Senior School Stories

Stretching the Science of Cheese

The Year 8 Food Studies students have been very busy in the kitchen this term. Students have been analysing how properties of foods determine preparation techniques when designing solutions for healthy eating. They have been perfecting their knife skills making restaurant quality Fried Rice. Working with yeast to make a variety of shaped bread rolls and designing scientific experiments to investigate the melting and sensory properties of cheese as they prepare to design their own stretchiest, tastiest pizza next week.

Ms Chrissy Collins

Head of Curriculum

The Guy Who Didn't Like Musicals

The applause may have died down after the final performance of The Guy Who Didn't Like Musicals, but the impact of this VCE and Year 10 production will be felt by our students long after the sets are packed away.

While audiences were treated to a stellar, high-energy show, the true magic of this unit happened behind the scenes. In Theatre Studies, students do not just step into the spotlight; they take full ownership of the stagecraft. From lighting and sound engineering to costume design, stage management, and directing, students choose a discipline and work collaboratively to bring a shared vision to life.

At its core, a theatrical production is a living embodiment of our school value of an understanding heart. Bringing a show to life is a vulnerable process. It requires students to lean on one another, offer support during stressful rehearsals, and celebrate each other’s unique contributions. True leadership isn't about standing alone; it is about knowing how to function as a unified, supportive team. Our students discovered that the production only succeeded when they worked together, proving that empathy and collaboration are the ultimate keys to success.

Supported by our dedicated staff and wonderful resources, the students navigated the very real pressures of stagecraft. They were tasked with working towards a hard deadline, managing resources, and problem-solving on their feet. These are the exact, transferable skills that bridge the gap between the classroom and life after school. Whether these students pursue the arts, business, science, or any other path, their ability to take initiative, manage group dynamics, and adapt to shifting challenges makes them incredibly future-ready.

Walking away from this project, we are so proud of who these students are becoming. They have emerged not just as talented artists and technicians, but as resilient, empathetic leaders who are ready to step out into the world and make a difference.

Ms Danielle Growse

Head of Drama & Productions

Stories Through Time: A Day at the State Library

On Tuesday, 10 March, our Unit 3/4 Literature class went on an excursion to the State Library of Victoria, which began with a tour of their collection. We took a look at a 4,000 year old cuneiform tablet from Southern Mesopotamia, the oldest item in their collection. We explored elements of Japanese culture, notably traditional women’s clothing and the intricate and advanced nature of their art. We delved into different perspectives on Australia’s marine wildlife, including speculation of mythology in its coastal waters, as we looked at some realistic and romantic artistic interpretations of our aquatic environment. There was also an intriguing section of colour theory, with some fascinating contrasts between different adaptations. 

One of the most enjoyable and surprising segments of the tour was when we learnt that every newspaper ever published in Victoria has been stored in the State Library, from Ned Kelly’s crusades to current political affairs, and can be accessed by the public. This tied into further investigation about Ned Kelly, supporting our current area of study, where we looked at his armour and the Jerilderie letter. 

 

After the tour, we had a class on how to research information more efficiently and effectively, also discussing what sources to rely on when studying. Overall, the day was extremely insightful and the staff were so lovely to interact with. 

- Izzy P A, Year 12

Year 8 Debating Day

On Sunday 22 March, three teams from Huntingtower, participated in Year 8 debating day.  

 

For many of us Year 8 debating day was our first interschool debating competition. We competed against many different skilled teams from different schools. Throughout the course of a day each team competed in three debates. Two of these debates were prepared topics, which had us debating issues around ticket reselling and youth journalism, and one of these debates was a secret topic, where we got to debate whether every class should have its own pet. At the end of each debate the adjudicators would give us feedback on how we could improve for following debates. 

 

Overall, the experience was really fun and educational, with many wins (and some losses!) and we would highly recommend it to any future students as an opportunity to start debating.

 

We also want to congratulate Shloka B (Year 8), who was the runner-up top overall speaker from the entire competition! 

- Sri S and Austine W (Year 8)

Monash Asia Studies Debating Competition

Having taken part in the Monash Asia Studies Competition last year, I came into the 2026 competition with a clearer idea of what to expect. The competition still felt intense. The standard is high.

 

This is not like a typical DAV round. The 3v3 format is faster and more demanding. You face experienced debaters from top schools across Victoria, along with teams from Canberra, Brisbane, and Sydney. Every round feels competitive. You need to think quickly, structure clearly, and respond under pressure. The standard pushes you to be sharper and more precise in how you argue.

 

For me, what sets this competition apart is the nature of the topics. They focus on real political, economic, and social issues across Asia. They are not necessarily complicated or abstract. You need to research current policies and understand how countries operate. Preparation often involves deeper research than usual. You move beyond headlines and look at how systems work in practice.

 

In each debate, you argue a clear side. You weigh real policies and their impacts. You defend positions you may not agree with. This process builds a stronger understanding of global issues. You start to see how context shapes decisions and why solutions differ between countries. This has been eye opening for me and has changed how I think about these issues.

 

The competition is difficult. Every team prepares well. The judging is strict. This creates a strong environment for improvement. After each round, you leave with clearer ideas and better arguments. You also leave having learned something new every time.

 

This is one of my favourite competitions the school enters. The quality of debating stays high across all rounds. The topics stay relevant and engaging. It stands out as one of the strongest 3v3 competitions our school participates in.

 

Congratulations as well to Lily H (Year 11), who was also the top ranked speaker overall from the day’s competition.

 

If you are thinking about competing next year, take the opportunity. You will improve your speaking. You will strengthen your argumentation. You will develop a clearer understanding of issues across Asia. From my experience, I have grown as a debater and improved my speaking through this competition. 

- Shiven R (Year 11)

DAV Senior Women's Competition

Last Sunday I had the opportunity of participating in the Senior DAV Women's Debating Competition, competing against top students from across Melbourne over three rounds of secret topic debates. 

 

The tournament aims to expand on fundamental skills, focusing on issues surrounding females and equality with topics including whether women's sport (e.g. AFL) should be given the same media coverage as men's sport, if employees should be allowed to elect their company CEOs and whether crimes against women should receive harsher sentences.

 

This was a great opportunity to work with students from other schools since we were randomised in teams of 3, improving our own speaking skills and participating on high quality debates. We had some amazing results, with both Sophia G (Year 11) and I placing equal third in overall speaker rankings. On top of this, teams with Huntingtower speakers did exceptionally, with Jessica Z's (Year 11) team placing third, Chelsea X's team placing second my own team placing 1st overall in the competition. 

- Mia P (Year 11) 

The Value of Residential Program Week

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