monomeith 2015 issue 7

I S SUE 7

MONOMEITH

COVER STORY:

We introduce our new campaign

THINK LIKE A HERO

CONVERSAT ION WI TH PR INC IPAL , MEG HANSEN

WESTBOURNE ’S ANZACS

UPDATE ON L EAD ING L EARN ING THAT MATTERS W I TH V I S I T ING HARVARD ACADEMICS

3Monomeith2 Monomeith

Contents

4Message from the Principal

7Q&A – Meg Hansen

Cover Story – Think Like a Hero

8

Feature Story – Harvard Experts Endorse Exceptional Learning At Westbourne12

Social Pages

3426Archives

MONOMEITH

Westbourne Grammar SchoolIssue 7, September 2015

EditorCatherine Middlemiss

Director of Development and Community Relations

Editorial TeamSue Johnston

Renee Ayling

Design and ProductionYoke

Enquiries03 9731 9444

[email protected]

—

300 Sayers Road,

Truganina, Victoria, 3029, Australia

westbournegrammar.com.au

facebook.com/WilliamstownandWestbourneGrammar

Cover:

Westbourne Grammar students who feature in our

new ‘Think Like a Hero’ campaign.

(Left to Right) Shihab Deen Mohamed, Calvin Lam,

Tiara Scognetti and Akeisha Sandhu.

In Conversation With – Grant Finlay

14

Student Interview

16

Student Review

17

Memories

18

Alumni

20

Westbourne Life

28

In The Media – That Sugar Film

32


Mindful Heroes Shine at

Westbourne

In launching our dynamic new brand the School challenges its students to not only ‘Think Like a Hero’, but to be their own hero. Since the launch, this imaginative concept has generated much excitement amongst our students and a huge amount of interest and positive feedback from our wider community.

When we started to look more closely at the expression of our brand, we recognised that unless the essence of our message came from within and unless it truly reflected our learning aspirations for our students, it would not feel or sound authentic. As slick promotional wizardry was not our aim, we embarked on a different approach - one which has allowed us to question and tease out the behaviours, attitudes and personalities that make us uniquely ‘Westbourne’.

The process led us to find out more about perceptions of our School. We surveyed current and prospective parents, spoke at length with staff and stakeholders and gathered data from relevant educational and business research. In the quest to define who we really are, we extended investigations of our existing brand personality to encompass Joseph Campbell’s fascinating idea of ‘the hero’s journey’, with its themes of the call to adventure, mentors, ordeals and triumph over adversity.

Having reflected on what it is that makes a hero we then agreed that such a person would exhibit various combinations of these attributes: honourable, agile, decisive, inspirational, ambitious, wise, original, brave, tenacious, focused, determined, visionary, honest.

MESSAGE FROM THE PR INC IPAL

“ THE SCHOOL CHAL L ENGES I T S STUDENTS . . . TO BE THE IR OWN HERO“


Q&A.WITH MEG HANSEN , PR INC IPAL

WESTBOURNE GRAMMAR SCHOOL

What is your favourite thing about your job?

Westbourne students. I love their energy and humour and goodwill.

What are your greatest passions?

Fascinated with how humans learn, passion for human creativity in all its forms. I never cease to wonder and to be inspired by literature, by theatre, by visual arts, by music, by architecture and by film.

What is your favourite book?

Just the one. Jane Austen’s Pride and Prejudice; masterful writing which, given the novel was in its infancy when she wrote it, makes her the inventor of the modern novel. It is subtle, clever, compelling ... and it is just about people.

What is your favourite travel destination and why?

South Island of New Zealand. Simply awe-inspiring, restful, majestic.

Knowing what you know now, what would you say to your 16 year old self?

Stick with your passion and your values, seek wisdom always, and question all assumptions.

What have you learnt from your mistakes?

Hard work and kindness never go astray, ever.

If you could change one thing about Australian society what would it be?

Bureaucracy … too much … let us live as humans ought, not with a rule book, but with a heart. And please could we learn to conduct public debate with grace, without seeking to cause social rifts.

When was the last time you were inspired and why?

Probably when I read Don’t Let’s Go to The Dogs Tonight and then when I heard Germaine Greer speak on the environment; discovering Martin King’s works at Port Jackson Press; Wilma and Friends’ Concert ‘The Romantic English’ and a C W Stoneking concert.

Do you listen to music and, if so, what type?

Constantly, both recorded, radio and a lot of live music gigs. Blues, jazz, classical.

What was the last film you saw?

That Sugar Film.

What are the things which most inspire you?

Being outdoors, art, music, young people, literature. Being alive.

At the same time, we also thought further as to how we might identify a thinker and this is what emerged: relentless, innovative, alert, fair-minded, ambitious, intuitive, logical, curious, courageous, inquisitive, a planner, a competitor.

By combining the two, Westbourne has created a strong, vibrant concept - one that every student can relate to in his or her own individual way and which is a perfect fit with our Growth Mindset and Mindfulness approach to learning. In embracing the principles of Growth Mindset and Mindfulness, students have no difficulty making connections to thinking like a hero.

Importantly, our new Think Like a Hero branding recognises that heroes come in many shapes and sizes.

A hero can be someone who plants a tree for the environment, a person who stands up to a bully or speaks out. A hero is courageous and honourable, thoughtful and responsible - and many other things as well. In the end, perhaps a hero can be an ordinary person who does extraordinary things.

“OUR NEW TH INK L IKE

A HERO BRAND ING

RECOGNISES THAT HEROES

COME IN MANY SHAPES

AND S IZ ES”


THE V I S ION AND VALUES OF OUR SCHOOL ARE WEL L ART I CULATED

We are poised to pounce on the most recent offering, the inspiring innovations, compelling new brands and the godlike behavioural change guru who will fix our health, our work life balance, our weight, our debt, our life ... right?

Most of us embrace a whole range of electronic devices that connect us to the world with much more enthusiasm than we can muster for dinner table conversations that connect us to our family. Perhaps this is because we are pretty sure our greatest opportunities are out there, being waved around by someone else and we surely do not want to let them pass us by.

Well, what if that is not right? What if the reality is quite the opposite and our best opportunities are quietly waiting for us to take a long, close and analytical look deep within ourselves?

It was a conversation of this nature that led us to contemplate how well we understand and subsequently communicate that which is the deep source of Westbourne’s purpose. The vision and values of our School are well articulated but do they simply translate into

a vivid and purposeful meaning with built in pathways that invite pursuit? Catchy tag lines can populate vocabulary but do they embrace each and every person within the Westbourne community? Perhaps the most important of all important questions is do we believe with absolute conviction that what we say is who we are? What is our brand?

For any brand to establish traction and gain momentum in a crowded market space it must be based in truth and be able to stand the test of authenticity. It isn’t just a matter of external perception, but the very foundation that shapes that perception. When a brand is soundly based in an internal truth and capability, has a defined heritage and performs around its well-grounded value set it can then consistently deliver against the expectations of its stakeholders.

Delyse Graham - Next 20 Pty LtdThink Like a Hero

COVER STORY


From this point of realisation the mounting affirmations demanded that our brand be expressed in the human form rather than in an esoteric or conceptual context.

With this in mind we applied Carl Jung’s theory of 12 archetypes (characteristics that symbolise basic human motivations and have their own set of values, meanings and personality traits) as the method to reveal our ‘who’. By assessing, comparing and weighting the behaviours and attitudes of each of Jung’s 12 personality types against our intrinsic nature we were able to narrow down to three essential personas that best represent us.

Sage, Hero, Creator

Carefully embracing the images evoked by the words, it was time to sit quietly by the imaginary campfire. This is the process of allowing the richness of information collected to settle into a creative visualisation and form the impression that becomes an indelible stamp that can endure through time. In this instance the warm glow of the campfire was surrounded by the faces of Westbourne’s student population, alumni, the faculty, the principal and other staff, parents, grandparents, young Wyndham residents who are are future families, all who participate in the immediate and broader community. The task that remained was to hand this group the stamp - the simple, relevant, powerful message that embodies why we are here, what we do and who we are.

Think Like a Hero

Of itself ‘Think Like a Hero’ is not the next big thing but it is the pathway to opportunity. Quite possibly you are already forming a connection on a personal level and can see glimpses of yourself in your idea of hero. Across the cultural, age, academic and social diversity of our School and community we are likely to find a whole range of characterisations from superheroes to sporting heroes, political, artistic, philosophical and even the heroic act of schoolyard kindness.

It seems that during our life we all seek out a hero or two for inspiration and every now and then imagine we just might have the requisite qualities that can propel us skyward. There is of course no doubt that a hero resides inside all of us.

The role of the School is to create the conditions that enable each one of Westbourne’s learners to seek, grow, learn and believe in their ability to find the hero within and continue that thinking throughout their life.

Delyse is a past parent of the School and over many years has worked with individuals, organisations, associations, businesses, regions, towns and governments, leading thinking in the areas of brand, market and business development.

By now it is probably clear how we arrived at the notion that we needed to define Westbourne’s brand and that our methodology was carved from the belief that the best outward expression of ourselves was going to be found within. The challenge was to get down inside this idea and resurface with an outcome that responded to our exacting requirements for integrity and, at the same time, spoke a language that resonated across our entire community.

With a view to paying homage to previous work undertaken by the Executive, School Council, staff and other contributor groups, our first step was a comprehensive literature review. The most powerful and insightful of the many informing documents and reports was the Westbourne Strategic Framework and the Whole of School Parent Review both completed in 2014. The Strategic Framework created the conditions for innovative thinking, clarity of vision and values and, permission to be bold with ideas.

The Parent Review was an exhaustive tool for measurement and the scorecard by which to balance our aspirations for a future yet imagined against

the needs, expectations and realities of our current families.

The result of all of our conversations, interrogations and deep mining of our academic, human capital, community and business thinking led us to some potent realisations. The things that drive our purpose and the behaviours that differentiate our performance sit at the core of how we are shaping our learners.

Westbourne is infused with an attitude of possibility and belief in our community. It is evident that we are prepared to challenge complacency and embrace the chance to be exceptional. Unequivocally we support excellence and we are willing to use every resource to stimulate great thinking and inspire great action. Our desire to contribute to a better world is ferocious and we build relationships that are based on trust and centre on kindness and fairness.

Our intrinsic nature is dependable, relentless, challenging, enabling, courageous and aware.

“OUR METHODOLOGY WAS CARVED FROM THE B E L I E F THAT THE B EST OUTWARD EXPRESS ION OF OURSE LVES WAS GO ING TO BE FOUND WI TH IN“


F EATURE STORY

What constitutes an effective and powerful learning experience in the twenty-first century? As the landscape of contemporary education continues to make new demands on schools, it is essential to be responsive to complex social developments and create learning experiences that are engaging and exciting for all learners. For today’s educators, important questions arise. How do we teach for the kind of deep understanding that requires learners to solve complex problems? How do we engage and challenge our learners? What can we do to maximise growth for all our students? How do we teach for deep understanding that requires learners to solve complex problems? How do we inspire and challenge our learners? What can we do to maximise growth for every student?

In the context of these questions, in 2013 a group of experienced principals became involved in the initiative Leading Learning That Matters - a three-year collaboration between Independent Schools Victoria and Harvard University’s Graduate School of Education.

As a member of this group, Principal, Meg Hansen recently welcomed three distinguished Harvard academics to Westbourne. During their visit, Professor David Perkins, Dr Daniel Wilson and Ms Flossie Chua were able to see at first hand the innovative educational environment and mindful learning that exemplifies the School’s vision for its students.

With an international reputation in the field of education, Professor Perkins is an authority on the subject of teaching for learning and the concept of ‘visible learning’. He challenges the

idea that intelligence is fixed, believing that individuals can apply and adapt their intelligence to different environments. With a growth mindset, students can boost their educational achievements and transform their personal capacity.

Given that Westbourne is very focused on ensuring students and teachers develop strong growth mindsets, the collaboration with the Harvard experts is proving immensely valuable. For twenty-first century learning to be successful, schools need to foster a culture in which students are empowered to apply and adapt their intelligence and thinking to a range of environments. So our teachers teach for understanding – as well as knowledge. They understand the importance of having high expectations for all students, the value of constructive feedback and how to create classrooms that engender feelings of respect, trust, optimism and intention to learn.

Integral to Westbourne’s vision for education, Leading Learning That Matters is about ensuring that the School continues to think about strategies to build expertise in teaching and learning, the development of emotional intelligence, the creation and sharing of knowledge and how best to prepare students for a future that can sometimes be hard to imagine.

Harvard Experts Endorse Exceptional Learning At

Westbourne


Grant Finlay has spent the past three years teaching English at Westbourne Grammar having previously taught in the UK and NSW. His attitude and teaching style has made him a most popular teacher among the students and staff. “Great teaching is not about knowing everything,” says Grant. “A teacher is a tour guide, whose job it is to direct students to different destinations based on the needs of the learner.”

Grant concurs that providing effective feedback lets students know why they are currently doing a particular piece of work, letting them know what they need to do to improve and grow, and explaining to them how they can go about achieving this. “Everyone deserves to be challenged regardless of labels (such as gifted or talented). All students have gifts and talents to offer. It is our job to help them to create passions for things.”

Grant has become a strong advocate for the power of effective questioning and knowing that not all questions need to be answered. “There is power in thinking about many possibilities. Inspiring students to want to learn and achieve more is made so much easier since the use of technology in the classroom.” Grant feels it expands the walls of classrooms and affirms that, “learning should not be limited to the confines of four walls and a roof.”

In April of this year Grant and some fellow teachers accompanied a group of Year 11 students on a trip to Cambodia where they visited Kampuchea House, an orphanage which is the focus of Westbourne’s international community service efforts. Whilst in Cambodia the teachers and students worked tirelessly on building a new house and landscaping and pouring concrete, as well as teaching lessons to the students in the local village school.

INSP IR ING T EACHER

T E A C H I N G B E YO N D T H E C L A S S R O O M AT W E ST B O U R N E G R A M M A R S C H O O L

Grant Finlay

IN CONVERSAT ION WI TH Q&A.

AS PUBL I SHED IN CHOOS ING A SCHOOL MAGAZ INE

1. What do you regard as the key attributes required for being a truly inspirational teacher?

First and foremost I feel that the main attribute is the requirement to have high expectations of all students and the profound belief that they can all be challenged and grow as learners.

I have always wanted to make learning completely relevant to the students, to immediately hook their interest. Inspiring students to want to learn more and to be high achievers is the greatest gift for a teacher. The journey is really akin to being a ‘tour guide’, as the teacher directs students to different destinations based on the needs of the learner.

I also see it essential to provide effective feedback to my students and ensure they are clear as to why they are studying a particular piece of work. I want them to know what is required of them to improve and grow, and provide examples as to how that can be achieved.

2. What type of teacher would your peers say you are?

I would hope inspirational, knowledgeable, flexible, someone who sets high expectations of students and staff and someone who is able to take risks and try new things, all the while encouraging others to do the same.

3. What type of teacher would your students say you are?

Again, I would hope they see me as someone who is making learning relevant and interesting for them, and who is totally passionate about what he does and utterly committed to their learning requirements.

I do make myself totally approachable for my students and hope they can see how much I also love to learn. I would hate them to think I ‘know it all!’

4. Has your method of teaching changed hugely over the years? If so, in what ways?

Oh very much so as I have had the pleasure of having some incredible mentors. I have also discovered the importance of greater collaborative and cooperative learning experiences and

have focused more attention on how different thinking routines can be used to challenge all students.

I now have a strong belief in the importance of an enrichment program for all students and that everyone deserves to be challenged regardless of labels.

It has been remarkable seeing how technology can be used to expand the walls of classrooms, affirming that learning should never be limited to the confines of four walls and a roof.

Over the years I have learnt a great deal about the power of effective questioning and that big, or essential questions, are very powerful in helping to frame learning.

5. How has the use of technology in the classroom changed the way you teach?

Well, the whole world has changed vastly in such a very short time with the advent of the use of technology per se, let alone by bringing it into the classrooms.

In essence, technology assists markedly in making learning collaborative and helps in being able to so quickly create collaborative spaces. Programs such as OneNote are incredible in allowing this and so too are websites like Padlet. The creation of videos and other learning material, such as flipped learning means that students can now watch information at home as opposed to time having to be devoted lecturing them in class. This allows students to come to class already having done some research and with some incredible questions, so that changes the focus of all of their lessons.

Technology has also had an impact on parents. Westbourne’s online reporting allows us to engage parents in the students’ learning journey, without having to wait for the ‘end of term report’ as it were.

6. How do you maintain your enthusiasm for teaching?

I have been an avid learner all of my life and make a point of keeping up-to-date with appropriate reading material. I feel blessed to still be really excited about teaching and the progress we all make. Constantly sharing ideas with colleagues also ensures that the enthusiasm levels are maintained.


Student Review

NAME: LIAM STRAUGHAM

YEAR: 12

MUSIC: WHAT ABOUT NOW BY BON JOVI

WHAT I S YOUR FAVOUR I T E A LBUM?

Ra t i ng : 4 . 5/5

REV I EW:I love using KIK to communicate with friends for free. It doesn’t cost anything, so it’s great to be able to talk to people who I don’t see much or live far away. You can also make group chats with up to 50 people, so this makes it easy to organise things with friends or to get help with homework.

WHAT I S YOUR FAVOUR I T E APP?

Ra t i ng : 4 /5

NAME: AMY CALEO

YEAR: 9

APP: KIK

REV I EW:As a young boy, this movie was my all-time favourite. I watched it almost 20 times and still, to this day, there is nothing I would do to change it. It’s rated ‘G’, therefore is suitable for all ages, so it is a great movie to watch with your siblings and cousins. I also love it because of all of the humour. It even has a little bit of drama and romance which makes all of the movie scenes fit together very nicely.

NAME: ARTH TUTEJA

YEAR: 5

MOVIE: FLUSHED AWAY

WHAT I S YOUR FAVOUR I T E MOV I E?

WHAT I S YOUR FAVOUR I T E BOOK?

Ra t i ng : 5 /5

NAME: BRONWYN PEPPER

YEAR: 8

BOOK: THE MAZE RUNNER

REV I EW:This book is one of my favourites because you never know what to expect or what’s going to happen next, and it keeps you on your toes as if you are running in the maze itself. It begins with a boy stuck in an elevator that only goes up, with no memories of his past life, and only his name to begin his new one.

As the elevator comes to a stop he is greeted by a group of boys seemingly the same age as him. This boy finds that he and the other boys are trapped like mice in a giant maze with no escape. But this boy is different, he’s more curious than the rest, but this is good. He may be their only chance of escape, but will they trust him?

REV I EW:In What About Now, Bon Jovi creates a new image of itself, a reinvention of the modern rock genre. Songs such as Because We Can and Army of One create an energetic feel, whilst others, such as Amen, Room at the End of the World and The Fighter create a contrasting sense of intimacy and of solidarity and calm. Upon listening to this album I felt a variety of emotions stemming from the pure genius and ingenuity of Bon Jovi’s writing.

A brilliant album that distinguishes itself in a strikingly creative and bold new way; this shows Bon Jovi is capable of adapting to an ever-changing musical demographic, whilst staying true to their status as a timeless favourite band amongst rock fans.

Ra t i ng : 5 /5

Student Q&A.INTERV I EW

NAME: CARLA DEALE

AGE: 17

Tuesday 14 May 2015 saw 25 Westbourne Grammar students attend Design Futures – a forum which aimed to inspire young designers to consider the broad and exciting industry of Visual Communication and Design.

What was your favourite design piece?

Madeleine Scott Spencer’s otherworldly designs ultimately were a taste of the unknown - grotesque depictions of alienesque creatures. It was clear Spencer was driven by her innermost desire to create works which challenged contemporary design and introduced an extra-terrestrial element to a seemingly humdrum career. Spencer’s work was both a perplexing and insightful view into design. Though still structured and for monetary gain, her works are clearly a result of a bizarre and creative mind.

What were you inspired by at the event?

Though simple, the sheer volume of people attending the forum was so inspiring – to know that you were amongst other young minds who were enthralled by design and visual arts was a comfort to me. To know that there is an array of successful designers who have travelled the world pursuing their passions reminds me that I can follow a creative path and, one day, inspire others as I have been inspired.

Who was your favourite artist at the event and why?

As a designer who was evidently constantly changing and improving, Aaron Limonick’s beautiful and confronting concept art resonated with me on a level higher than any other influential figure has. His approach to ‘pain and reward’ in the context of creating art

was an inspiring reminder to pursue my passion for visual art, no matter the volume of the work. Limonick will continue to inspire and perplex me with his works, which are a depiction of worlds separate to our own – worlds that have yet to be explored by man, worlds that we may inhabit in a possible future.

What makes you want to pursue a career in art and design?

Art ultimately is the entire foundation of my life. I am driven by the thought of marrying my career with my passion - to live an almost vagabond life of artistic purpose is my greatest motivation to complete Year 12 with an unparalleled vivacity for visual arts. Knowing that before me was an array of artists who lived to depict the world they inhabited, free from desire for wealth or status: art will continue to pull me into its world.

When you graduate what does your dream job look like?

My dream job is not a concrete plan. I’m not sure that any dream can be concrete; however, I know that one day my art will be the centre of my life. Though an ambitious dream, one day I hope to be completely immersed in my art. I want to live art, and I want to breathe art. My career ultimately, for me, should be an escape from a humdrum lifestyle and a morning commute. Though, at least for now, I don’t know exactly how my career looks, and what specific form it may take, I have faith in the minds of the established and the successful, and the minds that will enhance the passions I already have for art. I want my art to take me anywhere and everywhere, and though a dream, I believe that dreams can become reality, and I want art to be my reality.


When Australia went to war on 4 August 1914 few could have foreseen that this would be a conflict from which the new Commonwealth would emerge unscathed. The Calcutt family was well known in Williamstown, living at 12 Victoria Street and sending their three sons to Williamstown Grammar where the boys completed their early education.

Gerald, the eldest son of his father’s second marriage, was born in 1887 and by 1914 was employed as a clerk. Just 11 days after the declaration of war he enlisted in the 7th Battalion of the newly formed Australian Imperial Forces. Following training in Egypt, the battalion took part in the Anzac landing on 25 April 1915 as part of the second wave. Four weeks later, Gerald was sent out on scouting duty at Shrapnel Gully and never returned.

Reported as ‘missing in action’, the family had to wait until 1916 before receiving official confirmation that Gerald had been killed in action on 24 May 1915. Finally, in late 1917, they received a parcel containing a few of their son’s personal effects, an event which prompted Gerald’s mother to write to the authorities asking if she could have a “copy of the evidence on which you officially reported his death as it would be a comfort to his sorrowing family to know any details.” Today, Gerald Calcutt’s war

THE SCHOOL REMEMBERS – A FAMILY’S SACRIFICE

service is commemorated at the Lone Pine Memorial where his name is listed on Panel 28.

The Calcutt’s second son, Clare, was working as a Chainman (surveyor’s assistant) and aged 21 when he became one of the original members of the 8th Light Horse Regiment on 15 September 1914. He embarked for Egypt in late February 1915 and served at Gallipoli, where, like many of his comrades, he fell sick, first with influenza and then typhoid. Invalided from Anzac Cove to England via Malta he was hospitalised for some months. After being granted leave in England he searched for news of his brother Gerald. Returning to Australia in mid-1916, he was discharged from the Army as medically unfit and suffering from what may well have been shell-shock but was then often described as ‘Neurasthenia’. Attempts to re-enlist in 1917 and 1918 were not successful. Sadly, Clare Calcutt seems to have suffered from on-going psychological problems after the war.

Brendan Calcutt was only 19 and employed as a time keeper with the Victorian Railways when he enlisted in the 14th Battalion (6th Reinforcements) on 7 April 1915. After a short stay in Egypt, he arrived at Gallipoli in August just in time to participate in the assault on Lone Pine.

C l a r e C a l c u t t 1 8 9 3 - 1 9 7 8 . P h o t o g r a p h p r e - e m b a r k a t i o n 1 9 1 5 .

MEMOR I ES

Gallipoli Centenary1915 - 2015

Severely wounded in the leg on 8 August, young Brendan found himself in hospital in Constantinople (Istanbul) and a prisoner of the Turks. Once recovered from his injuries, he was transferred to the prisoner-of-war camp at Bilemedek in south east Turkey where he and other prisoners worked on the construction of the Berlin to Baghdad Railway. Although the camp was in a remote location, conditions were comparatively good and he received letters and food parcels from home. However, towards the end of 1916 Brendan was diagnosed as suffering from malaria and diarrohea. His resistance to disease was low and a small cut to a finger soon became badly infected. Despite treatment in hospital he developed septicemia. Cared for by fellow prisoner, British army doctor CEM Jones, Brendan‘s condition was to prove fatal and he died on 18 December 1916.

Three months later, as historian Peter Fielding recently discovered, the Calcutt family received a most moving letter from Dr Jones in which he described Brendan’s last days, noting that “he was held in high regard by his fellow prisoner-of-war mates for his cheerfulness and positive attitude, even though he was not physically well.” Brendan was buried in his uniform and laid to rest at Kadzi Kerr (Hadu Ker) cemetery. In 1927 the Imperial War

Graves Commission reinterred the remains at the North Gate War Cemetery in Baghdad.

To have lost two sons in the Great War with the third damaged by his experiences must have been devastating for the Calcutt family, the local community and the school friends from Williamstown Grammar. Now, a century on, Westbourne pays tribute to the bravery of these young men and the sacrifices made by them and the many thousands of other men and women who have served their country in wartime.

As part of the School’s commemorative Anzac Centenary program, students at the Williamstown campus laid wreaths at the special Anzac Day ceremony held on 24 April, while at Truganina the Junior School planted a Gallipoli Oak seedling received from the National Trust. This seedling was propagated from a descendant of a Gallipoli Oak grown from an acorn brought back to Australia by an Anzac. With Reverend Thompson on hand to say a few words and some invaluable help provided by the Head of Grounds, Mr Craig McDonald, our Junior School Captains, Ava Hatzopoulos and Blake Hodgson-Rushbrooke, and Year 3 students, Siena Costa and Reuben Krawczyszyn, took responsibility for planting and watering this very special seedling.

Gerald Calcu t t 1887-1915. S tudio por t ra i t 1914.

B r e n d a n C a l c u t t 1 8 9 6 - 1 9 1 6 . S t u d i o p o r t r a i t 1 9 1 4 .


Whereare they

now?

ALUMNI

After I finished Year 12 I went straight to the USA to Loyola University on a scholarship to play lacrosse. Whilst there, I received a Bachelor of Arts in Social Work and Minor in Photography. I stayed at Loyola University for four years after I graduated to coach full-time. I met my husband, Mike Sullivan, there and moved back to Australia nine years ago. We now have two little boys, Raff and Jarvis.

Professionally, I now own a website, showandtellonline.com.au, with two of my girlfriends. This is a women’s lifestyle site centered around real conversations with women about parenting, career, food, the home and everything in between. It is a place where we aim to inspire, empower and provide interesting and relatable content for women.

One of my business partners is a former Westbourne girl, Katie Dimond (1999), who is now a radio host on KIIS FM. You can listen to her at 3.00pm each week day.

STACEY MORLANG SUL L IVAN (1998 )

Stacey Morlang (far right)Katie Dimond (centre)


My name is Anna Keeling (Krawczyszyn 1993) and I attended Westbourne Grammar from 1991 to 1993 (Years 10 to 12). I always had a keen interest in engineering, particularly aerospace engineering and wanted to complete my then VCE at Westbourne as the School had a strong reputation for academic excellence, especially in the sciences. Following graduation from Westbourne Grammar I went on to study Aerospace Engineering and Business Administration at RMIT University and later completed an MBA at the Melbourne Business School.

I actually began my career in the automotive industry with Ford Motor Company. Here I received a good grounding in engineering principles, project management and working with a network of internal and external suppliers. I then went on to further develop my business skills working in the engineering consulting industry at MSC Software, a leading global engineering simulation software company. Business development and sales require good interpersonal skills and my customer-facing roles at MSC Software gave me just that. My sights, however, were always set on the global aerospace industry and shortly after joining Hexcel, a leading global composite materials manufacturer I was seconded to the UK in 2006. As Business Development Manager, my remit was to try and secure a position for Hexcel on the new Airbus A350XWB aircraft which enters into service later this year. Following successful down-selection of Hexcel’s composite material for the aircraft,

I went on to become Hexcel’s Program Manager for the program and spent three years in Toulouse, France working closely with Airbus engineers on the aircraft. The A350XWB program has definitely been one of the highlights of my career thus far.

In 2010 I joined Cytec, another global composite material manufacturer and took on the challenge of managing a large international sales team as Sales Director for Europe, the Middle East and Africa. This role furthered opportunities for both travel and working with diverse cultures on a variety of interesting engineering projects from aircraft engines to indigenous aircraft programs such as the MS21 aircraft in Russia. In July of this year I joined GKN Aerospace, a global engineering FSTE100 company and aircraft component manufacturer as Senior Vice President Commercial. I continue to reside in the UK in the countryside of Hampshire. I work in London and am often abroad on business. Australia, however, will always be my first home.

A good education is a tremendous investment in your future. When I have the opportunity to speak with students I share with them my driving career principles; focus on what you enjoy and where your passions lie. Work hard and be ambitious in your aspirations but also be open-minded and adaptable. Remain determined; even setbacks offer valuable experiences and learning. Most importantly, make the most of every opportunity. Your career is as exciting a journey as you make it!

ANNA KEE L ING(KRAWCZYSZYN 1993 )

“A GOOD EDUCAT ION I S A TREMENDOUS INVESTMENT INYOUR FUTURE”

Congratulations to Mary-Jane Ierodiaconou (1986) who has been appointed as an Associate Judge of the Supreme Court of Victoria after almost two decades as a litigator, workplace investigator and nationally accredited mediator.

Associate Justice Ierodiaconou completed a Bachelor of Laws (Honours) and a Master of Laws at the University of Melbourne in 1995 and 2005 respectively. Since 2005, she has worked for the leading law firm, Justitia, where she was founding partner and for many years, managing partner. In 2013, the Law Institute of Victoria recognised Justitia as Law Firm of the Year.

An experienced public speaker, Ms Ierodiaconou has presented at numerous forums and events including law societies, Victorian Women Lawyers, Equal Employment Opportunity Network, Victorian Legal Aid and WorkSafe seminars. From 1996 to 2006, Associate Justice Ierodiaconou volunteered her time to work pro bono on behalf of immigrants and refugees.

A highly respected and principled member of the legal profession, Ms Ierodiaconou previously worked at Dunhill Madden and Butler and Blake Dawson Waldron; and was also a councillor of the Law Institute of Victoria between 2010 and 2012. Described as “a powerful and inspirational voice”, her advocacy for flexible work practices and support for better understanding of mental health issues amongst the legal profession are testament to her strong commitment to the community.

In 2013, the Law Institute of Victoria announced Justitia as Law Firm of the Year and in 2014, the Australian Human Resources Institute presented the firm with the Sir Ken Robinson Award for Workforce Flexibility.

MARY- JANE I EROD IACONOU (1986 )

“A POWERFUL AND INSP IRAT IONAL VO ICE”


AnnouncementsThe Westbourne Grammar community has been deeply saddened to learn of the death of one of its most distinguished and valued members. A high profile identity in the region for more than four decades, John Alexander Nicol OAM was City Engineer for the City of Wyndham and shire between 1974 and 1994. In addition to a busy professional life, John devoted himself to the community in which he lived becoming involved in organisations such as Rotary, Apex, the Committee for Wyndham, the Regional Rail Link Authority Community Reference Group, the Werribee Football Club, the Werribee Fire Brigade and the Desalination Project Community Liaison Group.

In paying tribute to John Nicol, there is much we can learn from his outstanding example. Indeed, John’s life and work embodies the Westbourne vision and values. Community, creativity, scholarship and courage are exemplified in his tireless advocacy for the region and the people in it.

As a member of the School Council from 1997 to 2011, John is remembered for his many insights, unfailing loyalty and dedicated support for all that Westbourne aspires to be. His contribution to the School coincided with a period of unprecedented growth and development that included the completion of an ambitious building program, rising enrolments, significant improvements in academic standards, a broadening of the curriculum, expansion of co-curricular opportunities and the successful integration of information technology.

John’s service to the community was recognised in 1989 when he was awarded an Order of Australia medal.

THE SCHOOL REMEMBERS

JOHN ALEXANDER NICOL OAM, FIE (AUST), CP ENG (1939-2015)

B I RTHS

ANDREW ROSENZWEIG, CLASS OF 1996

STACEY MORLANG SULLIVAN, CLASS OF 1998

Congratulations to Andrew Rosenzweig and his wife Sarah Oldmeadow on the birth of their daughter, Audrey Grace Elisabeth on 19 January 2015 weighing 3.6 kg.

Stacey married her Loyola University boyfriend, Mike Sullivan, in 2005 and they both moved back to Melbourne nine years ago. They are now proud parents of four-year-old-Raff and 11-month old Jarvis.

T h e i m a g e a b o v e i s o f J e n n i f e r a n d A n d r e w w i t h o t h e r m e m b e r s o f t h e C l a s s o f 1 9 9 6 .( F r o m l e f t t o r i g h t ) : G l e n n F r y , K a t e O l s e n , J e n n i f e r Tr e w h e l l a ( s e a t e d ) , h u s b a n d A n d r e w S p a l d i n g ( s t a n d i n g ) , A n d r e w Va n c e ( s t a n d i n g ) a n d A d a m L e a c h ( k n e e l i n g ) .

MARR IAGES

My name was Victoria Jones and I graduated from Westbourne Grammar in 2006. I went on to study a Bachelor of Music at Melbourne University and completed a Graduate Diploma of Education at Victoria University. I am now Head of Junior Music Curriculum at Bacchus Marsh Grammar where I teach voice, piano, classroom music and choral.

I am now known as Victoria Hewson, married to Marc Hewson on Saturday 10 January 2015 at Yering Station Winery in the Yarra Valley.

VICTORIA HEWSON (JONES), CLASS OF 2006

Jennifer Trewhella, was married on Friday 8 May 2015 to Andrew Spalding.

Jennifer is a barrister and her husband Andrew works for leading global legal practice Norton Rose Fulbright.

Jennifer and Andrew were married at the Melbourne marriage registry and celebrated at a restaurant with family and friends.

JENNIFER TREWHELLA, CLASS OF 1996

FOWA comprises a group of passionate parents who work together to provide services and to raise funds for the Westbourne Grammar School community.

The Association incorporates the Parent Auxiliary, Friends of Music and Performing Arts (FOMPA) and Friends of Sport (FOS).

Throughout the year we seek help with different activities, both large and small. For example, you may like to attend meetings or you may just wish to be on our database to be called upon when extra assistance is required. Your level of involvement is entirely up to you.

The School recognises that many people have passions and expertise in various aspects of school life, such as music, arts and sport, and supporting the School through the various subcommittees can be beneficial for the entire School community. If you wish to assist any of these groups please contact us at [email protected]

FR I ENDS OF WESTBOURNE ASSOC IAT ION ( FOWA)


ARCH IVES

How long have you been working in archives for Westbourne Grammar School?

I have worked in archives for Westbourne Grammar School for two and a half years.

I find most interesting about working in archives is ...

Connecting with people who have not been engaged with the School for many years, and hearing their stories about their time at our School.

The oldest item that has crossed my path would be ...

A photo of Miss Molland as a baby probably taken in 1885. The oldest physical items would be three book prizes which were presented to students in 1917.

The item with the most laughs attached to it is ...

A vegemite jar with the label changed to read ‘Binnimite’ after a long serving teacher, Mr Chris Binny.

If you could go back in time and bring one item back with you what would it be and why?

The Williamstown Grammar School student enrolment books from 1867 to 1959. These enrolment books are missing. It is believed

they were destroyed in a fire around 1960. If we had these books we could connect many more families to our School. Through those families we could gather more information about the School’s early days and hopefully find many more items of historical significance.

I am fascinated by ...

The way things turn up. Who would think that Jessie Banks’ book prize from 1917, found by the Salvation Army amongst a large donation, would make its way back to the School! Then for me to find, in amongst our very few early photos, a class photo with Jessie in it.

What is your favourite item in the archives department?

I have several things that I really treasure in the archives. I would have to say that the three medals from the 1920s won by Cyril Brown are my favourites.

I hope that one day ...

I will be able to uncover a lapel pin bearing the original Strathmore Grammar School logo. The archives at the moment only has a photo of one.

WITH ROBYN L EACH

Q&A.


WESTBOURNE L I F E


Sixth International Music Tour

In early January, 25 students and four staff left Melbourne for an international music tour encompassing cities in France, Austria and Italy.

While on tour, the group performed eight concerts in Paris, Austria and Italy for audiences varying in size from 50 to 400. Comprising a string orchestra, choir, brass ensemble, flute quartet and several outstanding soloists, venues included several magnificent churches, a community centre and a school.

The tour began in Paris and then travelled via Zurich to Salzburg, Vienna, Venice, Florence and Rome.

The students managed the hectic pace extremely well and very much enjoyed the combination of performance, sight-seeing and occasional shopping!

Annual Giving

Ms AhmadAnn BadgerMr P BarklambMrs K BaxterBell Charitable FundJames BlackMs A ElliottBaichao FuNick and Jeannine FatmousMr and Mrs CareyDr Jo-Anne CherryJay ChrisostomLincoln DawsonThe Deen Mohamed FamilyMr and Mrs DimitriouThe Ellul FamilyMs R ElsomMr G FinlayFriends of Westbourne Association (FOWA)The Galea FamilyL and S GaleaThe Garnsworthy FamilyThe Goldie FamilyThe Grant FamilyThe Grech FamilyMs M Hansen and Mr G KindleyMr G HayhowThe Hopper FamilyMr R HorsburghMiggie HuangHunter IndustrialsMr and Mrs JohnSue Johnston and Frank FordKEO GroupJohn KerrisonThe Lam FamilyWei LinMr Qi LongGPCP D and Mrs M MacCarthy

Ms L MahonyThe Matejin FamilyThe Maxwell FamilyMr J and Mrs C McElvaneyMr A McGregorDavid McKendrickBruce McKenzieM L McLean-PircherSophie AlisonMrs C MiddlemissMr and Mrs MoturiMr and Mrs G R MurdochG MurfettThe Nguyen FamilyAnn NiapThe Parks FamilyMr Pham and Mrs LeThe Phelan FamilyKarl PircherDr Rinku RajGurmeet Kaur RajpalMs H Roberts and Mr M SmithMr Smith and Ms RobertsMr and Mrs RoolkerMr and Mrs SandhuThe Santzaridis FamilyMr A and Mrs A SchallhammerThe Skene FamilyThe Snelling FamilyThe Sprenger FamilyThe Stevens FamilySusan StruhsThe Tan FamilyThe Telley FamilyMr E TongsThe Varhelyi FamilyThe Vincent FamilyGlen WallMr Wu and Mrs Jing ZhengThe Yeoman Family

Following the success of last year’s annual giving, the focus for 2015 has once again been on some specific building projects as well as the new scholarship fund.

For Westbourne, as with most independent schools, the reality is that fees and government grants do not meet our total funding requirements. As costs continue to rise, there is an ongoing need to seek additional sources of revenue.

From time to time unexpected projects come to light - which is why our giving program is so important. Your donation to the building fund will help us complete three important educational initiatives: upgrade the internal learning spaces at the Williamstown campus, refurbishment of the Junior School classrooms at Truganina to accommodate the Years 3-6 campus and transformation of the Senior School Drama Centre into an innovative, contemporary, multimedia space that will benefit every student.

Similarly, should your support be for the scholarship fund, your gift will assist the School to make a difference through its program of grants and bursaries; providing a Westbourne education for exceptional students who may not have the financial resources required.

In asking for your help we want to acknowledge that it is not the amount of your gift that is important but the power of giving. All donations, irrespective of the amount, are hugely appreciated. Together, as a community, we can really make an impact.

Thank you for considering a gift to Westbourne.

Meg HansenPrincipal

At the time of printing we would like to acknowledge and thank all those who have so generously supported the 2015 Annual Giving campaign.

For more information about our Annual Giving program please contact: Director of Development and Community Relations, Catherine Middlemiss at [email protected] or phone 9731 9444.


IN THE MED IA

Damon Gameau, Creator,

That Sugar Film

STUDENTS INTERV I EWED FOR 60 M INUTES

Sugar tastes nice but how much is too much? That and many other important questions were the subject of a lively discussion when actor and filmmaker Damon Gameau and a team from 60 Minutes visited Westbourne to interview a group of students about healthy choices and the issues raised in Damon’s documentary, That Sugar Film.

While many students were aware of the sugar content in soft drinks, confectionary and fast food, they were keen to know more about Damon’s investigation into the effects of a high sugar intake on a person’s overall health and wellbeing. As always, our students had lots of questions about Damon’s findings and were surprised to learn that many products marketed as low fat, are also very high in sugar.

Given that the influence of the media is now so pervasive, events such as the 60 Minutes visit to the School provide an ideal opportunity for students to get a behind-the-scenes look at how documentaries and television programs are made.

With the School’s current focus on issues relating to health and wellbeing, opportunities to learn more about current research into sugar consumption are great learning experiences for everyone involved.

A reformed smoker and heath nut, Damon decided to investigate the amount of sugar present in foods most people would consider healthy. His documentary records his physical and psychological reaction to a two month experiment in which he set out to consume a massive 40 teaspoons of sugar a day. And the results are startling. “Many of us have grown up believing that baking a cake or a batch of cookies is the way to show love and celebrate milestones, but as we’ve learnt recently, sugar is no positive reward,” says Damon. “So it’s great to see a new wave of sugar free products and venues in Australia and around the globe.”

Q&A

The sugar you ate was from perceived “healthy foods” at the supermarket. Is that right?

That’s right. The rules were that I had to eat 40 teaspoons a day of sucrose or fructose but it had to be found in perceived “healthy foods”. So, no chocolate, ice cream, lollies or soft drinks. The sugar was mainly coming from low fat yoghurt, muesli bars, cereals, sports drinks, vitamin waters and condiments.

The movie is very playful with film clips and animation. Was that an intentional decision to make it more accessible to kids?

Yes, definitely. And even for adults because documentaries can be a bit dry and academic. The people I hoped would see this film might not necessarily see a documentary, so we wanted to get this film to them. We have had screenings of, say, 500 people with about 30 children under the age of 10 there. They were asking questions at the end and wanting to know more about sugar, so that’s been very exciting for me. We’ve had numerous screenings at schools and also released an action kit on the website which includes a copy of the book and DVD, a study guide for Years 5 to 10 and a free app. The response from children has been really exciting. If you can change the eating habits of that generation before it’s too late, then obviously we can have a far healthier future for them.

What advice would you give to people confused about the sugar stigma?

The key message from the film and the book is that you don’t have to quit or remove sugar entirely. The World Health Organisation recommends around six to eight teaspoons a day. And please don’t stop eating fruit. Fruit is your friend. Treat it like “nature’s dessert” and you can’t go wrong.


Open Day Gala Ball

SOC IAL PAGES

TRUGANINA CAMPUS

300 Sayers RoadTruganina Vic 3029 Australia Telephone 03 9731 9444

WIL L IAMSTOWN CAMPUS

67 The StrandNewport Vic 3015 Australia Telephone 03 9731 9555

www.westbournegrammar.com

monomeith 2015 issue 7

Documents