Kiewa Austin-Rioli (Class of 2018).
Back Cover: Mily (Year 11), Madeline (Year 11), Hannah (Year 9), Tegan (Year 9) and Anjali (Year 9) celebrate the launch of the
Embracing Imperfection: The Value of Making Mistakes
Editor: Ash Ryan, Digital Content and Communications Coordinator
Designer: Justin Ebbels, Air Drawn Industries Director of Advancement: Melanie Dow
If you wish to submit information for Lux Mea or update your details, please send your contributions to: media@ivanhoegirls.vic.edu.au
Ivanhoe Girls’ Grammar School
123 Marshall Street Ivanhoe 3079
T: +61 3 9490 6222
E: enquiries@ivanhoegirls.vic.edu.au
As we approach the end of another year, it is natural that our minds, and our calendars, may become busy with the anticipation of the next. Like the metaphorical boulder rolling down a hill, too easily we can find ourselves hurtling towards the new year in a cloud of uncertainty.
For most people the feeling of stepping into uncharted territory can be equal parts exciting and intimidating, motivating yet taxing. Whether it’s a new job, a new class, or a new project, starting at the very beginning can often leave us feeling vulnerable and a little overwhelmed. It often feels easier to stay in our comfort zones and keep doing things the way we’ve always done them, to stick to the status quo.
Our Year 12 Prefects decided on the motto ‘Bold, not Embarrassed’ as their mantra for 2024; a principle that was clearly evident throughout the performances and speeches at Celebration Night. Our students challenged one of the greatest misconceptions we face when starting something new; the fear of making mistakes, of being embarrassed. We often see mistakes as failures to be avoided, when in reality, they are opportunities in disguise. Every mistake is a lesson waiting to
Our students challenged one of the greatest misconceptions we face when starting something new; the fear of making mistakes, of being embarrassed.
be learned, a chance to improve, and a step toward mastery. It’s the process of trying, failing, adjusting, and trying again that makes us better.
In October 2024, we revealed the conceptual design of our new purpose-built learning facility, which will complement our Signature Learning Program (Working Title), to be launched in 2027. Working in collaboration with COX Architects, throughout the upcoming year our students will have the opportunity to contribute their thoughts and ideas to the design process, embarking on a journey that, once completed, will shape their educational experience and the experiences of generations to come.
With such exciting changes underway it is important to remind ourselves that growth doesn’t happen in a straight line. It’s messy, unpredictable, and often comes from the moments when things don’t go according to plan. It would be unrealistic to expect that the process of creating something innovative and bespoke wouldn’t encounter challenges, that we wouldn’t or won’t make mistakes. We don’t have all the answers yet, and that’s okay. In fact, that’s part of the beauty of it. Every time we embark on something unfamiliar, we give ourselves the chance to grow and learn in ways we never imagined.
Our Signature Learning Program will provide our students the physical space and resources to learn through exploration,
investigation, and yes, through making mistakes. In addition to constructing our new building, we are continuing to grow a culture that celebrates courage, curiosity, and resilience. A culture where making mistakes is not something to be ashamed of but something to be valued as a stepping stone to progress. To be bold, not embarrassed.
Ms Narelle Umbers Principal
[1] Sienna (Year 7), Isabella (Year 8) and Samantha (Year 8) present their “Table and Throne Treasure” concept to students, staff and members of COX Architecture and Melbourne University at the Years 7 and 8 End of Year program. [2] Alana (Year 8), Jasmine (Year 8), Bethan (Year 8) and other students watch a laser cutter at work during their visit to Banyule Nillumbik Tech School.
Our new Wellbeing Framework Space to Grow and Flourish
I think everybody that works in a school wants to create a space that is safe for students to grow, flourish and where they can understand the impact that they can have on the world around them.
Our new Wellbeing Framework gives every individual space to grow their own skills and develop their understanding so that they can apply the skills that are meaningful to them, to situations when they need it.
This framework has been developed to address the differing developmental requirements for all our students to ensure that we are able to provide an environment where they can learn and receive the care that they need at each and every stage of their schooling experience.
Throughout the process of creating the framework, we wanted to give our students the time and space to create their own understanding of what wellbeing means to them, ensuring that they are able to develop their understanding of wellbeing, and apply those skills to their own lives as they navigate their futures. The student voice here is something that we incorporate in everything that we do.
Having our students involved in the process from the ELC all the way through to Year 12 gave them an opportunity to create a framework that’s truly reflective of them and their needs.
The vision for our Wellbeing framework is that together we are forging a vibrant community with wellbeing at our core. We felt that starting the vision with the word “together” meant that the most important thing to us is that our community works with one another.
If we want to build strength within our community, we need to ensure that every student is seen as their own unique self. And to be your unique self, you need to explore your passions and interests much further than just the boundaries of your own cohort. To develop a community that is striving, wanting to do new things, and engaging with one another, we need to value and focus on the relationships. And that involves much more than just the walls of the classroom that we are within.
Without the capacity to look after your own wellbeing and yourself, there isn’t the capacity to then engage with and support other people. Therefore, we want to equip
our community with the skills to not only look after ourselves, but to be able to navigate challenges with others as well.
We already have an incredible care system here at Ivanhoe Girls’, and the new Wellbeing Framework now provides a clearer intentionality behind that care. This will ensure that each and every one of our students has the capacity to connect, and puts a strong focus on the power of relationships. This way we can work with each other and know that not only are we looking after ourselves, but also others when they are in need.
Not every day will be an incredible day, but together we can ensure that all of those within our community are cared for, and that we can move forward together.
We’re really excited because our Wellbeing Framework is so reflective of who we are, and we can’t wait to see the impact not only on our students, but the rest of the community in the years to come.
Ms Karlie Payne Director of Student Wellbeing
Reconciliation Action Plan (RAP) – Reflect Launch
I’m almost certain I’m not the only one who, knowing nothing about what a Reconciliation Action Plan actually entails, felt a little uncertain about how much the RAP would achieve when it was first announced.
Upon first hearing about it, I was a little worried that this might just be another document that the School could point to in order to say that it contributes meaningfully to, in this case, reconciliation, without actually having to commit to concrete actions, like changing hiring and enrollment practices or allocating budget. Needless to say, I was pleasantly surprised upon attending my first RAP meeting at the beginning of this year.
Inherent in the structure of a Reconciliation Action Plan are concrete actions that the School commits to making, underpinned both by our values and by our unique opportunity and responsibility to contribute to our community as an educational institution. In my time on the committee I got to have some great conversations with members of the RAP Writing Subcommittee and Executive staff, who gave really interesting insight into the context and intent of the actions in the plan, and also into the potential breadth of the plan in the future.
I also felt as though the scope of the RAP Committee itself was very well defined under the leadership of the wonderful Ms Centelles. We did not all write this plan together in one big Google doc, rather, the writing was left to the experts on the Writing Committee, while the representative sample of the School community that was the main committee was able to give our own insight and feedback in meetings. This ensured that our first RAP was the best we could make it.
None of this would have been possible without the entire committee, but in particular I think we need to recognise the work of Ms Centelles and Ms Ryan in making this plan as great as it is today. I would also like to thank everyone who has been involved in both the RAP and Writing Committees for being able to articulate a document that highlights meaningful change in our community. Lastly, thank you to all the students for being present and involved in creating the RAP - I can’t wait to see you turn this living document into meaningful actions.
Em Year 12
You can’t know how exciting it was to be at the launch of the Reconciliation Action Plan without knowing the context of the RAP’s progression at our school.
I first learnt about the RAP from Mr Chadzynski in Year 10. I had made a documentary about casual racism in a Human Rights elective class, which prompted him to tell me about the RAP. I had never heard of a RAP, and was disappointed to learn that there was no student involvement in its development. So, after slow steps and various question marks surrounding our school’s commitment to a more reconciled future, it felt like a breath of fresh air when our new principal, Ms Umbers, stood up at assembly and spoke candidly about what our school community is doing well, and what we are behind on in terms of reconciliation.
For students like Harri, Em and I who wanted to see tangible changes made, we have taken every opportunity since to get involved with the Reconciliation Action Plan. This has involved being members of the student-led FIRED UP club, or, more formally, the Friends Igniting Reconciliation through
Growing up, my parents always encouraged me to stand up for people around me, and promote inclusivity and respect whenever I could.
That message has stuck with me through my life and being a member of the Reconciliation Action Plan Committee is one way that I can help change our school for the better.
Education Club. Our fortnightly lunchtime meetings, led by the fantastic Ms Ryan and Ms Centelles, have brought together the students who wish to bring prominence and priority to reconciliation at Ivanhoe Girls’. It has felt both uplifting and inspiring to be part of a community of people as young as Year 7, who are actively making an impact at our school.
For many of us, the motivation we felt to be a part of such initiatives was strengthened through our time in Cape York last year, on the Red Earth Indigenous Immersion trip. I remember our time in Far North Queensland by its sparkling rivers and starry night skies, but perhaps most unforgettable of all was a conversation I had with an Elder, Tim, on our last evening in Pannamunji. Sitting by the campfire, Tim openly shared his distress for the widespread loss of Indigenous culture and language occurring throughout Australia. It was a confronting thought, and one I felt powerless in amending. My exact conversation with Tim is why items on the RAP, such as renaming the Junior School Classrooms with Indigenous names, feels like a small but significant step towards reconciliation. Being a part of that process has made me feel as though Tim’s words haven’t gone to waste; and rather, they will carry importance beyond any of our years.
Imogen
Year 12 4
As a young person, I often felt disempowered because of my inability to vote, and have my concerns heard, but joining the RAP group has been incredibly empowering and affirming of the things we can achieve on a small scale. After visiting Far North Queensland on the Red Earth Indigenous immersion trip, the need for reconciliation in Australia became abundantly more obvious, and for us, that started with our very own school community.
Throughout the past two years, the ongoing development of our Reconciliation Action Plan has inspired us to get involved in many different activities, the most recent being the ‘Hear Their Voice’ First Nations Women’s Forum, featuring a panel of inspiring First Nations women, including our very own Ms Ryan. The conference was facilitated by Zonta, but the Ivanhoe Girls’ FIRED UP club had the privilege of helping out on the night. The event not only gave us the opportunity to have a laugh with some amazing women, but also started a range of open conversations about the preservation of Indigenous culture both within our school, and in the wider community. While the event might seem like a small step towards reconciliation, having open, honest discourse about the future of Australia is incredibly important, and a big step forward for our school community.
Imogen, Em and I have now graduated and joined the world as adults, and while that is one of the scariest things I can think of doing, it is also one of the most exciting. Contributing to the development of the RAP for the past two years developed a sense of hope in me, and affirmed that every voice, no matter how small, can help make a difference in the future of Australia.
Harriet Year 12
[1] Murrundindi, Ngurungaeta (Head Man) and Elder of the Wurundjeri tribe and Principal Ms Narelle Umbers. [2] Social Service Captain Annabelle. [3] Chair Sharon Nelson-Kelly and panellists Lois Peeler AM, Allira Dryden (Class of 2018) and Rose Falla (Class of 1991) speak at the "Hear Their Voice" First Nations Womens' Forum. [4] Anita (Year 10), Ash (Year 12), Olivia (Year 12) and Captain of Debating Em (Year 12).
2024 ELC STEAM Expo
“I loved the purple stretchy slime!” Olivia
“I liked the funny wind machine. Can we keep it turned on?!” Aurelia
“I loved the dino eggs!” Naomi
One of the core values at Ivanhoe Girls’ is Connectedness, and in the Early Learning Centre we are always looking for new ways to bring our community together.
During Science Week we invited families to explore various STEAM (Science, Technology, Engineering, Art and Mathematics) experiences with their children. The aim was to highlight the many opportunities for exploration that are available to our ELC students and to build greater awareness of the value of inquiry and play-based learning.
For the duration of the Expo, we added 20 additional hands-on experiences for parents and children to explore together. The children were free to explore all areas of the ELC and there were experiences catering for all interests and all types of learners.
The ‘Make-a-Crazy Hair Dude’ station invited the girls to explore magnetism, the ‘Prehistoric World’ invited the girls to dress like a paleontologist, investigate volcanic eruptions, and help dinosaurs hatch! A special parent-led station helped the children learn about chemistry through colourful and fun experiments.
Many of the experiences chosen also linked to language and literacy, incorporating some of our favourite stories. These included:
• Making ‘Room on the Broom’ inspired slime
• Creating a bower bird’s nest inspired by the book ‘Bower Bird Blues’
• Building a new tower for Rapunzel
• Designing and creating a lily for our ‘Shordi Krik’ project.
The ‘Shordi Krik’ project was inspired by the song and story written by Justine Clark with Aboriginal children at Barunga School in the Northern Territory. This project also linked in with our fundraising efforts this year where we have raised approximately $150 for the Indigenous Literacy Foundation.
The STEAM Expo has now become an annual event that brings our community together!
Ms Bernadette Gioia Director of the ELC
Ms Emily Franceschi
ELC Teacher
Science Storytelling
In a delightful fusion of creativity and science, Year 9 Science students showcased their learning from the ‘Secret Life of Plants’ Biological Sciences unit by presenting and reading carefully designed and engineered infographic children’s storybooks to our Year 5F Junior School students.
During Science in Term 3, the Year 9 students collaborated in teams to create engaging children’s storybooks, aimed at transferring important biological concepts in an accessible and fun way for their younger peers.
The storybooks, filled with vibrant illustrations, creative design elements and scientific concepts, explained intriguing aspects of plant life such as photosynthesis, pollination, and biodiversity. Each book was designed to captivate and educate, using characters and stories to bring plant science to life.
In the Senior School Library, the Year 5F students listened attentively to the books as they were read by the Year 9s, immersing themselves in the imaginative scientific tales. After engaging with each book, Year 5 students had the opportunity to use their evaluation skills to rate each story based on how engaging and suitable the books were for a Year 5 audience. This was achieved by allocating votes to their two favourite books using smiley face stickers.
The Year 5 feedback provided valuable insights for the Year 9 students, who were given another opportunity to reflect on their learning.
This storytelling opportunity between the Junior and Senior School students not only afforded our Year 9s an opportunity to exercise their Science communication skills, but also to explore their ability to engage and educate younger students through Science storytelling.
Thank you to Mr Furness and Year 5F for accepting our invitation to share our love of science and for engaging enthusiastically with our plant storybooks!
Ms Patrizia Luna Teacher of Science
At the start of Term 4, our Year 9 Science class was lucky enough to have done a unit on plants and plant reproduction. Towards the end of the unit, we were assigned a task to write a children’s storybook about what we have learnt. The process was super engaging, and we got to get really creative with what we wrote and designed.
After our books were handed in, our teacher Ms Luna took us to the Library to read the books to some of the Year 5 students at Ivanhoe Girls’. The experience was really fun, and we got to connect with some students we normally wouldn’t have been able to.
I loved seeing the reactions to our books and how interested they all were in our topic. Overall, it was a great experience for us Year 9s and we hope the Year 5s had just as much fun as we did!
Anoushka Year 9
Science in the Senior School
This year has been an exciting and dynamic one for our Science students, filled with opportunities to explore, innovate, and achieve.
Under the theme Species Survival – More than Just Sustainability for National Science Week, students delved into critical global challenges through engaging activities like solving puzzles and participating in the Sustainability Challenge with La Trobe Tech School. Across all year levels, students honed their engineering and design thinking skills, conducting independent scientific investigations and building rockets to solve real-world problems.
The Science Talent Search and Olympiad quizzes showcased students’ academic rigor, while partnerships like the Bionics Institute offered unique research opportunities. Hands-on practical experiments brought learning to life, and zoo incursions allowed students to engage closely with animals, enriching their understanding of biodiversity.
From critical thinking to creativity, students embraced the year with enthusiasm, making Science a hub of innovation and discovery.
Mr Adam Boylett
Head of Science
Prize Winners
Chemistry Olympiad
Fiona (Year 11)
Tianyi (Year 11)
Victoria (Year 11)
Science Talent Search Competition
Gold Medallion
Madison (Year 7) and Anishka (Year 7)
Silver Medallion
Tisha (Year 7) and Eleen (Year 7)
On Tuesday 30 July, Anna, Joanna, Rhianna and I went to La Trobe University to participate in the Latrobe Uni X Tech Schools Sustainability Challenge.
Eight other schools were also attending the program, forming a total of 11 student groups. After some group brainstorms, we chose our topic area of ‘Considerate Consumption’ and from there discussed solutions to the growing plastic waste consumption globally. Everyone was extremely active, and we combined ideas to form a robot that eats trash!
The afternoon was reserved for building our prototypes and marketing advertisements. We used cardboard, marking tape, pipe cleaners, and a healthy dose of creativity to create Rebecca the Racoon (aka Trash Pulveriser). Our idea was that Rebecca would be a public, moveable trash bin that pulverises single-use plastic via pyrolysis –the marketing campaign was quite successful.
On the second day we converted our innovative ideas into realistic solutions, and prepared to pitch it to community leaders. Representatives from Tech Schools Banyule and Whittlesea came to visit, sharing in the collective creativity and passion of all groups.
Unfortunately, our big plans for Rebecca the Racoon required technology that wasn’t yet available, but good things come from small beginnings! In the end we decided to focus on our school community, installing single-use plastic (or Trash Pulveriser) bins around the School and sending these to recycling centres. We wanted young people to be more aware of their plastic consumption, and we hoped to reduce the amount of recyclable plastic that gets sent to landfill each year.
Did you know 90% of recyclable plastic can't be recycled by the Victorian Government?
Other groups were very impressive, with solutions ranging from apps to products to larger campaigns.
The program really pushed us all to be creative in our thinking. Overall, I’d say the highlight of the program was meeting like-minded peers from other schools, making new friends, understanding the challenges facing our environment today and finding innovative solutions. It was a very fun and engaging program!
Claire Year 10
[1] Tisha (Year 7) with her prize-winning poster.
Learning in the Library
Our Junior and Senior School Libraries have flourished this year as vibrant hubs of activity, igniting a love for literature and celebrating the transformative power of reading.
Through book clubs, special author events, Writers in Residence, and the Whole School Book Week, we have celebrated the spirit of learning through curiosity and embraced the bravery required to explore uncharted stories and possible worlds.
Curiosity thrives throughout our library spaces, with students uncovering new worlds and ideas through diverse genres and collections. Every interaction during Library and Wide Reading classes fosters connection, as literature becomes a bridge linking peers and perspectives. Acts of kindness are woven into our daily fabric, from sharing recommendations to celebrating each other’s literary discoveries. Together, we create a vibrant community where the magic of stories brings us closer.
The Library Staff
To be given this opportunity as a Literary Captain was the best thing that has happened to me. I can’t put into words how much fun I’ve had, and the joy that was planning Book and Drama week with everyone.
The Friday night before Book Week, a huge team of volunteers transformed our libraries into a magical forest fairy wonderland. To be able to see the library bustling with activity and see students relaxing and reading has been a highlight everyday through my final year of school.
Chatting to the Library staff and being able to decorate our Literary Captain display with my fellow Literary Captain was a lovely opportunity to bond and get to work as a team. I’m thankful for everything that’s happened honestly.
Thank you to my fellow Literary Captain, Mairead, and all the Library staff that have helped us, it wouldn’t be half as fun without you!
Ange
2024 Literary Captain
[1] Literary Captain Mairead (Year 12) and Bella (Year 11) with Author Amie Kaufman at the Senior School Book Week Parade. [2] School Captain Iliana, Captain of Drama Georgia and School Vice Captain Josie. [3] Author Alice Pung presents to the Year 4 students during Book Week. [4] Chloe
School Library.
2024 Visual Arts Exhibitions
Every year since I was in Year 3, I have attended the openings of the various Ivanhoe Girls' Visual Arts Exhibitions.
Something I loved every year is watching the students talk, looking up at how old they are and idolising them. And when Mr Greenwood asked me to open the exhibition this year I realised this time I’m not watching the students talk; now it’s my turn up there.
Perhaps there was someone there in the younger years, picturing themselves opening the art show in a few years time, or just with the goal to have a creation of theirs on display.
As I was reflecting about my Hillsley experience, it has made me think about how I have literally grown up in that building. From Year 3 up to now I’ve been honing my skills, developing my passions, and becoming the person I am today. These walls have truly seen it all, but I wouldn’t have it any other way.
Ever since I was little I had a passion for art. Unlike my whole entire family who have taken more traditional routes, I had to navigate my love for art by myself. Until I moved to Ivanhoe Girls’.
This Art Department is the reason why I’m at this school, and the reason why I have kept continuing my passion.
Creating pieces from ages eight to 17 I’ve been down in Hillsley for nine years now. Starting in Year 3, I’d visit Ms Begg down in the bottom classroom. I would look around in complete curiosity at everything in this building and wonder what the Senior School upstairs classrooms might have in store for me.
Over the years as I have gotten older, Hillsley is no longer just a classroom to me anymore - it’s a place in which I come to escape and to learn everything I’ve wished to learn. I went from grey lead and coloured pencils to the opportunities I’d dreamed of since I was little, ranging from painting and prints to sewing dresses and designing
houses - things I’d never envisioned myself to be able to do.
Hillsley has given me not only the resources, but the encouragement and belief that I can do something I’ve never tried before.
Going into unknown territory in art used to be scary to me; having to navigate it myself and feeling the need to perfect everything. But now this place, the teachers, the students, and the friends that I’ve made in this building have helped me so I can fearlessly jump into learning new things without the fear of failure.
I can’t tell you how many times I’ve done the wrong printing technique on the wrong print, or how many times I’ve sewn a top with no head, or how many times I forgot that when you print, it reverses. So my cool worded print was, in fact, back to front.
But I’ve learnt through my art journey that it’s not supposed to be about the final print, nor that you have to perfect everything you learn. It’s about trying, experiencing, and growing. I’ve found things I hate, things I love, and ultimately I learnt that a fear of failure holds you back from so many new pathways. This Department has helped me embrace the opportunities that come with making mistakes.
To my fellow Hillsley friends who are on their own art journeys; I’d like to congratulate you all for not just the work you have exhibited, but for your ability to embrace the joy and challenges that art brings.
One thing not evident from the incredible pieces hanging on the walls in Hillsley is the amount of time and planning it really takes to produce such art. The process is truly extraordinary because every piece you see behind it will have countless techniques, multiple layers of planning, and skills that are not seen solely on the single piece alone. I invite you all to enjoy the beauty, messiness, mistakes, and wonder of art all around you..
Lexi
Year 11
[1] Artwork by Sophie (Year 9). [2] Artwork created by our Year 6 students. [3] Artwork by Annika (Year 7).
Artwork by Ariana, Sadie, Madison and Shiori (All PrePrep).
[5] Artwork by Jasmine (Year 12). [6] Artwork by Mophie (Year 8). [7] Artwork by Evie (Year 3). [8] Artwork by Elizabeth (Year 12).
[9] Artwork by Ellie (Prep). [10] Artwork by Illowra (Year 7). [11] Artwork by Charlie (Year 12).
Junior School Arts Festival
Spotlight on Outdoor Education
When I reflect on my experience of secondary education, my memories are full of images of airless and sterile square rooms, with wooden desks arranged in orderly rows facing a blackboard and the teacher’s desk strategically positioned at the front. Every now and then the teacher would write notes on the board which we frantically copied down. We often worked independently, and frequently in silence. This experience was repeated throughout the day with each classroom looking relatively the same.
Yet, I also remember times when learning did not look like this. Where learning happened outside of the classroom; whilst hiking, or rafting, or abseiling, sometimes around a campfire whilst we prepared meals together, immersed in nature. Like many young people, it was in these places, outside the boundaries of the classroom, that I thrived. Where learning happened as part of the experience, and where I learnt so much about myself, others, and the world. Over the last two years, a group of staff across the School have been developing a sequential ELC - Year 12 Outdoor Education Program. We have been guided by our own experiences as well as the experiences that we have been fortunate enough to share with the young people in our care. We launched an updated program at Celebration Night and look forward to seeing it in action in 2025.
Ivanhoe Girls’ has a long history of providing tailored, nature-immersed experiences where students can build the skills, knowledge and resilience that will empower them to embrace challenges. We believe
that through such immersive experiences, students make authentic connections to the natural world, inspiring them to take on the responsibility of caring for our environment and contributing positively to the world they will one day lead.
Recently our Year 8 students participated in a journey down the Murray River. Sophie Jay and Felicity Parkes shared their experience of the journey at our Senior School assembly on Monday 11 November. Both reflected on the importance of bonding with their tutor group, as they hiked, collectively navigating their way through nature to their campsites, rafting down the Murray, and enjoying the simplicity of sitting around a campfire whilst sharing stories and toasting marshmallows under the stars. Not surprisingly they spoke about how their rafting skills improved over time, alongside their relationships with their peers and teachers. They reflected on the cultural learning they gained from spending time with Indigenous elder Ian Hunter, who shared stories of his childhood and his culture with the students, even showing them how to carve and throw boomerangs.
This year we also offered our Year 10 students the opportunity to be part of a pilot program with Outward Bound, journeying along the Snowy River for eight days. The week was both challenging and rewarding with our students returning very keen to share their learnings with their Year 9 peers, and encouraging them to participate in the program in 2025.
In Week 9, our Year 9 students went on their Outdoor Education experience, aptly titled ‘Choose Your Own Adventure’. Whether it be surfing at Waratah Bay and hiking between Sandy Point and Walkerville, rafting along the Mitchell River, or cycling between Bright and Wangaratta, each experience had a clear purpose and clear learning outcomes. Although different to the traditional outcomes received in a Mathematics test or English essay, each of these opportunities provide invaluable authentic and sustained learning outcomes, with every outcome unique to each child’s experience.
At Ivanhoe Girls’ we will continue to offer our students opportunities to immerse themselves in nature as part of their secondary school journeys. I am so fortunate to be able to reflect on how profoundly these opportunities have shaped my learning, and I am certain that I am not the only one.
Ms Louisa Scerri Deputy Principal and Head of Senior School
2024 China Study Tour
After extensive planning, 25 students and four staff members embarked on a 16-day study tour to China during the first two weeks of the September holidays. We explored the bustling metropolis of Shanghai, the ancient cities of Beijing and Xi’an, as well as the picturesque cities of Hangzhou and Suzhou. A highlight of our trip was visiting our Sister School, Xuzhou No.1 Middle School.
Our packed itinerary offered a bit of everything - from sightseeing at iconic landmarks and experiencing modern innovations like Disneyland, to attending a variety of night shows, including awe-inspiring acrobatic performances and the mesmerizing Tang Dynasty Singing and Dancing Gala.
Food, being a cornerstone of Chinese culture, played a significant role in our journey. In fact, many would agree that this trip was also a ‘food tour’. Along with daily buffet breakfasts at the hotels, we savoured authentic local delicacies at every stop and enjoyed some truly unique dining experiences.
I’d like to take this opportunity to express my heartfelt gratitude to everyone who made this amazing trip possible.
First and foremost, to the students: you should be immensely proud of yourselves, as the teachers are of you. You displayed courage by leaving your families for two weeks to travel to a foreign country. You embraced the beauty and history of China, adapted to cultural differences - especially during your host family stay - and supported each other whenever needed.
To the School Management and accompanying staff, and special thanks to Ms Scerri, Ms Hatzipavlis, and Ms Cartwright for the unwavering support and the cherished memories that made this trip truly unforgettable. And to the parents: thank you for trusting us with your children for two weeks and allowing them this incredible opportunity to grow and flourish!
Ms Yingying Jiang Head of Languages
At the beginning of the September holidays, a group of 25 students from Years 9 to 11 met at the International Departures gate, full of excitement and anticipation. We were just a group of strangers at the very beginning, but we all had one thing in common - our love for Chinese culture and language.
As we landed at our first stop, Shanghai, we were welcomed by the warm air and humidity that we had longed for in Melbourne. The city of Shanghai, abuzz with vibrant activity and beautiful landscapes, was an endless haven of things to do. We enjoyed shopping along Nanjing Rd, travelling to the top of the iconic Shanghai tower, and making memories of a lifetime at Shanghai Disneyland. It was a wonderful introduction to China.
The city of Xi’an, our second stop, truly exceeded our expectations, marking itself as a landmark for rich history and culture. Firstly, we took a trip to Datang Everbright City, where we had a makeover into traditional Han dynasty garbs. We also visited Xi’an’s most significant location - the Terracotta Warriors - the scale of which was astounding. It was incredible to be so close to such an intricate piece of ancient history. Modernity and abundant history interwoven, the unique city of Xi’an became a definite highlight of the trip.
The second largest city, Beijing, also had much to offer. In our time there we were lucky to view landmarks such as the Beijing Zoo and the Great Wall of China. It certainly lived up to its name; its breathtaking views will be a memory of ours for years to come.
In Xuzhou, we were able to step into the shoes of a student at our sister school in China, as well as experiencing a homestay with her family. This helped us to further understand differences in food, culture, and daily life in the most authentic way possible. Their hospitality, friendliness, and openmindedness made this one of the most special experiences of the trip. We miss all of our new friends a lot.
Spending our final days in Hangzhou and Suzhou, we were amazed to find our trip had passed in the blink of an eye. Travelling back to Melbourne was bittersweet; although excited to see our families, we definitely felt as though we were leaving a small part of ourselves in the mystifying ,bustling, beautiful place that is China. However, we are lucky to have taken home many gifts; in particular, the wonderful memories and friendships we made.
Violet and Emily Year 11
Sport Success
At Ivanhoe Girls’, Sport is more than competition - it’s about participation, effort, and discovering a lifelong passion.
The 2024 sporting year has been a vibrant celebration of these values, with students across Junior and Senior School embracing opportunities to engage, excel, and grow through sport.
Our Sport program champions the belief that success is as much about participation as it is about achievement. This year, students have given their best efforts, celebrated their passions, and worked together to create an inclusive and supportive sporting community.
In the Senior School, we have once again witnessed incredible levels of participation, determination and teamwork. We offer a wide variety of sporting activities to assist our students in finding their passion. Whether participating in Softball, Aerobics, Cross Country Skiing or Fencing just to name a few, our students showcased their commitment to personal and collective growth.
Senior School sporting achievements this year included:
• Senior B and Junior C GSV Softball Premiers
• Joanna Hore (Year 10) and Cindy Lawson (Year 12) GSV Athletics Finals Night Medalists
• Mia Mitchell (Year 8) GSV Swimming Finals Night Medalist and selected for the GSV Swimming Rep Team
• Lucy Ruddock (Year 11) selected in the GSV Rep Soccer Team.
The Junior School also shone brightly in 2024, with students fully embracing the joy of participation. This year saw us debut in the Years 5 and 6 GSV Athletics competition, we participated in our second Years 5 and 6 GSV Swimming Carnival, and 37 out of 50 Year 5 students participated in Volleystars for After School Sport.
Following the School Sports Victoria (SSV) pathways, our Years 5 and 6 Soccer Team made the State Championships, and Indi O’Brien (Year 6) represented Victoria in the 1500m at the National Athletics School Championships.
As we reflect on 2024, we celebrate not just the trophies and accolades but the effort, inclusion, and passion that define sport at Ivanhoe Girls’. Here’s to another remarkable year of participation and achievement in 2025!
Ms Julie Fraser, Head of Sport
Ms Mia Francesconi, Head of Health and Physical Education and Head of Junior School Sport
[1] Lottie (Year 9) competes at the GSV Golf Event. [2] Issie (Year 9) competes at the GSV Championship Diving Carnival. [3] Olivia (Year 12) competes in a GSV Swimming Event. [4] Zoe (Year 11) competes at the GSV Triathlon Event. [5] Indi (Year 6), Mila (Year 6) and Elizabeth (Year 6) at the Northern Metropolitan Regional Athletics Championships. [6] Miranda (Year 8) competes at the GSV Triathlon Event. [7] Jasmine (Year 7) competes in a GSV
Junior Netball match. [8] Ivanhoe Girls' 2024 GSV Swimming Team.
A New Era for our Year 6 Graduates
Every single person in Year 6, with no exceptions whatsoever, is nervous about moving to Senior School. It’s a scary transition, filled with the many possibilities of laptops, zipper binders, strange new class destinations, and homework. Lots and lots of homework. Junior School has been a great experience for me ever since I joined the School in Year 5. It’s been filled with memories of bake sales, iPads, but most memorable of all, performing solo in the Winter Concert and organising a disco. I’ll miss the fun and kind teachers here in the Junior School.
But the Senior School is an open door, just waiting for me to step into the neon highlighters, tutor groups, lockers, and many more tiny details that create the journey of the Class of 2030.
Chloe
Year 6
I remember standing in my Prep classroom for the first time and I wanted to run back to my mum, but then I realised everything would be fine. From the beginning to the end of Junior School, I have loved every single moment and will treasure all the amazing and unforgettable memories that I have experienced.
Moving to Senior School is such a big step up from Junior School. I am extremely sad to leave the Junior School but I am also happy that I get to experience new pathways throughout my future years of high school. I am sad that I have to leave my amazing Year 6 teacher, Mr Hoy and all the other awesome teachers that I have had along the way, but I am also excited to meet my new teachers. I can’t wait to see where high school takes me in my future.
Sienna
Year 6
We’ve had a jam-packed Year 6 experience, with our incursions and excursions being my favourite. Senior School is a new experience for me, and to be honest, I’m a bit nervous. New classrooms, new schedules, new faces. Nothing will be the same, apart from the fact that we might have a familiar face here or there. What can I expect? How will I keep up? Can I really get used to the constant rush of high school?
But the main thought that I focus on is that it’s a new perspective for all of us, not just me. There will be necessary struggles in the beginning. Even then, we can look at it from an optimistic point of view. A fresh start, new opportunities, and there’s knowledge to be found. From a difficult journey to an eternal benefit. We come, we learn, we conquer. There’s so much in the world for us to see, and it’s only weeks away. The world is our oyster.
Clarissa
Year 6
This year has been an adventure. My schooling started in Prep at another school. I made friends and had a wonderful time. However, I was not being pushed by my learning. When my parents and I were looking for a high school, we went to the Open Day. I then looked at the Junior School as well as the Senior School. Since then, I have not looked back.
When I moved to Ivanhoe Girls’, I was excited for the next chapter in my schooling. When I started, I immediately felt like I was able to learn more. I found many passions like art, writing and reading. Teachers and friends supported me. It feels sad that I am leaving the Junior School, but I am excited to move to my next phase of learning. I have made a few friends already and the teachers are nice. I will miss the familiarity of the Junior School. The only thing I regret is not coming to Ivanhoe Girls’ sooner!
Allie
Year 6
Generations at Ivanhoe Girls'
I’ve been connected to Ivanhoe Girls’ virtually since the day I was born, with my parents eagerly putting me on the waiting list to commence Year 7 in 1992.
Unplanned circumstances would see my mum, Paule Cartwright, start teaching at Ivanhoe Girls’ in 1991 and, unbeknownst to us at the time, our family ‘tradition’ of having mother-daughter at the school together would commence.
I had a wonderful experience as a student at Ivanhoe Girls’, taking full advantage of what was on offer and making lasting friendships. I forged a successful path as an engineer for 10 years before feeling an urge to return to the education fold.
With Mum retiring in 2014 and me commencing in 2015 (in different faculties I should note), there hasn’t been a year since 1991 that I haven’t received a copy of the Golden Mitre!
Shortly into my tenure, my own daughters started at the ELC, in 2016 and 2018 respectively, and thus our family tradition has continued. Little did they both realise that every time I saw them in the School grounds, I would hide behind the nearest tree (if they saw me before I saw them, the excitement was a little too palpable to say the least!)
Maya is currently in Year 4 enjoying every moment of her experience, and Anna is very excited about returning to Ivanhoe Girls’ for Year 7 next year. She may not be quite as keen to see me in the School grounds as she was at the ELC. I know the feeling after all, being in her position back in 1992.
As I notch up 10 years of service as a staff member in the coming days, I continue to reflect fondly on all aspects of my experience here. I’ve been fortunate enough to hold a number of roles within the School, as well as teach in two wonderful faculties with supportive, friendly and inspiring colleagues. Our students equally make the experience at Ivanhoe Girls’ such a joyous one, being such kind-hearted yet determined people.
I look forward to many more years connected to the School. I feel so fortunate to be able to watch my girls so closely in their education journey, and there is every chance that our family tradition will continue into the next generation given my girls currently tell me they also want to become teachers and teach at our wonderful school.
Ms Gen Cartwright Class of 1997, Director of Senior School Staff Operations and Teacher of French and Mathematics
My name is Maya and I’m in Year 4.
I love being at Ivanhoe Girls’ because there are so many activities that you can join like Craft club, Maths club, Chess club, Garden club, Film club and much more. My mum’s name is Gen Cartwright, or Ms Cartwright if you were a student, because she works in the Senior School.
Me and my mum sometimes walk to school together because my house is really close. This is a great time for us to talk together.
I love that my mum works at the School because sometimes when my class comes back from Art, P.E. or Church, I get to see her and say hi.
Maya Year 4
Friends of Music Association
It’s been another wonderful year for Friends of Music! Our students have collectively produced many magical moments of music and performance, and it’s been a pleasure to support them and their wonderful teachers.
We began the year by helping at the New Parents’ Welcome Breakfasts and Open Day. It’s always nice to connect with parents and families who are new to the School.
Our Senior School musical, Mamma Mia!, was an absolute knockout production! The Friends of Music team on choc top and refreshments duties loved watching the movement backstage – oh the flippers scene! What a blast it was to sing and dance to the finale in a sold out Performing Arts Centre. It was a spectacular production, and we are so proud of the entire cast, crew and Teaching Staff.
Speaking of our wonderful staff, the school is so fortunate to experience our Staff Music Concert each year. Their musical prowess and excellence in performance combined with their passion for their instruments is truly inspirational.
The wonderful concerts of Chamber Music and Junior School Winter Concert quickly followed with some beautiful performances. The much-anticipated Music Camp happened next with a weekend filled with fun and hard work for our students. We were happy to help on their return when tired musicians appreciated a few extra hands!
At the Winter Concert we continued our new tradition and prepared another delicious batch of gluhwein which filled the PAC with fantastic warming spices! The following Golden Note Concert was an outstanding success and showcased our remarkable students.
Jazz Night was our major fundraiser and another memorable night. The PAC turned into a cosy bar, with the patrons wowed by fabulous jazz ensembles. Thank you again to all parents for your support at this event. We also greatly appreciated the support of local businesses supporting our raffle.
We saw equally wonderful performances at our Spring Concert, all of our Twilight Concerts and of course, the Junior and Senior School Celebration Nights.
Thank you to the Friends of Music parents for volunteering your time – both the wonderful, hardworking, dedicated committee and the equally valued parents who help at various performances. We would also like to thank Georgie Mitchell and all Music and Performing Arts Staff – you’re all very much appreciated!
Kerry Ruiz Friends of Music President
Alumni Profiles
Elysia Giannis
Class of 2017
Software Engineer at TikTok
I’ve always been ambitious. In my Grade 6 graduation video, I confidently declared my future as a doctor, lawyer, and author (in my spare time, of course). This enthusiasm carried over to my High School years at Ivanhoe Girls’. From day one, I dove into everything - kayaking, musicals, SRC, synchronized swimming, debating – the list goes on. Being surrounded by equally open-minded and driven women reiterated
to me that the sky was the limit. The people I met and the opportunities I embraced at Ivanhoe Girls’ set me on the path to becoming the confident, empowered woman I am today, and for that, I am deeply grateful.
As I approached my final years of Secondary School, I thought I would “just” be a doctor. But life had other plans. During my final year, while studying for exams, I fainted every time I stepped into a clinical setting. So, I had to pivot quickly. I focused on what I excelled at—math and science—and embarked on a double degree in Software Engineering (Honours) and Commerce (majoring in Finance) at Monash University. Looking back, I’m so thankful for that decision. However, my story isn’t all sunshine and rainbows. Engineering challenged me like nothing before. I’d breezed through high school, but university was a reality check. I often felt a step behind, anxious about assessments, and spent countless hours studying just to scrape by. After my first semester, I doubted I could finish. Yet, as someone who sees things through, I persevered—and I’m so glad I did. That discomfort forced me to grow in ways I hadn’t imagined. I truly believe that to become great, you need to get comfortable with being uncomfortable.
Just as I seized every opportunity in high school, I encourage you to do the same early in your career. Apply for internships, join clubs, and soak up as much experience as you can. It’ll help you figure out what you want (or don’t want) to do.
When I landed a job at TikTok, I was ecstatic yet nervous. Moving to Sydney felt monumental for my close-knit Greek family, and there were tears shed over leaving behind everything I knew. My advice? Take the risk, especially early in your career. How bad can it be?
As women, we often second-guess ourselves, hesitating to apply for jobs we don’t feel fully qualified for or missing out on opportunities we think others deserve more. My final piece of advice is to DREAM BIG. I was once told to set seemingly unachievable goals. As a realist and perfectionist, that was tough, but every time I aimed high—like landing a role at TikTok—I achieved it. You can only reach your greatest dreams, so make them as large as possible.
Class of 2004
Nurse Unit Manager, Neonatal Services at Mercy Hospital for Women
Transitioning to Ivanhoe Girls’ in Year 5 with dyslexia and learning challenges was extremely daunting, and something
I absolutely did not want to do. However, by the end of Year 12, I had made lifelong friends, an ATAR I was proud of, and the confidence and courage to take on any challenge.
My fondest memories include time spent in the newly renovated ‘Hillsley’, where most of my time was spent mastering my photography skills. Being a part of the Ski Team from Year 6, I am still very familiar with Mrs Stagg’s training regime to help us be the best of the best, training 3 times a week followed by weekends and school holidays at Mt Buller. The girls I did the ski team with will always hold a special place in my heart; you cannot break a bond that’s built on sporting competitiveness and competitions wearing matching Lycra! I recently saw a picture of the 2023 Ski Team, proudly wearing their Lycra - it’s nice to see some things never change. When I completed VCE I changed my mind about what career pathway I would follow about 10 times! I eventually commenced a Bachelor of Arts. I quickly discovered this was not for me, and went onto study my passion for Photography. I had always wanted to be a photojournalist, travelling the world and documenting history. But I was impatient. I wanted a career straight away,
so I enrolled into a Bachelor of Nursing and never looked back.
My career pathway as a nurse has been a challenging one. Specialising in neonatal nursing, I accidentally fell into a journey of continuous learning, obtaining a PostGraduate Certificate in Neonatal Intensive Care Nursing and subsequently a Master of Advanced Nursing Practice and a Master of Health Administration. Today, as a Nurse Unit Manager at Mercy Hospital for Women (one of five NICUs in the state) I oversee our Level 6 NICU comprising of 61 beds, managing 230 nursing staff and a large public health ICU budget.
Ivanhoe Girls’ taught me that I could achieve anything by being brave and courageous, and never giving up. To this day, courage is a leadership trait I take with me into every role inside and outside work. If I can give any advice, it would be to choose subjects that you enjoy, your ATAR will not always take you to where you are meant to be. Only you can do that with bravery and courage, by being true to yourself, stepping outside the box and always questioning the status quo. Never forget, enjoy yourself!
Jemma Binney (née Lane)
Staff Profiles
Ms Emily Franceschi Kindergarten Teacher
“Why are you getting a degree in babysitting? Kids don’t learn anything when they’re three! They’ll do that in Primary school when they learn to read and write!” These were the words of someone I met at a party when I explained what I do for a living. While I remain hopeful that society’s understanding and appreciation for Early Childhood Educators continues to evolve, advocating for the importance of our work is a mission I proudly share with my incredible colleagues at Ivanhoe Girls’.
What first drew me to Early Childhood Education was the sense of excitement and wonder. The learning is dynamic and spontaneous, requiring us to think on our feet and design programs that spark curiosity and engagement.
What has kept me in this field year after year, however, are the relationships I build, and the profound, positive impact I can have on children and their families. Moments like last week remind me why I do what I do. I watched a child, who had very limited language during her three-year-old Kinder year, stand confidently and sing in front of her peers, teachers, and family. That moment was the result of countless observations, detailed reports, and close collaboration with her family and specialist services. I was overwhelmed with pride, and deeply reaffirmed in my purpose as an Early Childhood Teacher.
Ms Gabby Timm Admissions Officer
My journey to Admissions Officer at Ivanhoe Girls’ has been filled with many amazing experiences that I am truly grateful for.
After finishing my Science degree at RMIT, I began working at BHP in their Graduate Program as a Computer Programmer, which gave me a wealth of experience and enabled me to explore the world!
I left Australia when I was 26 and returned 11 years later. I did the typical Aussie work/travel stint in the UK, which helped me to visit so many countries and make so many longlasting relationships. Looking back, I realise how lucky I was to have this opportunity. When I returned, the chaos of a young family kept me very busy. However, two and half years later I left again to live in Singapore.
A two year family relocation turned into 5 years! Again, an incredible experience and awesome travel around Asia.
On our return to Australia we decided it was about time to settle in properly, so we welcomed a new addition to our family – our gorgeous golden retriever – Jimmy! Light of our lives.
It was also time to re-enter the workforce and do something which suited my strengths, interests and offered room to grow and meet a new set of people.
I accepted an administration position at Korowa for a short time, and then found the ideal next step – Ivanhoe Girls’. I was very warmly welcomed in a part time role as part of the Reception Team. My hours increased, as did my connection with the team and the Ivanhoe Girls’ community.
A few years later, an opening in the Admissions team allowed me to learn and grow and support the School in a different way, which I jumped into and have never looked back!
Miss Yingying Jiang Head of Languages
To be a teacher is, perhaps, a story of ‘meant to be.’
Growing up, I dreamt of becoming a policewoman, drawn by my love for law and order. This passion led me to earn a Bachelor of Law degree from Shanghai International Studies University. My initial career path seemed clear - until a chance encounter changed everything.
While submitting documents for my Master of Laws (LLM) application to New York University, I met a representative from the University of Melbourne’s Master of Teaching program. Their enthusiasm for the profession, paired with a generous scholarship offer, inspired me to take a leap of faith and join their inaugural cohort of teaching students.
My connection with Ivanhoe Girls’ Grammar School began unexpectedly during my teaching placement. Due to a mix-up, I wasn’t listed as a placement student, but the Language Department welcomed me with open arms regardless. That warmth and support became a turning point in my journey.
From the very beginning, I was struck by the students’ eagerness to learn, the parents’ understanding of the value of language education, and the School’s unwavering support. As someone who has experienced the challenges and triumphs of learning a second language and foreign culture, I deeply relate to my students and feel privileged to guide them on their language study journeys.
Over the years, Ivanhoe Girls’ has become more than a workplace - it’s a community that has nurtured me both personally and professionally.
Starting as a Graduate Teacher, I progressed to Coordinator of Chinese, and now serve as Head of Languages. This school has shaped me, upskilled me, and offered opportunities I never imagined.
I feel incredibly fortunate to be part of such a vibrant and caring environment. Teaching here isn’t just a job; it’s a calling that reminds me how much I love what I do.
Class of 1974 50-Year Reunion
It was a joy to welcome back our alumni from the Class of 1974 for their 50-year reunion in October.
From the warm hugs exchanged on arrival to the never-ending laughter during lunch, it is clear that the friendships and memories they made during their time at Ivanhoe Girls’ are everlasting.
We look forward to welcoming back the Class of 2024 as Alumni early next year, and to another year of celebrating the bonds and connections which continue to flourish long after our time at school comes to a close.
Ms Michelle Young Alumni and Community Relations Coordinator
Save the Date 2025
Reunions
Class of 2024 Celebration
Performing Arts Centre Foyer
Friday 21 February
6.30pm – 8.00pm
Classes of 1990, 1995, 2000 and 2005
Performing Arts Centre Foyer
Saturday 22 February
3.30pm – 5.30pm
Classes of 2010, 2015 and 2020
Performing Arts Centre Foyer
Saturday 11 October
3.30pm – 5.30pm
Past Student Luncheon and 50 year Reunion Celebration (prior to and including Class of 1989)
Performing Arts Centre Foyer
Thursday 2 October 12.00pm – 3.00pm
Generations Breakfast
Hillsley Gallery
Monday 28 July 8.00am – 9.00am
School Tours
Tuesday 18 February
Tuesday 29 April
Wednesday 11 June
Tuesday 12 August
Wednesday 15 October
All School Tours commence at 9.00am from the Performing Arts Centre, corner of Upper Heidelberg road and Noel street. Bookings are required to be made via ivanhoegirls.vic.edu.au.
Open Day
Saturday 22 March 10.00am – 1.00pm
Careers Expo
Wednesday 25 June
Gymnasium and Various Classrooms 6.00pm – 8.00pm