Lux Mea July 2020

JULY 2020

A FAMILY AFFAIR

OFFSITE LEARNING

A PLACE TO THRIVE

Contents 2

Message from the Chair

3

From the Principal

4

Class of 2019 – Results

5

VCE Reflections

6

Daring to Lead

7

2020 Senior School Leaders

8

A Family Affair

10

A Place to Thrive

11

Lighting the Spark

11

Finding Your Own Pace

12

Ok, Zoomer

15

Brave Hearts and Cool Heads

16

Sport News

18

Italian Influence

19

Fairy House Project

20

Our Alumni

22

Our Staff

Cover: Jessica and Charlotte (Year 6) in

the Junior School playground.

Back: Gabriella (Year 7) at the House Cross Country Carnival.

Please note: Some photos in this publication were taken before COVID-19 restrictions were implemented.

EDITOR

Message from the Chair In 2019, the School released its Strategic Plan 2019-2024, which is based on three key pillars; to provide quality learning and teaching, quality pastoral care and a connected community.

A key strength of our school has always been its connected community; quite unique in comparison with our competitor schools.

It comes from many aspects of our community – our wonderful parent and broader community volunteers, our exemplary teaching and professional staff and of course our wonderful students both current and past. Each of these individual groups play their unique part in creating our school family, and what is a fantastic Ivanhoe Girls’ experience, which extends well beyond a student’s years at school.

Many past students have the same reflection on their time at the School, consistently noting that they have been shaped by the genuine interest and dedication of their teachers and the life-long connections with their classmates. Building on our existing

strengths in this area will be a focus in the implementation of our Strategic Plan as we further develop relationships with current and past students and our broader community, to provide even more meaningful opportunities to engage and connect in mutually beneficial ways.

What an interesting start it has been to 2020.

The enthusiasm and energy that always accompanies the start of a new school year has now been re-focussed on understanding and developing new ways of working, learning and in general, living our daily lives.

Despite this, I am confident that the key areas of focus which represent the School’s core values and offering, will continue to remain our priorities into the future.

We are blessed that the connected community at Ivanhoe Girls’ has been able to provide support and stability as we journey through these uncertain times.

Karen Frost Chair Ivanhoe Girls’ Grammar School

Editor: Carolyn Exton, Media and Content Coordinator Designer: Justin Ebbels, Air Drawn Industries Director of Communications and Marketing: Melanie Dow If you wish to submit information for Lux Mea or update your details, please send your contributions to: media@ivanhoegirls.vic.edu.au

PUBLISHED BY Ivanhoe Girls’ Grammar School 123 Marshall Street Ivanhoe 3079 T: +61 3 9490 6222 E: enquiries@ivanhoegirls.vic.edu.au

www.ivanhoegirls.vic.edu.au CONNECT WITH US

Print Post Approved 100007945 ABN 77 004 098 748 CRICOS: 00974A/018621A

2

I

Lux Mea

"A key strength of our School has always been its connected community; quite unique in comparison with our competitor schools."

From the Principal Looking Forward, Looking Back Formal education has its roots in the Greek civilisation. It was organised by priests and kings for male scribes and clerks so they could administer and lead on behalf of the ruling class. In Plato’s time, education was almost entirely for male students with rare exceptions.

It was not until the Roman Empire that learning became more widespread and schools were established for the elementary education of boys and some girls.

Fast forward to the 19th century in Australia, we find that convicts were the first teachers.

In 1872, the Education Act set out a course of free instruction which covered reading, writing, arithmetic, grammar, geography, drill and needlework. Latin, French and German lessons cost one shilling per week while Science, Geometry, Algebra and Trigonometry cost sixpence per week.

Fast forward a little further to the 1930s, the Great Depression caused mass unemployment around the world. In Australia, this was followed by the rapid spread of polio (poliomyelitis) infections through schools, forcing many children to stay at home for months. More than eighty years later we find ourselves in a similar situation. Due to the rapid spread of the COVID-19 coronavirus, our children were learning from home, and many Australians have become unemployed and financially impacted.

Looking back to the past certainly reminds us about how far education has come, particularly in regards to the equal access to education for women in some parts of the world. While our past informs where we are today in education, it does not define how learning will be perceived in the future.

Indeed education is strongly influenced by socio-political circumstances. For example, as a result of the COVID-19 pandemic, we have seen a mini revolution in education.

For schools across Australia, it necessitated a reactive response to ensure that meaningful learning could continue offsite.

Ivanhoe Girls’ has used an online learning management system, known as hive, for many years. The benefits of hive, as a support to face-to-face learning, paid great dividends during the offsite learning phase this year.

Led by the School Curriculum Team of Jan Leather, Rob Fuller, Helen Moore and Katherine Putnam, teachers reimagined, reconstructed and reviewed every aspect of their practice with an eye to maintaining the quality and rigour of teaching to their students.

As students and teachers eventually returned to the classroom, I note that we are all changed in subtle yet fundamental ways. That is, the education of the future will be impacted by our collective experiences during the offsite learning of 2020. At no time in our living history have teachers been asked to reflect on their pedagogy and rapidly reinvent and redesign learning opportunities and experiences so extensively.

No educator could have gone through this experience and not be profoundly aware of how learning is best facilitated and use that knowledge to enhance how learning is facilitated in the future.

So how will education be changed in the future? Our students have now had an opportunity to take on greater responsibility for their learning. They will also be more aware of the importance of the whole school experience in their learning journey, including the Co-curricular experiences that were so greatly missed by students during offsite learning.

None of us know with certainty what circumstances educators and learners will face in years to come, or how learning needs to change in order to be responsive and relevant to serve the needs of a future society. So as we move forward, we need to continue to foster a growth mindset in every member of our school community. A growth mindset will provide us all with the enduring desire to embrace learning, challenges, and setbacks as sources of growth that in turn create the motivation and resilience to influence success in our lives.

At Ivanhoe Girls’ we have embraced the growth mindset of generations of teachers, leaders, parents and students to adapt and facilitate relevant and engaging learning for 117 years. I look with great optimism to the future of Ivanhoe Girls’ and hope you enjoy reading the interesting life stories of some of our wonderful former students in this edition of Lux Mea. Dr Deborah Priest Principal

References: • Blake L.J. (Ed.) (2004) Vision and Realisation: A Centenary History of State Education in Victoria, Ed. Dept. of Victoria.

• Dweck, C. S. (2016) Mindset: The New Psychology of Success, Random House USA Inc, New York • Frost S.E. (1966) Historical and Philosophical Foundations of Western Education, Brooklyn College, The City University of New York.

Lux Mea

I

3

CLASS OF 2019 1

2

VCE Results We are proud to congratulate the 110 students from the Class of 2019 on their excellent VCE results.

In particular, we are delighted to report that: • Three students achieved ATAR scores higher than 99 (3% of the cohort) • 11 students achieved ATAR scores higher than 98 (10% of the cohort) • 26 students achieved ATAR scores higher than 95 (24% of the cohort) • 46 students achieved ATAR scores higher than 90 (42% of the cohort).

Throughout 2019, the Year 12 students did so much more than study for their assessments and end of year examinations. I was particularly proud of their concerted effort to make their motto, ‘One Team, Many Dreams’, come to life throughout the year. I was also impressed by the diversity of co-curricular activities our graduating class have managed to fit in around their academic studies and service to their school.

I am delighted with the academic results of the Class of 2019 and to have shared in their achievements and contributions to school life. On behalf of the entire School community I congratulate these students, and wish them every success for the future.

Tertiary Destinations The Class of 2019 performed strongly, with 90% receiving a place in their first or second preference course, 96% receiving a place in a course of their first three choices and 100% percent of students who applied for a course receiving a tertiary offer.

Congratulations

Tertiary Institutions Selected by the Class at 2019 30%

University of Melbourne

17%

Monash University

14%

RMIT University

10%

Deakin University

10%

La Trobe University

5%

Australian Catholic University

• 2019 School Captain Georgia accepted a Principal's Scholarship to study Commerce at the University of Melbourne

5%

Swinburne University of Technology

2%

Australian National University

2%

University of New South Wales

• Zoe received a Premier’s VCE Award for Art and had two pieces selected for the Top Arts Exhibition at the National Gallery of Victoria

1%

Deakin College

1%

Griffith University

1%

La Trobe College Australia

1%

Melbourne Polytechnic

• 2019 School Dux and School Vice Captain Hannah accepted a very prestigious Tuckwell Scholarship to study a double degree in Law (Honours) and PPE (Politics, Philosophy and Economics) at ANU in Canberra

• Sara received a scholarship to study a Bachelor of Music at The University of Melbourne • Rhiannon was offered a Deakin Academic Performance Scholarship • Amelia received a Monash Business School Scholar’s Scholarship to study International Business at Monash University

We look forward to hearing about and celebrating your future pathways, careers and successes via the School's Alumni program. You are an 'Ivanhoe Girl' for life!

• Alexis accepted a scholarship to study a Bachelor of Musical Theatre at the American Musical and Dramatic Academy in New York

Dr Deborah Priest

• Georgia was offered a La Trobe Vice Chancellor's Excellence Scholarship (Aspire) to study a Bachelor of Psychology (Honours) • Natasha received a SEH (College of Science, Engineering and Health) Women in Engineering Scholarship to study Engineering at RMIT University.

Distributions of ATAR Scores 2019

68%

60 50

Ivanhoe Girls’ State/National

42%

40

30 24% 20

20% 10%

10

0

3% 1%

2%

ABOVE

99

98

10% 5%

95

90

80

[1] Zoe at the opening of the Top Arts exhibition at the NGV [2] Hannah was selected for the Australian Junior National Cross Country Team and represented Australia at the World Juniors and the European Continental Cup in Davos, Switzerland

4

I

Lux Mea

VCE Reflections Megan

Georgia Although my VCE years were the most demanding in my school career, they were also the most exciting. The freedom to choose your own subjects and direct your own learning is refreshing.

Personally, I was interested in the business world; the opportunity to explore subjects like Accounting, Economics and Legal Studies made school even more attractive.

However, during VCE, it can be easy to be consumed by work and assessments. ATAR results begin to motivate all your work and high expectations result in increasing pressure. But as I discovered this is counterproductive. Maintaining a balanced lifestyle throughout my VCE years became very important to me.

VCE is often compared to a marathon, a long slog with a sprint at the end. But when runners train for marathons, they don’t run all day, everyday. So take breaks. See your friends. Play sport. Find hobbies you enjoy.

For me, dancing on a Saturday was a great way to break up my study routine, forget about stress and enjoy being with my friends.

Although high school seems like a distant memory now, I look back on my time at Ivanhoe Girls’ very fondly. I miss seeing my friends and teachers everyday. I miss the great times I had dressing up for House events, surfing at the Lorne Conference and dancing at the Year 12 formal. So my advice to Year 12s is to have fun. I can guarantee, your ATAR doesn’t stay forever, but memories do.

Hannah Studying at Ivanhoe Girls’ will always be a key experience in my life.

I found who I am, and have developed life-long passions in economics and global politics.

This year I have commenced a Bachelor of Commerce at the University of Melbourne.

I am glad to begin this new step in my life with some of the girls from my year level – they provide an amazing level of comfort and support as we all start afresh in 2020.

Ivanhoe Girls’ has helped me access some amazing opportunities that continue to shape what I do. At the end of last year, Ella Thonemann (Class of 2019) and I were able to compete in Brisbane at the National Finals of a Model UN Competition. This was run by UN Youth Australia, an organisation I am volunteering with this year. The Debating Association of Victoria (DAV) was a massive part of my high school experience, and I now will be one of their adjudicators. I am also glad to return to Ivanhoe Girls’ and work with some of the sports teams.

To the girls still studying at Ivanhoe Girls’, and to those about to start, I recommend that you try and make friends with everyone, especially those in your year level. I am so glad that I had the opportunity to grow up alongside the Class of 2019, and will be forever grateful to Ivanhoe Girls’ for helping us develop such an amazing cohort that I look forward to catching up with in the future.

Amelia Year 12 was definitely my favourite year of high school. While it was hard, challenging and definitely stressful, I became more confident, closer to my peers and enjoyed all the unique opportunities such as the Lorne Conference and being a House Leader.

One of the most important lessons I learnt during VCE was to not be so harsh on myself. I realised that not everything will go smoothly, not every result will be exactly what you want it to be and that’s ok. You can’t always please everyone and be perfect. While it sounds a bit clichéd, just know that everything will always work out in the end as long as you do your best.

I have also learnt to say ‘yes’ to every opportunity that comes my way. High school really is over before you know it, and Ivanhoe Girls’ has the most amazing co-curricular activities and you really don’t want to leave with any regrets. From synchronised swimming to Youth Parliament, I have been able to participate in so many activities.

When I initially agreed to write this, I thought it would be simple. A few words on my experience at Ivanhoe Girls’? Piece of cake – I’d finished VCE Literature for goodness sake!

On reflection, however, this has not been easy. How to sum up the most formative eight years of my life in under 300 words?

I could write about the unlikely bonds formed with people, or the teams I got to be a part of, or maybe that bizarre incident in Year 10 involving stolen milk and someone’s blazer being hidden in the communal fridge.

However, aside from the fond and sometimes weird memories, there are a few standout things that my time here has taught me that I will always keep in mind: • Stick together and value the people around you. During my VCE years, I started realising the importance of sisterhood and of working together within my cohort. VCE is never easy but everybody is in the same boat, suffering the same pressure and stress. Put aside your differences and embrace what you share with these girls because they will be your anchors • Have confidence in your convictions and express them without shame. In a world where girls are often discouraged from being too assertive, Ivanhoe Girls' made me feel that it was cool to have opinions.

I always felt that I was taken seriously – as a leader, as a student or even just ranting to friends at lunchtime.

Be empowered to take action on issues that you are passionate about and to pursue the interests that really fire you up • Get involved! Don’t be afraid to step outside the safety of your Year Level Centre. While daunting at first, some of my best memories from my time at Ivanhoe Girls’ took place in teams, groups and clubs with very cool people that I otherwise would never have met.

So, while it’s strange to be leaving behind what was once such a big part of my life, I am so grateful for everything that I will take with me from it.

This year I have decided to study a Bachelor of International Business. My dream is to one day own my own business and travel the world. Although I am excited for this new chapter, I will always cherish my time at Ivanhoe Girls’ and the memories and friends I have made.

Lux Mea

I

5

FROM THE SCHOOL LEADERS

“We want to encourage bravery. We want people to try new things and make the most of everything the School has to give us”

Daring to Lead At the start of each year, the Year 12 Leadership Team gets together to plan their vision for the year ahead. We recently sat down with some of these young leaders to talk about their plans and aspirations.

Each of these students have taken a very different journey during their time at Ivanhoe Girls’, but they all share something in common - their passion for the School, and their determination to give back to the School community.

Standing up for a leadership position in Year 12 takes guts, but also a fair bit of school pride. For Alyssa, Captain of Locksley, a leadership position has given her the opportunity to be more involved in House than ever. “I was always looking up at the past leaders,” she says. “I wanted to do what they do, help lead the House and get involved in school activities.”

Drama Captain, Cassie, was also inspired by those who came before her. “I looked at all the previous Drama Captains and thought they looked like the most fun, the most nice people,” she says. “I’d love to be like that.”

So what does it mean to be a School Leader?

For Pema, School Vice Captain, leadership means “setting an example for other students and giving them someone to look up to”.

Elizabeth, Social Service Prefect, agrees. “I think it’s about supporting the others around you to be the best they can be,” she says.

“It’s not always about making the decisions.

It’s also about involving other people and helping them to be leaders.”

6

I

Lux Mea

These Year 12 students know from experience just how powerful a student leadership role can be when it comes to engaging younger students. Alyssa recalls when, as a Year 7 student about to run the 800m at House Athletics, the Captain of Locksley came over to her to wish her luck.

“It gives you a feeling of belonging in the School,” she says.

Cassie had a similar experience in Drama.

“When I did the AIM (Art In Motion) Production in Year 7 it was a little bit daunting - there were a lot of older girls you had to interact with. But then you have this group of people from other year levels that you know and can always talk to,” she says. “As you get older you become that support person for the younger year levels which is really fun.”

Inspiring students to make the most of their time at high school is one of the most important aspects of their roles as school leaders. Each year, the Prefect team chooses a message they hope will inspire younger students to get involved in school life.

In years past, slogans such as ‘One Team Many Dreams’, or ‘Brave Not Perfect’ have been the catalyst for students of all ages to try something new, to take a chance, or to take a small step towards self realisation.

This year, the Leadership Team has chosen 'Dare to Love’ as their message to the School.

For Pema, it’s a powerful slogan.

“For me, ‘Dare to Love’ means being proud of yourself, what you love to do, what makes you you, and being proud to show that.”

It’s an important message for teenage girls to hear. “Sometimes at school it’s not cool to love things,” explains Alyssa. “But ‘Dare to Love’ is about being able to show your appreciation for something and know that’s okay.”

It’s a sentiment they all agree on. “Being able to openly love something is a really good way to create inclusiveness and a sense of togetherness and belonging. It gets rid of judgement and lets people be themselves,” says Cassie.

So, what changes would the students like to see in the School this year? For Pema, the answer is simple. “We want to encourage bravery. We want people to try new things and make the most of everything the School has to give us. We want students to jump into things they have never done before,” she says. “That’s what makes school really rewarding and enjoyable.”

But for many students, striving for perfection can be a real barrier to trying new things.

“As girls, we are always focussed on being perfect and not embarrassing ourselves,” says Elizabeth. Pema agrees. “When I was younger, I really needed peer support to do anything,” she explains. “At such a high performing school it feels like you always have to be your best.”

2020 Senior School Leaders Dunithi – School Captain Pema – School Vice Captain Maddison – Captain of Ashby Alex – Captain of Debating Isabel – Captain of York The girls hope their message ‘Dare to Love’ will encourage younger students to take advantage of the opportunities available to them at Ivanhoe Girls’. Elizabeth remembers how ‘Brave Not Perfect’ resonated with her when she was younger, and even inspired her to take up Music. “I thought, yeah, I’ll try something new by myself, I’ll be brave,” she recalls. “Now I want other year levels to experience the same thing. It’s good to be brave and put yourself out there.”

“I really like the word empower,” says Cassie.

“Finding the power within yourself to make your own decisions and do the things you love to do,” she says. “Having the courage and daring to do those things.”

So what will be the legacy of the Class of 2020? “I want people to finish this year feeling brave enough to try things and feel like they have a second home here and they are able to get the support they need and have a large community and network of friends,” says Pema.

Erika – Captain of Music

Alyssa agrees. “I want people to look back and say we made an impact. That we helped people try something new, or helped people to feel like they belong in this community.”

Ava – Captain of Sport

Friends, a sense of belonging, and a place where you can truly be yourself. It’s a good message, and a wonderful vision.

Charlotte – Captain of Rowena

Good luck Class of 2020!

Cassandra – Captain of Drama Elizabeth – Social Service Prefect Estelle – SRC President Mia – Captain of Rotherwood Alicia – Captain of Oswald Alyssa – Captain of Locksley Alexia – Year Level Liaison Prefect Olivia – Year Level Liaison Prefect Chloe – Year Level Liaison Prefect

Top L-R: Elizabeth, Alyssa, Mia, Chloe, Cassandra, Isabel, Olivia, Alexia, Estelle Bottom L-R: Dr Deborah Priest, Maddison, Erika, Charlotte, Dunithi, Pema, Alicia, Alex, Ava, Dr Matthew Bach (left the School in March 2020)

Lux Mea

I

7

OUR COMMUNITY

A Family Affair Ivanhoe Girls’ is blessed with a wonderful school community. We recently sat down to talk with several of our families who have experienced Ivanhoe Girls’ across the generations, to find out exactly what makes the School such a special place.

Sarah Campbell Class of 1988 Maeve Year 8 Eilish Class of 2018 When asked why Sarah decided to send her daughters to Ivanhoe Girls’, she simply says, “It was a no brainer.”

“I wanted them to participate in every single aspect of school life without the pressure of having boys around. I really thrived in that environment and I knew from the personalities of my children they would thrive as well.”

“Maeve gets the train at 7.00am to get to school on time,” Sarah explains. “There are pick ups and drop offs, the co-curricular activities, starting early and finishing late, being involved in the Musical.... It’s a big commitment for us, but I'd never swap it out for anything else.”

Being a part of Rowena has been particularly important to Sarah and her daughters. “You became really close with the people who were in your House, across all year levels.”

But a key difference today is the way the House System is run, says Sarah. “We had the same braids and colours, but the hours that you put into your sports and your co-curricular activities were not recorded in the same way.

I think it’s a really fair system now.”

Kerry Ruiz (neé Lim) Class of 1991 Annie Year 11 and Mily Year 7 For Kerry, Ivanhoe Girls’ is the place where she and her daughters have been inspired to “dream big and live brave lives, unafraid of failure,” she says. “The older I get, the more I appreciate the contribution of the many teachers and old girls to the School, my life personally and the broader community". Kerry’s association with the School began when her grandparents arranged her place at Ivanhoe Girls’ as her family prepared to return to Melbourne after years working overseas.

When looking for a school for her own daughters, Kerry was pleased that Ivanhoe Girls' had maintained its reputation. “An organisation’s culture is developed over time and it was obvious to our family that the teachers continue to be passionate, committed and authentic.”

One of the biggest changes Kerry has noticed since attending the School has been a focus on a more global approach to education. “I believe there is a stronger

8

I

Lux Mea

holistic, global focus encouraging each student to find opportunities to contribute meaningfully to this connected world we live in,” she says.

There are many memories that come to mind, particularly of the wonderful friendships she made with the Class of 1991. Kerry was an avid swimmer and winning the GSV Trophy in 1991 was a particularly special achievement, but she says she is always warmed by seeing teachers move into leadership roles both inside and outside the School. “They inspire and motivate generations of girls,” she says.

“Throughout my school years, my teachers encouraged me to embrace life courageously, to accept responsibility for my decisions, to understand change and growth. If there was one message I left Ivanhoe Girls’ understanding, it was that life will continue to teach you and surprise you if you remain open,” she says.

For Sarah, one of her fondest memories of Ivanhoe Girls’ is the first day of Year 7 where she met her best friend. “That was 32 years ago. And we are still really good friends today.”

Sarah’s memories of school will be familiar to many. “Mr Shilliday used to stand at the crossing at Noel Street with his shoe shine kit and you’d have to stop and shine your shoes on the way in and out of school,” she recalls.

“Our final day of Year 12. Muck Up Day, Biology Camp, playing hockey in the dirt and the mud, catching the train, to and from school.”

It’s the sense of continuity from generation to generation which stands out when talking to Sarah. “A friend and I always sit together for Celebration Night,” she explains. “We link arms and sing loud and proud the School song, we still remember all the words!” she says. “It’s just ingrained in me.”

The key message that Sarah took from her time at Ivanhoe Girls’? “They instilled in us that we could really achieve anything that we wanted to in life if we put our mind to it,” she says. “I don’t remember them drumming it into us that we had to go to uni and we all had to do something with our lives, but somehow we all just did it. This belief that you could actually do whatever you wanted. Honestly, I can’t explain it.”

“No matter how long it’s been since leaving school, you always have that sense of belonging and pride."

Katerina Kapobassis Class of 1988 Iliana Year 8 and Paige Year 11 For Katerina, Ivanhoe Girls’ was the natural choice for her daughters. “I wanted my girls to experience the learning that I did,” she explains. “Not just the book learning but learning culture and opening my mind and my eyes to the world and in thinking about things and being open to ideas.”

Sandra vander Pal (neé Duckworth) Class of 1987 Emma Year 11 Norma (dec.) Class of 1949 Year 11 student Emma is a third generation 'Ivanhoe Girl', following in the footsteps of her mother Sandra (Class of 1987) and grandmother Norma (Class of 1949) (dec.).

“Ivanhoe Girls’ has an incredible sense of community and belonging,” explains Sandra.

“No matter how long it’s been since leaving school, you always have that sense of belonging and pride.”

For Sandra, the wealth of co-curricular opportunities helps each student find their passion. “For me that was music, for my daughter it is sport,” says Sandra.

When Sandra was in Year 9, her father died tragically in a road accident. “The School could not have done more to support my mum and family,” she says. Norma took over managing the family printing business, and even took on the School’s printing needs.

“They printed the enrolment forms, so Emma was enrolled at the School very early on!” says Sandra. “I took Emma to the School's Centenary Celebrations in May 2003 when she was about five weeks old, and (former Principal) Heather Schnagl AM was quick to check that she was enrolled and to have a cuddle. I knew Emma would find herself in the nurturing environment of Ivanhoe Girls’.”

Head Gardener, Martin Troy was a larger than life character during Sandra’s time at Ivanhoe. “He always had a smile and words of encouragement for the girls. He gave us all flowers in Year 12 and always brightened

our day. I'm not sure that anyone will ever be able to replace Martin, but the [Martin Troy Rose Garden] in his memory is a lovely place for the girls to gather.”

But for Sandra, her happiest memories revolve around Music. “I learnt clarinet and later saxophone from Ron Trigg. He was one of the most inspirational teachers I ever had the privilege to meet. My days were consumed by Music. I played in the Orchestra, Band, Clarinet Ensemble and School Musicals. Music has always been such a huge part of who I am and I will be forever grateful to the School for the opportunities I had to develop my passion for Music.”

For Sandra and her family, the key message from Ivanhoe Girls’ that has shaped her life is the importance of giving back to the community. “It is such an important thing for us all to do,” she says. “My passion became Life Saving and I have been a patrolling life saver on the Mornington Peninsula for the past 38 years.”

Today, Sandra keeps in close contact with the School through the Ivanhoe Girls' Old Grammarians Association (IGOGA).

“I joined because my mum was also on the Committee and it was a nice thing to do together,” she says. “It was hard to continue when mum died in 2009, but I have made so many lasting friendships that I have now been on the Committee for 33 years.”

For Katerina, the single sex environment gives her daughters opportunities to try different things. “They don’t look at things from a gender perspective, they just look at what the opportunity is.”

Her daughters Paige and Iliana, are “thriving,” she says. “They are given opportunities and allowed to explore different things without fear.”

In particular she has noticed a big change in Iliana. “She’s happy to be in the front of a crowd of people and speak and command an audience,” she says. “An element of that is maturity,” she adds. But Katerina believes Ivanhoe Girls’ has also provided her with an environment that allows her “to express herself and not feel afraid to do so.”

In comparing her time at Ivanhoe Girls’ during the 1980s, Katerina believes there is a far more inclusive environment at the School today. “I feel there’s a greater collaboration between the student and teacher,” she says. “The girls are encouraged to speak with their teacher more so than I was, when I was there,” she explains, adding “that might have been me being very shy at the time!”

“I encourage my daughters to engage with their teacher, ask and go and see them at lunchtime, send them an email, ask them questions.”

For Katerina, the key message she took away from her time at Ivanhoe Girls’ was from a book from her Year 12 English Literature class. “The theme was growth,” she recalls.

“It was about being open to growth and the growth mindset and never allowing your fears to inhibit you or control you,” she says.

“Allowing yourself to grow. That has stayed with me forever.”

Lux Mea

I

9

TEACHING AND LEARNING

A Place to Thrive At Ivanhoe Girls’, empowering students to fulfil their potential is at the heart of the Learning and Teaching program.

In her role as Director of Learning and Teaching, Mrs Jan Leather draws together the various strands of the Pastoral Care and Personal Development Programs, the extensive Co-curricular opportunities plus the classroom setting, to design a program that is unique to Ivanhoe Girls’.

“We follow the Australian Curriculum which gives us the basic framework for what we do but it’s broad enough to give us opportunities to go into areas where we think we can extend our students or support them”.

For Mrs Leather, the flexibility of the Learning and Teaching program at Ivanhoe Girls’ can adapt to individual learning needs. “We can follow student’s passions,” she explains.

But its strength lies in the fact that it’s designed especially for girls. The students are surrounded by female role models, Mrs Leather explains. “They get the message that they can do anything”.

Mrs Leather’s goal is for each student to reach their potential. “We want our students to be challenged and to take up the challenge, and we don’t want them to settle for anything that doesn’t push them.”

“I want them all to be strong, independent contributors,” she says. “I want them to be creators.”

But for each individual student to thrive, it’s vital to be able to identify those with different learning needs, and then ensure that a framework of support allows them to reach their potential. At Ivanhoe Girls’, this process starts at enrolment. Academic testing, NAPLAN reports and scholarship testing can identify students with differing learning requirements. But primarily it is the classroom teacher who can best identify students with special learning needs, while the Heads of Faculty design the framework of support around the Curriculum.

To explain how this framework of support operates, Maths offers a good example.

From Year 7 onwards there are small support classes for students who find Maths challenging, and for students who choose to push themselves, there are competitions such as the Australian Maths Competition for students in Years 7 and 8. An entry test at the end of Year 8 identifies students for entry into the Accelerated Program for Years 9 and 10. By VCE, there are a range of Maths subjects catering to various capabilities, from Further Maths to Specialist Maths and even an extension course to allow students to study University Mathematics.

In other subjects such as English, students might study a range of texts, depending on their aptitude and interest. In addition, “there will be work set that will be open-ended, providing an opportunity for complex and creative thinking,” explains Mrs Leather.

There are also opportunities for students to be “streamed” into different classes depending on their previous experiences in French, Chinese and Instrumental Music.

Across the Curriculum at Ivanhoe Girls’ there is a wide range of subject choices catering to a broad range of abilities and the different ways students learn, plus an extensive Co-curricular Program, to empower students to self-direct their learning goals and to explore their wider interests.

Competitions and industry partnerships, such as the Mentoring Girls in STEMM Program with the Bionics Institute, offer excellent opportunities for extension. Meanwhile, students who excel at Sport or Dance are catered for with a modified program.

What are the markers of student success at Ivanhoe Girls’? For Jan Leather, the answer isn’t just about ATAR results. “I want them to be confident, to be contributors, and to have the confidence to find their place in the world,” she says. Thanks to the Learning and Teaching program at Ivanhoe Girls’, there are plenty of opportunities to thrive.

[1] Year 12 Leaders pictured with Principal Dr Deborah Priest and Deputy Principal and Head of Senior School, Dr Matthew Bach. [2] L-R: Kerrie Haynes, Georgia Martin, Heather Low, Hannah Price. [3] Georgia Martin and Hannah Price.

10

I

Lux Mea

Finding Your Own Pace As Head of Individual Differences in the Senior School, Ms Stephanie Campbell knows better than most the pressures facing students. One of the biggest issues facing some Senior School students is the fast pace of the school day, where classes - and school work - pile up from hour to hour. “It’s the number of subjects and the number of teachers and the definite time periods you have to do things,” she says.

Lighting the Spark In the Junior School, the Individual Differences team ensures each student fulfils their potential. “We are able to acknowledge and monitor the tracking of progress for all students,” explains Mrs Helen Moore, the Deputy Head of Junior School. “Then the Individual Difference (IND) team helps students who need a bit more support or extension.”

For Mrs Moore, the biggest issue facing young students who need enrichment or support is a sense of acknowledgement.

“It’s a great relief for them, to know that someone else knows and understands their needs,” Mrs Moore explains. “It's very reassuring. It helps them feel connected when someone recognises them and who they are.”

The classroom teacher plays a crucial role in identifying those students with different needs. “They are the ones observing students in their natural learning environment everyday,” explains Mrs Moore. “Their role is to provide support and extension everyday.

We’re there to support them.”

In the classroom, IND takes a variety of forms. It could mean one-on-one support with an IND teacher, a like-minded small group in the small classroom, or a mixed ability pair where a stronger student is paired with a less confident one. “We use the resource of the children in the classroom to support one another,” explains Mrs Moore.

“Being able to seek out the support you need to get things done, without constantly relying on the adults in the room is a life skill,” she says.

Outside of the classroom there are many opportunities for Junior School students to extend their learning, including Maths, Science and Writing competitions. The Ignite program is designed to capture the passion and interests of students, and it's an opportunity for children who show real talent to immerse themselves in a particular activity, such as sewing, art or robotics.

Likewise, GATEWAYS is an extension program that extends children’s passions and interests in a particular area. Run by an external provider, the program offers incursions into Science, Maths and Literacy throughout the course of the year.

Another way the Junior School caters to different interests and talents is through the Co-curricular and lunchtime Clubs. From the Lego Technic Club and Coding Club, to Art, Writing and Sport, these activities capture the interests of a wide range of students.

“If a child is struggling in their academic work, to be validated for their physical prowess can be a huge boost to their esteem,” says Mrs Moore. “It can impact and turn around their academic work.”

“It’s about finding the spark and allowing that spark to shine.”

Her role is to give those students that need it a bit of breathing space.

By swapping out one language (at Ivanhoe Girls’, students study both French and Chinese in Years 7 - 9) for Individual Differences, students have access to extra support five lessons a fortnight. In those classes they get help with their school work, while learning essential skills in organisation and task completion. It’s also an opportunity to boost literacy and numeracy skills.

In the IND classes, students might work together or in small groups. “If we are teaching a skill or a technique we’ll teach it to the whole class,” she says. “But if they’re working on homework tasks we normally set them up in small groups, so it’s more of a collaborative session.”

The learning support continues into the classroom. “While we don’t have teaching assistants in Senior School, we can modify student work if we need to,” explains Ms Campbell. “But most of our students are working on the same Curriculum. IND students might just get extra time, or more notes,” she says.

The IND program continues for three years, from Years 7-9. By the time they reach the senior years, students can access individualised or group help, which occurs during lunchtime and spare periods.

For Stephanie Campbell, the marker of success is confidence. “They have that time to do their best work,” she says.

“They have extra time and extra support so they can actually show all the skills they’ve got. Rather than just rushing through, we get them to sit down and think about tasks.”

Lux Mea

I

11

OFFSITE LEARNING 1

OK, Zoomer Towards the end of Term 1 2020, schools across Australia were tasked with the unprecedented challenge of protecting staff and students from transmission of the COVID-19 coronavirus while continuing to provide excellent educational outcomes.

2

At Ivanhoe Girls’, offsite learning began on Monday 23 March, a week before the end of Term 1, and continued until Monday May 25 when a staggered return commenced. The transition to an online learning environment was remarkable, both for its speedy implementation and the willingness of the School community to adapt to a new reality.

Offsite learning incorporated many aspects of classroom teaching, facilitated through hive (the School's online learning platform), plus online meeting platforms such as Zoom, where staff and students working from home could connect for classes, tutorials, faculty meetings and events such as assemblies and House debating.

While it created many difficulties for staff, students and parents, it was also wonderful to see how the School community supported each other through this challenging period.

[1] Year 12 Leaders pictured with Principal Dr Deborah Priest and Deputy Principal and Head of Senior School, Dr Matthew Bach. [2] L-R: Kerrie Haynes, Georgia Martin, Heather Low, Hannah Price. [3] Georgia Martin and Hannah Price.

12

I

Lux Mea

3

4

The Deputy Head of Junior School

The Head of Curriculum As part of the Curriculum Team alongside Mrs Jan Leather, Director of Learning and Teaching, and Dr Katherine Putnam, Head of Curriculum (Years 7-9), Mr Rob Fuller, Head of Curriculum (Years 10-12), helped design the School’s approach to offsite learning.

“The Curriculum Team pulled together really well,” says Rob. “We sat down in Week 4 of Term 1 and we brainstormed all the things we had to consider. By early Week 5 we took the guidelines to Faculty Heads to get their feedback, and we were ready to go by Week 6.”

“All the decisions we had to make have been right.

Not perfect, but right,” he says. “There is no perfect with this, and I think that’s really important.”

Once the decision had been made to begin offsite learning, the Curriculum Team disseminated the information to staff. “They took it on, and started working out how they were going to do their normal teaching through abnormal means.”

For all teachers, adjustments were made to the way they managed their classes.

“Flexibility was really the key,” says Rob. “As a teacher I was just trying to vary things up, keep things interesting, add value where I could. I tried to explain the things that I had to explain,” he says. “I just needed to get across those few things, and then the students could have some time to work on their own, and they could self manage,” he says. “I didn’t want them on screens all day,” he adds.

5

Student wellbeing was not the only issue here. “They’ve got other siblings working from home, they've got parents working from home. It’s one of the reasons we decided not to do lesson after lesson of Zoom classes.

You’ve got to give families a bit of flexibility,” says Rob. Plus, technical issues took on a life of their own, he says. “Normally we wouldn’t consider technical issues as that much of an issue. But there weren’t any other options.”

As Head of Curriculum (Years 10-12), Rob made the difficult decision to postpone SACs for VCE students. “I didn’t want students stressing out about how it was going to work,” he says. In general, he thinks it’s still too early to tell if offsite learning will affect student outcomes.

Generally, Senior School teachers rearranged their Curriculum to prioritise projects that students could work on independently.

However some subjects, such as Studio Art and Physical Education proved difficult to translate to online. He’s grateful that the Victorian Curriculum and Assessment Authority (VCAA) permitted a limited number of onsite classes for hands on classes such as Studio Art. “It’s the sort of work they couldn’t do from home because of the materials they use,” says Rob. Maintaining a sense of connection to colleagues was also important when working from home. “We have a really collegiate staff,” says Rob, “and people were just helping each other out with tips and tricks.”

“Leadership is one thing, but it's the way that the staff worked as a team, where people have actually taken on a role within the team and made it work. That’s what’s really made it function.”

Mrs Helen Moore, Deputy Head of Junior School, is amazed at how well the Junior School classrooms adapted to offsite learning. “Even though the Curriculum is the same, we had to reinvent how to do it,” she says. “We usually work in collaborative groups in a classroom.”

“It’s been a complete transformation,” says Helen. “There was a lot of tweaking in the first few weeks,” she says, “but we got to a model that worked really well for students.”

The key was structure, she explains. Making sure students knew what was expected of them, and modifying tasks so they could be completed independently. “Students also had to learn a new protocol for the Zoom classroom,” says Helen. “Knowing when to mute and unmute, knowing not to draw on the [digital] whiteboard, knowing not to use the Chat feature. Knowing that you need to sit still at your table, with your headphones and not have distracting voices or things going on around you. It took a bit of settling in,” she says.

But according to Helen, they adjusted well.

“They learnt really complicated skills on hive like how to submit due work, they wrote emails really well, they planned their learning…”

For Helen, the use of the shared screen on an iPad was the most effective tool. “I’d use my iPad to write on and I'd share that screen onto the Zoom meeting with the kids,” she says. “It’s great that they could add to it, they could write on it,” she says.

For Helen, there will be positives to offsite learning. “The idea that our children learn to become self managers of their learning, self directors, having self control. That’s a life skill,” she says.

[1] Audrey (Year 1) [2] Elektra (Year 8) [3] Lily (Year 8) [4] Mrs Cara Harbottle (Teacher) [5] Year 8 English in the Zoom classroom

Lux Mea

I

13

OFFSITE LEARNING 1

2

Ok, Zoomer – continued

The Year 12 Students

The Year 8 Student

For Year 12 students, offsite learning increased the pressure of the VCE. At first, Alana was concerned about when exams would be held.

“Would we be the class of 2020 or 2021?” she asks. Julia agrees.

“It interfered with planning revision and study patterns,” she says.

For Year 8 student Elizabeth, learning from home was a lot different to school. “The worst thing was sitting through long Zooms!” Luckily for Elizabeth, not all classes were spent on the video conferencing tool. “I had about 50% of my classes on Zoom but they didn’t always go for the full lesson.” Other work was set via email or the class page on hive, she explains.

Both students worried they would be disadvantaged compared to other VCE students across Victoria.

“However then I realised that all Year 12 students were in the exact same boat,” says Julia.

“I’m not at a disadvantage.

We’re all in this together!” she says.

Neither Julia nor Alana feel as though they missed out on valuable support from friends and teachers during the lockdown.

“I regularly saw my friends and peers online through Zoom classes or Facetime,” says Julia. “We were always checking in on each other and our group chat was more active than ever,” says Alana.

For Julia, the hardest aspect was the decline in motivation. “It was tiresome sitting on the same chair in front of a screen all day,” she says. Alana got overwhelmed by the merging of home and school environments, and had to remind herself to take breaks. “Not having lunch and recess with your friends felt wrong,” she says.

There were benefits. Both Julia and Alana agree the strategies they’ve learnt will help them in the long term. “I’ve been able to set my own pace and work in a way that suits me. It’s increased my independence and self-discipline,” says Julia.

Some classes worked better than others. “Maths worked well from home because there weren't many things we needed to do away from our desks,” she says. “But subjects like Food Technology and Art were a bit harder. For Food Technology I had to cook something for my family. For Art we continued to work on our piece with my teacher Zooming every second lesson to show us the right techniques.”

For Elizabeth, there were benefits to offsite learning. “It was nice to be able to sleep in a bit longer and to spend more time with my family and my dog.”

The IT Team

The Student Counsellor

Transitioning to offsite learning posed particular challenges for the IT Department.

For Mr Alan Rowley, Director of Technology, the main concern was provisioning computer and server resources to support the offsite learning model, in a very limited time frame.

Katrina Morrow, Acting Head of Counselling, was impressed with the way the School faced the challenges of the COVID-19 pandemic.

“Our entire community was faced with rapid change and uncertainty,” she says.

“In the weeks leading up to the offsite learning we had formulated an IT plan,” Alan explains, “We added resources to servers and re-configured laptops for deployment to our professional staff.” One of the biggest challenges was ensuring all staff were adequately prepared and knew how to use the technology.

“We held Zoom and VPN (Virtual Private Network) lunchtime training sessions for staff on a daily basis,” he says.

For the IT Department, offsite learning required continual monitoring. “As we started preparing for milestones such as Assessment and Reporting, there needed to be considerable consultation,” says Alan.

“Adjustments were needed to be made.”

“We focused on what was in our control, which was educating our students to the best of our ability, and with this focus, we grounded ourselves and found strength,” she says.

Despite the uncertainty, she says “there was also a wonderful flip side to this, where we saw communities moving towards greater support, actively connecting with others and people engaging in empathic actions that warmed the heart.”

“Through adversity we grow, learn and change for the better. The greatest benefit will be that we met and rose to the challenge, feeling stronger and more resilient within ourselves and our abilities,” she says.

“I dare say that students and staff may feel a stronger connection for having shared this experience and worked through this challenge together.”

[1] Year 12 Leaders pictured with Principal Dr Deborah Priest and Deputy Principal and Head of Senior School, Dr Matthew Bach.(Year [2] L-R: [1] Emerald (Prep) [2] Audrey (Year 1) and Evelyn 4) Kerrie Haynes, Georgia Martin, Heather Low, Hannah Price. [3] Georgia Martin and Hannah Price.

14

I

Lux Mea

"When we were at Stage 2 of lockdown in Australia, everyone in the Emergency Department was very anxious. There was a feeling of impending doom."

Brave Hearts and Cool Heads Hannah Elliot (Class of 2012) is a Registered Nurse in the Emergency Department at Melbourne’s Alfred Hospital. We spoke with her during the height of the COVID-19 pandemic.

What is it like working as a Nurse during the pandemic?

grateful to do, obviously. We want to keep each other safe and keep ourselves safe.

I’ve been in this role for three years. Nothing has ever been like it before. We haven’t been inundated with patients, because the government has listened to the scientists, research and the evidence. That’s really the best thing that could have happened for us.

We can actually handle it.

But it’s really weird to be wearing masks all the time because you can’t talk to people like you normally do - you can’t read what they mean and you can’t lip read, so there’s that visual difference all the time to constantly remind us, oh we are doing this.

But it’s the added stress which is the main challenge. You have the risk of getting COVID-19 because you’re around it all the time. The hospital has looked after us and made sure we’re protected. But in the way that everyone’s lives are affected by this, it’s the same with us. Every single aspect is affected. It’s exhausting.

Every day there’s something different. Every single day there is a change to what we are doing. Sometimes it changes every hour!

There are changes being forced upon us from so many different levels. The Government sets the guidelines that we base our protocols on. Somebody who might not have met criteria for testing [for COVID-19] at the start of the day may now meet the criteria. It’s an evolving thing.

How different is it right now from what you are used to?

We have to wear the face mask all the time, regardless. But we only wear head to toe Personal Protective Equipment (PPE) if we are going into a room with a patient with suspected or confirmed COVID-19. So lots of donning and doffing, putting on gear and taking off gear. That’s how it's different.

There is just so much added time to make sure everybody is safe. Which we are all

When you are stuck inside those isolation rooms, everyone is outside willing to help you if you need it. We’ve got very good at communicating through doors and walls!

People just step up to help each other out.

And it’s always been like that but more so at the moment because you actually need help.

You can’t do those tasks on your own.

There are lots more things that you have to consider. All the time.

Have you been worried?

Yeah. When we were at Stage 2 of lockdown in Australia, everyone in the Emergency Department was very anxious. There was a feeling of impending doom. I think a lot of people felt it.

But once we had really good testing and we had done a lot of preparation, we went, ‘Okay, we are prepared, we’re going to be Okay’. My hospital has expanded its department by three times the size, in case we do get that demand. I think for the moment we are all feeling okay.

Despite everything.

Once we realised how differently Australia was doing in comparison to other countries like Italy or Spain and the UK, it completely reassured us.

What’s the most challenging thing you’ve gone through in the last few weeks?

In those weeks when we didn’t know what was coming, it was challenging. You had to wait and see. In terms of causing stress, that was the most challenging.

But at work you never do anything on your own. You have 50 people in the department with you. If we weren’t well staffed it would be challenging but because we’re so well supported, a lot of that is mitigated.

How does it feel to be a frontline worker in a pandemic?

Being a frontline worker… there is nowhere else I’d rather be. I don’t want to say we signed up for this - you’d never sign up to work in a pandemic, but we do this job to help people, no matter what, whether we are in a pandemic or not. We help people using our skills to make people more comfortable and healthier. I feel lucky that I’m able to help in the way that I can.

Lux Mea

I

15

SPORT 1

2

Spotlight on Emma During my time at Ivanhoe Girls’ I have been a part of the swim team, which has been a great experience.

You get to see everyone improving throughout the season and meet people with similar interests from all year levels.

This year, as the pool at Ivanhoe Girls’ has been closed for renovations, we have been training at Northcote Aquatic Centre.

Despite the inconvenience, it’s been fantastic to be able to train in a 50-metre pool as that is the length of pool we race in at Girls' Sport Victoria (GSV) Competitions.

The competitions are a lot of fun. It is good to watch the rest of the School try their best and cheer for our swimmers. It can be a bit nerve-wracking for some people up on the blocks waiting for the start, but once you are in the pool there is no time to worry anymore.

Swimming at school has also introduced me to Water Polo and I look forward to playing it more often once school is over and I have more time. Outside of school, I swim for Ivanhoe Aqua Power, training six times a week. Sometimes it is tricky to balance schoolwork and swimming, you need to be really organised to fit it all in.

I went to the Australian Age Swimming Championships last year in Adelaide and that was an amazing experience. I have competed at State Long Course and Short Course Competitions. I have nearly completed my AustSwim qualification and I’m excited to share my love of swimming with others.

Emma Year 11

Spotlight on Diving This year, members of the Diving Team had a wide range of experience, including some who hadn’t dived before, to those that have competed outside of the Girls Sport Victoria (GSV) program and others who just wanted to see what the sport is all about.

The Diving Team trains twice a week at Aquanation Ringwood. This is an all-new facility to us and it has really benefited our team. There are multiple diving boards and a wide range of heights so each member of the team can progress at their own rate. We also have the opportunity to use the ‘dry land’ equipment for training.

These are the trampolines and diving boards into foam pits. We use these to help us gain confidence to move our skills to the competition board.

This year, we had a full team for the first time in a while and it was great to see everyone coming to training and enjoying the sport. It was even better to see everyone in the team

compete at the GSV Preliminary Carnival to show off the skills they have developed.

I first participated in diving when I was in Year 7. I had never dived before but had always wanted to give it a go. My gymnastics background helped me acquire many skills and progress further in the sport. What I love about diving is that even though having a background of gymnastics or cheerleading may help you in developing the skills, diving can be taught to everyone and anyone can try it.

Megan Year 11

[1] Year 12 Leaders pictured with Principal Dr Deborah Priest and Deputy Principal and Head of Senior School, Dr Matthew Bach. [2] L-R: Kerrie Haynes, Georgia Martin, Heather Low, Hannah Price. [3] Georgia Martin and Hannah Price.

16

I

Lux Mea

3

4

5

6

7

8

9

10

11 12

13

[1] Emma (Year 11) competes at the GSV Swimming Carnival and Diving Carnival [2] Megan (Year 11) at the GSV Diving Carnival [3] Ava, Clarissa, Annika and Olivia (Year 12) at the GSV Sport Leader's Breakfast [4] Year 12 students at the House Cross Country Carnival [5] Georgia and Quinn (Year 9) at the GSV Swimming and Diving Carnival [6] Students participate in the GSV Triathlon in Altona [7] Alyssa, Mia, Charlotte and Alicia (Year 12) at the GSV Swimming and Diving Carnival [8] Claudia, Scarlett-Rose and Lily (Year 8) at the House Swimming Carnival [9] L-R Nikila, Mila, Madeleine and Claudia (Year 9) at the House Cross Country Carnival [10] Ana, Zoe and Lara (Year 9) at the GSV Triathlon [11] Ana (Year 9), Quinn (Year 9) and Samantha (Year 10) at the GSV Triathlon [12] Quinn, Ava and Katherine (Year 9) at the GSV Triathlon [13] Year 8 students enjoy the Senior School House Swimming Carnival

Lux Mea

I

17

JUNIOR SCHOOL 1

Italian Influence During the Summer holidays, Bernadette Gioia, Director of the Early Learning Centre (ELC), travelled to Northern Italy for a Conference about the innovative educational approach that inspires the learning and teaching practised in the ELC at Ivanhoe Girls'.

Reggio Emilia is a beautiful city in the north of Italy. It’s in an area famous for cheese and balsamic vinegar but also for an innovative early education approach. Reggio Emilia preschools emerged post-war, established by members of the community. After World War II, these communities had strong ideas about democracy, injustice and inequality and wanted schools to encourage children to hope and aspire to a better world. In the Reggio Emilia philosophy children are viewed as having rights, not just needs, and being important members of their community.

and our Admissions team. We enjoyed some Italian food and music while I shared images from one of the workshops we were involved in.

One of my university lecturers introduced me to Reggio Emilia almost 30 years ago and a visit has been high on my wish list ever since. The ideas and principles have always resonated with me and I knew that being able to visit in person would be very powerful. I was thrilled to be able to attend an intensive study tour in January 2020.

I recently shared some of my experiences with the ELC team, some of our specialists

Each one of us has an image of the ‘child’ that impacts how we connect, react and respond with them. At the Early Learning Centre, we believe that if we view children as competent and capable, we will help build their independence, resilience, social skills and wellbeing. Helping children to see themselves as capable is one of the first goals we have for our students, and one of the many things we speak to parents about when their children start in the ELC.

This visit has facilitated many conversations and reflections. It is not a method to be learnt and replicated but a way of thinking, a way of relating to children and considering the complex ways in which they learn.

The image of the child is one of the principles that has most informed our practice. Loris Malaguzzi, one of the founders of the Reggio Emilia approach said, “A simple, liberating thought came to our aid, namely that things about children and for children are only learned from children.”

This goal can be realised in many different ways. It might be as simple as facilitating opportunities for children to become more independent, take responsibility for their belongings and actions or as complex as engaging the children in authentic problem solving. Early in the term, we noticed patterns in how the monkey bars were being used.

The more confident children would climb to the top and sit for lengthy periods or explore a broader range of ‘tricks’. This was great to see, but also meant there were some children who were missing out on the time and space to build their skills within their capabilities. It would have been easy for us as the educators to make the rules about how the girls use this area. Instead we met with the group and put the problem to them.

Bernadette Gioia Director of the Early Learning Centre

“Things about children and for children are only learned from children.”

2

[1] Bernadette Gioia takes part in a pasta workshop during the Conference [2] Reggio Emilia, Italy

18

I

Lux Mea

Fairy House Project While learning from home during Term 2, our artists from Kinder to Year 4 spent time gathering natural materials from their gardens and while exploring their local area on walks. These beautiful materials were then put to great use in constructing delicate and creative fairy dwellings, large and small. Much thought, problem solving, care and love went into their creations!

Lyn Begg Junior School Art Teacher

1

2

3

4

5

6

[1] Aleisha (Prep) [2] Estelle (Year 4) and her fairy house [3] Hayley (Prep) [4] Sara (Prep) [5] Esther (Year 1) and her fairy house [6] Zoe (Year 2)

Lux Mea

I

19

OUR COMMUNITY

Our Alumni

Nina Bosco (née Karipidis)

Andria Mastroianni

Class of 2001

Class of 2009

I graduated from Ivanhoe Girls' almost 19 years ago. We were an exceptionally high-achieving bunch of young women, and I made the most of my time at school.

An active debater (I was fortunate to be selected for the Greenway Cup in Year 12), I loved participating in choir, House sports and musical theatre performances.

After finishing school, I wasn’t sure what I wanted to do. A career acumen test in Year 10 suggested a career in finance, banking or media. It felt like an odd mix at the time, but makes complete sense to me now.

After Year 12, I embarked on a Bachelor of Arts/Bachelor of Finance at the University of Melbourne. Five years later and with two degrees in hand, I got a “safe” job in a mid-tier accounting firm. It was there I met my husband Nick.

It was a whirlwind romance and we were married in December 2009. While Nick returned to university to complete a Masters Degree, I left accounting to join the National Australia Bank (NAB) right in the midst of the Global Financial Crisis (talk about timing!).

In my first role at NAB I was an investment structure and pricing analyst for superannuation funds. It was a highly technical job, but a nagging feeling existed – it didn’t feel like the right fit for me...

After our first child Lucas was born, I returned to NAB hungry to find a role that fitted. I landed in NAB’s communication team supporting its wholesale banking division.

This led to a career in Corporate Affairs.

I’ve been there ever since!

Our twins Christian and Alexander were born in January 2014, and our tiny apartment in Eaglemont was full of children, prams and very little sleep. I’m so blessed to be a mother to twins and witness their incredible bond.

We bought a townhouse in Ivanhoe and I returned to my corporate affairs role after 15 months at home with the twins and Lucas (and going a little stir crazy!)

A Corporate Affairs role in a Top-5 ASX company can be pretty demanding. It’s not a nine-to-five role; you often work very long hours. But I live and breathe NAB’s flexible working practices. I’m often working from home or in locations that suit me and my lifestyle (including school drop offs, assemblies and musical performances so I don’t miss out on spending time with my children).

For many years, I looked after NAB’s Business and Private Bank (from a Corporate Affairs perspective). This is a critical area of the bank, and is rich in issues management, media and government engagement, stakeholder management and leadership communications.

Recently, my portfolio changed and now encompasses our Corporate and Institutional Bank. It’s a fascinating time for me in this role, with sustainability, renewables and climate change all areas I can influence within this business, and articulate through a range of communication methods and channels.

Life is still exceptionally busy with two parents working demanding roles and balancing a young family – however there is no doubt that our three children are our greatest achievement.

If I look back at the girl with glasses and curly hair who finished school in 2001, I would absolutely tell her not to worry about career pathways or journeys - things always work out. Be happy, stay healthy and enjoy living.

Life since leaving Ivanhoe Girls’ has been pretty phenomenal. It’s been an adventure full of diverse experiences of travel, study, work, love and friendship. After my whopping 14 years at Ivanhoe Girls’ I completed a Bachelor of Laws (Hons) and Arts at Monash University, which I loved. I was fortunate enough to spend three semesters of my degree in Paris and Florence and a few months volunteering in Bosnia before I came back home to get admitted as a lawyer.

I spent a couple of years working in business at Coles Head Office, in a variety of different roles including as the national buyer for drinks and ice-cream. Whilst my time in the corporate world was incredibly insightful, rewarding and challenging, I knew that my heart wasn’t in it. So I moved up to Darwin for six months to volunteer in the Aboriginal social justice space and spend some time as a lawyer in remote communities. This experience changed my life and opened my eyes to the injustices within our country.

Now I work as a social policy and research officer at the national peak body for Aboriginal and Torres Strait Islander children and families, a job which I absolutely love.

I get to travel across Australia and spend time in remote communities that I never thought I would visit, and advocate for change on serious issues. My soul is definitely much happier now. My daily yoga and meditation practice and weekly surfing trips to the coast also helps with this.

My 14 years at Ivanhoe Girls’ undoubtedly had a huge impact on my life. I was able to explore so many areas of interest – from French language classes and international exchanges to saxophone lessons, the soccer team and debating.

[1] Year 12 Leaders pictured with Principal Dr Deborah Priest and Deputy Principal and Head of Senior School, Dr Matthew Bach. [2] L-R: Kerrie Haynes, Georgia Martin, Heather Low, Hannah Price. [3] Georgia Martin and Hannah Price.

20

I

Lux Mea

"When I reflect on the influence of Ivanhoe Girls’ on my life, one thing stands out: Resilience. It was woven throughout the academic and pastoral life of the School."

Mardi Cuthbert Class of 2009

I really was made to feel that I was a powerful young woman that could be involved in anything that I wanted to, and I have taken this important learning with me throughout my life.

It is probably one of the main reasons why I am so confident in both my abilities and in trying new things. My teachers at Ivanhoe Girls’ were incredibly supportive, and I always felt like they genuinely cared about me. One of my favourite teachers was Mr Warren, my Year 12 International Studies teacher, who constantly put up with me asking so many questions and demanding so many answers!

Thanks Mr Warren!

My advice for current students is to explore, to get involved in anything and everything Ivanhoe Girls’ offers that is charming to you, and don’t just do things because other people are doing it. Also, ask questions and really try to understand things that you care about. You are responsible for your own happiness, and if your soul is content then you will be a much happier and healthier person.

Ten years ago, I walked into my first lecture of a Bachelor of Civil Engineering.

While I can say Ivanhoe Girls’ equipped me academically, nothing could have prepared me for the day I walked into my first lecture, as one of only six girls in a room of 120.

Despite the gender imbalance, I was able to draw upon my leadership and organisational skills to complete my degree, alongside a Diploma in Project Management. I quickly found that the objective of local government really resonated with me – to make the community a better place.

In my time at Swinburne, I completed an Industry Based Learning placement at Banyule City Council in the Traffic and Transport Engineering Department. I was given the opportunity to project manage the redesign of the old Noel Street School Crossing – something I had used almost daily in my time in Senior School, and have since worked on a significant number of strategies and projects across Banyule City Council and Yarra Ranges Council.

I am now at the City of Casey where I am the Head of Infrastructure and Facilities in the City Presentation Department, managing the maintenance of all road, drainage, building, facility and fleet asset teams.

Last year I was recognised by the Institute of Public Works Engineering Australia (IPWEA) with the Emerging Public Works Leadership Award, and look forward to continuing to grow as a manager and leader in Local Government.

Anyone who remembers my twin sister Sarah and I from school will know that we loved to ‘do all the things’ – music,

debating, sport and House activities.

It’s safe to say that attitude has continued into my adult life: outside of work I am a qualified fitness and triathlon coach and a meditation facilitator. I have found the perfect sport for this attitude – Triathlon!

I initially started the sport as a ‘bucket list tick’, but fell in love with the training lifestyle, positive culture and racing opportunities that are all part of the sport.

Highlights to date include completing two Ironman 70.3 events (1.9km swim 90km ride 21.1km run) – a distance I never thought possible; and representing Australia at the ITU Age Group World Triathlon Championships in Switzerland in 2019. This year, I am excited to be part of the Triathlon Victoria Women in Triathlon Sub-Committee – creating a gender equity action plan to increase female representation and participation at all levels of the sport; and to again represent Australia in the Ironman 70.3 World Championships in Taupo, New Zealand.

When I reflect on the influence of Ivanhoe Girls’ on my life, one thing stands out: Resilience. It was woven throughout the academic and pastoral life of the School.

The early experiences I had of Outdoor Education (shout out to Mr Corbel!), of giving new activities a go (and sometimes missing out on opportunities) have taught me so much about myself, and helped me to challenge the limits I set for myself, and those around me. If I could give any advice to myself during my final years at Ivanhoe Girls’, I would say that every experience you are having – be it good or bad – is shaping you into the woman you will become.

Lux Mea

I

21

OUR STAFF

"By looking at current issues, or issues that students are really passionate about, students can realise that helping the community can be really fun..."

Katherine Putnam Head of Curriculum (Years 7-9) Like many students, I had difficulty deciding what I wanted to do when I left school. I started a degree in nursing and realised during the first semester that the profession was not going to be for me.

The following year I started a degree in Animal Science with the hope of transferring to veterinary science the subsequent year.

However, during the year I developed a love of biochemistry and became really fascinated in parasitology, in particular the malaria parasite that ‘hides’ from the immune system in human red blood cells. I began working as a laboratory assistant in a malaria research laboratory during my spares at university where I got to see the inner workings of a research laboratory. With a passion for research and parasitology, I went on to complete my Honours and PhD investigating lipid metabolism in the malaria parasite.

I spent a number of years as a postdoctoral research scientist investigating cardiovascular disease and new drug targets for the treatment of malaria.

As a PhD student, I would earn some extra money as a demonstrator, teaching second and third year university practical classes.

Demonstrating was something I really enjoyed.

I hadn’t really thought about becoming a teacher until 2013 when I saw an occasional graduation address given by Tim Minchin at his old university, the University of Western Australia. He pleaded “Please be a teacher.

Teachers are the most admirable and important people in the world. You don’t have to do it forever, but if you’re in doubt about what to do, be an amazing teacher… Even if you’re not a teacher, be a teacher.” For some

22

I

Lux Mea

reason his speech was on my mind for a long time. I got to thinking about how much I enjoyed being a demonstrator and how my experience as a scientist could be valuable in the school environment, and so I decided to change my career and become a teacher.

Teaching becomes your life.

It is crazy, demanding and often exhausting, but the best thing about being a teacher is that working with students is a lot of fun.

Of course I love running practical classes, but mostly I love the positive classroom environment I have in all of my classes.

I get a lot of enjoyment from coming to class, being part of my students’ lives and helping them explore new science concepts (and teaching them lame chemistry jokes). One of my other favourite things about teaching is that it is a never ending professional development journey. I continually learn each day. I learn a lot about myself and new strategies and skills to best communicate with my students. Also, hanging out with students all day ensures my vocabulary and fashion remain current.

My husband and I have two small children so we spend a lot of time together enjoying our much loved family rituals like Friday night eating out, Saturday pizza movie night and Sunday pancakes and Sunday roast. I am also a keen trail runner. I love getting off the beaten track and snaking my way through the bush. One of my favourite places to run is at Mt Buller in the summer.

Julia Robertson Director of the Cooerwull Centre for Leadership and Service I knew straight away that I wanted to be a teacher.

I was inspired by the great teachers I’d had at school.

The impact a teacher can have on somebody's life is incredible, and so I felt like it was an inspiring career choice. You could have a positive impact, while also enjoying an engaging and interactive career, doing different things all the time, constantly learning.

I studied at Monash University and completed a double degree in Science and Education.

Halfway through my degree I took a year off and went travelling through Asia. I realised how lucky we are to have access to the education system in Australia. It inspired me to be even more dedicated to my studies.

Ivanhoe Girls’ was my first job. I started in 2015, when I was 23, so I was only a few years older than the students in my Year 12 class which was weird. I teach VCE Psychology and Years 7-9 Science. It’s really exciting to have such engaged students.

I feel really lucky that Ivanhoe Girls’ is such a progressive community. I can just be myself, and share my opinions and values and know those values are shared commonly among the School community. I love the passion for education at the School. There are so many staff members who are so knowledgeable and care so much about their subjects.

I’m the Director of the Cooerwull Centre for Leadership and Service. I love that my job is building up and empowering students to share their voices and generate ideas to take action. I want to explore how to teach the key knowledge about how to service your community, and make a positive impact.

You can teach those things through engaging, interactive projects. By looking at current issues, or issues that students are really passionate about, students can realise that helping the community can be really fun.

It’s also a great way to connect with each other and also ascertain the impact they can have. Students recognise that we are really fortunate and privileged at Ivanhoe Girls’, and that they have capacity to help others.

Away from school, I love listening to electronic dance music and I’m part of an all-girls DJ collective. I’ve had a few gigs at friend’s parties. I also love to play board games and cook.

VISIT OUR ALUMNI PORTAL ivanhoegirlsalumni.com.au

Ivanhoe Girls’ Alumni allows you to re-connect with old classmates and use the trusted Ivanhoe Girls’ Grammar School community to expand your professional network.

RE-CONNECT

Find and re-engage with fellow Ivanhoe Girls’ Grammar School alumni.

GIVE BACK

Introduce, employ and offer to act as a mentor to our graduating students.

EXPAND

Leverage your professional network to get introduced to people you should know.

ADVANCE

Advance your career through connections working in top companies and exclusive resources.

FIND JOBS

Post openings and find job leads.

CONNECT NOW! www.ivanhoegirlsalumni.com.au Lux Mea

I

23

2020 Dates Reunions

School Tours

Class of 2019 (presented by IGOGA)

Tours run from 9.00am – 10.00am and depart from the Performing Arts Centre. Register on our website ivanhoegirls.vic.edu.au

Wednesday 26 August 6.30pm – 8.30pm Hillsley Visual Arts and Hospitality Complex

Past Student Luncheon (Pre Class of 1984) and Class of 1970 (50 Year Reunion) Friday 2 October 12noon – 3.00pm Hillsley Visual Arts and Hospitality Complex

Ivanhoe Girls’ Reunion Garden Party Incorporating Class of 1985, 1990, 1995, 2000, 2005, 2010 and 2015

Friday 14 August Focus: Finding out about Junior School Wednesday 26 August Tuesday 8 September Friday 9 October Thursday 12 November

Saturday 10 October 4.00pm – 6.30pm Martin Troy Rose Garden (weather permitting)

Please ensure the School has your email address so we can send you an invite to your Reunion.

Dates above are subject to change pending COVID-19 restrictions being lifted.

123 Marshall Street Ivanhoe Victoria 3079 Australia T +61 3 9490 6222 E enquiries@ivanhoegirls.vic.edu.au W www.ivanhoegirls.vic.edu.au CRICOS provider No. 00974A/018621A