The themes of the day-long sessions were ‘Celebrating Diversity’ and ‘Exploring our super abilities to lead well’.

The Celebrating Diversity aspect of the learning experience centred on igniting the girls’ passion for being global citizens.

The girls participated in group challenges and activities that brought them closer together by breaking down barriers and strengthening their bonds.

Additional activities encouraged the students to foster a sense of community within their cohorts and explore the impact of their choices on the world so that they could take positive steps toward being global citizens.

The second half of the day was dedicated to developing the girls’ leadership skills, which is particularly important given they are viewed as senior figures within our Junior School.

Throughout the sessions, the students explored what it meant to be a ‘superhero’ and unpacked their hidden ‘super abilities’, which the facilitators explained could be influencing others, being a positive role model, supporting others and putting others first.

The second half of the leadership session explored effective leadership qualities, decision-making and courage, actions and consequences, respecting and helping others, building trust and taking responsibility, positive participation and appreciating difference.

The day concluded with the girls putting their newfound leadership skills into action and contemplating how they could impact their school and wider community.

Deputy Head of Junior School (Pastoral Care) Les Chidgzey said the students embraced the concepts Burn Bright facilitators Maddy, Bonnie and Emma shared.

“We asked Burn Bright to tailor their session to help our students with their leadership skills and resilience, and what they delivered was spot on,” Les said.

“The girls enjoyed the variety of activities, which included small and big group discussions and break out sessions which were rich and impactful.

“As the day went on, they were exposed to more valuable information and leadership skills. It was just brilliant.”

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The students delved deeper into their Science studies by focusing on cell biology.

They explored the intricate structure and function of cell organelles, examined the difference between healthy and cancerous cells and honed their laboratory skills by mastering micropipetting and cell staining techniques.

The girls utilised their new skills to produce images of Hela cells and cancerous cells cultivated at Harry Perkins.

Gifted and Talented Science Coordinator, Emma Penglis, said it was an engaging and enriching excursion.

“The Science staff were delighted to witness our students actively engaging with scientists and gaining hands-on experience in a real laboratory setting,” she said.

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Today, the girls were fortunate to hear from Open Water Swimmer, Kyle Lee, who is a member of the Australian Olympic team

Kyle is very familiar with the school given he trains with the North Coast Swim Club, which operates out of �鶹��ƵAV’s Sir Thomas Wardle Swimming Pool Complex.

He spoke about his experience competing at the World Aquatics Championships in Doha and how he is preparing for the upcoming 2024 Paris Olympic Games.

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With ideas beyond her time and a career ahead of its time, The Reverend Joyce Sylvia Polson OAM was more than a chaplain, guide, mentor, coach, teacher and counsellor to an unnumbered many in this life; she was our friend.

Along with her two brothers and three sisters, Joyce was born to parents of Swedish descent, her mother a seamstress and her father dying when she was very young. A clever child, Joyce attended Erskineville in Sydney, a school for gifted children. With a Leaving Certificate that she applied herself to later rather than sooner, she achieved strong academic results and initially worked for a stockbroker’s firm. Joyce enjoyed the stock market and a lucrative career beckoned before she felt a calling to become a Deaconess. At the school where she trained, Joyce shared a room with Beth Buchanan (Mickel ’48, Head Girl), and so began Joyce’s journey to becoming a deaconess and later a priest.

Appointed to the Order of Deaconesses in 1953, the ministry that women were restricted to by the Church at the time, Joyce was at a loose end as to what to do and how to best serve people. Beth suggested moving to Perth to look for a position there. After working for the Diocesan Board of Religious Education, Joyce was placed at the Applecross parish with Canon Lawrence William (Bill) Riley, the son of Bishop Charles Lawrence Riley CBE, the founder of our School. There, Joyce thrived under Bill’s guidance, working for 10 years in the parish with roles encompassing youth and social work as much as spiritual guidance.

Joyce developed a strong bond with the extended Riley family and when Bill was transferred to be the Rector at the �鶹��ƵAV’s Church West Perth and Honorary Chaplain to the School in 1967, Archbishop Sambell said of Joyce, ‘I don’t know what to do with you!’ At Bill’s suggestion, Joyce was appointed to a part-time role at the parish and to a second role at �鶹��ƵAV’s, which was in a transition stage between its two campuses at Colin Street West Perth and Karrinyup. The boarders were still residing in houses around Colin Street and attending Sunday services with Hale School boys at �鶹��ƵAV’s Church. The girls and staff were bussed to and from West Perth to Karrinyup each day, and Joyce would joyfully join them, teaching Divinity and Human Relations. Her first lesson was teaching Divinity to Year 9 students.

In 1972, Joyce was appointed full-time at the School and continued to teach and provide counselling and guidance. She was also a member of Western Australia’s State Cricket Team and her passion for cricket led to the introduction of the sport at �鶹��ƵAV’s. She became great friends with Anne Symington (Paton ’33), Principal 1966 to 1982, and assisted her with timetabling, outdoor education and administration. As a woman, Joyce could only assist in religious services at the School and could not conduct them herself. This was, at times, a great source of frustration for her, as Chaplains to the School came and went. The Chapel of �鶹��ƵAV was consecrated and opened in 1981, built incorporating some design concepts from Joyce, including a projected altar and a sloping floor. It won architectural praise and awards, and fulfilled Joyce’s vision for worship at �鶹��ƵAV’s.

In 1986, Joyce was ordained as Deacon, and in March 1992, she was one of the first women in Australia to be ordained as Priest at St George’s Cathedral, along with current Archbishop, Kay Goldsworthy AO. In realising her ambition to become a priest, her ordination meant that Joyce could officiate at services at the School and become Chaplain.

In 1994, Joyce retired from �鶹��ƵAV’s to work at the Yanchep parish and volunteer at St George’s Cathedral. She received the Medal of the Order of Australia (OAM) in 1999 for her services to the community through the Anglican Church. By 2010, �鶹��ƵAV’s needed Joyce’s help once more, and she returned as Assistant Chaplain to the Reverend Canon Gerry Nixon, who said of Joyce, “There is never a dull moment when Joyce is at school. She has a wicked sense of humour! I now consider her my confidante and close friend”.

Joyce was also made an honorary member of the �鶹��ƵAV’s Old Girls’ Association in that year. In 2015, she celebrated her 60^th year of ministry and was named Chaplain Emeritus to �鶹��ƵAV’s for her dedication and service to the School. In March of 2016, The Polson Room was opened in her honour. At the opening, Joyce said the important thing about �鶹��ƵAV’s was the “sense of community; a common unity based on God’s love for every person”. She also noted the importance of companionship and conversation, which she hoped would thrive in the newly named communal space.

Famous for her humour, boisterous style, stubborn determination, insightful observations and advice, willingness to take on the new, and most importantly, a deep and unwavering faith, Joyce remembered everyone she met and they her. As Ronda Beck, Deputy Principal 1985 to 2008, recalled of Joyce, “Her influence reverberates still…as her voice did in the past. Former students recount stories in which she played a leading role, with fondness and hilarity. The blend of mischief, wit, wisdom, high standards and devotion to her faith…told in an inimitable style from podium [to] pulpit…”

Past President of the OGA, Jane Gillon (Fisher ’70) once said of Joyce, “Reverend Joyce is a treasured friend, chaplain and confidante who holds a special place in my life and in the lives of so many Old Girls of �鶹��ƵAV’s”.

Let us remember Joyce for her down-to-earth style, her fondness for �鶹��ƵAV’s and her love of God.

She once aptly said, “…we should be emphasising the innate goodness of religion and show children how to rejoice and be glad about God’.

Life’s duty done.

Stephanie Neille
Archivist

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Head of English, Dionn Godhino, said that the Writers in Residence program gave students in Years 11 and 12 an opportunity to pick the brains of two accomplished Western Australian wordsmiths. She hoped that by participating in workshops and one-on-one sessions with the experienced writers, our students would have more tools in their English arsenal to develop and share their authentic voices.

“The true purpose of this program is to develop ‘student voice’ within the school, which is a key element of �鶹��ƵAV’s strategic plan. Voice is also one of our core concepts in English, but crafting an authentic voice is something that our students can struggle with at times. I am excited to see our students find their true voices with the help of our writers in residence.”

During Term 1, the program welcomed poet, author and �鶹��ƵAV’s Old Girl, Siobhan Hodge (’05). By steering the students away from getting bogged down in formulating complex plots, Siobhan encouraged the girls to explore moments in time or personal experiences. Her influence extended beyond traditional writing, as she urged the students to experiment with circular narratives, motifs and patterns of imagery.

This week, rapper and spoken word artist, Mark Lloyd, helped students explore new poetic avenues and develop their language control. One of his goals was to encourage our students to deviate from clichéd topics and create original imagery in their language. Additionally, through the development of prose writing, he urged our students to delve into personal or shared experiences that captivate readers’ imaginations.

The influence of the Semester 1 Writers in Residence program will be available for the �鶹��ƵAV’s community to appreciate, thanks to another noteworthy English Department initiative, the publication of a 2024 Creative Writing Magazine. Siobhan and Mark’s mentorship will undoubtedly contribute to the rich content of the magazine, which will hit the shelves during our Creative and Performing Arts Festival (CAPAF) on Friday 23 August.

The magazine will ensure that the Writers in Residence program will be remembered as much more than a momentary exploration of creative expression, as it will stand as a lasting celebration of the School’s commitment to developing and empowering student voice.

Our Writers in Residence program was made possible thanks to a �鶹��ƵAV’s Parents’ Society grant.

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This prestigious program fosters excellence and inclusive leadership in astrophysics by supporting a diverse group of exceptionally promising and innovative early-career astrophysicists.

The NHFP enables outstanding postdoctoral scientists to pursue independent research in any area of NASA Astrophysics, using theory, observations, simulations, experimentation or instrument development.

More than 520 applicants vied for NASA’s 2024 fellowships. Each fellowship provides the awardee up to three years of support at a US institution.

NASA Astrophysics Division Director, Mark Clampin, said he was excited to see how NASA’s newest fellows would influence the world’s understanding of the cosmos.

“The NASA Hubble Fellowship Program is a highly competitive program, and this year’s cadre of Fellows are to be congratulated on their selection. They will undoubtedly be future leaders in the field of Astronomy and Astrophysics,” Clampin said.

Once selected, fellows are named to one of three sub-categories corresponding to three broad scientific questions that NASA seeks to answer about the universe:

• How does the universe work? – Einstein Fellows
• How did we get here? – Hubble Fellows
• Are we alone? – Sagan Fellows

Madeleine, currently a PhD candidate in Astronomy and Astrophysics at The Australian National University, is now a Hubble Fellow.

She will be supported by Carnegie Observatories, an observatory located in California, to undertake her post-doctoral research project, Uncovering the Unknown Origins of Globular Clusters.

The 2014 �鶹��ƵAV’s graduate earned her bachelor’s degree in Physics and Computer Science from the University of Western Australia (UWA) in 2018. In 2020, she earned her Master of Physics in astrophysics at UWA and the International Centre for Radio Astronomy Research (ICRAR) working on hydrodynamical simulations of globular cluster formation.

For her doctorate, Madeleine transitioned from theory to observations to work with Dr David Yong on the chemical abundance analysis of globular clusters at the Australian National University. She is set to graduate at the end of 2024.

Following her passion for these ancient collections of stars, Madeleine has set the lofty goal of redefining what is and is not a globular cluster. With next-generation telescopes, such as the James Webb Space Telescope, discovering dense stellar structures in the early universe, understanding the different formation channels of the star clusters and dwarf galaxies in our backyard is becoming more important.

As a Hubble Fellow, she will utilise kinematic and chemical element abundance variations, particularly that of iron peak and neutron capture process elements, to characterise the diversity of star clusters around our Milky Way.

Using the Magellan Telescopes operated by the Carnegie Observatories, she will undertake an ambitious observing program to identify which balls of stars are masquerading as globular clusters using a combination of high-precision chemical abundances and isotopic analysis.

The outcomes from her project will help improve our understanding of fields such as star formation, nucleosynthesis, stellar evolution and the accreted halo of our Milky Way.

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Over the course of four days, Year 12 student, Siena, and Year 11s, Meg and Ella, contested a range of events including show jumping, combined training and dressage.

The girls achieved some fantastic results and several personal best scores.

Siena (Year 12) showcased her combined training and show jumping talent, placing 1^st in the Secondary Senior 100cm Show Jumping Championship and 2^nd in the Secondary 2* 115cm Combined Training Championship. She also demonstrated some very consistent results in show jumping throughout the competition on her horses, Kung Fu Master GP and Glenbaile Half Pint.

Meg (Year 11) placed 1^st Secondary 80 cm Combined Training Championship and performed strongly in Dressage on her horse, Breezewater Mr Brown.

Ella (Year 11) placed 3^rd and 6^th in the Secondary Preliminary Dressage Championship on her horse, JS Plutocracy.

Congratulations to Siena, Meg and Ella on their fantastic results.

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Our Senior School students enjoyed exploring the state-of-the-art facility, which boasts specialised and collaborative learning areas, numerous gallery spaces, several studios and a cutting-edge media centre.

The three-storey stands tall as a testament to �鶹��ƵAV’s commitment to nurturing creativity. By dedicating an entire facility to the creative arts, we are sending a powerful message to our students and community that creativity is valued and encouraged.

The centre has spaces dedicated to the visual arts, ceramics, design, 3D construction, fashion, textiles and wearable art, plus several collaborative spaces that will allow students to share ideas and expand their creative horizons. The third storey of the centre is largely dedicated to our Media Studies department and features a studio and podcasting room.

Gallery spaces of varying sizes will soon showcase the works of our students. Revolving exhibits will not only provide a platform for students to display their talents but also serve as a source of inspiration for the entire School community. Additionally, these galleries will serve as a platform to celebrate the achievements of accomplished Old Girls. By highlighting the success stories of the School’s creative individuals, the building will inspire future generations of students to pursue their passions and believe in their own artistic potential.

Studios within the new building will act as incubators for creativity. These sanctuaries will allow our students to explore ideas and hone their skills, fostering an environment that nurtures the development of artistic talents. We hope they will also be intermittently occupied by professional artists, who can share their expertise with our staff and students while taking them on their creative journeys.

Lastly, the centre holds the key to unlocking the potential for more exciting curricular and cocurricular offerings. In time, our staff will explore the possibility of offering new art and media courses, as well as after-hours clubs, workshops and competitions.

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The Finnish education system is often ranked among the best in the world. However, it is considered an unorthodox system in many ways, as it differs from the evaluation-driven, centralised model that many countries adopt.

Some unique aspects of the Finnish education system are that children don’t start school until they are seven years old, students are not assessed during their first six years of schooling, the national curriculum is only a broad guideline, there is an emphasis on outdoor education, all teachers in Finland must have a master’s degree and, in many circumstances, teachers will educate a group of students for five or more years.

Natasha hopes to return with valuable insights and innovative ideas that she can incorporate into �鶹��ƵAV’s Junior School learning programs.

“I have always found the Finnish education system intriguing and have read many articles on how it works. Our Junior School is a ‘Kath Murdoch’ school – it is our pedagogical approach to teaching. Kath Murdoch often cites Finland’s education system as her inspiration for several inquiry principles,” Natasha said.

“Interacting with Finnish educators – and other global education leaders – will enable me to share cross-cultural education practices, exchange ideas and explore innovative curriculum leadership strategies. I hope to establish lasting connections that will enrich our School community and promote international collaboration,” Natasha said.

Natasha was particularly interested in gleaning more information about Finland’s emphasis on outdoor learning programs and student-centred approach to learning, which are important aspects of �鶹��ƵAV’s academic offerings.

“The outdoor learning emphasis within Finnish education is something that could enrich our student programs such as Bush School, our Year 4 Edible Garden inquiry learning project and our Scientist in Residence program. By integrating insights from Finnish schools … we can create a dynamic learning environment that places student voice at the forefront, fostering creativity, critical thinking and lifelong learning amongst our students,” she said.

“Gaining insight into how student voice, equity and individual learning styles are accounted for in classrooms there could also inform our pastoral care policies. The Finnish system puts an emphasis on outdoor learning, which is cited to have a positive effect on resilience, wellbeing and cognition. Learning about their approach and implementing choice changes accordingly will target our priority (of developing) flourishing students who are courageous in approaching challenges.”

Natasha’s Finnish learning journey was made possible thanks to a Lynne Thomson Excellence in Education Scholarship.

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The girls dived into a detailed marine survey and a series of mini-workshops, including microplastic sampling and getting up close with water chemistry. They even enjoyed a hands-on activity collecting whiting, silver bellies and other small species for research purposes.

The excursion enabled the students to apply their classroom knowledge in real-world situations and broadened their understanding of the diverse career opportunities available in marine science.

Below is an account of the research task by Year 10 students, Asha and Eloise:

On 25 March, we were among a group of Year 10s who travelled from �鶹��ƵAV’s to Rockingham to participate in an underwater research task.

Although the water was freezing, it was an enjoyable educational experience that we will never forget.

We were tasked with sampling biotic and abiotic factors, randomly and systematically. As we had practised this previously, the assessment flew by quickly. However, throughout the experience, we learned that sampling in the ocean is quite difficult compared to working in a pool. This challenge only added to the fun that we had.

After completing our tasks, we split into three different groups and did several activities such as microplastic sampling (where we went through procedures to count the number of plastics in the sand), looking at water chemistry (where we used an app and pieces of equipment to measure the qualities of the water), and the resounding favourite task, a fishing exercise.

During this task, a few group members used a net to collect fish for research and successfully caught several whiting, silver bellies and some other small species.

Overall, the Year 10 cohort had a great time and learnt many new skills relating to job opportunities within the marine science industry.

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Our Beyond Boarding Program prepares our boarders to succeed after school by focusing on life skills not taught in the girls’ everyday curriculum. We believe that an enriching boarding experience provides our students with a sense of being in a home away from home, while also equipping them with the knowledge and tools to become the best version of themselves.

Workshops on digital safety, fundamental life skills, protective behaviours, navigating friendships and study skills are core components of the Beyond Boarding Program but other sessions are tailored for specific year groups and address topics relevant to the girls’ life stages.

In 2024, our Year 7 boarders will participate in a nutrition workshop; the Year 8 group will learn how to avoid the ‘drama cyclone’; our Year 9s will receive guidance on how to change friendship groups and enjoy a styling session; the Year 10s will learn how to maintain a car; our Year 11s will work with mentors to develop their leadership skills; and the Year 12s will have opportunities to complete barista training or earn their Responsible Service of Alcohol Certificate. Additionally, our Years 11 and 12 students can complete a swim teacher qualification through the program.

Our Beyond Boarding Program is an important part of �鶹��ƵAV’s commitment to shaping resilient, well-rounded individuals within our boarding community.

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Jasmine will begin her learning journey by attending the International Guidance Counsellors Conference at Cambridge University. She was one of just 50 worldwide delegates selected to attend this conference. During the conference, she will learn about the latest developments at Cambridge and how the prestigious institution’s student support services operate. She will also observe a mock entry interview and tour Cambridge’s colleges, sports facilities and University Library.

During her time in the United Kingdom and Europe, Jasmine will also attend a showcase day at Imperial College, tour Kings College, meet with the admission team at London School of Economics, attend the London College of Fashion Open Day, meet with the University of Oxford’s international admissions team and tour Science Po’s Menton campus in France and Bocconi University in Milan, Italy.

“This experience will help me to better advise and assist our students and parents about the latest in international courses, application processes and scholarships,” Jasmine said.

“I will also be attending �鶹��ƵAV’s London Reunion event with Principal Mrs Judith Tudball, which will allow me to connect with Old Girls who I have previously assisted in international application processes. I am looking forward to catching up with them and learning about their experiences to date.”

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