choose to become involved in one of the myriad co-curricular activities at Wesley, such as F1, Art, Debating, Hackathons, Drama clubs, Orchestra and Chess, it is generally because we have some sort of curiosity or inclination to that activity. We might not recognise why but something within us is triggered. A tiny flame of interest begins to make its own neural networks in our brain. It is not a normal lesson that you must do as part of your timetable, but something in which you choose to participate. You enjoy doing what you are doing, and your brain rewards you with a fix of dopamine. Suddenly, after two or three weeks, it’s not just a tiny flame but something a little brighter. Perhaps something metaphorically to warm your hands on, or gaze into, reflecting on the bits that made you smile.
It doesn’t get you drafted at the mid-season pick, but it might have just kick-started your latent superpower; something that was always there but just needed the right set of circumstances to trigger it.
We all have those areas of interest, or those feelings of anger or outrage when watching a film or playing a video game when the details are inaccurate. Perhaps this attention to detail is your superpower, or when you narrate a story to your friends and they are hanging on your every word as you explain how the dog ate your runner-up medal, leading to strange looks as you followed your dog around with a shovel, a pair of latex gloves and a zip lock bag.
In fact, many of your super skills you might not even recognise. It is just you being you. So why could that possibly make you special?
Laszlo Bock, Google’s Vice President for ‘People Operations,’ was researching for his book about the Eight Habits of Highly Effective Google Managers. Rather surprisingly, he found that the ability to write computer code in your sleep came last among Google’s big eight.
“What employees valued most were even-keeled bosses who made time for one-on-one meetings, who helped people puzzle through problems by asking questions, not dictating answers, and who took an interest in employees’ lives and careers,” he wrote.
Wow.
So, when you take the time to participate in debating or, in fact, any of the co-curricular activities on offer at Wesley, you are beginning to hone those super skills that are so sought after by big companies.
What other superpowers have you got hidden in plain sight?
“Life doesn’t give you seat belts”, says Batman in The LEGO Batman Movie. Now, arguably, Batman isn’t a superhero. In fact, he also says: “We have to right a wrong. And sometimes, in order to right a wrong, you have to do a wrong-right”. That sounds more like one of my students trying to justify why they retaliated to a slight from another student.
However, the awesomeness of the first quote does go some way to giving Batman superpowers. How many times do you fail when you try something new? When your group has its initial idea for Wesley’s Business Week, or you practise a new piece on the guitar. That resilience to keep on trying, to encourage those around you, and to not give up is part of your superpower. If you were lucky enough to listen to the bands in Wesley Rocks, there were some incredible superpowers there, and ones that Batman could not even get close to.
The entrepreneurial and marketing skills developed in many of the co-curricular activities, such as Service and Leadership, F1, Arts Club, Philosophy, and Junior UN, could give you the chance to kick-start your super skills for when you leave Wesley and take on the real world.
Many past students say that they didn’t realise this while they were still at Wesley. But listening to many Old Collegians, the one thing they have in common is the development of their superpower by doing some kind of activity that they loved or had a passion for.
Often, it wasn’t easy for them in the beginning, but they stuck with it. Their superpower grew, and through the ups and downs of life, they found themselves doing it as a career. Perhaps it was something that they never dreamed of doing or becoming, but nonetheless, they now find themselves loving where life has taken them.
So don’t be afraid, have a go and find your superpower.
Reading is an essential skill for all our students but, for boys in particular, keeping them engaged as they grow can be a challenge. Fortunately, our English Department is one step ahead, writes Head of Academics & Innovation, Dr Adam Kealley.
At Wesley, we celebrate that every reader’s journey is their own. For many students, engaging with texts requires connecting with material in ways that are dynamic and relevant to their interests and lives. In our English courses, we’ve adopted a range of strategies aimed at making reading more interactive, relatable, and ultimately enjoyable for our older students — especially those who may not naturally gravitate toward traditional reading.
One key strategy is the use of audiobook recordings of class texts featuring key staff and students, including Head of College, Mr Barron, and members of our Prefect body, who recorded chapters for students to listen to. Hearing familiar voices bring literature to life offers a new entry point into texts that might otherwise feel distant or challenging. It also allows students to access the material at their own pace rather than waiting for their teacher to read aloud. This multisensory approach has been shown to support diverse learners in understanding and retaining information while improving reading fluency and helping reluctant readers engage more effectively.
Collaborating with the English team, our Drama department produced an abridged radio play of Macbeth, allowing students to experience the play through voice acting and sound effects. This format encouraged boys to engage with the text in a unique way, enhancing comprehension by focussing on the language and emotions conveyed through the spoken word. It also gave students greater confidence to read aloud themselves — often a somewhat terrifying prospect for many — by having peers demonstrate how expressive reading can bring the text to life. By making Shakespeare’s work more accessible and
immersive, we helped students connect with the themes and characters in a fresh, engaging manner and provided a practical experience for drama students.
We believe that studying Shakespeare remains a valuable part of the English curriculum, even in our Australian context, because his exploration of timeless themes — power, ambition, love, and morality — continues to resonate across cultures and generations. To enrich our students’ experience with his works, we offer three distinct streams to accommodate different learning styles. For our Further classes, we challenge students to read an edition of the play in Shakespearean language, supported by helpful annotations. In other classes, students can explore a side-by-side version that pairs the original language with modern English for easier interpretation. Finally, a graphic novel version is available, retaining the Shakespearean language but using illustrations to provide contextual clues, helping students engage with the text visually as well as linguistically.
Our boys also engage with local and contemporary authors, connecting directly with the creators behind the works they study. In Year 12 Literature, students explored the poetry of Lucy Dougan, who generously visited the class to discuss her creative process and the themes in her work, while Year 11 students worked with slam poet Maddie Godfrey. Meanwhile, Year 11 ATAR English classes had the opportunity to meet virtually with former AFL player Brandon Jack, whose memoir, 28, challenges the typical expectations of sports’ biographies. Jack articulated his thoughtful approach to writing an innovative and provocative memoir, discussing the authors who inspire him. Boys were able to see how storytelling can defy conventions, opening their minds to the idea that reading — and writing — can be a powerful force for self-expression.
Furthermore, 28 provides a fresh lens on the world of elite sport — a goal for many of our students — while exploring deeply human experiences of disappointment, resilience, and finding joy after failure.
The selection of texts in English courses is crucial in shaping students’ engagement and learning outcomes. Choosing books that align with the curriculum ensures that reading supports key educational goals while incorporating a degree of challenge to stretch students’ critical thinking and literacy skills. Equally important is the representation of diverse identities in
literature, allowing all students to see themselves reflected in the stories they read. By offering a range of perspectives, we foster inclusivity and empathy, helping students deepen their understanding of the world and their own place within it.
We consciously select texts that align with broader curriculum themes, ensuring that reading is relevant to students’ academic learning as well as their participation in the world outside Wesley. For instance, Year 9 students study Mark Smith’s post-apocalyptic novel The Road to Winter, which ties into global issues such as climate change and refugees — topics they explore across subjects and see debated in the media. Most Year 10s study the novel Changing Gear by Scot Gardner, described as ‘the vivid story of a teenage boy and the road trip that clears his head and heart,’ a text that illustrates lessons undertaken in the students’ SEL program around respectful relationships, identity, and the tensions between independence and responsibility — leading preoccupations for many at this age.
In Year 8, students dive into Nam Le’s The Boat, a powerful exploration of Vietnamese refugee experiences. We enhance this study with its
interactive digital graphic novel adaptation by Matt Huynh for SBS, bringing the story into the digital realm. This format, blending visuals, sound effects, and storytelling, has been particularly effective in engaging boys, who often respond well to multimedia and technology-driven learning. We follow this up with a fun genre study of popular dystopian fiction, ensuring that students continue to appreciate reading for pleasure as well as purpose.
Lastly, in Year 7, classes study novels set during World War I, facilitating cross-curricular learning with their Humanities and Social Sciences program. These literary explorations are enhanced by hands-on interaction with museum artefacts, helping students place these stories in a real-world context. By making history come alive through both literature and material culture, we provide boys with a deeper, more immersive reading experience.
By offering diverse and relevant texts and supporting various learning styles, we not only enrich their reading experience but also help them develop a deeper connection to the world around them. Our commitment to creating a dynamic and inclusive reading environment ensures that all students can find their voices and become confident, capable readers.
IMAGES (Clockwise from left) Image 1. | Slam poet Maddie Godfrey gets the students thinking. | Sometimes authors join us via
work.
A SAFE H ARBOUR
In this issue of the Wesleyan, we have focussed on the many ways students can enrich their minds, but, as Rev Manie Strydom writes, it is important to enrich the soul, too.
As Chaplain of this great College, I often reflect on the myriad opportunities available to the students here. Whether sporting, academic, artistic or anything in between, there are endless ways for a student to leave their comfort zone and try something new.
Of course, exploring fresh waters involves risk. Sometimes, we find ourselves out of our depth and take on water. Occasionally, we simply sink. In those times, we need support.
Fortunately, the College always offers a safe harbour — protection, guidance, and a place to rest for everyone who enters. It is no coincidence that visitors often remark on the welcoming nature of staff, students, and the parent community. In the same way that a harbour shelters ships from unpredictable seas, our community can be a place of refuge amid life’s storms.
Each of us navigates our own unique journey. Some days, the seas are calm, and we sail smoothly. On other days, we face turbulent waters — struggles with friendships, pressure from exams, or challenges in our homes. However, just as a ship returns to the safety of the harbour, we can return to our community for support. Our school is more than just a place of learning; it is a place where we connect and where we can find encouragement, healing, and hope.
In the Bible, Psalm 107:29 reminds us, “He made the storm be still, and the waves of the sea were hushed.” God is our ultimate refuge, calming the storms in our lives when we feel overwhelmed.
Just as God provides safety and peace, we too can reflect His care by being a source of comfort and security for one another. Our school reflects this divine harbour, where we seek to embody His love, offering help to those who are weary and reassurance to those who are afraid.
But a harbour is not a place of permanent rest. Ships dock for a time to refuel, make repairs, and gather supplies, but then they head back out into the open waters. In much the same way, our school community is a place where we are restored and equipped for the challenges that lie ahead. Through our education, our friendships, and our experiences, we are strengthened to face life’s trials with greater resilience.
However, a harbour also needs a lighthouse — a beacon to guide ships safely to shore. In our College, that lighthouse is our shared values of courage, compassion, integrity and respect. When we act according to these values, we help guide one another through difficult times, showing the way to peace and safety. These values, grounded in our faith, shine a light in the darkness, helping us navigate not only our own challenges but also those of the rest of the Wesley community.
As Chaplain, it is my privilege to be a kind of lighthouse keeper — someone who helps keep that beacon burning brightly while providing a place of safety and bringing a message of hope, but each of us has a role to play in making our College a true safe harbour. Whether it’s offering a kind word to a friend, helping someone in need, or simply being present for those who are struggling, we are all part of the community that keeps this harbour strong and safe.
I encourage you to reflect on our community as this safe harbour. Let’s look out for one another, offering support when needed and extending grace when the seas get rough. And let us always remember that, like the calm that God brings in Psalm 107, this harbour is a place where peace can be found, where we can pause, regroup, and gather strength to face the waters ahead.
May we continue to be a community where each person feels welcome, valued, and safe — a true harbour, anchored in faith and love, for all who enter.
MRS RACHEL ZIMMERMANN
Roller skating Art teacher Mrs Zimmermann found her way to Wesley from the north of England (on a plane, not skates).
PROFESSIONALLY, WHAT WAS YOUR ROUTE TO WESLEY?
I began my teaching adventure in the north of England. There I taught High School students, Contemporary Dance and Visual Art. In 2004, I migrated to Perth for love and chose to call this beautiful country my home. Being a migrant changes your perspective, and for the most part I became much braver in trying new things!
HAVE YOU ALWAYS BEEN AN EDUCATOR?
While teaching at Methodist Ladies College, I was approached with an opportunity to be a company director at SODA (Sculptural Objects & Design Australia) Studios in North Fremantle. There, I hosted international artists and connected them to schools. I devised presentations, spoke at conferences, curated gallery shows, and fulfilled art residencies. No day was ever the same, and this incredible
opportunity was a springboard for my own professional art practice as well as for developing my approach to and understanding of Arts education.
WHAT DREW YOU BACK INTO TEACHING?
After five years of Arts education within the community, I returned to teaching in the classroom. I felt it was time I sought out a new challenge, and that was teaching little people art! It has now been five years since I started at Wesley, and I adore being curious and creative with our Junior School students.
WHAT DO YOU WANT STUDENTS TO TAKE AWAY FROM A YEAR IN YOUR CLASS?
I want students to be able to make brave choices, to be super curious about the world around them, to be confident enough to ask a million ‘I wonder’ questions and know that perceived mistakes can be the start of something beautiful.
IS THERE SOMEONE WHO INSPIRED YOU TO BECOME A TEACHER?
Being at a comprehensive high school in the north of England was tough, and my teen years were a struggle. Miss Fields was my own Art teacher. She created a safe and inclusive space, where the door was always open. I would regularly show up there to avoid the yard at lunchtime. I felt valued, safe, and heard. These are all things I want my own students to feel in our Wesley Arts space.
WHAT WOULD THE STUDENTS BE SURPRISED TO FIND OUT ABOUT YOU?
Oh, there are so many surprising things! I can roller skate, I have six pet chickens, and when I was growing up, my parents decided to be a foster family for children at risk. We had thirty-two foster children live with us over a 10-year period, so it certainly was a rather chaotic household!
Art Teacher
MR MATT WELLS
Head of Outdoor Learning
Mr Wells has taken students to explore every corner of WA. The great outdoors is his classroom!
WHAT DID YOU DO BEFORE JOINING WESLEY?
Like many teenagers, I finished high school without a clear path in mind. I dabbled with a few ideas but eventually found myself in an apprenticeship in Glass and Glazing. Once I became qualified, though, I realised I was craving something more — something that involved people and the great outdoors. So, I enrolled in an Outdoor Recreation degree and soon found myself sea kayaking, mountain biking, and guiding school adventure programs. After earning my degree, I discovered a true passion for teaching. In 2019, I made my way to Wesley, and I’ve loved every minute since!
WHY DID YOU WANT TO BE AN EDUCATOR?
At first, I had a pretty straightforward idea of what teaching would look like. That all changed during my first practicum placement, where I was asked to lead a multi-day hike along the Bibbulmun Track. It was then
that I realised the powerful, lasting impact these outdoor experiences could have on students and the lifelong benefits that an educator can have on a young person. From then on, I wanted to become an educator to help spark lifelong interests and give opportunities beyond the school gates that positively impact young people’s lives.
WHAT WISDOM DO YOU STRIVE TO SHARE WITH YOUR STUDENTS?
I’m a firm believer in the importance of learning to fail well. In a supportive environment, those moments of failure can shape our future successes. It’s all about resilience and growth.
ARE YOU PROUD OF THE OUTDOOR LEARNING PROGRAM AT WESLEY?
I really am. Mr Fidge and I have worked hard to offer something special, and it was a privilege to have that recognised when Outdoors WA presented us with an ‘Outstanding Contribution to
Outdoor Learning’. One of the biggest achievements was the creation of our Munda Biddi Trail Program, which sees students go from knowing very little about bikepacking and the logistics of outdoor expeditions to planning, training and implementing their own 700km+ expedition.
WHAT’S YOUR FAVOURITE THING TO DO WHEN YOU’RE NOT AT WESLEY?
Mountain biking is my go-to! If I’m not with my young family, you’ll probably find me hitting the trails. Whether it’s a weekend in the hills or a trip down south, I try to squeeze in a ride whenever I can.
HOW DO YOU SPEND YOUR SUMMER BREAKS?
Surprise, surprise — I love camping! Most summers, we pack up the camper trailer and head to the coast. It’s all about 4WDing, fishing, standup paddling, snorkelling, and just soaking up time together as a family.
SPORTS WRAP
It’s time to hang up the boots after another successful Winter Sport season. Our Wesley Spirit shone brightly, from the fierce competition in every round to the cheers on the sidelines. A heartfelt thank you to our staff, coaches, managers, and parents for your unwavering support throughout the season.
The Centenary Building Project is getting closer to becoming a reality, with construction beginning in 2025. We’re excited to share these new renders of the building.
This development will transform Wesley’s sports and community precinct, laying the groundwork for the College to extend its offering to the students and contribute even more to the community we exist to serve.
Coode Street
Swan Street
Boarding House Club
Built along Swan Street and connected to the current gym, The Centenary Building Project will benefit every Wesley student.
This bold design will include:
- C apacity to host College-wide events
- High-performance gym
- Four multi-sport courts
- Teaching kitchen for hands-on learning
- Reception space for College events
- State-of-the-art classrooms
- Suites for dedicated health professionals
- Indigenous art installation created in collaboration with students
The Centenary Building Project is part of the ongoing building program to ensure facilities are upgraded and maintained, this is part of the Wesley College Masterplan and is funded in partnership with the College Endowment Fund and through community philanthropic support.
1
The College’s current Blanckensee Centre will be transformed into an innovative athletic development area focussed on high-performance training and development.
2
The act of coming together, sharing and celebrating is very special for a community. The new development will mean for the first time in many decades the whole College can gather, rain, hail or shine. Seating up to 1,800 people, we can invite everyone — the more the merrier!
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The four-court gymnasium will be suitable for many sports including basketball, badminton, and volleyball, as well as general physical education lessons.
To find out more and keep up-to-date with the project’s progress, please visit wesley.wa.edu.au/giving/onlythedaring
IMAGE Mr Greg Brown (82-86)
FROM THE PRESIDENT
The 2024 College year has flown by, and we have just welcomed another group of graduating Year 12 students and six graduating Year 6 students into the Old Wesley Collegians’ Association.
I always enjoy welcoming students into the Association and explaining what the OWCA does. When I see young people about to embark on an extremely exciting new chapter of their lives, I wonder what they will experience and achieve.
Based on our eight new inductees into the Gallery of Honour, it’s fair to suggest that this year’s graduating students will achieve and experience a vast array of success! The Gallery of Honour Induction Celebration in October was a magnificent night and one that we will remember for a long time.
I’m always impressed by the sheer breadth of achievement attained, which demonstrates that when students pass through the gates of Wesley, they truly live by our famed College motto, ‘By daring and by doing’. I have met a lot of the inductees, and what comes through is the humility, empathy for others and the all-round desire to be a good person. What I’m proud of goes beyond the classroom. It goes beyond the curriculum. I’m proud of the spirit that Wesley instils in its students.
During the Head of College, Mr Ross Barron’s sabbatical, several alumni reunions were held interstate and internationally. From Melbourne, Sydney, Canberra and Brisbane, to San Francisco, New York and London, each evening was an unforgettable occasion, with old and new friends coming together to reminisce and share their Wesley stories. From those who left the College 70 years ago, to recent graduates from 2023, one sentiment echoed throughout: Once a Wesleyan, always a Wesleyan!
The annual Golf Day at Royal Perth Golf Club was a sell-out event with a fantastic silent auction and
dinner. All profits from the day went to the Mildred Manning Scholarship Trust. Congratulations to Mr Mark Hayter (70-80), Mr Stuart Francis (75-79), Mr Steve Martin (76-80), and Mr Gary Dobbin (75-79), who took home first place. A big thank you to OWCA Committee member, Mr Greg St Quintin (68-72), who always makes the day run like clockwork.
The OWCA is thrilled to have awarded the inaugural Gordon McLaren Scholarship in 2024. Given to Kayden Law in Year 7, this scholarship honours the legacy of Mr Gordon McLaren, a dedicated Wesley student from 1937 to 1938. Gordon was a keen scientist and mathematician who was passionate about educating students and inspiring future generations. We sincerely thank all alumni who have generously contributed over the years. With your help, we have built a fund that will guarantee the future of Wesley well into the next century.
I would also like to welcome Mr Nicholas Wright (15-22) and Dr Lucy Commander (88-93-98) who have recently joined the Committee to replace Miss Molly Atterton (00-02-13) and Mr Andrew Woodley-Page (85-90). We thank Molly and Andrew for their efforts and look forward to working with Nicholas and Lucy going forward.
As always, I hope that the OWCA provides our alumni with the best possible opportunities to connect and reconnect with your schoolmates and the life of the College.
If there’s anything we can help you with, please do not hesitate to get in touch.
I look forward to seeing you all in 2025.
WESLEY GRADUATE GLOBAL IMPACT
After graduating from Wesley, Hock Sen Chan (70-74) carved out a reputation as a respected legal practitioner all over the world, serving as a mentor and leader in the field.
NOW YOU’VE RETIRED, YOU’RE BASED IN SINGAPORE. ARE YOU STILL PRACTISING LAW?
I retired in December 2022, but I now have the title ‘Of Counsel’, which means I’m a consultant to an Indonesian Law firm.
PRIOR TO THAT, WHAT WAS THE MOST INTERESTING ROLE YOU HAD IN YOUR CAREER?
I’ve had the privilege of serving as Asian General Counsel for British Telecom and Thomson Group, but my most interesting role was with Michelin.
Very early in my Michelin career, I was posted to the Group HQ in France to learn the ropes. French corporate culture is quite different from the Anglo-Saxon approach, so I had to adapt to this new environment. Upon returning to Singapore, I took on multiple roles simultaneously — Head of Legal, Head of Business Development, Head of the Michelin Guide, and Country Manager. There was never a dull moment!
TELL US ABOUT YOUR TIME AT MICHELIN. THAT MUST HAVE BEEN AN INCREDIBLE EXPERIENCE!
I joined Michelin as the Asia General Counsel, and I was fortunate enough to be part of the company during an exciting period — the launch of the Michelin Guide for Singapore. I managed the team overseeing this initiative and had the privilege of serving as a spokesperson for the Guide.
DID YOU GET TO REVIEW THE RESTAURANTS?
One of the memorable parts of my role was being on stage when Michelin Stars were awarded to Singapore’s best restaurants, a truly special moment for the culinary
community. While I played a key role in managing the process, I wasn’t an inspector myself — so I didn’t have the pleasure of dining in secret! But witnessing the impact of those stars on the chefs and the local food scene was incredibly rewarding.
WHAT HAS BEEN THE HIGHLIGHT OF YOUR CAREER?
Completing the acquisition of a Chinese state-owned company and helping in its integration into the Michelin Group. I also survived two years in Clermont Ferrand, where I had to relearn how to speak French. I regretted that I did not pay more attention in French class with Mrs Robinson! I had to relearn the rules about the subjunctive tense all over again.
MRS ROBINSON TAKES US NEATLY TO YOUR CHILDHOOD… DID YOU GROW UP IN PERTH?
I was born in Singapore and spent my early years there. I attended primary school at Anglo-Chinese School, a well-regarded Methodist institution.
WHAT ARE THE MOST IMPORTANT LESSONS YOUR PARENTS TAUGHT YOU?
My parents focussed on hard work, filial piety (an attitude of respect for one’s parents and ancestors), and academic achievement. They were also devout Methodists, so Christian values and morality were a central part of my upbringing, shaping my personal and ethical outlook on life.
YOU STARTED AT WESLEY IN YEAR 8. HOW DID YOU BECOME A WESLEY STUDENT?
My father believed that I would benefit from an environment where I could develop greater independence and self-sufficiency. I had an uncle who had attended Wesley in Melbourne and later moved to Perth. He suggested I consider Wesley in Perth, and after an application was submitted to Mr Clive Hamer, the Headmaster at the time, I was accepted. I began my journey at Wesley in February 1970.
DO YOU REMEMBER MUCH FROM YOUR TIME AT WESLEY? Initially, I found the place rather intimidating — the boarding school, the size of the dining room, the strangeness of the food, and general homesickness. I overcame these
fears quite quickly with the kind help of Mr John McClean, who was the Cygnet House Master, as well as with friends I made — John Richards, Scott Richards, Scott Blenkinsop, John Kirwan and Mark Saxon, just to name a few.
These boys took me under their wings, invited me to their homes, and made me feel truly comfortable and accepted as a Wesleyan. Participating in various aspects of school life — sports like rugby, rowing, and athletics, as well as joining the radio and sailing clubs — greatly aided my integration into College life. I have extremely fond memories of the time spent on the foreshore — rowing or sailing and the BBQs behind Tranby Dorm.
DID YOU GO STRAIGHT TO UNIVERSITY AFTER WESLEY?
I performed well enough in my Leaving Exams to secure a place at the University of Western Australia (UWA), where I pursued a Bachelor of Arts, graduating in 1977. I then returned to Singapore and was conscripted into the Singapore Army, where I served for three years. Once my service was complete, I enrolled at the London School of Economics to study Law. After completing my studies, I was admitted as a barrister and later became a solicitor.
WHAT WAS YOUR FIRST JOB AFTER UNIVERSITY?
I worked in a law firm in London. I spent a few years in private practice before moving to the in-house legal department of British Telecom in London. I spent seven years in BT’s London HQ before they sent me to Hong Kong to establish a legal department in Asia.
NOW, OVER 35 YEARS LATER, YOU HAVE A WEALTH OF EXPERIENCE AS A LEGAL PROFESSIONAL. DO YOU HAVE ADVICE FOR ANYONE STARTING OUT?
First and foremost, you need to have a genuine interest in the subject. Like all professions, law is 99% hard work and 1% inspiration. It requires not only determination to stay the course but also physical resilience to handle the demanding hours. Success in the legal profession is about perseverance, discipline, and the ability to push through challenges while maintaining your passion for the field.
TOP ROW (L–R) (top) Marcus Voola, Nicholas Pritchard, (bottom) Alex Gunnell, Michael Ritter, Thomas Bell, Milaan Kousari, Class of 2014, Anthony Denholm, Kyle Forsyth, James Little, Jack O’Halloran, Class of 1994. | MIDDLE ROW (L–R) Class of 1989, Paul Hewitt, Ben Dennis, Scott Green, Class of 1984, Steve Walker, Andrew Ingrey, Richard Mulroney, Andrew Fardon. | BOTTOM ROW (L–R) Class of 1974, Graham Walker, George Rypp, Class of 1964.
GALLERY OF HONOUR
The College was delighted to welcome more than 200 guests for the induction of eight distinguished Old Collegians into the Gallery of Honour.
Wesley College’s Gallery of Honour is more than a celebration of individual success — it is testament to the values of courage, service, and excellence that shape our community. This year, we gathered to induct eight extraordinary Old Collegians whose journeys reflect the very heart of Wesley’s motto, “By daring and by doing.” From the heights of international journalism to groundbreaking contributions in science and public service, these inductees have not only achieved greatness in their respective fields but have also left a lasting impact on the world around them.
Take MR MICHAEL HOLMES (73-77), for example. As the first Australian anchor for CNN International, Michael has reported from over 85 countries and covered some of the most significant events of our time — from the fall of the Berlin Wall to the
Rwandan Genocide. His recent Emmy award for his work on the Russian invasion of Ukraine was a fitting crown to a career built on courage and a commitment to truth. Speaking via video from the CNN news desk in Atlanta, Michael shared: “Wesley’s motto ‘By daring and by doing’ is more than mere words. Wesley gave me the confidence to dare and took me to London to start my career where I was able to achieve the doing part of the school motto over the next 46 years all over the world.
“I am beyond grateful to the school for launching me in life and onto a path I’ve been honoured to walk for nearly 50 years.”
In the field of the Arts, we celebrated the life and legacy of DR DAVID HOUGH OAM (53-57), an influential academic, writer, and theatre critic. David played a pivotal role in establishing the Western Australian Academy of Performing Arts (WAAPA), which has nurtured countless performers over the years. Though the award was accepted by his sister, Pauline, her words captured his spirit: “Education at Wesley College provided David with a foundation for life. The
(L–R) Greg Brown (82-86), President of the OWCA, Barry MacKinnon AM (60-61), Mitchell Marsh (02-08), Alex George AM (49-55), Nicholas Coatsworth, Matthew Braysher, Chair of Council, Ross Barron, Head of College.
cultural, sporting and academic opportunities, the friendships and the school ethos of doing all the good you can, served David well.”
Public service was front and centre as we honoured MR BARRY MACKINNON AM (60-61), a politician, advocate, and long-time champion for people with hearing impairments as Chair of the Disability Services Commission. Barry’s career spanned decades, from his time as Leader of the WA Liberal Party and Leader of the Opposition, to Chairman of the WA Football Commission and the first Chair of Fremantle Football Club.
Reflecting on his brief yet impactful time at Wesley, he noted, “I came to Wesley for only two years, but the school had a tremendous impact on me in many ways.
“The most important thing it did for me was what they call a sliding doors moment, or by daring and by doing. I joined the rowing team. And why was this important? Through rowing I met my wife and that changed my life enormously. I would never have achieved anything in my life without her support.”
DR NICHOLAS COATSWORTH (85-95), who many will remember as one of the key medical voices during Australia’s COVID-19 response, took to the stage with humour and warmth. A former ‘Doctors Without Borders’ field physician, Nick’s career has been defined by humanitarian service, serving in the Republic of Congo and the Darfur region of Sudan.
Looking out at the familiar faces in the audience, he reflected, “You can tell that this is a great place, and it’s getting greater. It gets greater, because of the teachers who work here. It was my great pleasure to have Frank Woods and Brent Levitzke and Len Lear come up to me this evening to say g’day. It’s my great pleasure to see some of my old classmates here as well.”
Nick added: “Wesley is a school that nurtures the talents, not just of the eight inductees here tonight, but the Prefects you saw earlier, of the Moorditj Mob, of every single man and woman who goes through this College.”
The evening also celebrated the life of MAJOR GENERAL ROSS BUCHAN AO (46-53), whose military career spanned decades and saw him rise from a Royal Military College Duntroon cadetship to the Head of Australian Army Training. In 1966 he was deployed to Vietnam and subsequently awarded a Vietnamese Medal of Honour for his efforts.
Though the award was accepted by Brigadier Gerry Warner, Ross’s achievements left no doubt that he embodied the school motto in every aspect of his life. Movingly, the Brigadier said: “I know that Ross, if he was here, would acknowledge his Wesley foundations and if anyone shows that he lived and worked by the school’s motto, it’s Ross Buchan.
I know that he would congratulate his fellow inductees, and I do that for him. I am delighted that he is in such splendid company for his final Wesley parade.”
In the realm of science, DR CLIVE FRANCIS (51-55) was recognised for revolutionising Australian agriculture. His work in breeding clover cultivars that improved a range of farming issues, including sheep loss through fertility issues and disease tolerance, continues to influence modern farming. Clive’s daughter, Carlie Pollock, accepted the award with pride, noting: “Dad was described as a brilliant, unconventional scientist, with an outstanding rapport with farmers.
“On behalf of our family, I would like to thank Wesley for the honour and the recognition of his legacy and achievements.”
We also celebrated DR ALEX GEORGE AM (49-55), a renowned botanist who has named over 360 plants and has a dozen plants named after him, including the plant Alexgeorgea. Alex is also the only botanist to have served two terms as Australian Botanical Liaison Officer at the Royal Botanical Gardens, Kew, London.
Alex’s contributions to conservation and botanical history are recognised globally, but it was clear that this recognition from his old school held a special place in his heart. “I have received several awards, but to get one from my old school is particularly gratifying, in a way that is hard to define,” Alex said.
The last inductee of the evening was MR MITCHELL MARSH (02-08), one of Australia’s most dominant cricketers having represented the country in all three forms of cricket.
Mitch, fresh from a day playing in the Sheffield Shield final, talked about the influence of Wesley in his life: “When I was reflecting today on what this meant to me, it is just a huge honour. Cricket has provided me with wins like the Ashes and the World Cup, but when it comes from the school that has given you so much in your life, it’s a real honour.”
He added: “I think about the motto, ‘By daring and by doing’. What that has taught me over my journey is to never be afraid of failing. I carry the motto with me these days, as a proud Wesley boy. That’s the way I live.”
The Gallery of Honour is not just a space on campus — it is a celebration of the human spirit and the diverse paths that Wesley’s alumni have taken. It is an inspiration to the students who pass through it on their way to Assembly. Each story shared during the induction ceremony was a reminder of the power of education, community, and the courage to dare and do. This year’s inductees have left an indelible mark on the world, and Wesley College is proud to count them among its finest.
GALLERY OF HONOUR INDUCTEES
DR
DAVID
HOUGH OAM (53-57)
HISTORIAN, PERFORMER, ACADEMIC, WRITER AND THEATRE CRITIC
Known as a leading light of the Arts in Australia, David had a long and diverse career.
In January 1979, David was selected to coordinate the establishment of the Western Australian Academy of Performing Arts (WAAPA).
David also enjoyed a 20year career as a dance and theatre critic for Dance Australia, The Bulletin, and The Australian Financial Review
MR MICHAEL HOLMES (73-77)
AWARD-WINNING ANCHOR AND CORRESPONDENT FOR CNN INTERNATIONAL
Michael joined CNN in 1996 as the network’s first Australian anchor. As a journalist, he has interviewed prime ministers and presidents of several nations.
Michael has covered every major global conflict in recent history and received an Emmy in 2024 for his work reporting on the Russian invasion of Ukraine.
DR NICHOLAS COATSWORTH (85-95)
PHYSICIAN, HUMANITARIAN AND HEALTH AMBASSADOR
While undertaking junior doctor training, Nick became a field doctor for Doctors Without Borders, serving in the Republic of Congo and the Darfur region of Sudan. He was later elected President of the Australian branch.
During the COVID-19 emergency, Nick was promoted to Deputy Chief Medical Officer of Australia and Senior Technical Adviser for the Australian Government Department of Health. He became a reliable and trusted voice during the pandemic.
MR BARRY MACKINNON AM (60-61)
MEMBER OF PARLIAMENT AND DISABILITY ADVOCATE
Barry has always had a keen interest in politics and, in 1976, was selected by the Liberal party to stand for the newly created Murdoch seat.
This was the start of a long and successful career in politics. In 1977, he entered Parliament, as a Liberal Party politician and member of the Legislative Assembly where he stayed until 1993. He spent six years as Leader of the WA Liberal Party and Leader of the Opposition between 1986 and 1992.
Aside from his work in the public service, Barry was Chair of the Disability Services Commission, Chairman of the WA Football Commission and the first Chair of Fremantle Football Club.
MAJOR GENERAL ROSS BUCHAN AO
(46-53)
SENIOR RANKING ARMY OFFICIAL
After graduating from Wesley College in 1953, Ross obtained a Royal Military College Duntroon cadetship.
He was sent on active service as a Lieutenant in the closing stages of the Malayan Emergency and was promoted to Major. In 1966 he was deployed to Vietnam and subsequently awarded a Vietnamese Medal of Honour for his efforts.
Throughout his career Ross rose through the ranks and held many senior positions including Major General as the Head of Australian Army Training.
DR CLIVE FRANCIS (51-55)
INNOVATIVE AGRICULTURAL SCIENTIST
Clive was a celebrated scientist and influential leader, described by his peers as having ‘changed the face of Australian agriculture’.
The clover cultivars he bred improved a range of farming issues, including sheep loss through fertility issues and disease tolerance. His cultivars of clover are still grown on millions of hectares of land across southern Australia.
Today, his agricultural legacy lives on through his research on crop and pasture legumes, which are still used as the basis for breeding initiatives in Australia and internationally.
DR ALEX GEORGE AM (49-55)
BOTANIST AND AUTHOR
Alex George’s love of Banksia trees began in childhood, when he enjoyed climbing them. He has gone on to write 230 scientific botanical papers, 260 popular articles and, as sole or joint author, 16 books on Australian plants and botanical history.
Alex has named over 360 new plants and has a dozen plants named after him. He is also the only botanist to have served two terms as Australian Botanical Liaison Officer at the Royal Botanical Gardens, Kew, London.
MR MITCHELL MARSH (02-08)
INTERNATIONAL CRICKETER
Ashes-winning allrounder Mitchell Marsh has represented Australia in all three forms of cricket.
Known as one of Australian cricket’s most powerful players, Mitch has established himself as a crucial player for Australia’s white-ball sides and is considered one of world cricket’s most dominant limitedover allrounders.
In 2024, Mitch received the prestigious Allan Border Medal and was named Captain of Australia’s squad for the 2024 ICC Men’s T20 World Cup Tournament.
In this space, we pause to honour and remember those who have left us, celebrating their lives, contributions, and the indelible marks they’ve made on our hearts and communities. As we reflect on their legacies, we invite you to join us in remembering the joy, love, and inspiration they brought into our world. Let us cherish their memories and carry forward the lessons they taught us.
IN MEMORIAM
Mr
“Do
all the good
you can,
By all the means you can, In all the ways you can, In all the places you can, At all the times you can, To all the people you can, As long as ever you can.”
