Front Cover: Alexia (Year 12) performs the role of Donna in Mamma Mia!
Back Cover: Billie (Year 9) competes at the AusCycling Junior Track Championships.
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Towards 125: Our Strategy for 2024 – 2028
At Ivanhoe Girls’, we are dedicated to empowering and nurturing both our current and future students, young people who deserve an incredible educational opportunity that lives up to their immense potential. With this commitment in mind, we have created the School’s Strategy for the next five years. It is our plan for the future, it is intentional, and includes both what we choose to focus on and what we choose not to do.
Our Strategy is firmly focussed on the learning and wellbeing of our students, and the people and supports that make incredible learning possible. The Strategic Plan builds on the five key strategies identified in our 2019 – 2024 Strategic Plan. We are confident that these over-arching strategies remain well and truly fit for purpose as we move towards our 125th Anniversary in 2028.
At the detailed level you will see an increased focus on:
• the delivery of intentional wellbeing education to our school community,
• flexible and cross-curricular approaches to learning,
• fostering knowledge and pride in Aboriginal and Torres Strait Islander histories and cultures,
• and the development of a philanthropic culture to help support future innovation at Ivanhoe Girls’.
Our students are moving into a world of work that is undergoing massive upheaval due to societal changes and the increasing
role of Artificial Intelligence in our lives. Now more than ever, our role as educators is to prepare them to be responsive to change, be brave enough to try new things and explore new pathways, and ultimately help them develop the uniquely human skills and dispositions that will underpin a life of purpose and kindness.
In the wonderful busyness of this vibrant school, having a clear focus on our Strategy helps us ensure that we have a calm centre. From this centre we can act clearly and deliberately to enhance and optimise the learning and wellbeing of our students.
This is an important document as it guides our innovation agenda, with all our projects being explicitly linked to at least one of the strategies. In the interests of sustainability, we have made the Strategic Plan available digitally rather than making print copies.
You can access the new plan through our website (in the Publications area), and I hope that you enjoy the read.
Mrs Karen Frost Ms Narelle Umbers Chair Principal
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From the Principal
Bravery in Learning – Embracing Imperfection and Growth
In a world that often celebrates acts of physical bravery – such as facing danger or overcoming obstacles, or a school that celebrates the bravery of our students who perform in public or jump from the tops of towers on camp – it’s easy to overlook the quieter, yet equally profound, bravery displayed in the pursuit of knowledge and personal growth. This form of bravery, inherent in the process of learning, is not about perfection or the absence of fear, but rather about embracing imperfection, taking risks, and stepping outside of one’s comfort zone.
Learning is a dynamic process that involves more than just acquiring knowledge; it’s about developing new skills, gaining insights, and adapting to new challenges. Learning is inherently a process of trial and error, of experimentation and discovery. Bravery in learning is therefore more nuanced than physical bravery. It’s about confronting the fear of failure, of being wrong, or of not measuring up to expectations. It’s about stepping into the unknown, where the path forward is not always clear, and where success is not guaranteed. This form of bravery requires a different kind of courage – the courage to be vulnerable, to make mistakes, and to learn from them. Our aim to be “brave, not perfect” captures this essence perfectly. It acknowledges that true bravery is not about being flawless or infallible, but about being willing to try, to stumble, and to persevere.
We encourage and see bravery in learning every day at Ivanhoe Girls’. Our French teachers in Junior School often remind their students of the ‘brave not perfect’ attitude
when it comes to speaking out loud in French. Students can be reluctant to speak out loud, worried about not getting things ‘right’. We love to see them embrace this attitude instead and go for it, not worrying about pronunciation or perfectly formed sentences, and instead trying something and seeing if it works. Their hesitancy is understandable, because when learning a new language, speaking is definitely a higher order skill. It involves putting into practice comprehension, grammar, vocabulary, word order, intonation, and pronunciation to engage in real life interactions. Those brave enough to give it a go really accelerate their learning.
Bravery in learning might be as simple as a Year 3 student stopping to take a deep breath while trying to get their fingers around a particularly tricky chord on the ukulele, or as complex as writing about a confronting personal journey in a high-stakes VCE assessment for Year 12 English.
As we plan for future learning programs at Ivanhoe Girls' that will provide more opportunities for bravery in learning and even better equip our students for their futures, we are inspired by the ‘OECD Learning Compass 2030’, a product of the OECD Future of Education and Skills 2030 project.
The metaphor of a learning compass was adopted to emphasise the need for students to learn to navigate by themselves through
unfamiliar contexts and find their direction in a meaningful and responsible way, instead of simply receiving fixed instructions or directions from their teachers. The framework offers a broad vision of the types of competencies students will need to thrive in 2030 and beyond, which you can read more about on their website at www.oecd.org.
The concepts of Student Agency and Innovation are central to the Learning Compass, and central to our planning for our students’ futures. Student agency involves the ability to set goals, reflect, and take responsible actions to bring about change. It emphasises proactive engagement over passive reception, shaping one’s path rather than being moulded by external forces, and making informed decisions rather than merely accepting others’ choices. Agency requires a proactive, resilient, and reflective approach to education. Reflecting on one’s own learning involves recognising and admitting mistakes, which can be difficult. Bravery is needed to confront these shortcomings honestly and use them as a basis for growth.
Innovation often involves venturing into the unknown and challenging existing paradigms. It takes bravery to experiment with new ideas, take intellectual risks, and adapt to new information and contexts.
By fostering an environment that values and encourages this kind of bravery, we will prepare our students not just for academic success, but for lifelong learning and adaptability in an ever-changing world.
Ms Narelle Umbers Principal
[1] Charlie (Year 12), Ash (Year 12), Mr Chris Cox (Head of Performing Arts and Director of Music), Scarlett-Rose (Year 12) and Alexia (Year 12).
A focus on gratitude, positivity and resilience
As we continue our development of our Wellbeing Framework this year, our conversations have centred around Martin Seligman’s PERMAH framework and Lea Waters’ SEARCH framework. These are both strong evidence bases for Positive Education and wellbeing and the transformative potential of integrating principles like gratitude, positive emotions, and resilience into our daily lives.
We know when these principles are supported by a strong sense of community and positive partnerships between students, parents, and the broader community, their impact is magnified, leading to enhanced wellbeing as well as academic and personal success.
Earlier in the term we focused on gratitude, an element that falls under ‘strengths’ and ‘emotional management’ within the SEARCH model, and which will be prominent within our developing wellbeing framework. Research in Positive Psychology and education has shown that cultivating gratitude can have a significant impact on the wellbeing and learning engagement of both students and the greater community. When we focus on the positives, we are more likely to feel satisfied and motivated. Research shows that regular practice of gratitude helps us to develop a more positive mindset, which is crucial for personal success and growth.
A collective focus on gratitude nurtures a supportive environment where people feel valued and motivated. Our pastoral program ensures that every individual is valued, supported, and empowered. By incorporating gratitude practices into our daily routines and greater school community, we can continue to cultivate a nurturing environment where wellbeing is at the forefront and evident within our wellbeing framework.
More recently our staffing community focused on positive emotions, linking to Lea Waters’ SEARCH Framework, in particular Emotional Management, which highlights how positive emotions can expand our thinking and promote creative and exploratory behaviours. For our students, this can contribute to enhanced learning experiences and for our staff and broader community, providing a stronger connection and sense of belonging within our daily lives. Positive emotions like joy, love, savouring, curiosity, and hope are not just feel-good experiences; they are fundamental to effective functioning.
By integrating the SEARCH Framework into our practices and utilising the evidence within our developing wellbeing framework, we can continue to cultivate an environment where positive emotions are harnessed to enhance learning and wellbeing. This approach will not only impact our students learning, but also help our students, staff and broader community navigate the emotional and social skills required for a thriving community.
Along with gratitude and positive emotions, another element of focus for our community has been resilience. Developing resilience involves cultivating a growth mindset—the belief that abilities and intelligence can be developed with effort and perseverance.
Students who understand that their abilities can improve with effort are more likely to embrace challenges and learn from failures. Teaching resilience involves equipping students with coping strategies. Techniques such as mindfulness and stress management can help students handle pressure and recover from setbacks more effectively. Encouraging self-reflection and providing constructive feedback further supports this development, helping students to view challenges as integral to the learning process.
We know that building resilience is a community effort. We were fortunate to have Justin Robinson join us for our Parent Seminar in May as we discussed resilience within our community, and how we can all contribute to building resilience. Following this, our staffing community shared resilience in practice here at Ivanhoe Girls’, discussing a range of examples where our students and staff exhibit resilience every day. How lucky we are to be a part of a community that is thriving!
We at Ivanhoe Girls’ are committed to embedding these practices into our daily routines and encouraging our community to join us. Embracing the principles of Positive Psychology prepares students not only for academic challenges but also equips them with essential life skills, paving the way for their future lives. I am certainly grateful for our community, the continued care shown in all interactions, and the beautiful campus we get to enjoy. As we look ahead, I encourage us all to continue building these practices together, fostering a thriving, resilient, and courageous community.
Ms Karlie Payne Director of Student Wellbeing
House Events
With this year’s Swimming, Cross Country, and Athletics Carnivals already concluded, and the first round of Debates ticked off, the excitement continues to build with House in 2024.
The Cross Country event showcased some exceptional talent. Three Year 7s, Caitlin, Isla and Annika, finished first, second and third in their division, while Bethan of Ashby was the first Year 8 to cross the line in sixth.
In the Years 9 to 10 competition, Kate (Year 10) of Oswald came first, followed by Rotherwood’s Lola (Year 9) and Rowena’s Joanna (Year 10).
Among the senior students, Lara (Year 11) of York took third place, while Connie (Year 11) of Rowena secured second. The overall individual winner, with the best time across the School, was Imogen (Year 12) of Ashby, in an outstanding 14 minutes and 51 seconds. Athletics events were just as thrilling, with two long-standing records shattered! Alice (Year 11) of York broke the Discus record from 2003 with a throw of 26.19 metres. Yuxin (Year 7) from Locksley also broke a record that has stood since 2002! Her throw of 17.51 metres surpassed the previous mark by just one centimetre.
Swimming saw incredible performances as well. Rhianna (Year 10) broke the 50m butterfly record by 0.9 seconds. The Year 11 Medley Relay team from York set a new record of 2 minutes and 44 seconds, breaking the previous record by just a single second!
Participating in a House event takes courage. Stepping onto a field or standing in front of peers, under the pressure to perform, is no easy feat. The determination and resilience shown by our students are commendable. Regardless of the outcome, every participant’s effort is a testament to their strength and spirit.
A heartfelt thank you goes to our PE, Maintenance, AV, Teaching, and Professional Staff. Their roles in setting up equipment, coordinating programs, assisting with registrations, supervising, marshalling, recording, timing, and providing medical support are crucial and greatly appreciated. Another special thanks also goes to our Student Representatives for their commitment and dedication.
Winners
Junior School
Athletics (Overall) – Rowena
Athletics (Spirit) – Rotherwood
Cross Country (Overall) – Rotherwood
Cross Country (Spirit) – Rowena
Senior School
Swimming – Rowena
Athletics – Ashby
Cross Country – Ashby and Rotherwood
New Records
Senior School
Swimming – 50m Butterfly: 29.44 secs
Rhianna (Year 10)
Swimming – Medley Relay: 2:44 mins
– Lucy (Year 11),
– Alice (Year 11),
– Giovanna (Year 11)
– Julia (Year 11)
Athletics – Discus: 26.19 meters
Alice (Year 11)
Athletics – Discus: 17.51 meters
Yuxin (Year 7)
Lastly, to all the students who participated and contributed to these events, your fair play, integrity, and passion were inspiring. Whether you were competing or cheering from the sidelines, you all helped create a memorable and supportive atmosphere.
I look forward to the next installment of House activities in Semester 2.
Ms Katrina Benson Head of House
“And in first place… Ashby!”
I jump up and down excitedly, cheering along with the Vice Captains. All our hard work had paid off; we had won the Athletics Carnival, and I couldn’t be happier. I felt so proud of every single person in my House who had shown up on the day and participated.
Many Ashbians tried a new event, and we had many people step up to fill in when we were missing someone. These acts of bravery really contributed to our final score and overall victory.
A standout moment was when I was competing in an event and looked over to see new Year 7s leading chants, with many other students joining in even without the House Leaders making them. These students were all embodying ‘Bold not Embarrassed’ by chanting their heart out for the house, and the students who filled in with little knowledge of their event were also being super bold!
Overall, the Athletics Carnival was a great day no matter what, but winning the event was really the cherry on top. A big shoutout to our Athletics Representatives Zoe, Suchitha, Isabel, Ella, Emily and Amy who worked so hard leading up to the Athletics Carnival making sure it ran smoothly.
Cindy Ashby House Captain
VCE Results
We are proud to congratulate the students from the Class of 2023 for their excellent VCE results and the variety of Tertiary offers accepted.
The graduates of 2023 at Ivanhoe Girls’ represented the growing number of opportunities in STEM with 40% of our graduates choosing a STEM based university course.
It is also heartening to see the Class of 2023 follow their passions and explore opportunities in areas as diverse as Aviation, Aerospace Engineering, Cybersecurity, Fashion Design, Agriculture, Gaming and Sustainable Innovations.
We are thrilled that our graduates have chosen to pursue studies in fields that excite them and have thought deeply about how they can contribute to the world that they will lead.
The graduates of 2023 have lived up to their motto to Embrace the Moment. As a school community we look forward to hearing about their life beyond school and celebrating their many achievements along the way.
Ms Louisa Scerri Deputy Principal and Head of Senior School
Dux and Dux Secondi
We would like to congratulate our Dux and Dux Secondi on their chosen course:
2023 Dux
Elena
Bachelor of Science at The University of Melbourne
2023 Dux Secondi
Paige
Bachelor of Science at The University of Melbourne
Scholarships
We are proud to share that several of our students have been offered a range of Scholarships:
Elena • Bachelor of Science at The University of Melbourne
• Offered the Melbourne Principals’ Scholarship
Maddie
• Bachelor of Nursing and Midwifery at La Trobe University
• Offered the ASPIRE program
Tertiary Institutions Selected by the Class of 2023
VCE Season of Excellence – Top Class and Top Arts
Music
We are delighted to congratulate April who was selected to perform her VCE Music Repertoire Performance piece Four Exotic Pieces for Flute and Harp, Movement 1 by Colin Brumby at Top Class Music 2024 at Melbourne Recital Centre.
Art
We would also like to congratulate Milly who was selected to exhibit her work at Top Arts 2024. This annual exhibition features the most exceptional work from students who completed the new VCE study designs of Art Making and Exhibiting and Art Creative Practice.
Tertiary Courses
Offered and Accepted
Advertising/Digital Communication/ Media
Agriculture
Arts
Arts/Global Studies
Arts/Music
Aviation
Biomedical Science
Biomedicine/Engineering
Business
Business (First Nations Australian Entry)
Business Professional Practice
Business Analytics
Commerce
Criminology and Psychology
Cybersecurity/Criminology
Dermal Sciences
Design
Design/Architecture
Education – Primary and Secondary
Engineering
Engineering/Commerce
Exercise and Sport Science
Fashion Design
Fine Art
Games and Interactivity/ Computer Science
Health Sciences
Interior Decoration
International Development Studies
Law/Arts/Legal Practice
Law/Criminology
Law/Psychological Science
Medicine
Nursing/Midwifery
Nutrition Science
Occupational Therapy
Pharmaceutical Science/Pharmacy
Photography
Physiotherapy
Property and Real Estate
Psychological Science
Public Relations
Science/Arts
Science/Engineering
Screen and Media Production
Sport Coaching and Development
Zoology and Animal Science
Graduate Profiles
Brooke Year 12, 2023
The thought of starting a new chapter of my education at a place where I didn’t know anyone was daunting. But soon I started to realise that studying something I was truly passionate about made the whole thing less scary.
On my first day at Swinburne, I sat down in the first class of the day, my computing class, only to realise I was the only female student. I started to wonder if I was even in the right class, however soon after I realised the lack of women studying computer science would lead me to keep motivated to further the diversity in STEM related courses. As the first semester progressed, I began to wonder if my choice of studying a double degree of Computer Science/ Games and Interactivity was a mistake, as I had to learn the content of two courses simultaneously. However, knowing that I will graduate with two degrees and a major in Games Development maintained my excitement and commitment.
My time at Ivanhoe Girls’ taught me how to discipline myself in my studies and strive to study a course that may seem out of ordinary to most, although to me is something that brings the utmost enjoyment.
Brooke
Sarah Year 12,
2023
Just six months ago, the idea of studying in Tasmania hadn’t even left the ‘fantasy’ stage. Now, here I am, by my totally unbiased opinion, sailing happily in the best engineering degree in Australia.
My time at Ivanhoe Girls’ has been invaluable in placing me where I am today. From diving headfirst into the co-curricular program since Year 7, to the enthusiasm and support I received in taking the opportunity to voyage across Bass Strait during Year 12, I’ve always been encouraged to push the boundaries of possibility. This course flaunted not only a world class degree, but also presented a way to combine my love of the ocean with a career in STEM, and I couldn’t possibly turn away from such a prize.
My current voyage therefore brings me to my course at the Australian Maritime College in Launceston. Though it’s tough, I’m loving the multifaceted challenges and the resultant close-knit community of students and staff. We are all pushed to seek innovative and efficient approaches to any problem and remain afloat through issue after issue. I’m still also throwing myself into every opportunity, and am now a regular member of both the local sword fighting group and the frisbee club.
I can’t imagine having taken this leap if it weren’t for the support of all of the connections I have from my time at Ivanhoe Girls’.
Sarah
Mamma Mia!
This year’s Senior School Production of Mamma Mia! had audiences dancing in the aisles and humming the tunes long after the curtains closed. Whether they decided to step out on stage or try their hand at a backstage role, our Senior School students weren’t afraid to take the leap and bring a truly spectacular show to life.
Students’ Perspective
“It’s not the lack of fear that makes you brave, but the ability to overcome it.” – a quote from many wise people that I put into my own words.
I took part in the 2024 Senior Production of Mamma Mia! and had a role in the ensemble. We sang, acted, and danced through months of preparation for the shows between 10–12 May. I created many new friends and connections with the cast and crew.
It takes so much courage to even audition and I’m proud of myself and the rest of the people who auditioned for making it that far. There’s also loads of bravery involved in getting up and performing in front of an audience. The first show, I completely forgot the first dance and only remembered once we got on stage!
All I could think of that first night, under the blinding lights, was the little mistakes I made in the dance; that I went on too early, or I tripped on a prop. But by the final night, I was thinking how long it's been since the first rehearsal last year.
The first few moments you spend on a stage always seem to be the scariest moment of your life, and you tend to forget what you’re doing or how you got there. It’s not long before you realise how brave and confident you’ve become!
I debated signing up to audition for Mamma Mia! out of fear – I’m so glad I decided to overcome it.
Ruby (Year 8) Ensemble Member
Above all, what I learnt from working with the backstage team this year is that each and every role requires an enormous amount of bravery.
Starting a backstage role is a big change from the learning we’re used to from classrooms, where we are taught how to do something and then practice it at the safety of our desks with pen and paper. Instead, the learning is hands-on.
While rehearsals go on, the crew members are picking up on how to perform their role, and also what is happening on stage at the same time. This requires a huge amount of patience from the actors, and an enormous ability to work under pressure from the backstage crew.
The crew perform a variety of roles, all of which pose unique challenges. The team in lighting operate a complex lighting board and spot lights, learning how to operate them and at one point, even improvising the entire second act of spot cues mid-rehearsal!
The backstage crew have to constantly be aware of what is going on in the show around them, and be ready at any time to adapt to changing plans. The assistant stage managers take on a huge commitment as they step up to assume a leadership position, learning how to make stage drawings, use the comms, manage groups of people, and have a strong awareness at all times.
The experience of backstage crew is one which is unique, and it is also consistently some of the most fun I have each year. I’ll always treasure the memories from the backstage crew of Mamma Mia!, and the huge stack of draft stage drawings I have amassed.
Ash (Year 12)
Stage Manager
Bold, Not Embarrassed
In a world where conformity often reigns supreme, daring to be different requires courage. With this in mind, the 2024 Prefects have initiated the motto “Bold, Not Embarrassed”.
As we entered into our final year of school, even before we began putting the motto into words, the Prefect Team agreed that a lot of what had held us back in the past was a fear of embarrassment. We were scared of being seen as “cringey”, or looking like we were trying too hard, or not being completely perfect on the first try - a fear we now desperately wish we had tried harder to overcome.
serves as a reminder that being bold means acknowledging and accepting the risk of imperfection and embracing it with confidence.
2024 Student Leadership Committee
School Captain Iliana
School Vice Captain Josie
Captain of Locksley Charlie
There is an oft quoted statistic that says men will apply for jobs when they meet 60% of the qualifications, whereas women will only apply if they meet 100% of them. As we considered our own experiences, this seemed to highlight something we had already seen within ourselves; our own tendencies to hold back due to the fear of not being good enough.
Looking back, we saw countless moments where we’d hesitated to take risks or seize opportunities because of the fear of embarrassment.
The vision behind “Bold, Not Embarrassed” encapsulates a timeless message, one that applies to the entire school community and beyond. To be bold is to step outside the confines of societal norms and express oneself authentically. However, boldness is often accompanied by vulnerability and, inevitably, embarrassment. Thus, this motto
At school, embodying ‘Bold, Not Embarrassed’ could present itself in many ways. In the classroom, it might mean answering a question without being completely certain of the answer, but giving it a try regardless. On the sporting field, it could be volunteering to join the footy team for the first time, despite not knowing a single rule. In the social sphere, it could mean being unapologetic about your interests, opening up to your friends about something that scares you, or standing up for what you believe in even if it goes against popular opinion.
At its core, being “Bold, Not Embarrassed” is about vulnerability. It is an acknowledgement that you’re not a perfect being, but a human one.
Iliana, School Captain and Josie, School Vice Captain
Captain of Rotherwood Penny
Social Service Prefect Annabelle
Captain of Debating Em
Captain of Drama Georgia
Captain of Oswald Chanuthi
Year Level Liaison Prefect Angelina
Captain of Ashby Cindy
Captain of York Quincy
Captain of Rowena Issy
Year Level Liaison Prefect Matilda
Captain of Music Eloise
SRC President Harri
Year Level Liaison Prefect Monika
Captain of Sport Imogen
[1] Josie, School Vice Captain and Iliana, School Captain, Year 12.
[1] Staff and Volunteers serve on the BBQ. [2] Ella (Year 5). [3] Annabelle (Year 12). [4] Junior School Teacher Librarian, Mrs Celia Hatzipavlis. [5] Hayley (Year 10). [6] Genevieve (Year 10). [7] Olivia (Year 12). [8] Staff welcome visitors to the hundreds of school tours held throughout the day. [9] Nelly (Year 7) and Claudette (Year 7). [10] Iliana, 2024 School Captain (Year 12) and Georgia, 2024 Captain of Drama (Year 12).
An exploration of bravery
In Semester One, our Years 3-6 students embarked on a series of fun-filled camps that were designed specifically to extend their personal and social learning and develop life-long skills. We have been immensely proud of the confidence and bravery all our students showed on these camps. By simply being away from home for an extended period, bike riding, boogie boarding, or taking a leap on the adventure ropes, each student was faced with a significant hurdle to overcome.
Having personally attended the Year 6 camp to Canberra, it was clear that this wasn’t any ordinary school trip; it was an opportunity for self-discovery and growth. As our students ventured to the heart of Australia’s capital city, they were met with opportunities to delve into Australia’s rich history and culture, and face challenges that tested their bravery and resilience.
At Parliament House, the students marvelled at the retro furniture and portrait lined hallways. One of their first observations was the stark difference between Julia Gillard’s portrait to those of her male counterparts. We had a first-hand glimpse into the Senate and House of Representatives. The students were quick to acknowledge the brevity of the role our leaders play, and the importance of these spaces in shaping our future. They also participated in role-playing preferential voting in the House of Representatives, which was a chance for them to find their voices and discover the strength that comes from standing up for what they believe in.
The Museum of Australian Democracy offered further insight into the struggles and sacrifices of those who fought for the freedoms we enjoy today. Through learning about the courage of ordinary people from past generations such as Mary Lee, a suffragist who fought for women’s legislative reforms, and Stella Young, a writer, comedian and disability activist, our students began to realise that change starts with them.
Questacon pushed everyone out of their comfort zone with its interactive exhibits and hands-on experiments. The activities required us to solve problems, make connections and some, including Miss Begg, even summoned the courage to embrace the unknown of the vertical slide!
Finally, the bike ride through Canberra’s picturesque landscapes served as a physical manifestation of determination and
resilience. We were so proud of the students as they pushed through challenges of gear changes and the odd chain issue to make it around Lake Burley Griffin. For some, it was their first time on a bike in years.
The Year 6 Camp to Canberra was not just a journey of sightseeing and adventure, but an exploration of bravery in its many forms. It was a reminder to the students that true bravery is the strength to overcome obstacles, regardless of our fears. We look forward to seeing what these change makers continue to contribute to our school community over their time at Ivanhoe Girls’.
Ms Cate Kalnins
Deputy Head of Junior School
Student Reflections
What is bravery? Is it standing up for yourself? Is it trying new things? It’s so much more!
The Year 6s went on a four-day trip to Canberra to learn more about the history of Australia and, of course, to enjoy this gorgeous city with our friends. But over the four days, we all had to be brave in some way. Many overcame their fear of heights on the Free Fall at Questacon where they had to drop down a seven-metre-tall slide! It was a terrifying yet exhilarating experience. Others pushed down those feelings of homesickness, as this might have been the first time they were so far away from home (and their pet dogs!) When we went on the bike ride around Lake Burley Griffin, many people weren’t that confident in riding. Everyone gave it a go and, in the end, we all had a lot of fun.
All that bravery didn’t go to waste. In fact, it has helped us a lot in the classroom! Our fun camp experience has taught us so many lessons about being brave and having a go. Now when we are faced with a difficult situation or we are trying out something for the first time, we can think back to our Canberra Camp and the courage we showed, and maybe it will give us a motivational boost.
Sandy Year 6
At the end of Term 1, Year 5 headed off to Camp Wyuna in Queenscliff. We enjoyed boogie-boarding, bike riding, pizza making, canoeing and a sandcastle competition. We headed down to the Marine Biology Centre across the campsite, where there was a ‘touch tank’ with all sorts of sea creatures, like sea urchins and tiny shrimp.
Even though the sand scraped our knees, boogie-boarding had to be the best activity and I’m sure everyone would agree. To allow our fears of being washed away with the wild waves to be put aside, and try something different, was brave of the whole of Year 5 group to do.
However, that wasn’t the end of our bravery. We were away from home for four days! I’m sure most of us hit breaking point at some stage, but we picked ourselves up again, supported each other and made most of our time away.
Camp was a great experience, and we are all looking forward to next year’s adventure!
Rameen
Year 5
Beep, Honk, Screech...
On Wednesday 8 May, Year 4 eventually arrived at Mount Evelyn, alongside Year 3 and a bunch of super kind teachers. All the students and teachers scattered out of the bus in a hurry.
We were all so desperate to explore the beautiful natural campsite. Instantly my eyes were glued to the amazingly tall bushy trees, and the Kookaburras that sat on the long electric wire. As soon as my toe was out of the bus, I smelt the fresh fragments of minty eucalyptus, and the peaceful flowing river sound nearby immediately calmed me down.
The children and teachers gobbled up their lunch and raced off to their first activity. The giant swing was my first activity. All the kids got highly exhausted from pulling the rope of this gigantic swing, but it was worth it because it was lots of fun.
On the first night, we roasted marshmallows (I burnt mine but it was still delicious!) The inside of the over-roasted marshmallow was so sweet and sticky!
The next activity for my group was cratestacking. This challenges a team to build a tower of crates with a member on top. It made me feel like I was flying in mid-air like a graceful bird. Throughout the crate stack I learned how to work as a team efficiently with lots of amusement.
Riding a bike around the glorious scenic campsite is a fabulous activity. It was peaceful and relaxing. The tall trees smiled wildly while we pedalled past, birds were chirping along. What’s more, I was taught by the kind camp staff how to half pedal on very bumpy surfaces.
I enjoyed every bit of camp, everything was terrific! I explored new friendships as well as growing deeper friendships with my old friends. I overcame my fears while flying high on the giant swing. I cannot wait for the next camp adventure!
Sarita Year 4
[1] Year 6 students at the “Under the Moon” gallery at Questacon. [2] Year 4 students working together in the crate-stacking challenge. [3] Year 5 students learning to boogie-board in Queenscliff. [4] Year 6 students pay their respects at the Australian War Memorial.
Bravery: Taking the Leap
Reflections of Five Junior School Leaders
As Junior School Co-Captains there are many ways we need to demonstrate bravery.
Sometimes, we have to prepare and deliver last-minute speeches. On the first day of the year, we found out five minutes before the Assembly that we needed to welcome everyone and wish everyone a great year ahead. We took a deep breath, put on a smile and gave it a go. Both of us were very nervous, but we took a leap of faith and it worked out fine.
As Junior School Co-Captains, we attend a lot of meetings. Every two weeks we help Mrs Moore lead the Junior School Council meeting with all the Class Captains each term. We discuss ideas and things that are going well in each class. We also meet Mrs Moore every Monday, where we talk about how the Junior School is going and what we can improve. Last month, we attended
a Prefect meeting with the Year 12s and we discussed how we could present the "Bold, not Embarrassed" banner to Junior School. We also talked about how we might plan more things with the Junior and Senior Schools combined.
Being a leader means helping everyone feel that they belong. Some of the Year 6 parents organised a Father-Daughter weekend away to help us feel more connected and take on some new challenges. It was a great way to have fun with our friends and our dads. We tried new things like surfing, camping in tents and living outdoors without Wi-Fi.
As Junior School Co-Captains, we have to lead by example and give everything a go. We don’t mind giving speeches in front of large audiences, but it is still pretty scary, so we sometimes have to take a few deep breaths to summon the bravery to take on some of the bigger leaps.
Zoe and Summer
Junior School Co-Captains
I am a Year 6 Sport Leader so my job is to support all the sporting events in the Junior School. I have demonstrated bravery in my role by making mistakes and carrying on. One of my strategies when I make mistakes is to just pretend that it was not a mistake and just keep going. I made a speech at Assembly recently and I made a mistake, but I just carried on with the speech.
I find it challenging as a Sport Leader to help several people at a time. Sometimes everyone wants help all at once and I am trying to get better at managing this. I want to be able to help others around me which is why I like being a leader.
I have many responsibilities as a Sport Leader as I have to organise events and remember what to bring. Recently, I ran in the District Cross Country and I won –which was a big achievement! I’m happy to be a role model to others and try to show courage even when I’m scared, just giving things my best effort.
Indi
Year 6 Sport Leader
As a Junior School Social Service Leader, I meet every couple of weeks with Ms Rowlands to help organise all the Class Social Service Leaders in the Junior School. We help Ms Rowlands coordinate the Social service activities throughout the year.
I was a bit scared when I was holding my first meeting because normally, I don’t speak much in front of people. I was nervous, but I got through it and now I hold meetings all the time. I am now a lot more confident in taking notes, collaborating, and making compromises.
A particular challenge for everyone is choosing a Social Service activity. It is difficult to find an activity or event that everyone will appreciate and enjoy, even after a long time of brainstorming and voting with classmates.
My role as Social Service Leader gives me the opportunity to make a difference in the world, particularly helping to organise to support various charities across the year. The proceeds from the 6S event which was a Junior School Disco, was donated to the Cancer Council. It took a long time to organise it, with my Co-Captain and we did some research, held meetings, printed posters and flyers, and visited classrooms to promote the event.
Despite the challenges, I really enjoy my role as Social Service Leader. Giving back to the community and making a difference is all part of it, and I could not ask for a better leadership role.
Chloe
Year 6 Social Service Leader
I try to be a good role model in my role as a Class Library Captain by borrowing the maximum of books each time we go to the Library. I want everyone in the Library to have wonderful times in the Library and love it as much as I do.
I recommend books to my classmate when they are feeling gloomy or dull to help them feel the magic of being absorbed into a story. I absolutely adore the time when people finish, slam the book and say: “Wow, this is amazing! I felt like I was in the book!”
I also love that I can connect with the library teacher, Mrs Hatzipavlis. She is amazing, always reading us books of suspicion, sadness, and joyfulness – I can hear it all in her tone.
I took a leap and joined the Page Turners Reading Club. I love being in the Library which is like a mansion, with cushions and comfortable chairs and it is very peaceful. My badge reminds me that I am a Library Captain, and I’m thankful that I have this special role where I can stand up and speak up for my classmates - and that’s what I do!
Stephy 5F Class Library Leader
[1] Indi (Year 6). [2] Chloe (Year 6). [3] Stephy (Year 5) with Mrs Helen Moore, Head of Junior School.
Hear from our PrePrep students
What is being brave?
When you are scared to do something just do it then you are brave. I jumped onto the cushions and had to be brave.
Emily F
I keep trying a new trick and I could do it.
Violet
I was really brave when I stood on the top of the monkey bars. I was scared the first time, but now I’m not.
Lily
It means you are brave enough to try something new. I went all the way to the end of the monkey bars.
Sadie
It’s when you try something new in parts of life, like the monkey bars!
Madison
Brave means you feel like you can do it. When I was on the monkey bars one of my friends was doing something dangerous so I just had to be still and brave because if I wiggled around someone might fall on me.
Sophie
I was brave when I took my hands off the monkey bars. I was excited before and then I did it and was happy.
Emily Y
I was brave when I was playing with the blocks and the blocks fell on my head and I didn’t cry.
Sienna
When I was about to go to India I had to get an injection and I was a little bit scared. I brought my toy turtle and he got an injection, then I got mine and then it was all done
Isha
Superheroes are brave. Are we the same?
Shiori
Sometimes you need to be brave in thunderstorms. I was brave when I did something new like a new game. It feels good being brave.
Ariana
Saying goodbye to Mum and Cleo at the window. I said ‘goodbye’ without crying.
Florence
If there was a time I was scared to do something, I just had to be brave to do it. I was going to do a trick on the monkey bars but I was scared. Then I tried it and my whole body went upside down and fell down like a volcano. It made me feel a bit scared to do the trick but when I got down I wanted to do it again and again. I liked it!
Marie
Year 7: A Solo Flyer’s Journey
Year 7 students Hannah and Adelle sat down to discuss their different paths to Senior School, with Hannah coming through the Junior School while Adelle is the only student from her Primary School to have come to Ivanhoe Girls’.
Hannah: What Primary School did you come from?
Adelle: I came from Northcote Primary.
H: Was it scary coming to a new school on your own?
A: It was, but it was also exciting. I really wanted to try something new, and see something different.
H: What did the School do to make you feel comfortable and welcome you in the first few weeks?
A: It was really inclusive! It was really good, we did a lot of activities together but sometimes because we did things in smaller groups we didn’t get to meet other people from the year level.
H: How did you make new friends?
A: I’m a very social person, so I was just thinking; “you’ve got to start somewhere!” You’ve got to talk to people, you can’t say you’re not going to talk to them, otherwise you’re not going to make many friends.
H: What were the challenges of starting Year 7 and how have you overcome these challenges?
A: A couple of days before the first day of Year 7, I was really nervous about what was going to happen. But how I overcame it was when I actually came to school, I felt really comfortable, and figured out that you’ve just got to put yourself out there.
H: Even though it was a long time ago –I still remember coming to the School and feeling like I already fit in here.
A: Yeah definitely!
H: How have you found life at Ivanhoe Girls’ so far?
A: It’s been really good; I haven’t met anybody who is rude or anything! I really like that it’s a community in the School, I do things out of school and you’ve got the community with you there as well.
H: What advice would you give to a Year 7 Solo Flyer in 2025?
A: I would just say that you don’t have to worry about it! I was really close to my Primary School friends but it’s still exciting finding something new, and now I have different friends in all different areas!
H: Did you do any clubs or activities that helped you connect with other students?
A: I’m really excited to do the School Musical next year, I did some ushering this year and it was really cool to see how it came together. Did you do the Junior School Musical last year?
H: I did! I love the musical, I got to know a lot more people. It’s fun practicing for it and performing it, it was a great experience.
A: Yeah, because you’re already in a friendship group but then when you do a Musical, you meet new people.
H: And I went out of my comfort zone a lot, with singing and everything.
A: But how did being a Junior School student prepare you for the jump to Senior School?
H: I knew a lot of people and I sort of knew the School environment and a lot of things about it. But there’s still things I didn’t know, it’s still a big jump but it was comfortable.
A: Obviously you knew the Junior School grounds well, were there areas of the Senior School that you felt that you knew or others that you didn’t?
H: I felt like I knew some of the places, obviously the Sports areas in the Senior School I knew well. But classrooms in the Science Wing were a bit confusing so I had to find my way around there in the first few weeks.
A: Yeah that’s nice! You were a Junior School Co-Captain in Year 6, did that experience make the transition to Year 7 easier?
H: I think it did, because I knew a lot of people. In terms of public speaking, it helped me know how to talk to people more than I would before. It helped me a lot.
Hannah and Adelle Year 7
[1] Jasleen (Year 7), Alexandra (Year 7) and Rodela (Year 7).
Thriving Clubs at Ivanhoe Girls’
Whether your interests lie in debating, coding, or activism, there’s a Club for everyone! From art enthusiasts to budding scientists, each Club offers a unique avenue for growth and connection, ensuring everyone finds their place to shine.
Amnesty International Club
Amnesty International Club is a student-led group that runs fortnightly. Our goal is to protect human rights around the world through campaigns and letter writing. For example, we have written letters to the Prime Minister to protect the Torres Straits Islands and emails to MPs to call for a ceasefire in Gaza.
Although it may seem that as individuals our influence is minimal, collectively we can make a difference. We love running this club because it brings students from all year levels together for a common purpose. We can have anything from five to twenty students attending a meeting, with our most highly attended meetings being when we organise an AMNESTEA, when there is food available.
The resources we use are provided by Amnesty International (Australia), and we always try to choose issues that our student body would be aware of and would care about.
Another thing that we do as Amnesty Leaders is raising money through selling goods at Students Services all year round. We love seeing so many people contributing to Amnesty in this manner whilst also saying a quick hello to Mary Davies. These funds help support not only the club but also to charities where we can make a difference.
Anyone is welcome to join our club and have an important impact on the global society. A big thank you also to Ms Maslin, Ms Judson and Mary Davies for supporting us.
Abigail (Year 11) and Fiona (Year 11)
Dungeons and Dragons Club
Dungeons and Dragons (D&D) is an immersive tabletop role-playing game where players make a character to explore the fantasy world of the Forgotten Realms. You could be an elven sorcerer, a draconic paladin, a dwarven barbarian, anything you choose! With a variety of specialisations and dozens of species available, you can create a character you’d find fun to play as and design a unique name and backstory for them. Then you’ll join the other characters in an adventure that takes you exploring cities, jungles, caverns, and more!
The students love playing D&D because it’s a creative outlet to build a character and see the world through their eyes, uncovering mysteries with friends in a world of monsters and magic. You play a role you create for yourself, so you can flex your creative skills while building some acting experience! And when you throw together all the characters the others have made it makes for some interesting group dynamics.
The staff love running D&D games because you never know what’s going to happen next. If the group is trying to track down a missing person and don’t notice any of the clues left behind it can mean things go down a very different path to what was planned, and having to adapt and improvise keeps things novel.
D&D Club is thriving this year due to a fantastic group of students who are keen to play regularly and continue their adventure each week. There’s always room for another player at the table though!
Mr Luther Vasic
Chess Club
Chess Club runs every Monday lunchtime, and you know it’s a good sign when a gaggle of students are already waiting for the doors to open!
There are lots of regular Junior School players from Year 4 onwards, and the Seniors come when they can – especially when there’s a tournament. Each term we send a team of eight players to compete against other schools, and we even have some silverware to show for it!
This year, we got giant chess, which has been very popular and has even attracted some new players. The other exciting news is…. House Chess will be an event for the first time ever. May the best House win! Mr Peter Mein
[1] Cindy, 2024 Captain of Ashby (Year 12). [2] Indi (Year 6) and Matilda (Year 6).
Our pursuit of Reconciliation
At Ivanhoe Girls’ Grammar School, we prioritise the pivotal role of Reconciliation in shaping the futures of our students. Throughout 2024, I’ve had the privilege of leading our Reconciliation Action Plan (RAP), and we’ve made considerable progress. It’s essential to acknowledge our achievements and reflect on the meaningful progress we’ve made together.
Our staff and students have demonstrated remarkable engagement in this endeavor. The RAP committee has expanded to encompass 32 members, including teaching and non-teaching staff, students, parents, and community representatives. Collaboratively, and with the assistance of our Year 12 Prefects, we’ve formulated a vision statement that seamlessly aligns with our School’s Values.
In conjunction with the RAP development, we’ve implemented initiatives to increase awareness of Reconciliation within our school community. Notably, an acknowledgment of country has been integrated into our staff signatures and website, symbolising our unwavering commitment to inclusivity and respect. Moreover, the establishment of the FIRED UP! club (Friends Igniting Reconciliation through EDUcation) aims to educate and advocate for First Nations peoples within our school, with a notable project being the collaboration with Zonta to host a forum to showcase the success of Indigenous women and how important women are in supporting First Nations people, culture, and country.
To support our staff, we’ve launched a communication platform to facilitate ongoing professional development and ensure real-time updates on the progress of our RAP through our learning management system, Hive. Furthermore, we were honoured to host Terri Schleibs from the Koorie Heritage Trust at the beginning of Term 2, providing invaluable insights into Australian history from the perspective of Aboriginal and Torres Strait Islander communities. This experience underscored the critical role of education in advancing Reconciliation.
Central to our RAP is the cultivation of authentic relationships to improve our community as well as foster learning and growth. Seeking cultural guidance from the Wurundjeri Woi Wurung Elders, in addition to soliciting input from our Aboriginal and Torres Strait Islander families and students, has been integral. Their perspectives and wisdom have enriched our journey, emphasiszing the significance of collaboration in our pursuit of Reconciliation.
I look forward to sharing more developments in the future.
Ms Tifany Centelles
Reconciliation Coordinator and French Teacher.
Student Perspective
When it was announced at Assembly last year that the School was looking for students interested in contributing to a Reconciliation Action Plan (RAP), I knew I had to get involved. After sending in an application to Ms Umbers and crossing my fingers, I was lucky enough to be chosen to represent the students of Ivanhoe Girls’ in the working group.
Being in the RAP working group has been one of the highlights of my final two years at school, and an opportunity that has made me feel incredibly empowered. While reconciliation is often only seen as acknowledging past mistakes, It is also about striving for a more inclusive future where amends have been made, and I believe all schools should have a RAP.
Being in the group has not only allowed me to form friendships with like-minded students, but it has also given me the opportunity to help educate members of the School community on the importance of reconciliation.
In meetings, the student voice is valued and I love being in an environment where students and teachers are working together to achieve a common goal. I find myself consistently learning and gaining greater knowledge about Australia’s history, and the importance of striving towards Reconciliation in 2024, which makes me incredibly hopeful for the future.
Harri
Year 12
Staff Profiles
I have a unique background for a Head of English. My initial studies were in Science (with Chemistry Honours!) at the Australian Defence Force Academy.
From there I moved into Meteorology, becoming the Naval Training Officer for Meteorology and Oceanography. So my love of teaching was sparked in a windowless room on the Adelaide Class Frigate, HMAS Sydney, teaching a group of aspiring ship’s captains about the weather!
Yet that experience was formative in my decision to study Secondary Education. When it came to deciding on my specialist subjects, Science was the obvious first choice. My second choice was not so obvious. I had sub-majors in Geography and English so I could have leaned either way. I thought hard about my future direction, and I reflected on my longstanding love of reading and literature.
My feeling was that the older I became, the more I found the joy of reflecting on and discussing endless possible interpretations of characters and ideas in literature. Books energised me in a way that volcanoes and contours, beakers and acids did not. As you may have guessed, I chose English.
Since commencing my teaching career, teaching English at a girls’ school in inner Sydney, I have never felt tempted to swap Shakespeare for Einstein (or even allow Einstein to share the stage).
I feel that in an English classroom, we do not simply cover the content of the texts, or build reading, writing and speaking skills. We do much more than that. We explore what it means to be human, we try on other lives, experiences and values and in doing so, we challenge and reform our own. Over the years and in each school I have taught, I have always felt greatly privileged to be a part of this process.
My move to Ivanhoe Girls’ marked a return from many years as a Head of Faculty in the co-educational world back to a single sex environment. I am reveling in the care, community and the desire to learn. I am never happier than when staff or students are excitedly testing out and exchanging ideas on each other. I hope to have a long stay here.
Ms Rachelle Walsh Head of English
As the Director of Student Wellbeing at Ivanhoe Girls’
I am grateful to have joined a community where relationships and the community are at the forefront.
Recently relocating from Western Australia, I have spent my time in Anglican schools, both all girls and co-education, and have developed a passion for contributing to building supportive and nurturing school environments. I have been involved in a range of co-curricular activities in previous schools, as well as working in a Boarding School for several years.
What I love most about my job is working with staff and students, as well as the greater
community to understand what we can do and the role we can play in ensuring connection and belonging for all. It’s incredibly rewarding to see students thrive, reaching their personal bests and working alongside staff and parents to create an environment that is reflective of our values.
I’m excited about what’s ahead at Ivanhoe Girls’ and feel very lucky to be a part of such a beautiful community!
Ms Karlie Payne Director of Student
Wellbeing
My mother was a teacher, and growing up I swore that I would never follow in her footsteps.
After finishing school and completing a year away as a GAP student at a school in England, I returned to Australia to study Interior Architecture. As I stared at the computer screen in a CAD tutorial, it dawned on me that perhaps teaching wasn’t a choice, it was a calling. From that moment, the cloud of denial which had long hung above my head began to clear, and I was forced to swallow my words.
After four years studying a Bachelor of Education (Early Childhood and Primary) at Australian Catholic University (ACU), I was fortunate to begin my teaching career at Genazzano, an all-girls school. The energy and eagerness of the students to learn and the supportive nature of the College guided my teaching and thirst for new skills and knowledge. I was fortunate to work closely with Mark Mudge, a mathematics guru, who played a significant role in helping me discover my love for teaching maths. Working at Lauriston cemented my appreciation for girls’ education and provided me with ample opportunities to grow my leadership skills. The collegiality of the staff and love for learning displayed each day by the students continued to motivate me to improve my teaching. After completing a Master of Education, specialising in Mathematics, my family moved to regional Victoria. Working at the local primary school was an enriching experience. Part of my role involved supporting Koorie students with their literacy and numeracy learning. The genuine and sensitive ways the school embedded Indigenous culture into daily life was eye-opening, and it fostered a sense of belonging for all families.
Upon returning to Lauriston after our seaside sojourn, I was ready for a new challenge. The opportunity to step into the role of Deputy Head of Junior School at Ivanhoe Girls’ Grammar School was too good to pass up, and so began a new adventure. At Ivanhoe Girls’ I get to experience the best of both worlds, leadership and teaching, and do what I love – curriculum, supporting staff, teaching, and witnessing the joy that learning brings to our Junior School students each day.
Ms Cate Kalnins
Deputy Head of Junior
School
Cooerwull Service Awards
The School Board and Cooerwull Committee was pleased to honour long-serving Teaching and Professional Staff, as well as many dedicated members of our Associations, at the 2024 Cooerwull Service Awards held in February 2024.
These individuals were recognised for their valuable contributions to the School, highlighting our ongoing commitment to maintaining enduring connections both now and in the future.
[1] 10-Year Service Award Recipients: Principal Narelle Umbers, Marianna Scuderi, Mark Pilkington, Alison Both, Lucy Fitzmaurice, Sally Gilder, Ashley Peacock, Lynne Pike-Overall, Joanne Saunders. [2] Chair of the Board, Karen Frost (Class of 1981) presents IGOGA Treasurer Susan Kent (Class of 1983) with her award for 35 years of service. [3] Karen Frost presents IGOGA President, Rachel Connor (Class of 1991) with her award
service. [4] Members of IGGSPA who are Cooerwull Members. [5] Susie Lyons, Director of Learning and Innovation, Dr Natalie Bunn, Deputy Principal and Head of Senior School, Ms Louisa Scerri, Past Principal (1997-2017) Dr Heather Schnagl AM. [6] 20-year service award recipients: L-R Jean McMullin, Janice Bowie, Meredith Every, Sam Jempson, Karen Frost, Vilia Wolf.
Reunions
We were delighted to host our first reunions of 2024, celebrating the Classes of 1989, 1994, 1999, 2004, 2009 and 2014!
It is always a joy to welcome past students back to the School; seeing the lifelong friendships formed, memories relived and storied shared. We look forward to our upcoming reunions to be held later this year.
Ms Michelle Young Alumni and Community Relations Coordinator
Ivanhoe Girls' Parents Association (IGGSPA)
The Parents Association’s aim is to support the School and the school community, drawing on the legacy of the 97 years that came before us. Our goal is to bring friendship and community to the School through events and activities.
As President, I feel incredibly fortunate to collaborate with a team of dedicated parents who have great ideas and true passion. Together, we bring these visions to life through a number of social gatherings and themed fundraisers. From Mother’s and Father’s Day celebrations to our Family Movie Night, Trivia Night, Christmas Lunch, and seasonal fundraisers, there’s always something exciting happening in our calendar.
IGGSPA also runs the Second Life Uniform (SLU) shop, where parents can both buy and sell second-hand uniforms. This is a great service that promotes reuse and sustainability. SLU volunteers have also put in many hours towards boxing the old school uniform to be shipped to schools in Fiji through the Katalyst Foundation.
While the primary focus of the School journey is undoubtedly your child, we understand that it is also a journey for parents. That’s why IGGSPA is dedicated to helping parents forge connections, gain insights into the path ahead, and participate in our school community alongside their children. With the funds we raise, we support a number of initiatives designed to enhance the student experience. From Awards and Prizes for Celebration Night, ice creams at Christmas time, chocolate chip cookies and hot jam donut morning teas in winter, to larger things like new gym equipment, breakout spaces, and funds for the Indigenous garden, we aim to support the school and student programs and initiatives wherever and whenever we can.
Claudette Siroky
IGGSPA President
[1] Kerry Ruiz and Ashley Zhong. [2] Parents at the Mother’s Day Lunch. [3 and 4] Students with their families at the Mother’s Day Breakfast.
Save the Date 2024
Reunions
Class of 2023
Wednesday 4 September 2024
6.30pm – 8.00pm
50 Year Reunion and Past Student Luncheon (pre-Class of 1988)
Thursday 3 October 2024
12.00pm – 3.00pm Performing Arts Centre Foyer
Young Alumni Networking Event
Saturday 12 October 2024
3.30pm – 5.30pm External Venue
E
School Tours
Thursday 15 August 2024 (Booked Out)
Wednesday 16 October 2024 (Limited Places)
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.
