Wilderness Times - 91

SUMMER 2021

ISSUE # 91

CONTENTS 4

Principal’s Thoughts

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Chair of the Governing Council Speech Day Address

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Speech Day Guest Speaker – Rachael Stone

10 2020 Year 12 Results 14 Faculty in Focus - Introducing Artemis and Design, Technology and Engineering 18 The Duke of Edinburgh Award 19 Governor’s Civics Awards for Schools 20 Wildy Fringe 22 Early Years - The Shadow Project 24 Valedictory Dinner 2020 26 Welcome Thomas Keller and Rebecca Foster 28 Farewell Sue Wark 29 Supporting the Wilderness Parents and Friends’ Association 30 Wilderness Old Scholars – From the WOSA President 31 Wilderness Women Leading the Way 34 Wilderness Intergenerational Families 36 Old Scholars’ Morning Tea and School Tour 37 2020 Old Scholars’ Golf Day 37 Lunch for the Class of 1960 38 Class of 2015 Reunion 39 2021 Events and Celebrations 40 Sharing Cherished Memories and Morning Tea 41 Foundation Board Prize 41 Be Thankful For All Things 42 Announcements 42 2020 Building and Scholarship Fund Donations

Discover the latest news and connect with our community. facebook.com/WildernessSchool linkedin.com/company/wilderness-school twitter.com/wilderness1884

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Join the Wilderness Old Scholars’ Association page on Facebook to communicate, network and hear about upcoming alumni events. facebook.com/wildernessoldscholars

Step confidently and courageously into your future. Be true to yourselves and each other.

And though you enter a very different world from the one you expected, it is a world that needs you. Know that your voice and your contribution are of value and can make a difference.

Ms Jane Danvers, Principal

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Wilderness Times | Summer 2021

2020 SPEECH DAY ADDRESS

PRINCIPAL’S THOUGHTS Each school year takes us on a distinctive journey. Significant moments are forever imprinted in our memories. None of us could have imagined the usual routines and rhythms of life would be upended quite so comprehensively in 2020.

At this time we come together, girls, families and staff to celebrate and reflect on our achievements. This year is no different, albeit that we join so many of you remotely. And we yearn for the time when we can reopen our gates without the need for social distancing protocols.

Living through the pandemic has re-shaped everything we do. Around the world, nations, cities, villages, families and individuals strive for a future normal. No one has been untouched by this pandemic. For our students, the experience will be formative, in the same way living through any global crisis defines a generation.

As we reflect, it is not COVID-19, however, that takes centre stage.

Rather, a more compelling narrative is emerging - the story of how we responded to the protective measures and how we go forward from here.

In Australia, and particularly in Adelaide, we navigated the challenge with positivity, with the best science we could assemble and a willingness to trust our leaders. We were called to be flexible. To put the safety and wellbeing of others before our own desires and we responded with cooperation and trust. While at times there have been a few irregularities, overwhelmingly our shared stories have been of kindness,

social responsibility, and a generosity to those at risk.

We saw long queues at testing stations as our fellow citizens took responsibility for their health and acted on behalf of others. Trips away and anticipated celebrations were deferred, reimagined online or relinquished with resignation but without malice.

People across the community had a shared sense of purpose to readjust.

We were in this together. There is an elemental shift in the way we live.

We have a fundamental need to belong - to one another, to friends, family, culture, and community. Our earliest ancestors, as hunters and gatherers, recognised the undeniable advantage of communal life over solitary existence. It was social, safe, more bountiful and more fun.

Research supports what we instinctively know - our sense of belonging is positively correlated to self-efficacy, self-esteem, and our ability to thrive. Belonging gives us power to act. To build a society where we look for the best in each other - to participate, contribute and bear responsibility for the common good.

It is not surprising, therefore, that for young people, their personal connection to school is the single most important determinant of academic success and wellbeing. And it is the relationship between student and teacher that is the strongest contributing factor to the belief, ‘I belong’.

A spirit of belonging permeated Wilderness this year more than ever.

We felt it viscerally when we sent our girls home to learn remotely. We saw it manifest on their happy faces when they returned. Each member of our school made an indelible contribution, uniting to stay true to our promise, to provide a meaningful education for the young women in our care. For as Miss Mamie observed in her 1951 Speech Day address, in the long run it is the girls who make the School.

Our teachers adapted and responded with optimism, purpose, and determination to do what was needed to continue the learning of our girls, wherever they were. Usual House activities and celebrations were transformed. Sport days refashioned.

Performances streamed.

We changed, innovated and focused in on what really mattered. Things looked different but were no less meaningful and rewarding.

Our professional support staff gave willingly and tirelessly, working long hours to ensure that we were ready, and we could respond. Our exceptional leadership team always held the wellbeing of our girls and our staff at the centre of their decision making, working with dedication and resolve.

Our Governing Council trusted us to do our best and walked alongside us every step of the way.

I am enormously grateful for the gracious willingness of our parents, grandparents and old scholars to understand, to adjust and to compromise the moments they most look forward to. In particular, I wish to acknowledge our international families

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who have been separated from their daughters physically but connected in heart and mind. We thank you for your confidence and belief in our school.

The true nature of an organisation is evident when faced with adversity.

And this has been such a year.

The challenge as we go forward is how we continue to grow our empathy and connection, our solidarity and togetherness. We have strengthened our community. We have been resilient and compassionate and in doing so, have opened a window for a better, hopeful future.

We have known what it means to truly belong. We have known what it means to focus on a simpler less cluttered school year - to identify what for us is fundamental in our girls’ experience as they grow towards adulthood.

As we move toward the end of our year, we do so in the sure knowledge that those lessons learned in unanticipated complexity have only served to enrich and intensify our relationships with one and other.

And our Year 12s - what an extraordinary year! When you started in January little did you know what you would be called upon to achieve. Your flexibility, your tenacity, and your deep commitment to each other have demonstrated the calibre of who you are now and will continue to become.

You have set a remarkable legacy as role models for the girls who follow you.

Collectively you have been adaptable, receptive, and agile. Know that you will

take the lessons from this uncommon time with you into each stage of your future lives.

I have watched as you nourished your connections with each other, with your teachers and with your families. So many of you shared your appreciation of those moments at home and at school, so often taken for granted. Hold on to those noticing; they will hold you in good stead.

As you leave the secure world of Wilderness and venture beyond, it is unclear exactly how it will look. But what we know is that the world will open up. There are many adventures to be had, horizons to seek and some bridges to cross. You take with you not only the experience of this year but also all that came before.

Remember we are always learning and growing. It never stops. But you have already demonstrated you have the courage to take new risks and embrace the possible.

As you go forward, hold tight to the people and places to whom you belong.

Consider how you can continue to foster your own sense of identity and belonging both within your new learning environments and beyond. Choose careers that fulfil you, speak to your passions and are situated in organisations that align with your values.

Poet and philosopher David Whyte reminds us that:

As a year level, the class of the new decade, you are so well placed to make the most of any opportunity put in your path.

To feel as if you belong is one of the great triumphs of human existence — and especially to sustain a life of belonging and to invite others into that…

You have the capacity and the capability to value those things that really matter to you.

Remember always, that today, and for all of your life, you belong. You are now, and always will be a Wilderness woman.

You have the capacity and the capability to make decisions based on your ambition, your dreams, and your desire to have an impact on the future normal.

So, as we gather together as a community in person and virtually, I wish each and every one of you a peaceful and joyous Christmas season. I hope you have time to reflect on all that we share together and are grateful for. We look forward to a new year with optimism and hope to welcome you back to Wilderness School in person very soon.

So, step confidently and courageously into your future. Be true to yourselves and each other. And though you enter a very different world from the one you expected, it is a world that needs you.

Know that your voice and your contribution are of value and can make a difference.

Jane Danvers Principal

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Wilderness Times | Summer 2021

CHAIR OF THE GOVERNING COUNCIL SPEECH DAY ADDRESS Good morning - my name is Shanti Berggren - I am the Chair of the Governing Council and I welcome you to the 2020 Senior School Speech Day. Today we come together to celebrate the achievements of our senior students and to formally congratulate and farewell the Year 12 class of 2020.

Shanti Berggren Chair of the Governing Council

It was Helen Keller who said ‘character cannot be developed in ease and quiet.

Only through experiences of trial and suffering can the soul be strengthened, vision cleared, ambition inspired, and success achieved.’

Helen Keller lost her sight and her hearing when she was 19 months old.

She was so frustrated by her inability to communicate that she would frequently fly into rages.

Then, at 7 years old, Keller met her miracle teacher – 20 year old Anne Sullivan. Keller would later mark the day they met as the most significant moment in her life. At the beginning the young Helen Keller pinched and kicked her new teacher, and even knocked out one of her teeth but Sullivan persevered, patiently teaching Keller to use her hands to interpret and connect with the world.

And so began a relationship between teacher and student that lasted 49 years and led to Helen Keller’s array of academic and literary achievements.

It is appropriate that I open my address today with a true story demonstrating the life changing impact of a selfless teacher, of her dogged perseverance and an orientation to action. Those traits apply to every member of staff at Wilderness School.

In 2020 the world changed at a breathtaking pace. The dislocation in our lives that started at the beginning

of this year and continues even now distorted our understanding of time, days felt like weeks and weeks felt like years. Systems, processes and communication cadences were superseded by a need to act quickly and decisively while operating with ambiguity and incomplete information.

But everybody knows for true cool in a crisis you want a woman. Our Principal, her leadership team and her staff navigated a new landscape of hard decision landmines.

They made a Herculean effort rethinking every aspect of their practice to move to an online education delivery model while maintaining Wilderness standards in the quality of teaching and learning.

In the face of a global pandemic, they collectively resisted looking upstream at what was coming their way and instead focused downstream on the students who depended on them. It is the teachers at Wilderness School who have given so many of us a head start. We remain indebted to them for their labours and their kindness. We thank them all.

Time spent in close quarters has nurtured families, friendships and communities. We came to appreciate the joys of being part of a tribe. In Jane Danvers, the tribe of Wilderness School has a leader that I want to anoint a Viking with a mother’s heart.

Great leaders trust the people on their team and coach them well. They set clear vision and values and direct others to work according to those guiding principles. Jane is not simply best practice; she is leading practice in education and leadership. Because she is so clear about her ‘why’ the ‘how’ is something she translates easily to her tribe.

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I want to congratulate the Year 12s for the way you have conducted yourselves this year and the contribution you have made as the leaders of this school.

Our school’s Business Manager Ms Paula Jolly continues to manage for all eventualities because sometimes the costliest disruption takes place when something you take for granted stops working.

This year we had to rethink all our assumptions about running a school starting with our financial modelling, keenly aware that the responsibility for the solvency of Wilderness School rests largely with our community.

On behalf of the School’s Governing Council, I want to thank Paula for her tireless efforts ensuring that we are fiscally robust and ready for whatever crisis presents itself.

I also want to formally thank the members of the Governing Council in providing guidance and support over the course of a tricky year, especially to the Council Executive, Will Abel Smith and the now retired member, Andrew Seaton who both made themselves generously available this year for meetings at short notice. The governance structure of the School is supported by committees representing our different communities, the Old Scholars, the Parents and Friends and the Foundation.

This year the Foundation Board Members contributed to a new Prize which will be awarded for the first time to a girl who is an agent of change using her voice to enlist others in a common vision while enacting ethical advocacy and practising altruistic behaviour.

To the members of all the Committees thank you for everything you give to this school – it is immeasurable and enduring.

In a difficult year there has been more to be harvested from the coronavirus than just being fortified by adversity.

The crisis brought opportunity welcoming us to a very different environment demanding a very different response.

The term ‘new normal’ implies moving from one relatively stable state through a period of flux to another recognisable form of stability but we should be wary of this thinking. We know we are moving into an increasingly dynamic environment. So, the ‘new normal’ approach is unlikely to cut it.

The alternative is ‘shift’, a genuine evolution to a way of thinking and working that is adaptable enough to enable us to thrive in any environment. Even without COVID, most organisations recognise that the way work gets done today isn’t for the future. People need to be led with a focus on flexibility, trust and collaboration. And this significant maturity – with its focus on personal evolution is the crux of a new part of the Wilderness curriculum called Artemis which will be a learning entitlement for our girls across Years 3 to 11 in 2021. Artemis investigates the many aspects of self and conflates them into one – myself - exploring the connection between myself, my relationships, my communities and my world. Artemis will cultivate capabilities and dispositions to support each girl to emerge as a connected and engaged learner, prepared to succeed in and contribute to a complex, rapidly changing world.

It is this complex rapidly changing world that the Year 12s are about to step into. Excitingly you stand at the dawn of a new decade but terrifyingly the pandemic appears to have disproportionately impacted women, who provide the majority of childcare and whose careers in the health

sector have put them in pole position at the frontline of the disease, but history never goes in a straight line, it zigs and it zags. What is important is to look at the trend lines. While COVID has highlighted the fragility of women’s progress, it has also reinforced their reserve of resilience and I believe that reserve is rising and trending more strongly.

On behalf of the Governing Council, I want to congratulate the Year 12s for the way you have conducted yourselves this year and the contribution you have made as the leaders of this school. This ceremony is your last rite of passage before you take your place as formidable and phenomenal Wilderness women.

Lean into causes that are bigger than you – stay connected and pay attention to them now as grown-ups.

When you are presented with new information take time to examine the facts on their own merits, question the source, identify your own bias and challenge your preconceived notions.

Model self-determination, lift up your voice, take ownership and play your part in remaking the world for the better. If you want to go faster, go alone, if you want to go further, go together. I know you can, you know you will and we both know you must.

I wish you all the very best.

Shanti Berggren Chair of the Governing Council

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Wilderness Times | Summer 2021

SPEECH DAY GUEST SPEAKER RACHAEL STONE

I would like you all to close your eyes and picture an engineer. Everyone got a picture in their head?

Okay, open your eyes. Raise your hand if you pictured a nerdy man sitting behind a computer. Raise your hand if you pictured a man in high vis with a hard hat. Raise your hand if you pictured a man in a lab coat. Raise your hand if you pictured a female, someone who looks like me.

Esteemed guests, Ms Danvers, staff, families and friends and most of all, the graduating class of 2020.

Congratulations on finishing Year 12, what an achievement. You should all be proud of yourselves. Thank you for inviting me to speak, it is an honour.

Firstly, I’d like to acknowledge and pay my respects to the Kaurna people, the traditional custodians of the land on which we gather.

When people ask what I do and I say I’m an engineer, they generally look and say ‘huh, really, that’s unusual’.

It wasn’t too long ago that I was sitting right where you were wondering what life had in store for me, what did I want to pursue and study. When I told my teachers that I wanted to study engineering some of them laughed and thought I was crazy.

I wasn’t the smartest in Maths and English. I was okay at Science but I

loved classes like Technology where I got to use tools, design things and make them myself. I had a drive for wanting to understand how and why things work, and that is why I chose engineering. To me it didn’t seem so crazy, I had passions and determination and I wanted to prove it to those who thought it was crazy for women to do engineering and to be honest I had little idea what an engineer really was, but I thought I would give it a try. I applied for a double degree in Mechanical and Petroleum Engineering as it sounded cool and people told me I could travel with it.

I remember in my first year, I walked into my first lecture. I looked around and could count on one hand the number of women in the room.

Honestly, I was a bit intimidated.

In Australia only 12% of the engineering workforce is made up by women. To put it into perspective, in 2017 my graduating class, there were 13 females out of 150. Historically and statistically, we are underrepresented in STEM (Science, Technology, Engineering and Mathematics).

So what does an engineer actually do?

It varies, but I learnt that you get to create, invent and design things. Some of the projects I have worked on include designing playgrounds for orangutans, implementing a

sustainable alternative practice for water hyacinth, installing and monitoring gas and fuel stations, creating automated robots and automating heavy machinery.

I had the opportunity to travel with my degree. I undertook a renewable short course in Indonesia, I volunteered with Engineers without Borders in Cambodia, I did work experience in rural Queensland, and I was part of a team that built and raced the University of Adelaide’s first solar car from Darwin to Adelaide against universities from around the world.

My path to becoming an engineer wasn’t always easy. In my third year I had a class called heat transfer and thermodynamics where I really struggled all semester to understand the subject. It was draining constantly having to review lectures and spend much of my spare time studying. For me this was the point where I really had to decide if this was what I wanted for my future career as not passing this course felt like a real probability.

For all of you there will be a point in your lives where the same decision will need to be made whether it be in tertiary studies, professional or personal. There will always be a situation where you will have to decide.

Do I take the easy option which may feel good in the short term or do I put

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Go all out. Go for it. You have the power to do and be anything you want to be.

in the hard yards potentially having to make some small sacrifices but reap the rewards in the long term?

Fortunately, as Wilderness women, resilience and hard work are the cornerstone of our education. So of course, when that final thermodynamics exam rolled around, I walked in terrified but also quietly confident knowing that I hadn’t chosen to take the easy option of giving up. That being said, I may have still cried in the car afterwards. The hard work paid off, I passed the class and got my degrees.

After graduating university, I was accepted into the BHP Coal Graduate Program. My first role was FIFO (fly in, fly out) from Brisbane to the mines in the Bowen basin, an area that ranges from Bowen to Rockhampton. I worked in the analysis and improvement team in the Maintenance Department, where I was responsible for the reliability of water carts, graders and loaders, this

meant keeping them running and in good condition without failure.

My second role was at a different mine and had me DIDO (Drive in, drive out) of Mackay, North Queensland. I was a project manager in the Engineering Department. This was quite different to my previous role as I was now responsible for designing and delivering capital projects of up to $20 million!

I love working in the mines, it’s a big black sand pit. On a daily basis I am meeting new people, having new experiences and constantly learning new things.

It is the exposure to these experiences that I found my passion for enabling transformational change and people development.

For the last two and a half years I have worked in a role that isn’t your standard engineering mould but for me it is. I work with leaders across the

business world to challenge the norm and understand if and why things aren’t working, how we can problem solve and improve it. To me this is engineering - understand what someone wants, design it for them, and build something to meet their needs.

At times it may have felt hard and difficult but looking back, it is these lessons and experiences that developed me into the person I am becoming.

I encourage you to follow your passion, find what motivates you, trust your values, take the risk and seize the opportunities. This will drive you to be successful at whatever life presents you.

Go all out. Go for it. You have the power to do and be anything you want to be.

Thank you.

Rachael Stone Class of 2011

Wilderness Times | Summer 2021

YEAR 12 RESULTS

THE FOLLOWING STUDENTS ALL GAINED AN ATAR OVER 99

2020 SUCCESS Once again, our students have achieved excellent results.

There were 110 girls who applied for the ATAR in 2020. Of the cohort 74% were placed in the top 10%, with 55% in the top 5% and 24% in the top 1% of Year 12 students nationally.

Kabisha Emad

Amaima Faisal

Eliza Fenton-Mair

Peta Gouskos

Emily Roberts

Laura Rositano

Jacinta Rossi

Lucienne Ruddenklau

These are wonderful results, and our students can be justifiably proud as can their teachers.

TERTIARY DESTINATIONS 2021 HEALTH SCIENCE

FIELDS OF EDUCATION

OVERSEAS UNIVERSITIES INTERSTATE UNIVERSITIES

SCIENCE

MEDICINE

LAW

ENGINEERING

OTHER

EDUCATION

ARTS

BUSINESS

FLINDERS UNIVERSITY ARCHITECTURE & DESIGN

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UNIVERSITY OF SOUTH AUSTRALIA UNIVERSITY OF ADELAIDE

11

Jessica Hawker

Brigitte Alvaro

Emmanuella Baran

Penelope Casson

Alana Commons

Isobel Dolling

Lucy Duncan

Emily Jose

Sharanya Kamath

Xinyu (Darlene) Kong

Scarlett Miles

Shania Paranavithana

Meg Ritchie

Josephine Smart

Kate Santosh Olakkengil

Isabella Wallwork

Olivia Webb

Alicia Wright

GRADE DISTRIBUTION 2020

2020 DUX

% OF RESULTS WILDERNESS SCHOOL

STATE

30

25

20

15

The position of Dux is awarded to Brigitte Alvaro who achieved an outstanding ATAR of 99.85

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5

0

A+

A

A-

B+

B

BGRADE

C+

C

C-

D

E

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Wilderness Times | Summer 2021

YEAR 12 RESULTS

THERE WERE

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MERIT LISTINGS

Hamayel Abaid

Hareem Ahmed

Brigitte Alvaro

Alice Dix

Isobel Dolling

Lucy Duncan

Trinity Hong

Zoe Hood

Sharanya Kamath

Emma Moularadellis

Emilie Muir

Lisa Nelson

Jacinta Rossi

Lucienne Ruddenklau

Kate Santosh Olakkengil

Olivia Webb

Gisele Wiadrowski

Georgina Wilson

FOR PERFECT SCORES IN: Ancient Studies Olivia Tallent Biology Amaima Faisal Jessica Hawker Kate Santosh Olakkengil Peta Gouskos Xinyu Kong Business Innovation Hareem Ahmed Molly Davidson Arabella Lee Emma Moularadellis Anushka Sudhir English Amaima Faisal Brigitte Alvaro Emily Roberts Penelope Casson Madeline Roos Laura Rositano Isabella Wallwork Vi Au Kabisha Emad Sharanya Kamath Scarlett Miles Shania Paranavithana French Continuers Emmanuella Baran English Literary Studies Hannah Gough

General Mathematics Amaima Faisal Isobel Dolling Kate Santosh Olakkengil Eliza Fenton-Mair Lily McConnel Geography Madeline Roos Meg Beinssen Information Processing and Publishing Lisa Nelson Sabrina Petrucco Paarami Sooriyabandara Legal Studies Alicia Wright Mathematical Methods Emmanuella Baran Olivia Webb Emy Yang Philosophy Hamayel Abaid Physical Education Zoe Hood Laura Rositano Isabella Wallwork Shivanshiba Chauhan Trinity Hong Kate Kyros Chloe Montague Teagan Powell

Isabel Shearer Jaimee Venning Gisele Wiadrowski Physics Josephine Smart Psychology Brigitte Alvaro Research Project B Amaima Faisal Brigitte Alvaro Emmanuella Baran Emily Roberts Penelope Casson Isobel Dolling Jessica Hawker Zoe Hood Jacinta Rossi Alicia Wright Emma Colovic Alice Dix Lucy Duncan Olivia Elfenbein Sophie Manifold Emilie Muir Dang Thien (Thanh) Nguyen Lucienne Ruddenklau Georgina Wilson Society and Culture Emily Roberts Workplace Practices Jacinta Rossi

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Vi Au

Emmanuella Baran

Meg Beinssen

Penelope Casson

Shivanshiba Chauhan

Emma Colovic

Molly Davidson

Olivia Elfenbein

Kabisha Emad

Amaima Faisal

Eliza Fenton-Mair

Hannah Gough

Peta Gouskos

Jessica Hawker

Xinyu (Darlene) Kong

Kate Kyros

Arabella Lee

Sophie Manifold

Lily McConnel

Scarlett Miles

Chloe Montague

Dang Thien (Thanh) Nguyen

Shania Paranavithana

Sabrina Petrucco

Teagan Powell

Emily Roberts

Madeline Roos

Laura Rositano

Isabel Shearer

Josephine Smart

Paarami Sooriyabandara

Anushka Sudhir

Olivia Tallent

Jaimee Venning

Isabella Wallwork

Alicia Wright

Emy Yang

CONGRATULATIONS

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Wilderness Times | Summer 2021

A girl focused learning entitlement At Wilderness, we are ambitious in ensuring all girls are provided with a learning entitlement that ensures they are industry-ready, well-rounded graduates, equipped with the skills they will need to succeed in their personal and professional lives.

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In 2021, we are pleased to introduce Artemis and Design, Technology and Engineering (DTE) — Wilderness School’s newly developed curriculum offerings.

The 2020-2022 Wilderness School Strategic Plan highlights the need to ‘cultivate capabilities and dispositions to support each girl to emerge as a connected and engaged learner, prepared to succeed in, and contribute to, a complex, rapidly changing world’. Further, we want our students to think deeply about current social and political issues and to develop advocacy and action with passion and bravery. This requires us to think deeply about the design of a future oriented curriculum that prioritises disciplinary and interdisciplinary learning.

The question, ‘What is worth learning?’ has occupied educators’ minds since ancient times. According to Harvard University professor, David Perkins (2014, p. 8), what is worth learning in our society today should be defined as ‘lifeworthy’, or that which is ‘likely to matter in the lives learners are likely to have’. This idea resonates strongly at Wilderness. In order to fulfil the School’s mission to ‘enable each girl to be the best she can be throughout her life’ (Wilderness School, 2019), we are relentless in our pursuit to provide our girls with opportunities for academic and personal growth and achievement. We endeavour to support our students to prepare for their futures, by assisting them to develop the capabilities and dispositions they will need to thrive in all aspects of their lives. Put another way, we aim to ‘prepare our children for the tests of life, not a life of tests’ (Elias, 2001).

Educators around the world are working to modernise schooling to better prepare young people for the 21st century; personalised and self-directed learning, social and emotional skills, and issues-based learning that explores linkages between subjects are a few of the key ambitions of many educational settings (The Economist, 2020).

Robert Marzano (2003, p. 22) supports this, stating ‘a guaranteed and viable curriculum is the first factor, having the most impact on student learning’. To ensure that each girl is prepared for her future personal and professional lives, we must design a guaranteed curriculum that provides an authentic learning entitlement.

At Wilderness, our curriculum plans are based around designing an educational experience which connects with the wider transforming world in which young people live, both on local and global levels.

We are especially passionate about ensuring we achieve Goal Two of the Australian Education Council’s Alice Springs (Mparntwe) Education Declaration (2019), which asserts ‘all young Australians become confident and creative individuals, successful lifelong learners, and active and informed members of the community’ (p. 5).

It is increasingly clear that graduates must develop the ‘human’ elements that allow them to work alongside technology, whilst also developing technological, business, economic and scientific skills, Anderson (2020).

The skills companies need most in 2020

At Wilderness we are ambitious in ensuring all girls are provided with a learning entitlement that ensures they are industryready, well-rounded graduates. Whilst there is no definitive agreement on what they should be called, there is no doubting those skills listed as ‘Soft Skills’ are anything but ‘soft’.

Deloitte Australia (2019) in their report ‘Building the Lucky Country’, explain today’s jobs are increasingly likely to require you ‘to use your head rather than your hands, a trend that has been playing out for some time’. Further, regardless of whether jobs rely on brains or brawn, it is the less routine jobs that are harder to automate, and that is where employment has and will continue to grow (Deloitte, 2019). The ongoing and strengthening interest in these skills comes from the clear and profound changes in society moving into the 21st century – particularly in the changing skills required for employment (Weldon, 2020). Further, The Gonski Report, Through Growth to Achievement (2018, p. 38), highlighted the general capabilities as ‘critical to preparing students for a future of interactive, nonroutine work’ and further, in recent times we are seeing increasing focus on skills of the heart (Deloitte, 2019).

Top 5 Soft Skills

In developing our new curriculum direction, future skills, capabilities and understandings have been at the forefront of our design. It is with great excitement for our community that in 2021 we will be introducing the following new or renewed subject areas:

› Artificial Intelligence

ARTEMIS > YEAR 3 TO YEAR 11 DTE > YEARS 7 AND 8 DTE SPECIALIST CHOICES > YEAR 9

› Video Production

› Creativity › Persuasion › Collaboration › Adaptability › Emotional Intelligence

Top 10 Hard Skills › Blockchain › Cloud Computing › Analytical Reasoning › UX Design › Business Analysis › Affiliate Marketing › Sales › Scientific Computing

(Anderson, 2020)

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Wilderness Times | Summer 2021

Artemis was the Greek goddess of hunting and the wilderness. The daughter of Zeus and sister of Apollo, Artemis was regarded as a patron of girls and young women and a protectress during childbirth. She was worshipped across the Greek world. As such, we saw ‘Artemis’ as the perfect name to encapsulate our new Year 3 to Year 11 subject.

Key ideas will be explored by considering the relationship(s) between themselves and the following three strands: MY RELATIONSHIPS

Artemis is a learning entitlement for all girls across Year 3 to 11 at Wilderness School that: > supports the development of the knowledge, skills, values and attitudes for girls’ personal and professional lives > prepares our girls for more rapid economic and social change than ever before, for jobs that have not yet been created and to solve social problems that have not yet arisen > cultivates capabilities and dispositions to support each girl to emerge as a connected and engaged learner, prepared to succeed in, and contribute to, a complex, rapidly changing world > encourages girls to think deeply about current social and political issues, enabling the development of advocacy and action.

Girls will be empowered to find and refine the qualities that are unique to humanity; qualities that complement, rather than compete with, the capacities of technology. This further supports the School’s mission to ‘enable each girl to be the best she can be throughout her life’.

Students will explore real-world learning that applies discipline knowledge and supports emotional learning and the development of financial and entrepreneurial skills.

Developing healthy peer relationships will be encouraged, including a focus on identity and wellbeing. Artemis prioritises developing ‘transformative competencies’.

These can be defined as the types of knowledge, skills, attitudes and values students need to transform society and shape their future (Hannon, 2017). Rather than traditional approaches to assessment, students will be required to explore key ideas through project-based learning and real-world application.

Artemis will support girls to develop: > Self-regulation

> Collaboration

> Flexibility

> A growth mindset

> Personal wellbeing

> Critical thinking

> Empathy

>T he ability to manage their journey

> Communication

In alignment with the 2019 Alice Springs Australian Education Declaration (Education Council 2019), girls will become confident and creative individuals, successful lifelong learners and active and informed members of the community.

ME MY COMMUNITIES

MY WORLD

Encouraging nine focus areas provides the narrative for the knowledge, skills, attitudes and values developed. The focus areas guide the learning and teaching emphasis for the relevant year level(s). Each focus area will be explored through the subject strands; providing four interconnected lenses to explore key ideas through (self, relationships, society, world).

Focus Areas: > INNER SELF > CONNECTED SELF > DIGITAL SELF > PROFESSIONAL SELF > PHYSICAL SELF > POLITICAL SELF > PHILANTHROPIC SELF > FINANCIAL SELF > SKILFUL SELF

This learning entitlement for our girls ensures that they are prepared for their personal and professional lives. ‘The bottom line is, if we want to stay ahead of technological developments, we have to find and refine the qualities that are unique to humanity. These are qualities that complement, rather than compete with, the capacities of computers.

Tomorrow’s schools will develop first-class humans, not second-class robots’ (Schleicher, 2019).

DTE

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DESIGN, TECHNOLOGY & ENGINEERING

Even before COVID-19 revolutionised the world’s reliance upon technology, the future of work forecast was challenging how industry and educational systems functioned.

In many ways, this pandemic has brought about an even greater urgency for change to industry and work. It is anticipated that with constant changes in technology, our children will be working in jobs barely even conceived yet (Weldon, 2020). This is highlighted by LinkedIn (2017), which claims many of the fastest growing jobs – like Machine Learning Engineers or Big Data Developers – didn’t exist five years ago. Additionally, The Foundation for Youth Australia (FYA) (2019) emphasises ‘automation and globalisation have led to a loud and compelling narrative about the future of work, and career paths appear more complicated’.

The changing space of industry and the increase in digitalisation and automation mean curriculum offerings in schools must evolve. If we want our students to graduate as successful contributors to their future worlds then ‘traditional’ school structures, subject and curriculum offerings will no longer cut it.

Settings where the boundaries are permeable between the community, school, businesses and critically, the digital world, can deliver great engaging STEM education (Hannon, 2017). This connects with the Alice Springs Education Declaration (Educational Council, 2019, p. 5) which states a commitment to ensuring students will become successful lifelong learners who ‘are productive and informed users of technology as a vehicle for information gathering and sharing and are able to adapt to emerging technologies into the future’.

One obvious consequence of the research highlighted in this article, is that any individual without knowledge and skills in STEM, or perhaps more specifically, technology, is at risk of social exclusion, unable to become a fully participating citizen. A key direction of our 2020-2022 strategic plan was to offer a learning entitlement in STEM for all girls.

This has led to the introduction of compulsory Design, Technology and Engineering (DTE) for all girls across Years 7 and 8, and a range of new and innovative Year 9 electives from 2021.

These include: > SPACE & ROBOTICS > CYBER SECURITY & ARTIFICIAL INTELLIGENCE > SUBS IN SCHOOLS > INSPIRE: PRODUCT DESIGN > CREATIVE INDUSTRIES: FILM & ANIMATION

The aim of this new structure is to provide a guaranteed Middle School curriculum for all girls, in which they are exposed to the breadth of DTE and Creative Industries, whilst also providing exciting, interesting and relevant choices for Year 9 students to explore in greater depth.

The Australian Government’s report ‘Through Growth to Achievement’, highlights the importance in shifting education to supporting students to develop non-routine skills and ways of thinking, with advances in technology set to drive this trend further (Gonski, et al., 2018). Additionally, ‘schools need to prepare students for more rapid economic and social change than ever before, for jobs that have not yet been created, to use technologies that have not yet been invented and to solve social problems that we do not yet know will arise’ (Schleicher, 2018). The Design, Technology and Engineering curriculum areas at Wilderness School ensure that our girls develop the relevant understanding and skillset to thrive in a future, technologically driven world.

Wilderness School aims to be a world leader in girls’ education with a strong commitment to ensuring we equip each girl to succeed in her personal and professional life (Wilderness School, 2019).

Our commitment to working with the best researchers and thought leaders ensures we remain true to being future focused, innovative and purposeful in providing the best possible educational opportunities in a rapidly changing world.

We are excited to develop relevant and agile programs that prepare our girls to face their future with confidence and capacity.

Brad Snell Head of Curriculum

Reference List Deloitte Australia. (2019). Building the Lucky Country. Elias, M. J. (2001). Prepare children for the tests of life, not a life of tests. Education Week 21, p. 40. FYA. (2019). School-Industry Partnerships. Foundation of Youth Australia. https://www.fya.org.au/wp-content/uploads/2019/08/ FYA_CareerEducation_EducatorToolkit.pdf [Accessed 14 May 2020].

Hannon, F. (2017). Thrive- Schools Reinvented For The Real Challenges We Face. Innovation Unit Press Ignatova, M. (2017). “Here are the 20 FastestGrowing Jobs in the US”, LinkedIn Talent Blog, 7 December 2017, https:// business.linkedin.com/talent-solutions/blog/trends-and-research/2017/ here-are-the-20-fastestgrowing-jobs-in-the-us [Accessed 16 May 2020].

Mazarno, R. (2003). What Works in Schools- Translating Research into Action. Virginia, USA: ASCD Perkins, D.N. (2014). Future wise. Preparing our Children for a Changing World. San Francisco, CA: Jossey Bass. Schleicher, A. 2019. The fourth industrial revolution. Education Journal, [online] (368), pp.40-41. Available at: https://eds-a-ebscohost-com.ezp.lib.unimelb. edu.au/eds/pdfviewer/pdfviewer?vid=0&sid=ddc9cc99-6453-4f8e-99e15bc2c146f1da%40sessionmgr4008 [Accessed 12 May 2020]. The Economist.

(2020). Staff of 2030: Future-ready Teaching. The Economist Intelligence Unit Weldon, P. (2020). Defining skills for the future: What’s in a name? Australian Council of Education Research. https://www.acer.org/au/discover/article/ defining-skills-for-the-future-whats-in-a-name [Accessed 3 May 2020].

Wilderness School. (2019). The Learning That Matters Framework [Accessed May 2020]. Wilderness School. (2019). Wilderness School Strategic Plan [Accessed May 2020].

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Wilderness Times | Summer 2021

THE DUKE OF EDINBURGH AWARD

‘Despite the challenges being faced by all, it has never been more important to invest in our young people; to help ensure they are ‘world ready’ and able to face the challenging and changing times ahead’ (The Honourable Gary Nairn AO, Chairman, The Duke of Edinburgh’s International Award – Australia).

Since the reintroduction of The Duke of Edinburgh Award at Wilderness School in 2019, our girls have met the challenge with enthusiasm and commitment. This International Award offers girls in Year 9 and above the opportunity to find their passion, purpose and place in the world. It is about the girls striving to be the best version of themselves and enabling them to go out into the world and make it the best that it can be.

In the first year of offering the Bronze Award to all Year 9 students, we had an 87% completion rate and of those girls, 54% chose to pursue their Silver Award the following year. These results are well above both the national average of the completion rate and conversion to the next level.

In 2020 we saw many meaningful service projects. A number of girls were involved in packing treasure boxes for children in need with the Treasure Boxes charity. Other girls gave service to the environment by dedicating time to revegetate areas in the Adelaide Hills affected by bushfires and propagating trees with the Walkerville Rotary Club.

Another worthy project was with Sew Nepal. Girls sewed reusable sanitary kits with the aim of providing all girls in the Bhadure School with a kit on our next trip. We enjoyed seeing girls actively engage with their community and learn how to positively contribute to society with the aim of instilling a lifelong sense of service.

The girls have been involved in challenges that move them beyond their comfort zones, enabling them to discover their true potential on many Adventurous Journeys in incredible environments within our state. Outdoor pursuits saw them participate in kayaking expeditions on the Coorong and the Ral Ral Creek backwater of the Murray River, as well as bushwalking through Mambray Creek in the Flinders Ranges.

It is the girls’ ambition, passion and the change they see in themselves that inspire us to deliver the Award and the reason for offering the Gold Award in 2021. The Gold Award is a prestigious achievement, only reached by approximately ninety young people in South Australia each year.

We are delighted that 22 girls have chosen to pursue the Gold Award this year. Throughout their journey they will develop a further understanding of where their strengths lie and how to overcome some of life’s hurdles.

This experience will provide them with a rewarding yet challenging opportunity to walk the Jatbula Trail in the Northern Territory, a 62km journey, departing from Nitmiluk Gorge, traversing the western edge of the Arnhem Land escarpment and finishing at Leliyn (Edith Falls).

We look forward to sharing the success of these opportunities that will test their boundaries and push their limits.

Lauren Walker Duke of Edinburgh Award Coordinator

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GOVERNOR’S CIVICS AWARDS FOR SCHOOLS

OVERALL STATE WINNERS The Governor’s Civics Awards is a competition for students in Years 5 to 10, sponsored by our Governor, His Excellency the Honourable Hieu Van Le, to enable students to explore, learn about and present on a topic based on South Australian Civics and Citizenship.

This year, the question posed to our students was: Why is it important for young people to know about the establishment and early years of the South Australian colony?

Duke of Ed has been a highlight throughout my schooling and will continue to be as I begin my Gold Award this year. Wildy provides so much support in all aspects of the award including physical recreation, service and the incredible adventurous journeys. Since Year 9, when I began my Bronze Award, I have been encouraged to give service both within the School and in the wider community with worthwhile organisations and charities. This has opened my eyes to areas in our community that need our support as well witnessing the hundreds of volunteers who run these organisations. I have also developed lasting relationships with my peers, especially on our recent kayaking expedition at Ral Ral Creek. This challenging yet rewarding journey is something that I will look back on for years. Every girl at Wilderness is encouraged to take all opportunities presented and Duke of Ed is a fulfilling way to keep track of the amazing things we take part in during our valuable years at school.

Harriet Craig (Bronze and Silver Award Participant)

With the guidance and support of their teachers, students in our Year 5 and 6 cohort considered creative ways to explore and answer this question, choosing a significant person to investigate through this lens.

Each student prepared a presentation in a range of varied media styles and was assessed using the following criteria: • the use of relevant data and information from a range of sources • the presentation using appropriate terms and conventions • originality • engagement with audience • identification and reflection on viewpoints to develop a conclusion to the question.

It is with delight that we are able to share the outstanding results of a number of our students in the competition, including Year 5 student, Annika Ganesh and Year 6 student, Lily Harper, who both received Merit Awards.

Year 5 student Alexandra Pringle and Year 6 student, Sandra Pushpangadan both received exceptional results, and were awarded the overall first place for the State in their year levels.

Alexandra was recognised for her comparative piece on the different perspectives of key stakeholders during colonisation, ‘Broken Promises’ and Sandra for her presentation on the life and significant contributions of Dame Roma Mitchell. Both Alexandra and Sandra were presented with their medallions

by His Excellency the Governor Hieu Van Le at a special Proclamation Day event held on Monday 28 December, 2020.

Liz McCarthy Head of Junior School

Wilderness Times | Summer 2021

WILDY FRINGE

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2020 saw the birth of the Wildy Fringe - a two-night spectacular of Wilderness creative delights! This new event in the Wilderness Creative Industries calendar offered audiences a showcase of dramatic and musical performances, screenings of films, animations, photography and exhibitions of artwork.

On stage, Year 7 Drama students performed a series of self-devised shows that toiled with notions of fate, inspired by their studies of Ancient Greek Theatre.

The Year 9 Drama ‘Theatre for Change’ pieces challenged the audience to think deeply, while the Year 10 students explored the realms of Absurdist Theatre with their aptly named piece ‘Absurdia: Three Absurd Plays by Helen Yang and Aldo Longobardi’. The Year 11 Stand Up Theatre Company performed ‘Control Freaks’ providing the viewers with a humorous, yet poignant exploration of humanity’s obsession with control.

In Hender Hall, the Gwen Robinson Pianoforte Competition treated the audience to an amazing display of the girls’ incredible musical talent. The adjudicator for the evening, Monika Laczofy OAM was so impressed with all of the performances she announced Year 5 student Sarah Mah as the overall winner and also recognised Year 8 student Victoria Phan with a ‘special judge’s award’.

In between shows the entertainment didn’t stop with the Jazz Ensemble and the Rock Band providing lively tunes, giving the whole event a ‘festival vibe’.

Audiences were also invited to the exhibition of Stage 1 photographic explorations as well as animations, nature photographs and visual representations of ‘Self’, created by Year 9 Multimedia.

Along with the wonderful festival of films created by Multimedia students from Year 7 to 11, the Stage 2 films ‘You’re It’ and ‘Carrot and Dip’, art displayed by the Middle and Senior girls ‘wowed’ audiences.

It included exhibits ranging from lolly mandalas and Frida Kahlo inspired pieces to the tasty exhibition of a Pop Art Feast of truly mouth-watering pottery food!

The Wildy Fringe really offered so many creative delights for everyone! It was a wonderful event that provided numerous girls with the opportunity to display their creative talents to each other and the community. I wish to thank all those who supported the event and helped make it happen. We look forward to it continuing to grow and evolve in years to come.

Hal Bruce Head of Creative Industries

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Wilderness Times | Summer 2021

EARLY YEARS

THE SHADOW PROJECT A wonderful student provocation sparked The Shadow Project.

Yaalini asked in passing one day, ‘What is a shadow?’ Naturally, instead of answering this question for Yaalini, we turned the question into the basis for a project. We explored this question together as a group and exposing the girls to everything ‘shadow’ became the overarching intention.

We started by asking the group: What is a shadow?

We asked: Why do you think their shadows got bigger and smaller?

“ A shadow is when the sun and the shade… and, you step in the sun and the shade and it makes a shadow.”

– Emily F

“ Well I noticed that when they went forwards their shadows went little and when they went backwards their shadows went bigger because when you go close to it, it will make it just your size and when you go backwards, it will get bigger and then if you go forwards again, it will make your shadow go little again.” – Matilda

“ Umm… if you make a shadow puppet with your fingers it will make a shadow.” – Manon “ When you see the same…when you see yourself on the wall.” – Maddy “ I think when you get a shadow, you want to have a shadow friend.” – Gigi “ When the sun’s up, the sun makes a shadow of your body.” – Maddie R After this initial question, we added an overhead projector to our space and together discussed the girls’ engagement with it. We started by showing the girls a video of Rose, Maddie R and Aurelia discovering their shadows in the light of the overhead projector for the first time. Much of the discussion throughout the film was of the girls discussing and exploring how their shadows grew and shrank depending on where they were standing.

“ Because the sunlight was going through us so then we were bigger and then it got bigger and bigger when we went backwards and then when we went forwards it couldn’t because we were too far away and it made us small.” – Rose “ So the light was going through them a bit when they were going backwards, and they got bigger and bigger and when they went forwards they got smaller and smaller because the size changed because the light because...

I couldn’t remember.” – Olivia “ Because when you go forwards in the light... Because the light is big and then when you go forwards it makes you little.” – Georgia

“Because it works like that.” – Emma H “ Because I think because the sun is bigger because maybe when it goes smaller and then maybe it will go smaller again when they go forwards and maybe when they go near the other light maybe because there are two lights and maybe that makes them in front they’re little and when they’re in the back they’re big!” – Gigi “ When they got bigger because they were blocking the light and when they got smaller because they weren’t blocking the light.” – Lara “ Madeleine shadow got bigger because she got really far.” – Bianca We turned this interest in shadows into a game. We took photos of the girls’ shadows and viewed some of them.

Some shadows were easy for the girls to determine whom they belonged to, but others were a little tricky.

This experience was all about noticing and describing the distinguishing features of each other.

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WHO DOES THE SHADOW BELONG TO? EMMA’S SHADOW “She’s so tall.” – Georgia “ Emma! Because she’s so tall. ” – Olivia “Like Parneet.” – Yaalini “Maybe.” – Emma H ISSY’S SHADOW “ I think it’s Issy because she has two pigtails, but you can’t see the other pigtail on the shadow because it’s on the other side.” – Lara OLIVIA’S SHADOW “Me! – Olivia “ Olivia because she has the ponytail on her hair.’ – Rose “ Because I can still see some curls.” – Issy

We then added some texture to the overhead projector to see if this would impact on the way the girls engaged with their shadows.

Madeleine thought the yoghurt lid when placed on the overhead projector created the shadow of a little girl with pigtails.

“The sun.” – Celeste

“It looks like scribble.” – Amelie

We also took our shadow learning outside, looking in more detail at our own shadows but also discovering all the other objects in our world that make shadows.

The Shadow Project has been a wonderful scientific journey of questioning, theorising, making ‘smart guesses’, experimenting and discovering.

“It looks like a pattern.” – Anvi “A scribble pattern.” – Amelie “It’s a tunnel!” – Gigi “It looks like a rainbow in here!” – Ellie And, the girls explored making shadows with loose parts and the overhead projector.

“It looks like an eye now.” – Ellie F “It needs lots of sun beams.” – Georgia “ We’re making a sun and then we will make a moon.” – Olivia

And finally, a question that would really require the girls to think deeply: What is a shadow made of?

“Your body.” – Maddy D “ Because the shadow is made of the sun because when the sun shines down it makes a shadow so that’s how shadows are made.” – Mia “Light.” – Olivia

“Now let’s make a flower.” – Madeleine

“The ground.” – Maddy D

“Yeah great idea, come on girls.” – Olivia

“ When I touch the carpet and I touch my shadow it still feels like the carpet.” – Gigi

“ We need pop sticks for the petals...

That’s the nectar.” – Georgia “ How about we could do a little circle here and bend these like this?” – Olivia

“The sun or the light.” – Alexa

“That’s a little girl there.”– Madeleine W

“Air.” – Isla

“A carpet.” – Emma H

“ When there’s light in front of... behind you... the sun.” – Maddie R

It would be fair to say that the best questions are often those that the educators don’t know the answer to either, allowing an authentic quest of wonderment and discovery together.

The Shadow Project definitely encompassed some of these questions and gave us the context to truly walk alongside the girls as learners too.

Rebecca Williamson Assistant Head of Junior School – Early Years

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Wilderness Times | Summer 2021

TO THOSE WHO LEAVE US –

VALEDICTORY DINNER 2020 On Friday 23 October, our Year 12 students, together with their parents gathered at the Adelaide Convention Centre for a very special Valedictory Dinner. It is a tradition that a staff member toasts those who are leaving. In 2020, Head of House and old scholar, Rhiannon Giles saluted our graduating girls.

Good evening Jane Danvers, Year 12 students, families and colleagues.

This week twenty something years ago, I sat in my last school Chemistry lesson in S1. I had plans to study science at Adelaide University before Dietetics and Nutrition at Flinders.

My Chemistry teacher was Ms Judy Cox, a Wilderness Old Scholar herself and we all adored her. Just as many of your Year 12 teachers have done this week, she gave us all a good luck present. A small test tube with a sprig of Geraldton Wax sitting inside and a small piece of silver curling ribbon tied around it. Her final words in that class were a challenge given to us, ‘Now go out there and show them that girls do Chemistry.’ I remember these words so vividly because it had never occurred to me that girls didn’t.

At Wilderness you, like me, have been supported and encouraged to develop your interests, whatever they may be. To seek new opportunities and what’s more, you would have found a tribe of like-minded friends to help you along the way. This evening you join a group of approximately six thousand old scholars who, through this school, are linked for all time.

Have you ever considered the person you would be without Wilderness? What lessons, experiences and opportunities would you have missed?

If you take away the Wilderness parts of me, I am not sure how much would remain, it is such an important part of who I am as an individual and as an educator.

It is here that I should mention that I have a special place in my heart for the Boarders, their families and the transition when starting at Wilderness. What a culture shock it was for me to start here after finishing primary school in Port Augusta. Nothing about me then suggested Maths and Science were for me until Year 8.

Now if you have been taught by me, you will no doubt know that I failed my first fractions test and why. It was at that point I decided I did not much like that feeling and resolved to master fractions and I did. Then when my name was read out at assembly for achieving a prize in a science competition, people told me ‘You are good at Science’ and I believed them. So, it was settled, Maths and Science were for me and I never changed my mind. I had always liked school, but I loved Wilderness, my House, my classes, my subjects, my friends and my teachers.

This year, during the period of online learning, I learnt that Wilderness is a lonely place without girls for as explained

by Miss Mamie, ‘in the long run it is the girls who make the school’. The speeches given by teachers and your peers over the last week have detailed the valuable contributions you have all made to the School, to make it what it is today and the legacy you leave for the future.

People are always keen to know if Wilderness has changed over the years and in many ways, yes, it has. Schools are ever changing, dynamic and evolving. You all have been lucky enough to be the first group of Year 12s to walk through the doors of the magnificent Learning Commons, to inhabit a beautiful new Common Room, put your books in the lockers and enjoy the learning spaces.

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The School does look very different, even from when you started here. But I know what is important remains unchanged and that is the School values.

I know this because when I walk around the School, I feel the same sense of pride and connection I felt when I was a student. I witness the School values being lived by the students every day.

Some of you may be feeling that you are ready to leave but others of you may not. I can tell you from experience, that the sense of belonging and connection you have experienced here at Wilderness, will be harder to find in the world of tertiary study or work. You have heard me say it before, but the real world is not like Wilderness. Please be prepared for this fact but leave here with the confidence that the School shares, that within you is everything you need.

Please raise your glasses and join me in a toast to those leaving. To the Class of 2020, all our very best wishes.

May you remain ‘Always True’.

Rhiannon Giles Head of House – Cedar

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Wilderness Times | Summer 2021

WELCOME

We are delighted to welcome Thomas Keller and Rebecca Foster to Wilderness School in 2021.

It is always wonderful to meet new members of staff and learn what inspired and led them to their current role. We sat down with them both and asked a few questions to get to know them.

Thomas Keller

Head of Design, Technology and Engineering

What led or inspired you to get into education?

I grew up on a farm in the Southern Flinders Ranges between Wirrabara and Booleroo Centre. I loved Design, Technology and Engineering (DTE) at school and set my sights on getting an apprenticeship in Carpentry once finishing Year 12. There were not many opportunities in the district at that stage, so I completed some training in Viticulture and worked at a local vineyard. One weekend at a local football match, I caught up with a family friend. He was 2 years through a teaching degree in Adelaide. We talked about the lack of opportunities in the district for young people. He suggested that if I loved DTE at school so much, then why not move to the city, go to university and become a DTE Teacher.

The following year, I packed my bags, headed off, and that is what I did. I have just finished my 12th year teaching DTE and it was the best decision that I could have made.

What is your vision for Wilderness students in your role as Head of Design, Technology and Engineering?

I believe that DTE education is about learning through exploration and making mistakes. I plan to develop a program that will challenge the girls to create solutions to problems through the Engineering Design Process.

They will learn problem solving skills

that can be transferred from the DTE classroom to other parts of their life and education. I also plan to expose the girls to the opportunities that exist beyond the classroom in the Design, Technology and Engineering fields.

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

I love that I am always working with new technology. The challenge for me is dealing with the ever-changing nature of technology education. It is near impossible to master every aspect of technological advances, and if you ever feel like you have, it is probably a sign that you are standing still too long.

The rewarding aspect of this work is that I get to learn alongside the girls as they make sense of what it all means to them. This is what makes this subject area so worthwhile.

Tell us something interesting about yourself...

I am married with three beautiful daughters aged 2, 4 and 6. Five years ago, my wife and I embarked on the renovation of a 1900s cottage. It is still very much in progress and will be for many years to come.

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Rebecca Foster

Head of Advancement

Tell us a bit about yourself...

Why Wilderness?

I am a born and bred Adelaidean and I attended Trinity College. Because I’m an Adelaidean, I know it’s very important to tell people straight away which school you went to! I have four children – two biological and two stepchildren, all grown – and am happily married to my gorgeous husband, Derek. I love all of the usual things like travel, food and wine, and I enjoy not enough of the first and too much of the second and third. In my spare time, I really love a good long walk. I was supposed to hike coast to coast across England in June last year to tick Hadrian’s Wall off my bucket list, but sadly, COVID put paid to that, at least for now.

As an advancement professional, as well as opportunities in education, there are careers to be had in the arts, charity, research, non-profit and government sectors. I have worked in several of these, but my heart has always remained with independent schools. I love the wonderful sense of can-do-ism and collegiality that is found in school communities. Wilderness has such a rich history, and the pride in its past and present achievements is palpable, from alumni to students and from parents to staff. I am thrilled to be learning about this strong shared identity that binds us all together.

What personal qualities do you value most?

I was raised by hard-working parents who instilled a strong sense of personal responsibility from a young age, for which I continue to be grateful.

I value consistency and authenticity.

It’s very difficult to build relationships or achieve great things in collaboration when that’s not there. I value people who are generous and others-centric in their thought, speech, and deeds. I also admire people of faith and enjoy listening to their world view, wisdom, and experience.

What are you looking forward to most in your new role?

I see my role as connecting the past with the present and the future. To paraphrase a quote by Sir Isaac Newton, we see further by standing on the shoulders of giants, or those who have gone before. At one end of the journey, we have current students who are just at the beginning of a lifelong association with the School.

At the other end, we have old scholars who are also an integral part of this community. I believe that the stories, insights, talent and support of our alumnae, not only can help, but are absolutely necessary in helping future graduates realise their full potential. I am looking forward to getting to know the community and learning about how individuals, groups and families might enable us to see further and go further.

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

When it all comes down to it, my work is about the transformation of lives.

Education is a game-changer, and a world-class education at Wilderness is exponentially even more so. Whilst we are incredibly blessed to live in this country where education is accessible to all – at least in theory – there are still many who experience incredible obstacles to their educational journey for various reasons. Over the years, I have been lucky enough to hear a number of students share the impact of having received a scholarship, and these stories always make my heart swell. To see playing fields levelled and dreams realised is incredibly moving and is a wonderful experience for not just the recipient, but the benefactor and indeed, for everyone in the entire community who benefits from the lifeforce of a philanthropy culture.

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Wilderness Times | Summer 2021

FAREWELL SUE WARK The end of 2020 saw us farewell a long serving and dearly loved member of our Wilderness community, Sue Wark.

Sue has been a Year 1 teacher at Wilderness for 14 years. After a teaching career spanning more than 40 years, she has retired.

Sue has made so many contributions in so many ways during her time with us.

Her classroom teaching is synonymous with a high degree of academic rigour and expectation delivered in a way that is engaging, accessible and such great fun.

She touched the lives, improved the learning outcomes and made a difference to so very many girls and their families at Wilderness. She is fondly remembered for the creativity and humour which were injected across her teaching and learning program, with drama often at the centre.

Her reputation for designing opportunities for the girls to participate in relevant learning based on real life problems is outstanding. It is this commitment to ensuring both the experience and the outcomes for her girls that sees her retire from teaching at Wilderness as a highly regarded educator, colleague, teacher and friend.

Sue will be greatly missed. Our loss, however, is her family’s gain and we wish her joy, relaxation and great adventure as she takes this next step to spend more time with her grandchildren in 2021 and beyond.

Liz McCarthy Head of Junior School

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SUPPORTING THE

WILDERNESS PARENTS AND FRIENDS’ ASSOCIATION The Parents and Friends’ committee started 2020 with a wonderful Parent Welcome Drinks were held on Friday 7 February. The event was held on Memorial Lawn with 250 parents and staff in attendance. The committee were all on hand with bright shirts and big smiles, serving an array of drinks to parents new and old.

The weather for the evening was perfect, leading to a pleasant evening of introductions, chatter and marvellous eats catered for by the Wilderness Café. This annual event is an important demonstration of the role of the Parents and Friends’ committee - being the friend raisers of Wilderness School and its community.

Encouraging a sense of connectedness within the School, we traditionally hold events throughout the year, providing opportunities for our families to meet other parents and staff, share ideas, have fun, and enjoy being part of the Wildy family. Of course, with the changes to our world in 2020, our normal calendar of events was altered for the year.

The Mother’s Day Classic continued to run Australia wide. As a virtual event, the Wilderness School team walked and ran in our own neighbourhood on the cold morning.

We were pleased to be recognised as the largest participating school in South Australia. This was our 9th consecutive win of the award and one of which we are very proud.

On November 10 and 11, we were so very fortunate to support the Wildy Fringe on school grounds, where the combined efforts of Drama, Multimedia and Art were able to showcase the girls’ work in a dynamic format across several stages. Parents were entertained with Years 7, 9 and 10 theatre performances, the Year 11 Stand Up Theatre Company, screening of the 2019/2020 Wildy Films including the People’s Choice Award, as well as Multimedia and Art Exhibitions and live music. It was so fabulous to get back out and about on the grounds, albeit carefully, and support the girls.

We continued the engagement of the Year Level Representatives and are thankful to those parents who organised the small year level gatherings throughout the quieter months.

In 2020 we developed a wonderful range of Wilderness Supporters’ garments available to parents, grandparents and friends of Wilderness. From this year there are fashionable rugby tops, polo tops, scarves and beanies in Wilderness colours to be worn while showing support to our girls and our School, at school sports, cocurricular activities and intercollegiate competitions. This quality merchandise will be available through the uniform shop and may be worn proudly throughout the year.

Although 2020 was quieter for parent interactions, the committee continued

Jen Guest President, Parents and Friends’ Association

to collaborate in developing policies and procedures for future events, in keeping with the new regulations of social gatherings and catering. We have had time to brainstorm ideas and look forward to bringing fresh involvement and interaction around the School in 2021.

I sincerely thank all of the Wilderness School Parents and Friends committee members and executive for their patience, resilience, passion and their continued sense of community spirit within our school in what was a different year.

The Parents and Friends Committee are excited to return to face-to-face friend raising this year at various showcases, performances, sporting events and exhibitions which display the skills and achievements of our girls.

Personally, I had a year to reflect on the wonders of our school and the resilience of the girls, staff and executive in times of change. It is heart warming to see our school move through these changes with confidence and skill, giving my committee and me the desire and ambition to further support our adaptable community.

Jen Guest President, Parents and Friends’ Association

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Wilderness Times | Summer 2021

WILDERNESS OLD SCHOLARS

OUR MISSION REMAINS:

To provide a ‘go to’ community hub for Wilderness women and girls through the provision of services and events that add value to their personal and professional lives.

From the WOSA President I recently looked back at what I had written in the Spring 2020 edition of the Wilderness Times. I noticed that I had signed off hoping for a return to life with more certainty in 2021.

I suspect that was because with certainty comes a sense of security.

Reflecting on this now, I realise that certainty can be an elusive concept.

In fact, a quote from Pliny the Elder (AD 23/24 – 79), Roman author, naturalist and philosopher – ‘The only certainty is that nothing is certain.’ - suggests that this concept has challenged humanity for quite some time!

The one thing that did become certain in 2020 was the need to embrace uncertainty and tackle it head on.

The result has been astounding. We all adapted to the changes required of us to live our lives, both personal and professional, differently from how we had been living them. We learnt to socialise differently, we learnt to learn differently, to work differently and we embraced the technological and behavioral changes required to do this. This time of uncertainty has encouraged change and inspired entrepreneurship and experimentation.

Whilst we expect a sense of normality to return to life in 2021 it will be a different normal from life before COVID. What we should hope for in 2021 is to find a better balance between certainty and uncertainty. The ability to adapt to change and to find ways of living in what has become our new normal.

At this point we are anticipating a return to our graduating year and regional reunions and events such as Quiz Night that are part of our anticipated annual calendar.

In addition, we hope to bring our community together at a professional level with events and services that will be new to WOSA. More news of dates will be announced as they come to hand. But no matter what happens in 2021, there is one thing that does remain certain, you remain a valued member of the Wilderness Old Scholars’ community - always.

Jacki Smith Class of 1978 President Wilderness Old Scholars’ Association

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WILDERNESS WOMEN

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

The following past students kindly participated in the panel discussion at our Welcome to WOSA Year 12 Breakfast held last October.

Inspired by their advice and experiences, we decided to ask them a few more questions.

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Lily McBain Class of 2017 What ignited your passion for your career choice? Can you describe your journey?

studying a Bachelor of Journalism and Professional Writing, majoring in Social Media.

Growing up with a parent in the media, from a young age I developed an interest in all forms of media viewing it as an exciting career with no two days alike. In my final year of school on the eve of my first Year 12 assignment’s due date I decided I couldn’t possibly start the assignment (yes, start) until I had my 5-year plan figured out. In hindsight this was an obvious procrastination move, however it helped me figure out an end goal to aim for. I sat down at my desk and decided to research every possible degree that sounded interesting to me. I ended up landing on a Bachelor of Media at Adelaide University and while simultaneously scrolling through my Instagram feed and looking at Roxy Jacenko’s life my aspirations of being in Public Relations came to light.

My career came about by chance. I started as a bartender working for my family’s hotel group and after learning the basic skills of pouring a beer and taking orders, I moved hotels and started working at The Kentish Hotel in North Adelaide. My role of in-house marketing fitted in perfectly with my degree in professional writing and social media and slowly under the amazing guidance of a female manager, an industry that had always looked so male dominated suddenly didn’t. Slowly growing my skills and learning more about the hospitality industry I grew my portfolio to feature another hotel and then another. Currently I personally work with three hotels around South Australia and have created my own business in marketing hotels and creating content in the form of social media, websites, in-house menus and promotions and events.

While none of my initial goals went to plan, I learnt that flexibility is crucial and you can’t plan every detail of your life. I was accepted into my first preference degree at Adelaide University elated that I would have the opportunity to have lunch with my friends and see people I already knew every day.

The reality of choosing a degree based on convenience was something I soon learned wasn’t the best idea and on the first day of my second year I realised my degree wasn’t taking me where I needed to go. I decided to transfer universities and degrees and begin a new journey at UniSA

What advice would you give aspiring Wilderness girls?

Words I try to remember as much as possible are to take every opportunity that comes your way and give everyone the same respect you wish to have. It is easier to be kind to someone than it is to be mean. I know that I never want to wake up one day regretting not meeting with someone over a possible job or never responding to an email which could have led to something. The most important thing you have is your name in life and the way people remember you. The impression you leave on them speaks volumes of your character.

What have been some key defining moments in your career and life?

A defining moment for me and one that helped guide my career was my love for leadership, being fortunate enough to be Cedar House Captain in 2017 taught me just how much of a perfectionist I am and how much I march to the beat of my own drum. Therefore when beginning my career, I knew I had what it took to be my own leader and start up my own business.

Favourite professional memory/day?

While my career is young, my favourite memory so far is my first major event for The Kentish Hotel. Together with the Hotel Manager we created a sellout World Gin Day event called ‘For the love of Gin’. Hosting five distilleries and over 200 people thinking of strategies to compete with other businesses hosting similar events proved to be one of my biggest learning opportunities and to this day is something I often refer back to when content planning with new clients.

Please provide one motivational / inspirational quote that might appeal to our current students.

‘Your talent determines what you can do. Your motivation determines how much you are willing to do.

Your attitude determines how well you do it.’

33

Isabelle Greco

Lydia Li

Class of 2017

Class of 2019

What ignited your passion for your career choice? Can you describe your journey?

I can remember loving maths as early as Year 4, when I got home from school after learning how to divide fractions and proceeded to spend the rest of the afternoon picking random fractions and dividing them! It wasn’t until quite late in Year 12, however, that upon the encouragement of my phenomenal maths teachers, I applied for a scholarship to study maths at the University of Adelaide. I’m currently studying an advanced maths degree with a Diploma in Languages (focusing on French – thank you Madame!) and honestly could not have imagined the incredible opportunities in Adelaide and beyond this would lead to.

What advice would you give aspiring Wilderness girls?

As corny as this sounds, trust yourself.

Going to Wilderness is going to be the most phenomenal launching board for the rest of your life, so long as you’re willing to jump. I know it’s scary – trust me, I picked this piece of advice because I often need to remind myself of this, but you are so genuinely incredible.

As a mathematician in the making, I can tell you that whatever leap you’re contemplating and whatever opportunity you’re considering, I am 100% confident that you are going to be brilliant. Trust yourself and make that jump!

What have been some key defining moments in your career and life?

At the ancient age of 21 it does feel a bit weird to talk about defining moments

in my life! If I had to pick something, it would be the very start of uni. Although I didn’t know it at the time, among the people I was meeting were my best friends, mentors, and support crew for years to come, all of whom would have a profoundly awesome impact on my life. I also think getting my first maths-related internship was a pretty important moment – alone in a new city with a ‘proper’ job I actually felt almost like an adult!

Favourite professional memory/day?

This year I was lucky enough to be a keynote speaker at an inspiring women in technology conference run by the Institute of Engineering and Technology.

Although I will admit I felt very out of my depth on a panel with Members of Parliament and C-suite professionals, the experience of getting to speak to and with such an incredible group of people was phenomenal, and the kind feedback I received afterwards absolutely blew me away. Definitely an example of trusting myself enough to take up a crazy opportunity that paid off.

Please provide one motivational/ inspirational quote that might appeal to our current students.

My favourite quote, and some advice I need to heed more often, comes from Newt Scamander in Fantastic Beasts and Where to Find Them: ‘Worrying means you suffer twice.’

Admittedly, easier said than done, but something important to remember, particularly at the moment!

What ignited your passion for your career choice? Can you describe your journey?

I am a winemaking student from the University of Adelaide, and I have noticed that many of my Asian friends, including myself, go very red when consuming alcohol.

To alleviate the embarrassment of Asian flush, I have started my online business of selling a transdermal patch that reduces the effect of Asian flush when the lockdown started this year.

I have always wanted to start my own business and the lockdown gave me the perfect opportunity to not only work on my university tasks but also to spend a lot of time on my business.

Perseverance was the key reason why I was able to start a new business shortly after I graduated from high school while attending university. From contacting overseas manufacturers to learning how to build an e-commerce website, as well as how to do online marketing, I had to do everything myself.

Many steps in the process of bringing the new business to real life were challenging but I never gave up when I was facing difficulties. Just like Kim Namjoon (RM), the leader of BTS, has said: ‘Life is a sculpture that you cast as you make mistakes and learn from them.’

Learn from mistakes and never give up. Bit by bit you can achieve all your dreams.

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Wilderness Times | Summer 2021

WILDERNESS

INTERGENERATIONAL FAMILIES

Mrs Diana Evans (O’Halloran–Giles) (1949)

L to R: Georgina Evans (2008), Isabel Evans (2012), Stephanie Evans (Sergeant) (1977), Rachel Evans (2007).

O’Halloran-Giles and Evans Family

I spent 24 years in the Wilderness (apologies, I think that’s actually the name of a reality TV show) and I am still in awe of my old school as I call in or drive past!

Antholiza House

Wildy stands proud in its space, now a state-of-the-art school…unique and attractive, with welcoming buildings thoughtfully placed between the gum trees that gave the School its name.

The previous quaint but rambling grounds with their imposing gum and carob trees are now enhanced by impressive buildings that command attention and leave us in no doubt that Wildy has headed into the future.

“From little things, big things grow”.

Thanks Paul Kelly.

Reflecting on my time at Wilderness, could it be that winning the egg and spoon race in Grade 2 was my first taste of an enduring love of sport? Fortunately for me, sport was an integral part of life at Wilderness. It didn’t hurt that I preferred the blue sports uniform with my initials proudly displayed on the pocket, to the more dreary regular brown school uniform of the day.

I moved on from eggs and spoons to tennis and netball, and couldn’t get enough. I died my hair blue every sports day (never a great look) and who can forget the deafening cheering at the swimming carnivals? Come on Anty!

Some things don’t change. My favourite colour is still blue though no longer for my hair.

Visits through the green door, for good reasons and bad, the jungle bars (making us late for class), the secret room behind the blackboard, and the ominous order marks.

There were fairs, fetes, and friends, and always a great sense of fun.

Inspiring teachers instilled in me my love of reading. I can never forget my discovery of the classics, Tess of the d’Urbervilles, The Great Gatsby, Picnic at Hanging Rock, Henry V111, and The Odyssey. And more importantly, friends.

Friends for life. ‘Semper’ friends, always friends. Have we really all turned 60? I digress…

Winding the clock forward 20 years to the year 2000, I was to see the School

35

Mrs Diana Evans (O’Halloran–Giles) (1949)

Margaret Evans

Stephanie Evans

Jo Giles (Evans)

(1973)

(Sergeant) (1977)

(1979)

Rachel Evans

Georgina Evans

Isabel Evans

(2007)

(2008)

(2012)

with new eyes with our middle daughter Georgie starting in Year 5. For me, it was a lot like coming home with the School spirit stronger than ever.

The values we were taught were just louder now, words to guide our children’s lives: respect, kindness, care, individuality, leadership and achievement.

It was an easy community for me to re-join. The Old Scholars’ Committee drew me in for more than 10 years, through which I renewed old friendships and made new ones, working together to raise funds, oversee a scholarship programme and design the current school leavers’ signet ring.

Taking over the reins of the annual Old Scholars Golf Day, we also created the Interschool Golf Challenge between four schools, the friendly rivalry which is still going strong after 17 years.

By 2002, all three of our girls were donning the Wilderness uniform, by this time, a newly designed smarter and more modern one. Wildy might have become modernised, but its history was not lost on our girls thanks to a long-

standing family connection with the School, not only mine but also that of their paternal grandmother Diana Evans (O’Halloran-Giles, who attended in the 1940s, my husband Tim’s mum) and their two aunts, Margie Evans (1973) and Joanna Giles (Evans) (1979).

During the period when our girls Rachel, Georgie and Isabel attended the School, they were lucky to experience the dynamic leadership of both Mrs Carolyn Grantskalns and Ms Jane Danvers. Wilderness encouraged young women to develop their individual strengths and our girls did just that. They left school with a sense that they could do anything. They have all travelled, worked overseas, studied, showed commitment and an excellent work ethic. They have each found careers that they are passionate about.

Rachel followed a creative path.

Combining her artistic skills with people skills, she has set up her own event styling business called Hygge. There are daily challenges, which require problem solving, decisiveness and confidence.

Georgie has sought to help the community through law. She is currently working in the challenging area of child protection at the Crown Solicitor’s Office, work that demands resilience and courage.

Isabel is a writer with an advertising agency in Melbourne. Coming up with new ideas can be a brain drain, constantly requiring her to think on her feet. Highly organised, she is always ready to take on a challenge, a skill set she practised and mastered at school.

Three unique women following their passions with confidence, solid values, and great work ethic.

Wilderness has personally given me many gifts but the greatest of these was creating such strong foundations for our girls.

Stephanie Evans Class of 1977

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Wilderness Times | Summer 2021

OLD SCHOLARS’

MORNING TEA AND SCHOOL TOUR

How fabulous it was to have had an opportunity to welcome some of our old scholars back to the School grounds after the chaos of 2020!

Despite the rain on the day, we still managed to host a lovely tour and morning tea for a wonderful group of past Wilderness women.

Armed with umbrellas, the tour went ahead! I was privileged to have had the honour of showcasing the incredible new developments that have occurred over recent years.

The tour included unveiling the new Learning Commons (completed that year), the Michell Music Centre and the Gymnasium all of which were highlights amongst the group.

Many of our old scholars commented on how these new facilities have been perfectly integrated with the original cherished parts of the School.

Wilderness, even with its modern developments, continues to respect its rich heritage and idyllic setting.

For an old scholar to come back to a school that has endured such tremendous change over the years and still feel a true connection is exceptional. The group thoroughly enjoyed the experience of witnessing all that is new, while reminiscing over the familiar. I loved being a part of their experience.

Wilderness will continue to grow and develop to maintain its status as a world class education provider, whilst remaining ‘Always True’ to the core values of the School, respecting the Misses Brown’s vision and the memory of old scholars who walked the grounds.

At the conclusion of the tour, we shared an enjoyable morning tea in the new Chrysalis, the top tier of the new Learning Commons building. Overlooking the cloudy skies of Adelaide on the day, we had a lovely time exchanging stories and memories of times past.

Thank you to all the gorgeous old scholars who came and shared in this lovely morning.

It was a pleasure to see so many familiar faces and have an opportunity to become acquainted with those new to me.

We are very much looking forward to hosting the annual event again this year.

Emma Bishop Old Scholars’ Liaison Officer

37

2020 OLD SCHOLARS’ GOLF DAY The Old Scholars’ Golf Day was held on Monday 16 November, 2020 at Royal Adelaide Golf Club.

24 old scholars from Adelaide, Burra, Naracoorte and Renmark plus players from Seymour, Annesley, Woodlands and Walford formed a field of over 100 ladies to compete for inter and intra school prizes and trophies.

Once again, we were set off to play by the magnificent bagpipe performance by Verity Milne (a Seymour old scholar). A happy morning ensued albeit in blustery conditions resulting in an interesting array of scores all around.

A team of keen volunteers ensured everyone was kept fed and watered throughout the morning. Afterwards we all enjoyed a delicious lunch in the dining room plus presentations.

Annesley was this year’s winner of the Ingrid Esau Cup for the Best Overall School Result. Annie Tolley (Middleton) (1972) had a great morning winning the Wilderness Old Scholars Perpetual Trophy with Didy McLaurin (Holden) (1964) a close Runner-up. The Best Team winners were Sue Hancock (Barrett) (1967), Didy McLaurin, Mirrie Waters (McLeay) (1970) and Joan Lyons (Holden) (1962).

At present we are waiting on confirmation of next year’s date.

Please refer to future editions of the Wilderness Times for details. All old scholars will also be notified by email.

We would love to see as many players as possible be part of this fun day.

Vicki Thwaites (Bruce) Class of 1975 Golf Day Event Organiser

LUNCH FOR THE CLASS OF 1960 A luncheon was held at The Kensington Hotel on Friday 13 November for 14 old scholars (there were 6 apologies).

It was a great get together with lots of hilarity.

Sue White (Thomson) brought the 1960 Wilderness Magazine which produced much laughter looking at the photos and articles.

Sue Ranicar (Willis) and Diana Hirsch (Piercy) came from interstate which was quite a feat considering this pandemic.

All in all, a great luncheon was had, and I believe some attendees were still there catching up till after 4.00pm!

Margy McKay (Swift) arrived wearing a straw hat decorated with her prefect’s band and School badge – everyone was suitably impressed that she still had them.

Linda Alexander (Trott) Class of 1960

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Wilderness Times | Summer 2021

REUNION

CLASS OF 2015

On Saturday 16 January, the Class of 2015 gathered to celebrate five years since graduating from Wilderness.

The afternoon began with a school tour where we were left in amazement of the stunning upgrades that have occurred in the short time since leaving the School. We would like to thank Emma Bishop and Rebecca Foster for providing a group of loud and excited ladies with a tour during the holidays.

Once we had finished exploring the

WILDERNESS SCHOOL SUPPORTERS GEAR

AVAILABLE NOW If you are heading to a Wilderness School sports game or co-curricular activity and want to show your support for our girls and school, purchase a rugby jumper, polo shirt, scarf or beanie today. Parents and friends of Wilderness are welcome to contact the Uniform Shop on 8343 1019 to learn more.

School and picking our jaws up from the floor, we made our way to The Kentish Hotel where around 50 old scholars enjoyed a drink and shared some stories. It was an excellent turn out and we would like to make a special mention to those who travelled across the state and country to join us for the afternoon. Thank you to all the girls who joined us; it was lovely to see so many familiar faces.

Georgia Gosse and Zara Skeer

39

2021 EVENTS AND CELEBRATIONS As we navigate through the world as it currently stands, we are excited to announce the intention to host the below celebrations this year.

Class of 1990 – 31 Year Reunion

We are working with the listed class representatives to make arrangements, and we will communicate via email the event details to respective groups, with the flexibility of changing if required.

Contact: Megan Meredith Email: megan.meredith24@gmail.com

Event details will also be published on the Wilderness website and Wilderness Old Schloars Facebook page.

Contact: George Duncan (McCurdie) Email: wgduncan@optusnet.com.au

Class of 2010 – 11 Year Reunion

INTERSTATE REUNIONS NSW Reunion Date: TBA

Victoria Reunion

GRADUATING YEAR REUNIONS Class of 1961 – 60 Year Reunion Contact: Pen Rowe (Frayne) Email: penrowe@msn.com Mobile: 0438 753 077

Class of 1971 – 50 Year Reunion Contact: Charlotte Ehrlich Email: ehrlichc@bigpond.net.au

Class of 1981 – 40 Year Reunion Contact: Booie Hayward Email: booie@xentech.com.au

Class of 1991 – 30 Year Reunion Contact: Alison Hay (Gunner) Email: alisonhay@y7mail.com

Class of 2001 – 20 Year Reunion Contact: Heidi Saunders (Crawford) Email: Heidi.crawford@cmv.com.au

Class of 2011 – 10 Year Reunion Contact: Madeleine Bain Email: madeleine.bain1@gmail.com

Rescheduled from 2020 Class of 1970 – 51 Year Reunion Contact: Jane Lee Email: janelee@internode.on.net

Class of 1980 – 41 Year Reunion Contact: Susie Clarnette (Potter) Email: richard.susie@clarnette.com.au

Date: TBA

Tasmania Reunion Date: TBA

OLD SCHOLAR EVENTS Southern Fleurieu Morning Tea

BUILDING OUR PROFESSIONAL NETWORK: WOSA BUSINESS FORUMS There is an ongoing opportunity for our old scholars’ community to connect at a professional level. Between us, we have women across the globe in an array of professions at varying stages of their career.

The WOSA Committee are developing a number of initiatives including new WOSA Business Forums to be launched in 2021!

We hope these events enable our community to grow their professional network and share their experiences with others. Stay tuned for more details.

Don’t forget to follow us on facebook facebook/wildernessoldscholars

WOSA Quiz Night Founders’ Day Assembly and Old Scholars’ Morning Tea Old Boys’ Cocktail Party School Tour and Morning Tea Old Scholars’ Golf Day 1966 and Prior Old Scholars’ Lunch For further information regarding any of the interstate reunions or events please contact: Emma Bishop Old Scholars’ Liaison Officer ebishop@wilderness.com.au (08) 8343 1029

ARE YOUR DETAILS UP TO DATE? To receive information relating to events and reunions, please ensure your details are up to date with us by contacting Emma Bishop Old Scholars’ Liaison Officer ebishop@wilderness.com.au (08) 8343 1029

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Wilderness Times | Summer 2021

SHARING CHERISHED MEMORIES AND MORNING TEA

B

What a privilege to share the company of such a delightful group of old scholars.

Pam Yule (Hardy) (1948), Anthea Wood (Codling) (1955) , Mignon Bowen (Holden) (1947), Nell Linn (Sprod) (1946), Barbara Stacy (Sadlier) (1941), Ann Price (Herbert) (1949) and I were kindly welcomed to a morning tea at the home of our gracious host, Rosemary Henderson (Stacy) (1948).

A

C

I arrived at Rosemary’s home with an array of old year books relevant to the old scholars attending this catch up. As our guests scrolled through the pages, the sounds of laughter and reflective conversation were heard around the room. Every turned page unveiled memories and shared experiences of times during their days at Wilderness. This unquestionably gave leverage to already free-flowing conversation.

The group has strong existing friendships, cherished amongst the group. The joy they share in catching up after so many years of friendship post Wilderness days is beautiful.

I sat in amazement listening to stories of life at School during a time completely foreign to me. The differences in facilities, day to day operations and education were incredibly informative. This, combined with the challenges associated with war time, were key in defining this contrasting experience. It was fascinating to hear recollections of the difficulties and differences associated with this time and what the School looked like then.

It was delightful to hear how the Misses Brown played such an integral role in the lives of our old scholars during this era. Not only did they act as our founding sisters, but each of them also had a wonderful influence on the students’ education across numerous teaching roles. The stories around the room of personal memories from times in the classroom were wonderful. Hearing details of how our founding sisters had a huge belief in and unconditional love for Wilderness was not at all surprising. This did however fill me with an even greater sense of respect and gratitude for the journey Wilderness has been on over the years, and the growth it has experienced.

The history of our founding sisters and the Wilderness journey continues to be shared and cherished within our current community, visible and respected in today’s modern-day Wilderness. For old scholars, this living history continues to connect us and unite us in this great school.

Thank you for having us to your home Rosemary, and for helping to host such an enjoyable catch up.

Emma Bishop Old Scholars’ Liaison Officer

E

D

F

G

H

A Rosemary Henderson (Stacy), Anthea Wood (Codling).

B

Janet Angas (MacLachlan), Sue Morgan (MacLachlan) in 1947.

C 1947 Old Scholars Dress Up. D Jean Walkley, Ann Hornabrook, Sue MacLachlan, Janet Angas (MacLachlan), Betty Russell.

E Mignon Bowen (Holden).

F Mignon Bowen (Holden).

G Nell Linn (Sprod), Barbara Stacy (Sadlier).

H Pam Yule (Hardy), Rosemary Henderson (Stacy), Anthea Wood (Codling), Mignon Bowen (Holden), Nell Linn (Sprod), Barbara Stacy (Sadlier), Ann Price (Herbert).

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FOUNDATION BOARD PRIZE 2020 was an extraordinary year with times of both challenge and joy. This unique moment in time required us to be patient, open minded, to act with true purpose and kind intent.

In response to this, the Wilderness School Foundation decided to pause their request for philanthropic donations for the year. Instead, they relished the opportunity to establish a Foundation Board Prize.

This prize is to be awarded to a Middle or Senior School student who models ethical behaviour and channels her energy and compassion as an activist, advocate, and philanthropist for the benefit of the present and future generations.

She is an agent of change who uses her voice to enlist others in a common vision. She enacts ethical advocacy and demonstrates ethical activism by recognising ethical concepts and issues while practising altruistic behaviour.

I am pleased to share that Year 10 student, Alice Jia was selected as the inaugural Prize recipient. While separated from her family in 2020, Alice spent time thinking of others in the community such as health workers and the elderly and how best to support them.

We are incredibly thankful to the Board members who financially contributed to this prize, enabling a legacy that focuses on the importance of giving.

April Ridgway Director of Communications and Marketing

In what was an incredibly challenging year, we thank our Wilderness community for continuing to put others at the forefront of their mind, heart and actions.

Because of the generosity of our families, we have once again been able to assist women at Catherine House in feeling supported and safe during the holiday season; a time that is exceptionally difficult for some.

The kindness and joy of giving shown

by our School community were tremendous and we were able to make such a positive difference.

Thank you to the Petrucco family for donating such a beautiful tree for our girls to enjoy. Placed near Memorial Lawn, the magnificent gift ignited the spirit of Christmas throughout the School.

April Ridgway Director of Communications and Marketing

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Wilderness Times | Summer 2021

ANNOUNCEMENTS Wilderness Babies 1. Rebecca Ratcliffe (Trengove) (2004) gave birth to Angus Hugh Ratcliffe.

2. Meg Figg (Tilley) (2006) gave birth to Alfred ‘Alfie’ William Figg.

3. Ali Koster (2000) gave birth to Angus Laidley Alexander Mort.

4. Danielle Sinclair (De Pizzol) (2000) gave birth to Helena Beverlee Dula Sinclair.

2020

BUILDING AND SCHOLARSHIP FUND DONATIONS 2020 was a watershed moment not only for Wilderness School, but our nation and the entire world. Amidst a global crisis and, closer to home, the devastation caused by the bushfires, we made a decision to pause active solicitation of philanthropic donations.

1

Despite this, a number of truly amazing donors chose to continue their support or made a gift to Wilderness for the very first time. We are overwhelmed and humbled by this remarkable generosity that illustrates the philanthropic spirit that’s alive and well at Wilderness.

2

Like you, we think that Wilderness has an important role to play in facing the challenges of the future. Your giving demonstrates your trust in us to tackle the big issues and equip our girls to enter the world, fully prepared.

3

4

From all of us at Wilderness, thank you for every dollar given, every opportunity realised, every scholarship awarded, and every dream brought to life.

You believed in us and we are grateful.

In Memoriam Barbara Odlum (Sage) (1941) Liselotte (Lotti) Marcinowski (former staff member from 1968 - 1984) Ann-Marie Begg (Thornton) (1972) Mary Ann Gask (1960) Rosemary Dyer (Dermott) (1952) Helen Joplin (Logan) (1946)

To keep our records as up to date as possible, we need your help. If you know of an old scholar, friend or past staff member that has passed away, please let us know by emailing: Emma Bishop Old Scholars’ Liaison Officer ebishop@wilderness.com.au

If you are an old scholar, we would love to hear from you so that we can share your milestones and celebrate your success. Please email your news and accompanying photo to oldscholars@wilderness.com.au

April Ridgway Director of Communications and Marketing

43 GREEN DOOR SOCIETY • Mrs F Nettelbeck

SCHOLARSHIP FUND • Dr P Hoadley and Dr S Saloniklis • Mr J and Mrs E Girke • Dr B and Mrs M Gunther • Ms S Levy • Ms D Mallard • Miss I Michell • The Peggy Charitable Foundation

FOUNDATION BUILDING FUND • Mrs J Angas • Mr T and Dr J Binks • Mrs L Cavill • Mr J Charlton and Ms J Lewis • Ms J Collins • Mrs S Crawford • Mrs G Davies • Dr S and Mrs K English • Mrs P Gebhardt • Mrs J Gray • Mrs N Hayman • Mrs A Highfield • Mrs S Huggins • Mr M Ji and Ms Q Chen • Dr S and Dr S Knox • Mr C Kong and Ms S Lai • Mrs K Lou • Mr Z Lin and Ms Y Chen • Mrs F McLeay • Mrs S Morgan

• Mr M and Mrs A Beveridge

• Mr D Lamp and Ms K Inglis

• Mr S and Mrs L Biggins

• Ms G Inguanez

• Mr W and Mrs T Powell

• Mr T and Dr J Binks

• Dr N and Mrs J Jackman

• Mr J and Mrs G Powers

• Mr J and Mrs K Burns

• Dr T Govindan and Dr J Jayakaran

• Mr A Gray and Dr N Pratt

• Ms L Cai

• Prof H and Mrs S Jersmann

• Mr A and Mrs F Proudman

• Mr M and Mrs S Callus

• Dr D and Dr S Jesudason

• Mr B Pudney

• Dr D and Mrs J Cardone

• Dr H and Mrs M Johannsen

• Mr S and Mrs N Quick

• Mr D Carrick

• Dr S Ganesh and Ms D Kandiah

• Dr M and Mrs B Raeside

• Mr M and Mrs L Carrocci

• Mr J and Mrs D Karytinos

• Mr A and Mrs S Cavill

• Mr I and Mrs S Kennedy

• Mr H Jayasundara and Dr C Rajapaksha

• Mr T and Mrs S Chau

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