Campus Life

The Haileybury Dance Squad has danced its way to a remarkable haul of medals at the national championships held in August. 

In an incredible accomplishment, every single one of the Haileybury Dance Squad’s 120 dancers from Years 7–12, qualified for the TFT Dance Star National Championships held in Hobart.  

On the first day of the championships, 17 Haileybury soloists took to the stage, performing across a diverse range of genres. The following day, 11 Haileybury teams further showcased the strength and depth of the Haileybury dance program. 

The championships offered the Dance Squad invaluable experience and inspiration.  

Year 12 soloist Kaylin found it especially motivating to watch the talented performers from other states. “I really enjoyed watching what the other states brought to the stage and seeing the different way they performed,” says Kaylin. 

“Across the event, our dancers embodied the values of Haileybury Dance, performing with passion, discipline and grace, while also demonstrating genuine support and encouragement towards other schools. Their energy and love for dance lit up the stage and made us all so proud,” said Sam Drury, Head of Dance. 

Dance Captain, Braya, Year 12, said the encouragement from the audience is one of the most rewarding parts of performing.  “Standing on stage after a performance and hearing the crowd cheer, there’s nothing like that feeling. It makes you feel supported and proud.” 

Lucie, Year 10, took home three gold medals from the championships and says that the strong team bonding was one of the most rewarding aspects. “What I enjoyed most was winning gold with both of my small jazz and contemporary teams. It was so special because of how hard we all worked together,” she said. 

Lucie began dancing when she was just two and practices 18 to 22 hours per week. In 2024 the Herald Sun named her as one of Victoria’s top 100 rising dancers. 

Congratulations to all the Haileybury dancers and all who have supported them for their amazing achievements on the national stage. 

“These results are a testament not only to the talent of our dancers but also to the culture of excellence and teamwork that continues to define Haileybury Dance,” said Sam. 

Medal moments 

– 14 gold medals 

– 7 silver medals 

– 2 bronze medals 

– 4 fourth places 

– 1 fifth place 

Our Dance Squad 

– 120 students 

– 17 teams 

– 11 soloists 

The Senior Small Jazz Team perform Psycho Killer

With their high-kicking energy and synchronised moves, Haileybury aerobics teams and soloists energised the stage at the FISAF Sports Aerobics National Championships on the Gold Coast in August.  

Twenty-one Senior and Middle School, and Old Haileyburian teams, along with Haileybury soloists, participated in the highly competitive FISAF Sport Aerobics National Championship. The popular event attracted entries from a record breaking 96 schools. 

The Haileybury Senior School team, Heard Enough, secured the national title in the Secondary Advanced Teams category. This was a particularly outstanding achievement given the calibre of the competition.  

“The standard of competition was exceptionally high, yet our girls quickly adapted and continued to prove that they belong among the very best,” said Jessie Curtain, Head of Aerobics. 

Many of the students found participating in the aerobics championships to be so rewarding because of their supportive team environment.  

“It was special because of the strong bond we built as a team and the chance to perform a high-level routine alongside some of my closest friends,” said Zara, Year 11, who is a member of the winning Heard Enough team. The team also included Ashlyn, Ireland, Olivia, Chloe, Mia, Chelsea and Lexi from Years 10–12. 

Lia, Year 11, celebrated a bronze medal placing in the aerobics solo section. She also emphasised how she valued the teamwork, explaining that the team event “is my preferred event as I get to build relationships with such amazing girls.”  

Aerobics allows the students to enjoy creativity and artistry as well as athleticism. “Being able to showcase our creativity through costumes, music and formations is always a highlight of the year. I particularly enjoy skills-based routines because they push me to improve my flexibility and execution, while also giving me the chance to demonstrate the hard work I’ve put in on stage,” said Aerobics Captain, Elise, Year 12. 

This was only the second year Haileybury’s Middle School students have competed in the FISAF competition. 

“Their incredible teamwork, on-stage performances, and the manner in which they represented Haileybury Aerobics were outstanding,” says Jessie. 

The Senior School Team performing Heard Enough

Nathan Burke knows a thing or two about playing a great game, both on the AFL field and from the sidelines as a coach.  

But it is not just his wins that define him; some of Nathan’s most valuable lessons have come from facing challenges and the support of his those around him.  

He recalls a difficult season coaching at the Western Bulldogs AFLW, when everything seemed to go wrong. “Putting aside win/loss records and focusing on my purpose for coaching was the only way to get through. If I could turn up each day and make someone else’s life better in some way, then the win/loss became far less important. Of course, we still tried as hard as we could to win. It just meant that any failure we had along the way was kept in perspective,” he says. 

The support from teammates and coaches had a profound impact on Nathan’s journey, and he believes that a single mentor, teacher or coach can make a life-changing difference to a young person. 

He credits his second coach, Ken Sheldon, with a pivotal turning point in his career. Ken took the time to pull Nathan aside to express a genuine belief in his potential and encourage him to step up to the next level. “The confidence he showed in me and the opportunity he gave me changed the trajectory of my whole career,” Nathan reflects. 

Now, as Haileybury’s new Head of Coaching, Nathan is ready to help the school’s 350 sports coaches support students and help them kick even more goals, both on and off the field.  

Driven by a genuine desire to make a positive impact on those around him, Nathan explains, “If you’re not making somebody else’s life better, then you are wasting your own. Coaching, to me, is a way to live this motto. Sport just happens to be the thing that I have spent my life doing, and as such, it’s what enables me to coach confidently and know that I am making a difference.” 

At Haileybury, students have the opportunity to choose from more than 40 different sports, making it the largest school sports program in Australia. This incredible variety means every student can discover a sport they enjoy, and develop new skills and interests, while feeling part of a supportive team. Nathan is committed to ensuring that each student’s sporting experience is rewarding, with a strong focus on building positive team cultures. 

It is the positive team culture that he believes determines success. “The best teams design the culture they need I n order to be successful, they don’t let it evolve by default. Talent alone is never enough. At times I’ve seen very talented teams, but if culture and standards didn’t match that talent they underachieved.” 

For students, this means being part of an environment where they are encouraged to be resilient and everyone feels valued, supported and motivated to do their best. 

Nathan is also passionate about helping coaches continue to grow and learn. “I had seven coaches at St Kilda, and I can honestly say I learnt something from every one of them. Sometimes you learn what to do and sometimes you learn what not to do. At the end of the day every experience, good or bad, is a chance to grow as a person,” he explains. 

Nathan also notes that coaches must adapt over time and undertaking ongoing professional learning can help ensure their coaching remains effective and relevant. 

He says playing high performance sport and good wellbeing are closely linked. “I see coaching for high performance and wellbeing as going hand in hand. You can’t coach someone to be a high performer simply by teaching them skills. The high-performance stage naturally comes with additional pressures and stresses, they can’t be avoided,” he explains. 

 “The only way to truly reach your potential is by combining physical training with mental training. If a student just wants to play for fun, that’s fine, but using sport to support mental as well as physical health will always be part of our coaching program.” 

Nathan encourages students interested in sport to find something they genuinely love, even if it means trying out different things. “When you love the sport you’re playing, it’s much easier to handle the ups and downs,” he says. 

For those considering coaching, his advice is clear: “You don’t have to be the best player to be a great coach. Focus on the skill of coaching, that’s what truly counts.” 

Every day at Haileybury’s Early Learning Centres (ELC), children are learning, making new discoveries and developing their confidence in a supportive and nurturing environment. 

The Haileybury ELC are leaders in early childhood education, with a diverse team of staff who speak 21 languages and share their expertise within the early childhood sector.  

Lisa Christopher, Director of Early Learning, is proud of her team’s commitment to excellence, which has been recognised in the ELC’s ongoing ‘Exceeding’ ratings under the National Quality Standards. 

She describes the approach at the ELC as both unique and research driven. “The early learning experience provided at Haileybury is the result of many years of research, and input from a highly professional team of educators,” she says.  

This approach is strengthened by the educators’ knowledge of both the Early Years Learning Framework and the Victorian Early Years Learning and Development Framework. The ELC also incorporates Haileybury’s Social Thinking program which encourages children to recognise and regulate their emotions. The ELC also enhances children’s wellbeing though Haileybury’s Child Empowerment program which promotes positive thinking, resilience and self-care among the children. 

Austin Chea, an Early Childhood Educator and Specialist Physical Education Teacher, sums up the sense of purpose in the ELC, saying, “My primary role is to create a nurturing environment where every child feels a strong sense of belonging and is supported to reach their full potential.” 

Austin’s interest in early childhood education began with a simple realisation. “I read that 90% of a child’s brain develops in the first five years, and it was a real lightbulb moment. The idea that I could play a part in shaping a person’s potential during that crucial period deeply resonated with me,” he says.  

Eleni Kalfas, Deputy Head of the ELC (Keysborough) explains, “I have always felt a natural connection with young children, particularly those with additional needs. Creating a safe, nurturing environment where children feel empowered to express themselves and learn at their own pace is incredibly important to me,” she says. 

Eleni also loves Haileybury’s community spirit. “What I find most special about Haileybury is the strong sense of community and the genuine commitment to providing the very best for every child, every day,” she says. 

A typical day at the ELC is structured to foster independence and growth. This can include specialist programs in music, creative arts, environmental learning and PE, alongside group and individual learning experiences.  

The ELC children’s days are packed with plenty of chances to enjoy hands-on, play-based learning. Austin says, “Through games and activities, we seamlessly integrate vital skills like teamwork, sportsmanship and emotional regulation, all while they are having fun.” 

The children find joy in having the freedom to explore their own interests and are encouraged to express their thoughts and preferences. As Reception student Murphy enthuses, “I love playing outside because the sandpit is there and it has shovels.”  Fellow student Leonardo adds that his favourite part of the ELC is the musical instruments, while Jaanvi loves playing with her friends. 

By tailoring activities to each child’s interests their learning becomes more meaningful and impactful. For example, Austin explains that if he notices that a child loves construction he would use something construction related, such as blocks, to explore a mathematical concept with a child. 

Eleni sums up this philosophy, saying, “We offer a balance of structured and play-based learning experiences, tailored so each child can engage at their own pace and in ways that excite and inspire them.” 

The most rewarding moments for educators come from recognising children’s growth. “What I find most special are the opportunities to witness meaningful milestones in a child’s life. It could be something big, like a child climbing down the fireman’s pole unassisted for the first time, or something quieter, like a child proudly writing their own name,” says Austin. 

Eleni finds joy in empowering the children she supports. “Every child deserves to be valued for who they are, and I take pride in supporting them to discover their strengths, overcome challenges, and build a strong foundation for future learning and growth.” 

Parents also remark on the sense of community within the ELC. 

“It has been wonderful to see their growth, confidence and excitement to learn each day. The very supportive educators and engaging activities have truly made a positive impact,” shared one parent. 

Lisa says she hopes all students leave the ELC with a “sense of joy and wonder in learning and sharing new discoveries and knowledge.” 

The ELC truly embodies a place where every child is valued and supported, every single day. 

Meet some of the Haileybury students who have represented Australia on the world stage in international competitions as diverse as debating, AI and chemistry.   

 With a winning formula of hard work and perseverance, Vinay, Year 12, took home a silver medal from the prestigious International Chemistry Olympiad (IChO) held in Dubai in July.  

To qualify for the Australian Olympiad team Vinay underwent a challenging selection process. From hundreds of candidates across the country who sat the national qualifying exam, Vinay was one of 24 students invited to attend a two-week intensive training camp at the Australian National University in Canberra. 

At the camp, students learnt university-level chemistry and developed practical skills in the laboratory. As part of a final selection process the students were then asked to complete two challenging practical exams during the camp and two follow up theoretical exams a month later. After getting through the selection process Vinay was one of just four Australian students to earn a coveted place on IChO Team.  

The Olympiad itself was attended by 354 talented young student chemists from around the world.  

“The biggest highlight was being able to meet many other chemistry students from around the world. It was a great opportunity to be able to share ideas and experiences with others who had similar interests, and I’ve become good friends with lots of people I wouldn’t have otherwise been able to meet,” says Vinay. 

The Olympiad featured a five-hour practical exam and a five-hour theoretical exam. Vinay’s outstanding effort saw him place 52nd internationally, an achievement which was recognised with a silver medal. 

Reflecting on his experience, Vinay encourages others who are interested in chemistry to also apply for the Olympiad. “The Chemistry Olympiad is a great way to go beyond the school curriculum and learn new and interesting content that will deepen your understanding of the subject. You’ll also get hands-on experience with exciting experiments in university labs, which is both challenging and fun,” he says. 

Lucy, Year 7, has made her mark on the international stage at the Asia Pacific Junior Debate Championships in Tokyo earlier this year.  

Lucy competed in eight debates over two days of competition. The debate topics were diverse and included areas such as copyright and the role of AI in education. 

Among more than 50 Australian participants, Lucy distinguished herself by not only reaching the semi-finals, but also by being ranked as the eighth best Australian speaker in the tournament.  

Lucy also participated in 2024 when she made the quarter finals. This year she built on her experience to advance all the way to the semi-finals, competing against talented students from across the Asia-Pacific region. 

Her achievement is a testament to her hard work, quick thinking and a love for debating. “On a family trip to Japan my parents caught up with an old friend from the international debate tour. She asked if I would debate with her daughter Nao, and we did a few classes together. Over the next 18 months we debated at three tournaments together,” explains Lucy. 

Lucy’s journey did not just highlight her debating abilities, but also her commitment to continuous improvement and excellence. Her performance in Tokyo reflects her dedication and the valuable experience she gained in last year’s event. 

In August, Henry, Year 12, swapped the classroom for the excitement of the rapidly evolving world of Artificial Intelligence, representing Australia at the International Olympiad in Artificial Intelligence (IOAI) in Beijing. 

Henry was selected for the Australian team after excelling in a series of rigorous qualifying exams and attending an invitation-only training camp.  

The IOAI brought together under the one event some of the best young AI talent from around the world, with teams of students from Years 7–12 representing over 60 countries. 

Henry says the highlight was meeting new friends who share his passion for AI. “My fondest memories were meeting all kinds of contestants from around the world with a similar interest in AI and technology as me. I have made some great friends during the trip.” 

Across 48 hours, Henry faced a marathon of problem solving. For six hours each day, he was challenged to solve three complex problems related to AI. These ranged from image recognition and deep learning to natural language processing. Each problem was scored out of 100, with Olympiad final rankings based on combined totals. A percentage of the top-performing students received medals, with Henry being awarded a bronze. 

“I had plenty of fun solving the problems and surprised myself by managing to code up several solutions, even with severe mental fatigue setting in at the four-to five-hour mark,” explains Henry 

He encourages anyone with an interest in technology to give the AI Olympiad a go. “I would highly recommend it, especially if you are interested in the broad field of technology. Participating in the Olympiad not only hones valuable industry skills, but you will also be able to form lifelong friendships with like-minded peers,” he says.