Campus Life

The toe tapping, high energy of Mamma Mia! lit up the stage at Aikman Hall (Keysborough) in May, leading to standing ovations from sell out audiences. 

In a creative twist that led enthusiastic audiences calling for more, the Senior School production blended high-energy disco vibes with the charm of the Greek islands. 

The spectacular production, which featured the up-beat, catchy music and lyrics of Benny Andersson and Bjőrn Ulvaes, was a demonstration of the collaboration of the Haileybury community. It united a talented and dedicated cast and crew of 90, drawn from Haileybury’s four Melbourne campuses and across the senior year levels, of Years 9–12. 

It was an “opportunity for our Year 9s to experience the wonderful modelling of our VCE students, allowing them to be involved in the rigour and fun of rehearsals and performance,” explains Creative Director and Head of Drama and Theatre Studies Nicole Smith. 

The coordination of such a huge cast posed the opportunity to bring together a uniquely large cast of performers on stage in an interesting and dynamic way. The choreographers spent many Sundays working and collaborating to get the staging perfect.  

“We very much worked in the space to try out different ideas. There was a lovely, collaborative atmosphere of trial and error. Then we would have those magic moments when we would collectively solve a question and everything for 90 people would click into place,” explains Nicole.  

Performing was not the only way students could be involved. Opportunities included hair, make up, stage direction and the management of sound and radio microphone technicians.  

Milana, Year 10, took on the challenging role of Student Stage Manager. Mentored by teacher Candice Anderson, she performed the complex role of keeping the huge cast organised while maintaining a positive energy behind the scenes.  

“The most rewarding part of being involved in the production this year, particularly in my role, was the connections I fostered — people who hold a true love for the arts and in particular, theatre, and are willing to go above and beyond to produce an impressive spectacle. Truly a magical experience,” Milana explains.  

Performing was not the only way students could be involved. Opportunities included hair, make up, stage direction and the management of sound and radio microphone technicians.  

Milana, Year 10, took on the challenging role of Student Stage Manager. Mentored by teacher Candice Anderson, she performed the complex role of keeping the huge cast organised while maintaining a positive energy behind the scenes.  

“The most rewarding part of being involved in the production this year, particularly in my role, was the connections I fostered — people who hold a true love for the arts and in particular, theatre, and are willing to go above and beyond to produce an impressive spectacle. Truly a magical experience,” Milana explains.  

There was also the invaluable contribution of the musicians and Conductor and Musical Director Robert Latham. 

Beyond immersion and excellence in the performing arts, Haileybury productions like Mamma Mia! provide a unique opportunity for mentoring by professionals, including drawing on Old Haileyburians who now work in industry.  

“It’s an important opportunity for our students to experience real industry standards,” says Nicole.  

This included a vocal workshop with Vocal Director and International Voice Coach Cassie McIvor, also well-known from her participation on The Voice. Jackson Peele (OH 2014), now a professional actor, theatre maker and musician, also returned to Haileybury to support the production. 

Looking ahead, Old Haileyburian Stephanie Lee (OH 2018), now a professional director and stage manager, will join the production crew as an Assistant Director for the School’s upcoming production of Harry Potter and the Cursed Child later in the year. 

Alysia Degorski is on a mission to make science come alive. As a Haileybury Pangea (online) teacher and Deputy Head of Years 5 and 6 Science at Haileybury, she loves encouraging students to explore how science fits into their lives. 

“I encourage my students to bring in artefacts to the classroom that relate to the curriculum. When students are able to share their interests and connect with science in their everyday lives they become enthusiastic about it too,” she explains. 

Her students have brought in everything from animal bones to fascinating geodes, AI-programmed robots and microscopic seed shrimp. 

Alysia brings her passion for science to students across all campuses. We sat with her to discover what fuels her own curiosity — and how she passes that spark to her students. 

I saw my mum’s love of teaching as I was growing up and came to understand how positive a teacher’s influence can be. I have also been lucky to have been taught by many excellent teachers, particularly my Year 7 teacher who was so full of passion.  

A highlight was having two previous students come back as guest speakers. Both are now studying engineering and have joined a drone flying team. Having taught them how to fly basic drones, it was incredibly rewarding to see them continue building their interests.   

Haileybury encourages me to be innovative and try new ideas, particularly learning about and incorporating new technologies. It is a pleasure to work with like-minded colleagues, engaged students and supportive families.  

I enjoy getting to know my students and their interests. The curriculum is a great foundation to explore connections to their lives, and I feel that when they see a purpose to learning then motivation follows. Building on their successes and interests outside of the classroom and connecting that to the concepts that they need to learn is very effective.  

When students know what to expect from you and are aware of what is coming up in class, they feel confident in contributing and sharing ideas.  

To succeed takes hard work, dedication, commitment and importantly passion. A number of students I teach at Haileybury Pangea are emerging athletes, who manage to attend school, complete schoolwork to a high level and compete at elite levels. Their ability to work efficiently and effectively at school whilst also training is impressive.  

I enjoy playing with my two young children, gardening and being creative.  

Step inside Haileybury’s newest masterpiece — an innovative Visual Arts building. Situated in the heart of the Keysborough campus, this purpose-built space is not just a place to make art — it is a space where students are inspired and the school community is invited to watch creativity in action. 

The building, which began construction in late 2023, was opened in February this year and is far more than ‘bricks and mortar.’ It is designed to build an inspiring and creative space for Haileybury students to thrive in. 

The building’s interconnected spaces are strategically designed to enhance community and connection. “Many of our students work across disciplines, as do our staff, and this link enhances the cross pollination and inspiration, as well as a sense of community, belonging and identity for students and staff,” says Rachelle Rae, Head of Visual Arts, Senior School. 

An open gallery, adjacent to Wings, the School cafeteria, allows the School community to see first hand what our artists, designers and media creators are working on as well as providing a venue for classroom space, special functions, workshops and displays.  

The Visual Communication Design and Art rooms foster collaboration and inspire creative flow. Windows are located “to invite classes and passers-by alike to be an audience to the work our artists and designers are undertaking. It’s an amazing opportunity for younger year levels to see the calibre of the Units 3 and 4 students’ folios and finals, sparking a desire to aspire to similar heights,” says Rachelle. 

The building features are designed to act as a ‘blank canvas’ to display artwork and “facilitate creativity but also steps back to let the students’ work shine rather than dominating an audience’s attention,” says Rachelle. 

The purpose-built media rooms replicate a cinema and include blackout blinds and sound dampening. They allow students to learn cutting edge techniques using industry grade equipment. 

The facilities also include a laser cutter and 3-D printing, as well as a spray booth and high level technical equipment. 

“The environment within the new arts building significantly influences both our focus and creativity, providing a space that fosters connection and inspiration. With the relocation of the arts area to the Keysborough quad, we are able to engage with the space regularly and feel a strong sense of artistic energy and inspiration,” says Katie, Year 11. 

Art Making and Exhibiting – includes sculpture, painting, printmaking, photography, street art, installation, mixed media, drawing, digital and fashion.

Visual Communication Design – final presentation formats fall within the following four areas: environments, messages, objects and interactive experiences. This could look like anything from graphic design to architecture and landscape, or interior design, interfaces, wayfinding, app and website design or product design.

Media – moving images (such as film), short clips (such as a newscast), still image (photography), print (graphic novel, comics, children’s books, posters), podcast and audio (including podcast, radio etc.) and animation. 

Last year, under the pre-dawn sky, a determined group of Year 9 students embarked on an unforgettable adventure, scaling the heights of Rutjupma, or Mt Sonder. As they ascended the summit, they were greeted by an extraordinary sight — a magnificent orange moon slowly setting against the horizon. As dawn broke, the students witnessed a breathtaking panorama, enjoying views of the vast landscape below them. This hike became a cherished memory from their multi-day trek along the iconic Larapinta Trail, illustrating the profound impact of experiential learning. Through their trek, they not only connected with the natural world, but they also forged new friendships and discovered strengths they didn’t know they had.  

Whether it is completing a multi-day hike, kayaking the Whitsundays or communicating in a different language, Haileybury’s experiential programs are carefully structured to foster resilience and growth.  

The Outdoor Experience program includes a range of in-School visits, excursions and camps, which are woven into the Junior School program. Out-of-School camps start in Year 3 and culminate in Explore and Expeditions in Year 9 which offers a choice of Australian and international experiences. A range of sporting opportunities and language tours are also offered in the senior years. 

By creating learning opportunities in settings beyond the classroom, students are provided with a safe environment in which to overcome challenges, learn new skills and develop understandings from which can grow a profound sense of satisfaction and self-confidence. 

As Jimmy recalls about his Year 9 Margaret River trip, “I surfed for the first time and went caving in Giants Cave — they were both fun and memorable experiences … By being a cleaner, chef, leader and navigator, I have developed practical skills that are useful across all of life.”  

Diane Furusho, Deputy Principal – Student Wellbeing explains that students develop resilience and “learn that they can depend and rely on themselves to get through challenges which gives them a real sense of achievement.” 

Throughout their trips and camps, students support one another through moments of problem solving, shared responsibilities such as navigation, cooking and cleaning, and embracing the challenge of being self-sufficient. Without the distractions of screens, they often reflect that they find themselves more attuned to their surroundings, more connected to others and more confident in their own abilities. 

Jessica recalls about her Year 9 New Zealand trip, “All of these experiences brought our group closer together and created friendships from unlikely places.”  

The sequential outdoor programs and trips help students to broaden their horizons and gain deeper understandings of themselves, each other and different cultures.  

“Some of our programs require students to really depend on themselves. They have to cook, set up tents and go without the luxuries they are afforded with every day. It certainly makes them appreciate their lives and the joy that can also be had in doing something different,” explains Diane.