Wilderness Times - 83

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SUMMER 2019

ISSUE # 83

UPCOMING EVENTS

Wilderness Times | Summer 2019

Thursday 14 February Middle and Senior Parents cyber safety presentation 6pm

CONTENTS 28

Subs in Schools Yallana Brockwell

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Wildy Off the Grid Danielle Kemp and Simone Burzacott-Gorman

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Principal’s Thoughts

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Chair of the Governing Council Speech Night Address Shanti Berggren

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Speech Night Guest Speaker Emma Kelly

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Year 12 Results 2018 Success

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Waging Peace Peace Machines School Project Alison Short and Ann Rooney

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Case Space School Expedition David Pyman

38 Wildy Intergenerational Families

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Year 9 Minimester Creating Connections Ann Rooney and Carrie Phillis

39 Introducing Members of Our Governing Council:

Tim Binks

32 Meet the Head of English

Leah Carter

34 Supporting the Wilderness

Parents & Friends Committee

Jen Guest 36

Old Scholars Wildy Women Leading the Way

20 Artists In The Making:

Fostering Artistic Expression

Danielle Moir

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Old Scholars Reunions

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Old Scholars’ News

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48 Catherine Ye Teacher Fellowship

Catherine Ye Fellowship Compassion In Action Bess Smith

24 Faculty In Focus: Art

Jane Kuchel 2018 Student Exchanges at Wilderness

Friday 22 February Middle and Senior School Swimming Carnival Tuesday 26 February Junior School Swimming Carnival Saturday 2 March Hong Kong Community Dinner Monday 4 March Shanghai Community Dinner Friday 8 March International Women’s Day Saturday 23 March Head of the River

REUNIONS 2019 1979 REUNION Saturday 23 March – Lunch Contact: Bindy Miles E: admin@mileswestgroup.com.au VICTORIA REUNION Friday 5 April | Dinner Contact: Jodie Escott E: jescott@wilderness.com.au

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 vimeo.com/wildernessschool ES

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Thursday 21 February Junior School Parents cyber safety presentation 6pm

USA REUNION - NEW YORK Thursday 11 April | Dinner Contact: Jodie Escott E: jescott@wilderness.com.au

WI LDER

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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.

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“Educating the mind without educating the heart is no education at all.” – Aristotle

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Wilderness Times | Summer 2019

PRINCIPAL’S THOUGHTS 2018 SPEECH NIGHT ADDRESS Ms Shanti Berggren, Ms Emma Kelly, members of the Council of Governors, special guests, staff, parents and girls.

As we come to the end of another year it is important to reflect on the journeys that we have undertaken, on the successes we have achieved, the challenges we have faced and the many moments we have celebrated.

Being an educator in today’s world is both exciting and challenging.

We are tasked with determining the learning that is likely to matter in the adult lives of the young people entrusted to our care. Next year we will welcome a new cohort of wideeyed three year olds into our Mamie House. They will graduate, probably from this very gymnasium, in 2038.

They will retire in 2086.

What will their working lives look like? What knowledge, skills, attitudes and values will they need to thrive and to shape their world?

Think back on the past decade and the unprecedented changes we have experienced.

Walking through Wilderness today, you will not find a blackboard, an overhead projector or a hard copy encyclopedia. What you will discover are over 1000 digital devices in use across the school. All our teachers prepare and deliver their lessons in both virtual and physical learning spaces. Girls are coding, programming robots and 3D printing.

We have students in the United States as we speak at the NASA Space School, of particular currency given our new space agency and next year we will be working with SAAB to engineer and build submarines in our classrooms.

In our new Learning Commons we are preparing for virtual, augmented and mixed reality. Giving girls the potential to learn using threedimensional holographic images, graphics and data, dynamically interwoven into real-world environments.

The Wilderness School mission is to enable each girl to be the best she can be throughout her life. Yet what this life will actually look like is increasingly uncertain.

Our young people face a world that is exponential, fragile, connected

and unpredictable. Economies are becoming progressively more complex and globalised and new technologies are bringing about unforeseeable disruptions to the world of work. Over the coming two decades we will be witnessing an unprecedented wave of innovation and creativity driven by new tools of production. During this time, it is estimated that we will see an explosion of over 100,000 new micro industries that will employ hundreds of millions of people.

The media and many political agendas focus on increasing standardisation in education. Yet we know the new economies are going to require different kinds of thinkers and different kinds of learners. We know the jobs that our young people will be entering are those that will require non-routine cognitive skills, the capacity to transfer what they know into new and unfamiliar situations. In essence, knowing what to do when you don’t know what to do will drive success.

There is no doubt that literacy and numeracy will always be important.

Yet we need to go beyond this. When educating for the unknown, we need to provide our young people with the

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capabilities, the dispositions and the habits of mind to face a future that is ever more uncertain and disruptive.

Other literacies such as scientific, data and emotional literacy will be vital to successful adulthood.

Wilderness is committed to taking a key role in driving the national and global conversation about education.

By building alliances with leading educational experts and organisations we play our part, influencing the national school improvement agenda. Our work with prominent educators, researchers, advocates and related-industry leaders from across the globe enables us to exchange best practices and innovative approaches for academic excellence and the healthy development of girls.

The recent Gonski report challenged us to equip every student to be creative, connected and engaged in a rapidly changing world. This year, as part of our project with Harvard University, we finalised the Wilderness Learning Framework which identifies the learning that matters for our girls and our context.

The framework unpacks our shared vision of the learning entitlement for each girl and compels us to

think ahead and foster innovative programs that focus on student growth. It articulates a clear vision and set of goals for our curriculum and enumerates what we know constitutes high-quality teaching and learning outcomes.

We are committed to nurturing the values and attitudes necessary for our girls to flourish. To develop in each girl her capacity to be a responsible, respectful and generous global citizen and leader, who acts with integrity for a socially just world and a sustainable future for the Earth. To provide each girl with entrepreneurial capabilities, to engage in critical, creative and innovative thinking processes to contribute to solving complex global problems.

It has never been more important to focus on what differentiates us as a school. For 134 years Wilderness has been steadfast in providing an education that prepares girls for the challenges and choices they will face as women and citizens of the future.

An education which empowers each girl to reach her potential and to live a purposeful life.

One which ensures she is able to make informed choices by enabling her to participate in open and authentic conversations about what it means to be a mother, partner, professional and a leader. One which gives her authentic opportunities to engage in political debate. One which advances her participation in industries and professions which are under represented by women.

The deliberate and intentional education of girls is central to every decision we make and every project or program we undertake.

Jane Danvers Principal

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Wilderness Times | Summer 2019

CHAIR OF THE GOVERNING COUNCIL SPEECH NIGHT ADDRESS Welcome everyone. I would also like to acknowledge and welcome special guests who are joining us this evening including the Honourable Rachel Sanderson MP, Minister for Child Protection and State Member for Adelaide as well as Mayor Elisabeth Fricker from the Town of Walkerville.

Tonight we come together to celebrate the achievements of our senior students and to formally congratulate and farewell the Year 12 class of 2018.

We also participate in the rich traditions of the last week of the school year, just as Once in Royal David City heralds the beginning of Advent Service I have always been amazed at how the twilight signals the beginning of the evening. As it settles into night yet another cohort of Wildy girls graduate as Wilderness women, ready to take custody of the community they walk out into, to be changemakers who create opportunity, purpose, place and safety.

In 2018, Wilderness School was a custodian of the South Australian Schools Rowing Regatta. It was a spectacular success and for the first time, digital technology was harnessed and showcased on the banks of West Lakes. Wilderness is now famous for the Head of the River breakfast and the big screen but perhaps the more telling story of who we are happened before Head of the River at the Waikerie Rowing Camp where our rowing families came together, to christen our brand new Eight. Funds for the boat were raised entirely by the Rowing Parent Support group.

Now there’s not a lot, if anything, that gets past our Commander in Chief. Ms Danvers is in every way an exceptional leader and the living embodiment of a Principal who has her finger on the pulse. I have it on good authority that when our Head of Rowing, Renee Chatterton, announced that the Wilderness Rowing Club wanted to name the First Eight after someone who had led and instilled a passion for rowing and sport within the Wilderness community, although we have not seen this individual row and Renee doubted we ever would, Ms Danvers had no clue that she was about to be the patron of a shiny new carbon fibre Australian-made rowing boat named the Jane Danvers.

Executive leadership at Wilderness remains exceptional but the successful execution of our school’s educational mission and strategic plan rests heavily with the school leaders and

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teachers. The Wilderness ‘Learning to Lead’ Framework has been developed to support work that Wilderness is doing about school leadership in the 21st century, providing a clear narrative as well as a cohesive and comprehensive approach to teaching and learning across the school.

Providing a world-class education is however only one piece of the total offering that we have to turn our mind to. The Federal Government has this year proposed a new funding model linking parent tax returns to a school’s capacity to contribute to the cost of running the school. The quantum amount is yet to be determined as is the timing.

In spite of this uncertainty the school must stay on course reaffirming our purpose as a girls’ school specifically designed for girls, committed to fostering a learning environment and community that is focused around the needs, common experiences and voices of young women.

The Principal and the Governing Council are well aware that for this period of time in the history of Wilderness we are custodians of the legacy of the Brown sisters who sought out challenge; and found motivation in purpose and, in doing so, took risks and learned to manage ambiguity.

In undertaking our most ambitious project in the Learning Commons we continue to honour the vision of the Browns, ensuring we have a state-of-the-art learning landscape to support educating our daughters not so they might get good jobs when they leave school but so they will create good jobs.

On behalf of Council, I again thank all those members of the school community, who work tirelessly for the School, with special acknowledgement of the hard work of Paula Jolly.

To each of my fellow Council members, thank you for your support. I know each member cares greatly for this school gifting their time, their skills and selfless service.

And now to the Year 12s – you have had the privilege to experience the merits of learning in a female-centred community and no doubt you have all contributed to its development along the way engaging in genuine conversations about the requisite versatility of what it means to be a contemporary woman. Collectively and individually you are a force for change. I am sure sitting here this evening you have

no idea how this might materialise but let me tell you a story about a lunch I went to in Sydney earlier this year hosted by the Sydney Women’s Foundation.

It was a fund-raising event paying tribute to Carla Zampatti, an Australian fashion icon, a business woman and a philanthropist. The lunch was organised by a group of women who believe that it is women helping women that will close the growing divide between the haves and the have-nots. As we were talking, one lady introduced me to the other Adelaide person on my table, Maria, an insolvency partner in one of the large law firms in Sydney. Maria had helped organise the event and she took me to meet Jane, the CEO of the Sydney Community Foundation and Sydney Women’s Fund.

Jane was also from Adelaide. There we were, the three of us amazingly connected within seconds glued to common goals - #metoo, #pressingforparity – but do you know what was really amazing, it turned out we were all Wilderness girls – #raisingamazinggirls. Jane was in Year 12 when I was in Grade 2 and I had left school by the time Maria arrived at the boarding house. For a couple of moments we were simply two girls from Amy and one from Cedar, doing our best to raise awareness to support other women #sidebyside. So yes Year 12s, tonight might be the end of school but it is the beginning of the next part of your journey taking that powerful #thisgirlwill to the next level.

You are now not just connected to the class of 2018 but to the girls that graduated before you and in time, the girls who will graduate after you. As a Wilderness Old Scholar you are bound to a collective commitment to be the custodians of truths such as equity being the sense of belonging and safety you have when friends and neighbours and employers see and treat you as an equal. I wish you all the best. I look forward to meeting you on a different type of running track when we are least expecting it.

Shanti Berggren Chair of the Governing Council

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Wilderness Times | Summer 2019

SPEECH NIGHT GUEST SPEAKER EMMA KELLY Esteemed guests, Ms Danvers, staff, families and friends and most of all, the brilliant young women sitting in front of me. Congratulations on finishing Year 12. You have already conquered a remarkable achievement and you should be very proud. Thank you so much for having me here tonight.

It was not many years ago that I was sitting in these seats myself, looking up at an amazing woman tell her story of true courage. When Ms Danvers called to invite me to speak tonight I felt very honoured and utterly under-qualified for the role!

Hearing “Dr Emma Kelly” spoken out loud is just bizarre I’ve only officially been a doctor for eight days and haven’t actually worked my first day yet, so I hope you’re all feeling healthy today because I’m not sure I would be a whole lot of help!

When I was putting this speech together, I was jotting down some of the things I’ve been able to do and see over the past few years. I started to think about how incredible it is that simply where, when and who I was born to had such an impact on the trajectory of my life. Without being born in Australia, in the 90s, to my particular parents, I may not have had the life I do today. It’s humbling to recognize that many of the opportunities I have had have occurred outside of my control, like being lucky enough to attend Wilderness School, to have the opportunity to study Medicine at a great university, to travel the world and learn from new and diverse cultures. This position I was somehow handed in life has brought about such fantastic opportunities that it would be unfair if I turned a blind eye to them. I have felt it has almost been my duty to use these opportunities to give back to this world, as a way to express my gratitude that I happened to land here, at this time, in this place.

My journey started as a little farm girl from Wudinna, population of 600 people and over 600km from the city. I came to Wilderness in Year 11 as a boarder, completely out of my depth, unsure how to even write an essay. I failed my first maths test with Ms Douv and cried to my parents every single night for weeks. Eventually the tears subsided and the friendships blossomed, Ms Douv baked me her famous brownies and I settled right in as a Wildy girl. My time boarding was an important beginning for me, a time full of new experiences, meeting people from so many different backgrounds and becoming more independent, which has since carried me all over the world.

It was at Wilderness that I met some of the people who encouraged me to study Medicine I wasn’t one of the people who had dreamed of becoming a doctor my entire life. In fact, the career prospects I had growing up were to become a professional acrobat (apparently I was more flexible back then) and to save the orangutans. Perhaps in an alternate universe, hey? Some of you may remember Mr Rothgrew, or should I say now, Dr Rothgrew; my Year 12 Biology teacher who encouraged me to apply for medicine. Funnily enough he himself was accepted to study Medicine at a different university the same year that I started, so he is now one of the doctors I will be working alongside. I ran into him on a placement once, both fourth year medical students undertaking an anaesthetics rotation, strangely at the same level of training and equals in our field, and I actually taught him a thing or two.

After completing school, as a 17 year old, I jetted off to Tanzania in Africa for almost eight months volunteer teaching English and spend a few months on a medical placement in a hospital. Taking a gap year was something I had always considered I’d always dreamed of travelling and wanted to live completely immersed in another culture rather than just visit.

I decided to use the year after school to do just that and give my brain a break from book learning and try learning from the world around me. Experiencing medicine in the third world opened my eyes to how very lucky we are here in Australia and shaped how I intended to practice medicine in the future.

I returned from my trip ready to start my medical degree with a new perspective, planning to return to Africa and pursue a career as a doctor in the developing world.

When I began studying and learning more and more about health statistics in Australia I quickly began to notice the similarities to third-world medicine. The boarders in the room will agree that it’s true what they say; you can take the girl out of the country but you can’t take the country out of the girl.

Having first-hand witnessed the difficulties in rural and remote healthcare, with dwindling doctor numbers and sometimes no doctor at all, rural health has always been a passion of mine. Some of the statistics and situations facing Indigenous communities in particular matched that of the standard of healthcare I had witnessed in Africa and this blew my mind. I began to think, how could I possibly leave this country to work as a doctor in Africa without first acknowledging the gaps in our own system here in Australia? At university I became

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heavily involved in the rural health club through student engagement, event planning, Indigenous health policy and advocacy for rural doctors and their patients. It was a great part of university life for me, being able to learn skills in leadership, teamwork and be recognized as an important voice in the community even as such a young person.

The work I did with the rural health club gave me the opportunity to meet professionals who have since become my role models and mentors. I met Dr Jill Benson OAM who was awarded an Order of Australia Medal for her commitment to the health of Indigenous people. Dr Benson created a fly-in-fly-out service taking healthcare professionals to a number of remote Indigenous communities and mentioned to me that their team had so much clinical work to do that they had limited time to focus on public health and education. Given the alarming statistics on renal disease in the community, due to unmanaged diabetes, poor diet and lifestyle, education about kidney health seemed a perfect place to start.

In 2016 I initiated a program called the Yalata Kidney Health Festival. I sought funding, gathered a team and developed a week-long educational program about kidney health involving song and dance, arts, craft, cooking classes and physical activity. The program is hosted at the Yalata Anangu School and run entirely by students. We have the support of Country Health SA and their Mobile Dialysis Unit, a bus that has three dialysis seats on it and travels to remote communities so that their patients can visit home for short periods of time while receiving their treatment. The patients allowed the students to visit the bus during their treatment so that we were able to show them first-hand what impact end-stage renal failure can have. It’s hard to see the outcome of public health programs immediately, they generally evolve over years, but on the last day I was in Yalata I was walking across to the store with one of the local students who was in Year 4. I said to him ‘what are you having for lunch today?’ and he turned and said plainly ‘I dunno, somethin’ good for my kidneys I guess’. Even though he later left the store with a bottle of Coke and a meat pie, I felt like we had left an impression.

Creating a program from scratch was extremely challenging at times and it took a lot of determination to keep going at each hurdle. Pure remoteness played a huge role; sometimes Yalata would be without power for weeks at a time limiting any form

of contact. Interacting with people from an entirely different culture and in their own community was confronting and overwhelming but taught me to be patient and understanding and to communicate in an entirely new way. I’ve now passed on the role of leading the Yalata Kidney Health Festival and am proud to see it continue annually. It’s exciting to see my small piece of the puzzle added to closing the gap in Indigenous health.

I’ve been so lucky to have these experiences in my life so far, to learn from them and to use the skills I have collected to guide me on such an exciting path. In your lives, you too will come across endless opportunities and as educated young women, you now have the skills to enable you to harness those opportunities - so take them, what ever they may be. Each of you has a unique set of skills at your disposal and rather than compare yourself to those around you, I encourage you to celebrate that and acknowledge how important that is. Each and every one of you will make an impact in her own way. In fact, you’re already doing it.

So, go forth from here and continue shaping your impact on this world, reflecting on what experiences guided you, the skills you have learnt and always acknowledging how lucky you are to have had such opportunities. Most of all, make your contributions, whatever they may be, fiercely, passionately and with your whole heart.

Thank you!

Dr Emma Kelly

A. W ith Associate Professor William Tam president of AMA(SA) presenting the AMA medal 2018 B. Yalata Kidney Health Festival C. Yalata Kidney Health Festival

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Wilderness Times | Summer 2019

YEAR 12 RESULTS 2018 SUCCESS Once again our students have achieved excellent results. There were 99 girls who applied for the ATAR this year. Of the cohort 73% were placed in the top 10%, with 55% in the top 5% and 22% in the top 1% of Year 12 students.

The position of Dux was shared by three outstanding students who each achieved an ATAR of 99.95: Susie Greco, Ashwini Ravindran and Anthea Yew.

Vatsala Bhatia, Isabella Bradford, Adele Czechowicz, Sophie Davies, Hannah DeVito, Zara Fenton, Susie Greco, Yekaterina Hubczenko, Aditi Kamath, Lucy Last, Octavia Lee, Lizzy Lin, Ariana Liu, Danae Mavrakis, Margo Muir, Amelia Osborn, Mahya Panahkhahi, Anuradha Pati, Ashwini Ravindran, Elizabeth Siaw, Christine Xu and Anthea Yew all gained an ATAR over 99.

Isabella Bradford was selected for the highest accolade of the SACE, The Governor of South Australia Excellence Award for Meritorious Achievement. The Governor of South Australia presented Isabella’s award at the formal SACE Merit Ceremony on 5 February 2019.

Isabella Bradford

Susie Greco

Ashwini Ravindran

Anthea Yew

22%

WERE PLACED IN THE

TOP

1%

OF YEAR 12 STUDENTS NATIONALLY

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73%

55% WERE PLACED IN THE TOP 5% OF YEAR 12 STUDENTS NATIONALLY

WERE PLACED IN THE TOP 10% OF YEAR 12 STUDENTS NATIONALLY

Vatsala Bhatia

Adele Czechowicz

Sophie Davies

Lucy Last

Octavia Lee

Lizzy Lin

Mahya Panahkhahi

Hannah DeVito

Ariana Liu

Anuradha Pati

Zara Fenton

Danae Mavrakis

Elizabeth Siaw

Christine Xu

Yekaterina Hubczenko

Margo Muir

Aditi Kamath

Amelia Osborn

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Wilderness Times | Summer 2019

YEAR 12 RESULTS 2018 SUCCESS

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MERIT LISTINGS ACCOUNTING Lizzy Lin BIOLOGY Beth Beasley BUSINESS AND ENTERPRISE Ariana Liu CHEMISTRY Aditi Kamath Anuradha Pati Ashwini Ravindran Elizabeth Siaw Anthea Yew DRAMA Isabella Bradford Sophie Davies ENGLISH Tess Beinssen Isabella Bradford Eliza Day Emilia Dolling Meera Elmasri Zara Fenton Nicola Jannes Aditi Kamath Christina Karapetis Lilian Lam Lucy Last Octavia Lee Margo Muir Mahya Panahkhahi Elizabeth Siaw Mia Stanbury Wendy Truong

ENGLISH AS AN ADDITIONAL LANGUAGE Ariana Liu ENGLISH LITERATURE Sophie Davies Anuradha Pati Ashwini Ravindran Anthea Yew ENSEMBLE PERFORMANCE Alyshia Vu GENERAL MATHEMATICS Jasmine Crocker Liberty DeVito Lucy Last Zoe May Eliza Waterhouse GEOGRAPHY Susie Greco INFORMATION PROCESSING AND PUBLISHING Sophie Davies Xani DeVito Reema Madike LEGAL STUDIES Sophie Davies Zara Fenton Amelia Osborn Mahya Panahkhahi Ashwini Ravindran Anthea Yew MATERIAL PRODUCTS Sahara Craig MATHEMATICAL METHODS Susie Greco Zi Jun Lim Lizzy Lin Ashwini Ravindran Elizabeth Siaw MODERN HISTORY Ashwini Ravindran NURTITION Hannah Ting

PHYSICAL EDUCATION Lauren Arney Sophie Ashby Emilia Bowell Eliza Day Hannah DeVito Tiffany Hong Lucy Last Reema Madike Victoria Moularadellis Alyshia Vu Emma Young PHYSICS Susie Greco PSYCHOLOGY Vatsala Bhatia RESEARCH PROJECT B Adele Czechowicz Lilian Lam SPECIALIST MATHEMATICS Susie Greco Lizzy Lin SOCIETY AND CULTURE Isabella Bradford SOLO PERFORMANCE Sophie Davies WORK PLACE PRACTICES Lizzy Lin

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Lauren Arney

Sophie Ashby

Beth Beasley

Tess Beinssen

Emilia Bowell

Sahara Craig

Jasmine Crocker

Eliza Day

Liberty DeVito

Xani DeVito

Emilia Dolling

Meera Elmasri

Tiffany Hong

Nicola Jannes

Christina Karapetis

Lilian Lam

Zi Jun Lim

Reema Madike

Zoe May

Victoria Moularadellis

Mia Stanbury

Hannah Ting

Wendy Truong

Alyshia Vu

FIELDS OF EDUCATION 2019

ERTIARY DESTINATIONS 2019 Eliza Waterhouse

Emma Young

TERTIARY DESTINATIONS 2019

FIELDS OF EDUCATION

ARCHITECTURE & DESIGN ARTS BUSINESS

UNIVERSITY OF ADELAIDE

EDUCATION

UNIVERSITY OF SOUTH AUSTRALIA

ENGINEERING

FLINDERS UNIVERSITY

HEALTH SCIENCE

INTERSTATE UNIVERSITIES

LAW

OVERSEAS UNIVERSITIES

MEDIA

TAFESA

MEDICINE MUSIC SCIENCE

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Wilderness Times | Summer 2019

WAGING PEACE PEACE MACHINES SCHOOL PROJECT

What might a machine for peace look like?

This challenging, real-world question was put to school students across the state by MOD. at the University of South Australia. Our students were invited to contribute 2D or 3D designs and machines to be considered for the future-focused museum’s current exhibition Waging Peace. MOD. aims to bring together science, technology, art, innovation and to provoke new ideas and inspire youth.

The Year 6 ECP and Year 7 ECP classes began exploring this topic by viewing Gill Hicks’ TED talk where she speaks about the lessons she learnt from surviving the 2005 London terrorist bombings.

Reflecting on Gill’s message, Allegra Kleinig in Year 7 commented, “It doesn’t matter who you are, if you’re rich or poor, male or female, we

are all human. We need to love one another and that is the most important thing for humanity. If we all love each other we will find peace.”

The students then identified problems associated with peace by discussing questions including: • D oes everyone need to agree with each other for peace to exist?

• Is economic prosperity necessary for peace?

• Is equality necessary for peace?

• How has technology throughout history, either enabled or inhibited peace?

They were challenged to brainstorm a list of basic statements that all parties would agree on in a conflict. To begin mapping ideas about peace, the groups identified barriers to peace in themselves, their close relationships, the school community, their neighbourhood,

Australian society and the world.

The girls examined the Pillars of Peace put forward by the Institute for Economics and Peace, then individually ranked each of the eight pillars in order of what they believed was most important to the creation or development of peace. They listened to one another’s choices, justified their selections and made changes to their thinking.

The Peace Machine challenge gave the Year 9 Design Technology students an opportunity to use the design thinking process and to develop their computer-aided design (CAD) skills to produce a 3D prototype of a ‘peace machine’.

Students had to understand the problems connected to war that needed to be solved using the Pillars of Peace document.

People were put at the heart of the design process as students explored

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possible solutions, narrowing down possibilities through the process of empathy, ideation and prototyping solutions.

The Year 9 students produced designs for a water-filter straw in response to the problem of water scarcity, toys and messages of hope for refugee children and a handheld solar-powered fan for people living in hot cramped conditions.

The 3D-printed product selected

by MOD and showcased in their gallery space at the Waging Peace opening was created by Mary-Ellen Coutsoumbes, Teagan Powell and Taylor Tran. Their exhibit included a design brief about the politics and human rights issue of separated families and their solution, entitled the ‘u-necklace’, helps reunite lost children with their families when the two sections of the necklace are connected.

Left: The 3D printed ‘u-necklace’ created by Mary-Ellen Coutsoumbes, Teagan Powell and Taylor Tran helps reunite lost children with their families when the two sections of the necklace are connected.

Further ideas that were developed

by Wilderness students included a machine to listen to a stranger’s heart-beat, a mobile robotic library and a hydraulic machine to distribute resources more equitably.

Thirty-four Wilderness students and four teachers attended the launch of the Waging Peace exhibition on November 25. His Royal Highness, The Duke of York, opened the event and spoke about the power of technology to bring people together and connect us.

“An exhibit I thought was interesting was the different games which were being showcased around peace. They were showing that not all video games are bad or addictive and can help with issues when approached correctly.”

Charlotte Thomas (Year 7).

illusion, division of ideologies, sexism, racism, politics, religion and truth. It assisted me in understanding all the different viewpoints people have about these current issues and concepts. Jeevan Gilhotra (Year 6).

“The sleep area was thought provoking. I thought that the idea that sleep can help with peace was an interesting take on how peace can be fixed and maybe what peace is.”

Devika Mukherjee (Year 7).

The exhibition explores ways to propagate peace by harnessing innovation and new technologies and machine designs from South Australian students are on display until April 2019.

Alison Short and Ann Rooney

“I found the film ‘Trigger Warning’ most interesting. The film discussed

References: Hicks, G. (2016) I survived a terrorist attack. Here is what I learned. https://www.ted.com/talks/gill_hicks_i_survived_a_terrorist_attack_here_s_ what_i_learned?language=en Institute for Economics and Peace. (2013). Pillars of Peace. http://www.gpplatform.ch/sites/default/files/Pillars%20of%20Peace%20 Report%20%20IEP.pdf MOD. https://mod.org.au/

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Wilderness Times | Summer 2019

CASE SPACE SCHOOL EXPEDITION An early start at Adelaide Airport on December 8 did little to temper the excitement as Wilderness students gathered to begin two weeks of intense activities as part of the California Academy of STEAM Education’s (CASE) space school. With 13 Wilderness students attending the Junior camp, and one attending the Senior camp, Wilderness boasted one of the largest contingents of students from the 300 girls who attended from across Australia and New Zealand.

After a 36 hour transit the group arrived at the U.S. Space and Rocket Centre (USSC) in Huntsville, Alabama, a purpose-built facility that provides a fully immersive experience in rocket development and space travel. A latenight arrival saw the girls move directly to the USSC’s habitats – accommodation built to resemble life on the International Space station.

With no time to adjust to jet-lag the girls were up early and straight into a full day of activities. Breakfast posed the first challenge of the tour as the girls discovered the Southern State’s fondness for fried-chicken (yes even at breakfast) along with high sugar cereals, breads and milk.

Throughout their time at USSC, the girls participated in a wide range of tasks, including designing Mission patches, space station components, rockets and

heat shields. Each day the girls received a reminder of the incredible engineering required for space flight as they walked past a full-sized Space Shuttle along with its solid rocket boosters which occupied the centre of the camp.

Along with the classroom based activities, the girls enjoyed the 1/6th gravity trainer and the challenging multi-axis trainer – both providing a great insight into the types of training real astronauts undertake.

Undoubtedly the highlight of the USSC experience was the participation in two full missions. In these missions, the girls were allocated specific roles, which included mission control room roles (Flight control, Capcom), flight roles (pilot), experimental scientists and even space walks.

Featuring an awe-inspiring fullsized Saturn V rocket (all 111 m of it), the Space centre museum included numerous models and artefacts from many of NASA’s missions. The Apollo 16 command module that flew to the Moon and back provided the girls with a tangible feel for what astronauts experienced during space flight, along with an opportunity to see the damage to the heat-shield caused by re-entry to the Earth’s atmosphere.

After 4 full days at the USSC, we departed Huntsville for Houston and an opportunity to visit NASA and observe

it in operation. Houston provided a very different experience for the girls, where the ‘camp’ experience in Huntsville was replaced with Hotel living and an opportunity to be out and about in the city of Houston.

Our time in Houston included a visit to the beautiful Rice University campus and the Johnson Space centre, where the girls heard from retired Space Shuttle Commander Colonel Ken Cameron.

A visit to the Health Museum and Cell lab provided the girls with a hands-on experience in a professional laboratory.

Activities included DNA extraction, blood analysis, cheek cell observation, the testing of enzymes in saliva and the testing of anti-microbial agents.

A dissection of a baby shark at the Houston Museum of Natural Science proved challenging for some of the girls and was followed by a visit to the Wiess Energy Hall. The girls were surprised to find the expected focus on renewable energy was replaced by an extended look at the discovery of oil in Texas and the development of petroleum. Given the tour was conducted by ex-petroleum engineers and the hall was sponsored

by Exxon Mobile, the slightly biased presentation should not have been a surprise!

A gala dinner in Houston featured CASE special advisor Nicole Stott. Nicole is a retired astronaut and aquanaut.

A former engineer, turned Mission

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specialist, Nicole spent over 100 days in space along with 18 days as part of Mission Aquarius, living for that time 19 metres below the ocean surface.

During this dinner Nicole spoke about her experiences as an engineer and astronaut. She then answered questions from the students, before each girl had the opportunity to meet her in person. It was an inspiring evening for all!

Along with the focus on STEAM activities, the girls were taught the 7 Habits of Highly Effective Teens, by author and energetic speaker Stephen Covey. They visited an American shopping mall and experienced American culture through an NBA game which featured Adelaideborn player Joe Ingles.

After 14 days, the girls returned safely to Adelaide airport. The exposure to such a variety of STEAM activities and the future opportunities that await in the fields, along with the announcement that South Australia would be home to Australia’s new Space Agency, will, I’m sure, have many of the girls excited about their future and the possibilities that beckon.

This was a trip that won’t be forgotten!

David Pyman Science Teacher and Physics Specialist

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YEAR 9 MINIMESTER In Week 8 of Term 4, the Year 9 Minimester entitled ‘Creating Connections’, provided an opportunity for students to experience agency over their own learning by giving them the choice to develop a product that would raise awareness about a social issue.

Students were asked to consider how they could use a personal skill to create a quality product that could contribute to the Wilderness Community and wider society. This personalised learning experience gave students the freedom to build on prior projects from other subjects and clubs including SPARc, Realise or Debating.

What Happened: The week’s learning experiences were organised into Canvas modules beginning with students exploring how authors, composers, inventors and prominent people use their skills to create solutions. They were then encouraged to consider their skills, interests and passions and how they could promote awareness about a social issue. The underlying premise for the program was Courageous Learning. The girls demonstrated leadership by speaking about and suggesting solutions for issues they are acutely aware of in their world. They engaged in Respectful Relationships by collaborating with their peers and teacher mentors to seek opinions and give advice. The week was punctuated by five themes: Monday: Passion - What are you good at?

Tuesday: Purpose - What issues can you see in your world?

Wednesday: Product - What product could you develop to raise awareness about this issue?

Thursday: Promote - How would you promote your product?

Friday: Persuade - How would you convince others that your product, and hence issue, is worthwhile?

Each day started with a distinct module on Canvas that incorporated Harvard Thinking Routines as stimulus to inspire and engage students in activities and to document their learning.

They then had time to work on their projects with specialist teacher mentors. At the end of each day, students made connections with each other by providing peer review through Canvas online discussions using Harvard’s Dialogue Toolkit. This mentoring and feedback provided authenticity and encouraged student excellence, culminating in a showcase on Friday afternoon, including: Gorman Fashion Collaboration: “While on Realise, Josie from The Friends of the Coorong came and spoke to us about the Mallee Fowl bird and how it will soon become endangered if something is not done to protect them.

After hearing this, it dawned on us that we can help prevent this by raising awareness. We settled on socks featuring the Mallee Fowl. Yesterday, Emer Diviney, the Gorman Partnerships Manager, rang Isabella back saying that the company is really excited to collaborate with us and make these socks a reality.”

Maria-Eleni Coutsoumbes, Poppy Crozier, Isabella Hawkins Wilderness Wellbeing: “My project is to strengthen the sense of community in Wilderness School to help students feel like they belong in the school, and in doing so I will do this by using my skills of graphic design to create a new Wilderness school screen background that makes everyone in the school feel included.”

Ella Beinssen Sustainable Urban Environments: “Last year in SPARc, Amelie and I worked together to try and introduce more urban nature into our school environment. We aimed to create a vertical wall garden somewhere in the school.

We were able to pick up this idea again, continuing with our plan for a vertical garden to demonstrate how nature really can be fundamentally blended with urban infrastructure.”

Lucy Percival, Amelie Rothgrew Art Therapy: “My idea is essentially a deviation of art therapy, which is known to foster self-expression, develop communication skills, reduce stress and build self-esteem...I then proceeded to discuss my idea with Ms Porrevechio who introduced me to some examples where textiles have been used to help people and instructed me to conduct some further research.”

Hamayel Abaid Bullying and Music Composition: “Today, my group and I finished the main melodic structure and lyrics to our song on bullying and the effects which it has upon its victims. The issue was a message we wanted to cover as we personally see or hear instances of bullying and felt that writing a song from a victim's perspective could create empathy within the listener and hopefully make people realise how detrimental bullying can be. We have chosen to be mentored by Mrs Lenartowicz and have had her guidance in both writing the music and lyrics of the song. She is passionate about both song writing and prevention of bullying, hence she was a perfect mentor for our chosen task.”

Taylor Tran, Nikita Page, Ishani Sood, Jaci Wilmot, Harriet McPharlin Ann Rooney and Carrie Phillis

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ARTISTS IN THE MAKING FOSTERING ARTISTIC EXPRESSION

As we take time to reflect upon our children and the way in which they view themselves, we consider the many different layers that make us who we are. The city in which we live, the school that we are part of, our families and homes which hold our memories and of course all the features that make us who we are. The Early Years Learning Framework which connects our learning outcomes to the project work we undertake guides our thinking as we peel back the many layers that make us wonderful.

The inspiration for an art exhibition which would bring our Annie House community together started at the very beginning of the year. Many iconic sights were visited by our students as part of the festival season across Adelaide.

The inquiry of the architecture around Adelaide planted the seed for what would grow into a year of wonder and exploration together.

We took time to cherish our Wilderness school community as we completed our Green Door project, demonstrating the sense of belonging our young girls have for their school environment. We shared our thoughts through dialogue and illustration before making a model of our own. We filled our own Green Door with our ideas and imaginations of what we might discover behind the door. The special connection our girls share with their school environment is one that will only flourish along with our young girls in years to come. Throughout the art process, our girls move from the concrete to a work of art that symbolizes the real thing. This whole process is the groundwork for our students to reach a higher level of symbolizations.

We also celebrated our class community through our Annie House project which incorporated the use of light to represent our beautiful classroom environment. One of the key layers that make us who we are is our families and the homes in which we live. Together we explored our family homes and the important part they play in our identities.

We explored mathematical concepts such as shape, size, number and comparison as we illustrated and painted our

family homes.

This year we also used mirrors to explore the ten features of a face. This experience allowed our girls to expand their emotional literacy, looking closely at their feelings as they moulded their faces using clay. The connections between our wellbeing program and the way in which we explore ourselves provides the opportunity for our girls to make meaning through creative expression.

Our own self-portraits were put together throughout our first weeks and then again as our year together concluded.

Each individual member of our class community was represented through our exhibition as the girls took time to create a representation of themselves. The girls, who know themselves best, focused on all the amazing features that make them so wonderful. This exercise provided the opportunity for our girls to feel pride in their learning journey and the way in which their work has developed. As well as this process, we also took time to look at the way in which the girls’ vocabulary and sentence structure has developed throughout the year.

The different projects featured throughout our exhibition were created using the 100 languages and were constructed on the belief that there are multiple ways of seeing and multiple ways of being.

Danielle Moir

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“Educating the mind without educating the heart is no education at all.” – Aristotle

CATHERINE YE FELLOWSHIP COMPASSION IN ACTION I am sincerely grateful to have been the fortunate recipient of the Catherine Ye Fellowship for 2018. It afforded me the amazing opportunity to attend the fourth annual Oxford Mindfulness Centre (OMC) Summer School at Oxford University. This experience was truly nourishing both personally and professionally. To be amongst 150 like-minded delegates from all over the globe was inspiring but at the same time grounding in the awareness that cultures world-wide are looking to equip people with the knowledge and skills to protect their own mental health.

The Summer School took the form of lectures, workshops, guided practice, dialogue between delegates and presenters and the sharing of practice amongst delegates.

Presentations from some of the most esteemed academics working in this field made it clear that happiness and wellbeing should be accessible to all people even those facing the most serious adversity. In a world of constant change and distraction, to learn to be fully present provides an opportunity to develop the qualities identified by the Organisation for Economic and Co-

operation and Development’s (OECD) Report on Education 2030 as requisite to navigate such uncertainty including curiosity, imagination, resilience, selfregulation and the valuing of others.

Importantly, the Summer School was confirmation that mindfulness can be taught to children of all ages to increase their capacity for not only self-compassion but compassion in the service of others.

In recent times, mindfulness has become quite the ‘buzz’ word with a proliferation of everything mindful from apps to colouring-in books and a suggested panacea for all things.

Professors Ruth Baer, Willem Kuyken and Mark Williams took us on a theoretical journey of both the ancient and modern roots of mindfulness. We were stepped through the contribution that the last fifty years of psychotherapy has made towards mindfulness and reminded of the strict evidence-based approach that justifies its place in the healing of body and mind ‘…that starts with the self and reaches beyond to the family and community’. Befriending, compassion, joy and equanimity were also explored as essential elements

of mindfulness; all residuals of a Wilderness education that we would want our girls to enjoy throughout their lives.

Compassion in Action: mindfulnessbased cognitive therapy in a changing world was the guiding theme for this year’s Summer School with the spotlight on mindfulness-based programs being established in community settings such as schools, parliaments and prisons. This is a proactive rather than the traditionally reactive approach that provided a shift from the focus in previous years on the clinical setting where mindfulness based programs are well-established for people with long-term health conditions. Presenters described their accessibility programs funded by the OMC including the Pentonville Prison Mindfulness Project, Mindfulness without Borders for Refugees and Asylum Seekers, Dementia Carers and Patients, The Saplings Group (an ante-natal group with specific needs) and Mindful Parenting for Vulnerable and Disadvantaged Families with the focus on fathers and foster parents.

We also heard about the Mindfulness

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Based Cognitive Therapy in community contexts, practitioners should have their own well-established personal mindfulness practice. While mindfulness practice was incorporated into the Summer School’s daily program, an entire day was devoted to silent guided practice. This was truly nourishing for the soul and reminded us of the need to find peace in this often frantic world in order to renew our focus and take care of ourselves. In this way, we are ultimately more productive (Huffington, 2014). The emphasis on establishing a personal mindfulness program also served to reinforce the belief that one needs to be authentic in order to teach others.

in Adolescence or MYRIAD project currently being undertaken in the UK to investigate how schools are preparing young people to manage their emotional health and wellbeing. Jamie Bristow who worked with politicians in the UK Parliament, presented information about the Mindful Nation UK Report, a policy document that attempts to address mental health issues in education, health, the workplace and the criminal justice system through the use of mindfulness interventions.

Thus, reaffirming that mindfulness can be accessible to all. Bristow poses the question; could capacities that help us to thrive in an everchanging world like resilience, openness, curiosity, empathy, meta-cognition and the ability to focus be as important to human development as knowledge about how that world works?

The OMC maintains its strong commitment to evidenced-based programs and to the notion that to maintain the integrity of Mindfulness-

Called to action, on day one of the Summer School, Professor Willem Kuyken, Professor of Clinical Psychology at the University of Oxford and Director of the OMC challenged us to consider what would be our heart’s desire if we only had five years of our career remaining. With anxiety and depression tipped by the World Health Organisation to be the most disabling illness for humanity within a few years, the opportunity for each individual to develop their own mindfulness practice should be high on the list. Mindfulness is a life skill that promotes self-awareness, confidence to be creative and adventurous in learning, the development of courage to be true to oneself, the building of respectful relationships and becoming positive citizens with the capacity to be kind and compassionate in the service of others. This would be my ‘heart’s desire’. I hope that as a school, we can not only equip our girls with the knowledge and skills to protect their own mental health but to also find true happiness and to be the very best they can be throughout their lives, have the capacity to wonder and the ability to give back.

Bess Smith Teacher and Head of the Extended Curriculum Program

Bibliography Baer, R 2014, Practising Happiness, Constable and Robinson Ltd, London.

Bristow, J 2017, How Mindfulness will Protect You From Being Replaced by a Robot, Mindful, accessed 1 December 2018, <https://www.mindful.org/ can-mindfulness-help-us-navigatefourth-industrial-revolution/?utm_ content=bufferbb3fe&utm_ medium=social&utm_source=twitter. com&utm_campaign=buffer>.

Bristow, J 2017, How to Avoid A Poorly Designed School Mindfulness Program, Mindful, accessed 1 December 2018, <https://www. mindful.org/4-signs-poorly-designedschool-mindfulness-programs/?utm_ content=buffer5f946&utm_ medium=social&utm_source=facebook. com&utm_campaign=buffer>.

Huffington, A 2014, Thrive: The Third Metric to Redefining Success and Creating a Life of Well-Being, Wisdom, and Wonder, Harmony, New York.

OECD, - 2018, The Future of Education and Skills, Report, Education 2030, OECD, delivered June 2018.

Report by the Mindfulness All-Party Parliamentary Group (MAPPG) 2015, MINDFUL NATION UK, Report, The Mindfulness Initiative, London.

Snel, E 2013, Sitting Still Like a Frog Mindfulness Exercises for Kids, Shambhala, Colorado.

Traino, A 2017, Mindfulness for the Future Human, Open State Lecture, SA Mental Health Commission, Adelaide.

Williams, M & Penman, D 2011, Mindfulness: A Practical Guide to Finding Peace in a Frantic World, Piatkus, Great Britian

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FACULTY IN FOCUS ART

Sixteen aesthetically strong, meaningful and personally relevant artworks were appreciated by those who viewed Resolution, the 2018 Year 12 Art Exhibition.

Three artworks were chosen during moderation for inclusion in the 2019 SACE Art Show. Aysha Ahmad’s mixed media work titled Indemnity, Tess Beinssen’s machine embroidered A Tap in Time and Kacey Holloway’s work incorporating charcoal and engraving on wood titled Poppy.

As an art educator I know that my subject area does much more than provide visual pleasure to those who fleetingly view a finished artwork. A work of art, in an educational context, is not something you select to ‘go with your decor’ nor is it a mere display of technical skill. It is tangible evidence that a complex process of conceptualisation has taken place. The Practitioner’s Statement that accompanies every SACE Stage 1 and Stage 2 Resolved work is an important explanation of creative visual thinking to interpret, respond to and synthesise thoughts about the student’s own work as well as connections to the work of established artists.

Resolution was opened by Head of English, Ms Rosie Egan who spoke about each student’s creative imagination, inventive skills, ability to experiment with ideas mediums, and their chosen themes; the importance of family relationships, issues around discovering personal identity, the transitory nature of time, the security of friendships, fears, culture, connection to land, contemporary media and gender stereotypes, the possibility of existence, social gatherings, the significance of one’s life’s work, the dark side of domesticity and the appreciation of the natural world.

Art is an intellectual as well as creative pursuit and there are deep and lasting benefits to students through its study. One of the reasons art matters is its inherent ability to help individuals locate themselves

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C in a world of rapidly changing ideas and social relationships. Chinese/Australian artist and academic, Lindy Lee, believes that it is only in the last two to three decades that we have really looked at who we are and have come to terms with the nature of Australian culture. She believes Art Schools, and I would argue schools like Wilderness, allow and nurture a space where students can do this in an authentic way.

‘Artmaking exemplifies the ambiguity of humanity’s inherent risk-taking, rewardmaking behaviour – there is no culture that does not make art. Art making is primarily practiced for the survival of the patterns that sustain us and leads us from where we are positioned now to the next plateau of development.’ (James Haywood Rolling Jr., 2016) The Year 12 students used a range of media to communicate their visual concepts.

Apart from more traditional drawings and paintings students explored diverse techniques such as hand stitching, machine embroidery, engraving into wood, paper cutting and burnt holes in paper. Roger Kneebone, professor of surgical education at Imperial College London, has claimed that a lack of creative skills in schools’ core subjects means that even high achieving medical and science students visibly struggle with more practical work. They increasingly lack ‘tactile general knowledge’.

‘An example is of a surgeon needing some dexterity and skill in sewing or stitching,’ Kneebone said. ‘It can be traced back to the sweeping out of creative subjects from the curriculum.’

‘In arts courses, students develop their ability to think critically as well as creatively.

They develop their communication and collaborative skills, as well as skills using different forms of technology. Through studying various works of art, they deepen their appreciation of diverse perspectives and develop the ability to approach others

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A M ay Lai’s work, My Family Screen print and burnt holes on Chinese rice paper B T ess Beinssen, A Tap in Time, Machine embroidery C Lily Coates and her work, L’espace entre nous D Aysha Ahmad and her mother, Asia in fron of her work E Kacey Holloway and her mother, Jeanette in fron of Kacey’s painting F Aysha Ahmad, AQUA, Acrylic on canvas G Ayaha Ahmad, Indemnity, Mixed media H Georgina Whittaker and her parents, Janet and Christopher in front of her painting I Kacey Holloway, Poppy, Charcoal, engraving and acrylic paint on wood J Kacey Holloway, Poppy’s Paradise Bay, oil paint on curved plywood

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with openness and flexibility. They also learn to approach issues and present ides in new ways, to teach and persuade, to entertain and to make designs with attention to aesthetic considerations. Participation in arts courses help students develop their ability to listen and observe and enables them to become more self-aware and selfconfident. It encourages them to take risks, to solve problems in creative ways and to draw on their resourcefulness. In short, the knowledge and skills developed in the study of the arts can be applied in many other endeavours.’ (Ontario, 1999) As stated by Tristram Hunt, director of the Victoria and Albert Museum, London; ‘Imagination, resourcefulness, resilience, problem-solving, team-working and technical skills help young people ‘stay ahead of the robots’.’

As their teacher, I am immensely proud of the achievements of the 2018 Year 12 students.

I have watched and facilitated eight young thinkers develop their artistic voice and celebrate their humanity. What a privilege!

Jane Kuchel Head of Art

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2018 STUDENT EXCHANGES AT WILDERNESS

The opportunity to study interstate or abroad challenges assumptions, fosters curiosity and global-mindedness.

Mobility experiences help students understand complex issues of globalisation and work for a better world by enhancing empathy and inter-cultural awareness.

Graduates of tomorrow must be agents of change with a strong moral compass able to both challenge and adapt.

Prospective employers look favourably upon experiences gained from living interstate or overseas during an exchange or internship program. Wilderness School has exchange partnerships with schools both interstate (half or full week) and International (three or seven weeks). While integrating in the host family home or in a boarding house, students face challenges outside their familiar support network and comfort zone which can be challenging but always a learning opportunity.

Year 8 Student Exchange Five Year 8 students participated in the exchange with Pymble Ladies’ College, Sydney in November. While hosting the Pymble girls we enjoyed spending the afternoon water skiing on the river, strawberry picking at Hahndorf or visiting Melba’s chocolate factory. We all attended classes on Monday and on Tuesday but our planned paddleboard activity had to be cancelled due to stormy weather. Instead, we went ten pin bowling at Norwood which was so much fun.

We all travelled to Sydney together on Wednesday. On Thursday we spent the day as a “Pymble girl” attending lessons. One difference is they have five x 65 minute lessons per day and “form” after lunch which was a change for us.

On Thursday the group went to Manly where we had surfing and bodyboarding lessons. We then caught the ferry to Circular Quay and walked across the Sydney Harbour Bridge to experience the breath-taking views. That evening we went to Luna Park where we went on some daring rides and pushed our nerves to the limit. Over the weekend we spent time with our host families, being shown around Sydney. The student exchange experience was fantastic and has allowed us to develop independence.

Year 9 Student Exchange Hattie, Grace, Caitlyn, Ella and I were excited to reunite with our exchange buddies again after a three-month absence having hosted them in May in our Adelaide homes. In Darwin we attended The Essington School during the week and caught up with all exchange students at Cullen Bay for pizza and watched a beautiful sunset. We also went on an excursion to Crocosaurus Cove and went to Darwin wave pool which was a nice refresher from the hot weather.

We were lucky enough to attend the annual Essington School Fete on Saturday. We had a wonderful experience, made

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great friends and were able to experience life in a different environment, particularly warmer weather during winter.

I highly recommend this exchange to girls in coming years.

Mary McAuliffe Year 9 Boarding Exchange Program Imogen Rivas and I were involved in the three-week boarding exchange with Woodford House, Napier, New Zealand.

We participated in a range of activities which included the Wellington School trip, day trips to the beach and Te Mata Peak and during the school day experienced learning different subjects such as Mauri and Home Economics. We are grateful for the opportunity to have made such good friends and hope to maintain the connection in the future. We both highly recommend this exchange and encourage Year 9 boarders to participate in this amazing experience.

Isabella Hawkins, Imogen Rivas and girls from Woodford, New Zealand.

Year 10 Student Exchange Program Wilderness/DSG South Africa Between Term 3 and Term 4 of this year, Georgina Wilson, Violet Coleman, Georgia Last and I participated in the Wilderness and Diocesan School for Girls South African

Exchange Program. The program started in August when we met our exchange partners on their arrival in Adelaide. We spent our next six weeks entertaining them and sharing our country with them. After the Term 3 holidays, it was then our turn to visit them for seven weeks. Upon our arrival we had a brief tour of Johannesburg and Pretoria, before being reunited with our exchanges. During our first four weeks we experienced many game reserves, sighting lion, elephant, rhino, leopard, giraffe, zebra and many more African game. We also ventured to Cape Town for a week, enjoying Table Mountain, markets, Camps Bay and much more. This year we were very lucky to be participating in the John Jones Fish River Journey in the last three weeks of exchange. This is an amazing camp brought to DSG by an Australian where the journey sprawls across the Eastern Cape and Karoo. Five groups of 40 boys and girls complete this journey across 21 days, hiking, cycling, running, rafting and participating in community service. The journey will never be forgotten by any of us, nor will the friendships formed with our South African exchange partners. We realised just how privileged we are to be living in an economically stable country, that has a sufficient supply of resources. We extend our thanks to Ms Rocco, Mr Manifold and everyone who contributed to this experience that will forever be treasured.

Emily Ashby

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Photo courtesy of The Advertiser

SUBS IN SCHOOLS

The nature of education has changed rapidly over the past 50 years. The education system we inherited from our British colonial past was widely said to follow the rule of the three Rs – reading, writing and ‘arithmetic’. However, if we dig a little deeper into history we will find that the education system was originally founded to support the growth of British military rule (Mitra, 2012). This system required students to develop consistent skill sets, to allow them to be slid into a bureaucracy that had stretched its reach around the world.

Alternatively, Wilderness was founded by pioneering women. It has served as a haven for those who desire to grow their strengths and step forward into a course of their choosing.

Today in education we look to economic forecasts, international research and social need to predict what skills will spell success for our girls. In

consideration of the $50 billion that is being invested in submarine building in Port Adelaide, a unique opportunity has opened in our Innovation State.

This knowledge is compounded by UNICEF’s report, ‘Closing the Gender Gap in STEM’, which reported that there is an international shortage of women in STEM careers of 38%. Therefore, Wilderness has chosen to connect our students with relevant opportunities that develop not only students’ skills but their relationships with industry. It is a natural pairing then, that we offer our Year 9 students the Subs in Schools program.

Subs in Schools is a program that is taught in conjunction with SAAB engineers and encourages girls to lean into their skills and stretch to industry heights. Students are asked to respond to challenges based on interior design, subaquatic engineering,

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“Subs in Schools is a program that is taught in conjunction with SAAB engineers and encourages girls to lean into their skills and stretch to industry heights. Students are asked to respond to challenges based on interior design, subaquatic engineering, project management and marketing.”

project management and marketing.

Their projects will demand industry level software knowledge, social media savvy and will be funded by business through the students’ marketing campaigns. In the words of participant Meg McGrath, ‘it’s an exciting course because we get to be adults and the project can look like whatever passion you hold’.

In preparation for this subject next year, we were lucky to receive a visit from SAAB engineer and team leader, Rebecca Brickhill. Rebecca is originally from Adelaide, but currently works in Sweden leading an international team of engineers to build submarines. She shared with the girls that on alternate weeks she works in Sweden, and then in Germany and England. Participant Emma Jolly reflected that listening to Rebecca helped her understand the challenges a woman faces in a STEM career and that compared to her expectations it

was comforting hearing firsthand how achievable it was. Similarly, Harriet Craig added, ‘listening to Rebecca made me realise how crucial it is to take every opportunity thrown at you. It was eyewidening to hear about all the challenges of creating the inside of a submarine’.

While reading, writing and arithmetic still hold firm places in our curriculum, it is capabilities and dispositions of flexible thinking, creativity and grit (Crockett, 2011) that are showing success for our students as they forge their own path, hand-in-hand with Wilderness.

REFERENCES Mitra S.Beyond the Hole in the Wall: Discover the power of self-organised learning. New York: TED Books, 2012.

CROCKETT, L., JUKES, I., & CHURCHES, A. (2011). Literacy is not enough: 21stcentury fluencies for the digital age.

[Kelowna, B.C.], 21st Century Fluency Project. http://unesdoc.unesco.org/ images/0024/002457/245717e.pdf

Yallana Brockwell https://www.adelaidenow.com.au/news/ south-australia/pm-malcolm-turnbullon-50bn-future-submarines-project/ news-story/2a8da55f6066ba070454d66 7729c04

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“I really enjoyed the ‘Off the Grid’ program because it gave me a first-hand insight into the importance of research and education on native landscapes and the biodiversity within them.”

–Hannah Gough

For the duration of Week 8, the Year 10 students were involved in ‘Off the Grid’, an engaging immersive expeditionary learning experience. It commenced with much anticipation, clan allocation, coloured bandanas and a secret mission, followed by a visit to the University of South Australia, where students experienced the latest in Virtual Reality mapping and were awed by the vastness of the Universe at the Planetarium. The evening concluded with an outdoor star gazing experience with The Astronomical Society of South Australia where Saturn’s rings, Mars, a range of constellations and a star nebula nursery were viewed with much excitement.

From Tuesday through to Friday the students were involved in planning a submission to the Adelaide City Council for the revitalisation of Nantu Wama (Park 6). The park was divided up into six sections for which different clans took responsibility, undertaking a range of ecological land surveys to establish the current state of the parklands such as; soil testing, vegetation transects, land use surveys and invertebrate pit fall traps.

To assist them in planning for future improvements, the students attended guided tours around the city to parks such as Pakapakanthi, Wirraninthi and Marshmallow Park, all of which have undertaken significant revitalisation. These projects were explained by Restoration Biologists from Adelaide City Council providing significant insight into the challenges and opportunities our students would encounter.

The girls were also privileged to attend a range of masterclasses with expert academics and council members.

This included training on the following topics; The Australian Living Atlas, Birds SA, Entomology, National Resource Management, Town Planning/ Landscape Architecture, Soil Science, Nematode Taxonomy, Plant Biodiversity and Conservation at the Botanic Gardens, Herpetology, Natural Chemistry, History of Nantu Wama, Indigenous History with local elders. A forum was also held with the Wilderness PE staff, the Maintenance Team and Head of Senior School where the current issues with the park and ideas for the future were discussed. This wealth of knowledge provided fertile ground for the planting of new ideas. The students spent several days consolidating their thinking and learning to create exciting multi-media presentations of their plans to submit to the council. The week culminated on Monday, Week 9, where invited guests and the school community attended the Off the Grid Showcase. Visiting guests were impressed by the amount of work, critical and reflective thinking, passion and the well-considered and feasible ideas generated by our Year 10 students. We look forward to taking a team of students to the council to share the culmination of their ideas and hopefully bring about real change.

This pinnacle learning opportunity for Year 10 Science was a highly successful endeavour that enabled our girls to undertake authentic field research and to see first-hand its real-world applications.

Danielle Kemp and Simone Burzacott-Gorman

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MEET LEAH CARTER HEAD OF ENGLISH We are delighted to welcome Leah Carter to Wilderness School. Leah will commence as Head of English in 2019. 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 Leah a few questions to get to know her.

What led or inspired you to take a leadership role in education?

I will always remember the very first thankyou card I received from a student.

It was at the end of my first year of teaching and the student wrote me a beautiful note thanking me for changing the way he saw literature and the world. I was incredibly humbled by this message.

I didn’t realise that I could have that kind of impact on anyone. It was in that moment where I first appreciated how special a profession teaching can be.

More recently in my career I have had the opportunity to work with other teachers and, I hope, help them to get the same kind of satisfaction out of the whole process. I am also conscious that in helping teachers to grow, I am fostering the growth of students beyond my own classroom walls, and that is exciting.

Most importantly, however, is that leadership helps me to grow as a teacher. If I am effective, it is because of what I learn from my colleagues every day. That’s the thing about teaching; to be good at it you have to also be a learner. It is a very human profession.

You’re dealing with people, not numbers, and so you are never able to completely figure it out. Put simply, leading teams of teachers helps me to be better in the classroom. That is our core business after all.

What is your vision for Wilderness students in your role as the new Head of English?

This is a difficult one because it partly relies on me getting to know the Wilderness community more closely. I know that Wildy has a proud tradition of academic excellence and I am keen to build on the wonderful culture of teaching and learning that has been developed by Rosie Egan and the English Department. I am keen to get into the classroom and see the girls in action and to become familiar with the ‘Wildy Way.’ Fundamentally, what I know is that I want our girls to have an English education that is second to none. I want them to be challenged, I want them to think critically, to write insightfully, elegantly and to see the beauty and power of words. I want them to appreciate the truths that literature can reveal and to be able to use those truths to enact positive change in the rapidly developing world in which we live.

I also want their brains to hurt when they leave their English lessons. This means they’re learning something.

What is most rewarding about the work you do and what makes it worthwhile?

For most teachers, I think, working with young people is a kick in itself. The energy and imagination of the students I have the pleasure of teaching is inspiring.

More selfishly, to be able to come to work every day and share my love of literature, words and ideas with others is invigorating and brings me great happiness.

I suppose the real beauty in teaching, though, is knowing that occasionally, if the stars align, you can have a tangible, positive impact upon a young person’s life. There aren’t many professions in which this is the case. I feel very lucky.

Tell us something interesting about yourself.

My maiden name is English! The boys at Cranbrook School back in the day found this hilarious. An English teacher, of course, will tell you that this is what’s called an Aptonym!

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Mathematics • Coding & Robotics • Libraries • Multimedia • LOTE Building has begun on The Learning Commons, the new main entrance to our beautiful School. It is a project that has been meticulously designed to achieve a seamless transition between the various educational settings which comprise a contemporary look and feel.

It will include the following spaces for our girls from ELC to Year 12: • Multimedia suite • Fab lab - Coding and Robotics • Languages Other Than English (LOTE) classrooms • Mathematics classrooms • Junior and Senior libraries • Year 12 Common Room • Large flexible learning space on Level 3 We look forward to providing you with regular updates on the progress of the build through social media and the School website in terms of what the different learning spaces will offer our girls and the wider community.

Our website www.wilderness.com.au provides up to date information as well as the opportunity to make a tax deductible donation to the new academic heart of Wilderness School.

New directional signage has been installed to ensure easy access while the build is occurring, with Gate 28 on Hawkers Road serving as the temporary Main Entrance for the entire construction period.

Thank you for joining us on this exciting journey.

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Wilderness Times | Summer 2019

SUPPORTING THE WILDERNESS PARENTS & FRIENDS COMMITTEE

The Parents and Friends (P&F) are the ‘friend raisers’ of Wilderness School and its community. Encouraging a culture of connectedness within the School, the P&F hosts many events throughout the year which allows families to get to know other parents and staff, share ideas, have fun and enjoy being part of the Wildy family.

The committee also supports a number of events including the ‘Raising Amazing Girls’ program, which recently hosted international speaker and author, Peggy Orenstein, who presented to senior Wilderness students and their parents in a joint venture with St Peters’ Girls and Walford.

The year always begins with the Boarders’ Parents Welcome Lunch in the Wildy café. It is a wonderful way of connecting with new boarding parents and provides an enjoyable transition into the wider school community. Welcome drinks are also held on the second Friday of Term 1 on the lawn between the Michell Music Centre and Newman Theatre. It is always such a wonderful atmosphere offering Wilderness staff and parents, both new and existing, the chance to meet and get to know one another. Our ever helpful Foundation girls also attend and help serve guests during the evening.

The P&F has also pledged $24,000 to provide a complete Audio Visual Lighting system for the School gym, with monies generated through advertising via the electronic parent directory, contributions to P&F annual membership in addition to funds raised from various events.

The calendar of events involving members of the P&F is extensive and includes Senior Drama performances, Multimedia night, Elder Hall Music Concert, Junior School Sports Day, Junior School Christmas Concert as well as Senior School Speech Night.

Whilst the committee supports school events, it is also dedicated to raising funds for smaller projects which supplement larger building works happening at Wilderness. Over the past few years, in support of the Wilderness Foundation, the P&F has been delighted to provide the: • • •

Terrace between Hender Hall and Newman Theatre Lower Junior School nature play space Outdoor sound system for the Memorial Lawns

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Proposed lighting / AV system in the gym Outdoor mobile kitchen Raising Amazing Girls presenters

These and many other projects would not be possible without the parents and caregivers who generously give through the P&F voluntary subsidy.

When you receive your first tuition invoice for the year you will see there is a small voluntary subsidy payment that sits below the line. These funds help ensure we maintain an exceptional learning environment as well as resources and facilities for our girls and the wider Wilderness community.

For a relatively small fee you’ll be making a significant contribution to school life which girls and their families can enjoy now and for years to come.

I thank all of the Wilderness School Parents & Friends Committee Members and the Executive for continuing to create a strong sense of community spirit within our School.

Jen Guest President

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Wilderness School’s mission:

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Describe your life journey and career?

I spent all of my schooling years at Wilderness School, and kick-started my career in retail and hospitality casual jobs from around Year 9 until my last year of university. For my undergraduate studies, I ended up taking a double degree with a Bachelor of Mechanical Engineering and a Bachelor of Science in Physics at the University of Adelaide. This allowed me to take a broad range of deeply theoretical science topics as well as more hands on practical engineering subjects. This took in total six years, as I deferred after my first semester to take a year off and travel before coming back to really get stuck into my studies. I spent a semester doing study abroad in France in 2012, where I challenged myself to pick up my high school French skills and struggle through classes in a foreign language - but this

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COCO WONG STAFF TECHNICAL PROGRAM MANAGER TESLA Class of 2003

What ignited your passion to pursue your career?

I loved learning new topics at school in particular in maths and science, so it was a natural next step to want to keep studying these topics at university.

When looking for a career, I wanted to choose something that would let me try out a range of different things so I could keep learning. Working in Engineering Program Management gives me a broad range of access to areas that I can continue to learn about - technical research and development, manufacturing, commercial business operations, finance and global markets.

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was a really great opportunity to get out of my comfort zone, and also have the opportunity to travel around Europe on weekends and study holidays. I got the chance to do two engineering internships, one at a consulting firm BECA based in Singapore and one at Santos in Adelaide that were both great exposure to the professional workplace and helped me get a better idea of what I really wanted to do in the workforce (and what I didn’t want to do!). In my last year of university I started a Solar Car Project team with people from university and we built the first solar car from the University of Adelaide to compete in the World Solar Challenge in 2015. When I finished university, I took a graduate engineering role at BP Australia, and relocated to Melbourne at the start of 2015 while still supporting the solar car team. At the end of the World Solar Challenge I met a few Tesla employees from Australia who had participated in the race in earlier years - through those relationships I was later referred for an opening in the Tesla Energy Products Engineering team based in the San Francisco Bay Area towards the end of 2016, which is where I have been working ever since! While working at Tesla I’ve launched both residential and industrial battery hardware into mass production from design phase, was the Technical Project Manager for the largest battery installation in the world in Hornsdale, South Australia, worked on ramping manufacturing lines for the Model 3 EV and now manage the team for

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she can be throughout her life.’

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.

Engineering Program Management for Industrial Energy Products.

What advice would you give to Wilderness girls in finding their career path?

Think about choosing a path to doing something you enjoy (or at least you think you’ll enjoy) doing, because you don’t want to spend 40+ hours a week doing something that doesn’t motivate you. But don’t worry too much, because you’re probably likely to change your career type several times - there’s plenty of time to work it out along the way, so just make sure you’re having a good time and learning as you go. For job or university interviews/applications - if you’re wondering how to stand out then think about how to differentiate yourself, what projects/extra-curricular activities/ discussion points will help convey your personality and that you are someone you’d want to work with/spend 40+ hours a week with. In the long term, no-one else is going to stand up for you, so learn how to sell yourself.

NICOLA PHILP AUTHOR AND JOURNALIST Class of 1994 What ignited your passion to pursue a career in the journalism and writing?

My writing spark ignited way back in Year 1, when I was first ‘published’ in a class book of pirate stories. I thought the more words you wrote, the better the story but I now know this is not the case, especially with children’s books and opinion pieces! I placed second in the SA Young Writer’s awards and again was excited seeing my words published. Funnily enough I avoided English in Year 12 because I didn’t want to write essays on other people’s writing (although I love to read), I wanted to write my own words, Wildy was very supportive of this decision, thankfully!

Describe your life journey and career?

Initially I intended on a corporate career, studying Commerce and

Chinese, and living in China and the UK for a few years. I wrote copious emails home and published travel articles in newspapers and magazines.

However, I felt a pull to education and returned to Australia to study teaching doing my honours thesis on visual literacy in picture books. I began general primary teaching, but fast forward a decade and I have moved into the country and the art room and now teach up to Year 12!

I’ve always been fairly opinionated in written form and began sending my writing to The Age, annoying them enough to be offered a regular slot. I also kept plugging away at children’s stories, collecting many rejection letters, but am excited to finally see my first book Baby Days finally materialise, almost as hard a work as birthing my three human children! My second picture book A Grain of Hope (a refugee story) is out in early 2019.

What advice would you give to Wilderness girls in finding their career path?

It takes time to achieve goals, don’t give up. You will most likely have several jobs over a lifetime (or at once!), so stay open to everything, read, listen, work hard, be persistent and say ‘yes’ to things, even if they’re a bit scary - I also started beekeeping a few years ago and love it!

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WILDY INTERGENERATIONAL FAMILIES KENNEDY FAMILY

Julie Kennedy (nee Crawford) class of 1955/6 Jane Bunge (nee Kennedy) class of 1981 Anna Stanway (nee Kennedy) class of 1984 Susie Rivaz (nee Kennedy) class of 1989 Mary Kennedy class of 1992 Imogen Rivaz current

I have been entrusted to share our family’s memories of Wilderness School. We are three generations of strong, resilient and capable women that were raised on the motto of “Always True”. Being given the opportunity to grow in our early years within a community of astute women has set an enduring foundation for us to grow from.

When I asked my Mum (Julie Kennedy nee Crawford 1955) to recount her favourite anecdote from her time spent as a Wildy Girl she remembers Miss Winnie instructing the girls to stand in circles on the running track and she would walk around with a tin of sweets to offer to the girls who had been good. Mum also recalls that most girls rode their bikes to school or caught the tram and the Prefects would stand at the gate and ensure you were wearing your hat, gloves and socks correctly before you left. Mum also reminisced about practicing hurdles along the running track in preparation for Sports Day and attending Antholiza House meetings on the mound where the science block now stands.

My earliest memory of Wilderness is falling out of a tree in the Prep School and grazing my leg in the process. As a group of peers stood around me I was informed by Miss Monk that young ladies do not climb trees and promptly instructed to make my way to the school nurse to get cleaned up. Needless to say I didn’t stop climbing trees.

Like my Mum I have fond memories of riding my bike to school with friends and I recollect playing elastics and leap frog at recess and lunch. I have fond memories of cheering on Antholiza at Sports Days and competing against other schools in softball and hockey in the Parklands. On hot days, if we were lucky, we got to swim in the Myrtles Pool and on cold days we scorched our winter skirts against the gas heaters in our classrooms.

My daughter Imogen has the history of three generations on both sides of her family to build upon, as her father’s sister Liza Kirby (nee Rivaz, 1986), aunts Annabel MacKirdy (nee Rivaz) and Christine Searcy (nee Rivaz) and Grandmother Roma Rivaz (nee Blades) were all Old Scholars of the brown and blue. This strong family history brings her a sense of kinship as she negotiates her way through her school years.

The resounding similarities between the generations who have entered through the gates on Hawkers Road is the life long friendships that have been forged. Mum still meets her old school friends once a month for lunch. Even though I no longer live in Adelaide and am currently trying to navigate my way around being a boarding parent, it is my friends from school who will always be true for me.

Susie Rivaz

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INTRODUCING MEMBERS OF OUR GOVERNING COUNCIL: TIM BINKS What is your current role(s) with Wilderness School?

Member of Council, Finance Audit & Risk Committee, Investment Committee.

Father of Holly Binks (Year 8).

What endeared you to Wilderness School?

I’m not sure I was ever asked whether I wanted Holly to go to Wilderness! My wife (Jane Pellew) and her mother, aunt and Holly’s cousins all went to Wildy, so I was never offered a choice! However once Holly started, I loved the vibe which is somehow secure and adventurous at the same time. I have also realised more recently how lucky we are to have literally one of the best Principals in Australia.

What is the mantra you live and lead by?

Respect. If you treat everyone with respect, irrespective of background, race, gender, occupation, education etc, then you can’t go wrong. It’s pretty simple really.

What virtue do you admire most in people?

Creativity. Where does the spark come from to write a song or book from scratch or invent something radical?

This form of intelligence is underrated by traditional academic measures but the truly creative people who can make the big leaps for society are at last being valued more highly as many ‘conventional’ jobs go the way of technology.

If you could have dinner with two famous people, who would you choose and why?

Queen Elizabeth I. A legendary English queen in the 16th century who overcame a tough childhood (when she was two, her father Henry VIII beheaded her mother Anne Boleyn) to become one of the first great female rulers over a 45year reign which included defeating the Spanish Armada.

She spoke six languages, sponsored the great explorers of the time and was a patron of the arts, led by Shakespeare.

Some good stories there, especially when you throw in a dubious love life…

Leonardo da Vinci. Da Vinci somehow managed to be truly brilliant in both arts and science fields. Definitely an ideas man, he was a philosopher and an inventor, painted the Mona Lisa and made significant scientific advances well ahead of his time in anatomy, maths, physics and astronomy. Not much down time there!

What is one piece of advice you would give to our girls?

Travel as much as possible, including working overseas if you can. This fasttracks your development and the relative anonymity overseas is liberating. You will quickly learn to be open-minded and also realise that despite your ambitions, sometimes you have to accept an element of fate when things don’t go perfectly to plan.

If you had to start from scratch, knowing what you know now, what would you do differently?

Work harder at school. I wasn’t aiming high enough and as one teacher helpfully said to my parents, I was a coaster. So I would urge our girls to make sure they leave nothing on the table in those last few years of school particularly.

What’s the most important business or other discovery you’ve made in your career?

Don’t burn any bridges along your career journey. I worked in London for ten years and was less tolerant in those days! In hindsight I was too quick to judge people or decide that I didn’t like them but I realise now that sometimes you need to accommodate difficult personality traits in your team or you might miss out on the best talent. Or, as I found out, these people might end up being your boss in the future!

What is something on your bucket list?

Immersion in big cities. Rather than just being a tourist, I would like to spend say three months in a city like New York, living like a local while absorbing all the culture, arts and history. Maybe Paris would be another one for a ‘deep dive’.

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WILDERNESS OLD SCHOLARS REUNIONS CLASS OF 1958 REUNION On Tuesday 23rd of October, 12 Old Scholars from 1958 gathered together at Riverside Cafe to reminisce and enjoy each otherâ&#x20AC;&#x2122;s company. Although we met ten years ago, we meet as a group rarely and the noise and laughter levels went up and down.

One highlight was a letter from Gillian Blomfield who joined our class over 60 years ago for three years along with her sister Diana in a class two years younger. Some of us are still in touch with Gill. From interstate came two more old scholars and two others from country South Australia. The venue and the meal were perfect and we look forward to keeping in touch more often.

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A A ngela Westacott (Phillipson), Gay Greenwwod (Fowler), Beverly Anderson (Herold) B A nne Del Fabbro (Traeger), Bev Royal, Helen Farrelly (Lewis) C Chrissy Searcy (Rivaz), Roslyn Blandy (Shepherd) D Group of stunners at their 60th Reunion!!

E Rosemary Sawley (Michell), Bev Jackson (Cole), Sue Darvall (Fisher) F R oslyn Blandy (Shepherd), Rosemary Sawley (Michell), Bev Jackson (Cole) G Anne Del Fabbro (Traeger), Bev Royal, Helen Farrelly (Lewis) H Sue Darvall (Fisher), Kate Rathbone ( Lord), Angela Westacott ( Phillipson)

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CLASS OF 1978 REUNION The Class of 1978 reunion was a two day event! The boarders met for dinner on Friday night (16th Nov) at the home of Gillian (Miff) Marks and sitting around the table for dinner felt like ‘coming home’ to the boarding house (except the food was better!).

They shared life stories and Miff said that every one of them could have been an episode of Australian Story!

Then on Saturday 17th November 2018, 33 members of the Class of 1978 converged on Adelaide from all corners of Australia – driving from Queensland, training from central Victoria, flying from Melbourne, Canberra and Brisbane.

sound of it was fantastic – like we were all dear old friends. What a glorious racket!” We did pause in fact for a moment, to remember those friends who have passed away (Libby Muecke, Bridget Cole, Sharon Nelson and Michelle Tohver) or who were unable to join us from overseas or due to other commitments. And for those who had not had enough, we then reconvened for a few more hours around the kitchen bench at my place – after all we were really only just getting started!

Many started with a tour of the school and were impressed by the improvements, but interestingly the real joy came from seeing familiar places that remain such as the running track, ‘Number 47’ which was the senior boarding house (now the Art Department) and there was much affection for the green terrazzo and wood panelling side entrances that have been retained from the old school hall where we sat crossed legged on the floor all those years ago (now Newman Theatre).

“Truly a room full of amazing women.”

Dinner around three large tables at delicious Minestra on Churchill Rd, Prospect followed where we were fed heartily by Alexander Cenin’s home-cooked fare. It did not take long for everyone to slip easily back into each other’s comfort zones as the business of serious catch-ups started and continued without pause for five hours. From the kitchen, as Alexander was cooking, he said “the

And yes, I do think it is something the school did for us then and is still doing today for those who come after us. The school’s founding women would be very proud of the family they have created.

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A. Class of 1978 Reunion.

Back Row: Mary Jose, Beth O’Donnell, Ros DeGaris (Schroder), Belinda Wells, Cathie Ettridge (Kelsh), Georgina Hone, Lee-Anne Parker (Charlton), Sue Nickolls (Muecke), Sarah Russell, Tracy Hecker, Rosie Coventry (Tucker), Anne Desborough, Sandy Ewing (Aiston), Ann McEvoy (Kelsh), Roslyn Baird (Netting), Fiona Anderson, Catherine Warnecke (Bradey), Sue Jones, Allison Windsor (Woolf), Diana Smith (Hamood), Kathy Coish (Bastian), Jacqui Fardoulys (Field), Sheri Watson, Libby Bowen, Kath Heading, Carol Koch, Carolyn Sharp (Armstrong) Front Row: Sara Lynch, Jane Kettle (Muecke), Gillian Marks, Christine Dehmel (Jones), Jacki Smith B. Class of ‘78 School Tour.

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Our reunion is best summed up by two quotes;

“So good to get that feeling again, of just KNOWING everyone and having positive regard for everyone present.

Is that something the school did for us? Made us belong? It was truly like family, but better. Glad you have all grown up you lovely, strong, independent, accomplished women.

I’d prefer not to wait another 10 years.”

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A Welcome New Old Scholars’ Breakfast B A nna Colley, Rosie Egan, Lorraine Gormly C Anthea Wood (Codling), Cynthia O’Neil (Patterson), Sue Brennan (Verco), Ann Price (Howard)

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Golf Day, organised to perfection by Vick Thwaites, was a brilliant day and I would like to personally thank Vick for her continued dedication year in and year out bringing this event to life.

Looking forward to a fun filled 2019 and remember to place the Quiz Night Friday 31 May in your diary.

Georgie Taarnby President Wilderness Old Scholars’ Association

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Another highlight on the WOSA annual calendar was the ‘Drinks @ The Maid’ joined by Old Scholars and Honorary Life Members, including Roger Masters, Jayne Kelly, Rosie Egan, Clark Ross and Judy Thurgood. Lots of photo moments, delicious nibbles and drinks added to a fun evening filled with lots of laughter.

The Old Scholars’ Lunch was held in Newman Theatre. The theatre curtains had been drawn back to highlight the magnificent gardens, it was picture perfect. Jodie and her team from the Development Office did an amazing job to bring the space to life. The table settings were adorned with fresh roses donated

by Anna Colley and the menu was perfect.

Thank you everyone for your outstanding contribution. The acoustics got the thumbs up and once again the entertainment by the Flute ensemble was thoroughly enjoyed by all.

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Once again, this year’s Welcome to New Old Scholars breakfast was held in the Wildy Café and well attended by the Year 12s and their teachers. The many years of hard work by the students, parents and teachers came together in achieving this milestone. Overwhelming feelings of amazement, apprehension and excitement filled the room.

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illie Shinkfield, Hannah McDonough, D M Clark Ross and Rhiannon Giles E Lily Schuller, Danielle White, Pooja Newman and Georgie Taarnby F The Old Scholars’ Lunch

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The weather was slightly kinder this year allowing the 18-hole competition to be played in its entirety. Twenty four Wildy Old Scholars competed for the perpetual trophy. In addition, competition was fierce (but friendly!) amongst Wilderness, Annesley, Seymour and Woodlands for the Ingrid Esau Cup recognising the best performing school overall.

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Whilst we were not successful in winning the best school trophy there were terrific individual scores. Of particular note was Lucy Verco’s eagle 3 on Hole 9 - a rare feat on any day.

The 2018 individual winner was Anne Arnfield with Mirrie Waters runner-up.

The team winners were Mirrie Waters, Sue Clarke plus first time competitors Kylie Christie, Kate Basham and Jane Ellis.

A delicious lunch with constant chatter by 100 competitors followed play in the dining room plus prize giving.

Please diarise November 11, 2019 –we would love to see as many golfers as possible. It is always a fun day. Any change to contact details is appreciated by the Development Office.

Vicki Thwaites OS Golf Day Organiser

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A T he Winning Team: Kylie Christie, Mirrie Waters, Kate Basham, Sue Clarke, Jane Ellis and Anne Arnfield nne Arnfield – winner of B A individual Wilderness Old Scholars Trophy for 2018

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THE NEW COLOMBO PLAN SCHOLARSHIP Bridget Smart, class of 2017, has received one of four Scholarships to live, study and work in Singapore in 2019 for up to 12 months.

She has been named a New Colombo Plan Fellow as the top ranked student for Singapore. This reflects Bridget’s outstanding academic and community service and is “well deserved,” says Professor Nancy Cromar, the Pro ViceChancellor of Adelaide University. The students were selected on the basis of their academic performance, community leadership and for demonstrating a proven commitment to forging a longterm relationship with the Indo-Pacific region. Bridget would like to develop stronger ties between the University of Adelaide’s School of Mathematical Sciences and the Mathematics Department of the National University of Singapore.

Bridget is a first-year student, studying for a Bachelor of Mathematical Sciences (Advanced) and has an

outstanding academic record. She is a current recipient of the Martha Sved Scholarship (for women in maths), an Adelaide Undergraduate scholarship and a Commonwealth Scholarship. She promotes the benefits of STEM to female high school students and is a member of the University’s Mathematics Society committee and the Women in STEM Society committee.

The scholarships were presented at a ceremony in Canberra by the Minister for Foreign Affairs, Senator the Hon. Marise Payne, and the Minister for Education, Hon. Dan Tehan.

We are so very proud of Bridget and her achievements and wish her every success in this next part of her education.

Helen Douvartzidis Head of Mathematics

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INDUCTION INTO SOUTH AUSTRALIAN SPORTS HALL OF FAME T A R

One of Wilderness’ most beloved teachers, Ms Judy Thurgood, has been awarded one of the state’s highest sporting honours, which officially recognises her contribution to the South Australian Lacrosse team, otherwise known as the ‘Dream Team.’

A S A SPORTS INSTITUTE 1988 WOMEN’S LACROSSE TEAM (l to r) Bottom Row: Vicki Ingham, Carolyn Pickering, Mary Pickett, Cathy Flett, Leonie Roberts.

Middle Row: Justine Hurst, Cheryl Crowe, Judy Thurgood, Jenny Williams.

Top Row: Debbie Babbage, Barbara Day and Di Hoban.

Photo: Jesper Fjeldstad B S eacombe Lacrosse Club Players (l to r) Di Hoban, Barb Day, Judy Thurgood and Mary Pickett

The SA team won the national titles from 1985 to 1995 and represented an important training ground for Australian players: the team provided 29 players who represented Australia, four Australian captains, nine world champions and two Australian head coaches.

During its impressive reign, Australia won gold, silver and bronze at the

world championships despite having far fewer nationally registered players than its competitors.

They were also sent as the South Australian Sports Institute team to tour the United States and were victorious in all but one of their games against other universities.

They included Ivy League colleges such as Yale and Harvard.

The team’s legacy certainly lives on today, as it was the first women’s team to change hands, use zones, wear helmets, run and carry rather than pass and discard traditional positions.

Well done Judy!

Wilderness Times | Summer 2019

WEDDINGS A. Maddison Davies (2005) married to Ryan Flavel B. Georgia Ioakimidis-MacDougall (2004) married to Callum G’Froerer C. Jess Lanthois (2009) married to Simon Hunt

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1959 REUNION Thursday 15 August - Lunch Contact: Penny Burton T: 8269 5138 E: hu_pen35@bigpond.com

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1979 REUNON Saturday 23 March – Lunch Contact: Bindy Miles E: admin@mileswestgroup.com.au

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A. Peta St Clair (2000) – baby Alice Ruby L O B. Adrienne Crouch (2005) - baby Grace D S S S 1989 REUNION C. Sharlene Sampson-Karger (Sampson) (1999) – Ivy Mae E& Nibbles C D. Lisa Herbert (Turnbull) (2003) – baby Archer George Saturday 14 September – Drinks N E. Samantha Wigg (1996) - Hugo Contact: Libby Blakemore

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1999 REUNION Saturday 26 October – Dinner Contacts: Claire Scott E: clairelsscott@gmail.com Stella Prescott E: prescott.stella@gmail.com Shanna Sheldrick E: shan.sheldrick@gmail.com

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ANNOUNCEMENTS ENGAGEMENTS Lily Schuller (2012) engaged to Theodore Squires Diana Elwood (2003) engaged to Nathan Ellis Jessica Conway (2004) engaged to Henry Ainge-Allen Edwina Birdseye (2007) engaged to Benjamin Plueckhahn

OLD SCHOLARS’ CATCH UP

MARRIAGES Maddison Davies (2005) married to Ryan Flavel Georgia Ioakimidis-MacDougall (2004) married to Callum G’Froerer Jess Lanthois (2009) married to Simon Hunt BIRTHS Lisa Herbert (Turnbull) (2003) – Archer George Peta St Clair (2000) – Alice Ruby Adrienne Crouch (2005) - Grace Samantha Wigg (1996) - Hugo Sharlene Sampson-Karger (Sampson) (1999) – Ivy Mae

Left to Right - Top to bottom Road Trip to Clare to visit Joan Calder with Booie Hayward (‘81), Cathy Lancaster , Barbara Stacy (nee Sadlier - Class of 1941) and Noel Hayman (nee Ross - Class of 1948).

Cathy Lancaster, Noel Hayman, Joan Calder, Booie Hayward and Barbara Stacy.

DEATHS Helen Bruce (Trott) (1940) Margaret Goldsworthy (Oswald-Jacobs) (1946) Lynn Bright (1967) Brenda Holloway (Gray) (1944) Therese Binney (Isaacs) (1941) 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 accompany a photo to oldscholars@wilderness.com.au

INA LAVER (CARPMAIL)

Class of 1936 C

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Our best wishes and congratulations to Ina Laver (Carpmail) class of 1936 who celebrated her 100th birthday on 16 October. Ina has wonderful memories of her Wilderness days and being taught by the Brown sisters. We were thrilled to be able to catch up with Ina on her birthday and share some School Magazine articles featuring her.

A beautiful woman and always a Wildy girl. Happy days and happy birthday!

Jodie Escott Head of Advancement

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CATHERINE YE TEACHER FELLOWSHIP Pictured: Principal Jane Danvers with recipient Christopher Pahl

The Catherine Ye Teacher Fellowship was established in 2013 from the generosity of a gift to Wilderness School by the Ye family. This Fellowship is offered annually to teaching staff, allowing the successful recipient up to $15000 towards exceptional professional development outside of our regular Professional Learning Program.

We look forward to sharing updates on Chrisâ&#x20AC;&#x2122; studies and the impact it makes to his career at Wilderness and continued outstanding teaching with the girls.

Mr Christopher Pahl is the successful 2019 recipient. He will utilise the funds of this Fellowship to complete his Masters of Education through Melbourne University across the next two to three years.

Jodie Escott Head of Advancement

Thank you to the Ye family whose vision and generosity makes this annual Fellowship possible to our teaching staff.

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Todayâ&#x20AC;&#x2122;s Reception students will reach retirement age in 2084.

The Learning Commons will create a new multi-storey academic heart of the School where students will be inspired to be curious, innovative, creative and collaborative and to contribute and share knowledge.

This sustainable building will have interactive technology and include: - Libraries - Flexible Learning Spaces - Mathematics - LOTE - Year 12 Common Room - Multi Media Suite - Fab Lab Coding & Robotics

We invite you to be part of this exciting journey. School fees pay only for tuition. As an independent non-denominational School capital works are funded by the generosity of our community. All donations are tax deductible and will be appreciated for many generations to come.

Gifts can be made online: www.wilderness.com.au or direct deposit: Account Name: Wilderness School Foundation Building Fund BSB: 015 010 Account Number: 1111 52701 Reference: First and last name

This is Our Community. Letâ&#x20AC;&#x2122;s build it together.

Wilderness Times | Summer 2019

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CONGRATULATIONS LAUREN!

TOUR OF THE SCHOOL FOR OLD SCHOLARS

Congratulations to Lauren Lim (Class of 2005).

Lauren was the 2018 recipient of the "Registrar Teaching Award" which is awarded in recognition of outstanding teaching and service to medical students by a specialist-in-training. This prestigious award was presented at the MBBS Declaration Ceremony 2018 at Bonython Hall on December 5th, where the graduating class of 2018 celebrated their own achievements and took their oaths.

We had a small group this year on Wednesday 17 October who thoroughly enjoyed the lovely new buildings.

Lauren studied Medicine at the University of Adelaide and graduated in 2011. She is currently undertaking specialist training in internal medicine at the Royal Adelaide Hospital.

They had a stunning morning tea, and were thrilled to reconnect with these girls who had not been back to Wilderness since they left school.

Above: Gabriella Morris (‘11); Penny Hackett Jones (‘61); Myfanwy Jones (‘62) and Athena Ginos (‘02) at The OS School Tour and Morning Tea.

The philanthropy of our community built Our Michell Music Centre, builds our girls’ passions, creativity and discipline.

This is Our Community. Let’s build it together.

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2018 BUILDING & SCHOLARSHIP FUND DONATIONS Thank you to the following who generoulsy donated in 2018 to the Scholarship Fund, the Foundation Building Fund and School Building Fund SCHOLARSHIP Mr J & Mrs J Ayers Mr J & Mrs E Girke Dr B & Mrs M Gunther Dr P Hoadley & Dr S Saloniklis Mr G Hobbs Dr D & Dr S Jesudason Ms S Levy Ms D Mallard The estate of the late Mrs H McBryde Miss I Michell Dr J Milbank Dr T & Assoc. Prof S Proudman Mr J & Mrs F Raptis Mrs J Rischbieth Dr K Salagaras Mrs A Wood FOUNDATION BUILDING FUND Mrs C Alexander Mr J & Mrs J Ayers Mrs V Beatty Ms S Berggren Mrs M Bowen Mrs J Brooks Mr A & Mrs S Cavill Mrs L Cavill Mr J Charlton & Ms J Lewis Dr R & Dr S Clarnette Ms N Cluse Ms J Collins Mr K Downing & Dr K Gormly Dr S & Mrs K English Mr P & Mrs J Escott Mrs D Evans Mrs M A Farley Mrs R Fenwick Ms E Fricker Mrs P Gebhardt Dr C & Dr S Goodson Mrs L Gormly Dr S Gouskos & Ms M Spathis Gouskos Ms J Gracey Mrs J Gray Ms J Guest Mr G Harper Mr J & Mrs G Haseldine Ms B Hayward Mrs A Hennessy Mrs A Highfield Mr T Hsi & Mrs T Nguyen Mrs S Huggins Ms V Jay Dr D & Dr S Jesudason Ms P Jolly Dr S & Dr S Knox Mr J Kong Mrs A Marsden Mr J & Mrs P McConnel Mrs D McLaurin Miss G Monk Mrs K Murray Dr G & Dr C Newcombe Dr M & Dr P Newman Mr D Nguyen & Mrs Y Tran Mrs G Packer Mrs G Paltridge Mr D & Mrs K Parkinson

Mr A Pegler & Ms M Killeen Dr M & Mrs R Petrucco Dr S Pillay Mrs J Prosser Mr S & Mrs N Quick Mr J & Mrs F Raptis Mrs M Rosser Mr C & Mrs A Russo Mr R Singh & Mrs M Chakradeo The Peggy Charitable Foundation Mr M Woodall & Ms R Downie Mr W Zhao & Mrs Y Lin Mr Y & Mrs J Zhang WILDERNESS SCHOOL BUILDING FUND Mr C & Mrs S Abbott Mr W & Mrs S Abel Smith Capt M & Mrs A Ahmad Mr R & Mrs L Albertini Dr W & Mrs N Alkhazrajy Ms L Allonby-Neve Mr T and Mrs L Alvaro Dr A & Dr S Anand Mr R Brand and Miss R Antic Mr A & Mrs C Bahr Hon J Weatherill & Ms M Bailey Dr G & Mrs K Bain Mr M & Mrs S Barnes Mr A and Ms S Barrett Mr J and Mrs G Barry Mr M & Mrs A Beveridge Mr T & Dr J Binks Mr T Payze & Mrs C Bray-Payze Mr E & Mrs M Bresson Mr T and Ms V Browning Mr D Tran & Mrs T Bui Mr S & Dr B Bury Ms L Cai Mr M & Mrs S Callus Mr D & Mrs J Cardone Mr M & Mrs L Carrocci Mr A & Mrs L Catt Mr A & Mrs S Cavill Mr S Cavill Dr H Hamza & Dr S Chaudry Mr L and Mrs F Chen Mr L Luo and Mrs R Chen Mr B Li and Mrs G Chen Mr M Ji and Ms Q Chen Mr J and Mrs A Childs Dr K Wong and Dr E Chronowski Ms R Cocchiaro & Dr A Cocchiaro Dr D Pringle & Ms J Coles Mr D Colovic & Dr M Thomas Mr P and Mrs I Combe Mr J and Mrs P Cosenza Dr J Craig & Dr S Matthews Dr W & Mrs A Crompton Mr P & Mrs K Cross Mr C & Mrs A Crozier Mr S Madike & Mrs S Cugati Mr G Georgiou & Ms A Dalli Mr T Nguyen and Ms D Dang Mr S Smart & Ms S David Mr S & Mrs E Davidson Mr A & Mrs J Day Mr C & Mrs N Day Mr J Hillier & Ms S Deering

Mr C & Mrs S DeVito Mr S and Mrs R Dolling Mr M Woodall & Ms R Downie Mr M & Mrs A Dreosti Mr X Liu and Ms X Du Mr W & Mrs G Duncan Mr P Politis & Mrs J Dunne-Politis Mr D & Dr P Ellis Mr J and Mrs J Ellis Mr R & Mrs H Equid Dr D & Mrs L Evans Mr M Crocker and Ms P Eylward Mr G Rocca & Dr I Faranda Dr A & Mrs C Fergusson Mr T & Mrs N Forde Mr A and Mrs M Forrest Mr C & Mrs F Fulcher Mr B and Ms K Gallard Dr C Totage Fernando & Dr S Senanayake Gamage Mr G & Mrs S George Dr G Chacko & Dr P Georgy Dr J & Dr A Gilhotra Dr T & Dr C Goodson Mr J & Mrs S Gosse Mr J & Mrs K Gough Dr T Wiadrowski & Dr L Gower Mr C and Mrs C Grech Mr T & Ms N Greco Mr D & Mrs A Greenslade Mr P and Mrs B Grice Mr B and Mrs K Grosser Mr G Kong & Mrs F Guo Mr C & Mrs S Hahn Mr L & Mrs R Hampshire Mr S Kinloch and Ms B Harris Mr S Vasilikiotis & Ms D Hatzi Mr T & Mrs A Hawkins Dr J & Mrs K Heysen Mr A & Mrs A Hickey Mr T & Mrs E Hicks Mr C & J Mrs Holloway Dr E and Mrs G Holloway Mr G & Mrs J Holzer Mr C & Mrs P Honan Mr A Hsi & Ms T Nguyen Dr A & Mrs N Hubczenko Iocane Pty Ltd Miss J Irwin Assoc Prof J & Mrs M Jannes Mr S and Mrs G Jayakody Dr H and Mrs S Jersmann Dr D & Dr S Jesudason Mr J Jin Dr H & Mrs M Johannsen Mr P & Mrs R Johnson Mr R and Mrs M Kamp Dr S Ganesh and Ms D Kandiah Mr J & Mrs D Karytinos Mr N Tiwari and Mrs A Kaur Mr I & Mrs S Kennedy Dr M Rifat and Mrs U Khan Dr S & Dr S Knox Mr C & Mrs E Koch Dr D Gunawardane & Dr A Kumaratilake Mr D & Mrs H Kyros Mr C Lee & Mrs S Lai Dr K and Mrs S Lai Mr Z Xu and Ms L Lam Mr A & Mrs M Lane Mr T & Mrs K Last Mr M & Mrs S Lawson Mr D Nguyen & Mrs T Le Drs S & S Lehman Mr C & Mrs R Lehmann Mr X Lou and Ms K Li Mr Y Wang and Mrs W Li Mr G Emmett & Ms J Light Dr J Ravindran & Dr V Limaye Mr H Feng and Mrs L Lin Mr W Zhao and Ms Y Lin Mr F Liu and Mrs X Lin Mr N & Mrs P Lippett Mr Q Ren and Mrs H Liu Dr F and Dr A Lockie Mr J Xiao and Mrs K Lou

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Mr A and Mrs S Lowe Mr D Heffernan and Ms S Lucic Mr S and Mrs J Lydeamore Mr M Hickinbotham and Ms S Mackenzie Mr C & Mrs S Maclachlan Mr P & Dr V MacLeod Dr H & Mrs S Macris Dr S Olakkengil & Ms M Mathew Dr R Nelson & Dr S Mathew Mr S & Mrs V Mavrakis Mr T & Mrs M McAuliffe Mr J & Mrs P McConnel Mr C Mercorella & Ms S McNab Mr H & Mrs N McPharlin Mr Y Bian and Ms L Mei Mr P & Mrs T Michell Mr G & Mrs R Miles Mr R & Mrs S Mintz Mr R Moffat (via Good To Give) Mr B and Mrs C Moncrieff Mr J and Mrs T Montague Mr B & Mrs I Moularadellis Dr J & Mrs M Moutos Dr M Rahamathulla & Dr S Mubarak Mr J & Mrs E Munro Dr A Sawad and Mrs S Najee Dr K and Dr A Nassery Dr A Page & Dr A Neldner Mr J & Mrs A Newton Mr H and Mrs B Nguyen Mr V & Mrs T Nguyen Mr T & Mrs T Nguyen Mr T Phan & Mrs O Nguyen Mr M Ford and Dr E Nishimoto Mr D & Mrs L Oldfield Mr D & Mrs G Osborn Mr T and Mrs S Papagiannis

Mr D and Mrs K Parkinson Dr A Ashraf and Mrs Z Pervaiz Dr M & Mrs R Petrucco Ms L Phan Mr A Phillips & Ms H Scribner Dr J Pham & Dr H Phung Mr R Fagg & Ms C Pomeroy Dr A Kemp Mr W & Mrs T Powell Mr X Zhang and Mrs D Qiu Mr S & Mrs N Quick Dr M & Mrs B Raeside Mr H Jayasundara & Dr C Rajapaksha Dr R Govindaraj & Dr T Ramkumar Dr J Bakopanos & Ms L Reljic Dr K and Mrs S Retnaraja Dr B & Dr P Ritchie Dr N Pourgiezis and Dr E Robbens Mr L and Mrs M Rositano Mr G Rowan & Ms V Rowan Dr E KoKo Aung & Ms C Rowlands Mr T and Ms A Ruddenklau Dr K Salagaras Dr P Hoadley & Dr S Saloniklis Mr A & Mrs N Sampson-Ly Mr R & Mrs C Sandow Mr R & Mrs L Scamoni Mr J Costoglou and Miss G Seppelt Mr T and Mrs K Shierlaw Dr A Aziz and Dr H Siddiqi Mr A & Mrs F Skrembos Dr R Casson & Dr C Smith Mr M & Mrs W Stewart Mr C & Mrs K Tallent Mr K Chan and Ms S Tam Mr S Kong & Mrs L Tang Dr H Tayeb

Mr Y Ng and Dr H Tee Telstra Matching (Good To Give) Dr V Chandura & Dr M Thambookokothira Mr C & Mrs N Thirlwell Mr I & Mrs A Thomas Mr S Ting & Dr D Toh Mr M & Mrs O Trim Mr C & Mrs L Trinh Mr T Law and Ms H Tung Mr M Tully and Prof W Umberger Mr M van Alphen Mr T and Mrs J Williams Dr P Janardanan & Mrs S Viswambharan Mr M Vollebregt Dr J Joseph and Mrs N Wahba Mr B and Mrs L Warner Mr W Waterhouse Mr S Walker & Miss A Watkins Mr A and Mrs G Watson Dr S Sooriyabandara & Mrs V Wijethunga Dr E & Dr T Wilson Mr B & Mrs J Wilson Mr G and Mrs E Winter Ms J Collins Mr H Jia and Mrs J Yang Mr F Ye and Ms R Yang Mr Y Zhang and Mrs Y Ye Mr F Lin and Ms D Ye Mr W Teoh & Mrs S Yew Mr B and Mrs M Young Mr D Munneke and Ms L Zaccara Mr L & Mrs S Zacharia Dr T Mah & Dr J Zhang Mr Y and Mrs J Zhang

We invite you to share your opportunities and join our Green Door Society.

When you let us know that you will be making a bequest to Wilderness, you join friends and supporters of the School in our Green Door Society. As a member, you will receive a beautiful, yet discreet, Green Door pin signifying membership and acknowledging your support. You will also receive invitations to special events and activities throughout the year.

A bequest can support an area you are passionate about, such as the sciences or the arts or a sport, or be for general use. A bequest allows you to contribute to our school without impacting your lifestyle today and it can be modified at any time in response to a change in your circumstances.

Importantly for us, a bequest made today allows us to express our gratitude to you personally for your intended gift.

For further information or a brochure, please contact Jodie Escott Head of Advancement jescott@wilderness.com.au or 08 8343 1088

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Wilderness Times | Summer 2019

The spirit of Christmas was certainly in the air at Wilderness. An incredibly special time of the year for many. Our Giving Tree, kindly donated by the Petrucco family, was placed on Memorial Lawn in 2018 and enjoyed by all girls throughout November and December. A beautiful fresh tree adorned with more than 3000 LED lights.

Once again, we worked with Vinnies. The Wilderness community from ELC to Year 11 and staff were invited to donate gifts for children less fortunate â&#x20AC;&#x201C; particularly to 15-17 year old children who missed out last Christmas. Giving boxes were placed throughout the School and our Maintenance Team were kept busy clearing the boxes regularly. Every single donation was thoughtful and kind hearted.

Vinnies shared some of the joy from children receiving our donated gifts with Fredâ&#x20AC;&#x2122;s Van at Elizabeth on Wednesday 19 December.

Working together, we are making a positive difference and have brought smiles to disadvantaged children in South Australia. Thank you for your continued support and giving to those in need.

Jodie Escott Head of Advancement

Name Status Page Brand Annual Giving - Poster.p

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GREEN DOOR SOCIETY HIGH TEA The Green Door Society are friends and supporters who have arranged a bequest to Wilderness. Our members were invited to a special event on Wednesday 21 November.

As the wind blew and the hail pummelled to the ground, our Green Door members sipped champagne and enjoyed delicious canapés in the warmth and ambience of Newman Theatre, overlooking the lush Memorial Lawn. The Wilderness Senior strings quartet welcomed our special guests and then our

award-winning Jazz Choir performed. Many of these girls returned to School after recently completing their exams especially for these incredible performances.

We enjoyed a beautiful afternoon hosted by Chair of Foundation Sarah Matthews and Principal Jane Danvers.

To experience Newman Theatre in all her glory with guests so passionate about Wilderness School was an absolute honour.

Jodie Escott Head of Advancement

The philanthropy of our community built Our Mary Ann Matthews Scholarship, builds our senior girls’ capacity to travel and volunteer in developing countries.

This is Our Community. Let’s build it together.

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30 Hawkers Road, Medindie SA 5081 Phone + 61 8 8344 6688 www.wilderness.com.au CRICOS Provider Code: 00375B