Cover: Ivy, Year 9, Wearable Art Parade.
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EDITOR
Our school community is delighted to be welcoming back to the Ivanhoe Girls’ family Ms Narelle Umbers, the 13th Principal of Ivanhoe Girls’ Grammar School.
Ms Umbers is a passionate educator with impressive and well-rounded leadership expertise in both a commercial and educational context. She has extensive experience in leadership positions in independent schools for girls, as well as experience in co-educational environments both in Australia and internationally. Prior to moving into education, she held numerous roles in information technology, including in senior management, within the financial services industry.
She holds a Master of Education, Graduate Diploma in Applied Finance and Investment, Graduate Diploma in Computer Education, Graduate Diploma in Education, and a Bachelor of Science, both majoring in Mathematics.
Ms Umbers taught Mathematics at the School between 2003 and 2013 where she held numerous leadership positions as Year Level Coordinator, Acting Head of Mathematics, Acting Head of Curriculum (Years 10 to 12), VCE Co-ordinator and
Co-ordinator of the House System. She is also the mother of a past student and is a very passionate skier.
She has a strong interest in the wellbeing of staff and students as a key element in supporting excellent outcomes. Already possessing a deep understanding of the School, its purpose and culture, Ms Umbers understands the importance of balancing the need for innovation with our core values, as we look to the future and to maintaining our exemplary educational offering.
Ms Umbers is very excited and enthusiastic about returning to our school community, and in having the opportunity to build on our past successes and lead us into this next wonderful phase in the School’s history.
Mrs Karen Frost Chair of the School Board
[1] Mrs Karen Frost, Chair of the School Board and Ms Narelle Umbers, 2023 Principal-Elect.
Growing up I always wanted to become either a Nurse or a Teacher. Both professions have responsibility, nurturing and care at their heart and each has the potential to make a profound difference in the lives of thousands of individuals over a professional lifetime. I have never regretted my final decision to pursue a career in education and I leave the education profession this year full of wonderful memories of the lessons I provided, the lessons that were provided to me and the lessons I take forward into my next exciting chapter of life beyond work.
Throughout my career I have been privileged to positively influence thousands of students, countless members of staff and a range of educational institutions in one way or another. Over the past 12 months, amongst the busyness of my role as Principal of Ivanhoe Girls’ Grammar School, I have disciplined myself in my final professional year, to take extra notice of each day; the individuals within the community and the ebbs and flows of school life. I have ensured that I have not taken every experience in my final 12 months for granted and I have often dwelt in quieter times on the delight and challenge of working in a school today and
how it compared to when I first commenced teaching in 1981.
My first paid role commenced even before I graduated with my teaching degree from Melbourne University. I was given provisional registration to teach Mathematics and Science for a term at a local Technical School, as the school had difficulty retaining teachers. I have never forgotten the challenges those students experienced just living day to day, let alone attending school to learn and ultimately to progress in life.
My short but eye-opening term, as a young 20-year-old provisional teacher, has always
stayed with me and fed my drive to always make a difference in the lives of young people.
As the years went by and I moved through my career, I never lost the strong belief that quality teaching matters, it really matters to every student in every school and it really makes a profound difference in the lives of the children at the time and well into their futures. There are many names and faces we will forget as we age, but I am sure all of us, regardless of our age, remember the names and faces of at least one special teacher who made a difference in our lives.
Great teaching is a profession that comes from the heart, it involves great intellect as well as great stamina, dedication and empathy. Thank you to all of my academic and non-academic colleagues, current and former students, current and former parents and volunteers who have all enriched my professional life and supported and encouraged me along the way. I will miss you all and will think of you often.
Dr Deborah Priest PrincipalIvanhoe Girls' Grammar School was first established in 1903 by Mrs Frances Lowe. Ever since then, the School has provided an exceptional education for girls and young women under the leadership of 12 outstanding individuals. The School community is delighted to have appointed Ms Narelle Umbers as the 13th Principal of Ivanhoe Girls’.
The School has honoured its past Principals on Level 5 of The Cooerwull Centre with its Wall of Principal Portraits.
Miss Frances Lowe 1903 1922
Miss Agnes Bevington 1923 – 1926
Miss Katherine Bedford 1927 (not pictured)
Miss Sydney Knox 1928 (not pictured)
Miss Doris Walker 1929 – 1963
Miss Elizabeth Pike 1963 – 1968
Miss Marian (Valerie) Beers 1969 – 1970
Mr Glyn France 1971 – 1977
Mr John Shilliday 1977 – 1990
Mrs Judith McCowan 1991 – 1997
Dr Heather Schnagl AM 1998 – 2017
Dr Deborah Priest 2018 – 2022
Ms Narelle Umbers 2023 – (not pictured)
In early 2022, Ivanhoe Girls’ commenced the process of defining our School Values or ‘Core Values’. We were conscious that many Schools often share similar or sometimes ‘cookie cutter’ values and our school did not want to be one of those.
We wanted to ensure our:
• Values drive community – belonging and respect
• Values help decision-making and collaboration – what matters to us and how we support each other
• Values educate the community about our identity – who we are
• Values deliver consistency – what we say and do.
The one thing driving us was that we importantly wanted our values to mean something and reflect the unique culture and environment that is Ivanhoe Girls’. They also needed to be strong and concise.
At the Staff Conference at the MCG in April 2022, our aims were to promote and strengthen relationships across the School, explore our culture and why values matter, and create and develop a set of values that reflect us.
The three questions posed were:
1. What brings us together as a school community?
2. What distinguishes us as a school community?
3. What behaviours do we value over others?
An important aspect of our connectedness comes from our traditions and our shared values. Our new School Values help us live with direction and purpose – providing us with a guiding compass and establishes a positive school climate and culture. Our personal and shared values show us a path forward and inform our actions and choices.
In 2019 we characterised our school as a forward-thinking community of learners who are thoughtful in our choices and brave in our actions. Four years on, after broad consultation with the 2022 Student Prefects, the Student Representative Council, staff and Parents’ Association, we have refined who we are by articulating our five core values; Kindness, Curiosity, Bravery, Connectedness and Vibrancy.
We’re brave, not perfect. We encourage each other to give things a go, speak up and be our true ourselves.
We're thriving, creating and growing. We give opportunities our all, contributing with passion and purpose.
We want to know why, to speak new ideas, to welcome an alternative view, to understand others, to be forever learning.
In addition to outstanding academic outcomes, if our students can graduate from our school as kind, curious, brave, connected and vibrant young adults, they are well prepared to take responsibility for their own lives and to effect positive change in the lives of others.
We are working together to ensure that our new School Values inform every aspect of school life from ELC through to Year 12, parents, staff and our wider school community. These School Values will be integrated and underpin all our learning and wellbeing programs, processes and who we are and want to be well into the future.
Melanie Dow, Director of Communications and Marketing and Mrs Davina McClure, Deputy Principal/Head of Senior School
Ms
We are empathetic and respectful of others and our environment. We embrace differences as they expand and challenge our thinking. We all belong.
Gary Phillips (www.schoolofeducators.com)
We are consciously generous in our thinking and actions towards others and ourselves. We nurture authentic relationships.
“Positive learning can only take place in a positive culture. A healthy school culture will affect more student and teacher (staff) success than any other reform or school improvement effort currently being employed.”
Aristotle once said, “Knowing yourself is the beginning of all wisdom.” According to the Oxford Dictionary, the definition for wisdom is “the quality of having experience, knowledge and good judgement”. Therefore, it follows that the authentic knowledge of one’s true self is necessary to building the skills of problem solving, decision making and leadership. In other words, great leadership is not simply about leading others, rather it always starts by leading self.
On Cooerwull Day this year, our 119th Birthday, we had alumni Alicia Loxley (née Gorey, Class of 1999) visit our Senior School and share with students and staff about her journey into journalism. Ms Loxley spoke about facing challenges, making the most of opportunities and the importance of showing up authentically as herself. Her message attested this idea that success, leadership and even growth necessitates self-awareness of reflection and action.
At Ivanhoe Girls’, we say ‘Our Girls Speak for Themselves’. This aspiration speaks to the trust the School has of our students to represent themselves and us simultaneously, without condition. We have this confidence in our students because we know them to be reflective and self-aware. Additionally, the
conversations that have been held regarding the School Values this year have also highlighted our unique culture and have emphasised the traits required when leading self with thoughtful action.
Leading self begins with bravery, as it is always required when one choses vulnerability and authenticity, the foundation to self-awareness, over trying to reach unattainable perfectionism or assessing and acclimating to banal cliquishness.
Next, leading self asks each individual to be connected with themselves; to first know their own personal values and then to pause before taking action in order to assess whether or not their actions may match those values.
This process then requires curiosity because one must explore and investigate the emotions experienced, particularly when in conflict with self or others, in order to accurately label and then regulate them.
In order to accept and ultimately regulate each emotion, individuals must show themselves and others kindness. This allows them to be patient and understanding with themselves, empathic toward others and generous in their interpretations of responses and reactions.
Lastly, once an individual goes through these steps, then they are capable of speaking for themselves and of leading with vibrancy and wisdom.
The aspiration of ‘Our Girls Speak for Themselves’ has always highlighted the self-awareness and leadership skills we hope every one of our students embodies and continues to develop further. Thus, the students of Ivanhoe Girls’ are well on their way to being the leaders of tomorrow because they are already the leaders of themselves.
Mrs Brett Borbely Director of Student Wellbeing
Following their announcement as the 2023 Student Leadership Team, we asked some of our incoming Year 12’s how they want to inspire the students of Ivanhoe Girls’ to be the leaders they want to be.
What are your hopes for Ivanhoe Girls’ in 2023 as both Year 12’s and leaders of the School?
As both Year 12s and 2023 leaders, it’s our mission to further the collaborative, unified nature of our school community. To us, it is impertinent to nurture a welcoming, connected environment where everyone can express themselves without judgement. Creating a holistic experience where students feel encouraged to embrace the wide variety of opportunities our school provides as they move through school is vital to us. As a collective, we want to ensure that we allow everyone to thrive in their own way. In addition to this, we feel that it is imperative that students know that at Ivanhoe Girls’, they will always be supported and that failure is not only normal, but also a part of learning and the entire experience.
How do you hope the Junior School students, from 3 Year Old Kinder to Year 6 will respond to your messages and calls for action?
We hope that through our different initiatives next year, we might be able to inspire the Junior School students to find ways to display leadership qualities in their own lives. Of course, there is more than one way to be a leader outside of holding a position. Leadership can be displayed through commitment, encouragement and selfexpression. Only through displaying the qualities we value can we hope to inspire others to act in the same way. We hope that the Junior School students will be able to find ways to demonstrate the qualities they value and inspire those around them to follow their passions.
How do you plan to empower other students to be leaders themselves, both with and without a position of responsibility?
Leadership is something everyone is capable of, regardless of age or title. Leadership is about inspiring and encouraging, and empowering others. This is something we aim to show the student body and invite them to join us in our mission to spark initiative. Our goal is to celebrate the fact that everyone has their strengths and areas for growth, and by putting yourself out of your comfort zone, and taking charge of your insecurities instead of letting them lead you, those lesser areas will evolve into assets.
What is your message for the incoming Year 7 students and those new to our School in 2023?
For both new students and incoming Year 7’s, we really want to encourage all students to take advantage of the wide variety of opportunities that will be available to them. Whether it be trying something new or furthering an interest in a certain area, such as sport, music, or drama, just giving everything a go will open so many opportunities and connections for them. To try something new can be an incredibly daunting task, whether it be a new co-curricular activity or to try a leadership role such as the SRC (Student Representative Council), Tutor Captain or be a House Representative.
To put yourself outside your comfort zone in a new activity or trying your hand at leadership is incredibly brave and we applaud our fellow students willingness to develop their leadership skills and contribute to the School in a multitude of ways.
Out of our five new values, which do you think will be the most prominent in your actions as part of the 2023 Student Leadership Team?
We hope to be able to foster meaningful change in the School and are fortunate to have a variety of skills and experiences in the team to draw from. We aspire to use our connectedness as a team to highlight these various experiences and draw from them ideas on how we can improve school life for others. By embracing our differences not only within in the leadership team, but within the student body, we aim to cultivate a thriving student environment that encourages students to learn and grow. Through the School’s connectedness and our actions as the 2023 Student Leadership Team, we hope that students feel empowered and brave enough to try something new and learn something valuable from their experiences.
Ideally, what is your ultimate plan or dream you can achieve by the end of 2023 in your individual positions of responsibility?
As Social Service Prefect and SRC President we hope that we can promote student voice and encourage service, both within our school community and the wider community. We wish to create an atmosphere which elevates student voice, to make progressive change that reflects current student values. Additionally, we wish to inspire our peers to give back to both the School and wider community. We aim to motivate everyone to find a passion that allows them to support others and make the most of opportunities to make in other people’s lives.
As School Captain and School Vice-Captain for 2023, we hope to inspire students to accept their failures as part of the process. Failure is something that we all experience, although it is often hidden or minimised in order to avoid embarrassment. However, failing is essential, not only for progress but it also proves that we are all human, and connected in our flaws. As such, we hope that next year, we can emphasise the cliché that ‘our failures do not define us’, and they should instead be celebrated.
Skana 2023 Social Service Prefect
During Term 2 and culminating in Creative Arts Week in Term 3, students from the Early Learning Centre to Year 12 were invited to create a terracotta creature. Every student was encouraged to find their own unique way of making the creature, while meeting certain requirements.
Each miniature sculpture had to be handsize, easy to hold and made by pushing and pulling clay. The creature had to be made with a single piece of clay with no pieces added or joined. The creature had to have a flat base so that it could easily stand, and two deep eyes created with a piece of dowl provided. It was wonderful to observe students from a range of year levels collaborating and sharing in the experience, with Year 12 students looking at works created by Junior School students as inspiration and guidance.
The hundreds of figures were combined onto black wooden discs and installed in the Hillsley Atrium as part of the ELC to Year 11 Exhibition before finding a temporary home
in the Senior School Library. Each creature was unique, just like the individuals who created them and together, they formed an amazing and powerful installation, reflecting the potential that our students can achieve when they work together as a team!
Our Collaborative Terracotta Creatures installation focuses on the uniqueness of individuals within a group and the power of the group as a whole. Special thanks to Ms Lyn Begg for introducing this project and the Visual Arts Staff for there support in bringing the project to fruition.
Mr Deryck Greenwood Head of Creative Arts
British artist Anthony Gormley is well known for his life-size sculptures that mimic the human body. His Field series, however, represents a different approach.
Between 1991 and 2003, Gormley created five fields, each consisting of thousands of terracotta figures. Up to 210,000 were used in his latest piece of the series, Asian Field, in 2003. Each figure is between 8cm and 26cm high and are all installed on the floor of a room facing the viewer. The Field series were collaborative installations, made with the help of the public. Large groups of everyday people created the individual pieces that the artist then displayed together in installations, usually in large indoor spaces.
At the start of Term 3, 21 students from the Year 10 cohort leapt at an opportunity to assist the Junior School. They were asked to provide support and supervision of Junior School students every second Tuesday morning before school, so that Junior School Staff could attend a Whole School Staff Briefing.
An enthusiastic response to the call out meant that the necessary number of volunteers was easily found. Pleasingly, their enthusiasm for the task has been maintained despite the busy nature of the School week and the varied commitments of our students.
For many, it has become an opportunity to reconnect with a world that they once knew and loved, and for those who began at Ivanhoe Girls’ in the Senior School, an opportunity to appreciate their school community wholly. Whilst the ideas of ‘giving back’ and ‘reconnecting’ may appear as motivations for their involvement, it is their interactions with the younger students that drive their fortnightly visits.
For the Junior School students, they have been energised by this ability to connect with their older role models. It demonstrates to them the exemplary way in which students in our community conduct themselves and has provided a safe and supportive environment to gain insights into future learnings and opportunities from their older peers.
The chance act as a caring ‘big sister’ and to immerse themselves in the relative simplicity of Junior School life leaves our Senior students feeling refreshed and with a greater appreciation of their own journey through school.
It is a nice reminder of how far they have come and the important role that older students can play in fostering a supportive environment for those who follow.
Mr Toby Maxwell-Wright, Acting Year 10 Coordinator and Mr Dave Furness, Director of Learning, Innovation and Curriculum – Junior School
After 23 years of service at Ivanhoe Girls’, the School can be credited with contributing to my growth as a leader which has ultimately led to my appointment as Head of Junior School this year. After such long service to the School, I am privileged to be in a position to look back with understanding and to look forward with wisdom.
One of my first impressions of the School, when I visited on a hot December day in 1999, was of fearless girls running down the grassy lawns and jumping over a stream made by a hose lying on the ground. I was immediately attracted to this natural, ‘grounded’ play space which enabled students to be themselves. While environmental changes have altered the way we play with water these days, the Junior School continues to provide play spaces that nurture curiosity and joy. I also have strong memories of the photos of past Junior School musicals on the wall in Amos House; I remember being struck by the rich and diverse co-curricular programs on offer. Our recent Arts Festival was a testament to the School’s continued focus on providing high-quality arts experiences. I also recall being deeply moved by my very first Junior School Church Service in which the choristers sang so beautifully. These early memories were formative and remind me of the things that must be nurtured. We will be sure to retain these excellent traditions.
A home-grown leader can have many benefits. Over my many years at the school, I have had the privilege of witnessing and actively supporting numerous whole school transformations from start to finish. I have been actively involved in the important transformation of buildings, three uniform changes and many pedagogical and technological advances. I look back with nostalgia on the old yellow and brown uniforms, but the new uniform is vibrant and according to the students, it is very comfortable. In 2010, The Cooerwull Centre and the Hillsley Visual Arts and Hospitality Complex transformed the Junior School Library and Visual Art learning spaces –I recollect that in my first year of teaching Prep, prior to those renovations taking place, I could only send half of my class at a time to Art lessons as the art ‘shed’ was too small for my whole
class to attend all together. The Sharwood House renovation back in 2011 was impressive as the old outdoor ‘red square’ was replaced by the wonderful indoor Sharwood Atrium, where the whole of Junior School can gather indoors and enjoy a cool or dry space on any day of the year.
I look forward to further changes and developments to come, including the construction of a large roof over the Junior School tennis courts which will enable physical activity to take place outside every day of the year, whatever the weather.
I have appreciated and enjoyed many rich learning opportunities in my various teaching and leadership roles in the Junior School. Starting as a Prep teacher 23 years ago, I happily embraced the rapidly changing technologies available to teachers to make learning more engaging and accessible and I was an advocate for new teaching practices which were emerging from contemporary research. After gaining a wealth of experience in my first 10 years of teaching, I was placed in good stead to take on the Deputy Head of Junior School role (now 13 years ago). In that position, I helped lead the way with the introduction of interactive whiteboards and iPads to the Junior School.
More recently, I developed and rolled out programs to students which offered various extension opportunities, including extension Maths groups, Debating and Robotics. As part of a leadership restructure two years ago, I was appointed Director of Curriculum, Learning and Innovation, and continued to work alongside the Head of Junior School to offer the best learning environment possible to our students.
Throughout my time at Ivanhoe Girls’, I have worked closely and happily with two Principals, Dr Heather Schnagl AM and now Dr Deborah Priest; and three Heads of Junior School, first Ms Helen Williams, then Ms Carol Hodgson, who continues to be a mentor to me, and finally Mrs Mary Bourke, my predecessor with whom I very much enjoyed working as a co-leader. I have worked closely with our exceptional Senior School staff including Ms Narelle Umbers, who will return to the School as Principal next year.
I have been privileged to work on the School’s Management and Executive teams for many years and I have thoroughly enjoyed learning from a range of people in those teams who each display different styles of leadership.
In addition to my role as a staff member, I have also been a parent at Ivanhoe Girls’, as my two daughters, Bethany (Class of 2008) and Anna (Class of 2010),, attended the Senior School. Ivanhoe Girls’ certainly contributed to encouraging and developing their leadership, their understanding of service, and their love of learning. It was wonderful that Bethany was able to serve as York House Captain and Anna was School Captain. I understand the value of strong partnerships between parents and the School and the positive influence that
this has on a child’s learning when it is underpinned by effective communication and trust.
In 2018, I completed my Master of Education in Leadership and Management at the University of Melbourne. This study gave me deep insights into current educational research and methods for leading in the context of modern educational challenges, particularly in light of new technologies. The course confirmed my passion for leadership and for building staff capacity to ensure that each student’s learning is optimised and joyful. It reminded me that when introducing new ways of doing things, it is crucial that the process is imbued with a shared vision, trust and integrity.
My long connection to the School equips me with a deep understanding of its culture, which enables me to lead with stability and to navigate change in uncertain times. I am a strong supporter of the vision that has guided the Junior School over many years now; one in which all students thrive as part of a respectful community of learners and are challenged and supported to find their spark and their voice. Under my leadership students are encouraged to value excellence in learning, work collaboratively with empathy, nurture their own leadership capabilities, challenge stereotypes, and be active citizens who engage in issues in the local community and beyond. My hope is that every student in the Junior School embodies the values of connectedness, kindness, curiosity, bravery and vibrancy, and simply aims to be the best person they can be.
Mrs Helen Moore Head of Junior SchoolJunior School prides itself in encouraging and nurturing leadership in every student; this begins with the opportunity to be a Very Important Prep (VIP) leader of the week, and continues throughout Years 1 to 5 with the role of Class, Library and Social Service Leader.
In Year 6, every student fulfils a leadership role to support the Junior School, including Ambassadors, who influence the decisions of prospective families in joining the Junior School community. Each year, in Term 4, Year 5 focus their learning on leadership to develop a greater awareness and understanding of themselves to help them consider which leadership roles would most suit them in Year 6.
Mrs Helen Moore Head of Junior School
A leader is someone who encourages people to believe in themselves and achieve their best. They need to be good listeners, great role models, creative thinkers and strive to include everyone and their ideas. The role of Junior School Captain has taught me that being a leader is not about making all the decisions but working as a team to find the best possible outcomes.
I applied for Junior School
Captain because I wanted a role where I could contribute to our team in the best possible way, where I could listen to other people’s ideas, and where I could help put them into action. I think that’s what leading is about, that and aiding with example, imagination and care.
The Year 4 ‘Make a Difference’ projects invited our students to respond to authentic problems and take action in the community.
This was an opportunity to apply their learning to the real world. Working in collaborative groups, the students identified and investigated an issue. They generated solutions and then implemented an action plan to address the problem. The learning exhibition was the culminating experience where students shared their final projects with peers, staff, parents and community volunteers. Participation in this process has fostered teamwork, independence, leadership and problem-solving skills as well as meaningful community engagement.
We are extremely proud of the way that each group successfully enacted their unique visions for community improvement:
The ‘Senior Savers’ made quality cards for elderly people in aged care settings to combat loneliness and anxiety.
The ‘Wildlife Warriors’ sewed pouches for joeys injured or abandoned in bushfires in Australia.
The ‘Green Go Getters’ redesigned the wasted Banksia Reserve parkland to make it more useable for families and the elderly. They created a model and presented to Banyule City Council.
The ‘Happy Hospitals’ made a video message to send to Austin Hospital staff to lift their spirits and thank them for their work during the COVID-19 pandemic.
The ‘Earth Bubble Team’ restored the relationship with our Westgarth Buddies by creating terrariums to brighten their social centre.
The ‘Ivanhoe Cook Squad’ created and published a recipe book for people who suffer from life threatening food allergies.
Our program takes inspiration from the Reggio Emilia approach which has a strong image of the child. What message does it give to a child to know that their ideas are valid, valued and listened to? We aim to incorporate this into all that we do.
In practice, it means we aim to include children in decisions that affect them. Whist this is not always possible, we are always reminded of their capacity for well thought out decision making when they are given a chance. We often hold an ELC meeting with the children if there are problems with how resources are being used and before bringing out new equipment. We recently held a ‘Bike Meeting’ so that we could all decide on safe ways to ride the bikes and establish some guidelines that felt fair to everyone. We also find that when children have contributed to the rules, they are more likely to follow them and expect their peers to do the same.
Kinder and PrePrep both have programs that build children’s oral language and presentation skills. Yes, even at three years old the children are standing in front of their friends and telling them about Ellie’s (the class mascot) adventures when she visited them at home. In PrePrep, the children add to a class book called The Family Adventures Book. They fill this with photos, collage and special items and they share these lovely moments with their classmates.
The sense of pride and accomplishment that comes from these moments are so special.
Ms Bernadette Gioia, Director of the Early Learning Centre
Relationships with children and their families are at the heart of everything we do. We acknowledge the great responsibility and level of trust that comes with children entering an early childhood service for the very first time and therefore strive to make this transition process as seamless as possible.
We recognise that parents are their child’s very first educator, and therefore ensure that there are many opportunities for parents to be involved in the child’s program. These opportunities begin right before a child even begins at our service, during their getting to know you interviews, orientation sessions and home visits program. The home visits provide educators with an authentic glimpse into the unique lives of every child while establishing a positive connection between home and the Early Learning Centre.
Once families and children feel secure and supported, children begin to learn about their feelings and getting along with others. Educators support children to develop self-regulation skills. These are
the skills that enable us to manage our own behaviour, our reactions to feelings and to calm down after something exciting or unexpected occurs. These skills are the foundation in which children will continue to build upon throughout their lives.
The Kinder girls also build familiarity with the wider school community as they visit the Library, Tennis Courts, Art and Music room as part of their weekly specialist classes. The connections that the girls form with their peers and teachers carry with them throughout their schooling at Ivanhoe Girls’.
Ms Emily Franceschi, Kinder Teacher
One of our favourite programs in the Junior School is the Buddy Program. The relationships that form between the two Year 5 classes and the ELC children is beautiful.
It creates opportunities for the older students to be leaders and role models and helps the younger children build connections and strengthen their sense of belonging to Ivanhoe Girls’. What a great way to learn about school involvement!
We look for opportunities for the Buddies to work together throughout the year. It can be as social as a shared lunch time or participating in one of the many special events held within our school. The ELC girls love spotting their buddies as we walk around the School or when watching them rehearse for a special concert.
They have also worked together on shared Art projects which were on display at last terms’ ELC to Year 11 Visual Arts Exhibition, they proudly paraded their fancy costumes during Book Week and have practised many fundamental motor skills during their Physical Education classes.
These are opportunities we know are valuable for all and we consistently see the positive impact it has on each student that has been part of the Buddy Program.
Ms Bernadette Gioia, Director of the Early Learning CentreYear 5 have greatly enjoyed the Junior School Buddy Program this year. Pairing some of the oldest students in the Junior School with the youngest provides great learning opportunities for all students. In Year 5, it allows students to begin practising the leadership skills that are so essential as they move into Year 6. The Year 5 students greatly enjoy the opportunity to be the 'big kids' demonstrating behaviours, modelling activities and guiding the younger students.
We have seen many students flourish through this opportunity; students who in other situations can be shy, embrace the opportunity to quietly mentor their younger buddy and truly beautiful relationships result. The squeals of excitement and big smiles that occur when we announce we are seeing our buddies demonstrate just how much students love this program, and it is one that is always enjoyed by everyone involved.
Ms Sonya Geraets and Mrs Michelle Everest, Year 5 Classroom Teachers
Ms Sonya Geraets and Mrs Michelle Everest, Year 5 Classroom Teachers
"We have seen many students flourish through this opportunity; students who in other situations can be shy, embrace the opportunity to quietly mentor their younger buddy and truly beautiful relationships result."
Swimming Carnival LOCKSLEY
Cross Country ROTHERWOOD
Athletics Carnival LOCKSLEY
Art and Craft LOCKSLEY
Photography ROTHERWOOD
Reading Challenge ROTHERWOOD
Performing Arts Drama ASHBY
Performing Arts Music ROWENA
Performing Arts Open LOCKSLEY
Junior Debating YORK
Senior Debating ROTHERWOOD
Summer Carnival Soccer ASHBY
Summer Carnival Basketball ROWENA
Summer Carnival Softball ROTHERWOOD
Final Score
1st Place: ROTHERWOOD
2nd Place: LOCKSLEY
3rd Place: ROWENA
4th Place: ASHBY
5th Place: YORK
6th Place: OSWALD
House spirit is alive and kicking again! Our 18 House Leaders have been instrumental in the success of the House program this year. They have been excellent role models to younger students through their encouragement, support and willingness to step out of their comfort zone.
I have really enjoyed seeing their leadership skills develop throughout the year, as they become efficient communicators and organisers. They also constantly put others ahead of themselves to ensure the best outcome for their House.
Our House Representatives, across all year levels and all events, assist with the organisation of each event. They, too, have shown great passion and enthusiasm for their House and their event, as well as developed invaluable leadership skills.
It is unsurprising that there was some apprehension prior to House events this year as there was a certain unfamiliarity
with how some events run, as well as the risk of further disappointment that an event would be cancelled, yet again. Fortunately, all House events throughout 2022 have been a raging success!
Students have loved the opportunity to display their skills, try something new, meet new friends, and of course earn points for themselves to add to their Blazer! Thank you to every Senior School student who has helped to shape the success of the House program for 2022.
Ms Gen Cartwright Head of House
After over a year of planning, this August, we were finally able to bring our love of native plants to our school.
In order to bring this project to life, we worked hard throughout 2021’s lockdowns, having meetings with Dr Priest, the Parents’ Association and the School’s Gardeners to find a suitable location and to finalise the plant list.
This year, we’ve finally been able to do the planting! With the help of enthusiastic students and teachers, we planted 73 native plants, laid pavers and mulched the entire area.
The garden is located behind the barbeque area near the School Café. This garden includes a few of these more well-known plants:
• Microseris scapigera (Murnong/yam daisy)
• Arthropodium strictum (Chocolate lily)
• Indigofera australis (Austral indigo)
Native plants are already adapted to Australia’s harsh climate, saving water, so they are good for the environment. A native garden also supports wildlife and promotes biodiversity. We want students to have the resources to learn more about native plants, celebrating Australia’s rich history and culture, while gaining a deeper appreciation for rewilding the suburban environment. We hope the garden can be a sanctuary in the School where students can relax and de-stress.
We believe that all students have the power to contribute something that is uniquely theirs to the School and the wider community. We want to encourage all of you to be brave, stay motivated and put your wonderful ideas into action.
Many thanks to all our supporters in this project, especially Mrs Karen Hale, Miss Julia Robertson, the Parents’ Association, Mr Ross Low and Mr Gerry Augerinos, as well as all the students who helped us plant.
Sarah and Anna Year 11
Towards the end of Term 3 in Year 9 Religious Education, we explored what it means to be homeless. We discussed homelessness and listened to people's stories and explored the stereotypes that have been placed on them. After learning more, we started to understand some of the problems faced by those who do not have a place to call home.
When it comes to homelessness, the problems are complex and it is difficult to know how to address this issue; but as the number of homeless people in Melbourne has increased significantly in the last three years, we need to be creative, open-hearted and open-minded to think about what we can do to help.
In Year 9, all of the Religious Education classes started a project called ‘Making a Change’, the aim being to help make a difference in all issues of homelessness. We all thought about what issues we were most passionate or concerned about, and were placed in a group of three to five others who were also passionate about the same issue. These included specific areas like hygiene, clothing, food and mental health challenges.
For the project, my group chose to focus on the issues of disrupted education that many young people face when they are experiencing homelessness. Around a quarter of people experiencing homelessness are youth, so we thought this was an issue we must address.
Our vision was to help young people and families who are experiencing homelessness by collecting second-hand children's books/novels and then donate them to the St Vincent de Paul Society. We wanted to donate a large number of books to give to many children, so we decided to turn to the Junior School for help.
We made an announcement at a Junior School Church Service that we were collecting books from Monday to Tuesday in the Junior School Office. On Thursday when we came to collect them, to our complete surprise, there were many piles of books sitting in the corner!
Overall, we counted over 350 books, and we want to thank the Junior School community for their overwhelming contribution, as we couldn't have made such a positive impact without you! Our project was just one of many that will hopefully, have made a difference in the lives of many people who are experiencing homelessness.
Amelie Year 9
As part of our Year 9 Religious Education program on Homelessness, all students make a trip to the city, to the Salvation Army Centre on Bourke Street. Here they are guided around the city to see the places and hear stories of people sleeping rough. Through some interactive role plays, quizzes and through examining statistics, they learn about the harsh reality of Melbourne’s housing shortage problems, about the shocking number of youths who are experiencing homelessness and about the wide range of issues they may face. Back in our classes, we continued to grapple with the issues and hear more stories. But, we did not leave it there. Our students want to make a difference.
The project called ‘Making a Change’ teaches them how they can complete a project, from the research at the start, to vision setting, planning and then actually doing it. In class, I had a number of students ask, “Are we actually going to do this, for real?” The project enables them to think about which particular issues they are most concerned about, and then guide them through a process so that they can all achieve their aims – making a difference.
All up, there were about 25 groups working on separate projects, all to assist people experiencing homelessness in Melbourne. Some collected hygiene products or canned goods and made hampers to donate, others did awareness-raising posters to help our whole school community be more compassionate. One group designed colouring in pages and collected pencils so they could create colouring in packs for children who go to the Salvation Army Café.
There was a sense of pride as they then presented their projects to the other classes, and it was so encouraging to see the range and the depth of projects. Each student was given the opportunity to develop some important skills needed for leadership and service.
Mrs Jenny Sonneman School Chaplain
Leadership, service and active involvement sit together at Ivanhoe Girls’ as we work to empower, equip and lift students up in their capacity to exercise their strength of character for others. This is evident through student collaboration in the classroom, generous acts of kindness, commitment to leadership opportunities and more widely through the School’s Colours system.
Colours Awards at Ivanhoe Girls’ Grammar School encourage students to be active contributors by participating in the broad and exciting cocurricular life of the School. Through this, students develop their strengths, reach high levels of personal achievement, and build collective wellbeing and commitment. Focusing on students’ strengths can have a powerful impact on their sense of self, character and development. Their lives are enriched each and every day when they utilise their strengths to be and achieve their personal best at Ivanhoe Girls’.
As such, Colours Awards encourage and recognise exemplary participation in Debating, Drama, Music, Service, Sport and House activities. Each specific area has its own criteria and dedicated staff members offer support and encouragement to students in their area/s of interest and passion, allowing them to attain Colours in a specific field.
Beyond this, School Colours Awards recognise both breadth and depth of cocurricular involvement. The award of School Colours acknowledges significant and sustained service to the School in a number of areas of school life. It is therefore one of the most prestigious Awards offered to students at Ivanhoe Girls’ and we congratulate the students listed below for such an outstanding achievement in 2022.
Mrs Davina McClure, Deputy Principal/Head of Senior School
School Half Colours
School Colours
Year 9 Connie Year 10 Charlie Fiona Annabelle
Year 10 Olivia Year 11 Niah Quincy Grace Eloise Genevieve Iliana Millie
Year 11 Stefanie Evie Elena Sarah Lucy Sophia Niki Izzy Mehak Saambavi Tayla Liz Angelina Skana Georgia Paige
Year 12 Coco Anna Molly Year 12 Rachel Anna Natasha Adelina Maddy Caitlin Emmaline Kiharna Imogen Georgia Lily Anouk Ella Trixie Christina Zoe Mietta Alyssa
2nd House Star
The new Ivanhoe Girls’ uniform sought to update the blazer pocket to better mirror student awards and their journey through school. The new royal blue blazer from the Ivanhoe Girls’ School Uniform Collection will use a system of embroidery on the front pocket, to reflect Milestones, Positions of Responsibility, School Colours, School Half Colours Awards and Colours Awards.
School Colours
1st House Name
3rd House Star House Certificate
4th House Star Half House Colour
5th House Star House Colour
Sport Colours
Half Colours - SP Colours - Laurels
Service Colours
Half Colours - SE Colours - Laurels
Music Colours
Half Colours - MU Colours - Laurels
Drama Colours
Half Colours - DR Colours - Laurels
Half Colours - DB Colours - Laurels
Ivanhoe Girls’ Grammar School is proud to have Alumni all around the world in a variety of industries, leadership positions and different stages of life. To see the array of journeys our graduates are on makes us excited to see what our current students will dream of and achieve.
Lynn Chalmers (PhD)
Class of 1970 Winnipeg, Manitoba, Canada
Former Head of Department of Interior Design, University of Manitoba
Erin Buckley
Class of 2003 New York City, USA
Managing Director – Head of Product for Private Wealth Management, Goldman Sachs
Susie Parker-Simmons
Class of 1979 Milwaukee, Wisconsin, USA
Director of Sports Nutrition and Recovery Services, Milwaukee Bucks
Ebony Griffiths
Class of 1999
Palo Alto, California, USA
Chief of Staff and Strategic Planning, Print Supplies Business, HP Imaging, Printing & Solutions at HP Inc.
Danielle Zhang
Class of 2015
Seattle, Washington, USA
Software Engineer, Microsoft
Class of 2016 Austin, Texas, USA
Class of 1993
Los Angeles, California, USA
CEO, Executive Producer and Documentary Filmmaker
Class of 1996 Jacksonville, Florida, USA
Vice President – International Media, PGA TOUR
All Alumni on this World Map were sourced from our Alumni Networking Platform, Graduway. We encourage all Alumni to connect with their peers through the platform here https://ivanhoegirlsalumni.com.au/.
Anne Wingfield née Wishart
Class of 1987
Bristol, England, UK
Managing Director Great Britain and Ireland, Dyson
Elizabeth Schuster
Class of 2010 London, England, UK
Associate – Corporate M&A, MinterEllison
Grace Wharton Class of 2016 London, England, UK
Marketing Specialist, Compass Education UK
Claire (Baker) Corno Class of 2001 Munich, Bavaria, Germany
Director of Operations – Europe, Hyzon Motors
Kaylene Selleck-Mackay Class of 1985 Geneva, Switzerland
Editorial Assistant, Bulletin of the World Health Organisation
Sofia Sandqvist Class of 1986 Uppsala, Stockholm, Sweden
Senior Lecturer in Landscape Architecture, Swedish University of Agricultural Sciences
Davina Clarke
Class of 1998 Paris, Île-de-France, France
Global Leader – Pursuit Centre of Excellence, Deloitte
Class of 2006
Oslo, Norway
Researcher – PhD Candidate, Oslo University Hospital
Katherine Toumbourou Class of 1995 Nicosia, Cyprus
Freelance Communications Specialist (International Humanitarian Organisations)
Julie Cleeland Nicholls
Class of 1984 and 1985 Republic of Singapore
Vice President Communications APJ, SAP
Nicole Lathuillerie née French Class of 1997
Republic of Singapore
Primary Music Teacher, Tanglin Trust School
Shirley Chan Class of 2008 Hong Kong SAR Financial Planner
Zoe Martyn
Class of 2004
Western Desert, Australia
Martumili Artist
Carly McHugh
Class of 2010
Brisbane, QLD, Australia
Donor Lead Specialist, Virtus Health
Julia Taylor
Class of 1995 Cairns, QLD, Australia
Senior Legal Officer – Coordinator, North QLD Land Council
Kaylie Smith Class of 1987 Sydney, NSW, Australia
Chief Operating Officer, Her Black Book
Isabelle Batty
Class of 2011 Hobart, TAS
Clinical Audiologist, Hearing Australia
Phillippa Butt Class of 2011 Melbourne, VIC, Australia
Victorian News Editor, Leader Community Newspapers
Stephanie Woollard OAM
Class of 2002 Mornington Peninsula, VIC, Australia
Founder and CEO, Seven Women Inc and Founder, Hands on Development
Ann Daniel
Class of 1993 Perth, WA, Australia
Judicial Registrar, Federal Court of Australia
Sometime in my teenage years, I knew I wanted to work on Wall Street, though admittedly I didn’t really know what that meant! I knew I needed a finance degree so completed B.Comm/B.Arts at the University of Melbourne, majoring in Finance and French. After graduation
I started at Goldman Sachs JBWere (later JBWere) in Melbourne – my first role was fairly traditional stockbroking focused on Australian equities, and I quickly learned to love watching the markets and trying to understand stock move triggers.
The itch for the real “Wall Street” remained, so I moved to New York in 2014 – ironically while the NY Stock Exchange is still nearby, the actual Wall Street is mostly apartment buildings these days!
I have been working for Goldman Sachs in NY for almost a decade, across a variety
I had the privilege of attending Ivanhoe Girls’ Grammar School from PrePrep through to Year 12 and think back on my school years with the fondest memories.
I can without a doubt say that my time there has played an enormous role in getting me where I am today.
I started my university career in a Bachelor of Marketing and after one semester decided it wasn’t for me. I packed up my things and moved overseas where I worked and travelled for a year across Europe. That experience and the people I met along the way inspired me to change my thinking and upon my return home I transferred into a degree of Biomedical Science, (hard to believe as anyone from Ivanhoe Girls’ would tell you how much I struggled with Science through my schooling years!)
of roles within Private Wealth Management, always focused on delivering a best in class offering for ultra-high net worth clients.
Australia will always be home and being far from family and friends is difficult, but I’ve now been in Manhattan for almost a decade and have an American husband and dual-citizen daughter. Ivanhoe Girls’ fostered my love for learning and I was always encouraged to follow my passions, which ultimately led to a career in finance halfway across the world. I look back fondly on my time at Ivanhoe Girls’, and love seeing how others are inspired from an early age to pursue their dreams, no matter how foreign they may seem.
From there I completed a Graduate Diploma in Reproductive Science and then completed a Masters of Clinical Embryology. Soon after graduating I started my career as an Embryologist. Day to day I micro manipulate gametes and create embryos to hopefully help people have the family they have always dreamt of.
Witnessing human life at it’s earliest stage and knowing it has the potential to form a baby is more rewarding than can be put into words. I am incredibly grateful to be in this line of work and am so passionate about what we achieve in the fertility industry for our patients.
2022 has been a big year of celebrating Alumni with many Reunions postponed from 2020 and 2021.
We were delighted to have over 550 people attend our Reunions this year, creating wonderful opportunities for Alumni to reminisce and reconnect with old classmates. With Dr Deborah Priest, Principal, happily taking Alumni on tours, it is always a pleasant surprise for those in attendance to see the many changes since they last walked through the School grounds. The School was thrilled to host a 1 Year Reunion for the Class of 2021 to make up for their missed Formal, and it was a pleasure to host the Past Student Luncheon and 50 Year Reunion celebrating the classes of 1970, 1971 and 1972.
Ivanhoe Girls’ Grammar School is passionate about continually celebrating our Alumni and we look forward to the future involvement they will have with the School.
Mrs Michelle Young, Alumni and Community Relations Coordinator
Head of Science and Technology (Incoming Acting Director of Learning and Innovation in 2023)
My journey to Ivanhoe Girls’ began in my home town of Chester, a historical Roman walled city in North-West England, where I completed my primary and secondary schooling and the seeds of my lifelong love of Science and in particular Chemistry were sewn.
My university years were spent at Cardiff University where I studied a Bachelor of Science specialising in Chemistry and then I went on to complete my honours project and a PhD in air sensitive synthetic Organometallic Chemistry.
It was during my PhD that my passion for teaching began through my role as a PhD demonstrator in the undergraduate practical Chemistry labs and as a University Schools liaison officer.
My time at Cardiff University was a special stage of my life which I deeply cherish. It was where I made many lifelong friends and also met my husband Marc, a fellow Chemist.
The next step of my journey was to complete a Post Graduate Certificate in Secondary Education at the University of Manchester before progressing to work in a number of Independent, Catholic and State schools in the UK and Adelaide.
In 2007, I joined Ivanhoe Girls’ as a teacher of Science and Chemistry. Over the years, my role at the School has evolved and I have been fortunate to hold a number of positions of responsibility and contribute broadly to the School in the areas of curriculum and wellbeing as well as leading whole-school-projects. I have also continued to value personal growth and study during this time, completing a Graduate Certificate in STEM education as well as currently studying a Masters of Educational Leadership.
Over the years, Ivanhoe Girls’ has become dear to my heart and I feel very proud to be a long-standing member of the School community. Now I very much look forward to progressing to my new role as Acting Director of Learning and Innovation next year and the opportunity to work collaboratively with the teaching staff to shape learning and teaching at Ivanhoe Girls’. I am ready and excited to evolve our academic programs so that they remain cutting edge and relevant in order to equip and empower each and every student to achieve their very best, be future ready and find their passion and voice to contribute valuably in our ever-changing world.
"Over the years, Ivanhoe Girls’ has become dear to my heart and I feel very proud to be a long-standing member of the School community." Natalie Bunn
Teacher of Health and Physical Education (Senior School) and Deputy Head of House
Teaching was something I seriously thought of as a career after having a conversation with my Athletics Coach who was a Primary School Music teacher. After learning about what his career involved, I gradually moved my focus into coaching Athletics and leading young people in sport and outdoor recreation. I had tried multiple sports as a young person but was never the fastest, strongest or the most coordinated, however was always interested in learning new skills, feeling fit and enjoying the friendships developed.
As a teenager I started coaching Primary School students in Athletics, did a Sport and Recreation VET course in VCE and was involved in the Scout movement, as a participant and then a leader once I finished school. My days involved teaching four-year old’s how to run in a straight line to taking teenagers skiing or going on multi night hikes in Freycinet National Park. When at University, I broadened my experiences in volunteering at Championships, teaching children who could not speak English how to swim and teaching visually impaired people how to play tennis. These experiences have challenged my own teaching abilities which I am grateful for.
I am incredibly passionate about getting people moving, learning by doing, developing life skills, and having some fun along the way.
I’m lucky to spend time with students in different environment’s talking about contemporary issues in health or taking students to sports events, camps, and excursions.
Outside of school I certainly practise what I preach keeping active through many pursuits, athletics, cycling, kayaking, and camping to name a few. The outdoors is my happy place where I can relax and keep fit.
eLearning
I grew up in Northern Ireland and after leaving school attended Queen’s University, Belfast where I achieved a BSc (Hons) Degree in Information Management. There I continued my studies by completing my MSc in Communication (specialising in Change Management). My love of travel started here as I was lucky to receive a scholarship to complete my Master’s thesis in Kenya, collaborating with local communities in rural village farms.
After a gap year traveling the world, I decided that a future in teaching was for me and went back to university to study a Post Graduate Certificate in Education in ICT. From there I spent eight years working in English schools before landing an international opportunity. Broadening my experiences by working in British International School’s in Shanghai and Ho Chi Minh City has provided me with a global perspective on the value of education. After meeting my husband and moving to Australia I have worked setting up a Maker Space, developing the digital technologies curriculum and instilling the love of learning in my students. My love of learning continues as I am currently studying for my Master of Education at The University of Melbourne.
Outside of work I play hockey, netball and enjoy cycling and running. I am busy with my young family and enjoy nothing more than spending time with them and our new puppy, Spot.
Since joining Ivanhoe Girls’ this year, I have enjoyed teaching DigiSolutions and helping staff with technology and look forward to my future here!
There is nothing more rewarding than seeing students have personal success in and outside of the classroom.
Classes 1988, 1993, 1998 and 2003
Saturday 18 February 2023 3.30pm to 5.30pm
Tuesday 10 October 2023
All School Tours commence at 9.00am from the Performing Arts Centre, corner of Upper Heidelberg Road and Noel Street. Bookings are required and can be made via ivanhoegirls.vic.edu.au
Class of 2022 Reunion
Wednesday 30 August 2023 6.30pm to 8.30pm
Classes of 2008, 2013, 2018, 2019, 2020, 2021
Saturday 7 October 2023 3.30pm to 5.30pm
