Lux Mea Winter 2021

WINTER 2021

A TIME FOR RENEWAL

EDUCATION FOR THE 21ST CENTURY

DRESSING FOR SUCCESS

Contents 2

From the Principal

4

Education for the 21st Century

7

Open Day

8

Let's Own It

9

The Lorne Retreat

10

The Government Inspector

12

Class of 2020 VCE Results

14

Service in Action

15

Senior School Camps

16

The Joy of Exploration and Discovery

17

Top of the Class

18

DigiTech Day

19

In the Club

20

Dressing for Success

22

Our Alumni

23

Our Community

Cover: Ruby (Year 3) performs

in the Junior School Choir on Open Day

Back: The Ivanhoe Girls' Artistic Swimming Team

EDITOR 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

2

I

Lux Mea

From the Principal A Time for Renewal Upon my appointment as Principal of Ivanhoe Girls’ in January 2018, the Chair of the School Board, Mrs Karen Frost, informed me that the Board was keen for the School to be viewed with fresh eyes. My task was to ensure the School continued to be progressive and serve the needs of our students and thus remain a school of choice in an increasingly competitive market.

Hence the creation of the Ivanhoe Girls’ Grammar School Strategic Plan 2019-2024.

This was my first and most significant project, informing all subsequent projects, and provided a clear vision for the School and a clear framework for ongoing school improvement.

The Strategic Plan was released to the School community in Term 1, 2019. The Plan outlined three important pillars that underpin all that we do: Quality Learning and Teaching, Quality Student Wellbeing and a Connected Community as well as three enablers that allow us to facilitate our pillars. The pillars and the enablers; Quality Staff, Quality Resources and Facilities, and Sustainability, led us to five strategies that inform all our work at school: 1. Provide engaging, holistic and connected learning and teaching 2. Provide exemplary student wellbeing and opportunities for personal development 3. Attract and develop expert academic and professional staff 4. Provide engaging flexible and innovative learning and work spaces, and 5. Strengthen community engagement and school sustainability.

The research that led to the formation of the Strategic Plan provided us with clear data about the strengths of the School: what was valued by the School community, opportunities for improvement and areas where there was a strong appetite for renewal or change.

As a result, a range of projects were identified, some of which are completed, others are nearing their conclusion, and others still in the operational phase.

School Uniform Review Project At Ivanhoe Girls’, our girls really do “speak for themselves”. The student voice was loud and clear about a desire for a new uniform that better met their needs. The School Uniform Review Project commenced in Term 1, 2019 with the appointment of the New Uniform Review Committee comprising current and past students, parents and members of staff.

The new uniform was to meet specific requirements including: • improved functionality and comfort • uniform items that encourage physical activity • cost effective and value for money • the use of more sustainable fabrics and ethical production • reflective of a forward thinking independent school for girls, while respecting the culture and heritage of the School.

Whilst we have been challenged at times due to COVID-19 impacts globally and locally, the School Uniform Review Project is now coming to an exciting conclusion with designs finalised, fabrics ordered, samples made, tested and almost ready to share with the School community. The new Academic Summer uniform, the Core Sport and PE uniform and ELC uniform will be released for purchase in late 2021, followed by the new

1

2

3

Academic Winter uniform items that will be available in time for Term 2 2022. A transition phase will be in place for two years and all students will be wearing the new uniform from the commencement of 2024. The new uniform will be launched in early Term 4. We take a nostalgic look back at the history of the School uniform in this edition of Lux Mea.

Academic Leadership Review Project During a period of consultation in 2018, a significant number of staff indicated that the then existing Academic Leadership structure could be improved to better meet their needs and the needs of students. It was extremely important that this review was conducted in a collaborative and consultative manner, and was clear in its intended outcomes, scope and timeframe.

“It was extremely important that this review was conducted in a collaborative and consultative manner.”

The Academic Leadership Review Project took 18 months to complete and resulted in some exciting staff appointments and a new structure that commenced in January 2021.

The new structure opened opportunities to attract talented leaders from other schools to step into some curated roles, as well as introducing some very strategic and important roles for existing staff members.

The restructure resulted in a renewed team of Curriculum and Learning leaders comprising the Director of Learning and Innovation (Senior School), Director of Curriculum (Years 7-12) and the Director of Curriculum, Learning and Innovation (Junior School).

At Ivanhoe Girls’ the wellbeing and personal development of our students is as important as academic progress. Previously in the Senior School the oversight of this important

work rested with the Deputy Principal. The Academic Leadership Review revealed that the work warranted a dedicated leader and hence the establishment of the Director of Student Wellbeing role in 2021.

The Review data also suggested a realignment of some subjects within different faculties: • Geography, History and Religious Education in a new Humanities Faculty • Drama and Music being brought together in a Performing Arts Faculty • Hospitality and Art are brought together in a Creative Arts Faculty • Health is brought together with Physical Education to create a Health and Physical Education (HPE) Faculty and • Technology and Science brought together in the Science and Technology Faculty.

Other outcomes of the Review include the provision of greater time allocation for Year Level Coordinators and Heads of Faculty to conduct not only the oversight of teaching and curriculum within their faculties, but also to provide them with time to nurture and grow the capability of their team members.

Larger faculties will be supported with Deputy Heads of Faculty roles. In addition, Languages, HPE, Performing Arts and Creative Arts Faculties have become whole-school faculties, providing a greater professional community for the Junior School specialist teachers and improved transition for students from the Junior School into the Senior School.

Master Planning Project One of the most anticipated projects emanating from the Ivanhoe Girls’ Grammar School Strategic Plan 2019-2024 is the Master Planning Project that has the mandate to review every facility and building on the School grounds and to plan for facilities to serve our existing and future school communities. While this project is expansive

and ambitious, there have been some smaller projects that the School is addressing immediately.

One such project is the renovation and refurbishment of the Performing Arts Centre (PAC). The PAC is regularly used by students and staff, as well by current and future families and community members such as the Heidelberg Symphony Orchestra. The PAC Auditorium was refurbished in the 2020 December/January holiday period and the refurbishment of the PAC Foyer and bathrooms is scheduled to be completed by early Term 3 2021. The quality of this redevelopment work will set the standard for each new building or refurbishment of existing buildings across the School once the Master Plan is finalised.

All the important and exciting renewal work in these and other projects has been planned carefully to ensure the School continues to serve the needs of our students and school community for many generations to come.

The School is intentional about being progressive, innovative and brave in its decisionmaking.

Our clear focus is to remain the leading academic school in the north of Melbourne, as well as being known as a school where the wellbeing and personal development of our students is as important as reaching beyond their academic potential.

Dr Deborah Priest Principal

Designs for the refurbishment of the Performing Arts Centre: [1] Foyer. [2] Facade. [3] Auditorium.

Lux Mea

I

3

SENIOR SCHOOL 1

Education for the 21st Century While the School’s long-standing reputation as an outstanding school remains unchallenged, the Principal, Dr Deborah Priest, has set about making changes to ensure the School remains forward thinking, dynamic and flexible in an increasingly complex world.

As part of a review of the School Curriculum and Learning team, several areas were identified as needing greater investment in order to meet the School’s key strategic pillars.

With that in mind, the School appointed three new members of the School’s Executive team during 2020. Mrs Davina McClure took on the role of Deputy Principal/ Head of Senior School. Two other key senior appointments directly address the key strategic pillars: Ms Louisa Scerri was

appointed the new Director of Learning and Innovation and Mrs Brett Borbely appointed into the new role of Director of Student Wellbeing. Together with Mr Rob Fuller, the Director of Curriculum (Years 7-12), these leading educators are bringing passion, experience, and insights into the Senior School at Ivanhoe Girls’, and are crafting a visionary response to some of the educational challenges of the 21st century.

[1] L-R: Mrs Davina McClure, Deputy Principal/Head of Senior School, Mrs Brett Borbely, Director of Student Wellbeing and Ms Louisa Scerri, Director [1] of Year Learning and Innovation.

[2] The Performing Arts offer students the opportunity to master skill that requires hard work, dedication 12 Leaders pictured with Principal Dr Deborah Priest and Deputy Principal and Head ofa Senior School, Dr Matthew Bach.

[2] L-R: Kerrie Haynes, Georgia Martin, Heather Low, Hannah Price. [3] Georgia Martin and and commitment.

Hannah Price.

4

I

Lux Mea

“Creativity, collaboration, communication, critical thinking – they are required no matter what the discipline.”

Deputy Principal/Head of Senior School While 2020 was undoubtedly challenging for the whole school community, for Davina McClure it was a once in a lifetime experience of education delivered differently.

“My concern is that we will revert back to what we have always known” she says.

Davina believes it’s important to “take what's happened and what was successful at that time and look at it in terms of how we move forward – it is not the continuation of how things were, but an opportunity to shape what will be”.

Despite the challenges of COVID-19 and Offsite Learning, VCE students at Ivanhoe Girls’ performed better than ever. “I was keen to ask, why? What did we do differently?” says Davina. And according to staff members, Rob Fuller and Jan Leather, students were encouraged to be resilient, teachers were less content focused and there was a greater focus for all on being self-directed during Offsite Learning. There were some great outcomes,” she says, adding, “we can’t lose sight of that.”

However, the isolation of learning from home for long periods of time was far from ideal.

For Davina, wellbeing, belonging and connectedness are the most important elements to help a student thrive in a school.

“If students feel understood, appreciated and equipped, they will develop their unique skills, interests and passions to be their very best self,” she says.

2

Davina’s background is in the Performing Arts and she teaches both Junior and Senior classroom Music. She has an insight into the role passion and interest plays in student success. “You see that spark and you grow it” she says. “But it is not just limited to the Performing Arts”, she adds.

“If we can tap into the interests and passions of our students, then it’s limitless what they can do,” she says. “Of course, this is underpinned by hard work, dedication, skill mastery and commitment.”

“Teachers across all disciplines understand how important it is to teach students that a growth mindset, underpinned by effort and resilience, is essential for accomplishment in learning. Growth mindset language and formative instruction focuses students to apply effort and persistence to achieve their personal best. This is embedded in our learning culture, as students are encouraged to persevere with deep thinking while not shying away from the unknown or difficult," she says.

“It is encouraging that education is now beginning to focus on a broader and deeper set of metrics in terms of student achievement. Alongside the disciplines of learning, we are developing and acknowledging student competencies such as collaboration, creativity, communication, problem solving and strength of character.”

Director of Learning and Innovation When people think of innovation they often think of technology and the latest gadget, but for Louisa Scerri, it’s all about ideas. “It’s a two-step thinking process involving idea generation and idea implementation,” she explains. “It’s about looking at what is actually happening, reflecting on why it happens like that, and then trying to articulate what improvements can be made going forward”.

For Louisa, the power of innovation is its capacity to increase student learning outcomes, acknowledging that learning is a lifelong process. “Every decision we make in the School has to be about improving student learning,” she explains.

That might mean challenging some of our assumptions about what learning looks like.

In one of her first projects as Director of Learning and Innovation, Louisa is developing what she calls a student “toolkit”.

To do this, she is engaging students from Years 7-12 to find out more about their experiences of learning. By working with students in this inaugural Student Learning Forum, she hopes to refine teacher practice to ensure that student voice, agency and leadership inform what she calls the School's Community of Practice. “We have a responsibility as educators to transform our educational model into the 21st century,” says Louisa. Above all, “teachers should design classes that allow every child to have success,” she says.

According to Louisa, innovation is one of the most important attributes for an organisation in the 21st century. “To be innovative, you actually need to be a problem solver, be creative, work collaboratively and most of all be curious about things”, she explains.

“Students need to have the opportunity throughout their schooling to build character, collaborate with their peers, respond to adversity with resilience, and most importantly have a growth mindset that encourages adaptability,” she says. “All of these components exist when we are innovative.”

Continued...

Lux Mea

I

5

SENIOR SCHOOL

“That child is more likely to ask you questions in class, is more likely to seek help if they don't understand the concept. The fact that's part of our culture here, I just think is wonderful.”

Director of Student Wellbeing So for young people facing a volatile, uncertain, complex and ambiguous world, the future of work may look very different to today’s job landscape. “Just teaching skills and knowledge is doing our students a disservice”, says Louisa. Our graduates will leave with more than this - they will have the dispositions and character traits that (educational researcher) Michael Fullan identifies as the 6Cs (character, citizenship, communication, critical thinking and problem solving, collaboration and creative imagination). “Indeed, they will have the ability to think of the questions that have not been thought of, and solve them as they shape the world they will lead.”

So how do you develop those attributes in the classroom? For Louisa, the answer lies in the School motto: “Our Girls Speak For Themselves”. “It’s allowing students to ask questions,” she says. “It comes back to what happens in a classroom that encourages learning.”

“Allowing students to take risks, not being grade-orientated... an ATAR will give [students] options into tertiary studies, but there is so much more than that,” she points out. “It’s that curiosity, or that creativity or being able to collaborate. It’s looking at the learning as more than the four walls of a classroom - it’s about expansive education and real-life experiences,” says Louisa.

For Louisa, success comes down to the student experience. “It’s a child feeling secure enough to try something new or take a risk,” she says. “If we are doing our job well, every child at any moment in the class will have moments of success, moments of feeling uncomfortable and moments of feeling challenged. But most importantly every child must feel success, they must feel proud, and feel rewarded by their efforts. They must feel they belong. It is this environment that is the catalyst for learning.”

Raised in a family that lived its strong Christian values by fostering more than 350 troubled teens, Brett Borbely is a strong believer in the importance of healthy relationships. Growing up, she witnessed firsthand the damaging long term effect of non-respectful relationships on young people.

As a teacher, she knew she wanted to find a way to empower young people to make better decisions, so she enrolled in a Master of Education with a focus on wellbeing.

Today, in her role as Director of Student Wellbeing, she designs curriculum and lesson plans around topics such as respectful relationships, consent and conflict resolution, but always with an eye on the key aspects of Emotional Intelligence - selfawareness, self-regulation, motivation, empathy and social management.

So why is the focus on wellbeing so important? “If we want young people to be successful we need them to have an understanding of their own wellbeing so they can put things in place to be able to flourish,” she explains. “They need the language and the skills to be able to advocate for themselves, to be able to take care of themselves, and to be able to have empathy and compassion for other people as well.”

“I think that the whole world is realising that if we want to do well as individuals we need to do well collectively, and wellbeing is the way to do that.”

“We say “Our Girls Speak For Themselves” and it starts from a sense of belonging and a sense of being seen,” she says. “People don't naturally speak unless they know that when they open their mouth there is someone there to listen.”

“Every time we see a young student for who they really are and give them the space to be that person and not ask them to mould and change into someone else, I think that once people feel psychologically safe they are willing to deal with change, they are willing to deal with pain…” she explains.

“That child is more likely to ask you questions in class, is more likely to seek help if they don't understand the concept. The fact that's part of our culture here, I just think is wonderful.”

At Ivanhoe Girls’, her key aim is to embed wellbeing into the curriculum, and connect the work of the Year Level Coordinators and the Counselling team to the classroom.

“We will document the wellbeing framework so we will have a through line and curriculum that matches that through line from Years 7-12,” she explains. But beyond that, success for Brett is all about the students.

“At the end of the day you want it to be a place where the students are thriving and those that are struggling have hope and know they will get the support they need to thrive.”

Ivanhoe Girls’ has long enjoyed a strong tradition of delivering high quality student wellbeing. In Senior School, small tutorial groups and the nurturing presence of Year Level Coordinators can help students to feel known as individuals. Brett believes this can have a huge effect on student confidence.

[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.

6

I

Lux Mea

OPEN DAY

Open Day Saturday 20 March Against a backdrop of a beautiful blue sky, the tempting aroma of sausages cooking on the barbecue, and the sounds of the hundreds of visitors moving happily about the School grounds talking to our staff and students, Open Day 2021 was an outstanding success.

Thank you to all members of staff and volunteers for their enthusiasm and their generous contribution of time and energy.

Open Day is an example of the strong connected community we have at Ivanhoe Girls’ and we are proud to share the unique and special features of our school with prospective families and our current extended families.

Dr Deborah Priest Principal

Lux Mea

I

7

CLASS OF 2021 1

Let’s Own It In a speech at the Senior School Leadership Assembly, Year 12 student Mia introduced the 2021 Prefect slogan.

Against the backdrop of the Women’s March at Parliament House, and the COVID-19 Pandemic, “Let’s Own It” is a clarion call for Ivanhoe Girls to approach life with courage, passion and determination to be true to themselves.

Young women and girls are told many odd things. Firstly, we are told: “Where’s that smile, love?”

But then again, we get: “you smiled at me, you were asking for it”.

We’re told to “look hot”, but of course we need to “look innocent” otherwise, again, we’re “asking for it”.

We need to come off as a “smart young lady", but of course if we show that we are smart then we are being "arrogant" or “too confident”.

We are told to “use your voice,” but when we do use our voice we are “loud” and “too much”.

The reality of the world that we live in is that women are judged for what we do; we are judged for what we don’t do; and we are judged for absolutely everything in between.

We want you to hear these judgements and think to yourself “stuff that”.

With everything you do, we want you to do it with pride, dignity and without regrets.

Because even the bad experiences, and even our mistakes, make us grow – they teach us a new perspective on life, and they build our empathy for others.

We are judged for putting on make-up, for not putting on make-up, for being academic, for not being academic, for having children, for not having children, for being in a relationship or for not being in a relationship.

We’re judged for not being skinny, but also for being skinny. We’re judged for not being stereotypically pretty, but if you’re pretty then, once again, you’re “asking for it”.

Yes, you are going to make mistakes. You are going to mess up and you are most likely going to be the "toxic friend" at one point or another. You are going to say things you’ll wish you didn’t, you’re going to mess up at least one SAC and probably even an exam.

But guess what? We are all human beings.

We are not angels sent here to be perfect.

The truth is that no matter what we do, we are going to be judged by one person or another. While this hurts us, we need to understand that we cannot control what people say about us, nor what people think about us, and we also need to remember that it is absolutely impossible to be perfect.

This is why we want to preach the “stuff it” mindset.

The 2021 Prefect Team believes that in society, women need to be empowered to allow themselves to be confident in everything they do. This is why we chose the motto “Let’s Own It”.

Which is why it is so important to never judge – that includes never judging YOURSELF.

There are very few things that we are guaranteed control over in life: one of those is our attitude.

*In her speech to the School Assembly, Mia used the phrase AFAB, meaning “Assigned Female at Birth”.

We respect Mia’s use of gender inclusive language, but have decided to use “women” and “girls” in this publication for the purposes of clarity. – Editor

8

I

Lux Mea

2

3

The Lorne Retreat

The reality of the world that we live in is that women are judged for what we do; we are judged for what we don’t do; and we are judged for absolutely everything in between.

So, whatever judgement is thrown at you, or whatever mistakes you make - learn from it and own it. Let’s all own it. Every time you own it, you are telling the person next to you to own it too. When you’re being confident, you’re telling the person next to you that it’s a great thing to be confident.

Ignore the mindset that suggests that when women are confident we are being “arrogant”. We are not being arrogant, nor narcissistic.

We have talent, we have important things to say, we are all different in the best way, and that is a fact that no amount of judgement is going to change. When we make a mistake, or when we’re worried about what people will think about our new outfit, or our result on the exam, seriously – Let’s Own It. Mia Year 12 Year Level Liaison Prefect

Arriving at school in the dark at 6.45am on Wednesday 31 March with our ‘breakfasts-togo’ and hopping on the bus at 7.00am was a tiring yet thrilling start to our two-day trip! For weeks we had been counting down the days, deciding on funny costumes, organising bedroom arrangements and planning where we will eat breakfast while at Lorne. This Retreat was an amazing experience for our year level to bond, get out of our comfort zones, and make endless memories.

2020 Senior School Leaders Yu Ying (Winona)

School Captain

Charlotte

Vice Captain

Tayla Darcy

Social Service Prefect

Laura

Captain of Locksley

Ashley

Year Level Liaison Prefect

Sabrina

Captain of Debating

Mia

Year Level Liaison Prefect

Caitlin

SRC President

Georgie

Captain of York

Sophie

Captain of Music

Annie

Year Level Liaison Prefect

Annalise

Captain of Rotherwood

Maia

Captain of Drama

Emma

Captain of Sport

Georgia

Captain of Ashby

Amy

Captain of Rowena

Emma

Captain of Oswald

There were a range of challenging yet fun physical activities that we participated in over the two days: from juggling with Circus Oz, to getting dumped when attempting to ‘Go Ride A Wave’, to ziplining through the treetops at LiveWire Park. We were lucky enough to have delicious gourmet catering for all our meals at the Mantra Lorne, whilst also having an evening of trivia – the competition between Tute groups was immense.

We enjoyed having the independence to check in and out of our units, explore the village on our own, all the while following the detailed itinerary – of course! A highlight of the trip was the fancy dress dinner, where friendship groups each dressed up in different costumes. We saw Greek Gods, lifesavers, the Incredibles and even the Teletubbies!

We are very grateful for all of our supportive tutors, who always checked in with us, and who joined in on the fun. We will never forget Mr Oakes’ talent for surfing or Mr Chadzynski's enjoyment for the highrope course. Many thanks to Ms Tendelli for organising this enjoyable trip away – you always had a smile on your face and supported us through the ups and downs.

What a rewarding conclusion to Term 1 of Year 12!

Laura Year 12 Captain of Locksley

[1] The Year 12 banner on display outside Collins Wing. [2] Mrs Davina McClure, Dr Deborah Priest and the 2021 School Leadership team.

[3] Year 12 Lorne Retreat.

Lux Mea

I

9

PERFORMING ARTS

The Government Inspector Senior School Production May 2021 This year’s production, The Government Inspector, was an absolute success!

The Senior School production of Nikoli Gogol’s satirical masterpiece was directed

by Helen Mutkins, who transformed the setting to an Australian outback country town. The comedy tackles issues such as greed, corruption, mistaken identity and ill-judgement.

Our incredibly talented cast staged a wonderful performance, and the work and dedication of the crew made the whole experience possible. As Stage Manager, I was able to watch the show unfold from the audience each night. All four performances were hilarious and a pleasure to be a part of.

I thoroughly recommend everyone to join the crew, band or audition for next year's musical after such a marvellous experience.

Maia Year 12 Captain of Drama

[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

Lux Mea

I

11

CLASS OF 2020

VCE Results We are proud to congratulate the 94 students from the Class of 2020, not only for persisting throughout the significant challenges presented last year, but also on their excellent VCE results.

2020 was a year like no other and none of us could have predicted the challenges that the Class of 2020 or their teachers would face. The quality of learning leading up to Year 12, the level of parental, school and community support given to the Class of 2020, the commitment of the Year 12 teachers and the connectedness of the students themselves to each other, all contributed to the success of the Class of 2020.

I would like to take this opportunity to thank our staff team for their tremendous dedication, creativity and adaptability and every parent for your support of your child.

Together we held the Class of 2020 in the palm of our hands and deep in our hearts, and together we watched them rise up to o ur high expectations of them. Now, together, we can watch them take up their individual journeys into adulthood with great confidence.

As the COVID-19 pandemic took hold, we witnessed amazing resilience, adaptability and creativity across the School. While we would easily have forgiven the Class of 2020 had they simply retired to focus on their studies, instead, they shook off the selfdoubt and the inevitable challenge and they simply adapted! They remained introspective and stoic throughout the inevitable cancellations of Year 12 events and continued to focus on achieving what was possible.

Dr Deborah Priest Principal

I was delighted with the academic results of the Class of 2020 and to have shared in their achievements and contributions to school life. The Class of 2020 emerged from the year so much stronger than any of us could have imagined and I am proud of each and every one of them.

Distribution of ATAR Scores 2020

I

Lux Mea

79%

80 70 60

Ivanhoe Girls’ State/National

50

40%

40

28%

30

20%

20 10

11% 5%

1%

Above 99

12

The Class of 2020 has emerged from this year so much stronger than any of us could have imagined and I am proud of each and every one of them."

2% Above 98

5% Above 95

10%

Above 90

Above 80

Tertiary Destinations

Three students achieved perfect study scores Jasmine Further Mathematics Danika Business Management Zhidou (Daisy) Specialist Mathematics

The following students achieved an ATAR of 99 or above Mia Pema Elizabeth Emma (Huy Anh Pham) Zhiduo (Daisy)

The following students achieved an ATAR between 95 and 98 Julia

Our graduating Class of 2020 achieved excellent results that reinforced Ivanhoe Girls’ as the top academic school for VCE results in the north of Melbourne, and in the top twenty VCE schools across Victoria. Of our students, 85% received a place in their first or second preference tertiary course, and 100% received a place in a tertiary course of their first three choices.

Our students have chosen to study courses across a wide range of different fields including Medicine, Design, Music, Engineering, Business/Marketing, Law/ Criminology, Science and Nursing. Many of the students in the Class of 2020 had their hard work and talent recognised with Awards and Grants, from various institutions. As in previous years, The University of Melbourne is the tertiary destination of choice for our students, with 41% choosing to study there.

Ivanhoe Girls’ students also took up offers to study interstate and overseas.

Tertiary Institutions Selected by the Class of 2020

41%

The University of Melbourne

17%

La Trobe University

15%

Monash University

15%

RMIT University

6%

Swinburne University

3%

Australian Catholic University

2%

Victoria University

1%

Deakin University

Percentage of Courses Selected Agriculture

1%

Culture and Society

17%

Business and Commerce

21%

Information Technology

3%

Design

10%

Education

2%

Engineering

6%

Science

15%

Health and Biomedicine

21%

Creative Arts

3%

Lilly Jasmine Alana Danika Beth Jade Dunithi Audrey Cassandra Stephanie Charlotte Charlotte Siobhan Isha Alexia Shanelle Hannah Charlotte Chloe Dingyi

The prize for Dux of the School was awarded to Zhidou (Daisy) who achieved an ATAR of 99.85 Zhidou (Daisy) Daisy Commenced at Ivanhoe Girls’ in 2015 in Year 7. As well as being a dedicated and high-achieving student, Daisy has contributed greatly to the life of the School. In Year 12, Daisy held the position of House Recorder for Rowena, and her contribution to her House, including House competitions, the House Performing Arts Carnival, Art and Craft and Photography Competitions was reflected in the House Half Colour she received in her final year.

Daisy was a talented and valued member of a number of musical ensembles including Concordia Choir, Senior Chamber Choir, the Bowie Orchestra among others, and she participated in numerous School Productions, including Chicago, Chess and Aida.

Daisy was also an active member of the DAV Debating Team in her Senior years, and excelled in her academic studies throughout her time at Ivanhoe Girls’, winning the Mathematical Methods Prize in Year 11, as well as the Olive Gordon Academic Prize in Year 10, the Agnes Bevington Academic Prize in Year 9 and the Frances Lowe Academic Prize in Year 8.

Daisy was an active participant in sport, particularly in softball and badminton, and represented Ivanhoe Girls' in a number of charity and service initiatives, including achieving her Bronze Duke of Edinburgh Award in Year 10 and as School Ambassador.

We are proud of Daisy’s achievements, and grateful for her extensive contribution to the academic and co-curricular life of Ivanhoe Girls’.

Lux Mea

I

13

SENIOR SCHOOL 1

Service in Action This year, students in Senior School have been actively involved in a number of Service initiatives, thus forging stronger community connections, and finding ways to make a positive contribution to society.

2

3

Big Group Hug Big Group Hug is a non-profit organisation that responds to the needs of vulnerable and disadvantaged children and their families.

We can all take for granted the love and care we receive as young children. Most of us have never had to worry about whether we are going to have enough to eat today, if we have enough clothes or blankets to keep us warm or whether we will get a present for our birthday.

Big Group Hug, which was founded by past Ivanhoe Girls' Staff member, Angela Wood, provides much needed supplies to families who would otherwise struggle to meet these basic needs. The Group relies on the support of local communities and people like us to donate urgently needed items such as nappies, clothing, blankets, prams, cots, toothbrushes and other essential items.

Birthing Kits Then, volunteers check, sort, and pack essential item packages for distribution by Maternal Child Health Centres and social workers to families in need.

During Term 2, Year 11 and 12 students ran a Winter Coat Drive across the School to donate warm coats in child and youth sizes to help Big Group Hug. As Social Service Prefect, I am passionate about building awareness to the plight of people less fortunate than us, and creating a school culture that gives back to our community. No matter how big or small the contribution, it can have such a positive impact on vulnerable children and their families. Volunteering your time or household goods to help families in need creates a sense of pride and a feeling of connectedness to your community, knowing your small contribution really can make a difference.

With more children and families in need I believe it is more important than ever for us to give back.

Tayla Year 12 Social Service Prefect

5

4

During Term 1, Year 12 students worked with two organisations that have similar missions in supporting women around the world.

Through working with KIT International and Zonta, our students learnt about several of the challenges some pregnant women face when they do not have access to clean and sterilised medical equipment.

In order to support these women and give them the best chance at safely delivering their babies, our Year 12 students worked together to assemble and package over 300 birthing kits. Each birthing kit includes one plastic sheet, a small piece of soap, two gloves, three pieces of string, a sterile scalpel blade and five squares of gauze.

In order to meet the stringent shipping requirements, each kit must also be assembled according to strict hygienic standards and packed, airtight, into several shipping boxes.

During the assembly process, the energy in the room was abuzz and teamwork was synergised. It was wonderful to watch all of the students dedicated to supporting women around the world. The care they took in preparing each parcel perfectly was a joy to witness. From this experience, our students became more aware of the challenging experiences many women face when bringing life into this world, and in becoming more aware, deeper connections and empathy grew within all of us.

Brett Borbely Director of Student Wellbeing

[1] Year 12 students assemble Birthing Kits with the help of Julie Pincombe, President of the Zonta Club of Melbourne on Yarra.

[2] Jayne Clarke from Big Group Hug and Tayla. [3] Caitlin, Tayla and Winona at the West Heidelberg RSL Anzac Day Service.

[4] Amy Viola, Suzanne Lees (Class of 1975), Sharon Karasmanis (Past parent), Julie and Tayla.

[1] Year 12 Leaders pictured with Principal Dr Deborah Priest and Deputy Principal and Head of Senior School, Dr Matthew Bach. [2] L-R: [5] Detail from gift card design for Year 11 Fundraiser supporting Birthing Kit Foundation Australia.

Kerrie Haynes, Georgia Martin, Heather Low, Hannah Price. [3] Georgia Martin and Hannah Price.

14

I

Lux Mea

Year 7 Camp Valley Homestead, Ovens The students challenged themselves with activities ranging from bushwalking, rafting, abseiling and a giant flying fox. It was a great opportunity for them to develop their resilience and build and strengthen relationships with their classmates.

Year 8 Camp Goulburn River, Eildon Exciting outdoor activities including whitewater rafting, hiking, mountain biking, plus discovering knowledge and culture with Wurundjeri elder, Murrindindi, helped students forge strong ties to community, country and the environment.

Lux Mea

I

15

STEM IN THE ELC 1

The Joy of Exploration and Discovery Young children are natural investigators, curious and open to all possibilities. In the Early Learning Centre there are endless opportunities to build on these dispositions and develop scientific inquiry skills. These include predicting, observing, asking questions, describing changes, using tools and recording their findings.

If you have ever been in the company of a child when they first discover their shadow, or experience the ‘eruption’ of a vinegar and bi-carb soda combination you will know how joyous and exciting these moments can be.

We feel very fortunate to share in these moments of awe and wonder each day.

During any day in the ELC, there are many examples of STEM (Science, Technology, Engineering and Maths). Many of these experiences are intentional and planned to support the learning of the group or individuals. There are also many incidental moments of learning that occur during the course of children’s play and exploration.

These are supported through the questions and extension that the ELC educators provide or the addition of tools and props.

STEM education creates critical thinkers, increases problem-solving skills, and enables the next generation of innovators.

Some examples of STEM experiences at the ELC Science: Observing the life cycle of a butterfly, cooking, gardening, exploring magnetism and caring for the environment.

We regard our outdoor learning environment as full of opportunities and equal to the indoors. The value we place on the natural environment is backed by studies which have revealed that not only is it beneficial but actually necessary for children to connect with nature and spend time outdoors.

A number of these STEM experiences occur outdoors where the children can interact with nature and explore an environment that is ever changing. Noticing and adjusting to seasonal changes is one of the highlights of our ELC environment. We all love watching the beauty of the deciduous trees which provide a new surprise each season; leaves changing colour, falling to the ground and the spring blossoms bursting into life after the chill of winter. Of course, we also have the advantage of living in Melbourne, where there are plenty of opportunities to explore all types of weather. Experiments and observations are great ways to learn about the weather and we often encourage the girls to be weather reporters describing what they have seen and drawing their observations.

Science experiences such as gardening and finding living creatures also helps teach children responsibility. Learning how to keep plants alive or noticing the habitats of snails occur organically alongside the children’s play and exploration of the playground. In such an urban environment, it is sometimes surprising to discover just how full of life our playground is.

The early years are a crucial time for children’s learning. Through STEM they are not only developing skills in Science, Technology, Engineering and Mathematics but a range of thinking and life skills which will hold them in good stead for the future.

Bernadette Gioia Director of the Early Learning Centre Emily Franceschi Classroom Teacher (3 Year Old)

Technology: Taking photos, using magnifying glasses, exploring weight with scales and hammering at the woodwork table.

Engineering: Building towers, making paper planes and box construction.

Mathematics: Scooping and pouring water, ordering and sorting items, creating patterns and singing songs.

2

[1] Year 12 Leaders pictured with Principal Deborahwatches Priest and Principal and[2] Head of Senior Matthew Bach. 2020).

[2] L-R: [1] SophieDr (PrePrep) an Deputy egg absorb colour.

Hunter (Prep)School, builds aDr light tower (from Kerrie Haynes, Georgia Martin, Heather Low, Hannah Price. [3] Georgia Martin and Hannah Price.

16

I

Lux Mea

ELC 1

Top of the Class The ELC has been awarded top marks by the Australian Children's Education and Care Quality Authority (ACECQA).

Ivanhoe Girls’ Early Learning Centre is pleased and proud to announce that it has been awarded top marks under the National Quality Framework. The National Quality Standards provides a benchmark for the quality of children’s education and care across Australia.

After a lengthy process of assessment and rating, in May 2021 the ELC, led by Director Bernadette Gioia, was awarded “Exceeding National Quality Standard”. This rating is given to services that go above and beyond the requirements of the NQS in at least four of the seven quality areas.

The seven quality areas that assessed are: • Educational Program and Practice • Children's Health and Safety • Physical Environment • Staffing Arrangements • Relationships with Children • Collaborative Partnerships with Families and Communities • Governance and Leadership

The Ivanhoe Girls' ELC was delighted to be awarded an "Exceeding" rating for each of these seven quality areas.

"I’m very proud of our team in the ELC. This was our first time going through the process together and the ELC’s first assessment in six yearsyears," says Bernadette.

To be awarded ‘Exceeding’ in all seven areas was a great recognition of all the hard work we have done as a team and our commitment to ongoing reflection, learning and development.

In her report, the assessor described the educators as creating an “inviting, warm and safe environment for children.”

“The program provided was inclusive and deliberately planned to promote children’s curiosity and create an atmosphere of learning through play,” she noted.

The program and practice at the Early Learning Centre at Ivanhoe Girls’ is based on the Emilia Reggio Approach of Early Childhood Education. This educational philosophy is based on the image of each child being regarded as an individual with potential, who has rights, who learns from the world around them and who grows in relation with others.

The assessor noted some of these aspects in her findings.

“Children were provided with many opportunities to actively engage in the program through the provision of wellplanned and organised play spaces and activities. This included a supportive environment created by educators each day, where children are empowered to make decisions, show leadership and share their ideas.”

Of particular note was the warm, nurturing and collaborative relationships developed between educators, children and their families, which “significantly contributed” to children’s sense of confidence and security, the assessor noted in her report.

This was particularly evident in the respectful acknowledgement of “developmental needs, diverse cultural backgrounds and progress of each child” in planning and developing the curriculum .

“We all feel very passionate about our work and relationships with the families and children at the ELC. We celebrate the individual strengths in each child and what makes them unique. We were thrilled that the assessor could see this so clearly during her visit.”

Ivanhoe Girls’ is very proud of Bernadette and her wonderful team of educators for their impressive achievement, and for the work they do to provide outstanding care and education for our youngest students.

[1] L-R: Bernadette Gioia, Director of the Early Learning Centre, Meg Timothy, Emily Franceschi, Robyn Sawyer and Poppy Gerakes.

Lux Mea

I

17

STEM IN JUNIOR SCHOOL

DigiTech Day Year 5 took part in a DigiTech Day in Term 1. In collaboration with Helen Moore, Director of Curriculum, Learning and Innovation (Junior School) and CodingEdge, students participated in a full day of coding activities, intended to enrich their learning in Integrated Studies and Literacy.

Students have been learning all about resilience and having a growth mindset in Integrated Studies – what it means, why it is important and how to practise it. In Literacy, they have taken a deep dive into the fantasy genre, in both reading and writing, learning about its features, language and structure.

During the DigiTech Day, students coded EV3 Robots to express the range of emotions they may feel when they encounter challenges, they put their knowledge of resilience to the test as they encountered problems and set-backs when making

fantasy animations in Scratch (a programming language) and they went on magical quests to save the Geode Dragon using precise coded sequences and loops.

It was a wonderful day, enjoyed thoroughly by all students, and the problem-solving, perseverance, teamwork and cooperation evident throughout the day highlighted the value, once again, of integrating STEM-based learning opportunities.

Sonya Year 5 Teacher

Forces in Motion The Forces Games were a series of hands-on activities for the launch of Year 4’s Integrated Studies Unit on Forces and Motion.

To begin, students experienced the force of gravity as they lay on their backs and threw tennis balls in the air.

Students were then divided into two teams: the “Motion Minions” and the “Gravity Gang”. The activities included pushing themselves along the tennis court on trolleys, ten pin bowling with basketballs, shot-put with beanbags, and friction testing as they rolled bean bags and hockey balls.

The event concluded with an epic tug-of-war with 4H vs 4M! These activities were not only great fun, but also gave the students the opportunity to experience different forces and make real-world connections to their learning in this Unit.

1

Damian Hoy and Tom McBurney Year 4 Teachers

2

3

[1] Mansi and Ruby (Year 5) code EV Robots on DigiTech Day. [2] Joely (Year 4) enjoys a Tug of War with classmates.

[3] Year 4 students test the power of forces with beanbag shot-put.

18

I

Lux Mea

JUNIOR SCHOOL 1

In the Club After a hiatus in 2020 due to Offsite Learning, this year it's been wonderful to have the Junior School clubs once again offer students a broad range of activities before and after school, and during lunchtimes.

These clubs offer students a great way to develop interests, challenge themselves, learn new hobbies, and make new friendships within a wide variety of social settings.

Artistic Swimming, Aerobics or an early morning run at Chelsworth Park with the Run Club, are great ways to develop fitness and can help prepare students for exciting competitions. Future Problem Solving develops critical thinking, team work, communication and public speaking skills.

Lego Technic and Knitting Club develop dexterity and creativity, while Chess Club is a fun way to learn and play one of the world’s most popular games. The Kitchen Garden Club is a hands-on opportunity to grow food, while the Page Turners’ Reading Group is an opportunity to share a love of literature, stories and characters with others who enjoy a similar passion.

2

3

4

[1] Saraya (Year 6) in Chess Club. [2] Libby (Year 2) is making a scarf in Knitting Club.

[3] Elaine and Illaria (Year 6) in Future Problem Solving. [4] Students enjoy building with Lego Technic.

Lux Mea

I

19

FROM THE ARCHIVES 4

Dressing for Success The School uniform has undergone many transformations since the earliest days of the School. With the new uniform being released later in the year, we take a nostalgic look back at the Ivanhoe Girls’ Grammar School uniform through its history.

1

3

The early years

1935-1970s

In the School’s earliest days there was no official uniform. However, by 1918, a navy tunic with box pleats and a navy tie was worn by most students.

By 1935, the School had adopted a summer uniform featuring a cotton dress with brown, gold and white check with a raised gold thread, a white collar and brown leather belt.

This was designed by Jean Chapman (Class of 1929). During World War II, this fabric was substituted with a simpler design of brown and gold stripes, due to shortages in supplies. The sports uniform of this time was a gold cotton tunic, worn with a white blouse and a sash in House colours.

From 1923 until 1934, this navy tunic and tie was worn in winter with black shoes, stockings, gloves and a belt. A navy blazer was trimmed with navy cord, while a Bishops’ mitre, symbolising the School’s association with the Anglican church, was embroidered in gold thread on the pocket.

2

5

During this period, the summer uniform was made from navy blue Fuji silk, trimmed with white collar and cuffs on the long sleeves.

In 1929, the collar was changed to pale brown, and worn with a brown belt, shoes and stockings. We are fortunate to have an example in our Archives Collection, along with the sports tunic from the period, which was made of the same Fuji silk. This was worn with a long sleeved white blouse, a navy tie and black stockings.

The winter uniform during this period was a brown serge pinafore, with a v-neck and pleats, a fawn-coloured shirt, and brown and gold striped tie. This was worn with a fawn-coloured v-neck jumper with gold and brown stripes which was replaced with a plain dark brown jumper during the War. The dark brown blazer featuring the Bishop’s mitre embroidered on the pocket in gold thread, will be familiar to students even today.

Stylistically, the uniform remained fairly consistent over the next few decades, with slight changes to the brown, gold and white check pattern of the summer uniform.

In the 1970s, the brown pinafore was replaced with a brown skirt with two pleats for Senior School students.

[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

6

9

10

11

7

8

12

1980s-1990s In 1980, the winter skirt was changed to a brown and gold checked pleated skirt. This was worn with the brown blazer, fawn shirt and brown and gold striped tie.

By 1995 the summer uniform was updated to incorporate a bright white and brown check, white collar and cuffs.

2000s In 2001 the sports uniform underwent a radical shift to a black and gold parachutestyle tracksuit, with yellow ankle stripes and a zipped jacket in black and gold with a v-shaped stripe.

13

In 2007, the uniform was completely redesigned, and re-introduced blue to the uniform for the first time since the 1930s. Designed by Jane Lamerton (Class of 1974), the gold was largely replaced with cobalt blue. This modern design featured blue and brown stripes on the winter skirt and Junior School pinafore, while a cobalt blue woollen jumper with brown trim, a blue and brown spotted tie and blue-striped ribbon on the Year 12 blazer brought a fresh new approach to the School uniform.

The golden mitre on the blazer pocket remained as a tangible link to the history and traditions of Ivanhoe Girls’.

In 2017, trousers were introduced to the School uniform for the first time, to acknowledge a more inclusive approach to the uniform while allowing for greater movement and comfort for our students.

In 2019 the School commenced the process to design a new Uniform for students from ELC to Year 12. Following a significant research project, and the appointment of renowned school uniform designer, Jonathan Ward, a Uniform Review Committee was established with representatives from students, staff, parents and past students. The new School Uniform will be launched to the School community later in the year and we look forward to showcasing the new uniform in the next edition of Lux Mea.

[1] Summer dress and Sports Tunic 1929. [2] Rowena Tunnel Ball Team 1930. [3] Winter Tunic 1927. [4] Form Captains 1938. [5] Athletics Team 1935.

[6] Summer Uniform 1950s. [7] Ashby House 1956. [8] Senior Basketball Team 1965. [9] Greenway Cup Debating Team 1971. [10] Year 7, 1978.

[11] Skiing Team 1987. [12] School Colours Assembly 2008. [13] Blazer and tie c. 1990.

Lux Mea

I

21

OUR COMMUNITY

Our Alumni

Sam Ross (née Michaelson) Class of 1984 An excerpt from my Year 12 School Report: “This girl is destined to spend a number of years in a state institution; whether that turns out to be a university or a prison remains to be seen.”

Thank you to my History teacher for that vote of confidence.

At my 35-Year Reunion, I looked around as we whooped at the yellow 1980’s sports uniform that had been set out for our horrified amusement, and wondered: when exactly did we turn into grown-ups?

Seriously, when did we turn into more-orless-respectable professional adults?

1

Some credit must go to the ethos of expectation that permeated Ivanhoe Girls’.

"The Girls Can Do Anything campaign of the 1980s didn't touch us: it was redundant.

Instead, there was a powerful assumption: if you could, you would."

It was during my Honours year in the Biochemistry school at The University of

Melbourne that an unsuspected aptitude for bench research emerged (nobody was more surprised than me). A PhD in Protein Biochemistry followed. I’m now a Senior Defence Scientist with a 30-plus year research career in Chemical-Biological Defence Science, with oversight of a Bio-Sciences lab. (18 Year Old me certainly never saw that coming.)

Highlights include being on security for the 2000 Sydney Olympics, riding in helicopters older than me, and the occasions when I am called upon to pretend to be a terrorist.

Today, I spend more time than I like flying a desk, but occasionally I do still sneak back into the lab.

At 20 I discovered motorcycles, and they remain my preferred transport. In 2017 I completed The Long Ride, a Defence men’s health fundraiser motorcycle tour around Tasmania. At age 52 I discovered a love of skiing. In March 2020 (before COVID-19 hit) I skied powder for the first time in Canada; the scenery (and the falls) were truly spectacular.

What next? I hope for more study, more travel, maybe even another bike or two.

I might even see you on the slopes. All while keeping myself more-or-less respectable, of course. I'd hate to disappoint my History teacher.

2

The Lost Arts Club For this past student, a desire to reignite her creativity has inspired her to reach out to other Ivanhoe Girls' Alumni and connect through a passion for the Arts.

Brittany Goss Class of 2009 I was an avid performer during my time at Ivanhoe Girls’, and starred in every theatre production I could, from Romeo and Juliet to Away. My favourite performance was Dorothy Brock in 42nd Street. I went on to study Performing Arts at Monash University.

During this time I was active in the Melbourne arts scene, but after landing my first corporate role, my dedication to live theatre gradually dwindled.

A few years passed and I longed to be a part of a theatre group again but I found I could not commit to the rehearsal hours. Instead, I searched around for a short course, but nothing seemed to fit into my full schedule.

Then, in perfect synchronicity, in 2020, I received an invitation from Ivanhoe Girls' Alumni, asking how I’d like to be more

involved with the School. I decided to pitch my idea of a “Lost Arts Club” and it was received with warm enthusiasm.

Today, The Lost Arts Club is for creative souls who find themselves unintentionally disconnected from their passion for the arts.

The purpose of the Club is to have a friendly and supportive space to explore our creativity and imagination; away from life’s daily pressures that can cause stress and a lack of confidence. Art can cure feelings of distraction, demotivation, and the mundane.

We invite members to explore whether it be singing, painting, theatre, or music... we’re into it all!

The Lost Arts Club is excited to launch our upcoming calendar of events in this edition of Lux Mea. Visit the Lost Arts Group at www.ivanhoegirlsalumni.com.au to see a list of events, register and RSVP. Please submit any workshop suggestions or queries as a comment on the Lost Arts Club Group in the Alumni portal. We welcome all artists at every skill level - I’m really looking forward to getting creative with all my Ivanhoe Gals again!

Let's have some fun!

[1] Year 12 Leaders pictured with Principal Dr Deborah Priest and Deputy Principal and Head of Senior School, Matthew Bach. Goss.

[2] L-R: [1] Sam Dr Ross.

[2] Brittany Kerrie Haynes, Georgia Martin, Heather Low, Hannah Price. [3] Georgia Martin and Hannah Price.

22

I

Lux Mea

OUR COMMUNITY 1

2 I

25

G

CE

B R AT

N

Cooerwull Service Awards

LE

YE A RS

4 February 2021 6

I

YE A RS

YE A RS

B R AT

I

YE A RS

9

LE

B R AT

I

45

N

G

CE

8

LE

G

CE

B R AT

N

LE

G

7

5 I G

G

YE A RS

B R AT

N

25

LE

CE

4 I

CE

B R AT

N

LE

N

CE

3

YE A RS

Mothers’ Day Breakfast 4 May 2021

IGGSPA Mothers’ Day Lunch 7 May 2021

[1] Anne Maslin, Donna Stalker, Nicole Wharton (Class of 1984) and Rachael Rosedale, President of the Cooerwull Committee.

[2] Karen Frost, Chair of the School Board (Class of 1981) and Kerrie Jenkins. [3] Stan McLeish. [4] Rowena Archer (Class of 1986).

[5] Andrè Chadzynski. [6] Heather Schnagl AM and Andrew Corbel. [7] Peter Smithson. [8] Suzanne Lees (Class of 1975).

[9] Recipients of the 5-Year Service Award.

Lux Mea

I

23

Save the Date 2021 School Tours

Reunions

Tours run from 9.00am – 10.00am and depart from the Performing Arts Centre.

Register on our website.

Class of 2019 1 Year Reunion

Class of 1995 and 1996 25 Year Reunion

Wednesday 25 August 6.30pm – 8.30pm

Saturday 23 October 4.00pm – 7.00pm

Class of 2020 1 Year Reunion

Class of 2000 and 2001 20 Year Reunion

Saturday 11 September

Saturday 23 October 4.00pm – 7.00pm

Tuesday 3 August Wednesday 1 September Tuesday 19 October Friday 12 November

Special Events ELC Year 11 Visual Arts Exhibition Hillsley Visual Arts and Hospitality Complex Monday 2 – Friday 6 August 8.30am – 4.00pm

Units 3 and 4 Visual Arts Exhibition Hillsley Visual Arts and Hospitality Complex Monday 11 – Tuesday 18 October 8.30am – 4.00pm

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

Class of 1970 and 1971 50 Year Reunion and Past Student Luncheon Friday 1 October 12:00pm – 2.00pm

Class of 2010 and 2011 10 Year Reunion Friday 22 October 6.30pm – 8.30pm

Class of 1985 and 1986 35 Year Reunion Friday 5 November 6.30pm – 8.30pm

Class of 1990 and 1991 30 Year Reunion Friday 5 November 6.30pm – 8.30pm