As Head of French in Melbourne and mentor for Languages at Haileybury Rendall School (Darwin), Maud has a dynamic presence across the School, including Haileybury Pangea Online School. Leading one of Australia’s largest French departments, Maud has honed curriculum design, embraced data-driven strategies, and customised professional learning. Driven by a passion for authentic learning, she has built partnerships with three sister schools in France and coordinated exchange trips for over 700 students. Maud also supports the next generation of educators by mentoring pre-service teachers and former students pursuing teaching careers.
What inspired you to teach?
I was inspired to teach through a love of language as a gateway to understanding people, cultures and ways of thinking. Music played a big role in nurturing this passion, and later, teaching English in France and French in England and Australia showed me that learning must adapt to context, environment, and the learners in front of us, including their stage of brain development.
What truly shaped my path is a fascination with the learning process itself, how the brain works, how motivation develops, why some students thrive while others disengage and when learning truly sticks.
In my classes, I am constantly inspired by students’ curiosity. I have also been inspired by reading the work of great educators worldwide.
While leading workshops, I unpack findings from neuro-pedagogy and greatly enjoy sharing practical strategies with like-minded educators.
What do you think are the biggest benefits of learning a second language like French?
Learning a second language brings far more than linguistic knowledge; it reshapes the way students think and learn.
From a cognitive perspective, it strengthens memory, concentration and problem-solving skills. Students begin to recognise patterns, think more flexibly and develop sharper attention. I often see this when students make connections across subjects or apply strategies independently.
Beyond that, it builds global awareness, confidence and communication skills, emotional intelligence and intercultural understanding.
Ultimately, language learning equips students with lifelong skills: curiosity, adaptability and the ability to connect with the world.
What is the most rewarding part of your role?
The most rewarding part of my role is witnessing the moment students realise they can move forward on their own.
Equally meaningful is the human side of my role. When students, colleagues and parents share that they feel supported, valued or inspired.
What do you hope students will take from your classes?
More than anything, I hope students leave my classes with confidence in their ability to learn, communicate and keep improving, to continue French and pick up additional foreign languages. Of course, I want them to develop strong language skills, but beyond that, I want them to understand how they learn.
I also want them to see language as a tool to connect with people, cultures and ideas beyond their immediate world.