Campus Life

Over three magical nights, an audience of over 1,500 was held spellbound by Haileybury’s production of the High School Edition of Harry Potter and the Cursed Child. 

In what was one of Haileybury’s most ambitious Senior School productions to date, the students exceeded all expectations, not only bringing magic to life on the stage but also raising the bar for future productions.

Harry Potter and the Cursed Child allowed students to enjoy the benefits of performing a contemporary production within a much-loved story.
“It is really exciting to be one of the first schools to do a script when it’s released for amateur rights,” explains Nicole Smith, Senior School Head of Drama and Theatre Studies.

The cast embraced the opportunity to bring to life their own versions of well-known characters by using the script to explore roles and deepen their understanding of character motivations. 

Drama Captain, Simon in Year 12, enjoyed exploring the complex father-son relationship between his character of the well-meaning Harry Potter and son Albus. “Harry is a man of action, but he still harbours trauma from the original books and I think he forced that back on to his own son Albus,” he says. 

The focus was firmly on stagecraft rather than special effects. “We focussed on the actors creating the magic. The dream of using pyrotechnics couldn’t happen due to safety concerns, so we got creative with lighting, costumes and misdirection,” explains Nicole. 

With its intricate storyline that spans multiple locations and timelines, bringing The Cursed Child to life was a challenge. In the high school edition, the script runs to two and a half hours, down from the original six-hour professional production. The rehearsal process for such a long story was intense, with the ensemble having just eight Sundays to prepare. The lead cast members also dedicated extra time over additional Friday night and lunchtime rehearsals.  

“It was really important to always be positive and show we could have fun while also demonstrating how hard we were supposed to be working,” says Simon. 

Haileybury also drew on valuable community and industry connections for input into the production. Hayden Spencer, a performer in the hugely popular Melbourne production, coached students; while Lee Cohen, a magician and illusionist who had also worked on the commercial production, ran workshops. 

Nicole acknowledges the valuable input of Haileybury’s Lighting designer Matthew Sanderson and set design consultant Christina Logan-Bell, who collaborated to support the cast and crew to stage a truly magical theatre experience.  

Throughout the production, the cast and crew learnt to support each other and meet challenges with creativity and problem-solving. “Our drama captains went to great efforts to make everyone feel part of the show, including our backstage crew, which fostered a strong sense of community and commitment to the show,” Nicole explains. 

Behind the scenes, there were many magical moments for the students. These included the excitement when the ensemble first saw the lighting effects, the closeness of the cast and crew and the excitement as the final curtain fell and it was clear that the students had successfully brought their very own brand of Hogwart’s magic to the stage.   

As a testament to the cast and crew’s hard work, Haileybury’s production of The Cursed Child has been recognised with a record-breaking 17 Lyrebird Award Youth nominations. These awards celebrate and recognise artistic merit and endeavour. 

In August the stage of Elisabeth Murdoch Hall came alive as more than 800 guests filled the Melbourne Recital Centre for Haileybury in Concert. The sold-out event was not just a performance but a celebration of passion, perseverance and community, with twelve Senior School ensembles performing classical, jazz and contemporary music. Behind every note performed were months of rehearsals, hours of individual practice from 316 students and the unwavering support of 62 music staff. 

A highlight included a collaborative performance between the Stage Band and String Sinfonia together with solo vocalist, Ruby, who sang ‘A Thousand Miles’ by Vanessa Carlton. The Year 12 student said, “This was an incredible opportunity to perform at one of Melbourne’s most prestigious concert venues, the atmosphere was thrilling, and I am so fortunate to perform alongside such passionate musicians that inspire me to keep growing and perfecting my craft as a performer.” 

For the first time, the evening concluded with a spectacular finale from the Haileybury Pipes & Drums, a rousing and unforgettable end to a special night. 

Events such as Haileybury in Concert are far more than performances, they are a testament to the power of music education. “Research consistently shows that participation in music fosters discipline, teamwork, resilience and creativity, while also building confidence and emotional intelligence. These qualities extend far beyond the rehearsal room, enriching every aspect of a student’s life,” explains Rodney Marshall, Director of Performing Arts and Head of Haileybury Music. 

Harley, Year 12, studies the alto and tenor saxophones and says performance opportunities such as this one have helped him to learn discipline, teamwork and resilience. “Playing alongside others requires listening, adapting and contributing to a collective sound, which are valuable lessons that go beyond music,” he says. 

While drummer Raenav, Year 11, says that the concert “pushed me out of my comfort zone, especially when playing on equipment that I wasn’t familiar with, while still striving to maintain a high level of performance.” 

For those involved, the memories made on the stage will be cherished. “The camaraderie between students, the thrill of performing in a world-class venue, the shared sense of achievement, these moments become part of each performer’s personal story. They are the memories that Old Haileyburians will recall with pride, the moments that inspire a lifelong love of music,” says Rod. 

“Nights like this remind us of the value of pausing to celebrate beauty, artistry and community. Haileybury in Concert is a celebration of our School’s commitment to excellence, the transformative role of the arts and the boundless potential of our young people,” says Rod. 

 David Powell knows how to help students keep their eye on the ball, both in the classroom and on the table tennis court. As Deputy Head of Mathematics (Years 7–8), Head of Table Tennis, and a double Olympian, we asked David to shared how he inspires students to excel in both academics and sport. 

My sister inspired me. She taught me Biology and watching her made me realise how rewarding teaching could be.  

I’ve been involved as the Head of Sport (Table Tennis) since joining Haileybury in 2019. We’ve always had a strong program, and I’ve been fortunate to help build on that success. Outside of school, I’ve also worked with Table Tennis Australia, supporting our National Junior Squads, several of whom are Haileybury students. Being able to share my experience with them has been incredibly rewarding. In fact, Haileybury has now won the past 22 APS titles at firsts level, a remarkable record.  

I feel so lucky to have been part of the Australian Olympic Team in both 2016 and 2020. Competing on the biggest sporting stage was something I’d dreamed of since I was a kid, and getting to share that moment with our incredible team is something I’ll never take for granted. 

The most rewarding part of my role is working with the young people. They are full of optimism and energy, and always bring a fresh perspective. I also value my role in Maths leadership and having the opportunity to help shape the direction of our department and make a meaningful impact on the learning experience of our Middle School students. 

Set clear, specific goals, then map out strategies to reach them. Hard work and dedication are key but remember that progress is not always linear. Most importantly, find the joy in what you do. If you’re enjoying the process, everything else falls into place. In the words of gymnast Simone Biles: “At the end of the day, if I can say I had fun, it was a good day.” 

I love teaching quadratics and graphing parabolas! There are so many real-life examples that bring these concepts to life, from the design of suspension bridges to the arc of a water fountain, or even the flight path of a table tennis ball. It’s one of those lessons where maths meets the real world in a visual and fun way. 

Few educators have shaped the landscape of Drama education quite like Philippa Bell. As Head of Drama Curriculum from Prep to Year 8 at the City campus we asked her to reflect on the evolution of Drama education, and what inspires her. 

My association with Haileybury began in 1985 when I was employed to teach the new Middle School subject of Speech and Drama, to Years 7 and 8 boys. During this time, I was also the make-up designer for Senior productions, which gave me an insight into the broader benefits drama brings to school life. I taught at Haileybury until the end of 1991 and returned in 2001 to take on the role of Middle School Drama teacher and literacy support at the Castlefield (Brighton) campus. I proposed the introduction of primary drama and from 2002 this became a core part of the curriculum across Haileybury campuses. 

In 2016, I was given the opportunity to help establish the Drama program at the City campus, including contributing to the design of purpose-built facilities as part of the steering committee. I was passionate about ensuring a clear Drama pathway to VCE and we are now seeing our second group of City Year 12s complete VCE Drama. I have been fortunate to work at a school where Drama is central to the curriculum.

There are special moments every week. Recently I was exploring Shakespeare with my Year 6 boys and a young man from that class gave me an alternative meaning for one of the lines I had been teaching for years, and it blew me away. I love that my students are still teaching me.  

Drama is a subject that has always existed at the margins and been delivered by passionate staff. Students have loved the way drama has allowed them to express themselves and given them freedom to create. It has been my privilege to teach and be an advocate for this subject. I was motivated to teach Drama in the eighties by inspiring practitioners, who were advocates for Drama and showed how it develops empathy, critical thinking, collaboration and much more.  With Covid-19 and world political climates, Drama has lost its place in many schools. Although a rocky time for my beloved subject, my hope is we continue to see its worth for students.  

The challenge of every class being different and working with students to engage them so they love the drama space.   

To be proud of being different and unique and to respect the First Nations peoples of Australia.