“Knowledge is very important, but beyond facts, History teaches you to think.”
– Tom Ryan on the importance of History ... Page 12
Community team: Lauren Bouette-Riley, Alex Fregon, Charlotte Lance and Adam Liddiard.
Front cover: students explore in the ECC at Minimbah.
We acknowledge that we work, play and learn on the land of the Boon Wurrung and Bunurong People, the traditional landowners of this area.
We pay our respects to the Elders past, present and emerging, recognising that, like us, they have taught and continue to teach children about the world, sharing their knowledge and ideas in the hope of giving them a fulfilling and rich life. First Peoples’ perspectives are embedded in our educational program and are an important aspect of the way we engage with our environment. As we strive to help children build connections with the land, it is essential that we also offer them an opportunity to develop an understanding of our cultural heritage.
Namalata
Welcome to Namalata
I’m proud to once again share stories that highlight the activities and events that make Woodleigh and our community such a rich place to go to school.
This edition features stories from our past and present that illustrate Woodleigh’s qualities of independence, curiosity and fairness – and that quiet confidence that people from beyond our gates always notice.
When I talk with people beyond Woodleigh, they always comment on the fact that they can tell a Woodleigh student, past or present, when they meet them. It's the way they carry themselves, the calm confidence and strong sense of self. It gets noticed.
In this edition, you will see we are celebrating the 50th anniversary of our Senior and Penbank Campuses. Our school was born in the ’70s – made real by a community who wanted more from their school. The contemporary and progressive education models forged by early trailblazers such as Michael Norman and Brian Henderson still holds true in everything we do.
But 50 is a baby number.
Next year, our school will turn 170 years old. The original St Paul’s School, founded in 1856 in a hall behind the Frankston Anglican Church, was Victoria’s first independent coeducational school. This fact is little known, but it’s something that I, and many others, are incredibly proud of.
We have a great heritage at our school – an amazing legacy that we continue to build on. I look forward to joining many of you to celebrate this event later this year. Please come along and have some fun.
I hope you enjoy the stories to come. Thank you for your ongoing support of our incredible school.
David Baker, Principal
Class of 1975, 1985, 1995, 2005 and 2015, it's time to get back on campus!
Alumni from Year 12 1985, 1995, 2005 and 2015 are invited to return to Senior Campus on Saturday 18 October. Scan the QR code for more information and to RSVP.
‘English’ is Compulsory, Language is Inescapable
Hannah Watts English Teacher, Senior Campus
After class, a senior student stands by the door and waits patiently for me to pack up my notes; when I look up he tells me ‘the sun outside feels familiar’. It is the last day of school. And I recognise what he means.
He lingers for a response but I can only smile back, hoping he picks up my understanding. Out there, is the feeling of something near and ready for him. Something that has already been in the making.
It struck me how much was contained in those few words. The exchange revealed the depth of what language, at its best, can do. The student gave shape to feeling and shared it meaningfully.
As a subject, English can so often reduce language to individual property. It has always been the centrepiece of a competitive academic curriculum, through mandatory student assessment and examination. Too often, it is perceived as dry and disconnected from life. But its deeper offering is in the way it brings people together. Language is social, alive and necessary.
At Woodleigh, we approach English as a shared practice. Students are encouraged to think relationally, by connecting with their texts and each other. In a world of mindless doom-scrolling and desensitisation, reading fiction is more vital than ever. By encountering marginalised voices in texts, whose stories demand our attention, we build empathy. It is one underpinning of our progressive education: living compassionately. To understand language is to understand others.
Importantly, English is a collaborative experience built through conversation, connection and being critical. It is an electrical pulse of meaning-making through laughter, banter and debate. It is where the classroom hums, fizzes, erupts! It invites silence too, which is a language of its own. The penny drop, being unsettled, wondering how to muster the right words next…
Whilst attendance is compulsory, the English classroom is one of the last spaces where students are invited to sit with real-world complexity, let ideas percolate and speak freely. We live in an age of micro-trends, polarised algorithms, instant answers and an oversaturation of content. Yet, the discipline fosters slower thinking, time to process, originality, a chance to disagree. The ability to dwell like this is rare and urgent.
My vision for students of English is for them to experience it fully. Language isn’t separate from our lives. We inhabit a world built from words. And we are continuously being shaped by them. In turn, we will shape the world with the stories we read and the conversations we have.
So, the answer the next time someone asks: ‘Why is English compulsory?’ Because language is inescapable. It is how we make meaning, how we relate, how we remember. I think of the senior student at the door. Finding his words, imbuing them, sharing them. He was stepping into a future that had always been forming at Woodleigh, through the words he’d read, spoken, withheld and eventually, believed.
Indeed, the sun outside feels familiar.
“English is a collaborative experience built through conversation, connection and being critical. It is an electrical pulse of meaningmaking through laughter, banter and debate.”
Namalata
Surfing the Cosmos
Woodleigh alum Hayley Macpherson’s journey from the surf breaks of the Mornington Peninsula to becoming a NASA Einstein Fellow wasn’t explosive – it was a quiet unfolding of curiosity.
The Big Bang wasn’t a dramatic explosion. It was quiet but powerful.
A stretching and expansion of space and time (but for some reason, ‘Big Stretch’ doesn’t quite have the same ring to it). Hayley Macpherson’s (Woodleigh 2010) scientific beginnings were not dramatic either. She didn’t wake up one morning – bang! – a cosmologist and NASA Einstein Fellow. It was a quiet expansion of curiosity –about space and the possibility of time.
Growing up on the Peninsula, surfing, family, school, friends and adventure were part of everyday life. Hayley’s passions were many, photography, the surf, art and even aviation. In a cosmic twist Woodleigh didn’t try to reduce her experience of life by leading her down a narrow path. Heading toward the end of Year 12, she considered studying photography, continued surfing, considered being a pilot, considered many things, loved many things, but couldn’t say for sure what the one thing above all others was. Even though Hayley didn’t know what would come next, there was a lot of energy building, waiting to take shape.
After Year 12, feeling her way to the next stage of her education, she took a place studying photography at Deakin. There was an interest, but a lack of burning desire, so it existed more as a placeholder until she knew more. Hayley loved photography, but it was a hobby. She was good at it, but it was a hobby, nonetheless. So, she deferred. She surfed and she deferred.
“I was like, what about this? What about that? Hence, crisis,”
Surfing held strong; it kept her interest beyond the simple physicality of it. There was meteorology, wave physics, energy transfer and weather science – forces at play. Surfing taught Hayley to read the patterns of nature in a way that felt meaningful to her.
Moving beyond photography, Hayley enrolled in a Bachelor of Science at Monash, still feeling her way. She took an elective in astronomy because, well, because it had less maths. That first-year astronomy elective was taught by Daniel Price, who would later become one of her PhD advisors, but her interest in the universe was piqued and she soon switched her major to astrophysics with – wait for it – ALL the maths in the universe.
The maths made sense, so she kept going and it evolved into honours, then a PhD at Monash, then further afield to Cambridge for post doctorate study, then off to The Kavli Institute for Cosmological Physics (KICP) at the University of Chicago as a NASA Einstein Fellow where she is – for now.
Hayley’s work is theoretical. She writes code, builds models and tests the laws of physics, asking whether our maths can predict what we observe in the universe. As a cosmologist, Hayley’s job is big(gest) picture thinking; “Why does the universe exist at all?” and “Why are the laws of physics the way they are?” and “Are we alone in the universe and what is the role of humanity?”
At KICP, Hayley’s days are spent exploring the universe through the lens of general relativity, you know, the little thing Einstein put together. Her work involves modelling the cosmos with absolute precision and asking whether our mathematical understanding of gravity can fully explain what we observe. It’s theoretical but deeply grounded in data and collaboration.
Her work is to understand the cosmos, but beyond that, Hayley wants to strengthen the scientific community. While her own experience has been straightforward, Hayley has undoubtedly felt the quiet discomfort of being one of the only women in a lecture hall – she has seen brilliant young scientists feel out of place. For Hayley, a life shaped by a progressive, coeducational environment has helped her feel confident taking her place in male-dominated spaces. She didn’t feel she had to battle for visibility, but she knows that comfort isn’t the same as inclusion.
By its very definition, physics is the study of energy moving and redistributing in ways that seek balance. It’s a constant negotiation for symmetry and peace. Acutely aware of the significant gender imbalance in the Physics community, Hayley believes that equity isn’t about fixing women and people to fit broken systems but fixing systems to make space for people and a natural equilibrium.
People will tell you that Lake Michigan is surfable, but it’s not a great wave, so following her Einstein Fellowship, Hayley secured a highly coveted faculty position at the University of Melbourne, kicking off in 2026.It’s a hugely exciting prospect and a monumental achievement for anyone, let alone a Melbourne girl keen to get home to family, friends and the all-important ocean.
2026 is Hayley’s time to build her own research group, to lead and mentor young scientists and try to shape energy into something quietly powerful. Returning to the place where family, friends, adventure and a progressive education nurtured her curiosity and creative thinking, she’ll keep asking the big questions, “Why are we here?” and “What’s going to happen?”
“Equity isn’t about fixing people to fit broken systems, but fixing systems to make space for people.”
Life is ever-evolving, full of quiet, powerful possibilities. Despite not studying physics at school, Hayley, the acclaimed astrophysicist and cosmologist, is continuing on a path of her own design, travelling from the Peninsula to Cambridge, to the States and back home again.
From Overwhelm to Empowerment
James Clapham Lead Teacher, Minimbah Campus
Today, children are absorbing more information than ever – about climate change, global conflict, artificial intelligence and social inequality. But knowledge on its own can be completely overwhelming. Without the tools to make meaning, many children are unprepared for the complexity of the world around
Rosie* was the kind of child who made teaching feel easy. She learnt quickly, thought deeply, loved coming to school and filled our classroom with laughter. Her curiosity was expansive - she joined the nature club, marched in climate protests with her family and devoured information about what was happening in the world.
But by Year 4, Rosie had stopped coming to school.
Why? In her very young life, Rosie had absorbed a huge amount of information about the climate crisis. What seemed like a strength - her thirst for knowledge - had a delayed side effect: despair. Her understanding of what was happening to the planet was vast, but she didn’t yet have the how or why to help her make sense of it. Without the capacity to hold meaning, choose a response or see herself as part of something larger, all she could see was a future that felt hopeless.
Her story still leaves me with a question I carry today: How do we help children understand the world without it leading to despair?
During my Compassionate Systems Master Practitioner training, Peter Senge - MIT lecturer and a leading voice in systems thinkingoffered a definition of complexity that has stayed with me.
“One way to define complexity is that the effects are delayed in time.”
Today’s children are not only grappling with climate change but with a widening web of complex challenges, from global conflict and economic inequality to the rapid rise of artificial intelligence.
In the case of AI, the speed of change is astonishing, and it brings with it both promise and peril. It also gives us a real-time view of Senge’s insight: the effects of complexity may not be immediately visible, but they are profound.
Recently, our Year 6 students debated AI’s role in the classroom with striking nuance:
• Yes! It’s our future - we need to understand it.
• Yes! It can save time and open new ways of thinking.
• But also, yes! It’s dangerous. We need to think and create at a human pace.
These students weren’t just talking about AI. They were talking about agency.
And this is the heart of the matter.
In an age of complexity, agency is not simply about voice, choice or independence. It is the capacity to choose how one shows up in the world - a choice that must be grounded in awareness of the current reality and held in tension with a collective preferred vision of the future.
To develop this kind of agency, children need more than information or skills. They need:
• Deep emotional literacy, so they can name, hold and respond to their internal experience.
• Relational capacity, so they can engage compassionately and authentically with others.
• Systems thinking, so they can see patterns, perspectives, and interconnections in the world around them.
Together, these build a child’s ability to act with intention and coherence in uncertain times.
We must teach children to pause and ask how and why, not just what. To slow down and recognise that information is not meaning, and speed is not wisdom. To connect the dots and engage emotionally, ethically, and systemically was a way forward for Rosie to see beyond her despair.
Because knowledge is power - but knowledge alone is not enough. In the end, what Rosie needed most was not just information that overwhelmed her, but meaning, a capacity to make choices and the belief that her presence, and her actions, matter.
*Rosie is not her real name
“We must teach children to pause and ask how and why, not just what. To slow down and recognise that information is not meaning and speed is not wisdom.”
Namalata
Tom gives his orders in a Woodleigh re-enactment of the WW1 Western Front
Students don tin foil and newspaper armor as they bring the Battle of Hastings to life
Tom and students give life to medieval times in the year 8 highlight Medieval Day
Why History Matters
In Tom Ryan’s History classroom, curiosity is loud, learning is unconventional and the past is anything but boring.
“History is not just about dates and events; it’s about understanding who we are and where we come from,” Tom says. As Head of Humanities at Woodleigh, he is nothing like you would expect and everything you would hope for. Year 12 History student, Milla speaks of “The wonderful Mr Ryan” and his unconventional classes: “Believe me, every lesson is a strange one.” His students easily take on his infectious love of history and as a bonus they come away with a comprehensive heavy metal education, whether they asked for one or not.
A young Tom Ryan, in his magnificent purple Doc Marten boots, began the trek down history lane early in life. “I really enjoyed, and was good at History in school. Initially, I had no idea what I wanted to do career-wise, but I knew I didn’t want to work in an office or do a trade.” After his BA, still unsure of which non-office job to pursue, luckily for Woodleigh, Tom enrolled in a Diploma of Education to “hang at uni a little while longer.” While hanging, the self-professed guitar nerd and metalhead gathered further musical talents to bring along on his teaching adventures, which would become a core part of how he engages with many topics in his classes.
metal show.” Obviously.
So, how do we keep engaging them, year on year?
With a die-hard respect for the world around us, “people and their stories,” and an everlasting quest to understand its patterns, movements, the psychology of people and Iron Maiden; “The pinnacle of history education. And being indoctrinated into the fact that Ronnie James Dio is the greatest singer who ever lived is a must for all young people.”
“Mr Ryan makes us question why,’ says Milla – and not just about Ronnie James Dio – “He allows us to gain a rewarding understanding of the causes of events in history and moments and movements in the past that have led to the current state of our world.”
“It is cool to be smart, and I expect my students to strive to be the best they can.”
— Tom Ryan
“As a student of Mr Ryan’s, you learn the world’s history, but arguably the more important history of heavy metal and zebra stripe Lycra,” says Milla.
After graduation, Tom was sent on his first teaching rounds at a faraway school called Woodleigh. That was more than 20 years ago – remember, the man does like to hang around. All these years later, while history’s dates and events don’t change year on year (well, outside of revisionist history, of course), the students do. And this generation is a savvy one. They are comfortable with technology, they’re progressive, curious, adaptable, have stronger opinions with shorter attention spans. So, how does one engage this generation of fabulously non-conformist troublemakers? Ask Mr Ryan.
“With some creativity. First comes enthusiasm,” and second– “Raise the double horns and treat it like a
Tom reminds us, “You simply can’t understand the world today without understanding history.” It extends beyond the classroom; it encompasses the people, places, triumphs, changes, tragedies and people’s everyday lives. It’s something we can all connect with, making the stories of the past “inherently interesting and deeply relevant.”
“I won’t pick out a singular event, but I feel that the 1930s have a lot to teach us – and warn us – about where the world is at in the present day. Knowledge is very important, but beyond facts, History teaches you to think. That matters.”
The history of Tom Ryan is much like the History he teaches; less about dates and events and more about who he is; inherently interesting and able to sing William the Conqueror – 1066 to the tune of ‘Sexyback’. True story. Who Tom is and where he came from leaves us a little bit dazed and confused, and a lot in awe.
“Seeing eyes light up, hearing the so-called thinking cogs turn over, #mindsblown, even just getting a sense that a student feels like a class is a safe and enjoyable place to be. That’s cool – now raise the double horns like it’s a metal show.”
A Real and Quiet Confidence
Woodleigh has always believed that a co-educational environment is the best possible setting to educate children for life. Among families and educators, however, debate between co-ed and single-sex schooling is as contentious as ever. The core question being, how do we best prepare our young people for the complexities of the real world?
Jonathon Moloney is the dad of two Woodleigh girls. He takes education seriously, but not just for the trophy at the end. His decision regarding where to send his daughters was never between co-ed and single-sex or public versus private. It was bigger and more nuanced. He wanted to find the place where his girls would thrive, be supported and continue to develop their own voices, things we all want for our kids - things that will make a difference to their lives. It so happened that for him, that place was Woodleigh. So, was co-ed a choice? Not necessarily. Was co-ed a good outcome? Yes.
Jonathon’s daughters, Mia and Allegra, are different people with different sensibilities. Woodleigh sees their difference and educates them for the people they are, not for their gender. Woodleigh is Victoria’s oldest co-educational independent school and its values have never been vague. Since it opened its doors in 1856, there has been a clear purpose for the education offered here. A Woodleigh education can “inspire independent and critical thought and balance rules and expectations with the freedom to explore and learn from failures,” something that earned praise from Jonathan before his girls began and still now, as they continue their education at Woodleigh. “The values underpinning the educational philosophy at Woodleigh align with what I believe enables all children to develop to their full potential.”
Having joined Penbank in Year 5, Jonathon’s eldest daughter Allegra has reached Year 11. Hers is a candid account of the good, the bad and the sometimes smelly (Lynx Africa anyone?) experiences of a Woodleigh co-education.
Did she choose co-ed? Does she like co-ed? “Not necessarily, and yes.” Along the way, there was a blip – a time in Year 9 when “all kids get a bit feral” – and she considered moving to an all-girls school
in the city. In her mind, she had good reason; Allegra thought she should narrow her focus to one clear goal: studying law. Nothing if not determined, she reconsidered before making the move, realising that the adventurous life at Woodleigh is not a distraction from her aspirations but an advantage. The perspectives and experiences her education offers feed and fuel her goal of studying law rather than taking from it. Her broad interests across conservation, music, public speaking, volunteering, human rights and law – a sophisticated load for a teen - evolved in the mix of her robust daily life at Woodleigh, the daily mix of voices and perspectives and the endless opportunities to push and be pushed, to grow, speak and be heard.
At first look, outdoor education might not seem the invaluable piece of the learning pie that it is. Throughout each students’ time at Woodleigh, they will be nudged beyond what’s comfortable. This peaks in Year 10, when everyone is sent to Hattah for eight days to navigate and survive in small groups. In Allegra’s experience, it’s an example of how working together towards a common goal (staying alive!) creates a real understanding of shared responsibility. Hattah is hard. “After Hattah, everyone’s sort of on an equal playing field... something about you does change. Like the way you look at the world, the way you look at other people or the way you want to go about your life,” and that’s powerful because it’s real.
No one place is perfect, and personality and sensibilities count. For Allegra, a mixed-gender, mixed-perspective, surprising, brave and supportive community like Woodleigh has completely enriched her school years. As in broader society, there have been occasional exceptions to the rule. However, she speaks of male peers as
supportive and respectful and social dynamics as overwhelmingly inclusive and empathetic, challenging stereotypes associated with gender-segregated environments. “I’ve got friends that go to all-girls schools, and they act like guys are some big, dramatic, scary thing... I’ve been to co-ed schools my whole life. And I’m like, they’re just guys.”
We don’t churn kids in and churn them out at Woodleigh. To be understood genuinely, students grow and develop securely amongst all the personalities, perspectives and dynamics, whether they wear Lynx Africa or not. The right fit will differ for each child, and families have choices. Still, as we untangle the systems and complexities of education, the values of inclusivity, mutual respect and real-world preparedness seem a no-brainer.
Co-education at Woodleigh equips our kids with real and quiet confidence. It fuels aspirations, broadens perspectives, enriches strength and viewpoints, reminds us of who we are, reminds us of similarity and difference and develops a level of comfort with disagreement, all with an evolving sense of self and equality, which can only benefit everyone.
“Allegra and Mia have been encouraged by their whole family to participate in the conversation. For as long as they have been able to speak, they’ve developed an understanding that their voice matters.”
– Jonathon Moloney
A Voice for the Future
If you were a teenager, speaking to Members of Parliament, you would want to speak with clarity, conviction, and courage.
If you were speaking about the need for young voices to have true and fair representation, you would want that message to resonate deeply with your audience. If you were delivering such a message as a Commission for Children and Young People’s Youth Council representative, you would want to do as Woodleigh Year 11 student, Allegra Moloney did, and be perfectly clear: consulting with children and young people is not difficult –it’s necessary.
Allegra’s message drew on her experiences as a mixed-Tamil girl growing up in Victoria and navigating the Family Court system. Drawing a comparison between the lack of voice young people experience daily and “that sticky feeling in your chest” you experience when you have lost your voice due to illness, Allegra spoke about a generation ready to engage, contribute, and lead. Now, it’s up to our policymakers to listen, include, and empower young people in shaping the future they will inherit.
Flipping the Funnel
In an age where knowledge is abundant and adaptability is essential, Woodleigh School’s progressive approach champions education that prepares students not just for tests, but for life.
“There is a gap between what traditional schooling provides and what society now needs.” says Andreas Schleicher, Director of OECD Schools+ Network.
Education has long been viewed as a one-way pipeline, a system where students enter, are filled with content and exit neatly and uniformly packaged. This was a system suited to a 19th-century industrial-era workforce where mass compliance and productivity upheld the economy. But times have since changed.
By questioning the purpose of education and flipping the traditional learning funnel, students can approach their learning with real-world contexts and curiosity. The result is graduates who are deeply capable, leaving school as empowered individuals ready to engage with the world as socially responsible critical thinkers, rather than uniform products.
This is progressive education. It is not a soft alternative to the traditional model. It’s a rigorous, future-focused approach that integrates academic depth with emotional and social development. Aligned with the International Baccalaureate (IB) and grounded in our Learning to Thrive strategic framework, Woodleigh prepares students for life, not just exams.
This past April, Woodleigh School’s progressive philosophy was showcased on the international stage. As a contributor to a landmark OECD report, developed over two years, Woodleigh was able to play a role in shaping global education policy and practice. The report offers evidence-informed strategies to enhance teaching across diverse contexts and was launched at the OECD Schools+ Network conference in Portugal.
Led by Andreas Schleicher, the conference brought together 130 schools, researchers and policymakers under the theme Unlocking High-Quality Teaching. Woodleigh was one of only 13 IB schools invited and the sole representative from Australia. Michelle Pitcher, Head of Regenerative Futures and Pastoral Care, at Woodleigh, described the gathering as “A meeting of educators and policymakers, people on the ground and those who shape government policy. That was really unique,” she said, emphasising that without collaboration between these groups “the alternative is talk without action.”
Woodleigh’s role was to focus on Cognitive Engagement. A concept that moves beyond paying attention in class. It refers to the mental effort students invest in their learning, how deeply they think, and how meaningfully they connect complex ideas and apply knowledge. From sustained Cognitive Engagement
comes deeper understanding and retention, and from there, the holy grail of mastery.
But mastery isn’t perfection; it’s more impactful than that. At the core of progressive education, mastery is about connecting ideas across disciplines and being able to use your learnings flexibly. Mastery involves applying deep thinking, skills and knowledge in the real world, with purpose. Mastery occurs when learning becomes an integral part of who you are.
“Google already knows everything”, according to Schleicher. And now, AI knows more. Facts, figures and the history of information are quite literally at our fingertips. In this rapidly changing world, knowledge alone is not enough. The economy no longer compensates us for what we know. It compensates us for, as Woodleigh Principal David Baker puts it, “what we can do with what we know.” This shift is not theoretical. This is happening in real time.
Ideas about education and what success looks like for our kids can be hard to shift. Dr Richard Owens, Director of the Woodleigh Institute, who was also present in Portugal, plays a key role in Woodleigh’s commitment to preparing students for their lives beyond school. “The narrative that success is a high exam score is really hard to break,” he says. “It’s also really reductionist. The OECD’s stance is clear. Education must move beyond knowledge acquisition, to supporting young people in leading meaningful lives, contributing to society and sustaining the planet.”
To comprehend the necessity for this evolution in education, The World Economic Forum’s Future of Jobs Survey 2024 makes clear that by 2030, the most valued skills won’t be memorised facts but resilience, adaptability, curiosity, empathy and technological literacy. These are the skills demanded not just of the working population, but of people who want to move through their lives effectively with agency. As we transition from routine tasks to creative thinking and problem-solving, and from individual achievement to effective collaboration, our classrooms lead the way.
As Victoria’s oldest independent co-educational school, Woodleigh has long pioneered a progressive approach to educating young people. What is heartening is that educators, policymakers and global networks like the OECD are championing it too, as the future of education worldwide. It is a culturally sensitive approach to promoting the wellbeing of people and the planet and as Michelle says, “At Woodleigh, we’re happy to look different and have people ask questions because we believe in what we’re doing.” And it looks as though the rest of the world does too.
“The economy no longer compensates us for what we know. It compensates us for what we can do with what we know.”
Exploring Before Explaining
NASA once used a creativity test to find moon-landing minds – and 98% of five-year-olds aced it. At Woodleigh, that creative genius isn’t taught, it’s protected.
In 1968, NASA faced a challenge: how to identify the most innovative minds to help land humans on the moon. To solve it, they enlisted American scientist Dr. George Land, who designed a test to measure divergent thinking. That is, an ability to generate multiple solutions, make unexpected connections and imagine possibilities beyond the obvious.
The test worked, the first humans landed on the moon the following year - NASA found its people. But what happened next was as phenomenal as a moon landing. Dr Land applied the same test to a group of children. 98% of 5-year-olds scored in the ‘creative genius’ range. Almost all school starters. Those same kids who sometimes have glue in their hair, are employable by the National Aeronautics and Space Administration.
By the time these same five-year-old creative geniuses reached the age of ten, 70% of them have dropped off the range. By 15 only 12% remained and by the time they were adults out in the world – a measly 2%. What had changed after the age of 5? They went to school. How can a packed lunch and a classroom erode such potential?
Reggio Emilia principles have shaped Woodleigh’s Early Learning environments from the beginning. One of the most powerful ideas being that children reveal themselves using 100 languages. They hold a hundred ways of thinking, expressing and understanding; a metaphor for the ‘myriad forms with which life is manifested, and knowledge is constructed.’ (link Rod’s article) before they are asked to narrow their thinking to fit traditional academic moulds.
When we talk about creativity, it is often related as painting and poetry – but creativity is how we think, how we problem-solve, adapt, innovate and connect emotionally to others. It’s what allows us to navigate complexity and imagine different outcomes and better futures.
Traditional schooling systems can be at cross purposes with this way of being in the world. By nature, traditional school emphasises homogeneous outcomes, rights and wrongs and compliance. From the age of five they are trained out of their natural curiosity and creativity.
What does this mean for our children, today? The decline of creative genius is not inevitable. There is an antidote and it’s alive and well in our classrooms. Woodleigh embraces a philosophy that sees children as strong, capable and curious individuals. The Reggio Emilia Philosophy doesn’t ‘teach’ creativity, it protects and harnesses the creativity that’s already there.
Rod Davies Director of Early and Primary Years says, "We honour children's creative genius at Woodleigh by developing environments that are rich in provocation and possibility. We listen deeply, value process before product and celebrate and acknowledge wonder”. In Woodleigh classrooms, children are given the freedom to choose, initiate and lead within a thoughtfully structured environment. They grow with a sense of self that feels comfortable and connected. Through drawing, building, storytelling, movement, music and more they investigate the world and their place within it. These are not just artistic outlets, they are tools for thinking, communicating and constructing knowledge.
One Woodleigh ECC student had an idea to create a giant peace symbol, using real people – and the bigger the better. This spark of curiosity from a 4-yearold, listened to and acknowledged by his educators, set in motion an entire community’s coming together for what is now known as The Peace Project. It was recorded and shared with children across the world. If we begin to see learning as a connected, social process, we can understand children’s playful, joyous thinking as significant contributions to shared learning instead of idle distraction.
So, next time your 5-year-old has glue in their hair, just remember that they’re better qualified for a job at NASA than you are.
Scan here to watch the Peace Project video
“Creativity is ... what allows us to navigate complexity and imagine different outcomes and better futures.”
This business is the funnest thing.
Millie Savage (2010) is an artist. Prolific, passionate, proud and driven, she’s a force in Melbourne’s creative scene, with new ventures popping up all over the place. We had a chat about her life and career, and how creating a business model that supports women has made her the happiest she’s been in a long while.
“I opened the first store in Brunswick, about five years ago. It was a bit shit, I was a bad manager, I’m good at the creative stuff and the money, but managing people wasn’t me. Then I hired my best friend, Abi, and she changed my life. We’ve got 40 staff now, nearly all women, and it’s basically me and my three best friends running this thing. "
Since then, Millie Savage (the brand) has grown with stores in London and New York and a burgeoning number of corporate tie-ins with brands such as Nike, Toyota and Jameson Whiskey seeking out collaboration opportunities. “They hit me up, and even though I never wanted to be the thing, for the brand to be about me, it’s kind of worked out that way and now it’s really fun. It’s not awks on shoots anymore, it’s good.”
After looking at opening in Sydney (“too boring”) and Ibitha (“too cheesy”), the next six months will instead focus on the Fitzroy store, with an additional three levels adding the opportunity to create spaces for a mate’s floristry, art exhibitions and more retail space. “More space to meet and mingle”.
We talk about creativity at Woodleigh, but it’s what you do with it that counts and clearly, Millie does plenty. “After a pretty tough time, I feel like I’ve got time and energy and space for the first time in ten years. It’s fun.”
Sustainable Architecture Win for Woodleigh
Woodleigh’s Futures Studio added another string to its bow in June, becoming a 2025 Victorian Architecture Awards Winner.
The win was a huge result for Woodleigh, McIldowie Partners Architects and architect Frank Burridge, designer Joost Bakker and our builders, SEBS (South East Building Services), as the Futures Studio took home the Architecture Award in the Sustainability category at this year’s Victorian Architecture Awards. Also commended in the Educational Architecture category, the award jury commented that the “project represents the very best of sustainable practice in educational design. Situated on regenerated farmland, the building embodies the pedagogical goals of the school, providing an opportunity for students to gain real-world learning through the design.”
They didn’t stop there... “Judges were also impressed by the depth of sustainable thinking and how this is woven into the incredible learning environment created. The project goes above and beyond conventional sustainable considerations, sequestering carbon through hemp joinery, straw Durra panels and the 800sqm green roof, which also enriches biodiversity, providing a home for endangered butterflies. Materials are adapted and reused, such as timber from St Kilda pier and waste textiles used in acoustic panels. Waste was significantly minimised in both design and construction; 95% was diverted from landfill. Careful consideration was also given to the impact materials have on the health and wellbeing of end users and contractors.
Aligned values across client, design team and contractor has led to a highly successful outcome, one which the team should be very proud of.”
So, it’s fair to say they liked it!
The project also received a 2025 Victorian AIA Architecture Commendation in the Education Architecture area.
The potential for more awards is there, too, as the building is currently shortlisted for both the 2025 Architecture Au Award for Social Impact and the 2025 InDesign Learning Space Award.
For the uninitiated
The Futures Studio consists of three pavilions linked by courtyards and sheltered outdoor learning areas and sits beside the Brian Henderson Reserve, to the rear of the campus. The largest pavilion houses five learning spaces and two quiet learning pods, offering a range of flexible learning settings for teachers to personalise their classroom and offer students agency in their learning.
Classrooms are fitted with acoustic ceiling panels made from reclaimed fabric and feature large sliding doors, allowing collaborative project-based work to occur alongside subject-based learning. Large sliding hemp whiteboards provide further learning and display opportunities while reframing the interior spaces as a linear gallery for the exhibition of student work.
The second pavilion houses staff areas, a meeting room and staff amenities, while the third pavilion serves as the Year 10 Homestead space. Housing a communal kitchen and shared social space for students and staff, building a sense of belonging and community.
A key material choice in the building was Durra Panel, which was used instead of traditional plaster walls and ceilings to align with our sustainable and regenerative education values.
To achieve our vision of the most sustainable build possible, the project adhered to the Living Building Institute’s Red List, meaning that materials containing harmful chemicals were consciously avoided. Durra Panel, made from compressed wheat straw, recycled cork spray, low-VOC paint, ceilings embedded with biochar to filter pollutants from the air and a living green roof, complete with a droughtresilient wicking bed, combined to produce a near zero-waste construction system. The Durra Panel off-cuts were mulched and spread across the school’s gardens!
The green roof, with its thermal mass and soil weight, significantly reduces the need for mass concrete footings, reducing the use of carbon-intensive concrete while speeding the build time.
“The Futures Studio has delivered on each aspect of our brief, forming a vibrant hub for learning, bringing together young students to work on projects with a regenerative focus, and positively influencing the world in which they live
.”
— David Baker, Principal
In Good Company
Woodleigh’s Parents and Friends Groups enrich campus life through thoughtful events, meaningful connections, and unwavering support for our school community.
Senior Campus
The Senior Parents and Friends Group (PFG) are back on deck in 2025, putting together events and extras for our deserving community.
In May, the Mother’s Day Out moved to Ranelagh Club in Mt Eliza, seeking some extra room! The event was as popular as ever, with our guests treated to some smooth jazz on arrival, a delicious lunch and a Q and A with Esther Holt (2007) and Maddy Kelly (2009), otherwise known as Whistle and Trick. Their time on the mic was the undoubted highlight as they spoke about juggling careers, family, parenting young children and trying to build a successful multi-channel entertainment brand as children’s entertainers. No small thing! Their story of the first time a fan recognised them was a ripper!
Thank you, as always, to our generous event supporters who put in to make this
event and its corresponding raffle our major fundraiser for the year.
In September, we celebrated Father’s Day with a Family Breakfast behind Senior Homestead.
As part of our continuing effort to strengthen the sense of community at Senior Campus, we surveyed parents and have used the information gathered to help us tailor a new PFG program offering increased engagement for our parents and families. We will always welcome new members, so please join us at our next meeting!
Scan here to check out the Whistle & Trick website!
Penbank
At Penbank, the PFG has continued its wonderful work, sizzling sausages and serving hot Milos to raise funds for our students, school, and wider community. This year there’s been a continuing focus on supporting the Wugubank Partnership and the organisation of the school’s special 50th anniversary Rock Quiz extravaganza. The biggest Rock Quiz the school has ever seen! We’re proud to have donated the funds that delivered new chairs for the school hall, and to now be supporting the school’s move to solar power.
Our rolling fundraisers, pie drives, IDAHOBIT support and Family Breakfast events that celebrate the amazing women and men in our lives are the visible parts of our efforts, but our PFG is more about connection. Involvement with the PFG offers a new perspective on the school, and we invite all Penbank parents and friends to join!
Mothers Day Out with Whistle & Trick (below) at the Ranelagh Club
Mothers Day Breakfast at Penbank
Welcoming Irrultja
Woodleigh’s long-standing connection with Irrultja has offered meaningful experiences – now, we hope to return the gesture.
For over twenty years, Woodleigh has had a relationship with Ampilatwatja in the centre of the NT. The partnership was established by former Woodleigh teacher, proud Nughi man, Peter Aldenhoven. Many students, past and present, have had life changing experiences visiting this remote Aboriginal community, including the tiny homeland of Irrultja.
Minimbah
It was a huge start to 2025 with Minimbah’s PFG putting on a hugely successful Fair! The whole school community turned out on the oval for a huge afternoon of fun, games, food and entertainment. Bands from Senior Campus provided the event soundtrack until the class groups and Minimbah Staff Band took over and strutted their stuff.
Huge thanks to the organising crew and Fair subcommittee who ensured that the fair was not only a hoot of a time, but also managed to raise $10,000 for the PFG’s ongoing efforts.
Since then, Mother’s and Father’s Day Family Breakfasts, sports day catering, Grandparents Day help and supporting the Year 4s to run the Minimbah Disco have kept us busy! Mostly, though, the joy comes from the ongoing involvement in providing the little extras that make going to school at Woodleigh so special.
Irrultja is a remote community, 60km from Ampilatwatja along a red, sandy and bumpy track. Home to around fifty people, it has only a handful of houses and a small school with 15 students.
Apart from their teacher Andy, Woodleigh students are the only non-indigenous people to visit their school, and it is only for one day, once a year. Irrultja students have never had an opportunity to visit us here at Woodleigh, but our connection remains strong. We have photo books documenting our many visits over the years, including Evelyn, who was only five when we first met her in Irrultja. Evelyn is now twenty and a Teaching Assistant at the school, as well as the only person to have visited us at Woodleigh.
To be able to bring five students to Woodleigh in Term 4 this year we need your help. We are asking for donations from our community. So far, we have raised $10K but we need $3K more.
These students have never been on a plane, they have never seen the ocean and they have never been to a big city. When our students visit Ampilatwatja and Irrultja it is life changing. Now we need to make this partnership life changing for our friends from Irrultja.
If you can, please donate to our Irrultja fund by scanning the QR code.
from left: Lisharni, Neriah, Nelicia, Ananias and Jazena
Minimbah Fair
Warm Fuzzies*
Warm Fuzzy (noun): A fluffy ball, carried by former Principal Ian MacMillan to share good vibes with students and staff.
Tilly Takes Europe
Gun mountain bike rider, Tilly Boadle (Year 11) successfully defended her U17 national title earlier this year, also taking the top step of the podium in the U17s Downhill race at Crankworx Cairns.
She also won the women’s whip off competition in Cairns just prior to heading to Europe for her first international competitions.
Her first stop was the IXS SemmeringEuropean Downhill Cup, where she took the win in the U17 Women’s event (her first overseas race), and was the 2nd fastest female overall. Les Arcs in France was her second race, for the French Cup, which she also won!
An amazing result and we can’t wait to see what’s next.
Up in Lights
Woodleigh alum Memphis Kelly (2011) has been writing and releasing music for many years as Memphis LK. In January, Memphis became Spotify’s EQUAL Ambassador, as part of the platform’s initiative to spotlight women and gender-diverse artists.
It coincided with the release of her EP
Too Much Fun and highlighted her as one of Australia’s new wave of female producers and artists. To top it off, she featured on a Times Square billboard (above), amplifying her profile on the international stage.
Fluent Thinking
Finn Morcombe (2018, right) is doing very well in the tech world with his startup, Fluency, an AI-driven platform transforming how businesses document and manage processes. What began as an idea during an internship – after noticing the inefficiencies of manual documentation – has grown into a cutting-edge solution reducing process documentation time by over 90%.
Since its launch in 2024, Fluency has attracted major clients, including AON, Specsavers, and Prime Financial. Backed by $1.8 million in funding and recognised with multiple startup awards, Finn and his team are on a mission to make Fluency the “operating system for operations.” Currently expanding into the US and exploring further AI innovation, Finn is proving that big ideas, paired with determination, can reshape entire industries.
Young Change Makers
At 10 years of age, Avery J. is taking her place in the world of community leadership.
She’s the newest – and youngest – member of the Mornington Peninsula Youth Advisory Committee, a group usually consists of teens and young adults aged 12 to 25.
During Avery’s interview, she shared her mission with a quiet confidence: “Helping people is my heart.” Her genuineness won over the panel, and she took her place. Avery will use her voice to make change in ways she sees fit and we couldn’t be prouder to see what she does.
Museum Moment
Sascha Shashyan Class of 2024
“I found out that my work had been selected for Top Designs when I was on a stopover in Dubai, on my way to Italy. I was pretty excited – my boyfriend Will had to hear about it for the next six hours!
I let (my teacher) Jasper know as soon as possible. I wouldn’t have been able to do it without him – the quality, or the depth of the work, I’m so grateful. He was definitely a favourite. That’s the thing at Woodleigh, the relationships with teachers are so good, and that’s so important. It really prepares you for the real world. I’m excited to be at Uni, studying Psychology at Monash. I see lots of Woodleigh kids at Clayton, and it seems like less of a jump for us compared to kids from other schools.
My advice to other students studying design in VCE is just to try your hardest. Jasper does push you, but if you choose a topic you’re interested in and apply for Top Designs, there’s no reason you can’t end up in the museum, too.”
Life Goals
Ethan Mangopoulos' (2024) Year 12 artwork, My Life, already celebrated for its inclusion in the NGV's Top Arts 2025 exhibition (above), was voted by exhibition attendees as this year's People's Choice prize winner, earning him $1500. Congratulations again!
Get out of my dreams and into my car
Tom Grech Class of 2010
I have been with GM Design for almost 10 years. It’s scary that it’s been that long, but it’s gone quickly. Car design is an incredibly interesting industry to be part of; it’s competitive, creative and collaborative.
Most of my career has focused on exterior design. My current role is with Cadillac as Lead Designer for their Advanced Design projects. Our team looks into Cadillac’s future to create and steer the long-term brand vision. We identify opportunities for new products, and focus more on the design of current products in their next-generation form. My job is to stay in touch with future trends and customer needs and to place the brand, from a design perspective, in the best position possible.
The culmination of my contributions at Cadillac is two Concept Car proposals, one called ‘’Opulent Velocity’’, and a second, which has just been revealed,
called ‘’Elevated Velocity’’ which intends to showcase our latest design direction for Cadillac.
Recently, there has been a massive drive to elevate Cadillac back to being a bespoke luxury and art-forward brand, much like in the iconic 50s and 60s era, but with fresh ideas and new perspectives. I have just returned from Monterey Car Week, where we unveiled “Elevated Velocity”, and it was extraordinary to feature there with the likes of Bugatti, Lamborghini, Bentley, Mercedes, Ferrari and many more.
The future within GM feels really positive. There are so many talented people from
all over the world that I work with, and the projects we have kicking off in the studio (both future production and concept cars) are looking great. It’s going to keep us busy for a long time!
Sometimes I have to pinch myself. I feel incredibly fortunate to have found this career (which Woodleigh played a huge part in exposing me to and nurturing my creative side in my secondary years). Being part of GM and Cadillac, two iconic automotive brands, is a pretty cool story for a kid from the Mornington Peninsula. But I wouldn’t have got here without my family, who pushed me every step of the way.
Tom's concept car for Cadillac, titled 'Elevated Velocity'
Milestones & Memories
Young Nuptials!
We were rapt to hear from 2019 graduates, Alice Bertram and Morgan Woodward, who shared their wedding joy with us earlier this year. Alice and Morgan had a strong Woodleigh contingent across multiple generations. Check out the photo!
Back Row: Izzy Jones, Elissa Huddart (prev Bertram), John Bertram, Matthew Bertram. Middle Row: Josh McMillan, Dylan Bolch, Lachlan Smethurst, Jesse Butts, Amber Engwerda, Daniel Scott, Quincy SegrenHughes, Ella-Grace Salmon, Declan Richards, Gareth Bolch. Front Row: Kyah Stevens, Tara Pillai, Jemma Lewis, Shelby Donnelly, Riley Divincenzo, Alice Woodward (Prev Bertram), Morgan Woodward, Maybel Gardner, Vanessa Maughan, Gina Bolch & Louis Stanford.
A Long Lunch
Back in February, 12 members of Woodleigh’s Class of 1981 caught up at Sage’s Cottage, 44 years after leaving school. They reminisced about teachers, classmates and school experiences, including when they were taken to Sage’s Cottage in Year 10 to learn the etiquette of eating in a restaurant! Life’s twists and turns were the focus of the discussion, and while some guests still live on the Peninsula, others travelled from the city, NSW and even WA to be at the lunch.
Vale
Nathan Cary
Class of 2001
6 March 1984 – 7 October 2024
Beloved husband, father, brother, son and friend. Nathan was a generous, driven man, beloved by his family and dearly missed by those who worked with him at the company he founded. His entrepreneurial spirit was exceeded only by his devotion to his family – his cherished wife, Olivia, sons Charlie and Noah and daughter Sophia. Nathan’s legacy is one of hard work, kindness and unwavering commitment to those he loved.
Condolences to Marg and Brian Cary, Brother Nick (2004), Olivia and the children.
Steven Temple
Class of 1998
16 April 1980 –4 August 2025
Steve will be remembered by those who knew him as a charming, cheeky soul whose empathy and kindness were paramount. Steve’s time at Woodleigh was marked by generosity of spirit and a deep care for those around him – qualities that stayed with him throughout his life.
Condolences to Faye and Jim Temple and siblings Bobby (1994) and Ange (1995).
Share the Woodleigh Experience at Open House
You know what makes Woodleigh special –now you can help others discover it too.
We’re opening our Junior and Senior Campuses for relaxed, after-hours Open House tour events, designed for families exploring their schooling options. It’s a chance to walk the grounds, chat with our Enrolments Team and School Leaders, and get a feel for how we partner with families to educate their children – with curiosity, creativity, and community at heart.
If you know someone looking for a school that values individuality and connection, invite them along. A cup of coffee or tea, a welcoming atmosphere, and a genuine insight into what makes Woodleigh unique await.
Open House events run twice a year. Visit woodleigh.vic.edu. au/enrol/visit-woodleigh to register your attendance
Get the full picture
From Early Childhood to VCE, our new Prospectus gives you a whole-school view of a Woodleigh education. Grab a copy when you're on-campus, or scan here and download today.
Woodleigh people have deep roots. Stay connected to your community!
Get involved
We love having past students and staff members back on campus, sharing their wisdom and passion. If you're interested in participating as a guest speaker, performer, interviewer/interviewee or helping at one of our community events, please get in touch.
Get in touch
Share your stories
Toot your horn! We’d love to share your latest news with the wider Woodleigh community. Whatever big news is unfolding in your life, whether it be professional or personal, we’d love to hear about it! Drop us a line (or dob in a mate).
For more community and alumni news and events or to update your details, please head to woodleigh.vic.edu.au/community/alumni or email alumni@woodleigh.vic.edu.au
Continue your Woodleigh
story
Priority is given to alumni when enrolling your children into Woodleigh. We invite you to come along and meet Principal David Baker at one of our regular Enrolment Information Evenings.
