Linking the Westbourne Community Issue 4 - November 2013

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Vision

Values

Features

Mission

Regulars

04

Photography Timothy Burgess

3    From the Principal

7    President of School Council

12    Director of Development 

18-19  Community News

4-5  A Day in the Life of Westbourne

8-9  Online Reporting

14-15  Opening of Time Capsule

Our school, your school. A world of learning...

Our mission is to create an economically independent and vibrant community that consistently provides the highest standards of excellence and innovation in learning within a stimulating, nurturing environment.

Westbourne Grammar  School values:

• Community

• Creativity

• Scholarship

• Courage

Westbourne Grammar School Association Contacts

Friends of Westbourne Shona Taylor – President fowa@westbourne.vic.edu.au

Friends of Music and  Performing Arts (FOMPA) Kate Gorham fompa@westbourne.vic.edu.au

Friends of Sport (FOS) Joe Azzopardi fos@westbourne.vic.edu.au

Williamstown and Westbourne  Grammar Alumni Association  (WWGAA) Catherine Mitchell – President alumni@westbourne.vic.edu.au

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14

03

In the year 2080, our youngest students will still be working … that is if work looks anything like it does today.  Our current students will face a world of exceptional opportunity set against a backdrop of increasingly complex and world-wide problems.

In thinking about what it is our students should learn in 2014, our K-12 learning research teams are mindful of the need to identify a broad range of physical skills, thinking capabilities and learning dispositions which will give our young people the timeless strategies to live productively and joyfully in their world.

Our research tells us that all students will need the following broad set of learning dispositions:

•  Being fully literate and numerate.

•   Having the ability to think creatively and laterally as a habit  of mind.

•  Having the courage to challenge custom and protocol.

•  Developing a deep understanding about the art of collaboration.

•   Having the ability to work comfortably within diverse cultural communities.

•  Developing mindfulness to enable leadership of self and others.

In consideration of these key findings, we have made a firm commitment to our students to create the very best learning experience we can at Westbourne.

Westbourne Grammar is a very good school.  Our aspiration however, is to become a great school.

There are two questions to consider:

•   What happens in a great school? o   A great school is where relevant learning provocations occur 

every day for every student in equal measure within a psychologically robust environment.

•   How might we achieve this? o   We have developed a model we call our Strategic Circles to 

allow us to focus on the deep work necessary to create a great school.

Learning that Matters is the driver for our curriculum and our professional practice.  In reality, great curriculum needs great teachers. Great teaching can occur in isolation. However, there is little point in students being taught by a great teacher if the learning on offer is largely irrelevant.

The School’s Effective Learning Teams are engaged in scoping a Thinking Curriculum which is anchored in Reggio Emilio philosophy (K3, K4), Understanding By Design (P-10), VCE (11, 12) and a  K-12 curriculum which specifically addresses the six 21st Century skills identified earlier.

Ms Meg Hansen Principal

Far Right Ms Meg Hansen, Principal

RESEARCH AND INNOVATION: BUILDING A CONTEMPORARY TEACHING AND LEARNING ENVIRONMENT

Message from the Principal

The Dream“Every Child, Every Moment”

Learning that Matters Teaching that Matters

Provocative Curriculum

Intellectual Provocateurs

04

I started the day in Prep and walked in at 8.35am to see the class full of action. Yes, the day starts technically at 8.50am but that doesn’t limit our youngsters. Students were reading, drawing, counting, writing and designing. I wandered over to one corner and met Taj.

Taj in the Craft Corner

Taj told me this was the Craft Corner and when I asked what he did there, Taj simply said “We can create anything.” He and Archie were working on a BFF sign at that moment, but Taj said his best creation was a “double race car” that included seats, steering wheel and headlights. He told me the biggest challenge was 

“trying to make a brake” to slow his car down. I believed him! 

Year 2

Chloe, Oscar and Sophia being persuasive

In Year 2 Oscar was studying ‘location’. He told me he was developing his knowledge of ‘lefts and rights and norths and souths’. The main benefit of this knowledge, he told me genuinely, was that ‘you can tell people where to go.’ Sophia said her favourite thing about Year 2 was writing. She gushed that ‘you can learn so much from what you are writing about. When we did ‘water’ I discovered all these new facts. Writing is great for getting new information.’ Chloe argued that reading was even better because ‘you get a lot of knowledge from books.’ Then she changed tack completely and said “I also learned that although we are all basically the same, people can be a little bit different and we can be friends with anybody.” Sophia countered that in Art there was a great chance to be ‘explore-a-tive’. Then she laughed and added “is that actually a word because I just made it up?” As the vocabulary hotted up Oscar felt obliged to mention ‘we are writing persuasive pieces at the moment. You have to write down three convincing reasons for your reader once you decide whether you will agree or disagree.’ He sure had me convinced!

A Day in the Life of WestbourneYear 4

India thinks about Netball whilst Yuvraj reflects on his cricket career

After the excitement of Year 2 it was nice to unwind and relax with India and Yuvraj from Year 4. Yuvraj told me he was just doing a division test in Maths and that it was his favourite subject. He then told me he loved cricket and that he was a batter and a fast bowler. India, ironically Yuvraj’s preferred cricket nation, changed the tone by telling me that the best thing about Year 4 was all the friends she had in class. She enjoyed playing netball and being creative in class and was quite proud of her ‘pastelline’ Halloween zoo, which seemed to consist of an amazing array of detailed characters. I also heard that they were looking forward to ‘learning new things in Year 5’. I sensed it was time to go so that Yuvraj could get back to blitzing his division test.

Year 6

Harriet and Jenny all smiles in Year 6

Harriet and Jenny made it clear that everything about Year 6 is pretty neat. The Year 6 camp had clearly left a lasting impact as they recounted nerve-wracking exploits involving obstacles courses, drop-slides, flying foxes and the like. Jenny told me that she was really enjoying the creativity in Art where she was learning ‘quilling’. Harriet confirmed that Jenny’s giant bird poster had to be seen to be believed. Skateboard Art and clay modelling - “you know mini-sculpture” - were pretty cool too. I couldn’t help but ask about all the lapel badges that were shimmering in front of me. Junior Strings, Art Committee, IT Committee (‘for helping the Year 1s and 2s’), Library Committee, Legacy Badge – ‘just the normal stuff’. I asked about Year 7 and both girls admitted being partly excited and partly nervous. I asked them about the six and a half days that they had experienced during the year as part of their transition. Both girls agreed that this was a ‘good experience of Year 7 subjects’ and well worthwhile. Uplifted and encouraged, I moved on.

05

Year 8Before lunch I headed down to the Year 9 Centre and found all the Year 8 students who were visiting as part of their orientation to 2014. Today was the launch of the Extended Project Exhibition and they were here to get an early preview and develop some ideas of their own. I recognised Nikita from my extended Maths group who was chatting excitedly to Kiahann. 

Nikita and Kiahann on their Year 9 visit

“Of course, the extension Maths class with you was the best part Mr McGregor.” I wanted to believe her, but the glint in her eye suggested mischief. I played along. “Actually I really enjoyed Maths this year and I have even started using it when I was shopping. The extension problems seemed too hard initially but the new strategies we learned meant we could get past the frustration and accomplish a lot.” Nikita told me that she especially loved English at the moment where she was reading a Midsummer Night’s Dream and encountering Shakespeare for the first time. She said she liked trying to connect with Shakespeare’s different use of language. Nikita thought the best part about enrichment in Year 8 was Astronomy, and more precisely, the whole class impressing the experts at the Planetarium with how much they knew about the universe!

Year 9Whilst in the Geoffrey Ryan Centre, I asked Adi about his very popular Extended Project that brought back memories for many of the mums and dads at the Exhibition. “I wanted to create a retro arcade game that would remind people of those days.” The coding, graphics and scripting took Adi around six months. He found the whole process enjoyable and rewarding. “It was like a hobby to me. The assignments in Year 9 are packed together, but I always found time to work on Robot Run.” He told me that the real life testing at the Exhibition went really well. “I think all the minor bugs have been removed. The only issue on the night was a minor one with the power supply.” While Year 9 has been busy, Adi has enjoyed the occasional break to classroom academics provided by excursions and community service. He told me that his cohort feel connected to the rest of the School but have become much closer as a group through their shared experiences in 2013. 

Adi proudly shows off his retro arcade game

Year 10

Akeem powering away

My first visit to Year 10 drew a blank as the students were doing PE off-site, and when I returned later in the day I found Akeem working on some maths problems. He told me that this subject pushed him more than any others and that he enjoyed the challenge. His teacher was always nudging the class to analyse more deeply. He was powering through his work and when I asked why he said that he had been hosting a German exchange student for the last week. The benefits to his conversational German had been profound, but he was a little behind in some areas! Akeem said that English was the subject he most wanted to improve in. He knew what he needed to work on and was seeing the rewards for his diligence. Akeem told me that his busy day had included an early start for drums practice. He reminded me that I had seen his musical talents at the opening of the Annual Concert when the Percussion Ensemble opened the night with a bang! Akeem also mentioned that he is a keen soccer player and that the A team was in a ‘development phase’ in 2013 with an emphasis on youth.

Year 12

Eliza and other Year 12s taking over the boardroom for Specialist Maths

My days usually involve working with Year 12s and today they actually came and met me in the boardroom. These students have finished their classroom schooling and, as young adults in the middle of their final examination period, they spent an hour or so discussing posers from past examinations. As is typical at Westbourne, there were students from three different classes working together, finding problems and solving them. Rachael, a model student who probably set the record for asking the most questions in a single year, told me that one of the things she will miss most next month is her teachers! The positive and enriching academic relationships formed between the older students and their teachers is a key ingredient to success. 

The four school values of courage, scholarship, community and creativity were also at work from the start to the end of this Westbourne day.  

Mr Andrew McGregor Associate Principal

06

Prep children enter School with a sense of wonder, excitement and curiosity, combined with some reservation at what lies ahead in this place called ‘school’. As teachers, we are gifted with the task of educating these children for a world we can only envisage. In a knowledge-rich world in which you can ‘Google’ most information, it is not only specific content which teachers impart, but habits of mind that allow students to apply their knowledge, understandings and skills to new and challenging tasks.

To foster the interest, curiosity and capabilities of our students, our teachers create unique and innovative learning opportunities which stimulate interest and provoke thinking and questioning. These support them to investigate, make connections with their prior knowledge and develop new knowledge and ideas. 

Prep Students

The approach our teachers are using allows students free exploration, prior to guided exploration and explicit teaching to ensure students develop specific understandings and concepts. These experiences are open-ended and allow students to demonstrate the extent of their knowledge. The explorations also provide powerful opportunities for students to develop their thinking using such thinking routines as See-Think-Wonder and Think-Pair-Share (Richhart, Church & Morrison, 2011).

The teachers provide different materials for children, and they actively observe the ways in which the children use materials to demonstrate what they had learnt.  They also provide opportunities for choice and collaborative and autonomous learning while providing specific and targeted learning opportunities. The balance between these two aspects is imperative to the success we have seen in our Prep students’ learning as it provides opportunities to listen to the children, build relationships and understand where each child is in the development of their literacy and numeracy skills. By observing their learners and documenting their observations the power of the learning is recognised, shared and celebrated.

As co-constructors of knowledge, our Prep students are extremely confident and competent in providing feedback to their peers. They willingly share their learning and provide and accept constructive advice to move their learning forward. This ‘feeding forward’ has been extremely powerful in our Prep classrooms where it is the difference the students bring to the ‘share time’ that creates the most powerful learning opportunities for their peers.

Our Prep teachers see their approach  in many ways as ‘a way of being with the child’, of questioning, inquiring, researching and provoking, so the child develops their knowledge and a deep understanding of themselves as learners and the world around them. 

In the words of two of our Prep teachers, Tracy Hannett and Julie Shutie, ‘ It is not what we do for our children, but what we teach them to do for themselves that will make them successful human beings. Therefore, we will not prepare the path for the children; we will prepare the children for the path.

Ms Andrea Elliott Deputy Head of Junior School: Teaching and Learning

Investigating addition using a variety of classroom and personal resources

Free exploration Observation Discovery

07

Prep Students

forward for the School is robust, and that the School is fiscally stable and able to move to the future.

In a way though, it is our job to fix parking, but our part in this will have been decided perhaps years before in the formation of our Strategic Plan and allocation of funds to bring this to fruition. 

This is why we have such an excellent Schools’ Executive consisting of our Principal and her team and also the administrative staff to implement the Council’s long-term Strategic Plan in a day to day manner.

The Council’s job involves listening to the education professionals who administer the School and know what our children need to maximise their learning experiences. It is then our job to figure out the best way to provide what is required for the School and its students.

As with any large company, it requires a delicate balancing act but one that, as a Council, we are well equipped to deal with.

Membership is something that we constantly review, and is it is based on having a balanced group of people with appropriate skill sets for the proper governance of the School.

An enduring memory of my mother was an award that was presented to her by the Royal Children’s Hospital, in recognition of her many years of service, raising funds for its Good Friday Appeal.

I have to say that through my childhood, I struggled to understand the meaning of why she received the award as, when one is younger, the concept of service is hard to comprehend. It is, however, a very necessary part of our society without which many facets of our lives would cease to function properly, if at all.

This brings me to our School Council which is a group of people who provide service to the School community and, hopefully, I can clarify some of what we do, as it is something that I get questioned about often.

Quite possibly the most common question I get asked is “When are you going to fix the parking?”

My answer to this is that as a member of Council, it is not specifically our job to fix this issue because it comes under the operations of the School, and for a Council or Board to perform their jobs correctly, they should not be involved in the day-to-day running of the School. This is because the Council’s job is ensuring that the strategic plan 

President of School Council

Right Mr David Horvath – President of School Council

We have a very diverse group of people on the Council, some of whom have served for a very long period, and others who are quite new. This is very important as it preserves the ethos of the School whilst injecting new ideas and opinions into the running of the Council. 

It can be a very demanding role as it does consume members’ time and also involves a great deal of responsibility, but we have a group of people who give their time and expertise willingly to benefit not only our current children and parents, but also all of our future students.

In addition to developing the Strategic Plan and ensuring the School’s financial stability, other duties that the Council is responsible for are developing governance policy, ensuring the School’s risk management framework, establishing compliance policies for reporting to regulatory bodies, and dealing with legal issues which are part and parcel of any large business.

There are myriad other roles that the Council performs, but fundamentally, it is one of long-term management and guidance, a fact that is not lost on any of our members considering the long and proud history of the School.

So, if you see me, or any other members of Council at the School or at a function, feel free to come up and ask us about whatever is on your mind regarding the School, just not about the parking!

Mr David Horvath President of School Council

08

2013 has been a year of continuous, evolutionary change for Westbourne. As well as consolidating a number of key educational priorities, we have embraced a range of exciting initiatives to ensure that our students are provided with a truly cutting edge educational experience. One of the year’s landmark developments has been the implementation of continuous reporting. 

The availability of timely, quality feedback is acknowledged to be one of the most significant determinants of success for learners. Our system of providing that feedback online, accessible not only by students but also by their families, allows them to continually evaluate and improve their performance with the support of their teachers. This system is the envy of many other schools and it places Westbourne at the forefront of educational reform. 

Hattie’s publication ‘Visible Learning’, which analyses global evidence on student achievement, identifies that the most significant contributor to student learning is quality feedback.1  Dylan Wiliam states that feedback should focus on what needs to be done in order to improve, and how this can be achieved.2

There are a number of tangible benefits derived from providing continuous quality feedback to our students. 

Online ReportingMr Grant Finlay – Director of Learning

Students embrace this year’s implementation of continuous reporting

More aware of my grades all the time and, therefore, constantly trying to do better than the last: it is a constant reminder of where you’re at.

My parents understand more and can observe my strengths and improvements over time.

Students are enabled to build upon what they are currently able to do. Emphasis is placed on the shared responsibility of both student and teacher for achieving growth in the learner. 

Greater learner autonomy is promoted. Students are encouraged to become more self-regulated learners. Research suggests that this has a positive impact on the way they think and how motivated they feel. This provides students with the motivation to be self-directed learners.

Fundamentally, feedback should provoke thought. Good feedback should not evoke an emotional reaction; it should not be about blame, recrimination or even unfocussed celebration. Rather, it should drive students to focus logically on what they need to do to improve. Effective feedback is very much about ensuring that every learner can derive as much benefit as possible from every learning opportunity.  

Continuous reporting provides parents with immediate access to feedback. Gone are the days of relying on periodic, formal reports, and parent teacher interviews, to keep informed of your child’s progress. 

This then builds authentic communication between a student and their family, and provides a greater sense of shared responsibility. 

1   John Hattie ‘Visible Learning: A Synthesis  of Over 800 Meta-Analyses Relating to Achievement

2  Dylan Wiliam ‘Embedded Formative Assessment’ 2011

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2013 has been a year of continuous, evolutionary change for Westbourne

Parents are encouraged to have weekly or fortnightly meetings with their child to discuss the feedback received during that time and to plan for improvement in the coming weeks or months. The child’s connections between their plans, their actions, their grades and the feedback received is an important part of the continuous reporting process. Their increasing ability to articulate their learning as more than just a response to a topic studied, will see them develop into a resilient, self-motivated and limitless learner. 

Vitally, Westbourne’s approach to continuous online reporting reflects not only the academic progress of our students: it also provides an opportunity to record pastoral comments in addition to their sporting, cultural and community contributions. Our aim is to reflect the whole person, rather than simply the academic dimension. 

The technology that sits behind the continuous reporting system is the foundation in building a technology and information savvy student, staff and parent community of the future. Being able to locate and leverage the information available, and to use it to our best advantage is a key life and learning skill in the 21st century. In 2014 Westbourne will continue to build on this foundation with extended access to information for the wider community, along with further development of technology and information skills to support powerful and positive decision-making at all levels. 

Our continuous reporting process will also continue to evolve in 2014. We envisage that students will be able to record and reflect upon progress against their learning goals. In the future we will also have the capacity for students to create e-Portfolios of their work, allowing them to link assessed work into their reports to provide a full picture of their progress.

We are extremely proud of what we have achieved so far with the continuous reporting process and are thrilled by the positive results we are already seeing in our students. We now look forward to what they, and we, can achieve over the coming months and years. We know that effective feedback has a massive impact on students – it is only right that we make every effort to ensure that they  receive it.

A student’s voice

Continuous online reporting has enhanced my learning this year as I am regularly receiving feedback on my progress. It allows me to frequently reassess my learning as each week we are given individual feedback on areas that need improving. Teachers also suggest strategies in relation to achieving this improvement. This is beneficial as time can be devoted to fixing these errors to prevent them from recurring in the future. The old reporting system provided outdated, general feedback at the end of the year when it is no longer relevant. Continuous reporting is also very convenient as it can all be found in the one location, hence it is easy to refer back to it whenever needed and note any improvements along the way. It is especially advantageous close to the exam period as I am able to re-read the feedback that has been given throughout the year and ensure that I refine my methods in preparation. Year 11 student

As a student of Westbourne Grammar School, a School that has recently adopted the feedback method of continuous online reporting, I have witnessed first-hand the improvements to my learning that this timely, and might I add environmentally friendly,

method has brought about. Instead of the twice-a-year semester reports, online reporting provides me with continuous feedback on my strengths, and identifies areas where I need to improve, and ways that I can achieve this improvement. In this way the issues can be addressed throughout the entire year, rather than at the end of each semester, when it is too late. This ensures that any gaps in my knowledge are dealt with right away before they become a significant issue. Online reporting provides up-to-date information about my learning, whereas the feedback in the old reports was never current. The online reports are easily accessible, not only to students but also to parents. In this way children cannot hide their progress from parents: parents are given the opportunity to be more invested in their child’s progress. Parents are able to monitor performance and continually compare the comments to ensure their child is making effective use of the feedback given. The need for the teachers to constantly update the reports ensures that no student falls under the radar, and that all students understand what is being taught in class. Year 12 student

Mr Grant Finlay Director of Learning

Ms Rose Elsom Director of IT

Ms Andrea Elliott Deputy Head of Junior School: Teaching and Learning

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Mrs Louisa Scerri began her career at Westbourne in 2004 as an English and Literature teacher. Prior to teaching at Westbourne, Louisa taught in Gippsland, Melbourne, Darwin and London where she held positions of responsibility. 

During her time at Westbourne, Louisa has undertaken many roles including Deputy Head of Molland House, Head of Pascoe House and, finally, her present position as Deputy Head of the Senior School: Pastoral Care. Through these experiences Louisa has demonstrated excellent administrative and strategic planning skills, effective and constructive communication with all members of the School community, and a natural ability to lead and mentor.

Louisa has long maintained an interest in Restorative Justice and, whilst continuing to carry out her duties as Head of Pascoe House in 2010, Louisa began to investigate the philosophy of Restorative Justice as a tool to use in a school-based pastoral setting.  

Since 2011, Louisa has formed and led the K-12 Restorative Practice Group, reviewed the Student Management Procedures operating throughout the School, developed a three-to-five year Strategic Plan for the implementation of Restorative Practice at Westbourne Grammar, and been responsible for the professional development of all teaching staff  in this area. It is Louisa’s strong belief that effective schools manage relationships not behaviours, and that everything we do in schools should be a learning experience. 

Prior to, and since working at Westbourne, Louisa has been actively involved in the development and implementation of whole-school policies and programs. Such experience has allowed her to have a clear vision for Pastoral Care, which is aligned with the views and values held by the  Westbourne community.

Louisa’s appointment as Deputy Head of Senior School: Pastoral Care has already reaped rewards, with the staff and students of Westbourne able to witness her many skills and talents. She is an asset to the entire Senior School community and a vital cog in the daily management of the Senior School.

Mrs Louise Mahony Head of Senior School

Profile Louisa Scerri,  Deputy Head of Senior  School: Pastoral Care

Mrs Louisa Scerri

Effective schools manage relationships not behaviours

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Mrs Kylie Baxter was born and raised in Launceston, Tasmania. From a very early age, she aspired to become a primary teacher. Having completed a Bachelor of Education Degree at the University of Tasmania, this ambition was realised when Kylie took up her first teaching appointment at St Leonard’s Primary School (Tasmania), taking responsibility for a Years 5/6 class. 

From there, she moved the following year to Evandale Primary School and it was obvious then that Kylie was going places quickly. In fact, Kylie was supervising her Year 1/2 students who were lined up along the road to welcome Queen Elizabeth and Prince Phillip, who were paying a visit to Launceston as part of their Australian tour. Not only did the Queen break ranks from her bodyguards to speak to the children, but she took time out to speak directly with Kylie. It was one of those moments that don’t come along too often!

After her wedding, Kylie and husband Grant made the move to Melbourne.

Kylie quickly made her mark by gaining key leadership positions in various state schools. She took up her position at Westbourne as Deputy Head of Junior School: Administration and Pastoral Care at the beginning of 2012, having relinquished her role as Assistant Principal at Essendon North Primary School.

Kylie has a particular interest and expertise in pastoral care and student welfare matters. She believes fervently that improvement in student learning outcomes is inextricably linked to measures which enhance students’ mental health and wellbeing. Her Postgraduate Studies in Student Welfare at Melbourne University, and her analysis of the research in this area, have helped to crystalise this view. Kylie has played a key role in driving the implementation of ‘KidsMatter’ (a child mental health and wellbeing framework) in the Junior School over the past 12 months.

Kylie has also worked very closely with Mrs Louisa Scerri (Deputy Head of Senior School) in implementing a Restorative Practices approach across the School. She sees great benefit in getting students to understand the impact of their actions on others, and to take responsibility for those actions.

In terms of the administrative side of her role, Mrs Baxter always strives to follow things up proactively and methodically, and she pays great attention to detail. When dealing with something as complex as the Junior School Performing Arts Festival for example, these highly developed organisational skills are essential 

Profile Kylie Baxter,  Deputy Head of Junior School: Administration and Pastoral Care

to achieving the best possible result.

Kylie feels very privileged to work at Westbourne – a School that she describes as being “innovative and creative in its approach to optimising the learning capacity of all its students”. She asserts that we have a great team of teachers who are dedicated to serving their students to the best of their ability, and she loves being part of the busy life at Westbourne.

Living in Williamstown with her husband and two border collies, Kylie’s work life and catching up with friends, keeps her very active. She loves travelling (and shopping!) and thoroughly enjoyed the experience of chaperoning our FPS Team across to the States for the World Finals earlier this year. She was hugely impressed with what our Junior School students were able to achieve on this world stage.

Whilst the experience of meeting the Queen was something special, Kylie contends that week in, week out, there are constant highlights in her working life that make her very grateful she took up primary teaching. We, at Westbourne, are very thankful she did!

Mr Paul Barklamb Head of Junior School

Mrs Kylie Baxter

Westbourne being: “Innovative and creative in its approach to optimising the learning capacity of all its students”

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One of the most rewarding things about studying at Westbourne are the friendships made by the students and their families. In many instances these relationships are life-long and generational.

It is interesting to see this in play at the Alumni reunions. Past students arrive and meet with their friends and reconnect with those they have not seen for some time. They seem to pick up on where the conversation last left off.

This was also the case at the opening of the time capsule on Sunday 10 November when we welcomed back 500-plus Alumni who were at the School when the time capsule was buried 25 years ago. Some brought their own families with them and proudly showed them “their” school. They also reconnected with people they had been at School with and talked about all the changes that have taken place.

This reconnection is something that Westbourne values with its past students and families.

One of our four School values is community, and we believe that the Westbourne community, both past and present, are a very special group of people. 

It can be difficult to keep all members of the Westbourne community informed and engaged, and we are looking for ways to do this. We are working to update our database so that we can reach you and let you know what we are planning with the hope that you will be involved.

We want to know how you would like to be more involved. It may be that you would like to join one of the fundraising committees, or help out at an Open Day. You might like to take part in a focus group to share your ideas on our Marketing or Reunion programs. Maybe you could take part, as some of you did earlier this year at the Alumni Career’s Evening and mentor current students as they seek to learn more about various forms of employment. However you wish to engage with the School, your contributions will be both welcomed and valued.

Reconnecting is a two-way street and we are hoping that you will continue to feel a part of the Westbourne community.

Whether you were a student at Strathmore Grammar some 80 years ago, or are a current student at the School, we are interested to be part of your lives. You have, in part, made Westbourne the School it is today. 

Ms Ellie Hogan Director of Development

Director of Development

Far Right Ms Ellie Hogan

Reconnection is something that Westbourne values with its past students and families.

Past students connecting at the opening of the Time Capsule.

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Alumni and CommunityThe Alumni Association Executive was proud to host the inaugural Careers Discovery Night for students from Years 9-12 and their parents on Thursday 6 June this year. The Executive, with the support of Mr Graeme Long, Director of Operations, invited members of our close School community or Alumni to share their journeys and experiences in their respective professions. The speakers presented as fine examples of where a Westbourne education can lead you; they proudly represented themselves and their individual professions through their intimate sharing of personal experiences. 

The evening took the format of keynote speakers in the Auditorium following a welcome by the Principal, Ms Meg Hansen. Students and their parents then moved to smaller, ‘career specific’ focus groups where three professionals spoke about their forms of employment and the journey they took to lead them there. 

The 32 speakers were divided into smaller presentation teams that represented the breadth of career choices of ex-Westbourne students. Examples of the 12 presentations included: Engineering and Science, Performing Arts, Banking and Finance, Media and Communication and Medicine and Dentistry. The three speakers in each of these presentations represented individual positions within 

Far Right Ms Amanda Macreadie

that industry. For instance, in ‘Creative Arts’ students heard from a distinguished Photographer, Graphic Designer and Fashion Designer. A Detective, Lawyer and Electorate Officer aptly represented ‘Law, Governance and Public Policy’.

Students were asked to nominate three presentations of interest and attend two separate sessions, both lasting 30 minutes each. Speakers presented for approximately eight minutes before both students and their parents were welcome to ask questions. 

The calibre of the Alumni who spoke, and the effort put into each presentation was truly outstanding. It was an incredibly proud occasion for the Executive to witness such distinguished Grammarians share their journeys with such vigour, passion and inspiration. Thank you sincerely to each and every one of these speakers who so willingly volunteered their time to present on the night. 

Thank you to the students and parents who attended the evening. We trust you found the event worthwhile and hope it encouraged rich discussions about future career choices. Congratulations and thank you to the most captivating and inspiring Keynote Speakers, Jason Wyatt and Sam Salter (class of 1993) who engagingly shared their unique stories about their incredibly successful business BikeExchange.com.au.  To the 

Year 11 students who kindly volunteered to facilitate each presentation, thank you for your patience and support of the guest speakers. We would also like to acknowledge the work of Mrs Tracey Grobbelaar (former Alumni and Community Relations Manager), and Ms Ellie Hogan who so strongly supported the Executive throughout this exciting endeavour.

The feedback we received from parents and students on the night was absolutely wonderful in every respect. They appreciated the variety of speakers, the thought put into each presentation, how it was catered for the students directly and the warmth and integrity of the speakers’ deliveries. We 

are positive that the presenters made a positive impact on so many who attended the evening and have indeed sparked the students’ thinking for their future subject and career options.

If members of the Alumni would be interested in presenting at next year’s Careers Discovery Night, or know of someone you think would be suitable, please contact Amanda Macreadie, Alumni and Community Relations Manager on 9731 9474 or macreadie.amanda@westbourne.vic.edu.au

Mrs Catherine Mitchell President, Williamstown and Westbourne Grammar Alumni Association

14

Opening of Time CapsuleAlumni, current staff and students; others were sitting on picnic rugs sharing the food from the stalls whilst proudly recounting stories of school to their families. Children ran around sharing sweets and getting their faces painted, as parents reconnected old friendships. I was proud to witness first-hand the strong bonds that Westbourne Alumni and the broader School Community have.  I was equally as proud of all the volunteers; Alumni, current parents and students and the dedicated members of Friends of Westbourne who gave their time willingly to make the day a success. My sincere thanks to all.

2.00pm finally arrived.  Everyone gathered together and the chatter fell quiet as Westbourne’s former maintenance staff member Vic Woods, who helped bury the capsule 25 years ago, did the honours of cracking the capsule open.  This was in fact a lot easier to open than we had anticipated thanks to ropes breaking when it was buried, and fracturing the casing. A musty smell immediately filled the front of the marquee. Would the contents be ok?  Would there be much damp and damage?    Relief and a new wave of joy was experienced as people saw the contents removed, much in tact and only some parts damp and damaged.  There were personal statements prepared by students, including a photo and their likes and dislikes and projections of what their future may hold; there were newspapers and magazines, cassettes and video tapes, and countless memorabilia which obviously meant so much to those returning. There was even the surprise of on old plaster cast. 

However, what became obvious to me watching the afternoon unfold was that the time capsule contained much more than just the memorabilia of the students of 1988.  Something far more priceless was captured and contained within the capsule; the essence of pride and the sense of belonging of these students.  It had bought these Alumni back together with the greater Westbourne Community and it was intoxicating for many. 

It was an honour to plan this event and to see the Alumni and Community engage in the manner in which they did was another very proud moment for our School. 

Ms Amanda Macreadie Alumni and Community Relations Manager

Thursday 27 October 1988 saw the Junior School students at the time participate in their very first activity at the new campus  in Truganina.  They buried a time capsule which was to be opened 25 years later. A special medallion was struck, which was inscribed with the capsule opening date, and was issued to each student; the plan being to all meet again for its opening. At the time none of them could imagine waiting so many years. 

Sunday 10 November 2013 arrived and the capsule was to be lifted and its contents revealed.  In the preparation of this special day for Alumni, whether it be rsvps to the event or assistance on what we might need to prepare for its opening, I found a clear message resounding the entire time; Alumni and the wider School Community value their relationships with the School, each other and also value ongoing engagement.   During this time, I heard entertaining stories of what might be in the capsule, tales of well-travelled medallions; one medallion which had experienced three house moves and another that sat in a jewellery box amongst valuable pieces for 25 years. There were countless amusing telephone conversations 

with Alumni who could clearly remember wondering what it would be like to be “so old” when they came back to the opening.  The amusing part being that they now understand  what their children experience trying to imagine life in the future.  

Then there was the anticipation of the actual opening for the different members of our School Community.  Not only were the Alumni who contributed to the capsule keen to see the contents, so were their parents, past staff and of course our current students who had walked over the time capsule plaque in the courtyard for so many years. 

This meant that on the day the School proudly welcomed back in excess of 500 guests. Many Alumni, accompanied by both their parents and their own children.  It is always so fantastic to see the generations of Westbourne families at play. Alumni warmly greeted friends that they had not seen for years, there was high emotion, anticipation and fun in the air as the opening time of 2.00pm was approaching.

It was joyous to watch the School Community interacting; some people were enjoying music performances by 

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with Mrs Shona TaylorA conversation

Amanda Macreadie speaks with current parent Mrs Shona Taylor. Shona is actively involved in the School Community as a member of School Council and the President of Friends of Westbourne Association (FOWA).  FOWA comprises the parent sub-committees of the Junior School Parents Auxiliary, Friends of Sport (FOS), Friends of Music and Performing Arts (FOMPA) and the Swap Shop. Amanda was keen to share an insight into one of the many parents who so generously give their time to the School.

Why do you believe it to be important for a parent to be actively involved in their child’s School community?Being actively involved in your child’s School community allows you to feel part of that community. You get to meet other parents along the way and form wonderful friendships. You also get an understanding of what is going on around the school and to be a part of your child’s learning.

What benefit do you see in having a parent on the School Council? Being a current parent on the School Council allows me to bring to the Council any concerns or questions that other parents may have. It also allows me to be part of the School moving forward and to have an insight into future planning. Being actively involved at School, I also see things on a regular basis that may need consideration by the Council.

What insight have you gained from getting involved in the Friends of Westbourne Association?Being very actively involved with the Junior School and the now the Friends of Westbourne Association, has given me a greater understanding of why we do the fundraising we do for the children of Westbourne. It is a great sense of achievement to see items that have been wholly funded by the extremely dedicated volunteers that Westbourne Grammar School has.

What have been some of the achievements of the Associations in the past couple of years?In the past couple of years, members of the Associations and volunteers have worked extremely hard to fundraise for various items at both the Williamstown and Truganina Campuses and also in the Senior School. Notable achievements have been extensive playground equipment, Interactive white boards, a piano for the Holy Trinity Hall, Library refurbishment (Truganina), Library furniture (Senior School), Year 12 Common Room flooring and new barbecues.

What would you say to a parents considering becoming involved in the school Associations and activities?If you are in a position to volunteer, come along and join in. The children get so much enjoyment seeing their special someone

helping out. Every little bit helps, so it doesn’t matter if you can come along for an hour or so, or longer, we can always do with the hands and we have lots of fun along the way.

How do you balance your time and commitments and still manage to contribute to the School?I am a fairly organised person, so after Association meetings I try to act straight away on any items that need following up. I set time aside to concentrate on Friends of Westbourne and plan ahead for upcoming events. There are particular times of the year where the Associations are very busy, so time management is very important.

Do you have any stand out moments of satisfaction in your various roles in the School?Just generally volunteering my time to the School gives me much satisfaction. Whether it was being the Class Representative or the Junior School Auxiliary President I thoroughly enjoyed both. Being accepted as a member of the School Council, I feel, is a wonderful achievement for someone who, as I say, “..is just a parent and an active volunteer at the School”. I was very honoured to think that the School Council thought I had something to give.

Ms Amanda Macreadie Alumni and Community Relations Manager

Far Right Shona Taylor (centre) with Parents’ Auxiliary Committee

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Since commencing in the position of Archivist at Westbourne, I have encountered some very generous former students. They have donated items back to the School which had been presented to them by the School or originated at the School.

To date, one story really stands out:

The School received a call from the Salvation Army in April this year to inform us of a book which had been donated to them. This book contained a book plate from “Strathmore” Williamstown Grammar School from 1918. ‘The Tale of Cuffy Bear’ by Arthur Scott Bailey, pictured here, has seen some hard times in its almost 100 years, but it is in quite reasonable condition. When researching the original owner, Jessie Banks, I realised that I had known her daughter, Janet McLachlan, who attended “Strathmore” in the 1950s. Jessie was eight when she received the book as a Dux prize in the 2nd class for Reading, Writing and Arithmetic. Jessie married Reginald McLachlan in 1935 and my research indicates that she lived in Williamstown all her life. She died in 1978 aged 68. 

This was a very exciting find and Jessie’s book becomes one of a very few items in our collection from that time. Our thanks to the “Salvos”!

  

Another donation which has been of special interest to us is the medals that were presented to Cyril Brown in the 1920s. These three medals are unique in our collection. Other medals may have been awarded through the years but to date none have surfaced.

Miss Molland’s school bell which has pride of place in our collection is proudly displayed in the hallway of Williamstown Grammar School. Many of us have memories of Miss Molland ringing this bell before and after every recess and lunch. 

A Word from our ArchivistThis 1950’s pocket was donated to our collection by the Thomson family, together with several book prizes awarded by Miss Molland in the 1950s and ‘60s. Also among their donation were some school reports and fee accounts and receipts. The hat, which was worn by both Robyn and Jill, has also been donated and is very much a treasured item due to its rarity.

From the 1960s and ‘70s, we have recently been fortunate to receive from Mr and Mrs Kellett many items including a brand new School jumper and a length of summer uniform fabric from the 1960s. Mr Stan Kellett was a photographer and in the years mentioned took all the photographs of the students. Their generous donation included many negatives of those photos.

This dress was donated by Jan Douglas and was worn by Nadine Douglas. Nadine was enrolled in Prep at Williamstown Grammar in 1977 and completed Year 12 at Westbourne in 1990. We have had the dress framed and mounted in the Di John Centre at Williamstown, together with some other uniform items.

It is only through the generosity of these families that we can continue to build our Archives.  In preparation for forthcoming sesquicentennial celebrations, we would be delighted if you would consider donating any precious memorabilia or pieces to the School’s Archives.  We would treasure their inclusion in our collection.

Ms Robyn Leach Archivist

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TributesWestbourne Grammar offers condolences to all families and friends of the following members of our Community.

Mrs Jan McCalman passed away in August this year.  A long-serving member of staff in the Junior School, Jan sadly lost her battle with cancer. 

WelcomeWestbourne Grammarians’ Football Club was recently established and is the re-imagining of the former entity known as the Old Westbourne Amateur Football Club. Not wanting the name, history or legacy of “Westbourne” to be lost due to this rebadging (particularly with reference to the Senior and Under 19s) a group of Alumni, in close conjunction with representatives of the School, have set about to ensure that football at Westbourne can remain based at the School and in the VAFA from 2014. The original club was founded in October 1990 as a result of former students showing interest in playing football together. Consequently, a team was entered in the VAFA for the 1991 season. The highlight to date of the Club’s history came in 2004 with two premierships. 2006 saw the Club move into the long-awaited new facilities at the School, which included two playing ovals, four change rooms and a fantastic social room later named the Andrew Park Pavilion. The WGFC provides Westbourne Alumni and associates a place to play amateur football in a professional and social environment that fosters and maintains 

18

Community News

CongratulationsPhoto A Retired Reverend George Durinck has become a 

grandfather with the birth of Emily Scarlett

Photo B Mr Geoff Hayhow also became a grandfather welcoming Lily Catherine Hayhow in July

Photo C Alumni Jacqueline Cooke welcomed Adalita Louise Cooke in August at home as planned.  Adalita was 4.00kg, 55cm long and big brother Sebastian is very proud! 

In the Senior School, Amrita Ahuja welcomed her new baby daughter Amaya in August; Rebecca Thompson welcomed little Finley in April, and Chris Gilham and Emma had a little boy Sam  in October.

A B C

the interests and connections of the past and present students, past players and associates. The Club is proud of its culture that promotes a sense of pride, tradition, and loyalty, through behaviours, values and goals. The Club provides social activities and fellowship opportunities for all members and friends.

Mr Simon Christo Contact E-Mail - westbournegrammariansfc@gmail.com Also on Facebook - Westbourne Grammarians’ Football Club

During her time at Westbourne, she held several key leadership positions including Head of the Williamstown Campus and Department Coordinator at the Truganina Campus. Not only did she make a significant contribution through these roles, but Jan will also be 

remembered with great affection by the many students who were fortunate to have her as their class teacher.

Long serving and retired former teacher Mrs Heather John passed away in August this year.  Heather taught Physical education for almost 30 years. She loved teaching and was devoted to her student cohort of Years 7-10. Heather was also instrumental in the development of the Staff Association and held the student and staff welfare close to her heart. 

In the Junior School, Rachel Snowden had a baby boy named James; Audrey Cardona had a baby boy named Julian and Bronwyn Nisbet has just had a baby girl named Meagan.  The Junior School expects to add more little ones to the family with Susie Moxey and Rebecca Ratu commencing maternity leave from the end of this year.  

It was a year of marriage for the Junior School staff and Alumni.  Earlier this year, Brenton Menzies married Kristina Bartolo. Over the coming holidays, James Diery will marry Janelle Hardiman and  Juliet Johnstone will marry Henry Maxwell. The celebrant is our very own Rev Tim Edwards. 

1919

Keep in touchAt Westbourne Grammar School we are constantly striving to maintain our records of contact details for all past students, staff and parents to ensure  on-going effective communication with our community. Please visit our website www.westbournegrammar.com/page/updateyourcontactinfo.htm to update your contact details or email any changes to alumni@westbourne.vic.edu.au

The Alumni office works hard to maintain its record of links between WGS students, parents and staff. If you have relatives who attended WGS, please contact the Alumni office.

To link to the Williamstown and Westbourne Grammar Alumni Facebook page, please scan the QR code on the left. To download the free App, QR Reader, search your smart phone.

Contributions to MonomeithWe trust you have found this issue of Monomeith enjoyable. We intend to keep the Community updated. In addition to stories about our past students, we would like to include notices about engagements, weddings, births and any Alumni or community member who has passed away. Please send these details to the editor at: alumni@westbourne.vic.edu.au

For further information please contact the Alumni office 9731 9474 or email  alumni@westbourne.vic.edu.au

FarewellKerry Vance is leaving Westbourne after a very long association with the School. When her sons became involved in the Senior School in 1994 musicals and plays, Kerry volunteered her assistance in costume and production. At first Kerry and a friend, Marian Moffett, undertook the challenging task as volunteers, but it was soon clear that Kerry excelled in this area, and in 2004 the School employed her as a member of the staff. Over19 years Kerry’s costumes have taken us from Medieval to Edwardian England, from pioneering America to contemporary New York, from Europe in the 1900s to war in the Pacific in the 1940s, to the wonderful world of fairy tales. 

Kerry has also costumed the Senior School plays with as much creative energy, and at the same time she has been an integral member of the production team, central in set design and properties. 

There has not been one historic or social setting in any of the musicals or plays which Kerry has not embraced passionately and creatively.

If you were to ask her what she has enjoyed most her reply would come readily:

“The Westbourne students have been wonderful in all our musical or drama productions. I have adored working with them, and I will never forget their special affection.”

Kerry has always been aware of the sense of close community to which productions have added. If you were to ask students with whom she has worked, their reply would come readily:

“Mrs Vance is wonderful, patient and affectionate. We will never forget her dedication to perfecting her special professional skills and encouraging us.”

After nearly 23 years in this this role, the Coordinator of the Outside School Hours Care (OSHC) Program, Truganina Campus, Mrs Irene Perera retired at the end of Term 3. Indeed, Mrs Perera oversaw the establishment of the original OSHC service at Westbourne and has been instrumental in seeing it grow and develop over the past couple of decades.

She has loved working with the students and was reluctant to give up her position, but ill health and a major operation looming in the near future forced her hand.

Many students have passed through her care over the years - both in the Before School Care and After School Care Programs, and until several years ago, Mrs Perera also coordinated the Holiday Programs. She is held in high regard by students and parents, and the School is most grateful for the dedicated and conscientious manner in which she has carried out her role.

On the final day of last term, the OSHC students had a party to celebrate all that Mrs Perera has contributed to our School and a special presentation was made to her at Assembly.

We wish Mrs Perera all the best as she works to resolve her health issues and a very long, happy and fulfilling retirement.

Ms Amanda Macreadie Alumni and Community Relations Manager

Ms Kerry Vance Mrs Irene Perera surrounded by students

Williamstown Campus 67 The Strand Newport Vic 3015 Australia Telephone 03 9731 9412

Truganina Campus 300 Sayers Road Truganina Vic 3029 Australia Telephone 03 9731 9412

www.westbournegrammar.com