Lux Mea | Winter 2022

WINTER 2022

INTERNATIONAL ACCLAMATION

FREAKY FRIDAY

RED EARTH IMMERSION

Contents 2

Message from the Chair

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From the Principal

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International Acclamation

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Building on Excellence

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VCE Results

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Student Leadership Committee

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Farewell to Mary Bourke

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Early Learning Centre

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Junior School

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Sport

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Senior School

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Performing Arts – Freaky Friday

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Red Earth Immersion

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Reflections from Prep

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Our Community

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Vale Mr John Hamilton Shilliday

Message from the Chair "Dr Priest has shown visionary and impressive leadership during her tenure as Principal of Ivanhoe Girls’. She has embraced the purpose, philosophies, values and culture of the School and has become a much-loved member of our School family."

Cover: Maya, Year 1

Dr Priest’s Retirement as Principal

This magazine has been printed on Monza Satin 99% Recycled paper for our Lux Mea, Monza Recycled’s FSC Mixed Source Certification ensures that it complies with the most stringent environmental and economic forestry management standards worldwide.

It does not seem that long ago that Dr Deborah Priest was appointed as the 12th Principal of Ivanhoe Girls’ Grammar School, but this year marks five years since her appointment. The occurrence of the pandemic during that tenure has provided an interesting experience that none of us anticipated but has in no way constrained Dr Priest’s significant achievements as Principal.

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An enhanced leadership structure, implemented by Dr Priest, has further enriched and supported student and staff wellbeing, and the passionate teaching and learning environment for which our school is known. Academic achievement, including the success of our VCE students, continues to go from strength to strength, and we are now placed in the very enviable position of the best performing school in the north of Melbourne.

Dr Priest has shown visionary and impressive leadership during her tenure as Principal of Ivanhoe Girls’. She has embraced the purpose, philosophies, values and culture of the School and has become a much-loved member of our School family.

Strategic Plan projects have been progressed and achieved, including the important Facilities Masterplan which is well developed and will provide for innovations in teaching and learning into the future. This will form a wonderful basis for key developments for years to come.

Mrs Karen Frost Chair of the School Board

Although it will be very sad to farewell her at the end of this year, we are very grateful for all her accomplishments and the legacy she will leave us with.

BUILDING ON EXCELLENCE

From the Principal In 2019, the School released the Ivanhoe Girls’ Grammar School Strategic Plan 2019 - 2024 in which we identified three key pillars that guide us as we build upon the excellence that our school is already well known for; Quality Learning and Teaching, Quality Pastoral Care and Connected Community. Over the past three years, much work has taken place across all three pillars and, despite COVID-19, significant developments have taken place in the first two pillars.

Building on Excellence in Learning and Teaching Significant work has also been undertaken over the past three years on curriculum review and renewal. Year 9 was a particular focus year level in 2019 and 2020, to consider how the range of elective subjects engaged students, met their needs and whether they also met the School’s criteria of being real-world connected and crossdisciplinary wherever possible. Students have been delighted with the introduction of the exciting elective subjects including Criminal Investigations, Digital Marketing and Design, Be an Architect, Be Your Own Boss, Mechanical Engineering, Creative Café The Making of an Athlete and All the World’s A Stage. These subjects have not only engaged the students with learning that is real-life contextualised, it has also opened the students’ minds to different career paths and aspirations KN O for their future.

LEADE

Our Model for Student Success (see Figure 1) was developed in 2019 with our primary goal of developing students who can thrive in a changing world. Over the past three years, we have used specific, high impact evidence based strategies to develop each student. For example, a strong focus has been placed on students’ understanding the value and importance of constructive and specific Learning Behaviours that, when adopted, will empower them to improve their academic outcomes. These Learning Behaviours are now reported to parents through the twice yearly reports.

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Figure 1: Ivanhoe Girls’ Model for Student Success

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Building on Excellence in the Pastoral Care of Students There is nothing more important in our school than the wellbeing of our students and staff as we know that it is the presence of wellbeing that is the precursor to success in learning and professional performance.

Following the review of middle and senior leadership roles in the School in 2019, I was delighted to create a new role that champions and leads the wellbeing strategies and programs for our students in the School.

Brett Borbely joined the School in January 2021 as our inaugural Director of Student Wellbeing and she has already implemented a range of wonderful innovations in the care of our students. Most notably she and her team have developed a comprehensive wellbeing program inclusive of important topics such as Consent Education, Cyber Safety and Navigating Friendships. The Wellbeing Program will be supplemented this year with a renewed focus on providing all students in the Senior School with both leadership and service opportunities that changes each year as is age and stage appropriate.

All of the important and exciting renewal work that has taken place in recent years and is currently being worked on this year, 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 decision-making. We have a clear focus to remain the leading school in the north of Melbourne, as well as being broadly known as the School where the wellbeing and personal development of our students is as important as is reaching beyond their academic potential.

Dr Deborah Priest Principal

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BUILDING ON EXCELLENCE

International Acclamation

The Official Platinum Jubilee Pageant Commemorative Album

While we often hear from new parents that a primary reason for choosing Ivanhoe Girls’ is the strength of our student wellbeing program and strong academic outcomes, it is heartwarming to receive international acclaim.

In January 2022, I received an email from St James House in England inviting Ivanhoe Girls’ to represent Australia in an important upcoming publication. St James House is the official media and publishing house for the British Royal Family and was engaged by the Royal Jubilee Pageant Committee to create the Royal Album to celebrate the 70 years of Queen Elizabeth’s reign.

The Royal Jubilee Pageant Committee asked St James House researchers to identify 50 schools across the Commonwealth that stood apart from their peers. Ivanhoe Girls' was chosen for our outstanding service and leadership program for our students. The researchers then gave that list of 50 schools to the Royal Jubilee Pageant Committee that reduced the list to 15 schools across the Commonwealth. Ivanhoe Girls’ was chosen as one of the 15 Commonwealth schools and one of two Australian schools to be featured in the Education chapter of the Royal Jubilee Album.

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After discussions with staff at St James House about what the Ivanhoe Girls’ feature should contain, it was agreed that, as “Our Girls Speak for Themselves”, it should focus on our student voice. Hence, our School Captain (Amy Hu) and School Vice Captain (Mia Salomon) and I were interviewed by a writer from England about how the broader school programs, including service, leadership and co-curricular opportunities, have prepared them to be successful now in the final year of schooling and also to prepare them for a future as independent young adults.

Dr Deborah Priest Principal

Providing a unique window into Her Majesty’s decades of service and one of the most extraordinary lives of this or any other era, The Official Platinum Jubilee Pageant Commemorative Album features a select number of outstanding individuals and organisations from across the Commonwealth, with Ivanhoe Girls’ Grammar School featuring as one of two schools in Australia.

The only official book published for the Platinum Jubilee Pageant, Her Majesty The Queen: The Official Platinum Jubilee Pageant Commemorative Album was launched on 5 June 2022 as part of jubilee celebrations of The Queen’s extraordinary 70-year reign. Produced by publisher St James’s House and written by royal authors Robert Jobson and Katie Nicholl, with contributions by Tom Parker Bowles, this beautiful hardback publication features more than 250 photographs of Her Majesty from throughout her life. The album charts the trials and triumphs of The Queen’s 70 years on the throne.

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TI TL HER MAK JESTY THEE QUEEN The Of ficial Pla

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Girl power

A commitmen t to “develop yo ung women of Ivanhoe Girls character” mea ’ Grammar Sch ns ool is not only historic but ho listic, too

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hen equalit y is the expectatio n and gender increasingly flu recognition is id, the prog re or perceived ba ssive and forw Ivanhoe Girls rriers to our lea ard-thin king ’ Gram mar Sc demonstrates rning, which co-educational hool in Victo why single-se we might expe ria, Australia, school environ x education is and relevant to rience in a ment. As a res to follow caree as empowerin day as when th ult, we have th rs of our choo g, en ric e hi sc e confidence ho ng Ivanhoe Girls sing.” ol was founde Al on gs ’ educates up d in 1903. ide academic to 1,0 00 stude excellence, Iva prep, junior an confidence an nts across kind nhoe Girls’ fo d senior years. d com munit ergar ten, sters leadersh Principal Dr De advocates the y engagement en ip, ab bo lin rah Priest passi school’s mant g students to , including ra develop profou onately , “Our girls sp fundraising, emboldens all wi th nd eak for themsel others, deepen personal insig students to ad ves”, and hts and empa vocate for them ing the genuin outset in a “d thy culture. “We en ely welcoming selves and othe etermination courage stude rs from the and diverse sch to create a be “A lthough we nts to engage em tter world”. ool with their lea ’re a girls’ sch ot ion rn ing, peers, tea ally and ar ticul ool, our stude characteristics chers and com ately starts with pr across religiou nt body has munit y,” says ep students pr s, ethnic, cultu diverse domains,” sa Priest. “It esenting assem to senior prefe ral and gender ys Xinran Am bli es at age six an cts formulating identification y Hu, School an individual, d develops and implement themes, which Captain. “Eve and we respe ing the schoo ryone here is of ten embrac ct each other’s culture inspire l’s annual e and addres messages such individuality. s us to explo s powerful an as Th ‘B ra re e ve sch wh not perfect’, ‘L d pertinent ool That, in turn o we are with These annual , empowers us et’s ow n it’ an out fear of jud themes permea d ‘Dare to lov to be ourselve gment.

The effects of te and inform e’.” lives. As a result s without jud this self-awaren th e gin stu , th g de ey ot nts’ learning an hers.” are set to carry far-reaching an ess and sensit of contempora d their understan ive empowerm d benefit every ry th di emes, fostered ng and experie ent are thing from me cultural engage nce at Ivanhoe Gi days and on int ntal-health su ment to educati rls’, beyond th o their friends pport and onal attainme School Vice Ca eir hip sch s, relationships ool concludes, “T nt and future ptain Mia Sa hrough Ivanh and careers. Sa careers. As lomon explains subjects, includ oe Girls’, we lomon our ability to , “Being enco ing traditionall have a deeper contribute, bo uraged in all y male ST EM ap pr ec th iation of to our careers skills, removes and to our co any tangible mmunities.” ww w.ivanhoe gir

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[1] Ivanhoe Girls' featured article in Her Majesty The Queen: The Official Platinum Jubilee Pageant Commemorative Album.

[2] (L–R) Mia 2022 School Vice Captain (Year 12), 2022 Junior School Co-Captains Ada (Year 6), Ginny (Year 6) and 2022 School Captain Amy (Year 12).

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BUILDING ON EXCELLENCE

Encouraging students to be courageous and take risks with their learning enables them to reach for the stars and develop life-long learning skills instead of avoiding mistakes and ‘playing it safe’.

The Assessment of Excellence Excellence generally means being outstanding or extremely good at something. Students who win the House Cross Country, or who achieve a high distinction in the Australian Maths Competition demonstrate excellence in one curriculum area.

However, excellence will look very different for each student as we value the individual strengths, talents, and growth they demonstrate.

Often, the student who has demonstrated the greatest growth has not achieved the top mark on a test. Students who demonstrate exceptional teamwork, persistence, courage, or creativity may not ‘win’ an event or achieve a top mark.

So, while we are proud to celebrate our excellent Literacy and Numeracy results through NAPLAN each year, this assessment does not capture or measure students’ passion or persistence to solve a problem or whether they can work collaboratively on an extended class project or be a kind and supportive friend or classmate. Cultivating important life-long skills such as persistence, determination, collaboration, problemsolving, curiosity and creativity that enable people to excel for the long term need to be valued in schools alongside focusing on the short-term successes of academic achievements (Zhao 2015).

Junior School has many opportunities to develop and demonstrate excellence in academic areas whilst also developing lifelong skills and capabilities. Recently, some Years 5-6 students were selected for their passion and strength in writing and speaking by participating in the Ignite House Debate.

Likewise, many students from Years 3 to 6 are selected each year to showcase their creativity and communication skills through the Public Speaking Festival. Students also demonstrate excellence and pride in caring for the beautiful school grounds through the weekly ‘Emu Bob’ litter collection and recycling program. Many students volunteer to care for the environment through the Garden Club while others demonstrate compassion and citizenship as they plan and lead a social service event and others demonstrate exemplary kindness and friendship in the playground.

In assessing excellence, it is important to focus on the growth and achievement of each student. Encouraging students to be courageous and take risks with their learning enables them to reach for the stars and develop life-long learning skills instead of avoiding mistakes and ‘playing it safe’.

Our goal in Junior School is to provide all students with appropriate levels of challenge where they can ‘struggle’ with a problem and enjoy the satisfaction and sense of achievement of solving it.

Mrs Helen Moore Director of Curriculum, Learning and Innovation – Junior School

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Shifting the paradigm: assessing what matters. Zhao, Y. (2015). Australian Educational Leader, 37(2).

[1] L-R: Seojin and Hayley (Year 2).

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The Crucial Role of Student Voice and Agency

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Our deliberate intent at Ivanhoe Girls’ is to foster a love of learning, and the pursuit of excellence in its broadest sense. We want our students to have a belief that they can face all kinds of difficulty and uncertainty calmly, confidently, and creatively and become the best version of themselves; to develop student voice and agency so they can actively contribute to the world that they will lead.

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The outcome of this process is consequently presented in Figure 2.

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To aspire for excellence, we need commitment and to be constantly evolving.

We need to imagine (as well as we can) what our graduates’ world will be like - at a broad level of generality. What does excellence look like and feel like? Developing student voice, and agency is crucial to the development of educational excellence.

Quaglia and Corso’s (2014) research presents the premise that there are three guiding principles that must be prevalent for students to be aspirational, irrespective of context or indeed ability. Not surprisingly young people must have a sense of self-worth, be engaged, and have a clear purpose.

They must feel valued, trusted, and know they have the ability to achieve. They must develop a keen desire to learn new things and be invested in their learning. And most importantly they must take responsibility for who they are and what they are becomingpurpose is as much about who they want to be as what they want to do.

Over the last 12 months a key focus of the Curriculum and Learning Team within Senior School has been working on identifying a set of core competencies and character strengths that will assist our students as they strive for excellence. We have consulted with current students, leading educators, been informed by current research and undertaken significant discussion to establish what we wish to see as attributes in our graduates.

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Whether the challenge be on the sporting field, participating in an immersion experience, or in the classroom and beyond – the opportunities are infinite. As educators, we hold a privileged position, and with this comes a huge responsibility to reflect and ask, what knowledge and skills, what attitudes and values will stand our students in good stead as they embark on life in a globalised and digitised future?

CHARACTER STRENGTHS

COM MU N

At Ivanhoe Girls’, we recognise that educational excellence is tangible and is not a ‘one fits all model’. Consequently, as educators we respond by providing our students with diverse programs and experiences where they can be challenged, as they learn and grow.

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Figure 2: Core Character Strengths and Competencies

Ms Louisa Scerri Director of Learning and Innovation

Our deliberate intent at Ivanhoe Girls’ is to foster a love of learning, and the pursuit of excellence in its broadest sense.

Thrive: The Purpose of Schools in a Changing World, Hannon V & Peterson A (2021). Cambridge UK. Expansive Education: Teaching learners for the real world, Lucas B, Claxton, G & Spencer E (2013). ACER Press, Australia.

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CLASS OF 2021

VCE Results The following students achieved the equal top score in the State of 50 for their studies:

We are proud to congratulate the students from the Class of 2021, not only for persisting throughout the significant challenges presented over both 2020 and 2021, but also on their excellent VCE results.

While the statistics are indeed impressive and represent the best results of a cohort for many years, it is more impressive to know they were achieved following not one, but two very atypical, unique, and challenging years of learning in Offsite and Onsite modes. Their determination to succeed and the ability of students in the Class of 2021 to be so poised and focussed throughout the year, along with the continuous commitment of their teachers, has contributed to these students being well rewarded with these results.

Our students are to be commended in addition to their VCE results, with 65% receiving their first tertiary preferences, 81% receiving a place in their first or second preference course and 86% receiving a place in a course of their first three choices.

Congratulations to the Class of 2021 on a year where they said, 'Let's Own It', we are proud they stayed true to their motto and wish them the best in their chosen studies.

ATAR Results

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Students achieved an ATAR score higher than 99 (9.5% of the cohort)

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tudents achieved an ATAR S score higher than 98 (17.9% of the cohort)

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tudents achieved an ATAR S score higher than 95 (29.8% of the cohort)

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tudents achieved an ATAR S score higher than 90 (52.4% of the cohort)

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tudents achieved an ATAR S score higher than 80 (79.8% of the cohort).

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Results Overview 25.5% of all scores in subjects studied by students in Years 11 and 12 were 40 or more, placing them in the top 9% in the State.

Annika for Art and History: Revolutions

for Legal Studies Rachel Greta for Business Management Sophie for Biology Annalise for Psychology

Students with ATAR scores of 95 and above

2021 Duxes – ATAR score 99.75 • Chloe • Sophie • Annalise 2021 Dux Secundi – ATAR score 99.65 • Mia • Annika

VCE Baccalaureate The VCAA introduced the VCE Baccalaureate in 2015 as part of the VCE to recognise students who study Units 3 & 4 English, higher level Mathematics (Units 3 & 4 Mathematical Methods and/or Specialist Mathematics) and a Units 3 & 4 Language subject in addition to at least two other Units 3 & 4 studies.

A total of 17 students or 20% of the Class of 2021 have been awarded the VCE Baccalaureate.

Emma Alex Chloe Lily Xixuan (Kalin) Helena Sabrina Mia Kate Kristen Mia Yu Ying (Winona) Bonnie Abigail Charlotte Caitlin Sophie Angelique Annabelle Annalise Annika Anjana Tianyi Xiang (Jennifer) Emma

Distribution of ATAR Scores 2021

79.8%

80 70 60

Ivanhoe Girls’ State/National 52.4%

50 40

29.8%

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20%

17.9%

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2% Above 98

5% Above 95

10%

Above 90

Above 80

Reflections from Duxes Chloe

Our Class of 2021 truly performed strongly and achieved outstanding results that once again reinforced Ivanhoe Girls' as the topperforming school in Melbourne's North, and in the Top 20 VCE schools across Victoria."

Premiers VCE Awards These awards acknowledge those who have shown outstanding achievement in their studies and are considered to be 'top of the State' in their awarded area.

• Annika for Art

2021 Duxes Tertiary Selections Chloe – Dental Science (Honours) at La Trobe University Sophie – Dental Science (Honours) at La Trobe University

• Annika for History: Revolutions

Annalise – Wildlife and Conservation Biology at La Trobe University

Awards/Scholarships

2021 Duxes Secundi Tertiary Selections

Jia

• B achelor of Biomedicine at The University of Melbourne • Offered the Melbourne Access Scholarship

Abigail

• Bachelor of Engineering (Honours) at RMIT University • O ffered the STEM Women in Engineering Scholarship

Anjana

achelor of Global • B Studies and Information Technology at Monash University • Offered the Women in Information Technology Scholarship ffered the Sir John • O Monash Scholarship for Distinction.

Mia – Medicine (School Leaver Entry) at Monash University Annika – Laws (Honours) at Monash University

Tertiary Institutions Selected by the Class of 2021 28%

RMIT University

23%

The University of Melbourne

22%

Monash University

19%

La Trobe University

5%

Deakin University

2%

Australian Catholic University

1%

Swinburne University

Matrix Education 2021, 2021 VCE High School Rankings, https://www.matrix.edu.au/beginnersguide-vce-high-school-rankings/2021-high-school-vcerankings

From Years 7 to 12, my school life was enriched by my involvement in the various co-curricular activities.

Superficially seeming to bear little connection to intellectual learning, being offered these extracurriculars, whether they be musical, physical, or social undertakings, has had an instrumental role in supplementing my academic performance. The prevalence of support within the School community, including the constant encouragement from peers, and the everpresent willingness of teachers and other staff, has been pivotal to my learning. The variety of easily accessible co-curricular activities on offer, in conjunction to the dedication of staff, have provided me with an ideal learning environment and have ultimately allowed me to achieve the results that I have.

Annalise Throughout my time at Ivanhoe Girls’, I felt as though I was always encouraged to consistently strive for my best with the help of the incredible teachers who guided me. One aspect about the School that I particularly loved was the extra-curricular activities available to the students. I believe I was able to achieve an ATAR score of 99.75 through not only study but through a maintained balance with House Captaincy responsibilities, making my Year 12 experience all the more enjoyable. Focusing on my VCE subjects while simultaneously being able to exercise my passion for House activities ensured my final year at school was one to remember. I encourage all students to search for that balance: a maintained focus on study while also ensuring time to enjoy the co-curricular areas of school life.

Sophie I will always look back at my school years fondly due to the many opportunities I had to try out new activities and explore my interests, both inside and outside the classroom. Having now left school, I am realising just how lucky I was to be in such a supportive environment that allowed me to grow and develop essential skills. These opportunities also allowed me to deduce not only what I loved, but what my strengths were, and guided me to decide upon my subjects, which I enjoyed immensely, and ultimately my future career. I think that loving what you do is key to staying motivated, so I am grateful that I had the freedom and support to discover what I truly enjoyed during my time at school.

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STUDENT LEADERSHIP COMMITTEE

Supporting Others in their Journey to Excellence As we have grown and developed as young people in today’s society, we have constantly been told to “strive for excellence” but have been left to ponder the true meaning of the expression… an abstract term difficult to define. Indeed, each person holds their own perception of what "excellence” entails.

To us, excellence is not “the quality of being outstanding or extremely good”, nor is it a means to compare yourself to others. Rather, we should acknowledge that everyone is different, therefore excellence should be about individualistic goals. We see it as reaching one’s full capacity, the result of trying their best. It is a product of hard work, commitment and passion, as well as a willingness to try despite the possibility of failure.

Often, people have “excellent” qualities within them, yet a lack of confidence prevents them from reaching their maximum potential. Like seeds on the verge of breaking through soil, we as young people need the right “water” and “environment” in order to flourish and grow.

With this vision in mind, the Prefect Team initiated the motto “Be That Somebody”, a slogan actively encouraging all to take every moment as an opportunity to better themselves, to be there for someone else – to “strive for excellence”.

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This is particularly fitting for the Class of 2022. The final years of secondary school require great resilience and dedication, with the common goal of achieving “excellence”.

When a simple number has the potential to determine your “future”, it can be easy to let yourself fall into the whirlpool of endless comparisons. Therefore, now, more than ever, we as a cohort need to stick together, to lift each other up, and to remind one another that we are all “excellent” in our own ways. We must have confidence in our own hard work and mental fortitude because these are the qualities that will allow us to achieve our own “excellence”.

Amy, School Captain and Mia, School Vice Captain

As leaders of the School, we aim to develop such an environment in which everyone can achieve excellence and take pride in themselves as well as their abilities.

We want to build a school community where everyone feels supported through genuine relationships, where each individual with their unique strengths can come together as a community, and where we can all demonstrate compassion towards each other as well as a willingness to serve one another.

[1] Mia and Amy (Year 12). [2] 2022 Student Leadership Committee (L-R): TOP: Maya (Captain of Locksley). Georgia (Year Level Liaison Prefect), Lilla (Captain of Music), Samantha (Captain of Rowena), Greta (SRC President), Natasha (Captain of Ashby), Kayla (Social Service Prefect) BOTTOM: Mrs Davina McClure (Deputy Principal/Head of Senior School), Abbey (Year Level Liaison Prefect), Alyssa (Captain of Debating), Imogen (Year Level Liaison Prefect), Amy (School Captain), Mia (School Vice Captain), Christina (Captain of Rotherwood), Margo (Captain of Sport), Ella (Captain of York), Mietta (Captain of Drama), Dr Deborah Priest (Principal).

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Be That Somebody Although at times it may be scary, we want the motto to emphasize that every interaction with yourself or others is an opportunity to strengthen yourself in minor, manageable ways, without feeling obligated to completely change who you are."

I am sure many of us have had a thought pop into our head of ‘I wish I could do that’ or ‘if only I had the confidence to do this’ and sometimes these thoughts are unavoidable.

Yet do we ever ask the question to ourselves what is holding us back from trying? That is what ‘Be That Somebody’ is all about, being the type of person who can take on a challenge and use any opportunity to improve and better ourselves.

Although at times it may be scary, we want the motto to emphasise that every interaction with yourself or others is an opportunity to strengthen yourself in minor, manageable ways, without feeling obligated to completely change who you are. Whether that is speaking up when you may be hesitant, trying something new or even as little as lending a hand to help someone out.

All moments provide an opportunity to make a positive change even if it is small.

‘Be That Somebody’ is not changing yourself to try and be the ideal, perfect person. In fact, it is quite the opposite, it is being that someone who is not afraid to make mistakes and fail. It is being that person who can embrace who they are and not apologise for it. It is being that person who tries to make a positive impact whenever they have the chance.

So, we challenge you: be that somebody.

Take every moment, no matter how small, to be the best version of yourself.

Greta Year 12 SRC President

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JUNIOR SCHOOL

Farewell to Mary Bourke This time last year I wrote about the importance of renewal, continuous school improvement and the benefit of fresh eyes to ensure our school is always meeting the needs of our students. Furthermore, it is through the professional development of existing staff and by attracting outstanding educators to our school that we can continue to optimise student achievement, engagement and wellbeing.

Ivanhoe Girls’ strong reputation results in our school being a ‘destination’ school for staff.

This means we attract and retain the very best calibre of teachers and professional staff to help us to build on our tradition of excellent foundations. Each year we farewell a small number of our valued teachers and professional staff members as they retire or move to take up promotional positions in other schools and organisations.

At the end of Term 2 we farewelled our much loved and highly respected Head of Junior School, Mary Bourke, as she plans her move back to live in Ireland with her husband Keith. Mary joined Ivanhoe Girls’ in January 2016 bringing both extensive leadership and international education experience to our Junior School.

With an already well-established focus by teachers on differentiating learning in the classroom for all students, Mary expanded the personalised learning for students by taking our most talented Junior School

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students to their learning edge with the IGNITE Program. This program provides learning extension opportunities for students in a range of areas including Mathematics, Science, Writing, Problem Solving, Robotics and the Creative Arts.

With her almost seven years of service to the Junior School, Mary will leave a legacy of a strong cohesive culture in which parents feel warmly welcomed as partners in the learning journey of their daughters and students feel known for their unique personalities, character traits and skills.

Mary’s warmth, natural empathy, kindness and humility have enabled her to create a sense of calm and stability for our students and staff.

We will all miss Mary greatly, however, I feel blessed to have shared part of her professional journey with her at Ivanhoe Girls’. We are indeed grateful Mary chose Ivanhoe Girls' in which to serve and lead.

Mary’s many contributions and achievements were acknowledged at her official farewell morning tea in the final week of Term 2.

While we are always sad to farewell valued colleagues such as Mary, the glass-half-fullview tells us that these farewells provide opportunities for new team members, with new and innovative ideas to join us.

The School has commenced the search for our new Head of Junior School while being most ably supported by Helen Moore in the role of Acting Head of Junior School and David Furness in the role of Acting Head of Curriculum, Learning and Innovation – Junior School, throughout Semester 2. We know that both Helen and David will have the full support of the School and their fresh perspectives in their new roles will facilitate continuous improvement in the Junior School.

Dr Deborah Priest Principal

It has been a great honour to be chosen to lead the Junior School and it has been an incredibly tough decision to leave it behind.

Reflection as Head of Junior School As I close the door on this chapter, I am prompted to recall my first Parent Information Evening at the School where I was asked to stand up and speak on my journey to Ivanhoe Girls’.

Now almost seven years later I have been asked to reflect on my time at Ivanhoe Girls’.

Well, what brought me to Ivanhoe Girls’ in the first place? I wasn’t looking to move from where I was in Geelong, but the Principal at the time, Dr Heather Schnagl AM and her recruitment team clearly had other ideas in mind. They invited me in for a casual chat on a Sunday afternoon to their offices in Collins Street and I vividly recall them telling me that they would just be in their jeans and, as I was going to be in Melbourne, in my jeans, coincidentally on that Sunday, I thought sure why not soin I went. Before I knew it there was a meeting set up with Heather for a ‘chat’ at the School some days later.

I had my ‘chat’ with the Heather and by the end of our conversation it was dark. I said that I was getting a taxi to a school function in another part of the city. Heather insisted on calling the taxi for me and waiting for it to arrive. Whilst a little embarrassed, I was impressed again with this demonstration of care in the School from the top this time.

I couldn’t help thinking of the article I had read coming in on the train on leadership that said, ‘to prompt people to do things for other people, to foster a culture of loyalty and decency, where colleagues matter is to do it yourself’, and here it was in action.

When I found the School on the proposed afternoon, confused and trying to negotiate my way from Noel Street to the Administration Building, I was approached by two Years 7 or 8 students who were sitting chatting in the late afternoon on the lawns. They asked if I was lost and promptly guided me to the Principal’s Office. I was immediately impressed by the perceptiveness and thoughtfulness of these students.

Invited to return as a guest for Celebration Night, I will admit, I was not initially overexcited by the prospect of a long commute in from Geelong in the middle of a busy school week. Well, was I pleased that I had made the effort! I was totally unprepared for the quality of the performances I witnessed. To say I was stunned was an understatement. I could not believe that students of such a young age could sing, play, articulate with such confidence in front of an audience of 500 plus people. The quality of the singing from both the choir and the massed singing of whole Junior School together was something I had not witnessed before in any of the schools I have been lucky enough to be a part of, both here in Australia and overseas.

Whilst I was sitting waiting for my meeting, I picked up a Lux Mea and recognised the name of an Ivanhoe Girls’ student who had won a prize in a film competition.

Coincidentally, I had just finished a unit on film making at my previous school and I had shown that same girl’s film as an exemplar – so you can imagine my surprise to read that she was a student at the School.

I was impressed again and this time with the innovative learning taking place here!

It did not stop there – out came the instrumental groups who played with incredible passion and of such a high standard I felt I could have been in the

Concert Hall! Moreover, I was amazed by the way the students conducted themselves throughout the evening and how both the students and staff all seemed to be having fun! The Year 6 students were presented with a book that evening and I happily noted the Year 6 students delving through the pages of the book together in delight at the end of the evening. A culture and love of reading at the School was evident – another tick!

By then I knew I could not turn down an opportunity like this to be part of this very special community that is Ivanhoe Girls’.

It is truly a hidden jewel in the heart of Melbourne.

The School’s philosophy fits nicely with my own. Living with an academic with a PhD in leadership where many mealtime conversations over the years were around leadership, I know that research tells us to be strong, ethical, deliberate leaders; people who need to model selfless behaviour; reflect on the way we use our position; be accountable and empathetic. I have endeavoured to model this behaviour from those initial visits, in all my contacts with the Junior School community and especially my students.

It has been a great honour to be chosen to lead the Junior School and it has been an incredibly tough decision to leave it behind.

Ms Mary Bourke Head of Junior School

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EARLY LEARNING CENTRE 1

Stained Glass Window Inspired Paintings Fostering learning dispositions that stay with children throughout their education helps build excellence from the bottom up.

Wonder, creativity, inquisitiveness, observation, and appreciation are seen in learning throughout our lives. One of the key elements of our educational philosophy at Ivanhoe Girls’ Early Learning Centre is to celebrate the wonderment of childhood whilst nurturing the learning that occurs rapidly during this time and help build strong foundations for future learning. One of the many ways we do this is through our engagement with our local community.

The sense of belonging that comes from being part of the School community is one we aim to foster as it enhances wellbeing and learning at all levels.

We are fortunate to enjoy many areas that make up our learning spaces. Walking back from our Music class one day we were struck by the beauty of the stained glass windows looking extra bright and colourful in the midday sun of summer. We stopped to

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appreciate the different colours and invited the children to share what they were seeing.

Some noticed flowers, some saw a sun, others saw water. We all noticed something different in the sparkling window. This moment in amongst thousands on any given day could have gone by without much thought but instead became a provocation, an invitation to delve deeper.

Back in the ELC the children were invited to look closer. Looking at photos of our school window and images of other stained glass windows we began to notice similarities.

The black lines that outlined each colour.

There were straight lines, curved lines and they all held the translucent colours within.

Again, they shared their thoughts on what they saw. They experimented with line and colour. They discovered that lots of lines close together was not as effective as a small number thoughtfully placed.

Performing Arts Centre Stained Glass Window The stunning stained glass window was designed by architect Bryan Dowling and glass specialist John Devitt. The design depicts the winding path of life, overlaid onto five circles. The circles represent the four elements of earth, air, fire, and water, with the fifth and top circle representing knowledge.

As teachers and educators, we observed a change in how the children were approaching their artwork. They slowed down and took their time to consider the details. Working thoughtfully and calmly, many seemed to block out the busy world around them. We provided different mediums for the children to explore light and colour and created stained glass inspired art on our walls, windows and using the light box and overhead projector. What may have been a fleeting moment became weeks of engaged learning and experimentation.

Ms Bernadette Gioia Director of the Early Learning Centre

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ELC in Action PrePrep

Kinder

Developing a sense of belonging and feeling happy and secure in the environment are some of the very first goals we have for PrePrep. Getting to know our friends and learning about being a friend are important aspects of this. We are spending a lot of time on social skills and the type of things that can be helpful or unhelpful during play.

Our Kinder group has really enjoyed hands-on experiences that invite them to engage with different materials and make predictions about what might happen next.

They are also learning valuable social skills, including cooperation, collaboration and waiting for turns as they engage in these whole group activities.

Ms Bernadette Gioia Director of the Early Learning Centre

Ms Emily Franceschi Kinder Teacher

[1] Senuki (PrePrep). [2] (L-R) Allegra and Penny (Kinder). [3] Sienna (PrePrep). [4] (L-R) Isabelle and Giorgia (Kinder). [5] Sienna. (Kinder) [6] Aizel (Kinder). [7] Emma (PrePrep). [8] Layla (PrePrep). [9] Collaborative Kinder marble painting. [10] Charlene (PrePrep). [11] Melina (PrePrep).

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JUNIOR SCHOOL 1

Year 4 Fun with Forces!

In Year 4 we learnt about forces. We have been doing little experiments such as racing matchbox cars, catapulting a matchbox with a rubber band, making marble runs, and most importantly, making billy carts!

One of the most enjoyable activities was making our own marble runs. They were made mostly of cardboard and masking tape.

This was a two-part experiment. One part was making and strengthening the ramps.

The second part was adding friction! We added friction to slow the marble down.

Our goal was to create the longest marble run possible. This activity was absolutely marbles!

The marble run was great, but it could not compare to our favourite activity, the billy cart incursion!

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There were three activities: racing handmade carts, making mini billy carts of our own, and best of all, riding the big billy carts around a crash course.

We made little carts out of timber, screws, and plastic wheels. Once we had made them, we put them down a ramp and saw which one would go the furthest. Some broke instantly, others went so far, they hit the other end of the tennis court.

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The last activity was the best of them all!

We actually got to ride in full-sized billy carts!

One person sat in it and zoomed around while the other person pushed the cart.

Everyone got a go, even Ms Cameron and Mr McBurney! All in all, it was a fantastic day!

The topic of forces was super fun, exciting, and very hands on.

Adele and Elizabeth Year 4

The second activity was making your own mini billy cart as a group. The pieces were pre-made, but you had no instructions on how to assemble them. Not all groups

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finished. Some made a mistake early on and had to restart entirely! But in the end, we all had fun.

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SMART Spellers in the Junior School SMART Spelling is a systematic approach to teaching spelling, an acronym for Say Meaning Analyse Remember Teach which is the process used to explicitly teach students spelling.

Camp Wyuna From Tuesday 8 March to Friday 11 March 2022, Years 5 and 6 students embarked on a threenight, four-day camp at Queenscliff, on the Bellarine Peninsula.

The campers felt very lucky, after the uncertainty of the last two years, to actually make it to camp and they felt even luckier to have the best possible weather throughout the time there!

The camp itself was fantastic – students were delighted to engage in a range of activities including surfing, pizza making, archery and mountain biking. The camp culminated in a stunning boat trip where seals and dolphins were spotted, followed by a giant sling water balloon fight! A great time was had by all.

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"The best activities were surfing and boogie boarding because we got to have an enjoyable time in the water with our friends and for some of us we got to try new water sports that we had never done before!"

Anishka

"Camp Wyuna was great fun, we enjoyed so many activities including surfing, boogie boarding, archery, boat cruise, and so many more. I loved the crashing waves and the freezing water that made me shiver, the warm sun shone upon me, leaving a tan mark upon my face. The food made me drool upon seeing it and the cabin made me warm and provided shelter. I loved camp Wyuna, it was the best camp I have ever been to and I am so grateful to have gone there."

Sarah

"We did do many different activities and had lots of yummy food. My favourite activities were the boat cruise and surfing as they were both so much fun and were in the ocean and sea. Camp was the best!"

Mei

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"One of the highlights of camp was the Moonraker cruise ship to go around Port Phillip Bay. To our surprise we saw some seals and dolphins, and later on we passed an old gazebo filled with over 20 seals lying on their stomachs or doing flips in the ocean for us!! Everyone loved it! My friends and I all went to the front of the ship and reenacted the Titanic scene, it was so much fun!"

April

SMART Spelling starts in Prep with the SMART Foundation program. Each week the students are introduced to a new word and sentence of the week. The word teaches the sounds (phonemes) and letters, and the sentence teaches commonly read words in the context of a sentence. This program also enriches oral language, creates excitement, and makes learning fun. Each week, the students enjoy a craft activity that develops fine motor skills and is a ‘hook’ for learning.

In Years 1 to 6 students continue to develop all aspects of spelling knowledge: phonology (how words sound), visual (how words look), morphology (word parts) and etymology (word origin) so that they can apply this successfully their independent writing.

Using the THRASS chart as a common reference tool and working through the SMART sequence, they are supported to understand how words and language work. Spelling words are grouped and studied according to helpful sound or letter patterns. Differentiation is achieved through the organisation of word lists into a ‘traffic light’ system. The spelling focus is introduced with an emphasis on comprehension and pronunciation.

Throughout the week, students participate in multisensory activities to increase their phonological awareness and support visual memory. They segment words into individual sounds and syllables and highlight any parts that might be difficult for them to spell.

Students engage in word building, explore word meaning and use their words in sentences. At the conclusion of the teaching cycle, students are encouraged to generalise useful patterns.

Mrs Jo Rowlands, Prep Teacher and Ms Ellen Cameron, Year 4 Teacher

[1] Building and testing Billy Karts. [2] Building and testing Billy Karts. [3] (L-R) Matilda and Lavinia (Year 4). [4] Building and testing Billy Karts. [5] Surfing. [6] Mountain Biking. [7] Outdoor Climbing Wall at Camp Wyuna.

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SPORT 1

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The Importance of Sport

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At Ivanhoe Girls’ the skills, friendships, and talents students gain through sport is unmatched. When thinking about 'Striving for Excellence’, there is no doubt that academic achievement most prominently comes to mind.

However, through sport, students everyday are showing that striving to be what you want to be, and doing what you want to do, is so much more than what happens in the classroom.

By having sport so fortunately accessible, students can easily get active and try something new. Sport develops so many valued skills in students, such as teamwork, courage, organisation, and enthusiasm. In combination with school, sport is always a great chance to step away from academics,

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and truly embrace a whole different side to self-excellence and achievement. The pathways through sport are endless and can take students down so many different roads of opportunities and experiences.

But what is even greater is the fundamental skills every student will gain and take through their lives, on their own journey for self-excellence.

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Margo Year 12 Captain of Sport

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Junior School Learn to Swim Program 12

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Year 9 Life Saving Bronze Medallion This semester during our Swimming lessons, Year 9’s had an opportunity to gain their Life Saving Bronze Medallion.

The Bronze Medallion course provides participants with the skills and knowledge in order to improve their survival skills, while also developing a level of judgement, physical ability, and technique in order to safely participate in rescuing activities.

During these lessons I particularly enjoyed doing scenarios as it gave us an insight of what might happen in an emergency. For example, in a group of four, one person may be doing the rescuing while the others are acting out a scene, being anything from innocent bystanders to someone lying face down in the pool drowning. It gives us a chance to use our knowledge to analyse an emergency scene, forcing us to make quick decisions. Who should be saved first?

Which of the objects provided will help me? We were then able to apply the skills that we have learnt during the weeks in order to efficiently save those who were drowning while also keeping ourselves safe in the process.

Connie Year 9 Sport Captain

We asked Mr Clark all about our Learn to Swim Program in the Junior School. He emphasised that everything they do is around safety, ensuring all are confident in the water.

The skill level in the different groups vary, but less so in Years 5 and 6. The more experienced swimmers focus on technique as you can swim easier in the water without wasting energy if you have good technique.

For students who are still developing their skills, the Swim Teachers work on body position and rotation of the head to make them more efficient in the water. Teachers assess us every time we are in the pool!

Year 8 Physical Education Classes at La Trobe University PE is an important subject at Ivanhoe Girls’ and it’s great to have the opportunity to utilise the La Trobe University Sport Centre as part of our School’s PE program. In 2022, the Year 8’s travel fortnightly to La Trobe University at Bundoora to participate in various sports such as soccer, basketball, and volleyball.

In Terms 1 and 2 of this year, my PE class has been focusing on developing our skills in soccer and basketball. Having this opportunity has helped me to understand specific rules and skills needed for these sports. It has also exposed me to sport I have not played before and made me realise the sports I like most.

Overall, I have really enjoyed using the modern, state of the art indoor and outdoor sporting facilities that La Trobe University has to offer. It has been a nice change in scenery, allowing us to practise our skills in a new and different environment.

Each swimming teacher has an assessment sheet and if that swimmer ticks off everything she goes onto the next level. In the younger levels five teachers are in the water as students have less skills than the older students. The ratio is generally 3:5 student to teacher in each year level. We wondered if students moved groups often and we learned that it takes a term or two to be ready, so about every two terms there is some student movement.

We were wondering why they use colours and what they mean. We learned that Ivanhoe Girls’ uses their own colour scheme: Blue; Green; High Green; Bronze; Silver and Gold.

Colours make it easier for the swim teachers to identify skill level – it is a common language as all are working towards Gold.

In Year 6 our goal is to swim 50 metres freestyle, breaststroke and backstroke and do butterfly arms for 10-15 metres.

From speaking with Mr Clark, we realised that the Learn to Swim Program is unique and rare in a school. We agreed that we are very lucky to have swimming lessons once a week from Prep to Year 9 with very good quality coaches!

Celeste and Eva Year 6 Sport Captains

Matisse Year 8 Sport Captain

[1] (L-R) Emilia (Year 12), Margo (Year 12), Mia (Year 12), Rhianna (Year 8) and Maddy (Year 12) at the GSV Swimming Carnival. [2] Come and Try Aerobics. [3] GSV Triathlon. [4] Ivanhoe District Girls' AFL Gala Day. [5] Diving. [6] Samantha (Year 6) at the GSV Swimming Carnival.

[7] Softball. [8] Swimming. [9] Ivanhoe Girls' Swimming and Diving Team. [10] + [11] Year 9 Swimming Class. [12] Zoe (Year 8) at La Trobe University. [13] Year 8 Physical Education Class at La Trobe University.

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SENIOR SCHOOL 1

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Year 12 Retreat

During the last two days of Term 1, Year 11 embarked on the annual Retreat in which we developed leadership skills, explored new ways to de-stress, and built relationships with our peers.

In the last week of Term 1, all Year 12 students, embarked on a wonderful journey to Lorne for our Year 12 Retreat! It was two fantastic and exciting days filled with fun activities and being able to learn more about the local environment and to work together in our Tutor groups.

We began with a leadership course on Thursday morning, led by the wonderful Meg Durham. We discussed different forms of leadership, the ways we have been affected by them, and how we can apply this knowledge to our own leadership.

We built our confidence by sharing our thoughts and ideas in front of the group and supported each other in our exploration.

This was followed by a yoga session, in which we were able to relax and breath.

This was a perfect end to the term, as we were able to release all of our previous stressors and focus on our wellbeing, something we were able to bring with us into the holidays.

In art therapy, we explored our creativity and imagination. Each canvas was as special and unique as its creator and really showcased our different personalities.

There were landscapes, portraits, and abstract artwork; with some teachers even joining the fun! The relaxed, no-pressure environment really allowed us to experiment without fear of making mistakes and it resulted in some really beautiful artwork that has been displayed around our Year Level Centre for everyone to admire.

During the two days, we participated in three scheduled activities: surfing, a nature walk and Live Wire park as well as a whole year level rock pool ramble.

On the first day, we all arrived at school bright and early to get on the bus, arriving in Lorne at 9.30am. My group’s first activity was surfing, and it was so much fun.

The waves were insane and so many people stood up on their surf boards.

The instructors were fantastic and being out in the water was exhilarating.

The nature walk was next, and we had a guide telling us everything about the local environment and history of the area.

Though we didn’t make it to Erskine Falls, the walk was still amazing, the scenery and nature around us was fabulous and being able to immerse ourselves in it was spectacular.

On our first night in Lorne, we all dressed up in various costumes and participated in a fun trivia night. It was such a blast answering questions in five different

categories and everyone was enjoying themselves as we all laughed and sang our hearts out.

Some of the early risers headed down to the pier to watch the sunrise on the final morning before we participated in the final activity. This morning we explored the Super Circuit at Live Wire Park. After a safety briefing, we were able to explore the ropes courses and challenge ourselves on the different courses available. Many students completed activities they never thought possible.

The trip was so exciting and such a great experience, and I was so happy to be able spend time doing all these activities with my peers.

Thank you to the School, the Tutors, and my fellow students for providing the opportunities to create some special memories of our final year at school together.

Sienna Year 12

The following day, the year level took Puffing Billy to Lilydale Lake, where we bonded with our tutor groups. We each brought something sweet to share with the group and had a fantastic time exploring the gorgeous scenery. We were able to forge relationships with our peers that will last for two years of VCE and perhaps even further into the future.

Olivia Year 11 4

[1] Group of Year 11's at Puffing Billy. [2] Surfing at Lorne Beach. [3] Year 12's watching sunset at Lorne.

[4] Year 12's at Live Wire Park (L-R) Olivia and Monique.

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We learnt how to spot ‘red flags’ and we listed what healthy or unhealthy relationships look, feel, think, and sound like."

Brave-hearted On Thursday 17 March and Friday 18 March, Years 8 and 9 students had an all-day incursion. We were visited by Bravehearts, an organisation that specialises in education and training around personal safety, positive relationships, consent, and boundaries.

We split off into two groups, each taken by one of Bravehearts’ kind presenters and began the day.

We went over the rules of respect and confidentiality, before starting our busy day of learning. We were taught about healthy and unhealthy relationships, and how to distinguish between them. We learnt how to spot ‘red flags’ and we listed what healthy or unhealthy relationships look, feel, think, and sound like.

We then covered personal boundaries and learnt how to safely communicate our boundaries to different people, with the magic of the ‘I statement’, along with the difference between aggressive and assertive.

We had a short break, then got right back into it, learning about consent, sexting and the laws surrounding it in Victoria. We then figured out what is or is not consent in realistic situations.

After lunch, we learnt how to seek help, and where you can go, as well as how to support a friend who may be going through it.

Overall, we had a fun, information-packed day of learning about many important issues, and we would all like to thank Bravehearts for coming to visit us and providing such a valuable day.

Libby Year 9

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PERFORMING ARTS 1

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Every year the School Production opens up unique opportunities for students to find new creative talents such as creating a set or directing the lights. This year we had the honour of being Stage Managers for Freaky Friday.

Freaky Friday The 2022 School Production of Freaky Friday has been a memorable experience which I will cherish. Each year I look forward to the School Productions as they are a co-curricular activity which embraces creativity and collaboration.

This production is particularly special as it will not only be my last School Production, but it is the first Musical after two years of lockdowns.

This experience has been rewarding as I enjoy being involved in musicals and performing, but it has also made me realise how much everyone including myself has missed live theatre and music. The best part about School Productions is that they are not about achieving excellence or wining, but rather it is an environment which encourages self-growth, teamwork and becoming confident in yourself. You become part of a creative team which collaborate and aim to put on the best performance and ultimately have fun along the way.

The production brings together people from various year levels and who all share the same passion for performing or creating.

Over the course of the rehearsal period, the cast and crew become close friends and essentially a family who always support and look out for one another.

I am very grateful to Belinda Hanne Reid, Director, Mr Cox, Musical Director and Ms Mutkins, Production Coordinator for their dedication and hard work to put on such a wonderful production and make the whole process enjoyable. I encourage everyone to try out for next year's production as this was an amazing experience I will never forget.

Having both been in previous School Productions, this was a great opportunity to see behind the scenes and the immense talent everyone has to bring these shows together. From this stressful role we have learned to appreciate the talents of people both on and off-stage.

We are so proud of all of the hard work put in by this year’s crew and have loved watching everyone come together as a team. This experience has given us so many funny and heart-warming memories that will stay with us forever. Most importantly, from being Stage Managers and part of the backstage team, we have made friends between year levels, and will always be grateful for these connections. We have loved being part of such a wonderful group of people and watching everyone find their niche through this production.

We are also incredibly grateful for the effort and care that Ms Mutkins and Miss Leong have put into coordinating backstage.

Freaky Friday would not have gone ahead without them.

Georgia and Olivia Year 12 Backstage Managers

Coco Year 12 Lead

[1] (L-R) Caitlin (Year 12). [2] (L-R) Margo and Mietta (Year 12). [3] Christina (Year 12). [4] Coco (Year 12). [5] (L-R) Christina and Caitlin (Year 12). [6] (L-R) Charlie (Year 10) and Paige (Year 11). [7] (L-R) Charlie (Year 10) and Mily (Year 9). [8] Cast performing closing scene of Freaky Friday. [9] (L-R) Mietta and Margo (Year 12). [10] Mia (Year 12) and Izzy (Year 11).

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RED EARTH IMMERSION 1

Cape York Immersion Program Reflecting on times past empowers us to envision the trajectory of developing excellence in the future, and what this “excellence” will actually demand. As young people, we are driving forces for perpetual societal shifts towards a “future” grounded on inclusivity and equality.

The History of Australia is an abiding past.

So, organisations like Red Earth find a crucial role in connecting people with remote Indigenous homelands in a safe and meaningful way, as we all learn to take accountability and actively reconcile.

Over the Easter break, 26 senior students were led by Red Earth as we crossed a bridge between our occidental world and the precious communities, culture, and land of Pannamuunji and Maramakka Country (in Cape York). To be so cordially welcomed onto private property by Elders and Traditional Owners, our hearts and minds were opened. Tim and Jerry were storytellers at heart, and both shared their profound knowledge of the bush and its natural resources/remedies – nature’s clothes pegs, dental bark, natural cancer fighters and aerogard etc.

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The maternal Elaine taught us Guuguyimithirn, the language of the Thubbi people that cannot be preserved by any non-spoken mode. We all listened. Just as we all became mesmerised by the vibrancy of hues that coloured all the landscapes, engulfed in beaming rich greens. And though we entered these communities amidst their sacred easter festivities, we felt accepted into intimate traditions; meeting and helping families tidy the grave sites of loved ones, learning traditional dances with the nephews of our hosts.

Notably, using a portion of the $8,876 raised from a 7.00pm-7.00am All Night Awake Relay school-based fundraiser, we launched a practical community project in Pannamuunji, building fencing for cattle on Tim and Elaine’s estate. In those 12 enduring hours of the Relay, the group collectively covered 1652km

(running/cycling/walking), comparable to two round trips from Cairns to each homeland.

I was reminded on this tiresome day of the challenges in providing certain materials/ services to remote and rural areas. Weeding, digging, and cementing in the stifling humidity was taxing, but local creek swims distracted us with cool splashes and charming scenery.

Most poignantly from this uniquely emotional experience, we take home the personal anecdotes of our hospitable hosts, their lives, love stories, and opinions on reconciliation. Our memories of Panamuunji and Maaramaka are fleeting, but the sentiment repeatedly divulged to us across the homelands by First Nations People echoes still. We, as future voices for the tyrannised, hold the responsibility in our communities/government to listen, empower the coexistence of cultures, and always value the humanity of Indigenous Australians.

Mietta Year 12 Captain of Drama

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[1] Learning a traditional Aboriginal dance. [2] (L-R) Kiharna (Year 12), Anouk (Year 12), Saambavi (Year 11), Grace (Year 12) and Olivia (Year 12). [3] Swimming in the water hole. [4] (L-R) Mia, Greta and Mietta (Year 12). [5] Snorkeling. [6] (L-R) Kiharna and Grace (Year 12). [7] Hiking in the forest. [8] Relaxing in the waterfall.[9] Painting. [10] Greta (Year 12). [11] Learning about the culture and land of the Pannamuunji and Maramakka Country.

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JUNIOR SCHOOL

Reflections from Prep

ecess!

When it’s R because E P I also like urvis said P s M d Ms F an good!

I am really Iris

t, to coun arning o ls a I I love le 1! nt to 10 u o c se u n a a Ic rs bec teache y m ! e e v ic lo very n they are

That we do not jus t have to stay in the Prep area, we can play at the Tennis Courts!

What do you love most about Prep and what are you looking forward to about your future at Ivanhoe Girls’?

Arabella

Ivy

Library!

Making things and painting!

Charlotte

I like that I ca n play with my friends outside! I al so love playing inside with the kitchen and with th e puppets!

Zoe

Winnie

Making new friends and meeting teachers!

Liana

Playing on the Monkey Bars!

Claire

If I’m growin g up, I might like to play with new friends or if there’s my ol d friends I can find some new friends with my old friends!

Sunday

ve lots of That we ha y with and la p friends to ter t to play af that we ge ! d o fo ur we eat o

Playing

Sharini

Evie

Learning Maths! I already have sta rted Math s, I did three Ma th sheets and I got the m all corr ect!

Journal writing!

Hunter

Lucinda

At Recess I get to shar e with my friends my news!

rs!

mpute

with co

Alannah

Walking around Scho ol to find new places!

Chloe

Making more friends!

Gurnaaz

how et to learn When we g ! ur sa o in to write D Vivienne

Learning about Sc

ience!

Isabelle

I get to learn a lot !

My favourite thing to learn is Maths!

we play, and We can ! rn a can le Alena

Emmerson

Meeting new peo ple like people w ho have not been at this sc hool befo re!

Mia

1

[1] (L-R) Winnie and Lucinda (Prep).

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OUR COMMUNITY

Our Alumni Jacqueline Albanis (née Young) Class of 1992 It is a privilege to share how Ivanhoe Girls’ has shaped who I am today. I am married with three children.

We live in a local historic farmhouse featured in an NGV Heidelberg Art School painting. Growing up in Eaglemont I was interested in the Heidelberg artists and inspired by the natural beauty of the local area. Some of my closest friends are still those from school.

I chose Nursing knowing I wanted to work with children and that it would be highly rewarding. A dramatic shift being passionate about Art and previously planning to undertake a course in Art/Design.

I completed a ‘Bachelor of Nursing’ (La Trobe University) and later Postgraduate studies in Paediatrics (Melbourne University).

Most of my career has been at The Royal Children’s Hospital. My specialties are Respiratory Medicine and Community nursing. I spent many fulfilling years in ‘Complex Care’ training carers for children with chronic medical conditions in the community. My roles have varied in education and management, particularly enjoying ‘Paediatric Asthma Educator’ and ‘Clinical Nurse Consultant’ (Post-Acute Care) positions. I currently work as a Primary School Visiting Nurse. In the future I envisage myself working with Indigenous children in remote Australia.

I graduated from RMIT University in 2012 with a Bachelor of Communication (Public Relations).

After university, I worked in Government organisations including the Victorian Building Authority, Infrastructure Victoria, and Level Crossing Removal Project in communications, and eventually stakeholder engagement.

Paediatric Nursing is a wonderful profession and I hope I have inspired you to consider it.

There are endless opportunities and great variety of work. Alongside my family, Ivanhoe Girls’ has been instrumental in influencing my character, instilling core values of self-belief, determination, resilience, and courage that has helped me achieve success.

In 2019, I began working on the Metro Tunnel Project as a Senior Adviser, Communication and Stakeholder Engagement. Working in a delivery team on such a large project was new for me, and I have loved it. I was responsible for communications and engagement at four of the Metro Tunnel sites – Eastern and Western Portal (tunnel entrances), Arden Station and ANZAC Station.

Natalie Cattach Class of 2000 During my time at Ivanhoe Girls’, many of my teachers would describe me as the ‘class clown’, so it was no surprise to many that my career would involve entertaining people, now audiences as a Senior Television Producer.

After graduating school in 2000, I studied Media and Communications at Melbourne University before getting my first job as a Production Assistant at a small TV company called Active TV, where I was fortunate enough to work on many live broadcasts including various music award shows and live sporting events.

I realised I had a passion for telling people’s stories and travelling the world and was very fortunate to combine the two by producing such shows as Australian Survivor,

Jordan Turner Class of 2009

The Amazing Race and Travel Guides. I also lived and worked in London and China. As my friends know, I am also partial to a great meal, so working on shows like My Kitchen Rules and MasterChef ensure I always have lots of restaurant recommendations for the next night out!

As a Television Producer I can wear many hats from casting and interviewing contestants/ celebrities, to scouting shoot locations, directing camera crews, writing scripts, organising TV shoots and being part cheerleader, part psychologist and part problem solver. It is a very fast paced industry and can often involves long hours, but I would not change it.

I still credit Ivanhoe Girls’ for encouraging me to pursue my passions in drama and media, which eventually lead to a fulfilling career.

Above all, the School allowed me to believe in myself and to reach my full potential, even if I was told off for always talking during double maths!

To put it very simply, my role in the team is to manage relationships. I manage relationships between the Project and the stakeholders around it. This includes residents, councils, businesses, road users and commuters. Working at the Anzac Station site, stakeholders also included Shrine of Remembrance, Melbourne Grammar School and Royal Botanic Gardens.

I also managed and implemented the communications and engagement strategies for large sections of work, including all of the Tunnel Boring Machine tunnelling between the Town Hall Station, and Eastern Portal in South Yarra.

At times, the role can be challenging, as we manage and mitigate major construction impacts on a day-to-day basis. While there are some difficulties, it has been a very rewarding experience working on such a large project, and I have been lucky enough to see some remarkable project milestones.

In addition to my work in stakeholder engagement, I volunteer my time as an Ovarian Cancer Research Foundation Ambassador. Being a cancer survivor myself, I am fortunate enough to be able to share my story and use my experience to act as an advocate and help raise awareness of the disease, as well as critically needed research funding.

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OUR COMMUNITY

Vale Mr John Hamilton Shilliday 02/03/1933 – 22/06/2022

The Ivanhoe Girls' Grammar School community mourns the passing of Mr John Hamilton Shilliday, the School's ninth Principal, Cooerwull Member, School Company Member and past parent.

Mr Shilliday was an inspirational leader with a delightful sense of humour and a much loved and respected member of the School community. John was renowned for knowing every student’s name under his care and was a wonderful man. John’s passing is a great loss to our school community. John was an active member of the Ivanhoe Girls’ community up until 2018 when he retired from the Cooerwull Committee.

‘John’s commitment to the School over 35 years has been nothing short of extraordinary.’ states Mrs Karen Frost, Chair, School Board.

John commenced as the School Principal in

1977 until his retirement in 1990. The School’s Physical Education Centre is named in his honour.

In 2018, John was awarded a 35 Year Cooerwull Service Award for his services to the School as Principal and a member of the Cooerwull Committee. John was often seen at school events, the annual Cooerwull Service Awards and Cooerwull Capers.

Our thoughts and prayers are with John’s wife, Judy, John’s children Jenny, Ian and Fiona (Class of 1981), their families and friends at this time.

Lux Mea Christus

Save the Date 2022 School Tours

Reunions

3 September 2022 20 October 2022 10 November 2022

Class of 2021 Cocktail Party and 1 Year Reunion

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

Reunion Garden Party

Friday 12 August 2022

For Reunions Postponed in 2021 Saturday 8 October 2022 Class of 2011 Class of 2006 Class of 2001 Class of 1996 Class of 1991 Class of 1986

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

2022 Reunion Garden Party Saturday 22 October 2022 Class of 2021 Class of 2007 Class of 2002 Class of 1997 Class of 1992 Class of 1987