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The Hamilton and Alexandra College Annual Report 2020

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Published by The Hamilton and Alexandra College, 2021-05-19 04:12:47

The Hamilton and Alexandra College 2020 Annual Report

The Hamilton and Alexandra College Annual Report 2020





The Hamilton and Alexandra College independent learners, developing lifelong above 80; and 77% scored above 60. Our
continued to thrive in 2020 despite the skills of communication, collaboration and median ATAR score of 74.95 was slightly
complications created by COVID-19. critical thinking. Yet, the real success of our lower than the very high averages of
We remained determined to educate RLP was in the strength of our College recent years but acceptable given the
with purpose and sought high academic community partnerships (students, parents unprecedented challenges and the
accomplishment matched with a and teachers) which ensured we adjusted obstacles our eleven international
connectedness in life. Our strong and responded at pace within the evolving students endured overseas.
appreciation for the College values of learning landscape. Remote learning
respect, gratitude, compassion, resilience provoked us to reflect on our practice Taking on several key learnings from the
and optimism held us in good stead. and we discovered the preeminent place pandemic, College intends to ‘future proof’
Our five strategic priorities are technology would hold in delivery. Our our next generation by planning an
addressed below: team of passionate educators were evolving, agile vision of education with a
innovative, creative and diligent.The commitment to continuous learning and
LEARNING CULTURE support for our continuous RLP was growing. In June 2020, we proudly
overwhelmingly positive and interest in announced our new direction in curriculum.
At College, we proudly offer boys and girls our new ‘virtual’ student/parent/teacher Our new learning ecosystem provides three
a vast range of subjects, inside and out of evenings was unprecedented. Most entry points to ensure students are
the classroom, to allow each child to importantly, COVID-19 fuelled a much- empowered to achieve:Year 7 Engage
discover their own study path, suited to needed conversation and review of the Program (Transition),Year 8-9 Explore
their strengths and interests. In response to way we think about and deliver education Program (Breadth),Year 10-12 Emerge
the COVID-19 lockdowns we implemented in this country. Program (Depth).
a continuous Remote Learning Program
(RLP) from ELC to Year 12.We had a vision to While NAPLAN and other forms of external POSITIVE AND CARING
provide consistency, communication and assessment were cancelled, we were proud RELATIONSHIPS
connection and we remained determined of every graduate’s VCE scores in 2020 given
to deliver a professional, engaging, the challenging circumstances. Highlights Connection and student wellbeing were key
sequential learning program to all our included Dux,Tess Dempsey, scoring 96.45; goals in 2020.We learnt the power and
students. As teachers, it was exciting to Proxima Accessit (Runner Up), Eliza Jagger, importance of partnership, community and
entice and witness our students grow as scored 95.2; nearly 40% of the cohort scored family in our lives. Our remarkable pastoral


DUX SCORED A TEAM OF EXCELLENT STAFF re-locations and the wider impact of the
96.45 global pandemic reduced our student
In January we welcomed the following staff: numbers to 493 by December 2020.We
75% OF YEAR 12 Leanne Outtram, Geography and Kym offered a ‘Remote Learning’ discount of
STUDENTS RECEIVED Dempsey, English. In the Junior School, 12.5% off Term 2 tuition fees to acknowledge
EARLY ENTRY Callena Vaughan taught Chinese while Peta that learning was different. However, the
UNIVERSITY OFFERS Alexander joined Penny Callinan to teach College’s financial viability was not
Year One. In Year Five, Anna Robertson threatened on account of our community’s
LAUNCHED A NEW returned to team teach with Graham Lewis. prompt payment of fees and a successful
SENIOR SCHOOL In Music, Lisa McDonald joined the Junior JobKeeper application.To attract new
CURRICULUM: EXPLORE School Music Department as choral enrolments, College established ‘Virtual
> ENGAGE > EMERGE conductor along with Jordan Mansell and Information Sessions’, held an online ‘Open
Blake Hansen as trumpet and percussion Morning’ and created ‘online tours’ with
IMPLEMENTED REMOTE tutors. In Boarding, we welcomed Lise Lowe video footage and student voices to
LEARNING COACHES and Liz Anagnostou to the important new promote the College in key demographics.
TO SUPPORT STUDENTS positions of House Mothers for Speirs and A new ‘Masterplan’ was also completed
DURING ONLINE Macdonald Houses. by Ballarat Architects, Morton Dunn.
In December, we farewelled Associate Finally, our major challenge out of COVID-19
INTRODUCED HOUSE Principal Operations, Mr Neil MacLean, after was to maintain our boarding numbers,
MOTHERS FOR YEAR 7 43 years of sterling service to College.We especially as the prospect of international
AND 8 BOARDERS also farewelled talented Careers’ students returning is grim. Boarding has
Practitioner, Louise Manifold, Lab Technician always offered an opportunity for children
1,700 ONLINE LESSONS Leanne Baxter, ICT Technician Ian Cook and from regional and remote areas to receive
DELIVERED FOR JUNIOR Boarding Housemother Gail McGregor, who high-quality education. In November, the
SCHOOL STUDENTS were all long standing staff members, as College Board acknowledged the important
well Mathematics teacher, Ramesh Naidu role that our boarding program plays across
WON THE GLENELG and Teaching Aide Emma Johnson. I would the whole school and endorsed 100%
DIVISION SWIMMING like to thank and commend our excellent boarding bursaries for any Year 7 and Year 8
OVERALL COMBINED team of College staff for going above and boarder if their family residence is more
AGGREGATE SHIELD beyond to deliver exceptional learning than 100km from Hamilton.
experiences for all in 2020.
care network underpinned our academic To be ‘future ready’, College must insist on
achievements.We placed enormous trust in A CONNECTED COMMUNITY a dynamic, intentional approach to the
each other, and the great irony is that while learning experience. We must give our
many will remember this crisis for its In October, College ran the first virtual graduates a fundamental understanding
isolation, I believe our connections were Handbury Hub for Positive Education to and confidence to move forward with
never stronger.We remained united in honour the generosity and vision of Helen purpose in the next chapter of their lives.
addressing not only learning goals but life and Geoff Handbury. Over 20 schools We want to ensure they become
goals. Families relished more quality time explored the importance of a whole school self-directed, life-long learners equipped
with less chaotic schedules. College approach to student learning, behaviour to navigate a dynamic and uncertain world.
partnered with local high schools Monivae and wellbeing. Sadly,Year 12 Valedictory I thank the students, staff, parents, my
College, Baimbridge College and Good celebrations looked different and parents incredible Executive and the Board for their
Shepherd College to improve ‘teen mental were not able to attend in person. Both courage, persistence, vision and drive in
health’ in the Greater Hamilton District. the Year 12 Service and Speech Day 2020. By demonstrating a willingness to
presentations were live streamed to the learn differently, we achieved something
In Sport, College won the Glenelg District College community, following the exceptional.
Swimming Championship and the STARR regulations that only students could be in
trophy at ICCES Swimming before COVID-19 attendance for these important events. The Hamilton and Alexandra College is
cancelled sporting competitions for much
of the year. Meanwhile, late in 2020, we One enormous highlight of the year was where students learn life.
attended The Música Viva, Strike a Chord the outstanding success and production
National Competition in which the College’s of the fabulous Parents’ and Friends’ DR ANDREW HIRST
music program was recognised for its depth cookbook - More Food With Friends.
and quality in Chamber Music. Sadly, there April 2021
was no drama or musical performances. A SECURE FUTURE

COVID-19 had a significant impact on our
enrolments. Opening the year with 504
students, the repeated Victorian/South
Australian border closures, family



To say that 2020 was a trying year would be an understatement. history of the College to be produced in time for the
The impact of the worldwide Coronavirus outbreak has exposed Sesquicentennial celebrations in 2022. Mr MacLean is one of
Public Health systems and Government in a way not seen for many members of our staff who have committed to the College
100 years, and the pressure upon the College has been immense. for lengthy periods, and we thank them all for their service.
Most crises bring us together, but this one has pushed us apart
to protect one another and the “usual rules” have not applied. I thank my fellow Board and Foundation members for the time,
energy and expertise that they give so generously to The
Nevertheless, the College has continued to achieve great success, Hamilton and Alexandra College. This supportive community
and the exceptional academic results that are detailed in the culture is what makes the College such an appealing school for
Annual Report are a tribute to both the students and staff. teachers, students and their families. As we write the 2020
The school showed flexibility to “pivot” to a lengthy period Annual Report under the continuing shadow of COVID-19, we will
of delivering quality education online and the resilience, work tirelessly to secure the long-term future of the College.
accountability and determination of our students have been
impressive. It is a pleasure to see students back on campus and Income %
to hear the gentle hum of a functioning school returning, but Fees 50
we know that there are likely to be further difficulties ahead and Commonwealth Grants 30
we have to be prepared. We have not yet been able to welcome State Grants 4
back the majority of our International students, and we feel Other Income 16
greatly for their continued educational isolation while doing
all that we can to support them. Expenditure %
Salaries & on costs 75%
The Board and the College Executive team met onsite in Other 25%
December, after many months of online meetings, to work on
the development of a new Master Plan with Moreton Dunn Expenditure Income
Architects and to discuss the 2018 – 2022 Strategic Plan that Salaries and on costs 75% Fees 50%
guides our decision making. The Strategic Plan, available on
our website, is firmly committed to: Other 25% Australian Government Grants 30%

• Our focus: To seek the best for and from every student. State Grants 4%

• Our values: Respect. Gratitude. Compassion. Resilience. Other Income 16%
• Our commitment: To improve outcomes for all students –
in their levels of achievement and wellbeing. Chairman of the Board

The key question that arose from our discussions was this:
Why come to College? A question addressed not just to parents
and students, but to staff as well. At College, our teachers seek
to educate students for life and to nurture strength of character.
This is one of the great benefits of our school size; each student
is known on a first name basis and for their individual passions
and interests, and securing the staff that are best able to
develop each student is of central importance.

In 2020, we celebrated the enormous contributions of Mr Neil
MacLean, Associate Principal, Operations and a valued staff
member since 1978. He has shown a devotion and dedication
to the College through many years and many trials, and will be
continuing his work in the Archive Collection and is writing a



This report relates to The Hamilton and Alexandra College 2020 year. development.We also promote a global approach to education,
It contains performance information for parents and stakeholders, hosting a vibrant international student program, and ultimately
as well as information that complies with the State and Federal fostering confident futures for all students.
reporting requirements.
MODERN IN LEARNING The College is located in Hamilton, in Western Victoria, accessible
from both Melbourne and Adelaide.The Middle/Senior and Junior/
Since 1872,The Hamilton and Alexandra College has proudly offered Boarding Campuses are set in beautiful, spacious and safe
personalised learning to students.The College is a non-selective, environments, utilising the benefits of regional living.
co-educational, independent day and boarding school, catering to
over 500 students from our Early Learning Centre (ELC) to Year 12. STUDENT BODY
Determined to educate with purpose, College students seek high
academic accomplishment matched with a connectedness to life. Traditionally, the College student population has been Anglo Celtic,
reflecting the western Victoria demographic; however, our region
The College has a strong tradition of academic, sporting, music and is increasingly welcoming new families with varied origins and we
performing arts excellence and our values are underpinned by are proud that our school community is reflecting this diversity. In
Christian values. Students access a vast range of subjects, inside and addition, our international students at our Boarding House enrich
out of the classroom, allowing each child to discover their own study us by introducing their cultural experiences.Whilst these cultural
path, suited to their strengths and interests. Our school seeks the changes are noticeable within the school community, the vast
best for and from every student, delivering programs that encourage majority of our students would speak English at home.
optimum individual achievement and foster character and personal


College Background continued SCHOOL

The College offers broad and well-rounded programs with a STUDENT ATTENDANCE
strong emphasis on individual attention, differentiation and
pastoral care.There is a wide range of opportunity in sport, We manage student absences with a hands-on approach. Parents
music, outdoor education, drama, leadership, hospitality, art, are aware that they will be contacted in the morning for any
community service and public speaking. unannounced absences. Frequent absences are monitored and
followed up by the Head of the relevant campus if necessary.
For our Junior School students, we believe in building strong
learning foundations across all programs and we seek to Total teaching days 176
deliver a comprehensive and relevant curriculum in the early (including 65 days of remote learning) 9
formative years.This starts with the Reggio Emilia program
in the Early Learning Centre and continues through a Total additional staff days (student-free)
differentiated learning model to Year 6.
Average attendance rate (%)*:
In 2020, College launched a refreshed the curriculum program
– Engage, Explore, Emerge. Year 7 participate in Engage, which Year Level Student Count Attendance %
supports their transition to Senior School and engagement Foundation 13 95.53%
with learning. Students build a solid foundation through a Year 1 11 93.99%
range of subjects and focus on the Positive Education skillset. Year 2 13 96.31%
Year 8 and 9 is called Explore because they access a wide Year 3 19 95.92%
choice of elective subjects and start to focus on their interest Year 4 13 96.36%
areas, character strengths and passions. Years 10,11 and 12 are Year 5 31 96.02%
in Emerge, focusing their pathways and concentrating on Year 6 21 97.52%
developing a strong and targeted education for their VCE. Year 7 70 95.29%
Year 8 65 92.62%
We also offer several Vocational Education and Training (VET) Year 9 65 92.46%
courses and work closely with registered organisations to Year 10 53 93.41%
deliver them, including Agriculture through Rural Industries Year 11 66 91.56%
Skills Training (RIST), Hospitality is aligned to the William Year 12 48 95.34%
Angliss Institute of TAFE and Equine Studies in partnership School total 488 94.79%
with the National Centre for Equine Education.
*Figures consistent with previous year.

Our academic results continually identify the College as a
top performer in the region at VCE and other levels, and in
the top regional schools nationally. In the past decade,
our mean ATAR score is 76.93.


Since 2004, we have spent $28 million on College
infrastructure – completing the Year 12 Macdonald and Speirs
Boarding House extensions and an onsite Director of Boarding
residence, refurbished the Senior School library, constructed
the Middle Years Positive Education Centre, the Kantor Family
Music and Performing Arts Centre, the Visual Arts Centre, the
Geoff Handbury Sports Centre, the Helen Handbury Science
Centre and the Neil MacLean Hockey Field. Our facilities
provide best in-class learning opportunities for our students,
and teachers, both in academia and co-curricular activities,
and are also available for the local community to utilise.


STAFF NUMBERS AND QUALIFICATIONS continuous remote learning from Prep to Year 12. Our RLP 1.0 and
RLP 2.0 were successful because our staff, students and parents
Total staff 118 were able to navigate learning online and we received regular
Female 79 feedback. We initiated Remote Learning Coaches during the
Male 39 lockdown periods to ensure that students had specialised care
Indigenous Origin 0 and support when it was needed most.

Senior School Teaching staff – 43 Senior and Junior School staff attended a range of external
professional learning online in 2020, including VCAA examiner
Female 18 full time 6 part time reports, meet the assessor programs and workshops designed to
5 part time deliver quality teaching in an online environment. The Junior
Male 14 full time School focused on four key areas in Professional Learning,
including Digital Student Profiles, PAT Data Analysis, SMART
Early Learning Centre and Junior School Teaching staff – 23 Spelling and Kiddo - Physical Literacy.

Female 5 full time 15 part time USING DATA TO INFORM
Male 2 full time 1 part time
Our teachers use the results of the compulsory National
Office, Administration and Nursing staff – 20 Assessment Project – Literacy and Numeracy (NAPLAN) testing,
International Competitions and Assessments for Schools (ICAS
Female 5 full time 14 part time Reach) testing and internal assessment results, along with
observations of students within the classroom, to ensure they are
Male 1 full time aware of the different learning needs. In addition, VCE teachers
review the statistical information available through the Victorian
Building and Technology staff – 8 Assessment Software System (VASS) with senior staff. Teachers are
implementing formative assessment practices, which provide
Female 1 part time information teachers can use to modify and adjust teaching
and learning appropriately as an ongoing process.
Male 6 full time 1 part time
Increase in resources for Literacy and Numeracy support
Boarding House staff – 12 Literacy and Numeracy support within classes across both the
Junior and Senior School remains a high priority. The College
Female 6 part time implements a range of literacy, numeracy and social skills
intervention programs for individuals and small groups, based
Male 6 part time on the Response To Intervention (RTI) approach. This is a multi-
tiered approach to the early identification and support of
Cleaning staff – 12 3 full time 6 part time students with learning and behaviour needs.
Female 3 part time
Male At the Junior School, the RTI process begins with high quality
instruction and universal screening of all children in the general
A list of staff qualifications is on page 11. It is also published education classroom. At the Senior School, this includes Literacy
annually in The Collandrian (College magazine) which is sent Skills (LSK), Learning Enhancement classes and assessment
to all current school families. support. Learning Support Assistants (LSA’s) work within
classrooms across the school to support students with disabilities
PROFESSIONAL LEARNING to fully access the curriculum. Individual Learning Plans are
devised for students who need specific support and parents,
All College teachers participate in professional learning activities teachers, LSA’s and specialists work collaboratively to assist the
to maintain and improve their knowledge and skills. children to meet their goals. During the periods of remote learning
in 2020, students with additional needs were supported through
Total hours of participation 937 the Microsoft TEAMS platform by Learning Enhancement teachers
Average expenditure per teacher $736.00 and LSA’s. Some students were also assisted by Remote Learning
Coaches and others studied onsite with LSA’s and other
Professional Learning supervising staff.
The focus for our Professional Learning in 2020 was around
mindfulness and bringing an increased awareness to our National benchmarks
teaching practice. Psychologist and Coach, Sheree Johnson, from
the Potential Project presented at the start of the year and NAPLAN testing
challenged staff to set intentions and bring an awareness to Due to the COVID-19 lockdowns and disruptions to the 2020
what we do each day as teachers. During Term One, staff were school schedule, NAPLAN testing was not conducted for
given the opportunity to direct their own professional learning Year 3, 5, 7 and 9 students.
and choose from a range of workshops presented internally,
including Differentiation, Upskilling in SIMON (our Learning ANNUAL REPORT 07
Management System), Microsoft TEAMS, Project Based Learning,
Design Thinking, Coaching, and using a range of new software to
enhance teaching and learning.

In 2020, College participated in the Microsoft Tune Up Program,
designed to equip schools with the skills and expertise to use
the suite of Microsoft products and have the technical readiness
to implement TEAMS across all areas of the organisation. In
hindsight, this partnership with Microsoft and the network of
schools in Victoria proved to be very timely, as we started our
first Remote Learning Program (RLP) at the end of Term One.
The Microsoft platform enabled College to provide structured

School Performance Information continued

All 2020 graduates successfully met the Victorian Certificate of
Education. Our ATAR results were strong, with 4% of Year 12 Academic achievement information is based on results from
students achieving an ATAR above 95, 10% scoring above 90 and the Victorian Curriculum and Assessment Authority (VCAA).
38% scoring above 80%. The College had a median score of 74.95. Our 2020 results are pleasing.

International Competitions and Assessments for Schools VCE results
(ICAS) testing In 2020,we had a cohort of 48 Year 12 students,who all
In Semester Two, College took the opportunity to work with completed a scoredVCE Programme.
UNSW on an online trial and our students in Years 2 to 10 • Dux achieved an ATAR of 96.45
participated in ICAS Reach testing. This data collection enabled • 5 students or 10% scored above 90
us to monitor growth and identify areas to target in internal • 18 students or 38% of cohort scored above 80
teaching and learning. • 28 students or 58% of cohort scored above 70
• 37 students or 77% of cohort scored above 60
Junior School students from Year 2 to 6 sat ICAS Reach English, • Median ATAR score 74.95

Spelling and Mathematics assessments.The students achieved Vocational Education and Training (VET)
• 62 enrolments for Years 10 to 12 students in VET courses
excellent results: • VET courses include Cert II and Cert III in Agriculture,

Assessment Results Cert II Equine, Cert II and Cert III in Hospitality
• All students successfully completed all modules of their
English Commendable – 16 students
course required
Outstanding – 3 students
Year 12 Tertiary Offers
Spelling Commendable – 7 students • 75% received a first round tertiary offer
Outstanding – 2 students • 25% will be studying a double or combined course
Exemplary – 1 student • 75% of Year 12 students received Early Entry Offers in August,

Mathematics Commendable – 13 students 27% received multiple offers
Outstanding – 5 students • 25% will be studying Heath, 25% Management and
Exemplary – 2 students
Commerce, 15% Engineering, 8% Agriculture,
Senior School students from Year 7 to 10 sat ICAS Reach English, 6% Education courses

Science and Mathematics assessments. The students achieved Beyond tertiary education
Two students did not apply for tertiary study with the
the following results: intention of joining the:
• Australian Defence Force (ADF)
Assessment Results • Police Force

English Commendable – 47 students

Outstanding – 6 students

Exemplary – 1 student

Science Commendable – 39 students
Outstanding – 11 students

Mathematics Commendable – 28 students
Outstanding – 3 students
Exemplary – 1 student


In a year of significant periods of remote learning in Terms Two OPPORTUNITIES
and Three, it was critical that our families and staff had multiple REGGIO EMILIA APPROACH
opportunities to provide feedback. Feedback from online FROM ELC TO YEAR 3
Student/Parent/Interviews, Information Sessions, Curriculum MIDDLE YEARS POSITIVE
Sessions and Online Teacher Q&As was very positive and an EDUCATION LEARNING
informative way to keep abreast of our student’s requirements. PROGRAM
In 2020, students, parents and teachers completed surveys YEAR 10 CENTRAL AUSTRALIA
conducted by Independent Schools Victoria (ISV) and the data EXPERIENCES
was collated and compared against 132 schools. The Board feels WHOLE SCHOOL INCLUSIVE
very positive with the following results given the turbulent year MUSIC PROGRAM, INCLUDING
that Victorian school students faced in 2020. REWARDING MUSIC
Parent survey – completed by 40% of Junior and Senior HORSEMANSHIP PROGRAM
School parents (LOCATED AT OUR
• 8.73 – Overall satisfaction with my decision to send my EQUESTRIAN CENTRE)
child to this school (8.49 ISV mean) COMMUNITY VALUES AND
• 8.73 - The school provides an excellent environment in RESPECTFUL STUDENTS

which to learn (8.50 ISV mean) ANNUAL REPORT 09
• 8.58 – Would recommend the school to others

(8.43 ISV mean)

Student Survey – completed by 65% of Junior and Senior
School students
• 8.30 - My teachers are knowledgeable about the

subjects they teach (8.08 ISV mean)
• 8.30 - My school is a safe place in which to learn

(8.11 ISV mean)
• 8.28 - I have access to high quality technology and

resources that help me learn (7.82 ISV mean)

Year 12 Exit Survey – completed by 85% of Year 12 students
• 9.30 - The school provided ample opportunities for all

students to participate in co-curricular activities
(7.80 ISV mean)
• 9.20 - The school has helped me to foster positive
relationships with staff (7.88 ISV mean)
• 8.45 - The school has provided me with good information
and advice about future career options (7.37 ISV mean)

Staff Survey – completed by 67% of staff, teachers and
• 9.09 – I use a variety of teaching strategies and learning

activities to help my students learn (8.98 ISV mean)
• 8.89 - I would recommend the school to others

(8.59 ISV mean)
• 8.63 – There is open communication between staff

and parents (8.54 ISV mean)

Parent Remote Learning Survey
• Remote learning has been a positive experience for my child:
• 8.31 - Junior School
• 8.26 - Senior School
• My child’s learning was enhanced by the experience:
• 8.46 - Junior School
• 8.19 - Senior School


The Hamilton and Alexandra College Board is responsible for TONY BEDWORTH
overall governance of the College, and together with the
Principal, setting the strategic direction. The Board includes B.Sc (Hons), B. Bus Acc, Grad Dip Financial Planning
several sub-committees, such as Strategic Planning, Governance FCPA (FPS) CTA
and Finance which contribute to the overall school governance. Tony joined the Board in 2016. He is a Director of Murray
Nankivell Accountants in Naracoorte South Australia and is the sole Director
ALASDAIR SUTHERLAND Chair and Advisor for Murray Nankivell Financial Planning. He is also an Accredited
Athletics Coach and has been a keen supporter of athletics at the College for
MBChB, MD(Hons), FRCSEd (Tr&Orth), FRACS (Orth), FAOrthA many years. Tony has two daughters who attended the College, Kate (2014)
Alasdair joined the Board in 2015. He graduated in Medicine and Nikki (2017).
from University of Aberdeen in 1990 and qualified as an
Orthopaedic Surgeon in 2003, after training in Scotland and Melbourne. ROSLYN LAW
He has worked in Warrnambool and Hamilton since 2010 and holds posts
with South West Healthcare and Deakin University and is also involved in B.A; Dip. Ed
teaching and training of medical students and graduates. Alasdair has Roslyn joined the Board in 2017. She has a degree in English
two sons; Euan is a student and and eldest James graduated from College and Politics from University of Melbourne and a Diploma in
in 2019. Education. Roslyn taught senior English and History in country Victoria,
Melbourne and Sydney, and lived Perth for several years. In between
teaching appointments, Roslyn worked in the airline and beef cattle
industries. Roslyn’s family retains farming interests at Mortlake.


B.Arch (Hons) Registered Architect B.A (Hons)

Bianca Scaife joined the Board in 2016, she is currently Deputy Rosie Merrin joined the Board in 2017 and is currently
Chairman and Chairs the Strategic Planning Committee. Bianca Chairman of the College Governance Committee. Rosie began
and her husband, Daniel Cooper, are Directors of Cooper Scaife Architects, her professional life working as a political advisor. She subsequently spent ten
which was established in Hamilton in 2003. Bianca worked in a number of years living in NSW where she established an agricultural business with her
reputable architectural practices both in Australia and overseas prior to husband. They currently run a mixed farming business at Penshurst and a
moving back to Hamilton in 2009. She is a member of Hamilton Regional large-scale conservation venture in northern NSW. Rosie has a keen interest in
Business Association and plays the violin in the Hamilton Symphony the arts, particularly in the areas of music and children’s literature. She served
Orchestra and Hamilton Strings. Bianca is an Old Collegian (1991) and on the Board of the Port Fairy Spring Music Festival as Schools’ Coordinator.
her son Milo attends the College. Rosie is an Old Collegian and her three children,William, Sophie and Rupert
attend the College.


Penny joined the Board in September 2018. She is a Real Estate M.PHARM BJ
Agent with Charles Stewart Western Victoria, specialising in
high end residential and lifestyle property sales and marketing Nigel joined the Board in 2012 and is a member of the
strategy throughout Warrnambool, Port Fairy and South West Victoria. Governance and Finance Committee. With a background in retail
Previously, Penny worked with Telstra MobileNet in National Sales pharmacy ownership and management, he is now a farmer with a commercial
Management and State Program Management roles for VIC/TAS where she beef herd. His farming interests also include cropping and several conservation
completed a Marketing and Business Certificate through Curtain University. projects to provide habitat and retard degradation. Nigel is a member of the
Penny and her husband are both Old Collegians, three of their children, Mitzi, local CFA, the Heywood Community Health Audit Committee and is a Bail
Tobe and Izzi currently attend College and the eldest, Jock, graduated in 2020. Justice. Nigel has two children who attended the College, Henry (2015)
and Claire (2017).


B.Bus, M.Ed, Dip.Vet, FAICD B.BUS (AG COMM), LL.B
Bill joined the Board 2012. He is currently Chairman of the
Finance Committee and is the former Chairman of the Foundation Sam is a farmer in Harrow specialising in wool, sheepmeat
Committee. Bill is Chief Executive Officer of Rural Industries Skill Training (RIST), and cropping. He is a member of the local CFA and has held
a leading national agricultural training organisation based in Hamilton. Bill grew the role of Secretary/Treasurer for 15 years. Sam has a strong interest in local
up in rural Australia and has maintained this connection with the agricultural education, having served on the Harrow local school council for 10 years.
sector through senior management and board positions with a range of He has also been involved in many roles in the local sporting clubs and
national organisations. Bill’s three children, Calder (2008), Conrad (2010) associations, having a particular interest in cricket, playing at both College
and Anastasia (2012) attended the College. and Pigeon Ponds. Sam has two children currently at College, Fergus and
Lucy and and eldest Claudia graduated in 2018.


EXECUTIVE STAFF Miss S. Brabham BA. B.Tch. Mrs B. Milich B.Ed., B. Arts Ed. Head of Lower Primary
Mr H. Burmeister M.Sc. Biochemistry, Post Grade Mr R. Naidu B.Sc, Dip.Phys Ed
Principal Cert Ed. Mrs B. Nichols B.A., Dip.Ed., Head of English
Dr A.D. Hirst PhD (Ed), BA (Hons) Mrs F. O’Brien Bachelor of Early Childhood Education
Mrs P. Callinan B.App.Sci (Planning), B.Teach (Hons) (Hons)
Associate Principal, Operations Mrs B. Cameron B.Ed. Mrs J. Ogle B.A., B.Ed.,T.O.P.S. Head of History
Mr N.A. MacLean B.A., Dip.Ed., M.A.C.E., M.A.C.E.L. Mr T. Cameron B.Eng (Elec) Hons, M.Tch Mr N. Ough B.Ed
Mr P. Carroll B.Sc. (Hons) Dip.Ed. Mrs. L. Outram B.Ed, Dip.PE
Business Manager Mrs A.K. Christie B.Ed. M. Mus. Mr N. Palmer M.Ed, B.Ed, CAEL, GCER
Mr J. Bourke B.Com Mr J. Cook B.Com., Dip.Ed (from Term 3) Mrs L. Patterson B.Ed
Ms K. Couchman B.Ed, Dip.(Counselling) Mrs N. Prosser BA. BT M.Ed Head of Berry
Deputy Principal Senior Years and Wellbeing Mrs D. Davis B.Com., Dip. Ed. Head of Mathematics Miss H. Reiher M.Ed (Student Wellbeing) B.Ed.
Miss K. Waldron M.Ed., B.Ed., Head of Physical Education Mrs K. Dempsey B.A., Grad.Dip.Ed. Head of Year 12
Mr S. Dempsey B.Sc., Dip.Ed. Mrs A. Robertson M.Ed. B.Ed
Deputy Principal Teaching and Learning Mrs L. Drummond B.Ed. Miss S. Ross B.Ed
Mrs S. Bradbeer BA. (Hons) Dip Ed. Post Grad Dip Mr R. Drummond B.Sc.(Hons.), Dip.Ed. Mrs B. Silva B.Ed. Head of Drama
International Education. Head of English Mr J. Guez B.Bus., Grad.Dip.Ed. Mrs M. Simkin M.Ed. (Teacher-Librarianship), M. Ed
Mr B. Hawthorne M.Ed., B. Ed., B.App.Sci. (Exercise and (Knowledge Networks and Digital Innovation); B.A., Dip.
Head of Middle Years Sport), PG. Cert. Ed Research. Head of Learmonth House Ed., Head of Library
Mrs J. Winter Cooke B.Ed., B.M.L.C. Miss P. See B.Psych (Hons), M.Teach
Mr B. Hiscock B.Mus, Grad Dip Ed. Director of Music. Mr B. Singh M.Mus. Grad Dip (Instr. Perf) B.Mus.
Head of VCE Studies Miss G. Hodge B.Ed, B.A. Head of Young House Mr P. Steer B.Sc., Dip.Ed., M.Ed., M.C.S.E., C.C.N.A., C.C.A.I.
Mrs R. Bonnett B.Sc. B.Ed., M.Ed in Research Mrs E. James B.Ed.Visual Arts Head of I.C.T.
Mrs S. Kelly Dip.Ed., Grad.Dip. Spec.Ed-Integration Ms P. Tseng MA. B.A., M.Tch, Head of LOTE
Head of the Junior School Mr G. Lewis B.TRP (Hons), Grad.Dip Ed, B,Sci (Botany Mrs L. Williams B.Ed.
Mr S. Nelson B.Ed., Dip.Ed and Zoology) (Hons) Mrs K. Winter Cooke B.Econ. Grad.Dip.Ed
Ms C. Vaughan B.A.Tch, M. Chinese Mandarin
Head of Boarding Ms. Y. Liu M.Tch, M.A. English Language and Literature Ms Q. Wu B.Ed.
Mr A. Monk M.Ed Ms M. McGoon B.A. Cert III Hosp. Head of Hospitality
Mrs S. McMullen B. Science, Dip.Ed. Head of Laidlaw ANNUAL REPORT 11

Mrs L. Addinsall Grad.Dip.Ed, Dip.Vis Arts, Advanced Mrs L. Manifold Dip.Ed. Childhood Education, Grad Dip
Dip Bus Mgt Spec Ed, B.Ed, M.Ed, Grad Dip Careers Counselling, Grad
Dip Career Education
Mrs F. Agar B.Sc., Dip.Ed.

Mr L. Alexander B.App.Sc., B.Tch. Head of Sport and
Outdoor Education

Mrs P. Alexander B.Tch.

Miss A. Andrews B.Sc., B.Nur., Grad.Dip.Ed.

Mrs G. Bench Dip.Ed (Early Childhood)

Ms V. Bolton B.A., Grad.Dip.I&T (Spanish), Grad Dip.Ed.
(Secondary) Grad Cert Special Ed

Mrs A. te.Boekhorst BA. Grad Dip.Ed, Cert IV Training
and Assessment. Director of Horsemanship

The Hamilton and Alexandra College
Chaucer Street Hamilton Vic 3300 . PO Box 286 Hamilton Vic 3300
T +61 3 5572 1355 . E [email protected] .

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