The Barker #116

Issue 116 Winter 2017 ISSN: 2204-938X

Winter 2017 Issue 116

Emma Dunnett

Winner of Eckersley’s Viewers Choice Award and S&S Technical Merit Award

Inside this issue

The Regulars 03 Fully Alive 06 A Model for Success 08 Play is Important!

10 Positioning Strategic Professional Learning on

Evidence-Based Research 24 Alumni Profile: Jonathan Venter 26 Double the Speed of Learning!

The Features 01 From the Head of Barker

Phillip Heath 02 From the Chair of Council

Peter Berkley

40

42 OBA President’s Message

Tony Gamson

04 31 Tuning IN! A new initiative in Learning

Angelique Tot Class of 2013

20

First AFL Game at Barker

Success in the Band Program It has been an eventful year so far for the Barker Band Program and many of the students have enjoyed several successes.

Editor-in-Chief

Editor

Assistant Coordinators

Print Production

Art Direction

Phillip Heath

Julie McAllister

Mandy Loomes Karina Drummond

Ian Lindsay

Glenn Quevedo

From the Head

The pages that follow celebrate the vibrant life of a thriving community. We delight in the breadth and depth of the many things that are occurring in the life of the School and it is right that we celebrate them.

Yet, in the midst of this thriving, there is a growing concern about the impact of the contemporary struggles of life on the mental health of our children and young people. There are scores of studies and essays describing this new generation: www. theguardian.com/society/commentisfree/2017/feb/25/ anxiety-is-a-way-of-life-for-gen-y-in-an-insecureworld-is-it-any-surprise. Our students are not immune from the epidemic of anxiety that now appears to be besetting the culture in which our community is operating. In truth, one of the challenges that our School faces is to enable students to continue to thrive in a world of uncertainty and insecurity.

There is a worrying reality that we must all confront: how do we make the good stronger than the bad?

According to researchers Baumeister, Bratlvsky, Finkenauer and Vohs (2001), “Bad is stronger than Good”: assets.csom.umn.edu/assets/71516.pdf. Across a broad range of experiences, “bad experiences” seem to have a deeper impact on a person than good ones.

Bad things leave a stronger impression on our minds and can make us feel negative about the world around us.

This is a critical point for schools because so much of our character is formed in the context of the social interactions in which learning occurs. Schools often remind people of their mistakes and sometimes these reminders will last a life time. When I was little, I loved playing sport but was always anxious about being the last kid chosen by the captain of the team. I wanted to show everyone that I could play and was worth choosing earlier but I always felt so sad for the ones chosen last. A great school will build a culture where it is safe to try, safe to thrive and safe to be involved.

More recently, however, we are discovering one possible antidote to the “bad is stronger than good” syndrome – it is gratitude. Watkins (2016) www. kerryhowells.com/a-state-of-preparedness-preparingour-being-with-gratitude/ argues that an attitude of gratitude can prepare the mind to amplify positive events in such a way that in the conflict between the bad and the good experiences, good stands a better chance to prevail. This is powerful research and has enormous implications on the way in which we foster thriving in schools.

For this reason, Barker is beginning to explore how we can build a new model of wellbeing and resilience on the big idea of gratitude. It seems so disarmingly simple but Dr Kerry Howells speaks of building a pedagogy of gratitude, making the practice of gratitude a habit of mind across an entire community.

The ability to express gratitude ensures that each person lets their mind dwell on the many positive things they enjoy each day. Our lives are a gift and while the daily challenges bring their share of real anxiety, a deeper awareness of gratitude can help us to amplify the many blessings abounding before us.

It is for this reason that our School provides numerous outlets for our students to thrive. It is also the reason why we must continue to work hard to ensure that we can delight in a positive community where everyone has a place to be and is celebrated for who they are.

Each of us are a gift to one another and we all learn to express gratitude for the ways in which our lives are enriched by the lives of others.

One of the most frequently repeated sayings of the Old Testament is “Give thanks to the Lord for He is good, His steadfast love endures forever” (Ps 107, 118, 136, 1Chron 16 and other places). There is a reason why we are encouraged to express thankfulness - we are fortified deeply by the sense of humility and hope that it brings. Modern researchers are rediscovering the ancient truth that an antidote to anxiety could well be found in expressing a thankful heart.

In this spirit, the pages that follow are a celebration of the lives of so many in our community who enrich and give so much to make Barker the wonderful school we all love. For this and for the numberless acts of goodness we daily enjoy, thank you all.

Peace Article by: Phillip Heath Head of Barker

The Barker • Issue 116 • Spring 2017 • 1

From the Chair of Council

October 31 marks the 500th anniversary of the day Martin Luther famously nailed his Ninety-five Theses to the church door in Wittenberg, Germany.

Within weeks, copies had spread throughout Europe and the UK. It was the beginning of an intellectual awakening. The leaders of this movement displayed the intellectual honesty to seek the truth wherever it may lead, and the courage to stand for that truth when attacked. Luther was excommunicated and declared an outlaw, Calvin fled from his home in France to Switzerland, and Cranmer was burnt at the stake.

For the early reformers honesty, persistence and courage came with a heavy cost. Nevertheless, they are values we admire and seek to model at Barker.

There is no particular merit in living out our values when times are easy. Our values are tested when times are difficult. Have these values embedded in our character such that they truly represent who we are and how we behave? Luther was prepared to critically examine his own beliefs, and those of the medieval society in which he lived, and to go where the truth took him. He was motivated by an abiding gratitude for the sacrifice of Jesus, and a deep love and compassion for his fellow human beings. In this, he was following the example of Jesus who cared for the downtrodden and routinely called out the hypocrisy of the community leaders of his day.

Every age has its myths and unquestioned beliefs.

They are subtle, sometimes only visible when criticised by a reformer, and only obvious to later generations.

Young people get a sense of this before they ‘learn’ how to conform. Today our students are confronted by a largely secular world where technology seems to be changing so much of life, and cultural norms are shifting around them. Western society, which has traditionally been governed by a well understood rule of law and a guilt-innocence culture, is undergoing a profound change as a culture of shame-honour becomes more important. A culture of offence and outrage has emerged.

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There is immense pressure, largely via social media, to conform. There is less space for mature reflection and critical thinking. In some ways we live in less tolerant times. A prior generation lamented the way television had seemingly reduced life to shallow visual episodes. Today we lament that issues are reduced to 140 character Tweets. It crowds out wisdom and understanding.

At Barker, we endeavour to teach our students to be sound critical and reflective thinkers. As the curriculum becomes more crowded with mandated content, and the importance of external examinations grows, there is a natural temptation to fill up our students with content. We are redoubling our efforts to create a culture of thinking in the classroom. Encouraging our students to think critically about what they are being taught and giving them the space to reflect. From the relative safety of the Barker classroom allowing them to look outside at society at large and to think deeply about the structure and assumptions they see.

This deep reflection on how we think helps develop an understanding of self and of others that equips our young people to weather the turbulence of adult life. The awesome responsibility we share as a Barker community is guiding our young people through the years when most of their character formation happens. Our goal is that the values that embed in their character in these years will give them a firm foundation on which to build their adult lives, and to navigate the challenges they will inevitably confront.

Luther was characterised by a deep love for his fellow human beings, a commitment to truth, and the courage to live it out. Our prayer is that this may be true of Barker and of our young people. God bless.

Article by: Peter Berkley Chair of Council

From the Chaplain

Fully Alive Above Year 12 students at Newtown Mission

Parents and teachers long to see our students flourishing. One of the joys of being a part of the Barker community is to see so many students ‘fully alive’.

By this we mean involved, engaged and energised.

We mean ‘alive’ in all sorts of ways: intellectually alive, physically alive, spiritually alive, socially alive. Alive to wonder, alive to exploration, alive to creativity.

Here at Barker, we argue that the rich resources of the Christian faith contribute to human flourishing.

Recently we welcomed back around twenty former students for ‘Faith Week’. All of them had a different story to tell of their Christian journey. Some had recently embraced the Christian faith, others had grown up in Christian circles but had experienced many ups and downs along the way. All of them testified that they had experienced the truth of Jesus’ words: ‘I have come that they may have life to the full.’

(John 10:10) Way back in the second century, Irenaeus said that the glory of God is a human being fully alive. One way to achieve that fullness and aliveness, paradoxically, is for each of us to look beyond ourselves and to

give ourselves in service to others. In the middle of Winter, a number of our Year 12 students participated in an event we call ‘Gospel in the City’. Students visited various church agencies to see how they are reaching out to their local area. They visited ‘Rough Edges’ ministry of St John’s Darlinghurst and went on an educational walking tour of the Kings Cross area.

They finished the day at Newtown Mission where they assisted in providing lunch for some of the local community. Kirsten Schreuder (Year 12) said she found the experience ‘awesome’ and loved helping out in the kitchen. She added: ‘it was confronting and challenging. I didn’t realise there were so many homeless people.’ Tom Anderson who organised the day said, ‘It was great to see our students becoming more aware of the marginalised and discovering something of the joy of service.’ Giving ourselves to others - in big ways and small - helps us all to flourish.

Article by: Reverend Jeff Ware School Chaplain

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Junior School

Tuning IN! A new initiative in Learning Our wonderful team in the Junior School of over 40 staff have spent six months looking at emerging global trends, research based frameworks, innovative approaches to learning and informed practice.

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Junior School

As we prepare for our move to coeducation, I have had the privilege, together with Mr Michael Marokakis, an English teacher and a Tutor in the Senior School, of leading a wonderful group of Pre-K to Year 12 staff as we review and consider all of the Academic Programs and Curriculum across the School.

We continue to seek, question, inquire and research how best to be a leader in Christian education that is characterised by a global vison that inspires hope. Our new students will be joining us at Pre-Kindergarten and Kindergarten next year, both boys and girls, learning side by side and being inspired in every experience, every day.

Each time I take a tour group, prospective parents tell me that they know of Barker’s excellent reputation for coeducation and its commitment to a future where boys and girls learn together. So many of them say they are hearing amazing things about the new learning we are doing at Barker.

For the past three years, we have been moving towards implementing the Primary Years Program for the International Baccalaureate (IB). Last year we started our ‘Seven Steps to Writing Success’ and this year we launched into our new Phonics program. All of these programs are being embedded in our daily practice and our language of the IB learner profile. In Term 2, we delved into the research on how to build phonological awareness and the importance of music to enhance the children’s phonological skill acquisition.

‘The current results indicate that a music program can enhance phonological awareness, in particular phonological awareness of large phonological units (eg rhyming, segmenting, and blending).’

Franziska Degé and Gudrun Schwarzer in Frontiers in Psychology, 2011, https://doi.org/10.3389/ fpsyg.2011.00124. This exciting research led us on a journey of looking at all the research in this area and deciding to further enhance our Phonics program.

Mrs Elaine Slawski, one of our Pre-K to Year 6 Music Specialists has designed our new Barker program called ‘Tuning IN!’ to deliver to our Kindergarten children. Early this term, we began by launching this project. The very important skill of phonological awareness is one of the vital building blocks of literacy and reading.

Degé and Schwarzer (2011) highlight the ‘importance of phonological awareness in the emergence of literacy, the results point toward music programs as valuable preparation for learning to read and write.’

Students in Kindergarten are participating in a 15 minute intensive, small group program for three days a week. During this time, students are involved in activities designed to increase their aural listening and cognition skills enabling them to apply this increased acuity to phonological awareness when in their Literacy classes and indeed, all day every day! ‘Activities are focusing on pitch accuracy in singing, rhythmic and beat awareness and accuracy, playing instruments and sound variation, linking sound and symbols and all sorts of other fun, exciting activities designed to tune their brains in to sound!’ says Mrs Slawski.

A world class curriculum does not fit neatly into a curriculum solely organised by learning areas.

Increasingly, in a world where knowledge itself is constantly growing and evolving, The Australian Curriculum, Assessment and Reporting Authority (ACARA) states that ‘Students need to develop a set of skills, behaviours and dispositions, or general capabilities that apply across subject-based content and equip them to be lifelong learners able to operate with confidence in a complex, information-rich, globalised world.’ We look forward to a bright future for our young learners who are privileged to have been given a Barker education.

Article by: Caroline Merrick Deputy Head Junior School

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Junior School

A Model for Success The academic improvement and effort of our Darkinjung Barker students throughout this year has once again been wonderful.

To see the children grow through the variety of learning experiences brings great satisfaction to all of the staff. The children particularly love the hands on experiences and they are blossoming both spiritually and culturally as a result of the environment and their engagement in learning. To be witness to this growth is truly rewarding.

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The children have made a significant shift in their love of reading. They are eager to read and they love the books provided through the Books in Homes program sponsored by many staff and families from Hornsby and the Dymocks Duck Library program, a gift from Dymocks Children’s Charity.

Junior School

During Term 2, we travelled to Gosford Regional Art Gallery to see the sculpture that we presented for the Sean Lonergan Schools project.

Aunty Wendy Pawley and Mr Tim Selwyn were our cultural and artistic guides through this project. The story behind the sculpture is as follows: Mother Earth Tree is made up of a wooden base which is the connection to the earth, the trunk is the representation of Country, the big branches represent the different paths and journeys we take and the small branches represent the students and staff. It was very humbling for the staff and students to see this magnificent artwork on display in such a prestigious place.

Throughout Semester 1, we had the pleasure of having Miss Eloise Wicks and Mr Nick Davis as part of the staff at Yarramalong. Ellie and Nick were our first set of Year 13 Interns (Class of 2016). During the semester, they spent time in both classrooms forging relationships with all of the students and staff. Their involvement made such a positive impact on our students and they will always be warmly welcomed back for a visit. It was great to see their development and watch them grow professionally. During Semester 2, we welcomed two new interns, Miss Lucy O’Brien and Mr Hugo Hyde, also from the Class of 2016. They have begun their association in a particularly positive way and we are confident that they will have a similar experience to Ellie and Nick.

Each week, a significant part of the program involves learning about Indigenous Culture through Cultural Time. Representatives from the Darkinjung Local Aboriginal Land Council (DLALC) come to the Campus to lead cultural time with the children. In Term 2, Mr Anthony Freeman joined this team and he put together a program that enhances the children’s understanding of Darkinjung culture. Cultural Time allows the staff to become students as well, as we join with the children in the learning and understanding of the importance of Indigenous culture. It is one of the highlights of our week. The NAIDOC celebrations that were run at the end of Term 2 by DLALC were outstanding. The children were involved in a range of activities that enhanced and celebrated their Indigenous heritage and culture.

The Darkinjung Barker program is evidence that a positive, supportive and educative environment can have an enormous impact on a group of young people. The Darkinjung mob are a proud people and we are privileged to be able to work with them for the benefit of this generation of learners who will hopefully become the leaders for their community in future generations.

I am grateful to the Darkinjung Barker staff, the Darkinjung community and the larger Barker family for their ongoing support.

Wullum ba bang ba garbu (See you later, see you soon) Article by: Jamie Shackleton Darkinjung Barker Campus Coordinator Martin Lubrano Head of Junior School (Hornsby and Darkinjung Barker)

Above Hugo Hyde (16) and Lucy O’Brien (16)

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Junior School

Play is Important!

Play is what young children do naturally.

Play should be encouraged and supported because it lets children simply be children.

Our Pre-Kindergarten to Year 2 environment provides time each day for play and we continually change, combine and add new and more complex play materials both indoors and out. Children often approach staff and ask for specific materials and equipment to support their play. Staff encourage their curiosity by supplying the necessary materials to develop their ideas and celebrate their creativity. We make time to play!

In our Pre-K to Year 2 classrooms, play-based learning assists the children’s acquisition of literacy and numeracy skills. By providing the children with regular, ongoing opportunities to use literacy and numeracy throughout each day, we help to establish knowledge and the ability to apply this knowledge to practical and meaningful contexts. The children are exposed to literacy and numeracy learning through hands-on, practical experiences, engaging meaningfully and successfully with real life situations. Such experiences allow our children to connect with literacy and numeracy at their own pace and to use their ideas and language in context. At times, the children are unaware that they are acquiring skills, knowledge and understandings. They think they are ‘just’ playing!

We encourage our children to be creative risk-takers, allowing them to engage in play activities, which are age and developmentally appropriate. We need to let them experience the world around them, assisting them to become productive, well- developed members of the community. Curiosity is what education is about!

We need to allow time for children to play, explore, experience and create, while developing a sense of achievement. We want our children to experience the thrill of discovering and investigating so that their curiosity is heightened and their love of learning increased. Risk-taking builds resilience, develops selfesteem and prepares for the future. Through playbased activities, we encourage our children to take a chance, experiment and try something new.

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Children learn best when engaged in real and relevant activities. In our Pre-K to Year 2 classrooms, we endeavour to empower children to investigate, communicate, discover, to ask questions and problem solve. We encourage children to be independent thinkers and lifelong learners. On any given day, our Pre-K to Year 2 children learn through play-based activities, inquiry, investigation, direct instruction, small group work, independent research, as well as collaboration and discussion with their classmates.

Every opportunity is provided for the children and staff to work and interact together to build a strong and supportive community. One of our central goals is to develop a love of learning in our students, a love which begins in the classroom and extends well beyond it.

Article by: Sarah Dickson Director of Early Learning Pre-K to Year 2

Junior School

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Teaching and Learning

Positioning Strategic Professional Learning on Evidence-Based Research The National Professional Standards for Teachers (NPST) represent key elements of quality teaching and make explicit the knowledge, practice and professional engagement required across the careers of teachers.

Embedded within the NPST is the understanding that throughout their professional career teachers, like other professionals, will be actively engaged, remaining current and broadening their professional practice and knowledge. Indeed, for teachers to remain effective, this is an essential requirement should they wish to continue to be committed to their role.

The context within which schools strive to prepare all young Australians ‘to become successful learners, confident and creative individuals, and active and informed citizens’ (Melbourne Declaration, 2008), responds to the influence of globalisation, other change forces and the rapid and continuing advances in information communication technologies. Educators therefore need to keep abreast of research findings relevant to their professional role and of practices that emerge from an increasing understanding of young people, their context and how learning takes place and to be able to incorporate these practices into their schools, classrooms and day-to-day interaction with students.

Professional learning is supposed to make a difference.

While the difference should be evident in terms of an improvement in an individual teacher’s practice, more importantly, it should also be evident in the overall effectiveness of a school.

Studies of effective professional learning have delineated several characteristics found to be related to increased teacher capacity.

Elmore and Burney (1997) suggest that effective professional learning ‘focuses on concrete classroom

10 • The Barker • Issue 116 • Spring 2017

applications of general ideas; it exposes teachers to actual practice rather than to descriptions of practice; it involves opportunities for observation, critique, and reflection; it involves opportunities for group support and collaboration; and it involves deliberate evaluation and feedback by skilled practitioners with expertise about good teaching’. Indeed, Elmore and Burney (1997) observe that ‘while we know a good deal about the characteristics of good professional development, we know a good deal less about how to organise successful professional development so as to influence practice in large numbers of schools and classrooms’.

Whilst professional learning needs to address individual teachers’ needs, it should do so within the context of the school’s overall priorities and improvement strategies. This needs to be driven by school leaders and teachers alike in order for a school to improve its teaching and learning effectiveness.

Ideally, the professional learning culture of the school would be such that teachers would be committed continually to:

• acquiring new knowledge and skills (learning what and how to improve their teaching)

• implementing new practice (applying new knowledge and skills in the classroom)

• refining new practice through self-reflection and feedback (improving implementation)

• sharing new practice through demonstrations,

workshops and presentations (teaching others what and how to improve their teaching)

• assisting others to implement improvements

through team planning and teaching, coaching and mentoring (spreading the implementation of new knowledge and skills in the classroom)

• refining each other’s practice through observation and feedback.

The professional learning culture of a school should be focused on verification about the kinds of professional learning processes and strategies that appear to be most effective in promoting a strong professional learning culture in schools and improving teaching practice. The recent staff professional learning day was an example of this, offering sessions on the whole school development of writing, formative assessment and quality goal-setting and feedback. These sessions saw staff from Pre-K to 12 share practice and thinking across all subject areas.

While individual teachers can and need to manage aspects of their own professional growth through reading, sharing ideas with colleagues, attending conferences, undertaking further study and being actively involved in professional networks, the nature of schools also requires that teachers work collaboratively to establish effective learning environments and develop consistency in the quality of their teaching.

School-based professional learning helps to meet this requirement. Barker College strives to contextualise a suite of professional learning opportunities for teaching staff and, as an accredited provider of professional learning with the NSW Education Standards’ Authority (NESA), the 275 plus teaching staff receive necessary acknowledgement of their work and engagement in this way.

References: Australian Institute for Teaching and School Leadership: the National Professional Standards for Teachers, www.aitsl.edu.au Elmore, R and Burney, D (1997): ‘Investing in teacher learning: Staff development and instructional improvement in Community School District #2’, National Commission on Teaching and America’s Future and the Consortium for Policy Research in Education, New York City, New York.

Ministerial Council on Education, Employment, Training and Youth Affairs (2008): Melbourne declaration on educational goals for young Australians, www.mceetya.edu.au Article by: Dr Greg Cunningham Director of Teaching & Learning and College of Teachers Dr Brad Merrick Director of Research in Learning and the Barker Institute

www.barkerinstitute.com.au @BarkerInstitute Sharing innovation, research & professional learning throughout the education community. Fostering inspired teaching practice locally, nationally and globally.

Whether through the College of Teachers where staff observe and reflect on teaching, staff proffesional learning days, or the many forums offered through the Barker Institute, we are a community of professional learners, staff, parents/guardians and all of those passionate about learning new things.

The Barker • Issue 116 • Spring 2017 • 11

Visual Arts

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Visual Arts

Persisting in the Process There has been a buzz in the art department this term. Students from Years 8, 9 and 10 are contemplating what subjects they may take for next year and Year 11 are completing their final term before they embark on their HSC.

It is at this time of year that I’m often asked by students and parents alike “how do you come up with a unique Body of Work?” At the same time, our Year 12s are refining and finalising their Body of Works in preparation for their HSC Exhibition and external assessment. Some students are struggling with maintaining focus and drive, suffering from creative block. This disengagement from their work can feel like failure or an end to the process. The inspiration to start and finish a Body of Work can sometimes feel like it strikes some while missing others. How can one ensure it strikes them?

American Artist Chuck Close said “Inspiration is for amateurs; the rest of us just show up and get to work. …. All the best ideas come out of the process; they come out of the work itself. Things occur to you.”

Creativity is rarely born out of a void, instead, ideas are often ignited from action, by experimenting with materials and playing with concepts. It is for this reason we encourage our young artists to read widely, explore the world around them, to be aware of what engages them and start creating. The artist practice is a process consisting of bursts of inspiration and lulls, of successes and failures. In the very act of doing, ideas are formed and so too the stimulus to either develop or abandon those ideas. Therefore, students are encouraged to make it a habit to create, this could be sketching three times a week, taking a photo a day or coming to Art Access twice a week to spend time experimenting and working in the studios. It is just as

important to document their processes, even the ideas that don’t seem relevant or the experiments that have ‘failed’. By documenting the process, patterns can be noticed and connections made. Art is not made in isolation; other passions often influence the individual’s artmaking and it is this crossover that allows for distinctly personal Body of Works to form. This makes the top floor of the Design Centre a vibrant and exciting place to be.

Article by: Tara Claire van Drempt Head of Visual Arts

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Design and Technology

Fashion! A World of Intrigue Recently we held the Textiles & Design and Drama showcase at Barker. This is the second year that we have held this event and the interest and scope of work continues to grow.

Students in Years 10, 11 and 12 displayed their textile projects on the catwalk and the array of colour, texture and form was amazing. Year 10 Textile Technology students showcased their shift dresses influenced by the colour and vibrancy of the 1960’s era. Year 11 displayed their ‘Art Fusion’ outfits, each inspired by a particular period in Art and Year 12 students displayed an amazing array of apparel items. The diversity in fabrics, techniques and styles demonstrates the broad influences that have shaped our students’ tastes.

On the evening, I spoke briefly about how fashion is similar to that of an ecosystem on the Great Barrier Reef. Where fish, coral and plants seek to blend in and camouflage or stand out boldly and be recognized.

Fashion can serve a purpose for revealing more about our identity or perhaps even conceal ourconceal identityour to about our identity or perhaps may even allow us to to allow take on an take alternate if only identity us to on anpersona, alternateeven persona, for a short these reasons and reasons more weand love even if onlytime. for aFor short time.

For these the ‘intrigue’ to us.presents The student’s more we lovethat the fashion ‘intrigue’presents that fashion to choice materials, fabrics and construction methods us.

The of students’ choice of materials, fabrics and showed historical, cultural and contemporary digital construction methods showed historical, cultural and approaches. They areapproaches. required to produce contemporary digital They are projects required thatproduce not onlyprojects look aesthetic, as but ready to that not but onlyalso lookfunction aesthetic, to wear outfits, the emphasis on quality stitching also function asso ready to wear outfits, so the emphasis andquality fitnessstitching for purpose high. for It ispurpose a very rewarding on and is fitness is high. It experience to celebrate the worktoofcelebrate our students and is a very rewarding experience the work to honour all their work and creativity, of our students andhard to honour all their hard and workthe students clearlyand enjoyed the evening. are once and creativity, the students clearlyWe enjoyed the again indebted the again Dramaindebted Department forDrama their evening.

We aretoonce to the carefully crafted and entertaining live theatre sport Department for their carefully crafted and entertaining performances throughout the evening. live theatre sport performances throughout the evening.

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Head of Barker, Phillip Heath, chose two works of particular note, those of Sophie de Montemas and Gemma Kiss, and the People’s Choice award went to Rachel Duong. Congratulations to these students and to all the other students who displayed their work. We are extremely proud of your performance and commitment to producing extraordinary wear.

Thank you to the teachers, Zoe Williamson and Jessica Wheelahan for all their support and strong guidance toward their students.

Article by: Darren Woodrow Head of Design and Technology

This image Rachel Duong – modern Renaissance dress using double velvet and silk. The centre piece is comprised of 32,000 beads and portrays the scene from the garden of Eden.

Design and Technology

Left to right Sophie de Montemas – corset top and hoop skirt using satin, sequins and tulle - inspired by the movie ‘Jupiter Ascending’, worn by Sammy de Montemas; Gemma Kiss – dress inspired by the Hearst Tower (Manhattan) as evident in the diamond patchwork, worn by Eliza Vass; Abby Marks – two piece apparel set using scuba knit and deluxe satin, worn by Amelia Andrews; Sarah Woodrow – a formal jumpsuit and jacket, inspired by Art Deco and Japanese Origami, worn by Alice Woodrow.

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Drama

Year 10 Play A Servant of Two Masters Our first rehearsal was buzzing with the energy of 33 very excited Year 10 students. Mr Thompson’s vision was ambitious and we knew straight away this would not be your normal show.

The incorporation of musical theatre, food fights, stylised dances, sword fights and fun but risky audience participation meant for some hard work ahead. The joy of a Year 10 Play is meeting and working with new people and I am so thankful for each and every one of you for the incredible experience and talent you brought to this production.

To the crew, admittedly I didn’t believe Thommo when he explained what the set would look like, and couldn’t quite picture how everything would fit together. But with your crazy skills up in the box and back-stage as well as the countless hours painting, gluing and sawing you guys brought it all together. I loved popping my head into the BCMA theatre to have a look at the new incredible things that had ‘magically appeared’ overnight, to see what exciting props, mini London buses, towers, bridges and lighting clouds we were going to use on stage. And to Joel (set builder), thank you for the incredible work you did in making our production what it was.

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And finally, to Thommo. Thank you for making the start of this year so incredible, I know the Year 10 play is something that I’ll be able to think and talk about fondly when I’m well past my Barker years. I thoroughly enjoyed the fun and excitement we had learning new dances and incorporating different ideas into our show.

Thank you for all the time and energy you poured into us and the play. We are all truly grateful. We might have admittedly been quite a talkative bunch, but one thing is for sure that we all loved the experience you gave us. I will miss our little family and the fun times we’ve all had together.

Article by: Elijah Gordon Year 10 Cast Member

Drama

Year 11 Play The Crucible Interview with the Cast Explain our production of The Crucible in three words AH: Dark, Sombre, Moving HN: Hauntingly truthful spectacle EC: Moving, Emotional, Unforgettable DS/AL: Leaves you speechless How did you find the process of creating the show?

HN: It was super rewarding, seeing characters slowly take shape and the gravity of the piece develop over time.

EC: It was something special making this play. Everyone put in so much hard work to embody their characters and in the end created a performance that was truly spectacular.

AH: The process of seeing a bright cohort of schoolmates turn into dark replicas of 17th century evildoers or innocent victims was incredibly unique and harsh but beautiful!

What was your favourite part of the show?

DS/AL: The development of Proctor and Elizabeth’s relationship throughout the whole play, leading up to the final heart wrenching moments when we see the depth of their love and strength of their relationship.

What did you learn from being in the Year 11 play?

AH: As a comedic connoisseur, I was not only a little worried but a little disgruntled that my preferred acting type of making people laugh wouldn’t be explored in the Year 11 play. However, the power and the impact we were able to portray as a cast was far more than that of any comedy I have ever been a part of.

EC: I’ve learnt so much from this show, but this has stuck with me more than anything. That no matter what evil is committed, in the end, the truth and goodness will always come out and prevail. Even if it is too late for some…

DS/AL: Finally, thank you to the talented and dedicated Ms Robertson for all of the time, effort, and love she put into the show, making it one of the most amazing and memorable experiences of our lives.

Ewan Crookes (EC), Angus Henskens (AH), Angela Leech (AL), Hamish Noble (HN) and Daniela Salisbury (DS)

EC: When Hale finally sees behind the lies and deception. His fight until the very end to save the people he knows are innocent, and his breakdown when he realises that he can’t do anything, pulled at my heartstrings every time.

The Barker • Issue 116 • Spring 2017 • 17

Drama and English

UK and Ireland Drama and English Tour There is no doubt at all that over the centuries, England and Ireland have given the world some of the greatest authors of all time.

The likes of William Shakespeare, John Keats and William Yeats spring immediately to mind. However, one does not truly get a feel for their work unless they visit the place where it was created. For that, a visit to England and Ireland is necessary. So that’s precisely what three teachers and 29 students decided to do.

The tour was precisely the experience described above: We were truly able to get a feel for the works of these authors by visiting the places where they came to be. Shakespeare’s Stratford-upon-Avon house, John Keats’ house in North London and the countryside that surrounds Sligo, where William Yeats wrote the poems that would bring him great fame.

There was also plenty of opportunity to indulge in the Drama side of the tour with various tours and workshops on offer. These included, in London, a tour of the London Film School, the Royal Academy of Drama and (a personal highlight) The Making of Harry Potter.

When the action moved to Ireland, we were able to visit Trinity College in Dublin and the Hill of Tara as

18 • The Barker • Issue 116 • Spring 2017

well as Donegal Castle, all famous Irish landmarks.

Plenty of us had never been to Ireland before, so it was a fascinating new experience.

The entire fortnight was jam-packed with activities and coach-rides, so much so that to do it justice is nigh impossible.

And then of course there were the theatre productions: Vice Versa in Stratford, Twelfth Night at the Globe and Wicked at the Apollo Theatre in London to name but a few. When added together with the culture of the towns and cities we visited, the tour was absolutely fabulous; we were sorry when it came time to board the plane home to Sydney.

The English and Drama Tour to the UK and Ireland was the work of Barker staff Simon Thompson, Anneke Blom and Michael Marokakis who gave 29 students the trip of a lifetime, creating experiences and teaching us things that will never leave us. A truly wonderful tour.

Article by: David Wilson Year 11

Mathematics and Past Students

Past Students Return to Barker Barker welcomed back several high flying students from the Class of 2016 to help prepare our current HSC students for their Trial Examinations. This program has been running for a few years now with past students lending their contemporary experience and expertise by providing tips on studying, organisation as well as assistance with subject content.

Students who used this resource found it extremely useful. Kish Arora, Devlin Gunzenhauser, Jodi Rabinowitz, Ashwin Singh and Zac Gomes all have been back helping

our Year 12 students and visiting classes to talk about the HSC experience and life after Barker!

Students from the Class of 2016 will be back in the library in the last week of the September/ October holidays before the HSC examinations. I encourage current students to take advantage of this wonderful resource.

Article by: Jeremy von Einem Director of Academic Performance

Making Maths Count Gemma Kiss (Year 12) talks about her plans

What have you done this year to encourage your interest in Maths?

What Course do you want to do?

Mr Peattie is my teacher and he has been great and funny for the last two years. On International Women’s Day, I went to a lunch organised by Mrs McLachlan and we watched a trailer for the movie Hidden Figures. I went on an excursion to the University of NSW with Mrs DeGorter called Girls Do the Maths where the talks were inspirational in making me think about career paths.

I am considering a Bachelor of Actuarial Studies/Bachelor of Science (Advanced Maths) (Honours) at the University of NSW. What do you enjoy about Maths?

I enjoy the challenge of having to work hard to get recognition. I love the moment I finally understand something and it just clicks.

What has been good about Maths at Barker?

The Maths teachers are really passionate about their subject and it has been great having lots of Extension 1 classes in a big year group.

What is your advice to other students?

Work hard in Year 11 so you have a strong foundation and don’t give up. Always do your homework!

Article by: Allison Davis Assistant Coordinator Mathematics

The Barker • Issue 116 • Spring 2017 • 19

Music

Success in the Band Program It has been an eventful year so far for the Barker Band Program and many of the students have enjoyed several successes.

20 • The Barker • Issue 116 • Spring 2017

Music In Term 2, both the Symphonic Wind Ensemble and the Middle School Concert Band participated in the Sydney Eisteddfod.

Our Middle School Concert Band (Years 7-8) performed a great range of repertoire and was superbly led to a second place prize in their category by their Director, Mrs Elaine Slawski. The Symphonic Wind Ensemble (Years 7-12) entered the Premium Secondary School category and placed first against nine other outstanding bands from across Sydney.

More recently, our bands participated in the NSW School Band Festival. This year, 316 bands from across the State participated in NSWs most prestigious festival.

The Festival is a non-competitive event and rather than being ranked, all bands receive a rating of Gold, Silver or Bronze which reflects their level of achievement for the particular event in which they are performing.

Our Middle School Wind Orchestra (Years 7-9), Senior Concert Band (Years 8-11) and Symphonic Wind Ensemble all performed at the Festival and all bands received a Gold prize in their sections. This places the Barker College band program as the highest achieving secondary school band program in the festival.

Our Symphonic Wind Ensemble deserve an extra special mention here, once again performing amongst Sydney’s best band programs in the Premier section.

They performed Bach’s “Jesu, Joy of Man’s Desiring” as well as a piece by well-known Australian composer, Percy Aldridge Grainger, titled “Spoon River.” They concluded their program with the Australian premiere of “Niagara Falls”, composed by the Grammy Award winning composer Michael Daugherty. The piece is an extravaganza, representing one of the most scenic locations on the globe and its surrounding tourist attractions, such as haunted houses, wax museums, and countless stores selling souvenirs. It is an incredibly difficult but an extremely engaging and powerful piece of band repertoire and we were proud to deliver the Australian premiere of the work.

The Symphonic Wind Ensemble achieved Gold in their category, but special mention was made by the adjudicators and many listening parents from other schools about the level of performance delivered by our Barker musicians. I was humbled and honoured to be awarded the ABODA Directors Prize, (Australian Band and Orchestra Directors Association) recognising that our students performed the most well-prepared, challenging and entertaining program of the entire Festival. This is an outstanding achievement for our program and I’m extremely proud of every student involved. You can find a video recording of their stunning performance on the NSW School Band Festival Facebook page.

Several international guests have visited our band program this year and we are fast gaining an international reputation. Dr Mary Schneider from Eastern Michigan University, Dr Chester Phillips from Georgia State University and Dr John Lynch (Associate Professor at the Sydney Conservatorium of Music) have all conducted clinics this year with the Symphonic Wind Ensemble, providing valuable insight and musical experience to our band musicians. We are extremely grateful for their contributions and look forward to working alongside them again in the future.

There are over 310 students involved in our band program at Barker College, all of whom performed at our annual Bands Concert on Thursday 20 July.

It was a brilliant demonstration of the developing instrumentalist, from our Junior School Training Band to our Senior School Symphonic Wind Ensemble. We look forward to sharing and celebrating more success with our talented musicians and we thank our students’ parents for their unwavering support and enthusiasm for the music program. Our Music Department goal, “to inspire a lifelong love of music” is certainly being achieved.

Article by: Andrew McWade Director of Bands

The Barker • Issue 116 • Spring 2017 • 21

Robotics

Interview with Robotics Co-ordinator, Lael Grant Barker’s Redbacks team have recently returned from China where they continued their 2017 winning streak, taking out the China Robotics Challenge, held in Zhengzhou, China.

The team were also awarded the China Robotics Challenge Ambassador Award for their ongoing contribution in helping to develop robotics in China over the past three years.

The students travelled to China at the end of July and were sponsored by the China Urban Youth Robotics Alliance. The team spent four days assisting Chinese teams to learn to build robots, including running workshops on how to organise and manage a build season.

The teams then competed in the China Robotics Challenge in front of thousands of excited parents and school children. The Barker Redbacks were thrilled to see one of the teams they mentored compete all the way to the semi-finals in the competition. Along with Team 1986 - Team Titanium, the Redbacks dominated the quarter finals, posting the highest score of the competition of 520 points.

to inspire and motivate students to excel in STEAM subjects. At Barker we’ve seen first-hand the impact it has on student engagement and performance, so we love to help anyone who is interested in getting started.

How did the Robotics program at Barker first start?

The program was student-initiated. Mike Heimlich visited Macquarie University to start an FRC team there. He came to Barker to promote FIRST and recruited three students to the Macquarie University team in 2011. The robotics enthusiasts were hooked.

Students were asking science teachers at School if they could start a student robotics team at Barker.

The Barker recently caught up with Robotics Co-ordinator, Lael Grant, to discuss the team’s incredible year to date.

Science teacher, Mrs Sarah Cormio, commenced the program with enormous energy and enthusiasm. I joined the Barker staff as Robotics Co-ordinator in 2016. I teach computer programming and had built hardware controlled systems using Arduinos. The challenge of designing simple through complex systems is incredibly rewarding, which is a great fit for Robotics.

Why do you think Robotics has become so popular with Barker’s students?

The program is a co-curricular elective with 35 students currently enrolled from Years 9 to 12.

The growth of robotics is phenomenal. In Australia we are seeing year on year growth of around 50 percent in the number of teams competing. In China, it is close to 100 percent per year. Forward thinking leaders are quickly realising that Robotics is an incredible way

2017 has been an incredibly successful season for Barker Robotics. What do you attribute this to?

22 • The Barker • Issue 116 • Spring 2017

We have our fantastic Robotics staff Jeser Becker and Daiane Rodrigues-Becker, who have assisted

Robotics

us in understanding the design of robots but also the strategy of competition and an understanding of the various roles necessary to produce a strong team. Their passion and problem solving skills are inspirational.

Last year, we built a great robot, but it was unreliable.

This year we put in place a very strong off-season training program. While no extra preparatory work is allowed on the competing robot prior to the build phase, only practice makes perfect.

The Redbacks practised their skills in the off-season to hone their process, and implemented a higher level of prototyping. Their improved process means students now make six or seven prototypes in the first two weeks, then select two, test those vigorously, and settle on the robot body early. This year, they also gave the programming sub-team more time. The competition involves 15 seconds of autonomous operation; these routines must be programmed. Handing over to the programming team early – before week four – made a significant impact.

What amount of time would students spend in the lead up to a competition?

Students make “incredible sacrifices” to participate.

The schedule is hectic from January to late May, with five hours a day on robotics. Students plan ahead with their parents to ensure holidays don’t clash with the robotics season; they are liaising with teachers to manage assessment schedules.

It’s a lot, but it’s incredibly rewarding to witness the growth in students - it builds their capacity, understanding, and depth of technical knowledge. It requires high levels of motivation, and students learn to be collaborative operators. We spend a lot of time encouraging students to communicate effectively in high pressure situations.

Article by: Julie McAllister Editor, The Barker

The students have mentors but the ideas must be theirs. Each sub-team has a mentor, but the students are ultimately responsible for each decision. The role of the mentor is to offer coaching and guidance when it is apparent that they need more understanding than they have.

The Barker • Issue 116 • Spring 2017 • 23

Alumni Profile

Alumni Profile Director of Alumni and Community Relations, Mandy Loomes speaks with Jonathan Venter from the Class of 2013.

Jonathan is a talented young racing driver who has set his aim on the world stage.

Did you have a favourite subject at School?

I would pick my favourite subject not necessarily from the actual interest in it but from the teacher I had. I really enjoyed English in Year 12, not my best subject but the teacher made it fun. Also Physics was great for the HSC; it is really interesting the things you learn.

Was there anyone who inspired you into car racing?

When I was younger, I loved watching Michael Schumacher, a true legend of the sport. The main reason I got into motor racing was because of my father and grandfather’s love of it, so they were the real inspiration. My grandfather raced rally cars, very different to what I do now, but that introduced my father to motorsport and myself too.

What led you to follow the path you have?

I grew up around cars and racing, so much of my life has been around the racetrack. It is a passion that is still strong and has driven me to achieve goals and reach new heights in my career. Along the way though my parents always made it clear that my education was vital to my success, so school was always the number one priority. After the HSC, I decided that I wanted a university degree as a strong fall back if I didn’t succeed professionally in the motorsport world, so I studied hard for three years to graduate with an accounting degree. Now I am a qualified accountant, racing 24 • The Barker • Issue 116 • Spring 2017

around the world doing what I love, which takes the stress away from ‘what do I do if I don’t make it’, and allows me to put 100% of my focus towards becoming the best.

Do you have any career highlights to date?

With many developing athletes, progressing through your career you set many personal goals, and each time you reach them it feels like a big win. So many of my highlights in my opinion, were reaching goals I had set previously, that seemed out of reach. A few key highlights are:

• 2010 Australian Rotax Champion

• 2010 Rotax World Finals, Italy – Represented Australia (by invitation only from results)

• 2012 Formula Ford Victorian

Champion (most competitive FF state championship)

• 2012 Chairman’s Cup Australian Champion

• 2013 Dubai 24hrs 3rd Place • 2015 Nominated into Aston

Martin Evolution Academy (1 of 10 drivers globally)

• 2015 Asian Le Mans winner • 2016 Most decorated driver in the GT Asia series (Raced for Bentley)

• 2017 Factory Audi deal for

Blancpain Endurance Series (most recognised and competitive GT3 championship in the world, racing with Audi #1 team)

Have you ever raced at Bathurst?

Many times. I raced there three times in Formula Ford securing multiple podium and race wins and competed in the Bathurst 12hr three times: 2013 (BMW 1 series), 2014 (Porsche Carrera Cup Car) and 2015 in the Aston Martin V12 Vantage GT3.

What is your favourite race track?

My answer would have to be Spa. The 7km circuit is home to one of the most famous corners in motorsport history, Eau Rogue. I raced the Spa 24hrs in 2015, the single biggest GT3 race in the world. The track curves its way through the Belgian forest, is extremely fast, very undulating and any small mistake will cause a fairly violent encounter with a wall. I am competing in the Spa 24hrs again as part of the Blancpain Endurance Series and it’s my dream to win this year.

Two other tracks which I really want to race on are the Nordschleife which is a 26km, 170 corner track in Germany, and Le Mans, the Le Mans 24hr being the most famous and watched race event in the world.

What are your career aspirations?

The end goal for me is to become a paid, professional driver for a big manufacturer racing in GTs around the world. I’m very close to this dream so hopefully it will soon be a reality.

Alumni Profile

What is your health and fitness regime?

Motorsport is an extremely physical and difficult sport. Current day F1 cars are almost at 8G of lateral and longitudinal forces, with GT cars having cabin temperatures of 60 degrees plus. Put this together with 24hr races and it makes for a very physical environment. My main training is muscle endurance, cardiovascular endurance and heat training. One of the main focuses is being able to make split second decisions when you’re tired, hot and overloaded. I have personal trainers at the gym, performance psychologists, dietitians and career managers to help me stay at my peak performance. I’m a huge cycling fan but had a big accident in 2015 where I fell and broke my

hip needing two surgeries six titanium bolts, titanium plates and two pins in my femur head holding my hip together!!

How do you stay alert during the 24 hour endurance events?

24hr races must be the definition of the most difficult form of motorsport races. We split the time between three drivers over the 24hr period. This breaks down to roughly eight hours per driver.

Our stint times vary between one to three hours depending on fuel and tyre strategies. As a driver, the most difficult part of a 24hr race is the time when you are in the car at 3am in the morning, overtired, with sore muscles and burning eyes, it’s pitch black and you are still travelling at speeds exceeding

270km/h. It’s a lot of pressure, but doing it right is an amazing and rewarding experience.

Do you have any advice for today’s students?

I am not the best one to hand out advice for students. I admit I struggled at school and university, finding it difficult to apply myself while knowing that my true passion and talent lay elsewhere. I endured and got a degree to set myself up the best I could. I applied to my studies what I learned from motorsport: you just have to keep pushing and focus on the bigger picture. Before you know it, all will be over. Life is a long race, never give up!

The Barker • Issue 116 • Spring 2017 • 25

Academic Culture

Double the Speed of Learning!

The School is constantly looking at ways to lift the academic achievement of all students. There has been much concern that an HSC style approach to assessment is not the best way to foster deep learning in students of the Middle School.

For some time we have been looking at what research tells us has the greatest effect on student achievement.

The work of John Hattie and Dylan Wiliam has been particularly useful in focusing our attention on the quality of feedback and has led the School to place greater focus on formative assessment in the Middle School, beginning with Year 7 in 2017. Year 8 will continue with this approach in 2018.

Learner

Peer

Teacher

Where the learner is going

Where the learner is

Engineering effective discussions, task and activities that elicit evidence of learning Clarifying, sharing and understanding learning intentions and success criteria

How to get there

Providing feedback that moves learners forward

Activating students as learning resources for one another

Activating students as owners of their own learning

* From ‘Embedding Formative Assessment’ by Prof. Dylan Wiliam and Siobhán Leahy Hawker Brownlow Education 2016.

26 • The Barker • Issue 116 • Spring 2017

Dylan Wiliam (Embedded Formative Assessment, D Wiliam, 2011 Solution Tree Press) has produced the following graphic that shows the relationship between different elements of this approach.

Learning intentions are made clear by each subject developing a rubric or grid to describe different levels of performance for components in that subject. These have been collated in the Year 7 Assessment Booklet.

Through a more formative assessment approach it is important that students spend time responding to feedback provided by the teacher. The use of self and peer reflection also adds to the total package of strategies to improve student achievement.

Formative assessment involves all the activities performed during the lesson that help inform the teacher about the progress of each student. This allows the teacher to modify future activities to improve student learning. The teacher is making informal judgements during the lesson to monitor student learning. The term ‘assessment’ can often have the connotation of a formal, common task and so a more appropriate description for formative assessment might be “responsive teaching”. This approach is not new and is often the foundation of good teaching. The scaffold supporting this approach might be new to parents and students.

How does this look in the classroom? There are many different ways to elicit information about student understanding. We all remember from our own school days of the student who dominates question

Academic Culture

and answer sessions. It’s important that all students have the opportunity to demonstrate their learning, whether this is by drawing names at random when asking questions, using mini white boards for students to all show their answers or using a traffic light system for students to show different levels of confidence with their understanding. These are acknowledged formative assessment strategies that are commonplace at Barker.

It’s also important that students engage with written feedback. Teachers often spend a great deal of time writing significant written feedback on students’ work only for it to be ignored at the expense of the mark or grade. A more formative assessment approach places less importance on the mark or grade (and in many cases a mark or grade might not even be reported, such is its negative effect on a student’s attention to written feedback) and greater importance on the student’s response to the feedback. Written feedback should become detective work – encouraging a student to analyse the feedback and how it relates to their work so that there is improvement in any future work.

Dylan Wiliam is quite clear that feedback should focus on improving the student rather than improving the piece of work. Advice should aim to improve the next piece of work. Feedback should be forward looking.

It has been shown that student achievement can also be lifted by a process of goal setting. Over the last two years, we have been developing a clear and easily understood way to track student effort and achievement data over time to assist with goal setting.

This semester we are piloting a program with Heads of Houses where this can be shared with students to help them reflect on their current academic trajectory and intervene if necessary.

We hope that these measures, combined with our new reporting system, help drive an enhanced academic culture in the Middle School and beyond.

More frequent and timely reporting will help everyone become more agile in responding to feedback and advice. All students in Middle and Senior Schools now receive a report at the end of each term, with those in Terms 1 and 3 focussing on the student’s approach to learning. Electronic delivery of reports also enables parents to receive them before the end of term when staff are on campus to field enquiries.

The principle of good teaching starts from where learners are, rather than from where we would like them to be.

Prof. Dylan Wiliam

Formative assessment techniques help me as a teacher to know where every student in the room is mathematically, and to adjust my teaching and questions accordingly. I love it that the whole room can be involved quickly in discussions and question answering, as well as showing working using the ‘show me boards’.

Emily Pratt (Maths Teacher)

I like it because everyone gets to express the way they view the question without having everyone shouting out the answer.

Year 7 Maths student

I think it’s a great opportunity for everyone to talk and give their own opinion, not just one person. Plus you get to learn everyone’s technique in answering questions.

Year 7 Maths student Article by: Jeremy von Einem Director of Academic Performance James Denton Head of Middle School Greg Longney Head of Academic Enrichment and Extension

The Barker • Issue 116 • Spring 2017 • 27

Languages

A World of Learning for all Tastes

Year 10-11 Latin Reading Competition On Monday 31 July Barker competed in the prestigious Classical Reading Competition at Sydney University.

Our finalists were Richard Marais (Year 11 Latin), Jonathan Cribb (Year 10 Latin) and Luke Schulz (Year 10 Ancient Greek). All students read their prepared passages with passion and verve, reawakening some of the stories of heroism and heartache that have stalked Western literature for over 2000 years. The Year 10 Choral Reading was particularly compelling, achieving second place in their division.

Year 12 Japanese Speaking Workshop and Year 11 Chinese Dinner During Term 2, our Year 12 Japanese class visited Pymble Ladies’ College for an HSC Speaking Day. Students from a variety of schools worked with their peers and teachers to hone their skills for the end of year exams. It was a wonderful occasion to learn collaboratively and to enjoy conversing in Japanese with new friends at a sophisticated level. Everyone involved appreciated the efforts of Mrs Hosogoe in facilitating the excursion.

Our Year 11 Chinese class visited the New Shanghai restaurant in Chatswood as part of their unit on life in China. Not only were they able to put their language

skills into practice in an authentic setting, but they were also able to enjoy the fruit of their labours when the delicious dumplings and soup arrived! The class was very grateful to Mrs McDonald for organising the excursion.

Year 8 Languages Day - 14 June All Year 8 students participated in our annual Languages Day. This introduces each student to the rich cultural and linguistic experience that is offered by our languages program at Barker. The students participate in activities that are based upon and inspired by Chinese, Japanese, French and Latin.

The morning consisted of a series of activities, such as Chinese and Japanese calligraphy, French board games and a Roman armour display. A delicious highlight of the day’s proceedings was the croissant and bento box meal. In the afternoon, the students were entertained by their own home-made foreign language films and by Taiko drummers from Japan.

Thanks must go to the teachers from the Languages Department who, in conjunction with external providers, produced an outstanding exhibition of lifelong language learning that reaches far beyond the Mint Gates.

Article by: Matthew Ross Head of Languages

28 • The Barker • Issue 116 • Spring 2017

Economics and Computer Science

Economics in the City In June, three classes of HSC Economics students ventured into the city to hear lectures from some of the most prominent economists in the country. They spoke to issues that are facing households in the current economic climate, as well as assisted understanding of the content within the students’ syllabus. Tim Riley, author of their text, guided students through the 2016 HSC examination, while Scott Haslem, one of the most engaging economists in the world, looked at the global and domestic economic outlook. Other speakers included Tracey McNaughton from UBS (financial markets), Dr Michael Plumb from the RBA (Monetary Policy), and no conference would be complete without the financial musings of the SMH Chief Economics editor, Ross Gittins (Fiscal Policy).

Although this conference has been running for seven years, it was the first time Barker has attended and judging from the positive reaction from students, it is set to become a regular event on the Economics calendar.

Article by: Joshua Toth Economics Coordinator

Coding in Full Swing Students in Years 9 and 10 Information and Software Technology (IST) classes have been learning to define logic, problem solve, and to use code to create software solutions. Year 9 students have been learning to code in the Python programming language.

Python is a popular programming language where the students are taught to use basic data types, work through using programming control structures, and to understand and write code with correct syntax. Python will also be used when the students develop code for microcontrollers in Term 4.

Year 10 students have been exploring the foundation skills of Object-Oriented Programming (OOP) through the use of Java and the Greenfoot IDE. Java is a powerful language where students develop applications utilising algorithm design, character (class) definition and the ability to read from and write to external files. These skills are vital for the creation of future software solutions and are portable to all aspects of programming, computer science and integrated STEAM projects.

Article by: Tim Milkins Head of Computer Science

The Barker • Issue 116 • Spring 2017 • 29

Science

Titration Competition Barker again hosted one of the competitions with 27 teams (three in a team) competing on the day. The competition tests student’s practical skills in using titration to determine the concentration of an acetic acid solution to four significant figures. The Barker team of Year 11 students Chris Dutkiewicz, Patrick Lewis and Caelan Kippen was placed first. The second place also went to Barker Year 12 students Josh Tolhurst-Peden, Joshua Lee and Sean Zammit. Ravenswood were placed

3rd, Mater Maria College 4th and Our Lady of Mercy College 5th. Special mention should also be made of Ming Lu who gained a perfect score. Both Barker teams have been invited to compete in the National Competition to be held at UNSW on 9 September 2017.

Article by: Rob Paynter Head of Science

Selected for Earth Science Olympiad Team Seventeen of Australia’s best student Biologists, Chemists, Physicists and Earth scientists made the teams to represent Australia at the International Science Olympiads in July and August. They competed in the world’s toughest science competitions against some of the smartest students in the world.

Year 12 Barker student, Joshua Lee, was one of the 17 talented young science students selected. Joshua competed at the International Earth Science Olympiad in Côte d’Azur, France where he was awarded a bronze medal. The team brought home a gold, a silver and two bronze medals.

Joshua received his Australian Team blazer at a team announcement ceremony at Parliament House Canberra on 19 June with Senator The Hon Arthur Sinodinos, parents, teachers, academics, Olympiad alumni and officials.

30 • The Barker • Issue 116 • Spring 2017

These students outperformed 5,015 other students from more than 300 schools in the qualifying exams, making a shortlist of 93 to attend a two-week summer school at the Australian National University in preparation for the Olympiads.

Article by: Rob Paynter Head of Science

Sports

First AFL Game at Barker

Year 7/8 AFL team Back row left to right Jack Caspersonn, Oscar Merven, Matthew Macoustra, Phillip Heath, James Denton, Steven Thomlinson; Front row left to right Pedro Thiris, Corben Meany, Nic McGibbon, Hugo Abrahams, Charlie Edis, Oliver Slawski, Matthew Bell, Ben James, Finn Taylor, Joshua Vos, Ben Gee, Thomas Martin

Barker AFL made history on Saturday 29 July 2017 as the first ever AFL games were played on Barker War Memorial Oval. It was a fantastic occasion and all teams paid testament to this by playing some of their best games of the season. It was an honour for all players and I hope this is the first of many games to come.

Article by: Jack Caspersonn CCC AFL

The Barker • Issue 116 • Spring 2017 • 31

Sports

Diving Success Congratulations to Vladi Rudenko (Year 9) on winning Gold in the Synchronized Springboard and two Bronze medals in the individual events at the Australian Elite Junior Diving Championships. Vladi has also gained selection in the National Junior Diving Squad.

Article by: Steven Thomlinson Director of Boys’ Sport

International Basketball Ben Robins, Year 11, recently competed in the 23rd Summer Deaflympics in Samsun Turkey for the Australian Men's Deaf Basketball team. In July 2016 he competed for the NSW team at the Deaf Nationals. Last December, Ben attended a training camp for the Australian Mens Deaf Basketball Team and in January Ben's improvement has seen him rewarded with selection in the team as a development player.

Unfortunately, Australia did not progress past the group stages

due to four narrow losses. They had a big win against Kenya when Ben got most of his court time and scored his first international basket.

The whole experience has been an amazing one for him. He will now begin training for the World U21 Deaf championships next July in Washington DC where he is looking forward to playing with his own age group.

Article by: Jackie Robins

Snow Sports The 2017 Northern Region Snowsports Championships, held at Perisher, were a great success for the Barker team. Our team comprises of students in every School year from Year 3 to Year 12. The wonderful individual efforts and the combined team scores resulted in Barker being named the Overall Secondary Coeducational Champions. The team was awarded first place in Skiing Secondary Coeducational and Snowboarding Secondary Coeducational.

A team of 50 students represented the School. At this event, students

32 • The Barker • Issue 116 • Spring 2017

have the opportunity to experience racing for the first time, continue to train and hone their skills whilst many of the experienced racers are focused on achieving an invitation to the State Championships.

In summary, 18 students achieved an individual invitation for achieving a top 10 result and 20 teams were invited for achieving a top 6 result.

Barker will be represented by 34 students at the State Championships.

Article by: Ian Wood CCC Snowsports

Sports

Sports and Thoughts Following its initial success in 2016, the 2nd Sports and Thoughts breakfast was held in the MPH on Thursday 20 July, hosted by the Barker Rugby and Cricket Clubs.

With Fox Sports host Warren Smith again in the chair as MC, Peter Taylor (74) and Brett Papworth provided an entertaining and informative discussion on grassroots sports and the pathway to the elite level. Peter is an Old Boy

from the class of 1974 and former Test cricketer and Brett is a former Wallaby and now Eastwood Rugby President. Both have strong opinions on their respective sports, and are passionate about sport in general. The breakfast guests – staff, students and parents – left the MPH to the wonderful tunes of the Barker Jazz band with plenty to consider about the real challenges but immense opportunities of sport.

Article by: Steven Thomlinson Director of Boys’ Sport

Left to right Jeremy Hook (88), Justus Stals, Warren Smith, Peter Taylor (74), Phillip Heath, Brett Papworth, David McAllister, Steven Thomlinson.

Fifteen Barker Swim Club members NSW competed at Metropolitan. In club ranking Barker Swim Metropolitan overall Club finished in 25th place (out clubs) with 225 points. Last Short Course ofyear67Barker Swim Club finished in 38th place with 62 points. A huge Swimming improvement from last year! are the highlights and Championships Following outstanding performances of Barker students: Luke Hurley (Year 10) Personal best time in 100m Breaststroke (36th), 100m Backstroke (35th) and 200m Breaststroke (27th).

David Kang (Year 6) Personal best time in 100m Breaststroke (3rd), 100m Backstroke (8th) and 100m Butterfly (5th).

Andrew Kelly (Year 8) First time qualified at Metropolitan level and competed in 100m Breaststroke (32nd).

Tan Kim (Year 9) Personal best time in 100m Breaststroke (15th), 100m Butterfly (12th), 100m Freestyle (16th) and 200m Breaststroke (20th).

Cameron Liou (Year 5) Personal best time in 100m Backstroke (14th), 100m Backstroke (5th) and 100m Butterfly (7th).

Flynn Lumbroso (Year 10) Personal best time in 100m Backstroke (25th), 200m Freestyle (35th) and 100m Freestyle (55th).

Alex Middleton (Year 10) Personal best time in 100m Backstroke (7th) and 100 Freestyle (5th).

David Yoo (Year 7) Personal best time in 100m Breaststroke (3rd), 100m Freestyle (23rd), 100m Backstroke (14th).

Article by: Colman Wong Head Swim Coach

Above David Yoo with his Bronze medal.

The Barker • Issue 116 • Spring 2017 • 33

Sports

Mollie Dive Competition As in previous years the Barker Hockey 1st team competed in the Mollie Dive competition throughout Term 2.

Back row left to right; Sophie Fortin, Sasha Joubert, Cliona Boyd, Kate Fowler, Sami McCormick, Olivia Hill, Hannah Thornton, Ashleigh Coghill, Isabella Tobia Front row left to right; Olivia Toomey, June Stals, Maggie Stanley, Ruby Ryan, Tahlia Morrissey

This is held mid week and we are lucky enough to now play all our round games at home on Bowman.

This year the senior competition involved seven teams from local girls’ schools. Some of them are very strong hockey schools so it is always a challenging competition.

The season started slowly when the opposition forfeited in the first week and we had a bye in the second week. But once Barker got to play, the team were fired up and ready to go. Throughout the season Barker showed determination and demonstrated significant improvement as the season progressed.

While they were unable to defeat the two top teams of Abbotsleigh and Pymble, Barker defeated all other teams and actually only missed out on the finals on goal difference.

The 3/4th play-off against Loreto was a close match with Loreto entering half time two goals ahead. But Barker rallied in the second half and took 3rd spot with a 4-2 win.

It was a close competition this year and the players are congratulated for some hard fought games.

Summary of results: Barker 2-1 Monte Abbotsleigh 3-2 Barker Pymble 5-1 Barker Barker 4-3 Roseville Barker 4-2 Loreto Article by: Jackie Robins CCC Hockey

34 • The Barker • Issue 116 • Spring 2017

Student Leadership

Red Week

Building on the theme of ‘Inclusion’ the student leadership team put their heads together early in Term 2 to plan Red Week, a fundraising event focused on building peer connections, fostering school spirit and celebrating Barker’s diverse co-curricular program.

Throughout the week, Prefects, Co-curricular Captains and Middle School Seniors coordinated a range of activities that raised funds for Medical Bridges, an international aid organisation seeking to bridge the healthcare gap by distributing medical equipment and supplies to developing communities.

The week began with a well-orchestrated comedy debate blending theatre sports and oratory excellence.

Tuesday followed with a handball championship comprising of two representatives from each year group competing for the highly coveted Handball Cup. On Wednesday it was the Amazing Race. Designed and implemented by the Middle School Seniors, the race involved a checkpoint style trivia race across the school campus that saw the Library staff take first prize. On Thursday, Barker’s Biggest Kahoot took main stage in Leslie Hall with over 300 students registering to play the online interactive trivia challenge.

The week concluded with a music concert featuring performances from a range of talented students and an address from Prefect, Daniel Buffa, who spoke about the positive impact the funds raised throughout the week will have on people in significant medical need throughout the developing world.

With $5,000 donated to Medical Bridges and an abundance of School spirit cultivated, Red Week looks to feature as a permanent fixture in the School calendar for years to come.

Article by: Simon Walker Director of Student Leadership

The Barker • Issue 116 • Spring 2017 • 35

Outdoor Education

Barker Dukes

The team at Barker Dukes reached an important milestone in Term 3. 100 Gold Awards have been completed since the introduction of the International Online Record Book. This represents a wonderful achievement over the past five years.

The IORB requires the participant to accurately record all of their Duke activities, and this requirement can be seen as an additional hurdle at times. Participants must become proficient with an unfamiliar online process, follow guidelines, meet external standards. Clearly a deal of perseverance and commitment is necessary to meet the requirements. According to more than a few of our Gold Alumni, completing this process has helped them beyond the Award – both in their tertiary studies and the workplace.

The Grange The second half of the year is a time that our Year 7 students look forward to, as they attend for their first time in Middle School, a four day camp at The Grange in Mount Victoria. The program at The Grange for Year 7 is a practical, hands on approach to the study of ecology.

Recently several House groups of students spent time at The Grange developing their expedition and navigation skills, camping overnight and spending time around the fireside, meeting with and learning from the original custodians, the Dharug people. For many of these students, this was their first camping experience - setting up their own tents and preparing their own meals.

36 • The Barker • Issue 116 • Spring 2017

The IORB process also ensures the integrity of The Award, as the State office actually makes a final determination and signoff on behalf of the Duke of Edinburgh’s International Award.

The service section of the Award is not to be overlooked. This milestone represents more than 5000 hours of service activities completed in pursuit of their Awards. Our Dukes engage with and support many local organisations including working with hospitals, disability groups, Surf Lifesaving clubs and child care.

Our Senior participants are well supported by administrators Mr Wong and Mrs Jellis. Mr Dawes and the Grange staff deliver the memorable expedition component.

BCPA

BCPA’s Involvement with the Tuckshops The Parents’ Association has been involved in the School’s Tuckshops for many years. From running the Tuckshops in the 70s to now providing volunteers, the parents/guardians of Barker are integral for the smooth running of this wonderful service for our children.

Each day the BCPA provides ten parent/guardian volunteers to help out at the Senior, Middle and Junior Tuckshops as well as the Kurrajong Café. So in any school year we need 2000 volunteers.

From the School’s perspective, it helps to keep the costs down.

From the parents/guardian’s perspective it allows us to:

Volunteering can happen as often as you like, from once a week to once a year.

It is so easy to volunteer too. All you have to do is email the relevant coordinator: junior_tuckshop@barker.nsw.edu.au middle_tuckshop@barker.nsw.edu.au

• Volunteer at the School and to see our children

senior_tuckshop@barker.nsw.edu.au

• Work with other parents/guardians creating new

Being involved at Barker is a great way to make new friends and to be a part of your children’s education.

• Provide the Parents’ Association with funds to

Many hands make light work!

and their friends during the school day connections and friendships

direct back into the School where they feel there is a need

• Enjoy a lunch with your group in the Dining Hall • Enjoy a coffee in The Marks Pavilion • Enjoy a volunteers morning tea in Term 4

Saturday_tuckshop@barker.nsw.edu.au

Article by: Alison Finnegan and Yvonne Goldman BCPA Co-Presidents

The Barker • Issue 116 • Spring 2017 • 37

Foundation

Meet our Board John Slack-Smith Chairman John is COO/Executive Director at Harvey Norman. John became Executive Director of Harvey Norman in 2001 and was appointed Chief Operating Officer in 2006. He has overall executive responsibility for the operations of the business in the eight countries that Harvey Norman operates within.

John joined the Foundation Board in 2015 and became Chair in 2017.

John is married to Kate and has two boys currently at Barker as well as two sons who graduated in 2013 and 2014.

Hayley Baillie Director

Peter Berkley Director

Hayley has more than 20 years’ experience in the Australian tourism industry. She co-founded Baillie Lodges in 2003 with a vision to develop a new Australian premium boutique portfolio of contemporary luxury lodge experiences.

Peter has over 25 years’ experience in financial markets and funds management. He is currently the Chief Executive Officer of Global Trading Strategies Investment Management and a non-executive director for an international commodities group. Peter received a Bachelor of Economics in 1986 and Bachelor of Laws in 1988 from the University of Sydney. He has previously served on the Synod of the Diocese of Sydney and on the Sydney Diocesan Secretariat. He is a member of Christ Church St Ives and has a longstanding interest in the philanthropic sector and in Christian education.

Hayley is a member of the Tourism Australia Board, a founding patron of the Australian Red Cross Society of Women Leaders and has recently been appointed to the Australian Ballet Foundation Board. She joined the Foundation Board in March 2017.

Hayley currently has four sons at Barker College in Years 8, 7, 5 and 3.

Peter has been a member of the Barker College Finance Committee since October 2008 and was appointed to the Council of Barker College in August 2013, becoming the Chair in 2017. He has been a member of the Foundation Board since 2015. He currently has one son in Year 11 and has had a son and daughter complete their schooling at Barker College.

38 • The Barker • Issue 116 • Spring 2017

Foundation

Phil Breden (89) Director

Guy Fowler (85) Director

Phil is married to Shareen and has three children. He and his family have had a long connection with Barker, with his two sons presently at the School being fourth generation Barker students. After leaving Barker in 1989, he studied to be a lawyer and is currently Head of Region – Australia for Ashurst and is a corporate lawyer.

Phil has been a member of the Foundation Board since 2011.

Guy is the Chairman of Investment Banking at UBS, having worked with the firm for over 25 years. In this capacity he has provided corporate and strategic advice to many of Australia’s leading companies as well as both State and Federal Governments. Guy is an old boy of Barker having graduated in 1985, is married to Anita and is a current Barker parent. Guy has been a member of the Foundation Board since 2015.

Liesel Edis Director

Ernie Chang Director

Liesel has had an illustrious career in the Media industry for many years. Liesel and her family were living abroad for a number of years and decided to venture back to Australia for her boys to attend Barker College. Liesel is proud to be the brainchild behind Humpty’s Hike, where 100 women hike Mt Kosciusko and Cradle Mountain in efforts to raise funds for the Humpty Dumpty Foundation. Liesel joined the Foundation Board in June 2017.

Liesel is married to Chris Edis and currently has two sons at Barker College, in Years 6 and 7.

Ernie joined the Foundation Board in November 2016. Ernie has over 28 years’ experience practising as a taxation lawyer.

He is currently Global Head of Taxation at Macquarie Group Limited.

Ernie holds a Bachelor of Economics and Bachelor of Laws (Honours) from the Australian National University and a Master of Laws from the University of Sydney. He is also a Fellow of the Institutes of Chartered Accountants in Australia and New Zealand and a Fellow of the Taxation Institute of Australia.

He currently has one son in Year 11 and has two older sons who have completed their schooling at Barker College.

The Barker • Issue 116 • Spring 2017 • 39

The Old Barker

What are you studying at university and how are you enjoying the course?

I am really enjoying my time at UNSW. I’m in my fourth year of a double degree - Bachelor of Music (Honours) and Bachelor of Education (Secondary).

Do you have a favourite genre?

I love listening to all types of music but I find myself listening mostly to classical music. My favourite composers are Rossini & Verdi.

Tell us about your role in Carmen.

Carmen is completely magnetic and full of whim.

Her famous arias Habanera & Seguidilla capture her unpredictable nature and exotic allure. She is a gypsy who belongs to no man and disregards traditional societal boundaries. One of her last lyrics in the opera sums her up - “free I was born and free I will die”.

What is your next role?

I’ve been cast as Kate in Pirates of Penzance with Gilbert and Sullivan Opera Sydney (www.gsosydney. com.au). The show is running from 29 September to 8 October in North Sydney and is also touring in Thirroul and Bundanoon.

What is your dream role?

Carmen! I feel so lucky to already be working in my dream role.

Angelique Tot, Class of 2013 What were your favourite memories from your Barker days?

Some of my favourite memories are from Music Camp.

It was such a fun way to start the year - making friends and awesome music. Especially in Year 10 as a ‘new girl’, Music Camp was the perfect way to meet other ‘new girls’ and make friends who share the same musical interests.

40 • The Old Barker • Issue 116 • Spring 2017

What are your career aspirations?

After my undergraduate degree I would like to do a Masters of Music in Opera Performance at the Royal College of Music in London. I am really passionate about the standard opera repertoire such as Carmen, La Boheme and Don Giovanni but I would also love to be involved in Oratorio works, premiering new pieces and performing 21st century Operas.

Do you have any words of wisdom for today’s Barker students?

When one door closes - open another door.

46

The Old Barker

MONTY PYTHON-ESQUE SKETCH SHOW

Inside this issue 42 OBA President 43 OBA Groups 47 Community Events 48 Four Generations of Barker 52 Personal Notes 54 Obituaries

Old Barker Association Contacts email: oba@barker.nsw.edu.au (Please note that the number in brackets after a name is the graduating year) President Vanessa Bennett (91) 0404 024 168 Honorary Vice-President Peter Gregory (03) 0400 419 253 Honorary Treasurer Andrew Hassall (86) 0412 610 434 Honorary Secretary Matthew Ross-Smith (10) 0408 284 702 Honorary Assistant Secretary David Brookes (79) 0400 906 052 General Committee Angus Abadee (07) Jimmy Glynn (13) Jenny Kalaf (Melville 78) Bec Meyer (09) David Slinn (80) David Trayner (84) Henry Wells (10) Nominees to School Council Pennie Cruickshank (79) Michael Brodie (79) Tony Gamson (78) OBA Annual Patron Benjamin Anson (85) Sandy Hollway (64) Pip Hurley (Webber 85) Keith Thornton (64)

Director of Alumni and Community Relations Mandy Loomes (02) 9847 8229 (Sch) mloomes@barker.nsw.edu.au

Upper Hunter Charles Cooke (65) (02) 6545 8141 (w) charles_cooke@esat.net.au

Alumni Reunion Coordinator Karina Drummond (02) 9847 8283 (Sch) kdrummond@barker.nsw.edu.au

Canada, Ontario George Darling (70) george.darling@hatch.com

Manager of Archives Morwenna Dixon (02) 9847 8290 (Sch) mdixon@barker.nsw.edu.au Interstate and International Barker Contacts Brisbane Andrew Wilkie (01) 0412 779 383 (m) andrew.wilkie@morgans.com.au Canberra Andrew McColl (74) 0422 985 281(m) mccoll@grapevine.net.au Melbourne Murray Anderson (65) 0457 000 407 (m) murray@capricorngroup.net.au Northern Rivers Jim Poulos (61) (02) 6686 7711 (h) pamio@bigpond.net.au Perth Tom Hargreaves (69) 0437 906 588 (m) tom.hargreaves@inpex.com.au Sunshine Coast Phil Benjamin (61) pandj.benjamin@bigpond.com

OBA Seniors Contact Peter Ward (59) oba@barker.nsw.edu.au

Japan Carl Bastian (93) bastianinternational@msn.com Middle East Erik Huyer (72) +6 39175302744 (m) erikhuyer@gmail.com New Zealand Scott Brown (91) (64) 027 230 4561 (w) scott@hipgroup.co.nz Oceania (Fiji) Neil Underhill (75) (679) 336 3968 (w) neilunderhill@connect.com.fj Papua New Guinea Johnson Kalo (83) (675) 305 6703 (w) jkalo@bsp.com.pg Singapore Carly Switzer (94) carlyswitzer@yahoo.com.au UK, London Annette French (Slattery 88) (44) 1732 382 281 (h) annette.e.french@sky.com USA, East Coast Andrew Renton (85) (910) 612 5671 arenton1@mac.com USA, West Coast Digby Cook (56) 623 523 4321 digbyhcook@gmail.com

School Contacts

Contributions Welcome Please send contributions to Mandy Loomes, Director of Alumni and Community Relations, 91 Pacific Highway, Hornsby NSW 2077 or mloomes@barker.nsw.edu.au For further information please contact Mandy Loomes on 9847 8229.

Personal notes are published in good faith, as a service to the Barker Community.

The Old Barker • Issue 116 • Spring 2017 • 41

From the OBA President

OBA President’s Message I have previously written in these pages how the OBA Committee is looking at ways to provide support to our members who are struggling to deal with issues that can have a significant impact on families. Pastoral care is one of the guiding principles of Barker College and the OBA wants to see this continued after students complete their time at the School. Support can come in many forms and can be delivered in a variety of ways and we are currently working through these options and determining the most suitable method.

We recently experienced a very difficult period for many members of the School community. In quick succession we had the deaths of three former students, all unexpected and all much too young. It was a time of great sadness but the School community rallied to provide support to those affected. These episodes highlighted the importance and relevance of the work the Committee is developing in this area and we are planning to announce our new initiative toward the end of this year.

This will be my last magazine article as OBA President.

I stepped down at the recent Annual General Meeting and have been given the opportunity to bid you a proper farewell.

I was first elected President in 2011 with a desire to broaden our offering to members and to raise the profile of the OBA within the School community. Over the past six years, we have succeeded on both counts.

We now have more alumni involved in a greater variety of OBA affiliated activities than ever before. We have gone beyond the focus on sporting activities to include drama and two music programs. Events such as the Annual Dinner and the Golf Day have been reinvigorated and enjoy strong support and we have added the Networking Breakfasts to provide another opportunity for Barker alumni to meet and make connections.

Students know all about the OBA through our Spirit Award and Training Shirt presentations and alumni regularly return to the School to speak about career options and opportunities. The presentation to the students completing Year 2 with their Baggy Blue is a particular highlight each year. The connection between past and present students has never been stronger.

42 • The Old Barker • Issue 116 • Spring 2017

My predecessor, Ben Anson (85), handed over an active and vibrant Committee and we have continued to attract enthusiastic members over the last few years.

To all Committee members over the past six years, I am very grateful for the work you have done and for your support.

I have also had the pleasure to work with two inspiring and supportive Headmasters during my time as President. Both Rod Kefford and Phillip Heath understand the benefits a strong and engaged alumni community brings to Barker. They have been extremely generous in making facilities and resources available to OBA members and encouraged us to continue to build a strong presence within the School community.

I also thank the members of the School Council for their support and, in particular, the efforts of Peter Berkley to get to know so many members of the OBA community since becoming Chair.

Throughout my time as President, I have been extremely fortunate for the support of the Alumni Relations office. They have done so much to enable the OBA to achieve what it has over the years. Whether it be organising events or coordinating activities at the School, there is no doubt this team has made it possible to do so much more than we could ever do on our own. To Mandy, Karina, Robyn and Jane, the OBA owes you an enormous debt of gratitude and nobody knows that better than I do. Thank you for everything you do for the OBA. I am delighted with the election of Vanessa Bennett (91) as the new President of the OBA. She will bring her own insight and leadership skills to the role and will enable the Committee to continue its growth and expansion of activities.

Finally, I must thank my wife, Meegen, who accepted long ago the fact that the Gamson family and Barker College are forever linked and to Jordan who has learnt to accept that his father is a very proud member of the Barker alumni…and that he will be one very soon too.

Article by: Tony Gamson (78) OBA President

OBA Groups

OBA Groups OBA Athletics The end of season National Athletics Championships were held in Sydney in April. We had Andrew Malpass (06) competing in the open 100m sprint. Whilst being plagued with a hamstring niggle, he pulled off an 11.13s, narrowly missing out on a semi-final berth by just 0.03s. As the off-season continues, we have been hard at work on our ‘summer bodies’.

Barker Old Boys Cricket Barker Old Boys Cricket Club is looking to recruit new members for season 2017/18. The Club has a rich history in the City & Suburban Cricket Association where we come up against old foes such as Old Cranbrookians, Knox, I Zingari and Old Aloysians every year. Please contact us to obtain pre-season net session dates and location. Match fixtures are usually on Sunday afternoons and all played on turf wickets.

We have new determination and aspirations for this coming season starting in October, hoping for a place in the coveted NSW State Relay Championships.

If anyone wants to join our team, we train in the Barker gym on Monday evenings from 5:30pm.

We also have running sessions on Wednesday, Thursday, and Saturday. Alternatively, feel free to call Glen Parker on 0410 597 235.

We are certainly looking forward to a long, hot summer of cricket.

BOBs Cricket will be working hard to repeat our inaugural competition win in season 2014/15.

Please note that there is always an opportunity to become involved at any time throughout our season, so please feel free to contact us through our Facebook page, via phone or email.

Barker Old Girls Hockey Barker Old Girls Hockey Club (BOGs) have had a great 2017 hockey season and have been competing in the Women’s North Shore Hockey Competition Division 1 with the team proving to be very strong. BOGs train at Barker on Thursday nights on Bowman Field and games are played on Sunday at Pennant Hills Sports Park or Keith Thompson Hockey Centre in Ryde.

It is not too late to join our team.

Article by: Tim Willatt (07) OBA Athletics

Matt Hall (00) 0416 297 775 matt.hall19@icloud.com Sam Haeney (05) 0413 766 207| sam.haeney@gmail.com

Article by: Matt Hall (00) Club Captain

We are always looking for new players to join our Club as it is a great way to stay fit and socialise so please email us at barkeroldgirlshockey@gmail.com or find us on Facebook if you are interested in playing with us this year or next.

Article by: Laura Handel (06) President, BOGs Hockey

The Old Barker • Issue 116 • Spring 2017 • 43

OBA Groups

Old Barker Football Club Winter has come and much like HBO’s Game of Thrones, football season is getting to the pointy end of affairs. We might not have dragons, greyscale and a (bosslady) ‘many faced’ assassin to contend with, but the action on the football field has been none-theless compelling.

In 2017, OBFC has two squads fighting it out in the men’s all age Division 5. The newly promoted ‘Blue team’ stormed through the competition like a Dothraki horde, a real chance of promotion for 2018.

If successful, send news via your best ravens, as this will make it two promotions in as many years!

The other Division 5 squad, the ‘Red squad’, were as short stacked as a Tyrion Lannister weigh-in. With serious injury concerns, the squad displayed tactical nous that will see you promoted to hand of Queen with the mid-season decision to forfeit their remaining reserve grade games. This has allowed OBFC stalwarts Dave Vickers (03) and Evan Lock (02) to channel their inner John Snow, leading strong performances and consolidating

their mid-table positioning. With Division 5 secured for 2018, there is now ample time for off-season recruiting to restock player numbers lost at battle.

Winter came early for the Premier League lads, with the first-grade team missing out on easy points early on seeing them slip into relegation contention. A return to the spiritual home at Rosewood kindled the fire that warmed their season back on track. Long held speculation of Dragonglass stores below Rosewood were further stoked with three back-to-back wins and a 5-0 drubbing of archrival Knox Old Boys.

Unfortunately for the women’s team this year, the night was dark and full of terrors, with their first season in top flight football proving a baptism of fire. Although not getting the desired results on the table this year, the women have continued building upon their solid foundation providing ample momentum into 2018.

With only a handful of games left at the time of writing, much still hangs in the balance. Like any good plot twist, this season’s

Barker Old Girls Netball Club Barker Old Girls Netball is currently enjoying a bit of a break over the winter season and is looking forward to regrouping for the upcoming Spring Night Competition which begins on Tuesday 12 September. The game times are either 7.15pm or 8.15pm at Pennant Hills Park Netball Courts.

The competition will run until early December and is a great way to play some social sport with your friends. The competition is open

44 • The Old Barker • Issue 116 • Spring 2017

finale, the end of season dinner, will see drama unfold over a night of light refreshments as highlights and lowlights from 2017 are all celebrated in good humour.

With seven teams across gender and ability, you can be sure that we are able to cater to anyone’s football ambitions. We continue to be grateful for the Old Barker Association’s support providing a particularly compelling opportunity for recent school leavers. Please visit www.oldbarkerfc.com for further information.

Article by: Matt Vickers (05) OBFC Club Secretary

to everyone and of all playing abilities. You can organise your own team or let us place you in one, so if you are looking to join a team, please contact us via email – barkeroldgirlsnetball@gmail.com See you out on the courts!

Article by: Lauren Kirkby (07) Co-President Barker Old Girls Netball

OBA Groups

BOBs Rugby The BOBS Rugby community has been thriving over the past few months. The Colts have secured their spot in the finals despite having a few of the recent School leavers jet off for their gap year.

Everyone who hasn’t had to leave has put in a courageous effort to keep the hope of a championship alive. With the help of some old returning players as well as new fresh faces the boys have done a great deal with the other teams also in finals contention.

OBA North Shore Wind Symphony The OBA North Shore Wind Symphony is thrilled to announce our next concert will be with the Nexas Saxophone Quartet on 17 September. The Nexas Quartet are leaders in promoting and creating new and innovative music for the saxophone quartet.

This performance will come after an exciting run of performances for the OBA North Shore Wind Symphony which was only formed late last year. In April, our Under the Night Sky performance featured John Mackey’s Aurora Awakes set to a visual experience and Ryan George’s Firefly which depicts the composer’s four-year-old child mesmerised by a firefly.

More recently the group has performed with the OBA Big Band in a high-energy concert highlighting our talented percussion section. Benjamin Crocker, Director of Bands at The King’s School, was our guest conductor for Philip Sparke’s Suite from Hymn of the Highlands.

The bond between young and old has been mildly overlooked in the past. However with the hard work of our social event coordinator, Josh Ballard (09), the comradery within the club has been significantly strengthened. Josh and the rest of the committee do a great job bringing the club together.

With Ladies Day being a huge success, a special thanks needs to be made to our main coordinator and newly introduced committee member, Kate Newton. She worked tirelessly for the cause helping the club raise over $4,000 for the Gidget Foundation.

A few representatives from the club will be organising a group talk with the current Year 12s to give an insight into exactly what the club is about and what you should expect.

Exciting times lie ahead for the club!

For more information please visit www.bobsrugby.org

Article by: Thomas Hay (14) Secretary

Our resident conductor and founder is Andrew McWade who is the Director of Bands at Barker.

Andrew created the group in the setting of furthering Barker Music’s mission to create a lifelong love of music even once students have left school. The OBA North Shore Wind Symphony consists of old Barker students and musicians in the wider community who are passionate about making meaningful music.

The OBA North Shore Wind Symphony is open to advanced instrumentalists subject to space in the group. We have specific vacancies in Oboe, Bassoon, French Horn, Percussion, Tuba and Double Bass but all instrumentalists are welcome to enquire.

Contact: northshorewindsymphony@gmail.com

Article by:

www.facebook.com/northshorewindsymphony

Harry Nicol (14)

The Old Barker • Issue 116 • Spring 2017 • 45

OBA Groups

OBA Big Band

OBA Seniors

Kurrajong Society

After performing with the OBA Symphonic Wind Band in June, the OBA Big Band has been in high demand. Barker Swings was only a few rehearsals around the corner but once the evening began, the toe-tappin’ was happenin’ once again. Although the band opened with a Latin classic, Gordon Goodwin’s Mueva los Huesos, they couldn’t resist closing with a swinger, Flight of the Foo Birds by Count Basie and his Orchestra. If you’re in the mood for groovin’, please visit our website www.obabigband.com or email us OBA_bigband@barker.nsw.edu.au

If you graduated from Barker 50 years ago you are now a member of The Old Barker Association Seniors. This is a social group who organise a number of events each year. Our next event will be the annual luncheon in March 2018 at Hornsby RSL Club. Invitations and more information will be sent out soon.

If your children have left Barker and you would still like to support the School and be part of the Barker Community events, then the Kurrajong Society is for you. We send a regular newsletter, Kurrajong News to keep you updated on what is happening at Barker College.

If you would like further information, please contact Mandy Loomes in the Alumni Office on (02) 9847 8229 or oba@barker.nsw.edu.au

If you would like more information please contact us at kurrajong@barker.nsw.edu.au

Article by: Peter Ward (59)

Article by: Luke Davis (09)

Old Barker Association Theatre This October OBAT is back with a Monty Python-esque sketch show. If you’re interested in getting comedic, whether on stage or behind the scenes, please email obatheatre@live.com Audition dates will be announced soon via our Facebook page facebook.com/Obatheatre.

OBAT relies on the support and contributions of the wider Barker Alumni community and, though we are eternally grateful to our unwavering supporters, we are always on the look-out for more old Barker thespians, willing to get involved and to help this society grow into something so special and as best a reflection of the enormous support given to the dramatic arts by Barker as possible. As ever, if you would like to be involved... please reach out.

Article by:

MONTY PYTHON-ESQUE SKETCH SHOW 19, 20 & 21 October 2017 730pm, Rhodes Theatre R E Kefford Building, Barker College

46 • The Old Barker • Issue 116 • Spring 2017

Amie McNee (10) Co-President OBAT

Community Events

Community Events Class of 1972 – 45 Year Reunion On Saturday 22 July an informal get together of Old Boys from 1972 celebrated our 45 year Reunion at the Blue Gum Hotel, Waitara.

Organised by Roger Lindsay and Dave Treloar there were 24 of us enjoying lunch, drinks and a few laughs, and recollections from the 45 years since we had left Barker.

A great day/evening for all of us. We are now looking forward to our 50 year Reunion.

Article by: Wayne Lever

Melbourne Dinner On Friday 14 July the Head of Barker College, Phillip Heath and Director of Alumni and Community Relations, Mandy Loomes joined with 26 wonderful members of the Barker Community for a delightful dinner. The dinner was held in the historic University House in the grounds of Melbourne University and was the perfect setting for a lovely evening, filled with plenty of chat and reminiscing about our Barker days. It was also fantastic to hear from Phillip the amazing stories of life at Barker and of the successes of so many of our current students. A special thank you to Murray Anderson (65) and James Angus AO (65) for organising such a terrific event.

The Old Barker • Issue 116 • Spring 2017 • 47

The Coffey family, a 76 year Barker journey The Coffey family’s journey through Barker so far has spanned across three generations and seven decades. David’s (1943) four sons and six of his 13 grandchildren attended Barker. Here four members share their memories and experiences.

48 • The Old Barker • Issue 116 • Spring 2017

David – Class of 1943 How would you describe Barker when you first started at the school?

I started in 1939 and lived in Lindfield. I went to Lindfield Public School and my father asked me if I would you like to go to Barker or Grammar. Barker had a scholarship, which I won. That’s what started the journey. There were only 300 boys at the School and I always had a very nice time. I was welcomed by “The Boss” who was very good to me and made me feel at home.

Four Generations of Barker

Did you play much sport?

David – Class of 1971

I wasn’t very active in sport because I didn’t have good eyesight. I was more academic, being keen on Maths, Physics and Chemistry. I had some very good teachers including Asher Ginges who wasn’t trained in teaching, but teachers were hard to get during the war time.

He was only about 22 and was very, very good. Mark Phelan was my Maths and Physics teacher. He had a Bachelor of Engineering degree graduating around 1930. He couldn’t get a job during the Depression so ended up teaching and was a good teacher.

Did you keep in touch with many of your school peers?

Yes, my best friend at school was Graham Lugton and since we’ve moved back to Sydney in these past eight years we see each other more regularly.

How would you describe Barker when you first started and how do you think this compares to your Dad, Prue and Lauren’s experience?

How do you think Barker has changed compared to your grandchildren’s experiences?

I am always amazed at all the development taking place and how successful it’s been. Of course now it’s a boys’ and girls’ School with the Indigenous students too. The student population is very different as well.

Having come from a smallish local school, Barker was at first intimidating for a new boy of nine in 4th class.

Memories are of large areas of bitumen and red brick buildings. It did not take long to make friends, and despite causing my share of troubles, I enjoyed the teachers, especially Mr Smith.

Do you have a favourite memory of school?

Do you have a favourite memory of School?

I was treated well. Mr Leslie was the one who impressed me most of all, I thought he was a marvellous man, he was so kind to me. I enjoyed my final year and was concentrating on chemistry.

I was not much of a student, with “can do better” being a common comment on my report cards. I guess the friendships I made, some of which last to this day, count as a favourite memory. One memory I laugh about now was when Major Campbell gave me a stern verbal reprimand after I walked in front of the Bren Guns to pick up the spent shells. He finished his tirade with, “and think of all the letters I would have to write if you got shot!”

Did that have a big impact on what you did when you finished school?

I always thought I’d go into engineering or science or the like. I had a neighbour who was a mentor for me who had started engineering and then joined the air-force. He influenced me greatly as he enjoyed his engineering course at university.

Are you proud that all your children and a number of grandchildren have gone to Barker. You’ve started a legacy haven’t you?

Oh yes, I love that.

Do you have any advice for today’s students?

Enjoy your time at Barker as it will be something that lasts forever. We still talk about Barker.

How different has it been for you as a Barker student and parent?

As a student, I did not realise there was a Barker community that existed for people after School. It was not until adult life I realised what a large and close group it was, and have enjoyed sharing the company of those Alumni on the Sunshine Coast, who shared a similar background, as well as friendships I made at School. Major Ian Campbell stayed with us on the farm for a couple of nights on his rounds of the country Barker community. It was nice to see him as an entertaining guest and wonderful ambassador for the School.

Having four girls who boarded at Barker, I saw the School through the eyes of a parent and appreciated how devoted the teaching and boarding staff are for their students.

The Old Barker • Issue 116 • Spring 2017 • 49

Four Generations of Barker

How did your schooling impact your life after Barker?

Spending nine years of your youth in a School community makes an indelible mark on the character of any student. I like to think it helped me form qualities I value in adult life such as honesty and being of service to your communities.

Do you have any words of wisdom for today’s Barker students?

Appreciate the opportunities that your privileged life presents to you and be brave enough to strive for excellence.

Prue – Class of 2005

How different do you think Barker was for each generation of the Coffey’s?

Each generation would have witnessed a significant milestone in Barker’s history. Looking at the School now and how far it has come in the 11 years since I have left is amazing. I can only imagine what it would be like for Grandpala now, looking back from when he started to when Lauren finished. How far the beliefs, attitudes, people and development of technology have come over the years is incredible!

How different do you think the opportunities as a student were for each generation?

Incredibly different – each year the opportunities Barker offers get better and better. I can’t speak for Grandpala but I know Dad took part in a lot of both sporting and social activities that were offered. I took advantage of the sports including squash and netball as well as Cadets and any adventurous activities outside School. I count myself very lucky to have been given that opportunity and I think Lauren would say the same!

Do you have any words of wisdom for today’s Barker students?

How would you describe Barker when you first started and how do you think it compares to Grandpala, Dad and Lauren’s?

When I first started at Barker the size of the School was quite overwhelming. I came from a tiny school in Western NSW - there were as many students in my year at Barker as I had in my entire school back home.

It was quite intimidating but everyone was incredibly welcoming so I got used to the fellow students, teachers, the grounds and my new house-mates very quickly – the perks of being a Boarder!

Take advantage of as many extra-curricular activities and events as you can! Barker offers incredible experiences that will shape who you become in the future. Cadets, sports, hiking, international travel – it’s endless. There’s something to appeal to everyone’s interests and hobbies. You only have one chance so you may as well take it.

Lauren – Class of 2015

I think each Coffey generation would have been vastly different to one another. I think Lauren’s and my experiences may have been similar but who knows what Dad and Grandpala got up to!

Do you have a favourite memory of School?

The White Water Rafting trip I did with my best friend Emily in Year 10. We paddled the Snowy River and conquered huge rapids without capsizing. We were the only team that stayed upright but, at the end of the trip, we were ambushed by the others who capsized us metres from the end, just to keep our egos in check!

50 • The Old Barker • Issue 116 • Spring 2017

How would you describe Barker when you first started and how do you think it compares to your grandfather, uncle and Prue’s?

At first I was surprised by the size of the year group which was so much bigger than my previous school.

However, the School and staff encouraged a sense

Four Generations of Barker

of independence and treated us like young adults. I felt there was less pressure on students than at my previous school. Despite the size, there was a strong School spirit and a sense of belonging and community.

As my grandfather, father, uncles, aunt, cousins and brother attended Barker the School became larger. It must have been quite intimate for my grandfather who knew all his peers, whereas I didn’t know everyone in my year. My grandfather and uncle only had a cohort of boys; my dad had girls in his year for Years 11 and 12 only; and then Prue and I started in Year 10.

Do you have a favourite memory of School?

The Valedictory Dinner, which was a culmination of three years of schooling at Barker and a celebration of Year 12. It was a really special night. Another highlight was the trip I took to Uluru and Yiprinya School in Alice Springs. This was during Mr Heath’s first year at Barker and the first time this ‘camp’ was offered to students. The experience was amazing and something that I still carry with me.

My brother was in Year 12 when I started in Year 10 so I knew the School quite well which helped make the transition easier. I had attended drama productions and been around the grounds so was lucky I knew the School layout to some degree.

How different do you think the opportunities for you as a student would compare to those of your grandfather?

My years at Barker offered a larger variety of subject choice, many different sports and all sorts of extracurricular activities. Obviously our use of technology was something completely different to my grandfather’s time. The facilities such as the swimming pool and gym were not available to my grandfather and of course the size of the School was completely different.

Do you have any advice for today’s Barker students?

Enjoy every opportunity, make the most of your years at School and don’t take it all too seriously.

How different do you think Barker would have been for your grandfather, uncles, aunt and cousins? What had they told you about Barker before you started?

Was it very different to what you expected?

When my aunt and older cousins were enrolled at Barker, it was more of a boys School that girls could attend. There were limited sports on offer for girls and a smaller subject choice. When I was at Barker, there was a large array of choice for girls in sports, subjects and extra-curricular activities and it felt like a coeducational Senior School.

The Old Barker • Issue 116 • Spring 2017 • 51

Personal Notes

Personal Notes (Number in brackets is the alumni year)

Thomas (Cecil) Hargreaves (38) It is always with both pleasure and interest I receive my copy of ‘The Barker’.

It brings back many memories. When I started at Barker in 1934, I believe the number of ‘bods’ was give or take 100 including teachers. One of our teachers, Mark Phelan ‘Ginger’ was an ex-fighter pilot in World War I and could be diverted during a lesson if asked questions about his war-time experiences. Cricket practice consisted of about three bowlers bowling to ‘Ginger’ with the rest of us at the other end of the oval trying to catch him out! The desks in chemistry had little channels engraved at the top which were great for pushing mercury up and down. Thank you for your efforts in producing The Barker.

Bob Solomon (48) travelled around the world in June to see old friends, the first two being Barker’s Ian Gamson (48) and Adrian Sterling (44). Ian and his American wife Nancy moved some years ago from the cold winters of Minneapolis to Mt Vernon, half way between Vancouver and Seattle. They live in a beautiful stand of redwoods with a view of 10,000-foot Mt Baker. Ian has always been admired for overcoming childhood polio to play first class cricket (and long sharing Barker’s opening record with the incomparable Dick Beard, 46). Post-polio syndrome and other health challenges have now put my 86-year-old friend in a wheelchair for much of the time, but he soldiers on with admirable determination.

Adrian (‘Mo’) Sterling was a dayboy prefect in 1944 when he caught Solomon running down a bank (prohibited) and taught him to shot put instead of more usual forms of punishment. This enabled Bob

Left to right Ian (48) and Nancy Gamson at Mt Vernon, he holding a book on the history of polio; Caroline and Adrian Sterling (44) in their Ladbroke Square, London apartment.

52 • The Old Barker • Issue 116 • Spring 2017

Solomon to break all six Under 14 athletics records later in the year. Some time after studying law at Sydney University Mo moved to London, where he has been a distinguished international copyright lawyer for 40 years. Now almost 90, Mo’s outstanding challenge to his old friend and our inaugural Over 70s President, Tsung Lee (45), to a shot put contest, is looking increasingly unlikely to take place, to the disappointment of all athletics fans.

Campbell Black (76) Attended the Class of 76 40 year reunion in October 2016. Great to see and catch up with so many at this event. I have now retired after 35 years with InterContinental Hotels Group having lived in New York, Muscat, London, Edinburgh, Athens, Los Angeles, San Francisco and now Cleveland. All good fun! We will spend time between Oz and the USA (with a few detours as well!!). Both our sons have now graduated, one from Georgetown in Washington DC and the other from Washington University in St. Louis.

Bruce Davis (74) and his wife Sharon in the sunflowers near Bordeaux in France prior to visiting their youngest daughter Annabel, a civil engineer, now living in Bristol in the UK. Eldest daughter Felicity (01) is a Primary School teacher in Cherrybrook and has one son, Jack, now almost four. Middle daughter Rosalind is a dentist with a son, Teddy, just four months old. Bruce visited Ian Campbell in Hornsby Hospital just before leaving Sydney and was sad to hear Ian had passed away. We had a long connection - from Geology classes and Cadets in the 1970s, a memorable tour of New Zealand in 1973 and working together, back at Barker, in the early 2000s. Subsequently he was part of every 1974 alumni reunion. Certainly Ian’s passing signified the end of a significant era.

Personal Notes

Sarah Hyde (02) and Cate Hodges (83) walked the length of the Rabbit Proof Fence in the footsteps of Molly, Gracie and Daisy, who escaped Moore River Native Settlement in 1931 and followed the fence home to Jigalong. Phillip Noyce (68) made a feature film about this remarkable achievement. Ella Freestone (10) and others joined Sarah and Kate for the first 9 days with Pip Ryan (83) providing location and logistics support.

Emily Rowbotham (13), Fergus Macleod (13), Max Messenger (13), and Anthony Newman. On a whim we responded to an advertisement from X-Trail AR World Series seeking international youth teams to compete in an adventure race through the Kazakh autonomous region of Altay, in northern China. With minimal experience, we jokingly entered as ‘The Aussie Battlers’. To our horror, The Aussie Battlers were accepted and sponsored to fly to the intersecting borders of China, Russia, Mongolia and Kazakhstan to compete with world-ranking athletes. We were the youngest and most inexperienced team. We resolved to complete the ‘short course’ - only 260kms. We raced continuously for 68hrs, tackling 40kms of kayaking and white water rafting, 50kms on foot and 150kms mountain biking. Despite our inexperience, we were the only team to correctly complete our category.

Watch out for us at next year’s World Series XPD AR in Tasmania.

Left to right Ella Freestone (10), Sophie Gulliver (Abbotsleigh 04), Sarah Hyde (02), Pip Ryan (83) and Kate Hodges (83).

About adventure races: they are expedition-style multidisciplinary events (typically requiring trail running, mountain-biking, kayaking, and occasionally ropes and white-water rafting), running continuously over multiple days and spanning hundreds of kilometres. Premier teams require at least one female athlete. All team members must complete all-legs and remain within 100m of each other at all times. Routes to transition areas and checkpoints are navigated through the use of topographic maps and compasses.

Rachel Lack (12) has been selected and will be playing for the Chicago Bandits pro Softball team this season.

Emilie Perrotin (12) Through the Barker Alumni, I was fortunate enough to meet Ross Le (00) now an actor in Hollywood, on the TV show, Stitchers. I met Ross when I went to LA, back in March 2016 and was able to stay with him for three months this year while I followed my dream of acting. He was always giving me advice and helping me along the way, sharing his stories, opening up about his experiences and the reality of the industry and it was great to be able to see how life was in Hollywood. I worked on American Dialect as well as agency work, to get a better understanding of how the acting industry worked. It was a wonderful experience and I can now continue to work on the next step of achieving my goal. The Barker Alumni was able to give me opportunities that I am extremely thankful for, and it is great to have guidance from others who share the same passion as you do.

Queen’s Birthday Honours Christopher Edgar Cuffe AO (Current Parent) For distinguished service to the community as an advocate for philanthropy, as a supporter of improved financial efficiencies in charitable organisations, and to the funds management industry.

The Old Barker • Issue 116 • Spring 2017 • 53

Obituaries

Obituaries (Number in brackets is the alumni year)

Ian Gavin Stuart Campbell (Staff 1955, 64-89, 91-13) 1924 - 2017

During this time, he negotiated significant challenges, including the closure of all cadet units by the Whitlam government. Due to Ian’s hard work and dedication, Barker was one of the few units across Australia to continue, despite participation being voluntary. He desired his CUOs to develop their leadership skills, holding weekly meetings with them to ensure they were adequately equipped to take charge of the cadets under their care.

In 1956, Ian was appointed Senior Housemaster at Wesley College in Melbourne. It was here that he revitalised the boarding house and created a true home away from home for his students.

When the 2nd Cadet Brigade announced the commencement of the Army Adventure Award, Ian ran an expedition to the Snowy Mountains, which he called Adventure High Country. This was the beginning of what became known as “Adventure Country” and was designed to inspire in boys a love of the great outdoors. Ian organised and ran over 150 camps, opened to all boys in the Secondary School, with Taralga, Deep Pass, Pantoney’s Crown, Kanangra Walls and Kosciuszko being favourite destinations. Fifteen Adventure Country safaris of up to three weeks in duration were also undertaken, to Central Australia, New Zealand and even one to Nepal. Fun and laughter were always encouraged and it was here that Ian often shared his dry sense of humour and his unwavering faith in the Lord.

Ian returned to Barker in 1964 to teach Science, and later Geology.

That year, Headmaster Trevor McCaskill appointed him as Commanding Officer of the Cadet Unit, a position he held for 16 years.

Ian longed for Barker to have its own outdoor education centre.

With his retirement from teaching approaching in 1989, Ian was instrumental in researching and presenting The Grange to Barker,

Ian had taught for five years before he commenced at Barker in 1955. During his two term stay, he imparted a love of Geology and the land into his students through the teaching of Geology and the instigation of bushwalking at Barker.

He also took the Cadet Unit on their Annual Camp to Singleton.

54 • The Old Barker • Issue 116 • Spring 2017

and ensured its purchase by the School. It was only then that he was able to implement his vision of an academic adventure program which extended classroom activities for every Middle School boy.

In late 1991, Ian came out of retirement and began his second career at Barker as the School’s Alumni Liaison Officer. In this role, he laid the foundations for Barker’s Alumni Department, locating thousands of students worldwide and collating information on them.

Ian assisted in the organising of over 300 class reunions and regional dinners and helped in the assembling and editing of The Old Barker magazine. In 2013, after 50 years of service to Barker, Ian retired for a second, and final, time.

Beyond his life at Barker, Ian gave generously of his time and wisdom to the wider community through the International Nepal Fellowship, Bush Church Aid, the National Parks Association, Mission Without Borders and St Paul’s Wahroonga Seniors’ Fellowship.

Ian gave so much of his life to Barker, and in doing so, inspired a whole generation of Barker students. His outstanding contribution to the School community and outdoor education will long be remembered.

Please contact the Alumni office if you would like a DVD of Ian’s Thanksgiving Service.

Obituaries

Barry Arthur Eastment (48/49)

club record to this day.

William Alfred Ellis (55)

1931 - 2017

Barry worked in the family construction company, FT Eastment & Sons, and studied at Harvard Business College and Massachusetts Institute of Technology. He rose to the position of Managing Director of the company in 1966. One of Eastment & Son’s buildings was the Leslie Hall opened in 1965. Barry later developed the joinery side of the business which he operated until his retirement in 1993. His interest and understanding of timbers led to his making, repairing and or restoring over 100 cricket bats, including for several Test players.

1938 - 2017

Barry commenced at Barker in 1938 and boarded for 12 years. Upon leaving Mr Leslie announced he was “the boy longest at Barker and the longest boy at Barker” – he was nearly 6’6” tall!

He participated in a broad range of activities, including Cadets, achieving the rank of Cadet Lieutenant. He excelled in Swimming, High Jumping (holding a record unbroken for many years), Rugby 1st XV (Colours 48 and 49) and was in the 1st XI Cricket team from 13 years of age, with Colours, and as Cricket Captain and Prefect in his final year.

Later he played tennis, A Grade squash and golf. He was a member of Killara Golf Club for nearly 70 years and also a member of Elanora Golf Club for many years.

But cricket was Barry’s passion and after School he played with Gordon District 1st XI for several years until his knees let him down. After two operations, he continued his cricket with I Zingari Cricket Club for some 44 years and bowled, without a run-up, claiming 2293 wickets – a

He was also very involved in the development and construction of the Ku-ring-gai Shed at St Ives.

He enjoyed the friendship and companionship of members of The Shed where he could use and share his building and woodworking skills. In 2015 he was awarded Life Membership.

As one of “Leslie’s Men” he maintained a close involvement with the School until quite recently and, with his wife, enjoyed attending the Over 70s functions.

Barry is survived by his wife Margaret, daughters Deborah, Joanne and Anna-Jane and their husbands, sister Christine, and eight grandchildren, two of whom are current students at Barker College.

Stephen Lloyd (65)

Bill Ellis attended Barker as a boarder between the years 1951 and 1954.

Bill died in May this year. His classmates have noted his death with sadness.

Bill was athletic, tall of stature and cut an imposing, if not sometimes intimidating, figure on the sporting fields and arenas which he inhabited with great success.

He played Rugby as a member of the forward pack in the First XV. He was fearless and obliged his skipper when it became necessary to halt the advance of opposing team members. His team mates will well remember his willingness to use his strength in scrums and rucks alike.

He also swam for the School, employing his powerful freestyle.

It was, however, in the boxing ring where Bill’s light shone brightest; there, he struck fear into his opponents. He became the School boxing champion. Boarders will remember the boxing ring set up in the old quadrangle with Headmaster Leslie officiating.

The Old Barker • Issue 116 • Spring 2017 • 55

Obituaries

Onlookers felt great relief to be outside the ring.

After leaving School, Bill joined the New South Wales Police Service where he took rank and spent the rest of his working life.

Bill is survived by his wife, Shirley and three daughters.

His classmates wish to convey condolences to Bill’s family.

Ross Barwick (56) Ross Neale Holliday (39) 1922 – 2017

Ross Holliday, late of North Turramurra, attended Barker from 1938 to 1939. His son Lloyd (70) and grandson Joshua (97) also attended Barker. Whilst at Barker, Ross was a keen sportsman. In 1938 Ross won 2nd place in the Open Mile handicap race. He was a successful fast bowler for the 1st XI and was awarded Colours in both 1938 and 1939, with Barker winning the Associated Schools Competition in 1939. Ross also played Rugby and was Captain of the 2nd XV before being promoted to the 1st XV until he was injured in play.

Following Barker, Ross joined CSR in sales, while waiting to enlist for the RAAF at the age of 18. He

56 • The Old Barker • Issue 116 • Spring 2017

became a pilot stationed within the Asian region and trained on Tiger Moths and Wirraways before training to be a flying instructor on Avro Trainers. His flight service record states he provided 900 lessons covering 692 hours. His service included being a commissioned officer posted to combat operations in 75 Squadron at Morotai Island (Indonesia) and also at Tarakan in Borneo. Whilst on leave in 1945, Ross married Patricia Bennett, whom he met at a Young Liberal Party dance prior to joining up.

Peter Graham Hook (53/54)

After the war, Ross returned to work at CSR and studied financial accounting at night school. He was admitted as a CPA in 1950. Ross developed an interest in investing and managed CSR’s cash flow which led to his promotion to the Treasury as Manager, Short Term Investments. In the late 1970s Ross was involved in setting up the Official Money Market and their relationship with the Reserve Bank.

His skills in accounting were also drawn upon in various community service roles including treasurer for Lindfield Public School P & C, St Andrews Church at Roseville, and as treasurer for four years at Killara Probus where he was a foundation member.

Peter became a boarder in 1946 after his father, for 35 years a pharmacist from Cooma, visited Sydney at the end of the war and called upon Mr Leslie, “No trouble, he can start next year” said the Boss. All Peter’s time was in Carter House. He was a champion swimmer, a good rugby front rower and participated in cadets (probably compulsorily).

A passion for sport continued throughout his life with success in tennis, bowls, snooker, table tennis, golf and also competitive bridge.

Other hobbies included gardening, especially orchids.

Ross passed away on 30 May 2017.

He was a loving husband of Patricia (dec), dearly loved father of Lloyd and Jill (dec), father-in-law of Jenny, and grandfather of Joshua and Lucy. He will also be dearly missed by his nieces and nephews.

1936 – 2017

Peter left Barker after the intermediate, studied accountancy with the Snowy Mountains Authority and then joined the Commonwealth Bank. Neither of those jobs appealed greatly, and he became a newsagent/ sports store operator. The town had grown from 2,000 to 15,000 in Peter’s 20 years and he worked hard and long hours. After a decade in that business, he became a representative for a medical supplier, and soon after relocated with his wife Michie and two children to Melbourne, where he became State Manager for an international medical supplier, Boehringer Ingleheim. After 20 years he was transferred to Newcastle in a similar position.

His wife passed away in 1991 and four years ago he relocated to Canberra where his daughter and two granddaughters lived. He had been active in community service

Obituaries

clubs and masonic lodges and until very recently had been in reasonable health. He passed away at home on 22 May 2017.

Michael Hook (59) Tonia Oswald-Sealy (88) 1970 – 2017

Tonia’s was a life filled with friendships, adventures and physical activities of all kinds but cut short by the cruel motor neurone disease (MND), which slowly stripped her of the capacity to do anything at all. She tackled this illness with courage and was determined to enjoy each day, showing the good humour that her friends admired her for. She continued to focus on others, not her own plight.

Tonia came to Barker College from Wenona School for Girls, which she had attended since Kindergarten.

From her earliest days she loved participating in all sports and was enthusiastic about any new challenge. During a Year 8 School camp, Tonia was introduced to Outdoor Education, which was to become a lifelong passion. She completed the Bronze, Silver and Gold Duke of Edinburgh Awards, which involved community service and bushwalking expeditions, while at School. Spending her final two years of school at Barker gave her the opportunity to further her outdoor, sporting and academic

pursuits and to enhance her ability to make new friends. This was one of her greatest assets.

She represented Barker in Hockey, Swimming, Water Polo and Athletics and was a member of the 1st Hockey Team in 1988 being awarded Colours for Hockey. She was also a member of the Barker College Cadet Unit where she reached the rank of Sergeant, and the Senior Bushwalking Club.

After completing a Bachelor of Applied Science (Parks and Recreation) at Charles Sturt University Albury, Tonia worked for Outward Bound and the Outdoor Education Group taking mainly school groups on wilderness experiences. Being a competent skier and snowboarder, some of these experiences involved camping and being in the Snowy Mountains, an area she always loved. She went on to be a snowboard instructor and a ski patroller at Mount Hotham.

In 2002 she changed career and joined Fire and Rescue NSW, becoming the first full-time female firefighter to be posted to rural NSW when she began work at Albury fire station in 2003. This career combined her love of physical fitness, helping others and having time to pursue her passion for the snow and mountain biking.

It was during an endurance mountain bike event in 2008 that Tonia first noticed a weakness in her left hand but it was not until 2013 that the diagnosis was MND. What a blow this was to her family and friends, especially her husband James Browne and their daughter Jessica, aged 1. As the illness progressed, Tonia’s physical strength diminished until she could no longer walk, talk, eat or use her hands, relying on a special iPad and then an eye gaze computer

to communicate and a motorised wheelchair to get around. Any task took her a long time but she persevered and continued to keep in contact with friends through Facebook and all those who went to visit and stay with her.

She fought till the end, remaining cheerful and looking forward to each day. She was an inspiration to everyone who knew her.

She left these words of advice for young people: “By far my best days are those I spent outdoors, in nature, exerting myself to reach more remote, more beautiful places. To get back to it all; back to basics; walk all day, to sit by the fire, under the stars, or listening to rain pelt down on your tent or eat boil in the bag. It’s essential as people to leave our “civilised” worlds behind and soak up the energy of the bush and all it has to show you of yourself. If you’ve never felt uncomfortable how can you appreciate comfort fully? If you haven’t been challenged physically, mentally, socially in the simple context of the wilds, how do you know your true self or what you are capable of? Of course there are many ways to challenge yourself in life but I believe the outdoors in nature are best for our souls. So get out there.

Make it happen.”

Jenny and Rick Oswald-Sealy Peter Joseph Phipps (50/51) 1933 – 2017

The Old Barker • Issue 116 • Spring 2017 • 57

Obituaries

Peter Phipps, late of Wyoming, attended Barker from 1940 to 1950.

His brothers John (47), James (49) and Robert (53) and grandsons Samuel (05), Saxon (07), Jordan (09) and Hamish (14) also attended Barker.

Peter was an outstanding sportsman. At Barker, he was a member of the 1st XV (1950), 1st XI (1949 and 1950), Swimming Team (six years) and Athletics Team (three years), receiving Colours in all. Peter represented Barker in the 1st XV CAS Rugby in 1950 and the CAS Swimming Team who were champions in 1946 and 1948.

Peter was also the School Boxing Champion in 1950.

Following Barker, Peter attended Hawkesbury Agricultural College where his sporting achievements continued. He played in the 1st XV where he was Captain in 1952 and 1953, 1st XI in 1951 and 1953, and also Athletics.

In 1954, Peter moved to the family dairy farm ‘Victoria Park’, The Oaks via Camden with his brother Jim. Peter played with Gordon Rugby Club from 1951 to 1958, and was selected for the Australian Rugby Union Team which toured New Zealand in 1955. His Rugby career came to a sudden halt after breaking his back in a game in 1958.

Peter embarked on a career change taking up the position of Assistant Manager for the Bodalla Company.

After a time, Peter explored other opportunities including a move to Armidale in 1965 where he managed three pastoral properties for the Governor General, Viscount Lord De L’Isle. Whilst in Armidale, he also managed ‘Warrane’ on the western side of town. Another change of direction led to Peter purchasing the Galloping Grape Wine Bar and Bistro. Peter moved a few more times, from Armidale to Repton, then Kincumber, Empire 58 • The Old Barker • Issue 116 • Spring 2017

Bay, Warrell Creek and ultimately Wyoming.

Peter passed away on 26 May 2017 and is survived by his wife of 62 years, Margaret, sons Paul and Steve and their families.

Darrell Peter Wallner (46/47) 1929 – 2017

Darrell Wallner, late of Bruce, ACT attended Barker from 1942 to 1947 where he had much success particularly in sport playing Rugby and receiving Colours in Swimming, Cricket and Athletics. He was a Prefect and a 2nd Class Warrant Officer in the Cadet Unit. Darrell remained a proud Old Boy throughout his life.

Following Barker, Darrell studied medicine at the University of Sydney while continuing his athletic pursuits as part of the Sydney University Athletics Club. He was also a member of the NSW team competing in javelin and shotput at the Australian Athletics Championships between 1951 and 1954. Darrell met his future wife, Margaret Rosalie Appel, while studying at Sydney University and they were married in the Barker Chapel on 1 March 1958.

Soon afterwards they moved to Canberra.

In general practice, Darrell developed an extensive range of clinical skills including an interest

in anaesthetics which led him to completing his Diploma in Anaesthetics in England in 1963.

He built his private practice on returning to Canberra, developing expertise in pain management.

During his career, Darrell spent time at the UCLA School of Medicine in Los Angeles as well as working as a doctor in remote communities in Australia and in New Guinea.

With enormous determination, he successfully juggled the demands of his career with the needs of his family.

Throughout his life, Darrell enjoyed many pursuits. He was an A grade squash player, a life member of the Royal Canberra Golf Club, a member of the Campbell and ACT Veterans tennis clubs, long term member of the Canberra Alpine Club, member of the Canberra Amateur Swim Club and later played Lawn Bowls for North Canberra and Forrest. Darrell loved the ocean and was keen on diving and boating. He was an office bearer and member of the South Pacific Underwater Medical Society (SPUMS) presenting academic papers on aspects of dive medicine and enjoying many wonderful diving trips. Darrell retired in the early 1990s to further pursue the things he loved. Sadly his wife passed away in 1998. He continued to travel and played Bridge and attended the University of the Third Age. Darrell was unpretentious, always good humoured with great enthusiasm for life. He was outgoing but thoughtful and had a genuine interest in people. He passed away on 25 June 2017 and is survived by his four sons, 11 grandchildren and one great grandchild. He will be greatly missed by all whose lives he touched in such a special and charismatic way.

Archives

Back to the 80s Thirty years ago in 1987, the four term school year was introduced. Despite this minor disruption to school life, Barker students were making the most of the opportunities available to them.

Main photo Year 6 enjoyed their outdoor education experience at Camp Somerset; Above Members of the Agriculture Club with their winning steer Jock.

Teaching and learning embraced the use of technology, with the School’s two computer rooms unable to meet the demand. Junior School students had a number of educational experiences outside the classroom, visiting places such as the States Sports Centre, Parramatta and Bouddi National Park. Music students were able to make full use of the recently opened McCaskill Music Centre, and enjoyed a week of workshops and lectures with Barker alumnus and Master of the Queens Music, Malcolm Williamson (48).

In the world of co-curricular activities, students took part in three stage productions, all of which delighted audiences. 230 members of the Cadet Unit headed to Glenworth Valley for their annual camp and the Agriculture Club came first and second at the Royal Easter Show with their steer Jock. The 1st Debating team defeated Cranbrook and Trinity, whilst the A and B Chess teams made the semi-finals of the Interschool Competition.

In Sport, Cross Country held its inaugural season, and there were enough Football players to establish the

first ever 13C team. The 2nd Netball team lost their grandfinal, whilst the Junior School A and B Basketball teams were undefeated. For the second year in a row, Barker brought home the CAS Athletics Championship trophy.

Community service was important. The Junior School raised $120.88 for Sydney City Mission’s Appeal with their Cake ‘n’ Cookie and Games morning, whilst nearly $10,000 was raised by participants in the 40 Hour Famine. Student Council tackled the pressing issues of the day, campaigning for an urn in the Common Room and a review of the Tennis uniform.

When summing up 1987, it is therefore not surprising the Editor of The College Barker wrote “…we often found ourselves cramming everything we could into the ten weeks available to us in each term.”

Article by: Morwenna Dixon Manager of Archives

The Old Barker • Issue 116 • Spring 2017 • 59

Alumni Parent Breakfast

Alumni Parent Breakfast In 2010 we started an Alumni Parent breakfast program. Each year we invite our Alumni Parents to a breakfast in The Marks Pavilion to join with other alumni parents from their respective year groups. They have been described as mini-reunions and have been a great way to bring our alumni together and for them to have the opportunity to reconnect with their peers.

These breakfasts have become an integral part of the School calendar and a real highlight for those who can come along. We are fortunate to have such strong support from our alumni. Some parents have to head off straight after the breakfast but many are able to linger afterwards to continue their chats.

60 • The Old Barker • Issue 116 • Spring 2017

It is great for our students to see first-hand that their school friendships can endure because they can see their parents still have connections with their friends from their own school days. They see it in action rather than just something their parents say. The students get great joy by seeing photos of their parents from years gone by often highlighting the changing trends in hair styles and fashion!

Article by: Mandy Loomes Director of Alumni and Community Relations

OBA

Support For Life The OBA is excited to announce the formation of “OBA – Support For Life” an initiative to support the Barker community’s wellbeing for those who need a little assistance in finding the right help in life.

The OBA will be launching this program at its OBA Annual Dinner on Friday 3 November 2017.

OBA Annual Dinner 2017 Guest speaker: Lauren Hannaford (03)

Lauren is a former dancer for The Wiggles, a fashion model, actress and fitness guru. Join us to hear some of her amazing adventures.

Friday 3 November 2017 Venue: Junior School Multi-Purpose Hall Time: 7.00pm Costs: $65.00 pp, $585.00 for a table of 10 RSVP: Monday 23 October 2017 To book: www.barker.college/community/alumni/reunions-events Queries: Mandy Loomes 9847 8229 or mloomes@barker.nsw.edu.au

Alumni Events 2017 Class Reunions 1997 – 20 Year Reunion Sat 7 Oct John van Rooyen 0407 686 331 jv_r@hotmail.com 1982 – 35 Year Reunion Sat 14 Oct Meg Brodie (Timmins) 0409 980 300 brodie.megan@gmail.com 1987 – 30 Year Reunion Sat 21 Oct Genevieve Bayliss-Smith Nicki Green (Calford) Micky Mylne (Barnsdall) reunion@barker87.com.au

2007 – 10 Year Reunion Sat 9 Dec Brayden Winkler brayden.winkler@gmail.com Sarah Ryan sassi.ryan@gmail.com James Twigg jamestwigg1@gmail.com Lauren Kirkby laurenkirkby01@gmail.com Nickie Morgan nickiemorgan@hotmail.com Zoe Purcell zoe.purcell@students.mq.edu.au

OBA Events

1992 – 25 Year Reunion Sat 21 Oct Aaron Black aaronblack146@gmail.com

OBA Committee Meeting Tues 24 Oct Mandy Loomes (02) 9847 8229 mloomes@barker.nsw.edu.au

1957 – 60 Year Reunion Fri 27 Oct John Donovan 02 6288 7403 johndonovan@ozemail.com.au

OBA Annual Dinner Fri 3 Nov Mandy Loomes (02) 9847 8229 mloomes@barker.nsw.edu.au

91 Pacific Highway Hornsby NSW 2077 Australia

t +61 2 9847 8399 f +61 2 9847 8009 w barker.nsw.edu.au

Regional Events Sunshine Coast Sun 22 Oct Peter Maidens (54) (07) 5478 6206 themaidens@ozemail.com.au Brian Allen (53) (07) 5499 9985 bballen314@gmail.com Canberra Fri 10 Nov Andrew McColl (74) 0422 985 281 mccoll@grapevine.net.au London Fri 15 Dec Annette French (Slattery 88) (44) 1732 382 281 (h) annette.e.french@sky.com Regional events provide a great opportunity to connect with members of the Barker community in your area.

Please send your contact details to mloomes@barker.nsw.edu.au if you are living in a different location to your Barker mailing address, so we can invite you too!