School Annual Report 2024
Woodleigh
A Message from the Principal
What a great year it has been for Woodleigh.
As a school we have achieved so much this year, and it is pleasing to look back and reflect on the progress we have made.
In a world that seems intent on replacing everything we do with artificial intelligence, our purpose to develop good humans remains stronger than ever. From the beginning Woodleigh School has focussed on providing a truly holistic education, one that develops character and a positive sense of self. This is more important now, than ever. We can see this as we’re currently faced with the alternative – producing second-rate robots.
A priority for Woodleigh is the importance of experiences and relationships to personal growth and most significantly happy, engaged students who love their school and want to be here. From a personal perspective I have loved the experiences I have been involved in and led throughout 2024. From the Overland track in Tasmania to Mt Hotham during activities week, teaching Physics to some of our oldest and some of our youngest students, to coaching the boys football team as they go out of their way to encourage an inexperienced opposition. Each one of these experiences reminds me of the ways growth can occur for young people. Growth of character, growth in confidence, growth in responsibility and most importantly growth in an ability to create and maintain positive relationships with each other. I am able to witness first hand the ways our young people work together, laugh together and learn together. At the heart of this is our teachers who guide, mentor, support, encourage and at times advocate for the young people in their care. They bring their own life experiences to this important task, with care and compassion to everything they do.
When this is applied to learning and Woodleigh’s academic program, the question we must ask ourselves is – how do we create enduring learning for our students? Enduring learning speaks of learning that lasts forever, not just until
the next test or assignment. It speaks to learning that has meaning and connection to the real world and makes us consider deeply and enables them to transfer ideas and knowledge to new contexts. Year 2 Minimbah students for example, applied knowledge of Physics to the Olympic Games, Penbank students developed new perspectives having been immersed into the Beswick Community during their visit. Our Minimbah students visited the Green School in Bali and explored Sustainable Communities whilst embedded in a foreign culture and language. Our Year 6 students
participated in the IB Exhibition for the first time, while our Year 9 and Year 10 students engaged in long-term academic projects that deepened their learning, fostered accountability, and taught them project management skills. The genuine joy on their faces reflected their experience of true agency in their education.
I am excited that this year we have also hit some key milestones with regard to our school goals and strategic plan ‘Learning to Thrive.’ This includes authorisation for the IB Middle Years Program (MYP) from the International Baccalaureate. The completion of the Futures Studio for our Year 10 Regenerative Futures Program (RFP), set to launch in 2025. Further embedding the tools, practices and pedagogies of Compassionate Systems
Thinking into everything we do. This work continues through our partnership with MIT and Carey Grammar as we use these as a framework for learning and unpacking complexity and wellbeing for all. As we expand this approach at Woodleigh, we aim to involve parents and our wider community beginning in 2025, then beyond. The Woodleigh Institute, under the leadership of Dr Richard Owens, continues to develop partnerships across the world with educators who are at the leading edge of the progressive education movement. These partnerships include the Compassionate Systems global community, MIT, The New Metrics program at the University of Melbourne, Regen Melbourne, the network membership of OECD School Plus, Learning Creates Australia, Faculty member of the RSA capabilities for life project and recognition of the Institute as a leading organisation in the field of regeneration and systems education. The Institute continues to provide high quality professional learning for all of our staff and to educators from around the globe.
It has been a great year and we have achieved so much.
I would like to thank our School Leadership Team and our amazing School Board. Their commitment and tireless efforts to make Woodleigh a great school for our students inspires me every day. In particular, our Board Chair Gerry Gogan and Deputy Chair, Caroline Jacoby provide me with the support I need to lead our school. They do this daily and without regard for their own time constraints. As volunteers our School Board provide countless hours of their time to the Governance of our School and we should be thankful to have such a passionate and selfless group of professionals to guide us into the future.
I would also like to thank our amazing staff for inspiring me and also our students to be the very best that they can be. Our recent Year 12 Reflections service reinforced for me, just how important our staff have been in the lives of our students and how much our students love their teachers.
– David Baker, Principal
Who we are
A Woodleigh education offers more than just strong academic foundations – it’s a journey of hands-on learning and personal discovery that equips each student for life beyond the classroom.
Woodleigh School inspires students to be bold and curious in their learning. From the moment you arrive, you’ll notice a culture that values openness, independence, creativity, self-direction, and initiative. Our three distinctive campuses—Minimbah, Penbank, and the Senior Campus – are fully coeducational, grounded in the belief that educating boys and girls together is the best preparation for adult life. We are a secular K–12 school with just over 1,000 students across our campuses, and we proudly embrace diversity. Among our student body are 9 individuals who identify as Aboriginal and Torres Strait Islander.
We view academic growth, wellbeing, and student engagement as deeply interconnected. That’s why we focus on nurturing all aspects of learning: conceptual understanding, knowledge acquisition, skill development, positive attitudes, and the ability to apply learning in real-world contexts. We believe meaningful learning thrives in environments that are safe, inclusive, and respectful—places where students feel empowered to take risks, challenge ideas, think creatively, and explore new perspectives. Our teaching is responsive to each student’s pace, preferences, and passions.
Commitments
We are committed to:
• knowing and celebrating the unique strengths, interests, and abilities of all learners;
fostering a sense of awareness, empathy and identity that supports personal and collective wellbeing;
• encouraging curiosity, initiative, and responsibility in the lifelong pursuit of learning;
• engaging as active citizens of our local and global communities;
• contributing to local, national, and global conversations that promote intercultural understanding; and
acting as stewards for the sustainable use and protection of our natural environment.
Mind, Heart and Hand
We cultivate the learning of young people who can apply their knowledge (mind) to solve real-world challenges (hand) and make a difference in the lives of others (heart). Our approach places an emphasis on ‘learning by doing’, through immersive and applied learning experiences, and ‘learning by caring’, through social-emotional development, the promotion of positive relationships, and active engagement as responsible citizens.
At Woodleigh, we design powerful experiences that promote exploration, collaboration, reflection, and deep learning in authentic, real world contexts. We believe that when students are engaged intellectually, emotionally, socially, physically, and spiritually, their learning becomes authentic, personalised, and relevant for their current and future experiences.
Leadership
The School Leadership Team continues to deliver outstanding leadership to our School.
It meets regularly to discuss the operations of the School and to set and measure goals critical to the School’s strategic development and direction. We are very fortunate for the breadth of experience each member brings to their role.
Each member of the School Leadership Team has a large and time-consuming operational role, taking responsibility for multiple aspects of our Strategic Plan.
Our School Leadership Team in 2024 consisted of:
Governance
Woodleigh School is incredibly fortunate to have a highly skilled Board consisting of volunteers who meet at least twice per term to oversee the Governance of the School.
Each member of the Board brings unique skills, attributes and experience that add value to the overall running of our School.
In 2024, the Woodleigh School Board of Directors consisted of the following:
Mr Gerry Gogan, Chair
• Ms Caroline Jacoby, Deputy Chair
• Mr James Garde, Treasurer
• Ms Vanessa Gabriel, Chair
Ms Melanie Gleeson
Ms Eva Burgess
• Ms Kelly Gillies
• Ms Helen Clark
• Mr Andrew Chew
Mr Simon Black
We thank the Board members for their loyal and wise contributions to the Woodleigh School community.
Mr David Baker Principal
Ms Natalie McLennan Deputy Principal, Head of Senior Campus
Mr Rodney Davies Deputy Principal, Director of Primary and Early Years
Mr Gareth Bolch Deputy Principal - Head of Staff / Head of Co-Curricular
Mr Scott Grimshaw Director of Business & School Operations
Mr Richard Owens Director of the Woodleigh Institute
Mr Daniel Lukies Director of Wellbeing
Ms Lauren Green Director of Human Resources
A Message from the Chair
Reflecting on 2024 I am appreciative of a year with significant achievements and strategic progress. The year has marked several important milestones in our journey towards educational excellence and sustainable development.
An obvious highlight of 2024 has been the substantial progress on our Year 10 Regenerative Futures building project. This development represents our commitment to creating innovative learning spaces that support our educational philosophy and sustainable practices. Alongside this physical transformation, we've enhanced our academic offerings through the successful authorisation of the International Baccalaureate Middle Years Program (MYP), further strengthening our commitment to world-class education.
Our community engagement has remained vibrant through events such as Homestead Night and Arts Week, which continue to foster the unique culture that defines Woodleigh. The success of Reimagined has positioned us as a leader in educational innovation, allowing us to share and nurture educational ideas with a global community of educators.
This year also saw the welcome addition of Simon Black to our Board, bringing valuable new perspectives to our governance. Our growing involvement with Independent Schools Victoria and Ecumenical Schools Australia has strengthened our position in the education sector, with our Principal David's appointment to the ESA Board being a particular highlight.
While navigating challenges such as the introduction of the State Government's Payroll Tax, we've maintained our focus on strategic planning and sustainable growth. The successful delivery of stage one of our Strategic Plan, combined with ongoing Master Plan developments, continues to shape our vision for Woodleigh's future.
I extend my sincere gratitude to our dedicated staff, supportive parents, and enthusiastic students who collectively make Woodleigh the exceptional place it is. Their commitment to our values and vision has been instrumental in our achievements this year.
As we look ahead, we remain committed to nurturing tomorrow's leaders, thinkers, and innovators, maintaining Woodleigh's position at the forefront of progressive education.
With Regards,
– Gerry Gogan, Chair
Reflections
Nat McLennan
Deputy Principal, Head of Senior Campus
Hearing from our recent Year 12 graduates about their meaningful memories of Woodleigh reinforces why it is such a special place. I am honoured to lead a school that prioritises real-world learning opportunities, the way Woodleigh does. I am genuinely excited about our future as we action Woodleigh’s 2030 Strategic Plan and launch the Year 10 Regenerative Futures Program in 2025.
Our future encompasses several significant projects that will continue building a school where every individual can thrive. Our commitment to relationships, experiences, agency, wellbeing, reflection and the development of lifelong skills remains unwavering.
2024 provided us with opportunities to strengthen Woodleigh’s future. Otto Scharmer, an actions researcher who co-creates innovations in learning and leadership, refers to the theory of ‘Hügelkultur’ in his work. Hügelkultur is a permaculture practice that helps improve soil fertility and water retention. It is the process of nurturing and feeding the soil with the right nutrients to achieve premium quality so conditions for growth are ideal. This year at Senior Campus, we have worked hard to achieve ideal conditions for our future’s growth.
A significant example is the Year 10 Regenerative Futures Program (RFP) set to launch here at Senior Campus in 2025. The RFP has been strategically designed to equip students with strong learning and project management skills before stepping into their Senior Years at Woodleigh, and beyond. A core team was established this year and given the opportunity to create a unique Programme that prepares young people to navigate their learning with a Futures Thinking lens. The Program develops skills, knowledge and competencies to support VCE, but further studies and life too, with its academic rigour as well as personal growth, wellbeing, project-based learning, sustainability and regenerative mindset development. The physical studio has been designed by anti-waste visionaries and design experts, regenerative in their approach. The materials and construction are consciously sourced and employed to care for our environment, reduce landfill and create an ecosystem that is one with the land it is built on.
Learning at Senior Campus goes beyond traditional classroom spaces. Woodleigh values strong partnerships with local, national, and global communities and organisations. Our students engage actively with global partners, develop a genuine international mindedness. Whether volunteering for local Eat Up or participating in the Community Project journey, or in other parts of the world, students embody our values in real, hands-on ways. The Year 9 MYP Community Project – the pinnacle of the IB Middle Years Program – allows students to identify community needs, conduct research, create plans, and execute projects mindfully and with care. Their research and investigation skills have grown significantly throughout this process readying them to step into the RFP, and from there, VCE and beyond.
We are fortunate to be part of a community that priorities wellbeing and connection. Homestead for example, is more than a place to belong – it fosters connection amongst students, staff and families. The Swimming Carnival, Homestead Night and Athletics Day
allow Homesteads to build camaraderie and support. The Term 1 Homestead Camp week is crucial for establishing and strengthening bonds early in the year. Students learn about their place within the school community, take on responsibilities, and gain independence in an outdoor setting. Homesteads are a students’ School ‘family’ and form a vital component of the Woodleigh journey at Senior Campus.
Every year Woodleigh’s performing arts culture steps up again. This year our School Production was ‘Cosi,’ a comedic play about a 1970’s play – with a diverse cast of inpatients in a psychiatric ward. We were inspired by the maturity and skill our students displayed in this production. Orchestras, rock bands, ensembles, and soloists brought energy to our Musicale and performance programs throughout the year. Our annual Arts Festival “Radiance” celebrated creative pursuits across the Senior Campus. The week-long event included the opening of VCE Arts Creative Practice, Visual Communication Design and Product Design student artwork. The Media Film Festival concluded the week on a high note, showcasing the dedication and pursuit of excellence of our happy participants.
Student-led assemblies are a part of our campus life, providing opportunities to celebrate, communicate, and involve our community. Students design and run these large-scale events, with inspiring programs. Numerous events allow us to celebrate the depth of talent and broad interests among our students, their families and staff. These experiences define our school and bring us together. Homestead Night, Camps, Musicale and Arts Week are highlights of our year. Hattah, our Year 10 outdoor experience, continues to be pivotal for our students.
I want to thank the Senior Campus staff, families and friends for their ongoing support. And to our students ... thank you and continue to think big.
Rod Davies
Deputy Principal & Director of Primary and Early Years
As we reflect on the brilliant year we’ve shared across Minimbah and Penbank, it is clear that our school community has experienced remarkable growth and joy. The richness of learning, cultural immersion, community engagement and creative exploration has left a lasting impact on every student, staff member, and family. This year, our commitment to the International Baccalaureate (IB) Primary Years Programme (PYP) has empowered students to lead their learning journeys, while our emphasis on outdoor education, the arts and community partnerships has deepened connections and fostered a sense of belonging.
With a growing emphasis on student agency, more than ever students are taking an active role in their learning. From leading their own inquiries to contributing to school-wide initiatives, they demonstrate leadership and a desire to make meaningful contributions to the community.
At both Minimbah and Penbank we understand that the early and primary years of education are foundational in shaping a child’s approach to learning, curiosity and emotional development. The nurturing environments across both Junior Campuses offer children a space where they feel seen, heard, and supported. We have witnessed the way our youngest learners take their first steps toward becoming critical thinkers and compassionate citizens through play-based and inquiry-led learning.
The PYP framework encourages children to ask big questions and explore the world around them with wonder. Whether through hands-on projects, collaborative group work, or nature-based learning, our early years’ students have engaged in meaningful activities that inspire creativity and build confidence.
At Minimbah and Penbank, we place a high value on outdoor education, and a deep connection to the natural world. Our students thrived on the adventures they had on their first overnight camp, the challenge of multi-day experiences like those to Wilson’s Prom and Green Camp in Bali, utlising surrounding environments as the third teacher consistently builds independence, and strengthens friendships. These experiences follow the Woodleigh ethos and are grounded in the teachings of Woodleigh’s inaugural Principal, Mr. Michael Norman.
At both junior campuses, students are provided with opportunities to immerse themselves in the natural environment in a respectful and purposeful manner. Nature Pedagogy Programs build directly on Early Childhood guiding principles and leads into deeper inquirybased thinking, seamlessly integrating into our PYP Program. Through experiential, immersive, active, and relevant education, students gain a sound foundation for understanding their place and responsibility within the world recognising its beauty and value.
The sporting and cultural experiences of 2024 have been a source of pride. From athletics carnivals to interschool sports competitions, our students consistently rose to the occasion, showing sportsmanship and enthusiasm.
A standout highlight at Minimbah was the captivating production of Seussical the Musical, which brought students, staff, and families
together in a celebration of creativity and talent. The energy of our young performers, and tireless efforts of staff and volunteers, made this a truly memorable event.
Penbank’s Finale was such a joyful conclusion to 2024, as always driven by the students and teachers in what is an enormous celebration of family and community. Energy, enthusiasm, creativity and commitment all on show. Our ongoing partnership with the Wugulaar community again enriched the cultural experiences of our students. This partnership is an invaluable part of Woodleigh’s commitment to intercultural understanding and respect for Indigenous cultures. Through shared experiences, storytelling, and meaningful exchanges, our students have developed a deeper appreciation for Indigenous knowledge and tradition.
Two other highlights this year were the annual Harmony Day,and Children’s ReimaginEd. Both emphasise the power of our youngest voices and showcased commitment to community and regenerative education.
As always, much of the year’s success has been thanks to the dedication and passion of our staff and school leaders. Teachers at Minimbah and Penbank go above and beyond to create engaging, student-centred learning environments where curiosity is nurtured, and each child’s voice is heard. Their commitment to compassionate systems thinking has made a profound impact on the way students approach challenge.
We are so fortunate to have the vibrant and supportive parent community we have, actively contributing to the shared life of the school. Parents play a crucial role in fostering such a connected school environment. Thank you.
Kate Bird
Head of Minimbah Campus
2024 at Minimbah was defined by growth, creativity, collaboration, and achievement. Our students demonstrated a remarkable ability to embrace challenges, take ownership of their learning, and connect meaningfully with one another, their teachers, and the broader community. Both in the classroom and on the sports field, students celebrated significant successes this year, all made possible by the extraordinary commitment of our staff. We are deeply grateful for their dedication in ensuring all students are seen, valued, and supported through their learning journey.
This year, we were delighted to welcome new members to our community. New staff joined us in various roles, bringing passion and expertise that significantly enriched our programs. Their contributions were instrumental in supporting our students and enhancing our educational offerings. We extend our best wishes to those who moved on to new opportunities. We appreciate their contributions and wish them every success in their future endeavours.
Our teachers continued to engage in professional learning opportunities, many taking part in Compassionate Systems (CS) workshops. The majority of our teachers have now undertaken this training, a higher percentage than in any school globally. We are excited to continue embedding these systems and practices into daily life on campus.
Term 3 saw our teachers delve deeper into assessment practices. The IB Evidencing Learning workshop sparked insightful discussions, which assisted in the refinement of a consistent and rigorous approach to assessment across our junior campuses. We advanced our Literacy Review by engaging with the Primary English Teachers Association Australia, resulting in the creation of an instructional model for both Literacy and Numeracy sessions, building on the work done with the Mathematics Association Victoria in 2023.
Defining moments included:
• ECC students collaborated during the Woodleigh Leaf Project, sparking discussions about identity and belonging. Facilitating these connections, ECC staff ensured everyone felt valued and their voice was heard.
• As conceptual thinkers, Foundation to Year 2 students explored forces and motion through an inquiry into, ‘How the world works’. They discovered the ways forces such as push and pull affect the movement of objects. They explored simple machines; levers, wheels, and inclined planes, applying their knowledge to design and run their own Olympic-style events. The Potato Olympics went beyond fun; it was a deeply conceptual learning experience that encouraged students to think about the scientific principles of motion and apply them creatively.
• Our Year 3 and 4 students were creative problem solvers as they tackled the challenge of limited garden space with a solutionsfocused approach, connecting with a designer and writing persuasive letters to secure the purchase of Food Cubes. 2025 will be a year of garden redevelopment.
• Year 4 students who demonstrated developing skills as compassionate learners. Embarking on an inquiry into emotions,
tools such as the Wheel of Emotions and behaviour-over-time graphs were used to chart their experiences, developing greater self-awareness and resilience. The Learning Pit model became a central metaphor, showing students that feeling ‘stuck’ is a normal part of learning something new. This journey into emotional understanding highlighted the importance of creating a safe space where students felt seen and heard.
Year 5 students developed an action group to regenerate Sweetwater Creek. They facilitated a community meeting, engaged with Melbourne Water staff, tailoring communications to various audiences. Staff encouragement and support empowered these students to confidently lead a community initiative to make a tangible impact on their environment. We look forward to the continuation of this project in 2025.
• As confident communicators, Year 6 students shined in their roles in the school production, Seussical Jr students. They transferred learning, applied new skills and capably mentored younger peers. From learning choreography and stage cues to performing before an audience, students developed social, communication, selfmanagement skills, and confidence. The pride they felt after the final bow was a testament to their hard work and growing belief in themselves.
Reflecting on 2024, we were struck by the incredible growth our students achieved, and grateful to the unwavering care and dedication of our staff. Our students are compassionate, collaborative, confident, communicative, conceptual, and creative learners. The individual attention staff give each child’s unique journey has created a nurturing environment where every student is supported to thrive.
We are deeply appreciative of the support and trust of our parent community. This partnership and involvement have been instrumental in fostering a strong, supportive network that allows our students to flourish both academically and personally. Together, we are building a community that truly values learning and growth.
We are incredibly thankful to our leadership team and immensely proud of the collective energy and resilience shown by students, staff, and families alike. As we continue this journey together, we are confident that our students will keep exploring new ideas, challenging themselves, and making meaningful contributions to their communities. 2024 was filled with remarkable moments, and we are excited to see where the journey takes us next.
Andrea Khoza
Head of Penbank Campus
As we stand on the brink of celebrating the 50th anniversary of Penbank Campus, I have been honoured to continue the important role of leading this vibrant learning community. The end of 2023 saw us bidding a heartfelt farewell to our esteemed Head of Campus, Vivienne Wearne. Vivienne dedicated 42 years to nurturing and guiding our community and her leadership has left an indelible mark on Penbank. We are grateful for the legacy she leaves behind for us to continue and foster.
2024 began at a great pace with many new families joining our welcoming community, taking part in our annual Information Evening and introducing themselves to other parents, aswell as meeting the Penbank staff. Our new students quickly adapted to life at Penbank, with many hands-on experiences creating opportunities for them to get to know each other in and beyond the classroom. Relationships are at the heart of a Woodleigh education, so these opportunities to connect and make new friendships are invaluable to the successful partnership between parents, teachers and students.
Throughout the year, students have embraced the rich learning experiences and developed their interests and passions by inquiring into the transdisciplinary themes within the PYP framework. These themes have ignited curiosity into regenerative practices, governance, immigration, cultures, histories, global communities and design; to name a few areas. Students have collaborated to bring innovative ideas to life and develop their social and learning competencies. The journey to inspire life-long learners is an exciting one, that develops through the experiential and explicit opportunities that an education at Woodleigh offers.
This year we have seen many students build their resilience by stepping out of their comfort zones, and approaching camps with an open-minded, risk-taking, intrepid mindset. One of the very rewarding parts of being a teacher is experiencing these moments of growth and pride in students, as they realise that they are capable of being independent adventurers, overcoming challenges of homesickness or pre-camp nerves. Whether it was the first overnight experience for the Year 2’s in tents in the hall or the 10 day Wugubank adventure, these camps are integral in building selfconfidence, adaptability and resilience in our learners.
Each year, our Wugubank partnership develops and the two-way learning gathers depth, trust builds and relationships are made that have a positive ripple effect throughout both communities. Thank you to our Year 5/6 families who hosted Wugularr students during their Penbank visit. Sharing our Mornington Peninsula country and campus is a rich experience that can help build a broader understanding of life beyond the NT. Likewise, our Penbank students develop a broader understanding of life beyond Victoria, being introduced to remote living, culture and country. Wugubank continues to be a transformational experience for all involved; opening minds, challenging perspectives and forging friendships. We are so proud of our Penbank and Wugularr students who are teaching parents, siblings and grandparents about our rich First Nations culture and peoples.
Through the Wugubank partnership, we commit to supporting the Wugularr community aspirations, which are to further develop educational opportunities for Aboriginal children and adults. We
can achieve this by continuing to work together to create a unique and trusting learning environment – one that supports students in reaching their goals of senior and potentially tertiary education, and provides teacher assistants with professional learning opportunities that inspire confidence and may lead them to pursue teacher training. Two-way education is such a vital step to ‘Closing the Gap’, and we feel students involved in the Wugubank experience have the foundations that lead to action, promoting a better future for all Australians.
Over the year, our sporting prowess has continued to develop as many students from F – 6 are taking part in the team sports offered by Penbank. With eight basketball teams representing our campus, and a new netball coach training our interested students at lunchtimes, we have been working towards creating opportunities for many of our students to experience the benefits of playing together in a team. And the team experiences are not limited to sports. Our ensemble music program continues to nurture students working together. Whether it’s in Junior Choir, Rockbank or Orchestra, the valuable experiences of collaborating to achieve incredible results enriches the lives of our children. The many performances within the Penbank timetable continue to add the warm feeling of community and belonging….’We Love To Go To School At Penbank!’
Talking about team efforts, our PFG have been working quietly in the background this year to create very special events for our community to enjoy. They have raised money to contribute to many aspects of our programs including purchasing new chairs for our hall, donating funds to our Wugubank partnership and supporting MSFIN (Mums Supporting Families In Need). We thank the parents who are working so well together to add the extra touches to each Penbank week.
Lastly, I would like to thank our Penbank staff who continue to give of themselves every day to provide an incredible learning environment for our students and families. Together, we will honour the past 50 years while embracing new possibilities, ensuring that Penbank continues to be a place where students thrive and our community flourishes!
Academic Results
VCE Results
Woodleigh School’s graduating class of 2024 has shown itself to be hard-working and determined. This strongly reflects our learning culture, supported by teachers and families and I am so proud to share the VCE results achieved this year.
Our top students achieved some of the highest results in the state, and the cohort's overall academic performance is the strongest in years. We are so proud of Ava Drayton Benson, who was awarded Dux of the school with a score of 99.25 and a perfect 50 study score for English. Ava spoke only weeks ago at our Reflection Service about the holistic, balanced education at Woodleigh ‘giving her time to breathe’ despite such dedication to her pursuit of academic excellence. Ava excelled academically and explored her passions in music, the arts, science and sport. Her
journey exemplifies the adventurous education that we hold dear at Woodleigh.
Ava is part of a larger group of exceptional students; Tahran Holmes, Ronan Coster, Bethany Elphinstone, Hazel Murray, Pippa Remato and Angus Lee-Smith all with scores to be incredibly proud of.
I was pleased to award Phoebe Azzopardi the Woodleigh Prize this year, recognising her outstanding contribution to the Woodleigh community. Phoebe, who has already received early offers in teaching and
music, is one of many who embrace the allin attitude at Woodleigh. Others too, have received early offers in diverse fields such as business, design, architecture, psychology, environmental sciences and creative industries. Ethan Mangopoulos’ student film has been shortlisted for Top Arts 2025more exceptional talent within this cohort.
At Woodleigh we know that education is more than a score. I’m always delighted that Woodleigh students have a strong sense of self. Their career paths properly reflect who they are and the skills and interests they’ve developed throughout their time here.
On behalf of the entire Woodleigh community, we congratulate the Class of 2024 on their exceptional achievements and look forward to hearing about all the wonderful things they go on to do.
2024 NAPLAN Results
The 2024 NAPLAN tests were the first occasion where adaptive tests were used for every student.
Adaptive testing allows the difficulty of questions asked to be increased or decreased based upon the previous responses. For our students this allows them to demonstrate their knowledge to greater accuracy. The previous written tests were achievement based tests and had a limited ceiling to the difficulty of questions. These tests did not allow our better students to demonstrate their ability and hence appeared to be stagnant with their growth. The new data will be more informative and accurate, however, our longitudinal data is no longer relevant.
Our results for 2024 reflect the diversity of abilities across our school and are used by staff to triangulate data and help us to better understand our students and our cohorts. The majority of our students continue to develop as expected and progressing well throughout their Woodleigh journey. A large number of our students are exceeding with regard to the basic skills measured by NAPLAN. This is increasingly obvious at Senior Campus with between 19-30% exceeding in most areas. This is a strong reflection of the intellectual environment we provide at our school where all students can achieve their best.
Senior Campus
Seven
Year Nine
• Higher than expected number of male students demonstrating proficiency in literacy strand
• Higher than expected number of female students demonstrating strong proficiency in literature strand
Students performing as expected across strand groups in grammar and punctuation
Students performing lower than expected in number and algebra, and higher than expected in statistics and probability
Students performing as expected across strand groups in reading
• Students performing as expected across strand groups in numeracy
• Students performing as expected across strand groups in grammar and punctuation
• Students performing as expected in spelling
Year Three
• Students performing as expected across strand groups in reading
Students performing as expected in spelling
• Students performing as expected in grammar and punctuation
• Students performing as expected across strand groups in numeracy
Year Five
Students performing as expected across strand groups in reading
• Students performing as expected in spelling
• Students performing as expected across strand groups in grammar and punctuation
Students performing as expected across strand groups in numeracy
Penbank
Year Three
• Students performing as expected across
• Students performing as expected in spelling
• Students performing as expected in grammar and punctuation
Students performing as expected across strand groups in numeracy
Year Five
• Students performing as expected across strand groups in reading
Students performing as expected in spelling
• Students performing as expected in grammar and punctuation
• Students performing higher than expected in statistics and probability strand, and as expected in other strands of numeracy
Attendance
In 2024, Woodleigh School had an average student attendance rate of 88.8%. This rate is slightly lower than the previous year and includes student absences for illness, including extended illnesses.
School policies are in place to provide for students that are late to school and/or absent from school on any given day.
In the event that a child is absent, arriving late or leaving early, parents are to notify absences via the School Stream app, telephone the School or send “absences” an email.
Senior Campus
If we do not have any information on file about the student and they are absent for 3 consecutive periods, we send an email to their parents or guardian asking them to please note their absence on School Stream or send us an email.
If a child is absent for an extended period (more than a week) the Head of Campus is notified to ensure they are still receiving their work / achieving their deadlines for assignments etc.
If a child is absent due to “anxiety”, “school refusal” or “wellbeing” this is forwarded to their Homestead Coordinator in the first instance to make contact with home to check on the student, and usually with the Wellbeing Team CCd in.
Penbank Campus
Minimbah Campus
Life after Woodleigh
Congratulations to the class of 2024, who leave Woodleigh with so much more than a list of academic achievements, but with the skills, the empathy, and resources to make positive change in the world.
Our students have a diverse range of aspirations and passions, and it is wonderful to see those students accepted into a variety of courses, business ventures, apprenticeships, traineeships and so much more.
Within the 2024 cohort, all students were encouraged to register and apply through the VTAC system or for those students’ heading interstate through that specific state’s system. For our unscored students, additionally using the direct application system (used by private colleges and TAFEs) to increase their chances of receiving an offer. Some students decided they wanted to pursue apprenticeships, traineeships, or business ventures.
Many universities have moved further toward introducing and utilizing Early Entry Programs. All students were encouraged to apply under this scheme. Each University has its own method for selection. The applications vary, but all required explicitly graded Year 11 Academic results and evidence of Cocurricular activities, especially in Student Leadership and Community Partnership (Service) involvement.
Approximately 10 percent of the cohort received early offers.
Observations
University Applications and Offers
This year, there has been a noticeable decline in the number of students applying to interstate universities through other Tertiary Admission Centres (TACs) alongside VTAC. Only 3 students submitted applications—through the Universities Admissions Centre (UAC) in New South Wales and via the Queensland Tertiary Admissions Centre (QTAC). Additionally, 2 students received early entry offers from interstate institutions: the University of Tasmania (UTAS) and the Australian National University (ANU).
Interest in overseas study has also been limited, with only a small number of
Applications
• 81 students made up the 2024 cohort
• 71 students applied through VTAC (87% of the cohort)
• 6 students registered with VTAC but did not proceed with applying as they were pursuing other options such as interstate study, defence force applications and fulltime employment.
3 students applied through interstate systems.
• We had 8 unscored students.
Offers
• Of the 71 students who applied, 67 received a VTAC course offer in the December round (23/12/24), 95% of those who applied
• 9 students received a VTAC course offer in January round 1, 13% of those who applied
• 6 students received a VTAC course offer in January round 2, 8% of those who applied
7 students chose an alternative pathway (apprenticeship/traineeship/ internship or interstate application), 8% of the cohort
67 students received offers into universities in the December round
● Monash University 21 (31%)
● RMIT 17 (25%)
● Deakin University 12 (18%)
● Swinburne University 9 (13%)
● University of Melbourne 5 (7%) ● La Trobe University 2 (3%)
Victoria University
students expressing a desire to pursue education abroad.
Several students received early offers from creative and vocational institutions, including LCI Melbourne, JMC Academy, Swinburne University of Technology, and Box Hill Institute.
Alternative Pathways
Two students have secured apprenticeships for the upcoming year, reflecting a continued interest in vocational training and hands-on career pathways.
One student is actively pursuing their own business, which they have been developing
throughout their VCE studies.
Another student is currently in the process of applying for a position within the Australian Defence Force (ADF), indicating interest in service-based career options.
Trends in University Preferences
Over the past five years, there has been a gradual decline in the number of students choosing to apply directly to university. In particular, the number of students receiving offers from The University of Melbourne has decreased. The consistently high ATAR requirements appear to be a significant deterrent for many students considering this institution.
Community Connections
In 2024–2025, Woodleigh School continued to strengthen its commitment to building meaningful, inclusive and future-focused connections across our campuses and communities.
Perhaps most importantly, 2025 marked the launch of the Year 10 Regenerative Futures Project, a bespoke curriculum designed to equip students with the skills and knowledge to navigate a complex, rapidly changing world. We also began the year by opening the Futures Studio. A groundbreaking facility, consciously designed to embrace regenerative building practices to model an active regenerative mindset. The building is a closed-loop, opensource learning ecosystem, and it’s first group of inhabitants have just completed their inaugural semester, including the Hattah Expedition – a week-long trek and Woodleigh Rite of Passage that is both physically and emotionally transformative.
Another highlight was ReimaginED 2024, an educational conference led by the Woodleigh Institute. Held in November at Senior Campus, the event welcomed over 280 educators, students and thought leaders from across Australia and overseas. Through storytelling and collaboration, participants explored new narratives in education and systems change. We were honoured to welcome Lionel Lauch, who delivered a powerful Acknowledgement of Country and shared Aboriginal lore and knowledge of native plants and healing.
Our enduring Wugubank Partnership with Wugularr School, and the Beswick Community continues Penbank’s legacy of meaningful cultural exchanges and two-way learning with the Top End of Australia. A new relationship with the Yadha Muru Foundation is delivering additional resourcing to strengthen the educational ties,
allowing Wugularr students to spend additional time at Woodleigh to enhance their educations. At Senior Campus, our long-standing relationship with the Ampilatwatja community remains strong. In 2025, we are raising funds to bring students from the tiny community of Irrultja to our school, further deepening connections across our country.
Students engaged in a range of programs that connected them with local organisations and global networks. The MYP Community Project exemplified this, with Year 9 students undertaking servicebased initiatives that began with their City Bound expedition in Term 2. These experiences, aligned with the school’s values and IB philosophies, nurtured empathy, leadership and social responsibility across Year 9.
Our campuses were once again alive with events that brought people together; musical performances, art festivals, student exhibitions and forums. A standout moment saw three Year 12 students speak at the inaugural School Leaders Presentation Breakfast, addressing candidates for the 2025 Federal Election. Their speeches were widely praised, with Woodleigh students recognised as some of the most compelling voices of the day.
At Woodleigh, community connection is about empowerment and equity. As we look ahead, we remain committed to nurturing a community that learns, grows and thrives – together.
Parent, Student and Teacher Satisfaction
2024 LEAD Survey Results and Next Steps
We’d like to share the results of our latest LEAD survey conducted last August. This survey, the third in a series following those in 2019 and 2021, allows parents and students to anonymously provide feedback on aspects of their Woodleigh experience.
The insights help us understand community perceptions of the quality of education at Woodleigh and benchmark our performance against 360 Independent and similar schools in Victoria. The information collected tells us a story and can be used to improve the overall experience for everyone at Woodleigh. For example, parent satisfaction was above average in every area except discipline, yet an overwhelmingly high rate of recommendation of current Woodleigh to other familes was noted.
Key Findings
The overall results of the 2024 survey were very positive. Without going into detail some stand out results were:
• Students and parents are pleased with our academic programs, student development and overall school experience.
• 90% of our Year 12 students have secured their first or second choice for further education or career paths.
We are proud to recognise and celebrate the diverse achievements of our students, both in academics and other areas.
Areas of Focus
The survey also highlighted some areas for improvement:
We have work to do in improving relationships among students, and this is a priority.
• There are concerns about discipline and safety that we must and will address.
• We need to strengthen our connections with former students, bolstering our community.
Next Steps
To address these areas, we plan to:
• Clarify discipline practices, that is to communicate more clearly with families about our behaviour management.
• Improve our communication strategies and platforms for everyday use and share more stories from within the school.
Create more opportunities for alumni to stay connected and involved with the school.
• Continue to strengthen a positive and supportive culture at Woodleigh.
While we are happy with the overall satisfaction among students and parents, we recognise that there is a need to improve in areas such as discipline and safety.
The survey has been important for us to understand our strengths and identify opportunities for growth.
Finance
Woodleigh School is a not-for-profit organisation; an independent, coeducational school. Any surplus that may be generated is reinvested into the school either in the form of capital acquisitions or to assist in continuing operations.
The Woodleigh School Sources of Income chart below shows two considerable variations in total income:
A In 2015, the gifting of Penbank was recorded as a donation increasing ‘Other Income’.
B In 2020, Job Keeper payments received by the school were recorded as ‘Other Income’.
Expenditure by Category 2024
We have 249 permanent and part-time employees (209.6 FTE) across teaching, student services and operations. During 2024, our staff retention rate decreased slightly from 91% to 87%.
Ages by Work Group
Work Groups by Campus
Campuses by Gender
Professional Learning
Woodleigh School maintained its strong commitment to the professional learning of staff in 2024, with the understanding that staff development and school improvement are interdependent.
The school supported staff engagement in a range of professional learning activities, including participation in conferences, workshops, learning communities, and association meetings. Some focus areas for the professional learning program included cultural awareness training, wellbeing, and assessment in the early years. The school also continued its partnership with the University of Melbourne exploring new approaches to the assessment of complex competencies.
The Woodleigh Institute offered a bespoke set of programs designed to build staff capacity for innovation and improvement, in line with the school’s strategic direction. The offerings included workshops on futures thinking, systems thinking, and regenerative design. The institute partnered with the Center for Systems Awareness and the MIT Systems Awareness Lab to bring a foundation workshop to Australia, in support of the development of a whole school approach to wellbeing. The institute’s flagship conference ReimaginED was a highlight of the professional learning program for the year, providing opportunities for staff to hear from global leaders and engage in dialogue with other innovative educators from around the world.
The total expenditure on professional learning at the school was $344,269.
Staff Qualifications
Leadership
Mr David Baker Principal MEd, MBA, BEd (Math/Sci), Grad Dip Ed Admin, GAICD
Mr Scott Grimshaw Director of Business and School Operations
B Com, Chartered Accountant, GAICD
Ms Natalie McLennan
Deputy Principal, Head of Senior Campus B ED (Vis Arts) MEd
Mr Daniel Lukies Director of Wellbeing B Arts, Grad Dip Ed
Staff
Surname Given Name Qualification
Adams Mark Thomas B Ed
Allsop Peter B Ed, Cert IV Training & Assess, Grad Dip Info Tech
Astone Sarah B Exercise Science, B Teaching (Secondary)
Au Jasper B Contemporary Arts, Cert IV Graphic Design, M Teaching
Azzopardi Craig Anthony B Ed (Maths, Phys, Psych)
Baker David John B Ed, Grad Dip Ed Admin, M Ed, MBA
Barnes Callum Grad Dip Prim and Sec Ed
Barnes Narelle Ann B Ed, Grad Dip Teach, Grad Dip Lang & Lit
Beckley John B Music, Grad Dip Teach, Dip Trombone Perf
Benton David Alan B Sc (Hons) Marine Biol, Grad Dip Ed
Bingham Anthony Hayden B Music, Grad Cert Adolescent Couns, Grad Dip Ed
Mr Rodney Davies Deputy Principal, Director of Early and Primary Years Dip Ed, Grad Dip (Computer Ed), M Ed (Policy & Admin)
Dr Richard Owens Director of the Woodleigh Institute
B Ed (Sec), Grad Dip Ed (Prim), Grad Dip Arts (Lit), PhD Ed
Mr Gareth Bolch
Deputy Principal, Head of Staffing & Co-Curricular B Arts, Grad Dip Ed, Grad Dip (Asian Lang), M School Leadership
Ms Lauren Green Director of Human Resources
B Forensic Sc (Hons), Grad Cert HR Mgmt
Surname Given Name Qualification
Bird Kathryn B Ed (Prim), Cert Teach and Learn (PYP), Dip Teach (Prim), M International Ed (IB)
Black Catherine Margaret B A, Grad Dip HR/IR, M Teach (Prim)
Bolch Gareth David B A, Grad Dip Ed, Grad Dip Teach Asian Languages, M School Leadership
Bourke Michael Richard B Soc Sc/Enviro, Grad Dip Ed (Prim)
Brown Christina B Sc, Grad Dip Ed
Burchell Amanda B A Sci (Ag), Grad Cert Environmental Management, Grad Dip Ed
Butler Marcus James B Ed - Tech and Applied Studies, Cert IV Training and Assessment, Grad Dip Furniture and Furniture Technology
Canning Sarina Jane B Enviro Sci, Grad Dip Ed (Prim), M International Education (IB)
Surname Given Name Qualification
Chaur Karen B Ed (Librarianship), Dip Teaching (Primary), M Ed (IB PYP)
Cian Rosemary B Sc, B Spec Ed, Grad Dip Ed
Clapham James B A, B Ed, Grad Dip Lang (French)
Clapham Lucy B App Sci (Physical Ed)
Cleine Emma Louise B Fine Arts, Grad Dip Ed
Clements Liane Carole B Ed (Prim), Grad Dip Teach (Prim), M Spec Ed
Colcott David B Ed (VET Secondary), Cert III Building & Construction, Cert IV Training & Assessment
Collett Melody B App Sci (Psychology)
Cook Frances B Ed, Cert IV Training & Assess
Cooper Elspeth Megan B A, B Teach (Sec), Cert IV Assess & Workplace Training, Grad Dip Hosp & Tourism
Cox Lisa Cheryl B Teach, B Spec Ed
Coxon Lisa Anne Grad Dip Teach (EC)
Craven Emma Kate B Sci, B Teach, Cert II Counselling (Careers)
Crouch Jonathan Daniel B Ed (Prim)
Davies Gregory Ross B Eng (Mech) (Hons), B Sc (App Maths/Meteorology), M Teach (Sec - Maths & Phys)
Davison Nadia B Arts, Grad Dip Ed
Davies Rodney Arnaud Dip Ed, Grad Dip Computer Ed, M Ed (Policy & Admin)
De Jong Andrea Maree B Ed (Sec)
de Lacy Justin Craig B Ed (Prim), Cert IV Hort, M Ed (Digital Learning)
Donaldson Nicholas James B Dramatic Art, Grad Dip Ed (Sec)
Eddy Jessica B Design Arts (Graphic Design)
Surname Given Name Qualification
Eddy Matthew B A (Indon, Sociol, Geo), Grad Dip Ed
Everett Janine Sharon B Fine Arts (Painting), Grad Dip Ed (Prim)
Fabiyanic Dianne Patricia B Ed, M Ed
Farquharson Myfanwy Jan B Ed (Sec)
Flanagan Haydn B Phys Ed (Sec), Cert IV Assess & Workplace Training, M Ed
Fletcher Susan Maree B A, Grad Dip Ed (Prim)
Foley Sarah B Ed, B Ed (Hons), B Sport & Out Rec
Fraser Scott B Arts (Creative Arts Honours), Dip Language (French), Grad Dip Teaching & Learning
French Brittany Patricia B Prim Ed
Geisler David Robert B A, B Ed
Gent Lesley B Bus Mgmt, Dip Ed
Gerszonovicz Aviv B Teach (Drama), Grad Dip Vis & Perf Arts, M Creative Arts Therapy
Gobet Alice B Ed (Early Years & Primary)
Gordon Katherine Ann B Ed (Prim)
Hadley Katherine B A (Int St), Grad Dip Ed, M Ed (Ed Mgt)
Hall Emma Jane B Soc Sc/Spec Ed, Cert Gifted Ed
Harris Anita Joy B Visual Comn (Graphic Design), Grad Cert Art Therapy, Grad Dip Ed (Prim)
Hicks Andrew James B A (Media), Grad Dip Ed (Prim)
Higgins William John B Ed
Higgins Flynn B Ed (Hons)
Holt Catherine B Ed (Sec)
Holt Esther B A, Grad Dip Ed (Sec)
Huddle Malcom Robert B Music, B Ed
Surname Given Name Qualification
James Catherine B Perf Arts, Grad Dip Teaching, Mst Ed (Student Wellbeing), Mst Teaching (Secondary)
Janky Shona Elizabeth B Sc, Cert IV Training & Assess, Grad Dip Ed (Sec), Grad Dip Mgt, M Enterprise Innov
Jonker Sarah Elizabeth Briggs B Ed (Prim), B Sport & Outdoor Rec (PE), MEC
Kane Lucy Margaret Robinson B Creative Arts, Grad Dip History, Grad Dip Ed
Kelly Tamara Jane B A, M Teach (Prim & Sec)
Kenner Craig John B Ed
Kentish Vaishali B Arts, B Laws
Kesterson Deborah Louise B A
Khoza Andrea Jane B Music Perf in Improvisation, Grad Dip Ed (Prim)
Kiernan Katherine B Ed (Primary), Grad Cert Ed (Special Needs)
Kirk Derek B App Sc, B Teach (Sec), Grad Dip Lang
Kitto Cassandra B Sc, Grad Dip Ed
Koren Leike B A - Women's studies and Visual culture (Hons), Cert IV Small Bus Mgt, Grad Dip Film and TV, M Teach (Sec)
Lefebvre Sarah B Arts / B Ed (Secondary), Grad Cert Educational Research, Mst Ed, Mst Inclusive Education
Ley Monica Jane B A Psych & Crim, Grad Dip Teach
Liddiard Sandra B A (Prof Writing), B Teach (Prim and Sec)
Liu Yao MastersTeach
Love-Davey Zara Rose B Applied Sci (Exercise and Sport), Grad Dip Teach (Prim), Grad Dip Applied Exercise Sci (Exercise Prescription)
Lukies Daniel B Arts, Grad Dip Ed
Surname Given Name Qualification
Maher Shannon B Teaching (Secondary) / B App Sci, Post Grad Cert Ed (Careers), Mst Ed Policy (International)
McDonald Amanda B Arts (Hons), B Ed
McGettigan Peter Columb B Phys Ed
McLennan Natalie B Ed (Vis Arts), Mst Ed
Morgan Briony B Ed (K-12) PE & Hlth, Grad Dip Ed St (Disabilities & Impairments), Grad Dip Wellness, M Wellness
Nemkevich Alexandra B Sc, M Ecology & Mgt of Natural Res, PhD Computational Chemistry, B Comp Sc (Comp Sc, Maths, Philosophy)
Neumann Yair David Grad Dip Ed (Maths & Info Tech)
Norman Alison B Fine Arts, Grad Dip Education
Norris Melanie B Sci (Hons), Grad Dip Ed (Secondary), PhD ScienceImmunology
Ogier Glenn Martin B Ed, Cert of Career Develop Practice
Ogier Ruth B Arts, Dip Ed
O'Loghlen Gabrielle Ruth B Sc, Grad Dip Ed
Owens Richard James B Ed (Sec), Grad Dip Ed (Prim), Grad Dip Arts (Literature), PhD Education
Palmer Jordan B Bus, B Ed (Secondary) Hons
Patterson Prudence Maree B A, Cert IV TESOL, Grad Dip Ed
Paxino Michael Damon B Sport & Outdoor Rec/Ed
Peach Andrew Barry B Ed (Phys Ed), Grad Cert Outdoor Ed, M Ed
Phillips Kintara B Ed (P-12) English / Psychology, Grad Cert Mental Health for Teaching Profession, Grad Dip Psychology, Mst Ed Gifted
Pilgrim Sarah B Sci, Dip Outdoor Ed, DipTeach, Child Protection
Surname Given Name Qualification
Pitcher Michelle Ann B A, Grad Dip Ed (Sec)
Pope Marney Victoria B Music in Ed, B Music Perf
Radley Craig B PE, B Teaching (Sec)
Ritchie Tracy B Ed (Prim), B A, Grad Dip Ed EC
Rix Lisa Maree B Ed EC
Rochford Lacey Claire B Ed EC, Grad Dip Child Serv
Roden Mark Gerard B Ed, Cert of Aquatic Leadership Ed & Practice (CALEP), Grad Dip Teach, Grad Dip Outdoor Ed
Ross Alasdair John Lachlan B Sci / B Arts, Dip Ed, Mst Ed Policy
Ryan Thomas Richard B A, Grad Dip Ed
Saunders Carey Louise B A (Hons) (Drama), Grad Dip Ed, M Ed
Schaper Stephen B Arts, Grad Dip Ed (Secondary)
Schmidt Belinda Leigh B Sport & Outdoor Rec/Ed, Cert III Fitness, Dip Sports Dev
Scott Michael Richard B Music, Grad Dip Ed
Shannon-Jones Arcadia Grad Dip EC Care
Shinkfield Zachary Michael B A, B Teach (Sec)
Simpson Gary Bruce B Ed (Env Sc), Grad Dip Enviro Planning, M Ed, M A (Sc, Tech & Society), PhD Science Education
Smallacombe Rianna B App Sci (Psychology), Cert IV Fitness, M Teaching Practices (Sec)
Somkiat Karen Ellen B A, Cert III Animal Handling, Assoc Dip App Sc, Grad Dip Ed
Stewart Rachelle Louise B Soc Sc (Youth Work), B Ed, Grad Dip EC
Stocker Jacqueline Anne B A, Grad Dip Teach & Learn, Assoc Dip H Sc
Surname Given Name Qualification
Streader Emma Louise B Ed EC
Strouts Paige B A (Police Studies and Criminal Justice), Dip Teach (Secondary)
Takacs Olivia B Arts (Pol Sci, Sociol), M Teach
Tame Alexis Victoria B A, B Ed, Dip Vis Merch/ Arts
Tribe Kathryn BA Arts, BA Teaching (Secondary), M Ed (Special Education Needs)
Turner Imogen Grayce B A, M Teach (Sec)
Twist Kelly-Anne Fisi B Sc (Hons), B A, M Teach, PhD Biomedical Science/ Biochemistry
Wallace Elisabeth Grace Grad Dip Music, Grad Dip Teach
Watkins Robert B Sci (Physics), Mst Teaching (Secondary)
Watts Hannah B Sec Ed and A
Wearne Charlotte B Ed (Early Childhood & Primary)
Wearne Vivienne Grad Dip EC, Grad Dip Ed Admin, M School Leadership
Wharington Lucy B Ed
Wild Heidi B A Comparative Religion, Grad Cert Maths, Grad Dip Ed
White Amy Elissa B A (Hons), B Ed, Cert IV Multimedia
Williams Gabrielle Ann B Ed (Prim), Grad Dip Teach (Prim)
Wishart Jacqueline B A, Grad Dip Ed (Prim)
Wong Serena Ai Ping B Ed (Sec)
Wright Briony Caitlin B Prim Ed
Young Adam Matthew B Ed (Sec)