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L I N D I S FA R N E A N G L I CA N G RA M M A R S C H O O L

Grammar

Issue 31 Edition 2, 2026

Contents

Principal’s Note Principal Stuart Marquardt welcomes readers to Edition 2, sharing insights on the stories across our sub-schools and school community.

School Council Introducing new School Council member Tatum Richards Davies: legal expert, and current Lindisfarne parent.

Feature Discover how our young learners are stepping outside the traditional classroom to learn respect, responsibility, and cultural connection on Country.

Staff Spotlight A conversation with the new Head of Junior School Mrs Angela Mundy on her eightyear journey at Lindisfarne, her passion for wellbeing, and her plans for the future.

10 Junior School Our Term 2 Year 4 House Captains share their highlights, challenges, and advice on what it truly means to lead by example.

12 Middle School

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On the Cover: Learning On Country; Students in the new Junior School dry creek bed.

An inside look at our Middle School transition program, helping Year 4 students and new families take their next exciting step toward the Mahers Lane Campus.

14 Senior School Celebrating a decade of the Dare to Dream Summit for young women and the continued success of the DARE program for young men.

20 Community Honouring a combined 69 years of dedicated

Lindisfarne Anglican Grammar School Phone: +617 5590 5099 Email: community@lindisfarne.nsw.edu.au Website: www.lindisfarne.nsw.edu.au

service. We farewell two long serving staff members as they step into their well-earned retirements.

24 Community Follow the inspiring journey of Year 11 rower Ayla Drury.

We acknowledge the Traditional Custodians of the land on which Lindisfarne Anglican Grammar School stands and pay our respects to Elders past, present and emerging. We honour their continuing connection to Country, culture and community.

This paper is Pacesetter Laser Recycled made from elemental chlorine-free bleached pulp from sustainably managed sources. It is manufactured by an ISO 14001 certified mill and printed using 100% recycled soya-based ink.

28 Community A look at Lindisfarne’s five consecutive years as an Educator 5 Star Innovative School.

31 Alumni We catch up with 2004 alumna Dr Lyndal Van Leer, exploring her career journey and outstanding contributions as a neurologist.

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Principal’s Note

Foreword I am pleased to share with you Edition 2 of the Grammar Gazette for 2026. Within these pages, you will find stories that celebrate the diversity of opportunities across our campuses, from innovative learning environments and deep cultural connections to landmark milestones in student leadership and care.

e begin this edition by warmly welcoming past student and current parent Tatum Richards Davies to the School Council. Tatum brings significant expertise in law, risk management, and corporate governance, alongside a deep, multi-generational connection to our region and school. Tatum’s perspectives will be invaluable as we continue to shape Lindisfarne’s strategic direction and create an outstanding learning environment for children and young people. Our Feature article highlights a quiet transformative project funded by our Parents and Friends Association at our Junior School Campus. With the opening of our dry creek bed and yarning circle, our students are being invited to step beyond the traditional classroom walls to engage directly with Country. Grounded in the deep history of the Tweed Valley and guided by our First Nations Cultural Engagement Coordinator, Gypsy Togo, our young learners are discovering what it truly means to listen to, respect, and care for the environment around us. Across our Sub-Schools, we continue to nurture the development of our students at every stage of their educational journey. In the Junior School, we warmly welcome Mrs Angela Mundy as our Head of Junior School and share reflections from our House Captains on what leadership means to them. Moving into Middle School, we explore our intentional approach to transitions, focusing on how we support our Year 4 students and families as they prepare to take their next exciting steps towards joining the Mahers Lane Campus. In the Senior School, we proudly mark ten remarkable years of the Dare to Dream Summit. What began as a passion project by educator Kylie Wharton to inspire our young women has grown into a cornerstone experience of reflection, courage, and leadership. Running alongside this legacy is our DARE program for young men, now in its third year, reinforcing our commitment to character, integrity, and positive masculinity. Together with practical, futurefocused initiatives including our Year 12 Industry Breakfast and Stage 6 career mentoring, we remain dedicated to shaping well rounded, confident young adults. This edition also celebrates the many ways our students and community embrace challenge, creativity and connection beyond the classroom. We follow the journey of students and staff who travelled to Tanzania to climb Mount Kilimanjaro, discovering that the greatest rewards of such an experience are often found not at the summit, but in the friendships, resilience and shared moments along

the way. We also showcase the remarkable creativity and dedication of our students through the 2026 Major Works Exhibition, where the Senior Centre was transformed into a professional gallery celebrating the talent of our Creative Industries students alongside local artists. And, bringing our wider community together FunFest provided a wonderful day of rides, music, food, and connection, made possible through the generosity of our Parents and Friends Association, Community Engagement Team, volunteers, sponsors, staff, students and families. We also pay tribute to two much-loved members of our community: Mr John White, following an extraordinary 44 years of service, and Ms Clare Cootes, after 25 years in Student Administration. We thank them both for their dedication, care and lasting contribution to Lindisfarne. Finally, we celebrate being named one of Australia’s 5 Star Innovative Schools by The Educator for the fifth consecutive year. We also shine a spotlight on student and alumni achievement, including rower Ayla Drury and Neurologist Dr Lyndal Van Leer (2004), whose work at John Flynn Hospital is making an important contribution to medicine. Each story in this edition represents the dedication of our staff, the enthusiasm of our students, and the strength of our broader community. Thank you for your continued partnership as we work together to support and inspire every student at Lindisfarne. Stuart Marquardt Principal EDITION 2, 2026

Council

TATUM RICHARDS DAVIES It is rewarding to see a student who once attended Lindisfarne Anglican Grammar School return to help shape its future. For Tatum Richards Davies, her relationship with Lindisfarne is driven by a genuine investment in the School’s everyday culture and long-term vision.

A highly experienced corporate lawyerand Corporate Affairs Manager, Tatum currently oversees the legal portfolio at Solo Resource Recovery, supporting executive teams and the Board across a range of strategic and operational areas. Holding a Bachelor of Laws from Bond University, she has built an impressive career working with leading organisations including Boardriders (formerly Billabong International), G8 Education and MinterEllison. With almost two decades of experience across private practice and corporate environments, Tatum brings valuable expertise in contracts, risk management, corporate governance and strategic decision-making to the Council. “The School Council is comprised of incredibly passionate, dedicated and focused members from varied professional backgrounds who are invested in the vision of the School,” she says. “It is inspiring to be a part of.”

atum’s connection with Lindisfarne spans generations. She attended the School between 1998 and 2000, and today her two sons, Oxford and Mack, are continuing the family connection as students in Years 5 and 3. Her appointment to the School Council represents a meaningful opportunity to give back to a community that has played an important role in her family’s life. Tatum’s appointment to the School Council was not entirely unexpected. Having long felt a desire to contribute to the strategic direction of the School, she made her interest known to both Council members and

Born and raised in the Northern Rivers, Tatum remains deeply connected to the region she calls home, embracing the outdoor lifestyle that makes the Tweed such a special place to live. “I am really passionate about this area,” she says. “It has expanded considerably over my lifetime, and it is wonderful to see it thriving.” That connection extends into her professional life. Tatum is part of the fourth generation of her family to work in their longestablished waste management business, which was founded in the Tweed in 1932. She describes the industry as dynamic and constantly evolving, making for challenging and rewarding work.

members of the executive team. “I was the squeaky gate!” she laughs. “I had felt strongly that I wanted to contribute to the direction and vision of the School through involvement in the School Council. When the opportunity arose, I jumped at it.”

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As a School Council member, Tatum sees her role as helping to support the School’s leadership and long-term vision. “An effective School Council is a support mechanism for the Principal, executive function and operational aspects of the School,”

she explains. “The Council’s collective experience across legal, finance, education, property, health and governance provides incredible depth at the non-executive level.” Having the unique perspective of both a Council member and a current parent, Tatum is particularly appreciative of Lindisfarne’s commitment to developing the whole child. “I am particularly grateful for the School’s whole-child philosophy that underpins everything it does,” she says. “I really believe that nurturing each individual child’s strengths results in much better engagement and far more positive learning outcomes.” Looking ahead, Tatum is excited about the future of Lindisfarne and the opportunities that lie ahead for the School community. “Lindisfarne has come an incredibly long way in a relatively short space of time,” she says. “The School has an impressive ability to take rapid growth into its stride while remaining focused on providing the best possible learning environment for students.” Whether she is helping shape strategic decisions around the Council table, cheering from the sidelines at weekend sport, or relaxing with family and “a pinot by the fire”, Tatum remains firmly invested in the community she has called home her entire life. “I strongly believe in striving to leave things better for those who come after you,” she says. “The School Council is a way of doing just that.”

Feature “ You look after Country, Country will look after you.” Minyungbal Elder Uncle Magpie Yeeribligin

LEARNING ON COUNTRY There is a quiet yet transformative shift taking place at our Junior School Campus. Step outside the classroom and you will discover two new intentional spaces, a dry creek bed and a yarning circle. They are far more than landscape features. They are places of learning, connection and reflection. They invite our students to slow down, listen deeply and begin the lifelong journey of understanding what it truly means to learn On Country. 5

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EDITION 2, 2026

Pictured: Students gathered in the yarning circle for a lesson On Country.

or thousands of years, the Tweed Valley has been home to the Bundjalung People. Our Junior School stands on the Country of the Minyungbal-speaking people of Bundjalung Nation. Every day, our students have the privilege of learning on Country that has been nurtured through countless generations of knowledge, responsibility and connection. For Aboriginal peoples, Country is not simply land. Country is a living entity. It is identity, culture, history, family and belonging. It holds stories, knowledge and responsibility. This understanding sits at the heart of our new outdoor learning environments. From the very beginning, these spaces have been shaped through collaboration, listening and respect. The creation of the dry creek bed and yarning circle was made possible thanks to the generous support and funding of our Parents and Friends Association. During the planning and design phase, our landscape architect worked closely with Yugambeh and Minyungbal Elder Uncle Steve Cora, ensuring the vision for the dry 6

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creek bed and yarning circle was informed by local cultural knowledge and the stories of this place. This process of community consultation reflects an important principle of reconciliation, that meaningful outcomes begin by listening. The response from local Elders and community members has been overwhelmingly positive, with many recognising these spaces as a genuine expression of Lindisfarne’s commitment to embedding First Nations’ perspectives into everyday school life. Their encouragement affirms that these spaces are not simply symbolic additions to our campus. They are places where relationships can grow, stories can be shared and learning can deepen for generations to come. The dry creek bed allows students to move beyond the four walls of a traditional classroom and experience nature as their teacher. Alongside the creek bed sits our yarning circle, a space for storytelling, deep listening, shared knowledge and respectful conversation.

Learning On Country also reminds us that we are never the only ones who belong here. One of our most treasured visitors is the endangered Bush Stone-curlew, a remarkable native bird that has chosen to nest within our Junior School grounds. Quiet and watchful, the curlew has become a gentle reminder that our campus is shared with many other living beings who also call this place home. As we continue to develop our outdoor learning spaces, we do so with the intention of creating environments where people and wildlife can coexist. By protecting habitat, respecting nesting areas and encouraging students to observe rather than disturb, we are teaching that caring for Country also means caring for those we share it with. These spaces are also a reflection of the vision and commitment of our Director of Early Learning, Jo Hetherington, whose passion for creating meaningful outdoor learning environments has helped bring this initiative to life. Jo has long championed the belief that some of the richest learning happens beyond the classroom walls. Through her commitment to nurturing curiosity, creativity and connection,

she has helped shape environments where children are encouraged to explore, wonder and develop a deep sense of belonging to the place in which they learn. Long after the planning meetings have finished and those who helped create it have moved on, it will continue to welcome generations of children into an ancient way of learning. Together with the yarning circle, these spaces remind us that education is not only about what children know, but also about who they become, shaping young people who understand that caring for Country is both a privilege and a shared responsibility. That is the enduring legacy of creating places that honour both learning and belonging. Supporting this journey is our First Nations Cultural Engagement Coordinator, Gypsy Togo, who works alongside staff, students, Elders and community to embed authentic First Nations perspectives across the life of the School. Learning to be at one with the land is a lifelong journey but every journey begins with a single step. Sometimes that step is as simple as sitting quietly in a yarning circle, listening to the gentle sounds of nature or noticing the life that surrounds us. As Minyungbal Elder Uncle Magpie Yeeribligin, whose family connections extend from Fingal Head to Innisfail, so wisely reminds us, “You look after Country, Country will look after you.” It is our hope that these spaces inspire every child who walks through them to develop a lasting relationship with the place they learn in. That they come to understand Country as our oldest teacher, and that caring for the land is ultimately about caring for one another. Gypsy Togo First Nations Cultural Engagement Coordinator Jo Hetherington Director of Early Learning Julie Doyle Communications Officer Cultural Disclaimer: Readers are advised that Minyungbal Elder Uncle Magpie Yeeribligin, mentioned in this article, has since passed away. We share his wisdom and name with deep respect, honouring his memory and lasting legacy within our community and On Country.

Pictured: Peschool students and Mrs Jo Hetherington planting a tree next to the yarning circle.

EDITION 2, 2026

Staff Profile

Next Chapter Since joining Lindisfarne Anglican Grammar School in 2018, Angela Mundy has been a familiar face, a trusted mentor, and an advocate for every child. Now, after eight years of leadership across teaching, wellbeing, and inclusive education, we are thrilled to officially welcome her as our new Head of Junior School. Here, she shares her vision for a connected, future-focused campus, her passion for lifelong learning, and how she plans to ensure every Junior School How does it feel to officially step into the role of Head of Junior School? It feels incredibly special and an absolute privilege to step into the role of Head of Junior School. Over the past eight years, Lindisfarne has provided me with incredible opportunities to grow as an educator and a leader while building genuine relationships with our students, staff and families. To now have the opportunity to lead a community that has shaped so much of my professional journey is both humbling and exciting. I look forward to building on the strong foundations already in place while continuing to foster a Junior School where care, connection, belonging and excellence go hand in hand across every aspect of school life. You have worn many different hats across the campus. How have these hands-on experiences shaped your personal hopes and plans for the Junior School? I have been fortunate to see the Junior School through many different lenses, and each role has broadened my understanding of what helps children truly flourish. Working across teaching, inclusive education, student wellbeing and whole-school leadership has shown me that the greatest impact comes when every part of a child’s experience is connected. Those experiences have shaped my vision for a Junior School where every child feels known, valued and challenged,

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where exceptional teaching, genuine care and a strong sense of belonging are woven into everyday life; and where children are inspired to grow with confidence, curiosity and character. We know that student wellbeing and inclusive education are incredibly close to your heart. How do you plan to keep these important priorities thriving across all our year levels? A strong culture of wellbeing and inclusion starts with empowering our leadership team and teachers to ensure every child, regardless of where they are in their learning journey, feels safe, supported and encouraged to reach their full potential. Together, we will continue to provide highquality, inclusive learning experiences that meet children where they are, while ensuring every learner is appropriately challenged and supported to grow. By maintaining consistent, high-quality practices across the Junior School, working closely with families, and continually reflecting on and refining our approach, we can ensure we continue to meet the evolving needs of our students and community. You often speak about the power of visible leadership, collaboration and genuine care in education. What will this look like in dayto-day school life?

For me, it means being actively involved in the everyday life of the Junior School. You will find me welcoming families at the turning circle each morning, connecting with students throughout the day, supporting our staff, celebrating our students’ achievements, and taking every opportunity to engage with families. Those everyday interactions build trust, strengthen partnerships and create a school community where everyone feels welcomed, valued and connected.

You are a great role model for lifelong learning as you continue your own postgraduate university studies. How does that personal passion for learning influence the way you support our teaching staff and approach curriculum excellence? One of the things I love most about education is that every stage of learning brings new opportunities to grow. Continuing my postgraduate studies keeps me curious, challenges my thinking and reminds me of the importance of reflecting on and refining my own practice. It also reinforces my belief that the best schools are learning communities, where we continually learn from one another, embrace new ideas and work together to provide the very best opportunities for our students.

“Looking ahead, my vision is to build on the wonderful foundations already in place .”

As you lead the School forward, what goals and dreams do you have for our school community? Looking ahead, my vision is to build on the wonderful foundations already in place while continuing to grow as a connected, innovative and future-focused Junior School. I want every child to experience exceptional learning, discover their unique strengths and passions while developing the confidence and character to embrace every opportunity that comes their way. I hope our staff continue to feel inspired and supported to

grow professionally, and our families feel valued as genuine partners in their child’s learning journey. Above all, I want our Junior School to remain a place where children love learning, people genuinely care for one another, and every member of our community feels proud to belong. What is something about you that people might be surprised to learn?

our two teenage sons, aged 16 and 14. I often joke that some of my greatest learning happens after school! Parenting continues to teach me some of my most valuable lessons about leadership, patience and perspective. It reminds me that every child is unique and that our role as parents and educators is to recognise individual strengths, nurture potential, and help children of all ages build the confidence, capability and character to become the very best version of themselves.

People might be surprised to learn that while I spend my days working with young children, my husband Luke and I are raising EDITION 2, 2026

Junior School

The Junior School is where the foundations of leadership are laid. It is here that students begin to discover that leadership is not about standing in front of others, but standing alongside them, showing kindness, taking responsibility, serving others and leading by example. Through opportunities both big and small, our students develop the confidence, character and compassion that will shape not only the leaders they become, but the people they choose to be.

EADING THE WAY

hroughout Term 2, our Year 4 House Captains have embraced every opportunity to lead with enthusiasm and integrity. Whether speaking at assemblies, encouraging participation at House events, welcoming younger students or simply leading by example each day, they have proudly represented their Houses while modelling Lindisfarne’s values of compassion, wisdom and respect.

When discussing the qualities of a great leader, the group agreed that the best leaders are kind, supportive and always willing to help others. We then sat down with each of our House Captains to learn more about their leadership journey. Here are just some of the highlights from those conversations.

What have you enjoyed most about being a House Captain? For Adam, speaking at assembly has been a highlight, but he believes “The most important thing about being a House Captain is what you do for others.” What is one challenge you have overcome as House Captain?

What does House spirit mean to you? When asked how they make younger students feel included, the answer was refreshingly simple: talk to them, invite them to play and make sure everyone has someone to join in with. The captains recognised that even a smile or a friendly hello can make a big difference to someone’s day. 10

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Bodhi summed it up perfectly: “House spirit is about working together, encouraging each other and celebrating as a team.”

Luke reflected that remembering all of his responsibilities was challenging at first, but “As the term went on, I got much better at it!” Which Hero of Discovery inspires your leadership? Piper chose Responsible Rami because “She is confident, kind and shows the qualities of a great leader.”

How do you demonstrate compassion, wisdom or respect as a House Captain? Elke shared, “I show respect by being a good listener and not talking when my teacher or friends are speaking.” What is your favourite thing about the Junior School? Sienna’s answer was a wonderful reminder of what makes our Junior School so special. “My favourite thing about the Junior School is our strong sense of community, the friendships we make, and how kind and supportive our teachers and staff are.” And, in true Year 4 fashion, she finished with perhaps the most relatable answer of all: “...I also love the canteen!” When asked what advice they would give our incoming Term 3 House Captains, the message was remarkably consistent. Across the group, they encouraged the next leaders to make the most of every opportunity, lead by example, enjoy the experience and remember that leadership is about making a positive difference for others. I congratulate our Term 2 House Captains and thank them for the positive example they set each day. Through their leadership, encouragement and commitment to serving others, they continue to make our Junior School a place where everyone feels a true sense of belonging.

Each House leadership team shared three words they believe best capture the spirit of their House.

St Andrew: Brave • Bold • Awesome St Barnabas: Kind • Caring • Courageous St Cuthbert: Curious • Clever • Fun St Hilda: Creative • Supportive • Strong St Margaret: Respectful • Happy • Determined St Stephen: Loyal • Proud • Fearless

Angela Mundy Head of Junior School

EDITION 2, 2026

Middle School

More Than a Move: Supporting the Transition to Middle School

Moving into Year 5 is a significant milestone for children and their families. At Lindisfarne, we believe this transition should be treated with care and respect, ensuring every child and parent feels safe and heard throughout the change.

or some students, it means joining Lindisfarne for the first time and stepping into a brand-new school community. For our Sunshine Avenue students, while they are already very much part of the Lindisfarne family, the move to Mahers Lane still brings real change - a new campus, a new Sub-School, different routines, new teachers, and growing independence. The circumstances may be different, but the feelings are often much the same: excitement, curiosity, uncertainty, and lots of questions. We know that when children feel familiar with their environment, connected to the people around them, and confident about what lies ahead, the transition into a new stage of schooling is far smoother. That sense of belonging matters.

This is why we think carefully about transition in Middle School. It is never just about a single orientation day or one information session. Good transitions take time. Throughout the year, we create opportunities for children and families to gradually build familiarity and confidence. For our Sunshine Avenue Year 4 students, this includes time spent at Mahers Lane so that the campus begins to feel known well before the first day of Year 5. Just as importantly, our Year 5 Coordinator spends time at Sunshine Avenue across the year, connecting with students in the place where they already feel comfortable and confident. Those early conversations and informal opportunities to ask questions or be a part of a special Sunshine Avenue event all matter.

For students joining us from surrounding schools, these transition experiences are equally important. Beginning at a new school can feel like a big leap, and a thoughtful transition helps make that leap feel much smaller. Families are a very important part of this process, too. Children are not the only ones navigating transition. For parents, change can bring plenty of questions and, at times, understandable worries. Creating opportunities for families to visit Mahers Lane, meet staff, ask questions, and gain a sense of what Middle School life looks like is just as important. At Lindisfarne, we see transition as much more than moving students from one campus to another. It is about helping children step into this next chapter feeling known, confident, and excited about what lies ahead. Cathy Cox Head of Middle School

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“It is never just about a single orientation day or one information session. Good transitions take time.”

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Senior School

Dare to Dream

Te n Ye a r s S t r o n g

This year, Lindisfarne Anglican Grammar School proudly celebrated a monumental milestone: the 10th anniversary of the DARE TO DREAM (D2D) Summit. Pictured below: The first D2D - 2017

hat began in 2017 as a heartfelt passion project has evolved into a cornerstone experience for our senior female students. Across a decade of empowering young women, D2D has provided an invaluable platform for meaningful conversations, courageous thinking, and inspiring leadership, helping hundreds of students recognise their potential and help shape their futures. Founded by educator Kylie Wharton, D2D was intentionally designed to offer guidance, motivation, and clarity to modern young women. Rather than serving as a rigid academic roadmap, the program draws on the diverse experiences of female leaders to motivate and inpsire. Through carefully curated panels, the summit has tackled everything from STEM, business, grief and loss, identity, mindset and health. The journey kicked off on 7 May 2017 at Warehouse No. 5 in Burleigh Heads. The inaugural panel featured powerful role models, including Ironwoman Courtney Hancock, who challenged the very first cohort of Lindisfarne dreamers to push boundaries. By 2018, the summit moved to the hills of Ardeena in Carool. Reflecting on the impact of these early sessions, 2018 alumna Annabelle Miller shared, ”It was my first time going to D2D, and I am super glad I went! The atmosphere was positive and fun... the day was motivating for me. I feel like I can do so much more after taking in what all the speakers had to say”. Classmate Brynn Bennett-Wise agreed, noting, “Being an engineer is my dream, and I took away a lot of reasons why I should fight for that dream.”

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As the years progressed, D2D expanded with impressive longevity. In 2019, the summit found its long-term home at Osteria in Casuarina, featuring V8 supercar driver Emily Duggan. In 2021, the event brought prominent executives to campus, including Gold Coast Airport COO Marion Charlton, and continued to flourish into 2025 with inspiring speakers like author Tracy Hall and Dr. Anthea Todd. Through it all, the core message remained unflinching: our young women are entirely worthy of their dreams. Reaching its historic tenth year on Wednesday, 6 May 2026, the D2D Summit came full circle. The anniversary event featured a powerful keynote and workshop by leadership consultant Angela Davies from Mind Your Grit. In a beautiful testament to the program’s legacy, an Alumnus Panel welcomed back past graduates Maddie Turney (2013), Stella Rafter (2018), and Chloe Guye (2022) to inspire the current generation. None of this would be possible without the vision of D2D founder, Kylie Wharton. Having grown from a third-year teacher into an esteemed educator with nearly twenty years of experience at Lindisfarne, Kylie has relocated to the beautiful shores of Lake Jindabyne, where she continues her professional path as an English teacher and Head of Year 9. Despite the geographical distance, her devotion to Lindisfarne’s young women remains unyielding. “Born from a passion project that aimed to create ‘uplifting events for inspired women’, the D2D Summit is a reflection of my commitment to educating the whole person,” Kylie notes. Her timeless advice continues to ring true: “Say yes to opportunities. Do not be held back by fear. Dare to Dream. Always”.

DARE

Empowering Our Young Men

aunched in 2024, Lindisfarne’s DARE program for Year 11 boys is now celebrating its third consecutive year of shaping character and building purpose. The initiative began at Pioneer Country, South Tweed Heads with renowned speaker Glen Gerreyn, who tackled the complex landscape of modern masculinity head-on, guiding students through crucial conversations about respectful relationships, positive mentorship, and emotional management. Building on this foundation, the program reached new heights in 2025 with speaker Matt Cogin, who challenged the boys to “level up” their communication, mindset, and leadership skills. Now in 2026, DARE continues to focus deeply on personal responsibility, discipline, and the power of intentional choices. Over three impactful years, this seminar has provided a safe, frank environment for our young men to confront the tough questions of identity. By focusing on the values and habits that define positive masculinity, DARE ensures our students are not at the mercy of external pressures, but are fully equipped to make lifechanging decisions for their futures. Ultimately, both DARE TO DREAM and the DARE program serve as powerful testaments to Lindisfarne’s deep commitment to holistic student development. They focus on the same essential truth: achievement matters, but character matters more. Looking to the future, it is vital that we see these programs continue to grow and evolve, ensuring Lindisfarne remains at the forefront of pastoral care, guiding every student to discover their purpose and step confidently into adulthood.

Alumnus Panel - 2026 D2D

“Say yes to opportunities. Don’t be held back by fear. Dare to Dream. Always.” Kylie Wharton D2D Founder

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Senior School

Shaping Future-Ready Students

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Preparing students for life beyond Lindisfarne requires more than classroom academic excellence; it calls for career clarity and real-world connections. As part of our career development strategy, we are continuously looking for ways to bridge the gap between school and the professional world. Two core initiatives introduced in 2026; the Year 12 Industry Breakfast and the Year 10 Mentoring Program for Stage 6 Subject Selection, lead the way in empowering students to transition seamlessly into their futures.

FUELING AMBITION: THE YEAR 12 INDUSTRY BREAKFAST Held as part of their Year 12 Activities Week, while all other year levels were away on camp, the Year 12 Industry Breakfast ran for the first time in this capacity in 2026, set to become a premier event on our school calendar for Year 12s. This initiative brought seniors face-to-face with an array of industry leaders, regional professionals, and successful alumni representing diverse

practiced active listening, social adaptability, emotional intelligence, and conversational confidence, skills that are increasingly vital in the modern workplace. By connecting high school studies with professional practice and equipping students with vital, lifelong networking skills, this event helped our Year 12 students feel more prepared, confident, and excited about the opportunities ahead. INTENTIONAL PATHWAYS: THE YEAR 10 MENTORING PROGRAM

Aligning with Future Careers: Whether aiming for university, a creative portfolio, or an apprenticeship, the program ensures subject combinations support long-term goals aligned with passions and strengths Fostering Autonomy and Reflection: Actively involving students in this decision-making process encourages deep self-reflection, cultivating personal accountability and genuine ownership over their learning pathways.

sectors. Real-World Insights: Students gained firsthand knowledge of current economic landscapes, emerging professional trends, and diverse career options. The Art of Networking: For many Year 12s, this served as their first formal networking experience. It challenged them to move beyond their comfort zones, refine their professional communication skills, practice making a positive first impression, and confidently pitch their future aspirations to adults outside the school environment. Developing Essential Soft Skills: The interactive nature of the morning focused heavily on building crucial human skills. By engaging in professional dialogue, students

While Year 12 students prepare to step out into the world, our Year 10 students are preparing to step up into their critical senior years. The Year 10 Mentoring Program for Stage 6 Subject Selection ensures that every student has the dedicated opportunity to connect, reflect, and deeply discuss the future options and pathways they are considering. Through structured mentoring sessions, students work closely with staff to map out their senior studies by looking inward before looking forward: Identifying Strengths: Mentors guide students to evaluate their unique academic capabilities and personal interests, ensuring they choose engaging subjects they can excel in.

PREPARING FOR LIFE BEYOND THE GATES Together, these initiatives form a powerful continuum of care and development. From the reflective foundations laid in Year 10 to the high-stakes professional networking experienced in Year 12, Lindisfarne students are uniquely supported at every milestone. We are incredibly proud of how our community, including parents, teachers, and local industry partners, comes together to champion the next generation. When our graduates walk up the stairs for the final time, they do so with a clear vision, an open mind, and a definitive purpose. Hayley McDonald Director of Careers and VET

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Community

MADE TO BE SEEN Creativity, craftsmanship and countless hours of dedication came together at the 2026 Major Works Exhibition, celebrating the outstanding achievements of our Creative Industries students.

he exhibition showcased the major projects of our Year 12 Visual Arts, Design and Technology, Textiles and Design, and Industrial Technology students, as well as a diverse selection of projects from our Year 11 students. Collectively, the works reflected countless hours of planning, experimentation, refinement and perseverance, highlighting the individual ideas and highly developed practical skills of each student. For the first time, the exhibition was held in our new Senior Centre, which proved to be an outstanding exhibition venue. The 18

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contemporary space allowed the works to be presented at a truly professional standard, transforming the Centre into a sophisticated gallery and design space. The quality of both the student work and its presentation created an exhibition that felt genuinely world-class. This year also saw the exhibition extend beyond our students, with a selection of professional local artists invited to exhibit alongside the Major Works. This provided a wonderful connection between our students, the School and the wider creative community. A portion of the proceeds from works sold through the professional

exhibition was generously donated to Friends of the Arts (FOTA), helping to raise funds that will continue to support Arts opportunities at Lindisfarne. The 2026 Major Works Exhibition was an inspiring reflection of the strength of the Creative Industries at Lindisfarne and, most importantly, a celebration of the dedication, imagination and talent of our students. We congratulate the Class of 2026 Creative Industries students on an exceptional achievement and exhibition. Jane Brennan Director of Creative Industries

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Community

A LIFETIME OF Service, Friendship, Gratitude

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Pictured: John White with his family.

Pictured Left: John White in a staff photo with colleagues during his first year at Lindisfarne in 1983 and below with a Year 2 class in 1989.

here are teachers who leave an impression for a season, and then there are those rare individuals whose influence becomes part of the very fabric of a school. After an extraordinary 44 years of dedicated service, we farewell John White, a teacher whose unwavering commitment, resilience, kindness and sense of community have shaped generations of students, families and colleagues.

students still recall decades later. In 2002, Mr White’s life changed forever.

Mr White’s journey began in 1983, following two years as a permanent casual teacher. At the time, our school was a much smaller place, with just four teachers. The school was seeking not only a male classroom teacher but also someone with a passion for sport - and thankfully, they found exactly that. Over the years Mr White taught students across Years 2 to 4, building classrooms filled with encouragement, laughter and high expectations.

The journey that followed demanded extraordinary courage, resilience and determination. Yet, rather than dwelling on what had been lost, he has always chosen to focus on what he gained.

Education has changed enormously over four decades, and he has witnessed it all. In those early days, worksheets were painstakingly produced on stencils before the arrival of the photocopier - an innovation he jokes “changed the world!” While technology transformed teaching, one thing never changed: his belief that strong relationships and genuine care are at the heart of great education.

Lucky another surfer happened to be paddling out that day.

Beyond the classroom, his impact on sport has been nothing short of remarkable. As Sports Master until the early 2000s, he inspired countless students to discover confidence, teamwork and perseverance through competition. Before the establishment of NCISSA, our school competed with local Catholic schools, creating many cherished memories along the way. Some of the greatest adventures involved travelling by overnight train from Murwillumbah, collecting students from Lismore and Coffs Harbour before heading off to competitions. Those trips became legendary - not just for the sport, but for the friendships, excitement and stories that

Following a devastating surfing accident, everything was suddenly uncertain. Doctors told him he would likely spend six to nine months in hospital in Brisbane. Characteristically determined, he replied that he would stay just six months. In the end, it was six months and four days.

Looking back, he simply says, “I’ve been lucky - and I still am.” Lucky to be alive after being face down, peacefully surrounded by bubbles.

Lucky his injury wasn’t any higher. Lucky to have visitors in hospital every day except one. Lucky to be surrounded by a beautiful family, an incredibly supportive school, community and wonderful friends. Lucky to have continued doing the job he loved for so many years. Lucky to have worked alongside caring, dedicated colleagues. And finally, lucky to be able to retire on his own terms. Perhaps one of the greatest lessons he has taught us has never appeared in a lesson plan. Through quiet determination, humour and unwavering optimism, Mr White has shown generations of students that adversity

does not define a person. His courage has inspired many and he hopes that, in some small way, he has helped break down barriers and broaden understanding for people living with disabilities. There is no doubt he has done exactly that. While countless students will remember exciting sporting carnivals, classroom moments and encouraging conversations, many will remember something even more important - the way Mr White made them feel seen, capable and valued. As he prepares to close this remarkable chapter, his thoughts remain focused on gratitude. “I thank everyone for their support and friendship - our wonderful staff, parents and the many former students who have shared this incredible journey with me.” It is difficult to imagine our school without his familiar smile, gentle encouragement and steadfast presence. Mr White’s legacy extends far beyond classrooms, sporting fields and school events. It lives on in the thousands of lives he has touched over more than four decades. On behalf of our entire school community - past and present - we thank you for your exceptional service, your resilience, your generosity of spirit and your friendship. You have made this school a better place and your influence will continue to be felt for many years to come. Congratulations on an amazing career. We wish you every happiness, good health and countless new adventures in your wellearned retirement. You will always be an incredibly important part of our school’s story. Jodie Arnold and Linda Howarth Junior School Teachers EDITION 2, 2026

Community

HONOURING LEGACIES OF HEART, HISTORY AND SERVICE Having just celebrated the remarkable 44-year journey of John White, a beloved teacher whose courage, optimism, and service have left an indelible mark on generations of students, we now turn to recognise another cherished staff member of our community. As we bid a fond farewell to Clare Cootes after 25 years at Lindisfarne, we are reminded that her devotion, like John’s, reflects the true heart and fabric of our school.

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Pictured above: Clare joined by Principal Stuart Marquardt, Deputy Principal Charlotte Lush, and colleagues at the 2026 Staff Dinner, recognising years of dedicated service.

ver her 25 years at Lindisfarne, Clare did more than help keep the school running; she became the heart of its community. Today, we celebrate a legacy defined by warmth, steadfast care, and devotion to our students, families, and staff. Over a quarter of a century, Clare has witnessed remarkable transformations across our campuses. She fondly recalls the early days of the original “SHED” building, which once hosted all sports and gatherings, contrasted with today’s magnificent Ngahriyah auditorium. She watched our grounds expand from a single bottom playing area to include full rainforest access, agricultural plots, a top oval boasting million-dollar coastal views, and dedicated cross-country tracks. She reflects, “Even our transport evolved from one lonely yellow bouncy bus into an ever-increasing fleet, and let’s not forget, the building upgrades as the obvious change due to growth. What a gift from those with brilliant foresight, determination and hard work to fulfill the needs of ever-increasing campuses with even more exciting additions for the future.” Yet, beyond the expanding facilities, Clare’s true impact lies in her genuine human connection. She recalls, “I remember braving the Year 7 Mebbin Camp and sharing those days with our camp coordinator, the beloved Matt Fydler, who always had the ability to make things special with lots of fun and happiness.” Whether it was cheering on students at athletic and swimming carnivals, or watching shy students step on stage with vibrant confidence during school musicals, her focus was always on nurturing the individual.

For Clare, these daily interactions will always remain cherished memories, creating bonds that endure long past graduation. She reflects, “It is still always a buzz when I spot ex-students out in the community, whether bumping into each other in Bunnings, local service stations, emergency departments, or along the beach, and they eagerly stop to catch up and reminisce about their school days.” Reflecting on her journey, Principal Stuart Marquardt captured her transition best when reading her resignation letter, “So you are not retiring, just having a refresh”. Clare notes: “I like that response; let’s go with that but also add that I never had a gap year in my working life, so let’s put that in the equation too. No set plans, just take it as it comes!” As Clare steps into her next chapter, her advice to our community remains timeless: “Be happy with yourself and care for those around you; it’s a pretty good recipe.” We thank Clare for 25 years of inspiring devotion and wish her all the best on her exciting journey ahead. Julie Doyle Communications Officer

In the daily rhythm of school life, Clare gracefully wore every hat required. As she affectionately recalls, “You laugh, cry, argue, share, console, encourage, be a mum, aunty, nurse and personal assistant; whatever you feel is necessary to make the people around you feel safe and content.” Navigating the full spectrum of emotions stirred up by the “many personalities a teenage institution can throw at you on a daily basis,” her priority was always ensuring everyone felt supported. That deep appreciation extended beyond the students to the colleagues beside her. Reflecting on her 25 years at Lindisfarne, Clare noted how inspiring it was to witness the dedication of the teaching staff firsthand, a devotion that never faded over all those years. As she relayed to teachers at her farewell, “They are such a special breed of people. The time, energy and willingness they show their students is truly inspiring. If you have not had the chance to experience this internally, you would not have any idea of the devotion this career extends to.”

Pictured: Clare (L) and the dedicated Student Admin team, dressing up for Book Week.

Pictured: An aerial view of the Mahers Lane Campus in 2002, with the ‘SHED’ (bottom right) that Clare fondly recalls from the school’s early years and left the ‘yellow bouncy bus’. EDITION 2, 2026

Community

HEAD OF THE LAKE

“Realising all the hard work and sacrifices have paid off, that is what keeps me turning up.”

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or Year 11 student Ayla Drury, success in rowing has never been about luck. It has been built on hard work, consistency, and a willingness to believe in herself long before the results arrived. A year ago, Ayla set herself a challenging goal: to win a National Championship. It was a demanding target, but one she was prepared to work towards relentlessly. Early mornings, long training sessions, and countless sacrifices became part of her routine. Rather than focusing solely on the outcome, she committed herself to the daily process required to make it happen. What first attracted Ayla to rowing was her competitive nature. “Mainly, my extreme competitiveness and love for winning,” she explains. “But also the sense of achievement I feel after every training session, and the connections I have made that help make me a better athlete.” That competitiveness is one of Ayla’s greatest strengths. She wants to be the best from the first stroke of a session to the last, regardless of who she is training against. She is one of the most likable and supportive people you will meet off the water, but before every session she seems to flick a switch into training mode. Once training starts, she trains to win. She embraces being challenged and is constantly looking for ways to improve. Years of consistent effort and dedication were rewarded earlier this year when Ayla travelled to Tasmania for the Australian National Rowing Championships. There, she won both the Under 17 Single Scull and Under 17 Double Scull titles, while also representing Queensland in the Under 21 Youth Eight, helping the crew secure a silver medal. Following her performances at Nationals, Ayla was invited to attend the Australian Under 19 Selection Trials. Stepping up from the Under 17 age group to compete against some of the country’s best Under 19 rowers, she performed strongly and gained valuable experience that will assist her as she continues to pursue future national selection. “Those results are my proudest achievements so far,” she said. “I was most proud because they really reflected all the dedication and hard work I had put in, making all those countless hours worth it.” Ayla’s National Championship victory was the culmination of a year’s worth of preparation. All season, the team talked about Nationals as being the opportunity to submit the assignment she had been working on all year. The work had already been done. Racing was not the test; it was simply the chance to showcase everything she had invested throughout the season. Despite her success, Ayla remains focused on the future. While she is proud of what she has achieved, she is usually already thinking about the next challenge and how she can continue improving.

Pictured: Ayla with coach Tara Townsend.

While her National Championship victories are significant milestones, Ayla says her most memorable rowing moment came much earlier. Her first State Championship win in the Year 8 Single Scull was the moment she realised what rowing could offer if she committed herself fully to the sport. “The feeling after achieving your goals, whether it’s a PB, a medal or just finishing the session, is what I enjoy the most. Realising all the hard work and sacrifices you have made have paid off is what keeps me turning up.” Ayla is also quick to acknowledge the role the Lindisfarne Rowing Program has played in her journey, valuing the supportive culture that exists within the squad. With one major goal achieved, Ayla has already turned her attention to the next challenge: earning selection in the Australian Under 19 Double Scull and the opportunity to represent Australia at the World Rowing Under 19 Championships in Lucerne, Switzerland. For younger students considering rowing, her advice is simple: “Give it a go. While the medals are rewarding, it is the friendships, memories and personal growth that have made the biggest impact.” Tara Townsend Rowing Coach

EDITION 2, 2026

Community

CLIMBING KILIMANJARO

From the classroom to the clouds, Lindisfarne students and staff took on the extraordinary challenge of climbing Mount Kilimanjaro.

hen we first arrived in Moshi, Tanzania, at the foot of Mount Kilimanjaro, we were simply a group of students, teachers and guides from around the world, meeting one another for the first time. We learnt names, shared meals, fought jet lag, sorted gear and prepared ourselves for what lay ahead. Unbeknown to us then, many of these unfamiliar faces would become lifelong friends.

Then came summit night.

Over the next three weeks, Kilimanjaro taught us far more than how to climb a mountain. We hiked, learnt about the flora and fauna, acclimatised and became accustomed to camping, unfamiliar foods, changing weather, dust, new people and, perhaps less enthusiastically, squat toilets. As the days passed and the altitude increased, life became simpler. Walk. Eat. Drink. Rest. Look after one another. Repeat.

At around -10°C, it was the coldest these three Aussies had ever experienced. During the first hour, I genuinely wondered whether I would make it. Fatigue, headaches and nausea were coming thick and fast, and even the smallest steps demanded concentration and determination. Only afterwards did we discover that most of us had been thinking the same thing. At the time, we were either too tired, too scared or perhaps too stubborn to say it aloud.

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We woke at 11 pm and began walking at midnight, bundled in every layer we had. Ahead of us was just five kilometres to the peak, yet it would take almost seven hours. Every step required effort. Heavy breathing filled the silence, while above us a seemingly endless zigzag of head-torches disappeared into the darkness.

Slowly, a thin rim of light appeared on the horizon. Sunrise was coming, and with it came renewed energy. Reaching Stella Point brought an enormous sense of relief. We huddled together in the cold, waiting for the rest of the group, before continuing slowly towards Uhuru Peak, the highest point in Africa at 5895m above sea level. And then, somehow, the difficulty of the previous seven hours seemed to disappear. There were hugs, cheers and a shared joy that is difficult to put into words. We took the obligatory photos beside the iconic Uhuru Peak sign and stood looking across the glaciers and vast landscape below. For a few moments, there was nowhere else to be and nothing else to achieve. It was simply a chance to stop, look around and appreciate the extraordinary beauty of our world and how fortunate we were to be standing there.

Pictured: Art Lush, Lucas Greaves and Kelly Bedford.

The mountain was not finished with us, of course. We still had to get down. Yet what had taken seven hours to climb took only three hours to descend. With every metre we lost in altitude came a little more oxygen, and slowly we began to feel like ourselves again. And then it was time for safari. Tarangire National Park offered a completely different, but equally memorable, Tanzanian experience. We travelled across the park in safari trucks, heads peeking through pop-top roofs and cameras rarely leaving our hands. Elephants wandered majestically across the landscape, lions rested on the riverbed, and we spotted giraffe, zebra, waterbuck and buffalo. We even encountered some very cheeky vervet monkeys determined to steal our lunch. Seeing animals we had grown up watching in documentaries living in their natural habitat was a privilege in itself. It would be easy to describe this trip by its highlights: eight days hiking Kilimanjaro, a two-day safari and exploring Moshi. Yet those are only part of the story.

What will remain are the quieter moments. The conversations while hiking. The encouragement when someone was struggling. The laughter around the camp, and the roar of cheer from the students when their meals arrived. The local guides who patiently led us one step at a time. The people who began the journey as strangers and finished it as friends. On a personal level, I could not be prouder of our Lindisfarne students and fellow St Barnabas family, Lucas Greaves and Art Lush. I watched them face genuine physical and mental challenges with courage and resilience, while throwing themselves wholeheartedly into the experience. They embraced new friendships, different cultures and the inevitable discomfort of mountain life with openness and good humour. Far from home and well outside their comfort zones, they quietly demonstrated the values we seek to instil in our students: looking out for others, encouraging those around them, respecting their environment, embracing inclusion and ensuring everyone felt a sense of belonging. It was a privilege to share this experience with them.

We travelled to Tanzania hoping to climb the highest freestanding mountain in the world and experience a different culture. We came home with a much greater appreciation for the people who shared the journey with us, the country that welcomed us and the remarkable world we are fortunate enough to explore. Perhaps that was Kilimanjaro’s greatest lesson. Reaching the summit was extraordinary, but it was the people beside us on the way that made it unforgettable. Kelly Bedford Head of Barnabas House

EDITION 2, 2026

Community

AWARD WINNING INNOVATION

For five consecutive years, Lindisfarne Anglican Grammar School has been recognised as one of Australia’s 5 Star Innovative Schools by the Educator magazine. While awards are always appreciated, they are not the goal. They are the outcome of a deliberate and unwavering commitment to improving teaching, learning and opportunity for every Lindisfarne student. Innovation at Lindisfarne has never been about adopting the newest technology or following the latest educational trend. It is about creating better ways of learning, working and connecting with our community. 28

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defining feature of this approach is our ConnectEd program, which has established a seamless one to one Apple learning environment across the School. Technology is not viewed as an add on, but as an integral part of teaching and learning that empowers students to create, collaborate and think critically. Combined with a strong focus on digital citizenship and responsible use of emerging technologies, ConnectEd has positioned students to thrive in an increasingly digital world while ensuring technology always serves learning, rather than the other way around. Innovation is equally evident in the way we build partnerships. We believe meaningful partnerships extend well beyond sponsorship or commercial transactions. Whether working alongside universities, industry, community organisations or global technology leaders, our focus is always on mutual benefit. These relationships create authentic learning opportunities for students, professional growth for staff, support for community initiatives and stronger regional connections. Through the Lindisfarne Business Network and a growing range of strategic collaborations, partnerships have become an

These opportunities have enabled our staff and students to contribute to broader conversations about educational innovation while showcasing the outstanding work taking place every day in our classrooms. Five years of recognition is an important milestone, but it is not a destination. It reflects a culture that continues to ask better questions, embrace thoughtful change and place learning at the centre of every decision. Most importantly, it recognises the dedication, expertise and willingness of our staff to continually innovate in ways that create richer opportunities for every student. Here’s to the next 5 years! Dr Kane Bradford Head - Professional Practice, Innovation and Partnerships

extension of our educational mission. Inside the classroom, our commitment to professional growth has driven the development of a distinctly Lindisfarne approach to teaching excellence. Our bespoke Teaching Framework, informed by the internationally recognised Art and Science of Teaching, provides a common language and shared expectations for effective classroom practice. Complementing this is our Featured Sessions program, a collaborative model of classroom observation that shifts the focus away from compliance and towards professional learning. Teachers regularly open their classrooms to colleagues, sharing practice, reflecting together and continuously refining their craft. This culture of trust and improvement recognises that great teaching is strengthened through collaboration.

Pictured: Kingscliff Dolphins President Fletcher Davies and Principal Marquardt, formally signing a partnership agreement.

Developing exceptional educators begins well before they become experienced teachers. Lindisfarne has embraced innovative approaches to recruitment and workforce development through participation in Teacher Training Hub programs, creating stronger pathways for aspiring teachers into the profession. Once they join the School, staff are supported through a comprehensive professional learning ecosystem. StaffEd provides year round professional learning tailored to the needs of all staff, while the Emerging Leaders Program identifies and develops future leaders through mentoring, formal study and practical leadership experiences. Together, these initiatives ensure professional growth is continuous rather than occasional. Our work has increasingly attracted attention well beyond our local community. As an Apple Distinguished School, Lindisfarne has developed a strong partnership with Apple that has seen the School profiled internationally through Apple’s global education success story series and represented at national and international conferences.

EDITION 2, 2026

Community

FunFest Fever! W

hat a day! Our Parents and Friends FunFest once again brought our community together for a fantastic day of rides, food, entertainment and fun. Even the weather played its part, remaining pleasant throughout the festivities. Live music from our talented musicians, singers and choirs created a wonderful atmosphere, while the rides, face painting, fairy floss and popcorn kept everyone entertained. The Duck Derby was a surprise hit, and the lolly stall and bake sale were busy throughout the day. The Auction was another highlight, and congratulations to Toni A., the lucky winner of our car raffle! FunFest also provided an opportunity for members of our community to view the School’s Master Plan and share their feedback as part of the community consultation. A special thank you to our Hospitality students for their hard work across the Lindisfarne food stalls, and to everyone who volunteered on the P&F BBQ or helped behind the scenes. We also sincerely thank our generous sponsors, whose support helped bring the day to life. Thank you to our Parents and Friends Association, staff, students, volunteers and families for making FunFest such a wonderful celebration of our community. Simon McKinley on behalf of the Lindisfarne Parents and Friends Association

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For Lyndal, one of the most rewarding parts of neurology is developing long-term relationships with patients. “While there are always professional boundaries, I have the privilege of supporting people over many years. I get to meet and help people every day, and because the field continues to evolve, the work is always interesting.” Lyndal describes herself as a middleof-the-range student who learned that perseverance mattered more than academic brilliance. “I surrounded myself with good people who were hardworking and talented in different ways. They helped me in areas where they were strong, and I was able to help them in mine. Seeing their dedication showed me how much effort was required if I wanted to achieve alongside them.” She also remembers Biology teacher Mrs Jeffries as an important role model. “She was the first woman I knew in a science role. Seeing her made me realise that being a woman in science was something I could aspire to as well.”

Artist. Doctor. Mother. Dr Lyndal Van Leer’s journey from Lindisfarne student to neurologist has taken some unexpected turns, guided by friendship, inspiring mentors and a willingness to work hard.

yndal began at Lindisfarne in Preschool and graduated in 2004. At school, she kept her options open and was initially drawn more strongly to the creative arts. “I wanted to go to art school, so I studied Visual Arts because I loved it and it was something I was good at. I also chose Biology because I enjoyed science, although I wasn’t completely sold on it at that stage. With Hospitality and Drama among my other subjects, I was probably more arts-inclined than science-inclined.” After graduating, Lyndal enrolled in Fine Arts alongside classmate Jane Brennan. She soon moved into Health Science at Griffith University and, after a year, transferred to Biomedical Science as the possibility of studying medicine began to take shape. Her decision to sit the Graduate Medical School Admissions Test was influenced by the close group of friends she had made at university. “We had this idea that we would all study medicine in Brisbane and live in a house together,” she recalls. “We were all accepted,

although at different universities, which was probably a good thing in the end.” Lyndal was accepted into medicine at Deakin University in Geelong. Moving interstate alone was daunting, but it became the beginning of a rewarding career. She later completed her internship at Melbourne’s Austin Hospital, where exposure to excellent supervisors and a strong research environment helped her choose neurology. “I had to be pragmatic about which direction I wanted to take, whether that was general practice, emergency medicine, surgery or becoming a physician. I had some wonderful supervisors in neurology, and their influence played an important part in the path I chose.” After subspecialising in epilepsy, Lyndal returned home during the COVID-19 pandemic. Today, she works with Neurocare at John Flynn Private Hospital and part-time at Gold Coast University Hospital, where she runs the Epilepsy Unit.

Her advice to students is not to become overly focused on marks, but to develop the mindset and habits that support long-term goals. “Surround yourself with people who encourage you and help you move forward. Even if you do not achieve exactly what you hoped for at school, that does not define what comes next. What matters is learning how to work hard and being prepared to keep doing the work.” Now a Lindisfarne parent of two children, Lyndal also hopes young women feel confident pursuing both the careers and families they want. “Don’t be afraid to aim for the career you want or the family you want. It is possible to make room for both.” Despite the busyness of medicine and motherhood, Lyndal still occasionally picks up a paintbrush. “I confess that I rely on my friendship with Jane, Mrs Brennan, to keep bringing the artist back out in me.” Simon McKinley Director of Community Engagement EDITION 2, 2026

Junior School Preschool to Year 4 Sunshine Avenue Campus Tweed Heads South NSW 2486

Middle and Senior School Years 5 to 12 Mahers Lane Campus Terranora NSW 2486

T: 07 5590 5099 E: reception@lindisfarne.nsw.edu.au PO Box 996, Banora Point NSW 2486 www.lindisfarne.nsw.edu.au CRICOS No. 03803G

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