Wilderness Times - 80 by Wilderness School

AUTUMN 2018

ISSUE # 80

Wilderness Times | Summer 2018

UPCOMING EVENTS

CONTENTS 4

Principal’s Thoughts

Junior School House Picnics Kieran Jackson

Sony Children’s Summer Camp

Friday 25 May WOSA Quiz Night

32 Wildy Intergenerational Families

Wednesday 30 May Career Expo

Meet the Heads of House House Captains

Old Scholars Wildy Women Leading the Way

Friday 1 June Boarders Fashion Parade

Mathematics for the Twenty First Century Celine Zammit Alison Short Helen Douvartzidis

Old Scholars

Monday 4 June Bedtime Stories (Junior School)

Faculty in Focus LOTE

Head of the River Hosted by Wilderness School Ben Manifold Renee Chatterton

Learning to Lead Heather DiBlasio Simon Burzacott-Gorman

Welcome Emma Schwartz Director of Communications and Engagement

Tuesday 5 June Year 11 Drama Performance Tuesday 12 June Christ Church Concert Friday 15 June ACT Reunion Tuesday 19 June Year 8 Drama Performance Wednesday 27 June Council of Governors Meeting Friday 29 June Victoria Reunion

28 Farewell Ken Williams 30 Roger Masters Drama Fellowship

Saturday 30 June Brisbane Reunion Sunday 1 July Gold Coast Reunion

Wilderness School has a number of social media platforms to connect with our community and discover the latest news. www.facebook.com/WildernessSchool www.linkedin.com/company/wilderness-school twitter.com/wilderness1884

S OL D S H

OL A RS ’

WI LDER

Wilderness School

O C I AT IO

Join the Wilderness Old Scholars’ Association page on Facebook. This page is set up for Old Scholars to communicate, network and hear about upcoming alumnae events. Once you are a member you can then share with other Old Scholars in your Facebook network.

To every girl I encounter in my time at Wilderness, I write this to you: May you encounter a teacher that is inspiring, compassionate, kind, knowledgeable (of subject, character and relationships) and a role model for you as a future leader; someone who honours our collective goal for you â&#x20AC;&#x2DC;to be the best you can be throughout your lifeâ&#x20AC;&#x2122;.- Simone Burzacott-Gorman, Head of Science and Geography

Wilderness Times | Summer 2018

PRINCIPAL’S THOUGHTS Adults have many opinions about what children should learn. The future of education is a theme which always ignites robust debate among educational leaders, parents and the broader community. The question we ask is what should our children be like when they are adults? Or, as David Perkins from the Harvard Graduate School of Education asks, “What is the learning that is likely to matter in the lives children are likely to lead?” There are several things we do know. Children starting school in 2018 will be graduating in 2031 and will reach retiring age in 2080. There is no certainty around what the world will look like in the next five years, much less the next 65 years, and yet we are charged with preparing students for that world and equipping them with the skills to be active, responsible and engaged citizens. Our current education system was defined over a century ago for an industrial age. In the past, schools have been places where the teacher’s role was to impart content to their students and then examine retention of imparted

knowledge. We don’t need to do this anymore. Content is ubiquitous, it is free and growing exponentially. Our girls can access knowledge on every internet device. Certainly, we will always want students to master those fundamental skills necessary to function in a modern society. Getting the basics right such as literacy, numeracy and knowledge of the disciplines will always be an important part of becoming an educated person. To be able to think like a scientist, to explore issues with the insight of a historian, and to appreciate the classical allusions in literature are all qualities of learning we value. However, we need to go above and beyond to provide students with advanced capabilities within and across all subject areas. It is far more important to teach them how to ask deep questions, how to interrogate information, and how to develop and apply their thinking in different contexts. The world no longer cares about what we know, but what we can do with what we know. It is becoming increasingly important to be able to take our

knowledge and apply it in new and unfamiliar situations, to face problems critically and creatively. To be able innovate. To know what to do when you don’t know what to do. This is the new measure of true learning. The reality is that economies are becoming increasingly complex and globalized, and new technologies are bringing about unforeseen disruptions to the world of work. Schools educate children for thirteen years. Our duty is to develop and instill the capabilities students will need to thrive in an ever-changing environment. We have to prepare them for the jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. These are the challenges as we look forward. Around the world, Ministers of Education monitor their nation’s place in the international rankings. However, the world will not be saved by high test scores. If someone gets an ‘A’ on a test but forgets everything within a few months, one must consider the value of the learning. Rather, we should be concerned with the residuals of education.

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“Our goal should not be to ensure that young people are simply finishing school but to make certain that every student has built a ‘portfolio’ of skills and capabilities with which to thrive in the new economy.” - Mitchell Institute

The shared vision in the recent Organisation for Economic Co-operation and Development’s (OECD) Report on Education 2030 is that our young people “will need to be responsible and empowered, placing collaboration above division, and sustainability above short-term gain. In the face of an increasingly volatile, uncertain, complex and ambiguous world, education can make the difference as to whether people embrace the challenges they are confronted with or whether they are defeated by them.”

Residuals of a Wilderness Girl

As Tony Mackay said, “the coming generation of adults won’t be ‘earning a living,’ they’ll be ‘learning a living.’”

Our students learn best when the work is meaningful to them. It gives them a stake in the process when there is real purpose and real challenges. We make no apologies for equipping When students and teachers are both our girls with a future-proof set of skills engaged in work that is challenging, and dispositions to tackle this global adventurous and meaningful, then shift. Research informs everything learning and achievement flourishes. Wilderness teachers do every day. I hope this approach is one the Brown Research lives in our classrooms sisters would still be proud of. and our pedagogy, and our teachers regularly pursue opportunities and Jane Danvers explore ways for our students to thrive Principal in a complex contemporary world.

Optimistic

Resilient

Imaginative

Innovative

A Problem Solver Self-Aware

Independent

Entrepreneurial

Supportive

Flexible

Compassionate

Measured

Strong

Curious

Open-Minded

Tolerant

Fair

A Feminist

Creative

Sceptical

Mindful

Adventurous

Kind

Alturistic

Motivated

Assertive

Risk-Taking

Responsible

Genuine

Metacognitive

Adaptable

Strategic

An Advocate

Resourceful

Honest

Questioning

Full of Wonder

Adaptable

A Truth-Seeker

Wilderness Times | Summer 2018

JUNIOR SCHOOL HOUSE PICNICS

At Wilderness School, House culture is an integral part of our makeup. The passion and enjoyment that occurs at House events such as Sports Day, Swimming Carnival and our regular House Meetings were part of the reason for the establishment of a new Junior School event: House Picnics. The House Picnics occur once a year for each House and are held at Morialta Conservation Park. They are attended by Junior School girls from Reception to Year Six. The outstanding nature playground and large open areas of grass are ideal for collaborative games for girls of all primary ages. The reason for the picnics is to build a greater sense of House spirit in the Junior School, like that in the Middle and Senior. Aside from the fortnightly House Meetings, Junior School girls do not get too many opportunities to spend time with and get to know those in their House. The event provides the girls and their families a chance to meet others in different year levels and connect with those they may not get the opportunity

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to on a normal school day. Additionally, the picnics give the Junior School House Captains extra responsibility as they plan and run the event, with the support of the Middle School House Captains in a mentoring role. Overall, the experience will help prepare Junior School girls for the transition into the Middle School and provide them with a taste of the culture that will continue to be fostered as their schooling progresses. Antholiza, Amarylis and Carob had their picnics in Term 1, with great success. Aside from the picnic itself, the experience involves games and activities prepared and run by the House Captains. A few of the favourites include running races, staff and parent against student soccer matches (enjoyed by the girls much more than anyone else!) and traditional games such as Red Rover. As previously mentioned, the opportunity to collaborate with girls from across the year levels as well as giving families the opportunity to meet in a social

environment have been the real benefit of the picnics. The girls all wear their house tops and are encouraged to play as a large group by the House Captains. Moving forward, we will look for even more girls to participate in the picnics as the concept grows. The Junior School House Captains have been magnificent in adapting to the new idea and have already shown leadership skills in planning and executing the events. As the girls move through into the Middle School, these previous rich experiences will support their understanding of running events, which will allow them to share knowledge with the Junior School House Captains coming through the school in their mentoring role. Kieran Jackson Year 6 Teacher

“The picnics are a chance for the girls to get to know each other as a House group. We don’t usually get a chance to get to know each other in a space outside of school and it’s been a nice change of activity.” – Arabella Bahr, JS Carob House Captain. “I thought the picnic was a fun way to interact with all the girls from my house. My favourite activity was a soccer game against the teachers and parents!” – Jasmin Thirwell, Year 6 Student.

Wilderness Times | Summer 2018

MEET THE HEADS OF HOUSE Pastoral Care is a key factor in supporting our students in their development and growth as young adults. This yearâ&#x20AC;&#x2122;s Year 12 House Captains sat down with the Heads of House to get to know them better and talk all things wellbeing, house and leadership.

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How do you manage your workload and de-stress to take care of your wellbeing? I write lists, set goals, break tasks into smaller parts, ask questions and work really hard in my ‘free’ lessons to manage my workload. In terms of destressing, I make sure that I make time every day to do at least one thing that nurtures my soul. My favourite things to do to relieve stress are running, yoga, riding my bike, craft, reading, and cups of tea with my mum.

AMARYLLIS DANIELLE KEMP HEAD OF HOUSE

This is your third year as Amaryllis Head of House. What have you enjoyed the most about this pastoral care leadership role? The opportunity to work with the wonderful girls in Amaryllis House, to celebrate their successes, and to support them in their growth. The sense of community that develops around organising and running House events; Amaryllis girls are so generous and giving of their time. Also, getting to work with the other Heads of House, who are such strong, warm and inspiring people. What’s your favourite joke? Q. Why was the biscuit so sad? Because his mother was ‘a wafer’ so long.

Who do you admire the most in your life? My Mum. She is my best friend and the kindest, most giving and loving person I know. She provides me with the wisest counsel and as a mother myself she is my parenting role-model and is an allround wonderful person! What do you look forward to the most in your job as a Head of House? Glee is such a fun event; it is always a joyous celebration of music, singing and dancing. The Valedictory Dinner is also a very special event; it is wonderful to be able to give the Year 12s their letter to self, to celebrate their journey as Wilderness girls, and to wish them every success and happiness in their future. If you could travel anywhere in the world, where would you go and why? Africa on wildlife safari. It has been on my bucket list for such a long time. I would love to stay in a ecolodge and get up close and personal with the wildlife. What are your hopes and dreams for the Amaryllis girls in your care? That they go on to live fulfilling and happy lives, surrounded by people they love, doing the work that makes their heart happy, and that they leave the world a better place.

What do you think is your greatest accomplishment as a Head of House? The special one-on-one interactions when I feel I have been able to make a real difference to life of a student, through providing support or guidance when it’s needed. Possibly, also winning GLEE for two years in a row! And, definitely the opportunity to raise money for Nepal through House Day, which makes a real measurable difference to the education of the girls we support, giving them choices and opportunities they otherwise may not experience. What movie/book title best describes your life? A French movie called ‘Amelie’. I hope that I live my life with some of the wonder, joy and generosity that Amelie does. Which three people would you like to have dinner with and why? David Attenborough: I am a naturelover and would love to discuss all the amazing places and things he has seen. Oprah Winfrey: I admire her strength and drive. She has led a fascinating life, met many interesting people, and would have some wonderful stories to share. Queen Victoria: She was an incredibly courageous, passionate leader who showed great determination to overcome all the challenges she faced as a very young female monarch despite all those who opposed her reign. Plus, she was about my height! What advice would you give yourself if you could go back in time to when you were a teenager? To back myself more and to know that I was enough, just the way I was!

Wilderness Times | Summer 2018

What challenge have you faced and how did you overcome it? Life is always full of challenges and unexpected situations that test us on many levels. I try to overcome these challenges by thinking positively, working through them by looking at possibilities, and discussing with people I trust, with an open mind and in the end seeing the challenges as lessons to grow from.

ANTHOLIZA MARIA CRIARIS HEAD OF HOUSE

Why were you interested in becoming a Head of House? I truly loved working with Mrs Thomas and the Antholiza team when I started working at Wilderness, so I can say blue was my thing! The positive interactions that existed between staff and students, the care that everyone had for each other to work together and motivate one another was lovely to see and be a part of. Mrs Thomas was a role model who motivated me to continue her wonderful work that valued the importance and uniqueness of each person, encouraging students to realise all facets of their learning potential, which echo with the words of the school motto ‘Semper Verus,’ “Always True.” What are three words to describe yourself? Friendly, caring, organised

What is your best advice on how girls can take care of their wellbeing? Wellbeing is an important aspect of everyone’s life, so the advice I would give would be to make time to connect with friends, go out for coffee, watch a movie, lay on the beach, go for a walk, just do things that bring joy to your soul and make you happy. What are your favourite quotes/ mantras you live by? To be kind, always. What is your main goal for your first year as Head of House, and how are you hoping to achieve this? One goal is to know each girl’s name and a little bit about her, as I haven’t taught some of the girls, so knowing their names is important. Visiting the girls in Form, chatting to them, and seeing who they hang out with. What’s your favourite place you’ve travelled to? Greece. What’s not to love! What’s a talent/hobby that girls may not know about? I enjoy sewing but wish I had more time. I love to create items of clothing that are cool, comfortable, and with a little bling.

What’s your favourite part of your new job as Head of House? Having the opportunity to work closely with staff and students; building relationships and being a part of their life journey. For the students, watching their development from Middle School girls into Senior School and then seeing them in the Walk of Honour, and their development and confidence as they embark on new adventures and leave their mark on the world. Who has been a role model for your life and why? My mum. She immigrated to a country where she didn’t know anyone, didn’t know the language and yet found a job, made a life, worked hard for her family. She loved and cared for us and showed strength when times were tough. She is there for us and is kind and generous with her loved ones as well as with her community. What’s the best present you’ve ever given to anyone? Surprising our children with a side trip to England with tickets to a Liverpool soccer match. The look on their faces when they figured out where the driver was taking us was priceless!

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Who do you admire the most in your life? My Mum, Mignon. It is only after becoming a Mum myself, that I fully understand how wonderful my Mum was when I was growing up and continues to be for both me and the entire family. She makes my life better in too many ways to count.

CEDAR

RHIANNON GILES HEAD OF HOUSE

This is your third year as Cedar Head of House. What have you enjoyed the most about this pastoral care leadership role? What I enjoy most about my role are the relationships that I have formed with the Cedar girls and their families. How do you manage your workload and de-stress to take care of your wellbeing? I find as much time as I can to do the things that give me joy and energy. Namely, catching up with my family and friends, shopping, spending time at home and in my garden.

What do you look forward to the most in your job as a Head of House? While it is also a very sad week, I always look forward to the Year 12s’ last week of school. The whole week is a rite of passage and an important celebration of the end of school. Returning the letters girls wrote to themselves in Year 8 is always a highlight of the Valedictory Dinner and a job I very much enjoy as Head of House. What is your favourite joke? I do not ever really remember or tell jokes but in a Christmas Cracker I did find one that was appropriate for a Mathematics teacher: Who built King Arthur’s round table? Sir Cumference. If you could travel anywhere in the world, where would you go and why? My husband and I visited Paris over New Year and spent days visiting all of the tourist attractions. We thought we would visit the Louvre on New Year’s Day, our last full day in Paris, only to discover it was closed. I was devastated. It would also be lovely to visit in a different season, although it was a treat to see ice skating at the Eiffel Tower. What are your hopes and dreams for the Cedar girls in your care? That they live lives of purpose, fulfilment and joy..

What do you think is your greatest accomplishment as a Head of House? The aspects of my role that are what I see as my greatest accomplishments are generally too personal to describe here. Sometimes the most challenging situations that you can support and navigate a student through, are what give you the greatest sense of accomplishment. What movie/book title best describes your life? The Gruffalo. It may not describe my life but all those in my life can recite it word-for-word. Which three people would you like to have dinner with and why? For many years now I have been an admirer and collector of Florence Broadhurst and her work. I think she would be an interesting dinner guest to say the least. For their intellect, conversation and wit, I would invite Penny Wong and Annabel Crabb. Penny is a wonderful speaker and I would be happy to listen to her stories all night. I have just finished reading Annabel’s book ‘The Wife Drought’, so I have much to discuss with her and she would also be helpful in the kitchen. What advice would you give yourself if you could go back in time to when you were a teenager? Don’t say ‘no’ when you really want to say ‘yes.’ Worry less and just say ‘yes.’

Wilderness Times | Summer 2018

What challenge have you faced and how did you overcome it? I’ve always found cooking to be challenging. I used to say I can’t cook, it was stressful, messy and I relied on my husband a lot. But I overcame it by practising more and having friends over to eat. I now cook every week! What is your best advice on how girls can take care of their wellbeing? Take the time to reflect, surround yourself with people you can trust, and be grateful for everything you have.

CAROB

TANSY CHEN HEAD OF HOUSE

Why were you interested in becoming a Head of House? I’m really interested and passionate about pastoral care because I think it’s an integral part of life, to have a means where your personal, academic, social, emotional and spiritual journey can be supported. Being a Head of House gives me the opportunity to be a part of that journey for girls. What are three words to describe yourself? Friendly, caring, organised

What are your favourite quotes/ mantras you live by? It’s not happy people who are grateful, but grateful people who are happy. What is your main goal for your first year as Head of House, and how are you hoping to achieve this? To foster a sense of belonging in Carob House by listening to the girls, enforcing the values of the School, and creating opportunities for girls to interact with each other through empowering others to lead. What’s your favourite place you’ve travelled to? Beijing because my family are there, the food/shopping is great, and it’s the first place I’ve experienced snow. What’s a talent/hobby that girls may not know about? I can play the Violin, but you’ll never hear me play it!

What’s your favourite part of your new job as Head of House? Being a part of the journey where I can see the girls grow and mature. Who has been a role model for your life and why? My parents and my friends. They influence and inspire me in the way they live their lives and empower me to be the best version of me. What’s the best present you’ve ever given to anyone? My love and my time! Also, we bought my father in law his dream Jaguar car.

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What is your best advice on how girls can take care of their wellbeing? Be mindful of how you are feeling and what your emotional state is. Make sure you have perspective on the situation you are in and try not to overreact. Take a break and be kind to yourself. Make sure you are getting exercise and fresh air. Watermelon and blueberry smoothies are a fabulous pick-me-up and good for your immunity.

SPARAXIS

JULIE GRANT HEAD OF HOUSE

Why were you interested in becoming a Head of House? Pastoral Care is a very important aspect of being a teacher. I have always considered the pastoral care of students a priority. If students are not feeling comfortable and happy, research has shown it is harder to learn. This role enables me to not only incorporate pastoral care into my daily work life, but to prioritise it. What challenge have you faced and how did you overcome it? The landscapes of our lives are always changing. Life is full of challenges. Challenges could be starting a career, finding and maintaining a relationship with a partner, having children, health issues of your own or loved ones. Whenever I am faced with a challenge, I always have a positive outlook and learn from my mistakes.

What are your favourite quotes/ mantras you live by? I try to focus on only a couple of mantras at once so that I can practise them. “Use speech honestly and kindly” “Be aware of your mind state and try to keep it healthy” “Try to keep your head, heart and gut together” This one is about tuning into your instincts. What is your main goal as Head of House and how are you hoping to achieve this? My main goal as Head of Sparaxis is to ensure that the girls feel a sense of community within the House. A feeling of belonging is really important and I feel like Sparaxis is a strong community of girls who support each other, who get along really well and have fun together. Community is created through shared experiences. We have regular house meetings where we play games and participate in activities that help the girls to get to know each other in a fun and safe environment. Sports days help us to further strengthen our Spracky Spirit. What’s your favourite place you’ve travelled to? I have been very lucky and have travelled to many wonderful places all around Australia and overseas. In Australia one of my favourite experiences was camping in the small community of Bamaga, which is the

northern most town in Queensland, 40 km from the tip of Cape York. It was amazing from so many different perspectives; culturally, geographically, and the amazing environment in that area. Overseas, I love France from a cultural perspective, and the Highlands of Scotland are just stunning. What’s a talent/hobby that girls may not know about? I am trying to develop my skills in meditation. I go to meditation classes once a week, and try to incorporate the things I learn into my day to day life. What’s your favourite part of your job as Head of House? Spending time with fabulous young women, watching them grow, develop and navigate their lives. Who has been a role model for your life and why? I have had many role models throughout my life. Through my different working environments, I have been inspired by many different people along the way. What really inspires me is people handling complex situations in a kind, calm and considered manner. I am very lucky to work at Wilderness in an environment where my leaders are excellent role models. What’s the best present you’ve ever given to anyone? Rugby League State of Origin tickets to my long-suffering husband who is from New South Wales and living in SA surrounded by AFL. He is going to Melbourne next month with our sons for the first game of the series and his first time at a State of Origin game. What are three words to describe yourself? Tall, kind, fun.

Wilderness Times | Summer 2018

MATHEMATICS FOR THE TWENTY FIRST CENTURY

LOWER JUNIOR SCHOOL In the Australian Curriculum, the ideas of critical and creative thinking, problem solving, and collaboration that are of real focus in 21st Century learning, are realised through the proficiencies. The proficiency strands describe the actions in which students can engage when learning and using the content. The proficiencies are: • Understanding • Fluency • Problem solving • Reasoning In the words of Professor Peter Sullivan, the three content strands (Number and Algebra, Measurement and Geometry, Statistics and Probability) are the ‘nouns’ and the proficiency strands of Understanding, Fluency, Problem Solving and Reasoning are the ‘verbs’. “The mathematical actions associated with the verbs were emphasised as critical to developing citizens who are able to use mathematics in important ways.”( Anderson, 2009) In a Lower Junior School setting, the classroom needs to be set up with opportunities for students to work through the proficiencies. For example, you would see students: • investigating solutions to problems using concrete materials • exploring tasks with multiple entry and exit points to cater to different readiness • engaging in group and partner tasks and games that facilitate discussion, and recording on whiteboards to explain reasoning and justify answers, as whiteboards allow for easy modification as the students gain better understandings It is through discussion that children are given the opportunity to use the

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metalanguage of Mathematics but more importantly to discover alternate strategies, and to challenge their thinking and the thinking of their peers. It also allows teachers to peer into the studentâ&#x20AC;&#x2122;s mind and reveal their development and misconceptions. By comparing the many ways a solution to a rich mathematical problem can be reached, children can learn from one another. A culture of being true and courageous and growth mindset is fostered as everyone contributes and compares their ideas. An example of this type of learning in action was the recent learning journey in the Annie House. The girls have been investigating architecture and shape in the real world by looking at the Art Gallery building. They followed this observation by doing their own constructions in the block room using the shapes they had learnt. Last year, the Reception girls engaged in real-world mathematical thinking when getting plans ready for the fairy garden that was installed in the Lower Junior School garden. The girls were practising counting when purchasing items for the fairy garden. It was also a wonderful introduction to financial literacy, as they budgeted for the various items, and planned the fundraising that was needed by arranging a cake stall. Celine Zammit Year 1 Teacher REFERENCE Anderson, J (2009). â&#x20AC;&#x2DC;National curriculum development and initial reflections on the mathematics framing paperâ&#x20AC;&#x2122;, Australian Mathematics Teacher, vol.65, no.1.

Wilderness Times | Summer 2018

JUNIOR SCHOOL

“Mathematics is less about finding answers fast and more about slowing down to ask the right questions” (Woo, 2018).

It is imperative that children examine real-world application of Maths and consider it a visual subject. Last year, local artist, Cathy Gray, led a workshop with Junior School students, exploring order of rotational symmetry, creating mandalas, and observing beauty within design and Mathematics.

‘Low-floor, high-ceiling’ tasks are provocative activities that we use in the Junior School to teach Maths conceptually through experiences that students and teachers enjoy. These are tasks in which every child can engage, no matter her prior understanding, and are simultaneously very open so that girls can extend their learning to higher levels and be deeply challenged.

In addition, integrating Maths with coding offers students engaging, authentic, real-world problems and projects. In Year 5, students take part in an online Digital Technologies course written by the Australian Computing Academy. In this course, the girls use the visual programming language Blockly to write code and manoeuvre a turtle. They develop their thinking about angle as change of direction, build their skills for transforming shapes, and learn the basics of vector graphics in computers.

Jo Boaler, Professor of Mathematics Education at Stanford University and co-founder of Youcubed, says: “When students spend all their time in math class answering discrete questions to which the answers are either right or wrong, it is very difficult to develop a growth mindset or to believe that mathematics is about growth and learning.” Within the Junior School the use of Harvard Thinking Routines such as ‘Claim, Support, Question’ assist our students to identify generalisations, reason with evidence, and explore counterarguments.

Wolfram (2010) suggests that Mathematics is more important to the world today than at any other point in human history, and that computer programming in education can make Maths both more practical and more conceptual. “Mathematics is not about mindlessly stepping through algorithms, but rather about imagining new ways to see problems so they can be solved with creative and unexpected techniques.” (Woo, 2018) Alison Short Year 5 Teacher

REFERENCES Boaler, J. (2014). The mathematics of hope: moving from performance to learning in mathematics classrooms. <https:// bhi61nm2cr3mkdgk1dtaov18-wpengine.netdnassl.com/wp-content/uploads/2017/03/TheMathematics-of-Hope-5.pdf> Wolfram, C. (2010). Conrad Wolfram: teaching kids real math with computers. <http://www.ted. com/talks/conrad_wolfram_teaching_kids_real_ math_with_computers> Woo, E. (2018). Australia Day Address 2018. <https://www.australiaday.com.au/events/ australia-day-address/2018-speaker-eddiewoo/>

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MIDDLE & SENIOR SCHOOL As essential life skills, there will always be the need for numerical and financial literacy, and whilst various bodies prescribe what mathematics we teach at school, it is vital that we must be more flexible and creative about the way that it is taught, so that our students become multi-layered learners who have the tools to make sense of problems and persevere in solving them. The skills of reasoning and critical thinking have never been more desired than at present and will be increasingly required, not just in STEM fields. As society becomes more driven by data, and developing technologies offer quicker and more easily accessible ways of performing the longest and most rigorous calculations and beyond, the Mathematics that matters for the 21st Century moves away from numerical computations and turns even further towards critical thinking, and creative and innovative problem solving. Deep explorations which promote struggle, persistence and discovery contribute significantly to cognitive strength, and are a critical part of a 21st century Mathematics classroom. In Middle and Senior School Mathematics, we are driven to provide our students with opportunities to engage in learning experiences that are as essential to the understanding of concepts as they are to the knowledge of content. Developing and fostering a Culture of Thinking, we use learning routines that create opportunities to collaborate; reason logically, abstractly and quantitatively; and, to explain and make thinking

visible. We value effort and the power of a growth mindset. Problems set in unfamiliar contexts are routine, and students have the freedom to ‘fail’ so that they develop the courage to take responsible mathematical risks, learning what to do when they don’t know what to do. Fundamentally, understanding is a result of application, creativity, analysis, evaluation and perseverance. As their teachers, it is our responsibility to show them that we value these skills and dispositions, not only in our classrooms but in the way that we define and report success. Maryam Mirzakhani, the first female Fields medallist, shared: “Of course, the most rewarding part is the ‘aha’ moment, the excitement of discovery and enjoyment of understanding something new – the feeling of being on top of a hill and having a clear view. But most of the time, doing mathematics for me is like being on a long hike with no trail and no end in sight.” If we want our girls to indeed be True and Courageous, we must value and support the learning and the journey towards understanding, especially when the trail is long and it appears as though there is no end in sight. Helen Douvartzidis Head of Mathematics REFERENCE The Guardian (2014). Maryam Mirzakhani: ‘the more I spent time on maths, the more excited I got’. <https://www.theguardian.com/science/2014/aug/13/ interview-maryam-mirzakhani-fields-medal-winnermathematician>

Wilderness Times | Summer 2018

FACULTY IN FOCUS LOTE

What does the future hold for our students? When trying to answer this question, only one thing is sure: that we actually canâ&#x20AC;&#x2122;t predict where our life journeys will take us. For our students that is even more the case. In our ever-shrinking, ever-changing world, the girls we teach today cannot know where they will be in 10 or 20 years from graduating, nor how they will get there. It is important for us to prepare them for this world; to equip them to cope with change, diversity and dealing with otherness. Learning languages is the key to this journey.

According to Reimers et al (2016), a globally competent student â&#x20AC;&#x201C; one who is equipped and prepared to take their place in a globalised society â&#x20AC;&#x201C; needs to have intercultural competence to collaborate with people from around the world, the ability to empathise with people from other cultures, and the ability to communicate effectively with these people. These are all covered within our languages curricula. Here at Wilderness, we firmly believe in the importance of learning a second, third, or even for some, a fourth language. Our Chinese and French classrooms are hives of busyness as the girls learn not only the language but also the culture underpinning the language. Songs, videos, TV shows, movies, blogs, and websites are among

the tools used to give the girls authentic experiences with the language they are learning. They are actively involved in the language learning process, making the most of opportunities to put the language into meaningful use in a variety of contexts. It is important that they are given the confidence to communicate with others in a range of situations, so you will often see the girls working with each other to construct meaning and put what they are learning into practice; communicating in another language. Intercultural understanding underpins the Languages curricula offered at Wilderness. By exploring diversity and reflecting on their own language(s), culture(s) and beliefs, students develop their understanding of how group

identities develop and change, create connections across and within cultures, and cultivate respect for others. In the Chinese and French classrooms, students are encouraged to reflect on their own language and culture, and compare it to what is being taught. This enables students to gain a deep understanding and helps them to develop their sense of themselves and of the world around them. All of this done through learning to communicate in another language! The development of personal and social skills is also a fundamental part of language learning. Through interacting with others both in the classroom and, when the opportunity avails itself, with others around the world, students establish positive

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relationships and learn to see the world through otherâ&#x20AC;&#x2122;s eyes. The opportunity to travel to countries where the languages are spoken gives girls authentic experiences to practise and improve their language skills, and the chance to experience a language and culture first-hand, thus broadening their horizons and deepening their understandings. Similar opportunities exist in the classroom when girls blog with students in France or hold Skype conversations with students in classrooms in China, or in the local community with visits to French restaurants and Chinatown to practise their language skills. Language students are risk-takers, problem-solvers, critical and creative thinkers; they show persistence and resilience, and have empathy, intercultural understanding and a world view. Their future is full of opportunity and hope. With the growing need for global education, it is important that our girls are prepared to take their place in an increasingly globalised community. The study of Languages is the key that will open that door. Stephanie Andrews Head of Languages

Wilderness Times | Summer 2018

HEAD OF THE RIVER 2018 HOSTED BY WILDERNESS SCHOOL “Don’t limit yourself. Many people limit themselves to what they think they can do. You can go as far as your mind lets you. What you believe, remember, you can achieve.”

The 2017/18 Rowing season was always going to be a unique and special one for the Wilderness Rowing Club and the wider school community. The challenge of hosting the 2018 Head of the River – the single biggest school-sporting event across South Australia with over 10 000 spectators and competitors at the A M Ramsay Regatta course at West Lakes – loomed large. From the outset, it was clear that everyone at Wilderness acknowledged the Head of the River as a unique opportunity for the School to showcase the very best of Wilderness, on and off the water. This opportunity only comes around once every 15 years for each of the participating schools and this year it was our turn to display Wildy hospitality and teamwork at its best. As Mary Kay Ash once said, “Don’t limit yourself. Many people limit themselves to what they think they can do. You can go as far as your mind lets you. What you believe, remember, you can achieve.”

As dawn broke on Saturday 17 March, it was Wilderness School’s time to shine and deliver. Despite the windy conditions, the spectacle put on by the School will be one remembered for a very long time. The commitment and effort put in by so many people to bring the ‘Royal Henley Regatta’ theme created by Ms Vicki Niehus to life, cannot be underestimated. Events like the Head of the River do not just happen – they require months of meticulous planning. The support of 45 staff and nearly 150 volunteer parents and students from the Wilderness Rowing Club and the school community ensured the event ran smoothly under the guidance of Mrs Kate Chalk (Event Organiser) and the Rowing Club Committee led by Mr Tim Last.

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The effort put in by our rowers on the day also cannot be underrated. Our key value of ‘True and Courageous Self’ was central to the performances of all Wilderness rowing crews at the Head of the River and throughout the season. Rowing is a sport like no other. It relies on teamwork, persistence, dedication and hard work. Training is undertaken both on and off the water and often the general community does not see how hard the girls train before and after school. Rowers need to be resilient and confident but at the same time be aware of others, especially in their own crew. There will always be good and bad days in rowing, but it is the spirt of camaraderie and teamwork which bond our rowers unlike any other team sport.

It would be remiss not to thank a number of key sponsors of the Wilderness Rowing Club during the 2017/18 season. The sponsors included Ord Minnett Private Wealth, Austbrokers, Smart Health Training and Services, Olga’s Fine Foods, Commercial & General Insurance, QATAR Airways and Enhance Travel. The level of support was greatly appreciated and will ensure that our girls continue to have an up-to-date racing fleet and have access to modern boats and equipment maintained at a high standard. Ben Manifold Head of Senior School

Wilderness Times | Summer 2018

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Racing at Head of the River is a chance for any school rower to showcase the achievements of their crew throughout the season. Performance success is what all crews strive for, but there is the often-overlooked accolade of truly uniting as one team, with one focus of executing and achieving one goal. The Wilderness rowing girls showed courage on the day, challenging their physical limits as they represented the School with pride by truly giving their best on the day for themselves, crew, and the School. The commitment of the girls to their rowing and each other this season has been truly commendable, resulting in Wilderness School having one of its most successful Head of the River Regatta in many years. 16 crews comprising 84 girls raced on the day in their respective categories. Four crews â&#x20AC;&#x201C; the Year 8B quad scull, Year 9B quad scull, Year 9A quad scull, and the Year 10B quad scull â&#x20AC;&#x201C; all raced well and placed second in their races.

The First VIII raced very competitively finishing 4th on the day, a significant improvement for the School from previous years. Four crews including the Year 8D quad scull, Year 10E quad scull, Year 10D quad scull, and the Year 10C quad scull crossed the line first as Head of the River Champions. These results highlight the improvements and progression of the girls and crews throughout the season due their honest commitment and dedication to trainings. All crews were positive and proud of what they achieved on the day and over the summer season, working hard together on their continual journey towards achieving excellence. Renee Chatterton Director of Rowing

Wilderness Times | Summer 2018

LEARNING LEADING THAT MATTERS

“If you want to build a ship, don’t drum up people to gather wood, give orders, and divide the work. Instead, teach them to yearn for the vast and endless sea.” – Antoine de Saint-Expury

These inspiring words resonated strongly during a recent workshop on leadership by Gavin Grift, the CEO of Solution Tree, Australia. This workshop is part of an ongoing program to develop the leadership skills and capacities of our middle leaders across the junior, middle and senior schools. It has involved all those teachers with responsibility for pastoral care as well as subject areas, such as Heads of House, Heads of Department and Assistant Heads of Junior School. In an initiative which aims to reimagine educational leadership at Wilderness, we have examined what it means to be a leader of learning that matters both now, and in the future, and how we can build success in those we lead.

Building on previous sessions conducted by members of the Senior Leadership Team, Gavin Grift presented a workshop on Leading Mindfully on the first day of Term 2. Based on the ideas of Bob Garmston, it explored five roles of leadership: coach, collaborator, consultant, facilitator and presenter. Gavin presented a strong message on the importance of knowing our intentions and then choosing our approach and strategies to match that purpose. During the well-received workshop, our leaders also considered what it means to lead mindfully, as well as the importance of identity, and the states of mind of consciousness and flexibility. Heather De Blasio Director of Learning and Teaching Excellence

To every girl I teach in my time at Wilderness. I write this to you. May you encounter a teacher who is inspiring, compassionate, kind, knowledgeable and a role model for you as a future leader. Someone who honours our collective goal for you, ‘to be the best you can be throughout your life.’ What does it mean to Lead Learning that Matters? For me it means to have a philosophical basis for all of the learning within Science and Geography. As leaders, our goal should be one and the same as we have for students – to be the best ‘teachers’ we can be throughout our time together. One of my priorities was to bring collaborative learning to the forefront, as together we will always be stronger than our parts. This was by no means a simple task and took a great deal of

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persistence and patience. Unexplored pathways can be daunting, so I had to think about where and how I could instigate gradual change. At this point in time the ‘Nucleus’ was not yet realised, but I reasoned that if I could create a ‘spill out’ space where students could undertake collaborative works with state-of-the-art, interactive furniture, that teachers could imagine new ways of teaching. This is how the ‘Nucleus’ was born. The first faculty break-out space at Wilderness, where students ‘learning in their lounge room’ as the Brown sisters had intended, could now be realised. Today, the Nucleus is such an important part of our day and provides a dynamic space to engage, that we couldn’t even imagine learning without it! The Rube Goldberg Challenge at Year 8 enables immersion into Physics. We now have a place to gather for guest speakers and girls have flexibility when undertaking assignments in frees and when conducting ‘learner thinking.’ It is a highly valued and important place within our school. Teachers are increasingly more accessible to girls and our relationships have flourished as a result With the space transformed and ways of working pushing the boundaries (thinking routines, cultures of thinking, visible thinking), I was cognisant that I had to reassess the way in which I was leading as well. I needed to be brave.

Ms Danvers commenced the 2018 academic year poignantly discussing ‘life worthy learning’ and encouraged us as Heads of Department to consider the difference between managing and leading. In order to lead ‘learning that matters,’ it is imperative to think about how we use our most precious resource, being ‘time,’ as a faculty. For the Science department, providing time for staff to reflect with colleagues on their practices and the metacognitive approaches they employ within the classroom is just as important as nurturing our girls in their education. It provides an opportunity to consider, reflect, empower and better our practice through collaboration which is extremely useful and productive. We have recently adopted a mechanism of sharing clips of the how girls are employing new ways of learning which helps us as teachers and provides a foundation for new ideas, conversations and interactions. We’re also in the throes of exploring logistics around an exciting future learning initiative, ‘off the grid,’ which is designed to immerse students in a hands on’ Ecology, Geography and Cosmology learning experience at Crawford Campus in Year 10. This opportunity will provide a pinnacle learning experience for girls in this year level, as well as creating flexibility within a tight curriculum to better

prepare girls for the rigors of SACE in the Core Sciences (Biology, Chemistry and Physics) and Geography. I am proud of where we are and where we are heading as a faculty. I hope this year will bring us even closer, challenge us to be braver and step outside our comfort zones more often and push the boundaries of personal practice. In doing this, we must also remain mindful of who we are as teachers and where we are headed both individually and as a faculty for the betterment of every Wildy girls’ education. Simone Burzacott-Gorman Head of Science and Geography

Wilderness Times | Summer 2018

MEET EMMA SCHWARTZ DIRECTOR OF COMMUNICATIONS & ENGAGEMENT We are delighted to introduce Emma Schwartz to Wilderness School. She commenced as Director of Communications and Engagement in April this year. It is always lovely to meet new members of our staff, and learn what inspired and led them to their current role. We sat down and asked Emma a few questions to get to know her…

Tell us a bit about yourself? I am a mother to two beautiful children, Hayley (6 years) and Luke (4 years), and have been married almost ten years to Paul, a residential building designer and police officer. Whilst completing my journalism degree back in 2000, I worked at Channel 7 as a general reporter, then moved to Channel 9 as their chief crime reporter for several years. Following that, I moved into politics working as a ministerial media adviser for 7 years under two different Premiers and another two as a senior energy adviser. I’ve also worked as a public relations consultant, newsroom producer and a communications and government relations adviser at OZ Minerals, a South Australian based mining company listed on the ASX100.

What personal qualities do you value most? I am a strong believer that resilience in life should not be underestimated. Whilst it can and should be taught, I think it also evolves and strengthens through personal experience and eventually forms part of your identity. There are so many recurring instances in life where resilience is needed in order to pick yourself up, dust yourself off and keep going. I think empathy and a willingness to view things from a different perspective are also important attributes. You never know what a person may have suffered or what they may be going through when you meet them. As a former crime reporter, I encountered this often and would interview people who were experiencing great trauma or tragedy in their lives, which naturally alters your perspective and forces you to see the world from other people’s point of view.

Why Wilderness? Wilderness is a school that has enjoyed an enviable reputation and educated some extraordinary women over the years. My 94 year old nanna (Margaret Elise Hale 1939), is an old scholar and talks about her fond memories of Wilderness to this very day. Every time I see her, my Nanna always remarks about her time at Wilderness. It is quite clear it’s an experience which impacts and influences you throughout your life. My Nan didn’t give it a second thought when it came to sending her daughters, Jennifer Anne Brook (1966) (my mother) and Susan Jayne Brook (1980) (my aunty), to Wilderness in the 1960s and 70s. What endeared me most to the school, all these years later, was my Nan’s recollection that the girls were always gracious and carried themselves with great humility, which was instilled in them by the Brown Sisters.

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What are you looking forward to most in your new role? Establishing lasting friendships with the students, parents and friends in the Wilderness community and gain a greater understanding of the Wilderness ‘point of difference’ from individual perspectives. With so many families and friends, I’m certain there are many untold stories and achievements that we can effectively communicate to a broader audience, so that they too can be informed about what sets Wilderness and its students apart. Part of my role will be ensuring the reputation of the school is maintained and protected. With this in mind though, I believe we can leverage countless opportunities and explore different channels to add to our amazing story internally, as well as externally to the school. I look forward to meeting you all and if you have any ideas or suggestions please let me know!

C A Emma reporting for Channel 9 News, 2006 B Emma’s mother, Jennifer Anne Brook during her Wildy days C Margaret Elise Hale (Emma’s grandmother) enjoying Morning Tea in the Drawing Room with past Principal Mrs Scales, 1992

Wilderness Times | Summer 2018

FAREWELL TO KEN WILLIAMS We would like to take the opportunity, in this edition, to extend our sincere gratitude to Ken Williams who is retiring this year, but leaves a lasting legacy thanks to his influence and accomplishments as Chair of the Wilderness School Council and committees over the years. Ken has been a devoted and pivotal member of the Wilderness community for the past decade and we are forever indebted to him for his generous donation of time, effort and expertise. Ken has made an invaluable and indelible impact on school life, thanks to his tireless dedication as Council Chair for the past five years, as well as maintaining senior positions on a number of School Committees since 2007. Kenâ&#x20AC;&#x2122;s superior skillset and experience in the corporate finance sector made him a valuable asset to the Finance and Development Committee, which he joined in 2007, before becoming a member of the Governing Council in 2008.

Ken then assumed the coveted role of Chair of the Council from 2012 to May 2017. Whilst serving as Council Chair, Ken also remained Chair of the Finance and Development Committee from 2009 to 2012 as well as Acting Chair of the Investment Subcommittee from 2009 to 2014. Ken was always a delight to work with. His boundless enthusiasm, buoyed by his proficiency in economics and business, meant his contribution was unrivalled when it came to financial strategy and forward planning for the school. During his tenure, Ken administered expert guidance and was the architect of an ambitious improvement and growth strategy that was exciting for his colleagues, but also presented a number of challenges with respect to its implementation. Its eventual success was assured thanks to Kenâ&#x20AC;&#x2122;s wealth of knowledge, determination to succeed, and desire to make a difference.

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His naturally ambitious approach to decision-making during his tenure led to a number of prudent financial outcomes that evolved into the solid growth we are all able to enjoy today and into the future.

While Ken was not renowned for taking unmitigated risks in the workplace, we genuinely hope he now has more time to tick off one of his riskier bucket list items, namely jumping out of a plane (with a parachute)!

The welfare of the girls was always front of mind for Ken in his business propositions and decisions. Colleagues often remarked that Ken was steadfastly committed to providing the optimal learning environment for the students to ensure the mission of ‘enabling each girl to be the best she can be throughout her life’ was fulfilled. His unwavering ethical standards also made him an exemplary team player and ensured the bar was set high for councilors in years to come.

Thank you for everything, Ken, you should be proud of the sound financial improvements you have made to the School in various facets and can leave knowing you’ve left the Council in excellent shape for the incoming Chair to pick up where you left off.

Whilst it might be goodbye for now, we know that Ken will continue to be one of the school’s staunchest advocates and will always be involved in some capacity at Wilderness in the future.

Everyone at Wilderness, the staff, parents and students should consider themselves fortunate for having your wise counsel, passion and drive to implement significant and long-lasting changes for the betterment of the entire school community.

Wilderness Times | Summer 2018

ROGER MASTERS DRAMA FELLOWSHIP The Roger Masters Drama Fellowship was established in 2017 from the generosity of an anonymous Wilderness School old scholar. We offer this new Fellowship annually to current Year 11 and 12 Drama students. It offers the unique opportunity for a student to undertake a program/course in a performing arts related area. The decision process was demanding as “all of the applications we received were worthy and every course beneficial,” stated Roger Masters following the announcement. Thank you to all the girls who applied. Congratulations to Sophie Davies (Year 12), our first recipient of this

brilliant Fellowship. Sophie is undertaking two courses (playwriting and screen acting) at NIDA in Sydney during the April School Holidays. On her return, Sophie will share her experiences with fellow students and mentor some of our younger drama students. Thank you to our anonymous old scholar who was visionary in making this Fellowship possible and to Roger Masters, who in retirement, continues to provide leadership and advice in the Fellowship selection process. Jodie Escott Manager of Development & Community

SONY CHILDREN’S SUMMER CAMP Wilderness School is delighted to be joining with St Peter’s College to host a Sony Children’s Holiday Camp for children with special needs. This exciting venture will take place over three days from 30 September to 2 October 2018 (first week of the Term 3 Holiday break) in the Boarding House at St Peter’s College. The Sony Foundation Children’s Holiday Camps are a wonderful initiative that started in 1999 and have gone from strength to strength with now around 30 camps Australia-wide. The purpose of the camp is to provide an enjoyable experience for the children and the chance for parents, carers and siblings time to have some respite.

Our Year 11 students have a chance to experience the joys and the challenges that come with the privilege of caring for a child with special needs for the duration of the camp, in what is a life-changing experience for all. The students will be supported by a team of teaching and medical staff and a support crew made up of Year 10 students. This venture provides an opportunity to not only experience incredible personal growth but to contribute to a common goal. At the same time, much fun is had by all as a range of engaging and enjoyable activities have been planned. Sony Children’s Holiday camps leave a lasting impact.

We look forward to hearing from anyone who would like to support the camp through sponsorship, donations or practical help. If you know of a child with special needs who would benefit from the camp, please contact Ben Manifold (Head of Senior School) or Bess Smith (Head of Extended Curriculum) at Wilderness.

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THE GIFT OF GIVING GREEN DOOR SOCIETY

A legacy can be an incredible gift of generosity and people from various backgrounds with different professions, incomes and passions use their wills as a way of showing gratitude, of making a difference and of enabling others to share some of the good fortune they appreciate.

We invite you to perform a considered, as opposed to a random, act of kindness and join the Green Door Society by making a bequest to the Wilderness School Foundation. For a brochure and additional information about the Green Door Society, email Jodie Escott jescott@wilderness.com.au or telephone 08 8344 6688 for a confidential conversation.

Wilderness Times | Summer 2018

WILDY INTERGENERATIONAL FAMILIES SHIERLAW FAMILY Mary Shierlaw (Russell) Betty Moore (Russell) Helen Dickeson (Shierlaw) Anne Evans (Shierlaw) Emma Shierlaw Kate Shierlaw Ella Shierlaw

Carob and Amaryllis 1945 Carob 1946 (sister) Carob and Cedar 1976 (daughter) Cedar 1982 (daughter) Cedar 2004 (grand-daughter) Cedar 2006 (grand-daughter) Current student 7 Cedar (grand-daughter)

Share a moment/memory that resonates about being forever a Wilderness Girl/family In the final year at school, Mary was asked to change houses from Carob to Amaryllis to become House Captain of Amaryllis. The respect and support of her peers through this change and the responsibilities of being House Captain taught her many personal lessons and gave her leadership skills that she has used throughout her life. Being at school during wartime was transformational; everyoneâ&#x20AC;&#x2122;s attitude was changing and women were taking control of their lives, which was a great social shift reinforced by the rolemodelling of the Browns who were all teaching at the school when Mary attended.

Why Wilderness? What are the standout attributes Wilderness offers your family? The Browns had a very good understanding of every girl and knew every girl as an individual. This approach has continued with every member of the family benefiting by being encouraged to develop their individual strengths to be the best they can be. Friends made at Wildy are friends for life; Mary still has regular contact with her school friends 73 years after leaving school.

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Joe Shierlaw Norm Shierlaw John Shierlaw Alison Shierlaw Mary Thomas (Shierlaw) Sally Shierlaw Sarah Gallman (Moore) Rebecca Gallman

1933 (husband) 1930 (brother-in-law) 1930 (brother-in-law) 1947 (sister-in-law) 1947 (sister-in-law) Taught at Wilderness (niece) 1973 Taught at Wilderness (niece) 2005 (grand-niece)

How did Wilderness help you become who you are today? Girls were encouraged by the Browns and the School to be persistent and to overcome difficulties or opposition. There was a general atmosphere of encouragement throughout the School and the persistence instilled by the School has allowed family members to work hard to achieve their personal and career goals. The role-modelling provided by the Browns and how they lived their lives provided great inspiration to the girls. Friendliness and manners were reinforced by the Browns, who made sure the girls always showed good manners. Through the years, the School has continued to encourage kindness and respectful relationships â&#x20AC;&#x201C; an approach which has benefited the family members and all who know them.

Wilderness Times | Summer 2018

WILDY WOMEN LEADING THE WAY What ignited your passion to pursue a career in the fashion industry? Well, I always loved fashion and sewing but never at school would I have considered I would wind up being a fashion designer! It was actually a few words of encouragement from a now retired Wilderness teacher that made me change the course of my career.

KATHRYN FORTH (2004) DESIGNER/DIRECTOR ACLER

From my years at Wilderness I certainly developed a healthy competitiveness and hunger to prove myself, but for a long time I channelled that into pursuing a career in healthcare. I always had a feeling that it wasn’t the right choice for me, but I didn’t want to give up on my degree, and I wasn’t sure what the alternative might be. In the back of my mind I kept hearing the words of Mrs Lindell Lawrence and the comment she made in our Year 12 video. She was the Head of my House, Antholiza, and someone asked her what she thought of me. Her response was something along the lines of: “she will do great things”. For years after, the sentiment really stuck with me and I kept wondering how I would do “great

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Wilderness School is proud to be able to celebrate the successes of all our past and present students and the many outstanding achievements of our Wildy women. Leading the Way offers you an insight into some of our amazing old scholars’ lives, beyond the Wilderness School gates.

things” in a career that didn’t feel quite right. With no idea how to move forward, I continued to study hard at my degree, but also worked as a manager of a fashion retail store and sold my own garments at markets and to a few boutiques. I was definitely burning the candle at both ends but I didn’t want to give up until the right choice presented itself. Eventually I was approached by someone to design for their budding fashion brand and even though it took four years, it was the sign I had been waiting for! Can you describe your life journey and career? After taking that first leap of faith into a career in fashion I found a drive to succeed that I didn’t know that I had. Helping to build a brand from the ground up proved to be a big challenge, especially for someone who had not studied Fashion Design. Luckily, being thrown in the deep end turned out to be a blessing and I learnt the ropes of running a fashion brand within the first year or two. After four years, the label Cameo (now C/MEO collective) had become quite a well-known name in Australian contemporary womenswear and I am still very

proud of what myself and the team alongside me were able to achieve. Of course I wanted to prove myself further, and the only way I could do this was with my own business. I must be the Bear Grylls of fashion because I was so hungry to start from scratch again, but this time with fewer resources. I had made a few amazing friends in the industry by this stage, and one of them was ready to join forces with me and is now my business partner at Acler – Julia Ritorto. Today, we are into our third year of trading and sell our garments across Australia, the US, Asia, the Middle East and Europe via stockists such as Myer, Moda Operandi, and Harvey Nicholls. We are so proud to have had celebrities like Beyonce and Gigi Hadid wear our garments, yet we manage it all from our head office, just down the road from Wilderness in College Park. I certainly have never worked harder in my life than I have these last three years but the amount I have learnt along the way and the satisfaction of overcoming each obstacle is huge. I

don’t really think it’s true whem they say that “if you work in something you love, you will never work a day in your life”, but I do think if you work in something you love, you won’t have any regrets. What advice would you give to Wilderness girls in finding their career path? I would say not to be afraid to juggle a few options, as long as you are willing to work 100% at each of them! I think it’s incredibly hard to know what career path to take as a new graduate. It’s very rare that the right decision will come to you quickly and you may find yourself feeling lost in your choices. I would say give every choice a fair go. There is no shame in working toward a safety net, and there is no shame in working towards what some might see as a pipe dream! I don’t regret the years I spent studying at uni; I stayed focused on both possibilities, and eventually, suddenly, something felt right.

Wilderness Times | Summer 2018

MARGOT MCGOVERN (2003) AUTHOR

DANIELA LESKA (2005) SOPRANO Roger Masters leant me a DVD of the opera ‘La Bohème’ in Year 10 at Wildy, knowing I had a strong passion for classical singing, acting and dance. I was (and am still) in awe of this extraordinary art form. It combines so many fabulous facets: lighting, set, an orchestra, ensemble and solo singing, wigs, costumes…I could go on! My eyes gleamed as I realised this could actually be a career – my career – and led me to study in Adelaide and Perth; work in Melbourne and now Sydney; and, tour performances to Germany, Switzerland and China.

What ignited your passion and can describe your life journey and career?

Advice? How did my career lead to performing with Opera Australia? Fierce determination, persistence, patience, and buckets of respect; you never know who will be on an audition panel! Make time to smell the roses; I try to do a daily meditation and schedule in one trip between performances each year with my lovely husband. Apply for as much as you can – scholarships, mentorships, competitions, eisteddfods, opera companies – and then, after all the preparation, walk into each audition thinking “I am enough!” I often feel like I’m giving away something; I get to perform exquisite music, travel, learn languages, meet wonderfully likeminded artists and I hope that my work will leave the world a better place. More details at danielaleska.com

What advice would you give aspiring Wilderness girls?

I’ve always wanted to be an author, and studying English and Drama at Wilderness further grew my love of stories and storytelling. After finishing school, I studied creative writing through a Bachelor of Creative Arts degree at Flinders University and went on to complete a PhD. I worked for a cycling magazine in Melbourne for several years and did a lot of freelancing. In 2015, an early version of my Young Adult novel Neverland was shortlisted for the Text Prize, and that helped me land a literary agent and a publishing deal with Penguin Random House Australia. Neverland was officially released in April this year.

Value your work and support other women doing great things. The world is yours to conquer.

What have been some key defining moments? Holding a finished copy of Neverland for the first time was an incredible feeling and a dream come true! As was celebrating the launch of Neverland with loved ones (including friends from Wildy who have supported me for many years) and signing copies for my former Drama and English teachers, Mr Roger Masters and Ms Jan Lyon.

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HAWKERS RD, MEDINDIE SUPPER + DRINKS + GLASSES + GOLD COINS + CREDIT CARDS

INCREDIBLE AUCTION AND SILENT AUCTION ITEMS AVAILABLE ON THE NIGHT

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The committee have been busy planning for our annual fundraising event, the Quiz Night, including planning the format, the questions, sourcing donations for the major auctions items, booking an MC and Auctioneer Team, as well as coordinating all the many other people who contribute to make it a fun and successful night. We anticipate approximately 300 people, so if you haven’t booked your table please do so to avoid disappointment. Thank you to all the families who contributed on Casual Day, as these generous donations go a long way to providing the content of the silent auction items at the Quiz Night. Georgie Taarnby (1985) President Wilderness Old Scholars’ Association

Again this year, the Association was fortunate to work closely with the Birthing Kit Foundation and the Year 9 girls to the prepare approximately 600 birthing kits, which were dispatched immediately to 10 developing countries.

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The New Year has seen the WOSA committee back into many of its community activities.

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CLASS OF ’73 REUNION We have a lunch four times a year, and if any of the interstaters are in town we try to have a drink, lunch or dinner whilst they are here so that they can catch up with a few people. We usually go to a hotel in the city but make a rule to never go to the same one twice if we can help it. Sometimes they are so good we return in the future. I took over the booking and “herding” when I returned to live in Adelaide after 30 years in the NT. The girls had been doing it for a few years prior to my return (2007) but we now have 32 email addresses, up from the 14 I started with. Every single one of the girls on the list has been to at least one lunch.

The lunches are great because we have a core group of 6 or 7 of us who turn up to 99% of them and with so many more on the list we always have someone different turning up. In our opinion, we had one of the best A year groups – friendship wise and “naughty wise” that Wildy has seen! We have maintained very close friendships over the last 45 years and look forward to our quarterly catch-ups. Our last lunch was at The Pavilion at The Feathers Hotel. The group in the photo comprises:

From left to right around the table: Rose Boucaut (Verco), Stephanie Denton, Sue Clarke (Haines), Sue King, Julie Hannan (Hampel), Alex Hackett (Peacock), Christina Chittleborough (Price), Helen Moore (Thring), Penny Martin (Bungey), Jane Radeski, Lisa Ringwood and Peg Gebhardt (Rischbieth). Jane Radeski Class of 1973

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WILDERNESS OLD SCHOLARS EVENTS & CELEBRATIONS

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Wilderness Times | Summer 2018

WILDERNESS OLD SCHOLARS EVENTS & CELEBRATIONS REUNIONS NEW SOUTH WALES REUNION 28 Old Scholars met at The Bellevue Hotel in Sydney for dinner on Friday 6 April. We all had such fun, there was a great mixture of ages, which makes it so much nicer!

Booie Hayward OS Liaison Officer A Georgie Gibbons, Susy Hamilton-Flannigan, Penny Hope Murray, Miranda Barnes B Kate Dickson, Libby Bowditch C Millie Michael, Clare Burley, Imposter (everyone wants in on The Wildy OS Dinner !!!!), Catherine Newman D Moni Bignold, Rachel Wall, Adrienne Ey, Miranda Walker E Georgie Taylor, Sandy Wagner, Tori Collison F Lou Lemercia-Geddes, Suzanne Grieve, Emma Collison

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The venue was perfect. If you didnâ&#x20AC;&#x2122;t get an invitation and you live in NSW, please let us know, as we would LOVE to see you next year.

For reunion questions please contact Jodie Escott, Manager of Development and Community on jescott@wilderness.com.au

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SOUTHERN FLEURIEU MORNING TEA

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We had a fabulous morning at “Thunderbird” at Port Elliot on a bright and sunny day. The Southern Fleurieu Girls are a really fun and happy group. There were a few regulars who couldn’t make it at the last minute and they were sadly missed.

It is always a pleasure to visit these girls and catch up on some happy Wildy memories! Booie Hayward OS Liaison Officer

A Carrie Robson (Barker ‘69), Verity Remilton (Irwin ‘71) B Fiona Heysen (‘73), Carrie Robson (Barker ‘69)

C Mary Shierlaw (Russell ‘45), Dini Stock (Turnbull ‘63), Sarah Dawes (Llyons ‘64) Ange Davidson (‘74 ) D Group Photo

WESTERN AUSTRALIA REUNION Perth is a hive of new buildings and experiences at the moment. The WA Reunion was held at Marketplace – a new venue and what a fabulous place! Amy Mansell was stellar at assisting with contacting lots of WA-based old scholars. We enjoyed a wonderful afternoon of fabulous conversation with fantastic food and wine. This was a first Old Scholar

event for a couple of the girls and we know they will be at the next one. Thank you to all who came along. A great afternoon with great girls. I am looking forward to coming across to catch up in 2019.

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A WA Group Photo B Christine Grey and Edwina Sutton C Elena Mavrofridis & Mark McMurtie D Jo Jacobs, Bindy Miles and Amy Mansell

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Wilderness Times | Summer 2018

WILDY NEWS

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2018 CELEBRATING REUNIONS O

1958 REUNION Thursday 25 October | Lunch The River Cafe, North Adelaide Contact: Bev Royal E: beverlyroyal.bfr@gmail.com OR Contact: Kate Rathbone E: kate.rathbone@optusnet.com.au

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& C 1968 REUNION ELEB Weekend of 15 - 16 September final date TBA Contact: Di Semmler E: admin@agrisemm.com

Dempsey O’Neill (Grantham) (2006) – Penelope Rose O’Neill Danielle Sinclair (De Pizzol) (2000) – Zacharia Archie Sinclair

MARRIAGES Shelley Crouch (Dawes) (2003) to Luke Crouch Anna Fox (2006) to Christopher Evans Nataleigh Davies (Bailey) (1992) to Gareth Davies

S O L D S BIRTHS S E CAlexandra Palombi (2002) – Charlotte Ivy Coates

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ENGAGEMENTS Haidi Lun (2000) to Paul Watts Felicity Lam (2009) to Kevin Moon Ebony Cavallaro (2001) to Jason Hirt Elyse Langeluddecke (2006) to Daniel Connole Tamara White (2006) to LCDR James Bolton Kirsty Drew (1995) to Marcus Wallman

1978 REUNION Saturday 15 September | Dinner Red House, North Adelaide Contact: Jacki Smith E: designaname@bigpond.com

ANNOUNCEMENTS

DEATHS Peter Morgan Jill Rymill (1974)

1998 REUNION Saturday 15 September | Dinner The Kentish Hotel Contact: Edwina Hicks E: edwinaporter@hotmail.com

1988 REUNION Saturday 2 June | Lunch Hugh Hamilton Winery Contact: Sophie Gosse E: jsgosse@gmail.com OR Contact: Kirsten Gormly E: kirsten.gormly@gmail.com

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2008 REUNION Saturday 8 September Contact: Kirsty Michael E: kirsty_michael91@hotmail.com OR Contact: Phoebe Waters E: phoebe.waters135@gmail.com

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WILDY BABIES

WEDDINGS

C A Alexandra Palombi (2002) – Charlotte Ivy Coates B Dempsey O’Neill (Grantham) (2006) – Penelope Rose O’Neill C Danielle Sinclair (De Pizzol) (2000) – Zacharia Archie Sinclair

C A Anna Fox with husband Christoper Evans & Wildy bridesmaids Jane Fox (1997) & Alice Bungey (2006) B Nataleigh Davies (Bailey) (1992) to Gareth Davies C Shelley Crouch (Dawes) (2003) to Luke Crouch

IF YOU ARE AN OLD SCHOLAR WE WOULD LOVE TO HEAR FROM YOU AND SHARE YOUR MILESTONES AND CELEBRATE YOUR SUCCESS. Please email your news and a photo to: oldscholars@wilderness.com.au

Wilderness Times | Summer 2018

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