INTRODUCING
COMING IN 2027
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Transitioning to a new Chair of the School Board
At The Ivanhoe Girls' Grammar School Annual General Meeting held on Tuesday 27 May, Mrs Kerrie Haynes was appointed Chair of the School Board.
Kerrie replaces Karen Frost who has been Chair of the School Board since 2016. We congratulate both Karen and Kerrie on their significant and ongoing contribution to shaping the future direction of the School. We sat down with Karen (Outgoing Chair) and Kerrie (Incoming Chair) recently and asked them a few questions.
Karen Frost (Class of 1981) (née Tresider)
When did your journey with Ivanhoe Girls’ begin?
I am from the Class of 1981 and my journey at Ivanhoe Girls’ began in 1976 when I commenced Year 7. After Year 12, I commenced at LaTrobe University studying Economics and Accounting (one of relatively few females studying this course at the time) and didn’t really maintain much contact with the School. I “rejoined” the Ivanhoe Girls’ family in 2004 when my daughter commenced in Year 7, and I joined the Ivanhoe Girls' Old Grammarians Association (IGOGA) Committee at the invitation of long-term Secretary Liz Taylor.
How long have you been a member of the Board?
I’ve been a member of the Board for 15 years, firstly as a nominee of the IGOGA Committee and then as an elected Board member. Prior to being nominated as Chair, I was Treasurer and Chair of the Finance and Risk Committee. It was my great honour to be the first female nominated for the role.
Kerrie Haynes (Class of 1983) (née Philp)
When did your journey with Ivanhoe Girls’ begin?
My journey with Ivanhoe Girls’ began as a student. I have such fond memories of my time here, including the honour and privilege of being School Captain in 1983. Ivanhoe Girls’ is where I found my voice, built lifelong friendships, and experienced first-hand the warmth, excellence and a very strong sense of community which continues to define our school today. Years later, my husband and I chose Ivanhoe Girls’ for our daughter Mikaela's (Class of 2017) education –a very natural but deeply meaningful decision.
How long have you been a member of the Board and in what capacity?
I have been honoured to serve on the School Board for 27 years as the IGOGA nominee. During this time, I have taken on several roles on the Board, including Treasurer and Vice Chair. Each position has given me a broader perspective on how the School operates and deepened my appreciation for the dedication and passion that goes into every decision made on behalf of our students.
What made you want to take on the role of Chair of the Board?
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What has been the highlight of your time as Chair?
My highlight isn’t a specific event, it has been the opportunity to be in a key role that supports the education of wonderful young people and to see them flourish and achieve in a wide range of areas, both in their school years and beyond. For this reason, I immensely enjoy attending a wide range of events, such as Celebration Night, School Productions, Music Performances and Open Days, and reading about all the wonderful achievements of our students both while they are at school and in their lives as Ivanhoe Girls’ Alumni.
What words of advice would you give to the new Chair?
I have worked with Kerrie for a long time, and feel that we are very similar in our views and approach. For this reason, my advice to Kerrie is for her to make the role her own, and to enjoy the opportunities of this key role within the Ivanhoe Girls’ family. I very much look forward to this next exciting phase of the School’s bright future under her leadership.
Ivanhoe Girls’ has played a significant role in my life and has given much to myself and my family over many years. Taking on the role of Chair is both a responsibility and a privilege. I care deeply about the School, and I am passionate about what it stands for, so it feels only right to give back in a meaningful way. I am grateful to be able to help support and guide the School through the next chapter of its story, ensuring future generations benefit from the same rich educational experience that my daughter and I were fortunate to receive.
What projects, events, or initiatives are you most excited about looking forward?
I am excited about initiatives focusing on innovation in learning and wellbeing, as well as continuing to enhance our facilities to support staff and students. Strengthening community connections, expanding opportunities for students, and future-proofing programs to meet the demands of an evolving world are all top priorities.
I am particularly excited about the establishment of our new Ivanhoe Girls’ – empowerED program (as announced in this edition of Lux Mea on pages 4 and 5), which is rapidly moving ahead. It is a forward-thinking initiative reflecting who we are as a school and where we are heading in the future. There is a real sense of energy and purpose around this program, and I am thrilled to be part of bringing it to life.
This edition of Lux Mea explores the themes of educational change and new beginnings, not just as concepts but as a lived reality here at Ivanhoe Girls’.
A School in Motion
When we launched our Strategic Plan at the beginning of 2024, we did so with a clear intention: to embrace meaningful educational change that prepares our students for a future we can’t yet fully imagine. Now, 18 months on, and two and a half years into my principalship, it’s affirming to see how deeply that commitment is being realised across our school.
This edition of Lux Mea explores the themes of educational change and new beginnings, not just as concepts but as a lived reality here at Ivanhoe Girls’. From the ELC to the Senior School, transformation is happening in dynamic and purposeful ways. Our major strategic initiative, known up until now by the working title ‘Signature Learning Program’, is entering its next phase of development. Please read on through this issue of Lux Mea (pages 4 and 5) to find out how, from 2027, this program will challenge traditional models of schooling by prioritising curiosity, critical thinking and real-world problem solving. Under the newly launched name of Ivanhoe Girls’ – empowerED, students in this program will engage with
authentic, cross-disciplinary learning that will enrich their academic focus and achievement as they head into their final years of schooling. As we move closer to the construction of the purpose-built facility here on our campus which will house the empowerED program, this vision is becoming even more tangible – and exciting.
Change and new beginnings are also reflected in our people. This year we welcomed new Executive leaders, Ms Catherine Spurritt, Director of Learning and Innovation, and Mrs Lisa Miller, Head of Junior School. Both Catherine and Lisa have brought energy and expertise to this next chapter of growth, and their leadership is already shaping new possibilities for staff and students alike.
Our students are, as always, leading the way. Through their 2025 motto Better Together, our Prefect team has inspired a school-wide focus on connection, growth and contribution, encouraging students to look inward, reach outward, and consider their place in the wider world. Their leadership is testament to the fact that meaningful change is already being driven from within our student community, while reminding us that real progress only happens when we bring others with us.
We also mark the first year of our Reconciliation Action Plan, a significant milestone that includes the introduction of our Elder in Residence program and a deepening commitment to cultural understanding and connection across our school.
Lux Mea captures a school in motion, one that is evolving with purpose, courage and care. I hope these stories of connection and innovation offer insight into the journey we’ve embarked upon, and the shared purpose guiding Ivanhoe Girls’ forward.
Ms Narelle Umbers
Principal
Students will get to experience the freedom of being ‘off timetable’ so that they can go deeper into their learning.
Introducing
Ivanhoe Girls’ Grammar School is, and always has been, committed to ensuring each student is best prepared to live the productive, fulfilling and enjoyable life of their choosing. How this is achieved has continually evolved but as progress accelerates, it’s time for a step-change.
Globally, change has never been so fast, yet it will never be as slow as it is right now. The world is increasingly complex, reliant on technology, and facing sustainability and social issues unimagined by previous generations. Many of today’s careers will be obsolete.
It is with this certainty that we prepare our young people for their future, and while we don’t know what that looks like, we do know the skills they’ll need to adapt and thrive. These include the ability to learn independently, to collaborate productively, to innovate, problem-solve, to take responsibility, to think critically, have empathy and self-awareness, and to be entrepreneurial.
Examples of Agency in Learning Elements
The University of Melbourne’s Complex Competencies Framework
Introducing empowerED, Ivanhoe Girls’ new, immersive learning program designed to intentionally develop these complex competencies.
empowerED will be delivered from 2027, in a dedicated term, in Years 7, 8, 9 and 10.
Our students will be coached and mentored to develop, plan and execute projects that spark their interest. During their empowerED term each year, students will be accessing the Australian Curriculum and preparing for their VCE, but they will be learning through projects and experiences rather than ‘subjects’. They will get to experience the freedom of being ‘off timetable’ so that they can go deeper into their learning. Learning in empowerED will be rigorous and challenging. There will be assessment and there will be credentials to earn, in fact at times I expect it will push our students well outside their comfort zones.
Progression through empowerED will be measured using The University of Melbourne’s Complex Competencies Framework. ‘Agency in Learning’ is the focus. We want our students to develop the skills to know “what to learn, how to learn it, and who to learn it from” in order to be able to solve real problems. The knowledge and skills
The ability to produce things (performances, materials, products, works, experiments, designs) to develop knowledge or skills The ability to seek deep knowledge and knowhow in a domain
ability to be tenacious and determined in pursuit of a goal
to evaluate actions or thoughts for improvements
gained in this program, along with their strong ATARs, are the best things our students can take into their futures in a rapidly changing world.
We are so grateful that we have the space on our campus to create a specific facility for empowerED, so our students can immerse themselves in the program for a term each year whilst staying connected to their co-curricular activities, their House, and all the support structures we offer them.
The planning application has been approved for our new learning facility, to be located on what is now the car park along Upper Heidelberg Rd, and the Board has approved
Learning Strands of empowerED
the engagement of a builder. We expect construction to commence in the next few months.
An important part of the development of our new facility will be extensive opportunities for our students to engage with the builder and the incredible team of consultants we are working with to deliver the cutting-edge home of empowerED.
Ivanhoe Girls’ Grammar School foresees systemic change in education. The Organisation for Economic Co-operation and Development (OECD) is championing the ‘Learning Compass 2030’ which is responding to 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 retaining fix instructions or directions from their teacher. We believe that this type of learning and these skills will eventually become the standard. empowerED will put our students on the front foot.
Ms Narelle Umbers
Principal
References: OECD Learning Compass 2030, The University of Melbourne Complex Competencies Framework
3 [1] External facade on Upper Heidelberg Road. [2] Town Square on Ground Level. [3] Cafe Kitchen on Level 1.
VCE Results
The Ivanhoe Girls’ community is extremely proud of the achievements of all students in the Class of 2024, supported so well by their subject teachers, their Tutors and Year Level Co-ordinator, in partnership with their families. Their achievements are a culmination of dedication, consistent effort and sustained commitment throughout their schooling. Whilst we aspire for our students to achieve their personal academic best, we aim for our young people to graduate from Ivanhoe Girls’ as kind, curious, brave, connected and vibrant young adults, who are equipped to take responsibility for their own lives and to effect positive change. The Class of 2024 will be remembered as young people who showed outstanding bravery overcoming challenges collectively and living their motto of ‘Bold not Embarrassed’.
Dux and Dux Secondi
We would like to congratulate our Dux and Dux Secondi on their chosen course:
2024 Dux
Caitlyn
Bachelor of Science/ Optometry at The University of Melbourne
"Notice and cherish the small moments. I'm so grateful for all the opportunities and to have been a part of the Class of 2024".
2024 Joint Dux Secondi
Quincy
Bachelor of Laws (Honours)/ Biomedical Science at Monash University
"I’m so grateful for all the support over these years. I’ve appreciated every moment, and will cherish every memory."
Premier’s VCE Awards
Charlie (Class of 2024)
– Study Award for Theatre Studies
Allegra (Class of 2024)
– Study Award for Theatre Studies
Fiona (Class of 2025)
– Study Award for German (undertaken at the Victorian School of Languages Distance Education)
Kayla (Class of 2025)
– Study Award for Health and Human Development
Ash
Bachelor of Laws (Honours) / International Relations at The Australian National University
"Don't be afraid to study what you're passionate about instead of what scales well: explore what you're interested in, approach class and study with curiosity, and the grades will follow. I'm so grateful for all of the teachers and fellow students who've supported me along this journey.
Scholarships
We are proud to share that several of our students have been offered a range of Scholarships:
Charley
• Bachelor of Science at RMIT
• Offered the Spatial Vision Women in Geospatial Scholarship
Chanuthi
• Bachelor of Biomedical Science - Scholars program at Monash University
• Offered the Biomedicine Discovery Scholarship
Mairead
• Bachelor of Laws (Honours) / Bachelor of Politics, Philosophy, & Economics at La Trobe University
• Offered the La Trobe Aspire Community Contribution Scholarship
Ilaria
• Bachelor of Property Development, Investment and Valuation (Honours) at RMIT University
• Offered the Bachelor of Property Development, Investment and Valuation (Honours) Scholarship
VCE Season of Excellence
Kathy – Top Class Music
Congratulations to current Year 12 student and Captain of Music, Kathy, who was selected to perform her Music Repertoire Performance piece
Scandinavian Invasion: An ABBA Tribute by Arr. Nicolas Buc in Top Class Music 2025 at Melbourne Recital Centre.
This year, 183 top performing students were considered by expert panels for Top Class Music and Sound, and only 48 students were selected to perform. Selected performers exemplify the skill and creativity that can be achieved within the VCE curriculum.
Tertiary Courses Offered and Accepted
Accounting/Business
Acting
Arts
Arts/Health Sciences
Arts/Teaching
Aviation (Pilot Training)
Biomedical Engineering (Honours)
Biomedical Science - Scholars Program
Biomedicine
Business
Business/Arts
Business/Media Communication
Commerce
Commerce/Arts
Communication Design (Honours)
Criminology
Design
Design/Architecture
Digital Media
Education
Engineering (Honours)
Engineering (Honours)/Commerce
Please Note: Some students
LaTrobeUniversity Deakin University
Engineering (Honours)/Computer Science
Engineering - Civil and Infrastructure (Honours)
Exercise and Sport Science
Fashion Enterprise
Film and Television (Honours)
Fine Arts (Production)
Games Design
General Studies
Graphic and Digital Design
Health Sciences
Information Technology
International Relations
Laws (Honours)
Laws (Honours)/Arts
Laws (Honours)/Biomedical Science
Laws (Honours)/Commerce
Laws (Honours)/Global Studies
Laws (Honours)/International Relations
Laws (Honours)/Politics, Philosophy and Economics
Laws/Global Studies
Media
Medical Science
Midwifery
Music
Nursing
Nursing/Midwifery
Occupational Therapy (Honours)
Paramedicine
Pharmacy (Honours)
Politics, Philosophy and Economics/Arts
Professional Communication
Property Development, Investment and Valuation (Honours)
Psychological Science
Psychology
Science
Science/Engineering
Science/Information Technology
Science/Optometry
Screen & Media
Software Engineering (Professional)
Sport and Exercise Science
Tertiary Preparation (Health) (Certificate IV)
Leading With Purpose
Stepping into the role of Director of Learning and Innovation at Ivanhoe Girls’ Grammar School feels like something of a “full circle” moment.
I started my teaching career here at Ivanhoe Girls’ back in 2008, having completed a Bachelor of Arts and Education at Monash University. When I left at the end of 2010, I took on the leadership of an integrated English and Humanities course for Year 7 students at another school. It was during this time that I really came to understand the importance of a holistic and connected curriculum. So, it is probably not surprising then that the prospect of our new empowerED learning program was the thing that convinced me that, once again, Ivanhoe Girls’ was the place to be!
The world has always been an important place of learning for me. My first experience across cultures was during a two week-long homestay experience with a Melanesian family in New Caledonia in Year 10. Then when I was 21 years old, I took a year away from my university studies to travel to France. Living and working as a jeune fille au pair propelled my passion for the French language and culture, and I have been privileged to share this with students on multiple overseas study tours. Last year, I was lucky enough to travel to Timor Leste on immersion, with a highlight being teaching English to students at Our Lady of Mount Carmel Central Catholic School in Zumalai. In these experiences, I have learned much about myself and my strengths, I have relied upon the kindness of strangers, and I have come to better appreciate the importance of using the gifts of my education to make a difference in the world.
I am the proud product of a girls’ school education and have experienced firsthand how schools like this one empower the next generation of leaders. Memories of my own
school days, in both classroom and co-curricular life, are characterised by feelings of purpose and joy. I was something of an all-rounder who had a go at everything and anything: music, drama, public speaking and debating, social justice initiatives, student leadership. But connecting with others was probably the aspect of my school life in which I really excelled and this strength for connection remains an important part of my leadership toolkit today.
I am grateful for the leaders who have put my name forward when opportunities to lead have presented themselves and I’ve always made a conscious decision to jump into new opportunities for personal and professional growth feet first. I’ve taken on a range of learning and wellbeing centred roles in my career so far, as a Head of Faculty, Year Level Coordinator, Director of School Improvement and most recently, as Deputy Principal. I love learning and I love working with young people, and this role brings those two things together. I am confident that I am exactly where I need to be right now—helping shape the future of learning at Ivanhoe Girls’.
Ms Catherine Spurritt Director of Learning and Innovation
The Next Generation of Teaching and Learning
Over the past 12 months, the Ivanhoe Girls’ Curriculum and Learning team has developed a bespoke, evidence-based K-12 Teaching and Learning Toolkit that outlines our teaching and learning vision and purpose, as well as eight principles of good teaching at our school.
This Toolkit is an important resource to help us articulate a shared understanding within our school community of our approach to teaching and learning, and what learning looks like in our school context. The Toolkit also provides the opportunity for our teachers to reflect on what we teach, why we teach it, and how we teach it, ensuring alignment with our School’s Values and culture, while also equipping students with the knowledge, skills and 21st-century competencies needed for success in a rapidly evolving world.
Traditional measures of school success are typically focused on what students know about a subject, or what they can do in high-stakes exams under time pressure.
But to thrive in our modern world, students need to be able to demonstrate much more than that.
Students must be collaborative, build and sustain connections, act ethically, think critically, be entrepreneurial, and be reflective. While measures like the ATAR remain important and relevant, simply ranking students by a single number sadly fails to capture their full range of rich and varied strengths, and the depth of their learning experience.
Our Purpose
At Ivanhoe Girls’, we foster a culture of thinking and learning that equips our students with the essential knowledge and complex competencies needed to thrive in a rapidly changing world. We acknowledge and value that learning extends beyond the classroom and understand that learning is underpinned by meaningful relationships. Engaging, varied lessons connected to real-life experiences ignite students’ passions and curiosity, supporting a strength-based approach in which every student can experience personal growth and success.
Our Vision
Our vision for teaching and learning at Ivanhoe Girls’ Grammar School is to create an active classroom culture that nurtures deep thinking, student agency, collaboration, reflection and critical thinking. We recognise that learning must be purposeful and authentic. We are committed to a differentiated and inclusive learning environment and hold high expectations for every student in our care. Our teachers are experts in knowledge, curriculum design and pedagogical practices, serving as effective communicators and facilitators who model and build strong, positive and respectful relationships with and among our students.
We look forward to using our Teaching and Learning Toolkit to further shape our approach to education, particularly as we continue to design and develop our new Years 7 to 10 empowerED learning program.
Ms Catherine Spurritt Director of Learning and Innovation
[1] Mrs Elizabeth Moore demonstrates a Physics practical assessment to Year 10 students Sonnet, Zoe, Sarah and Jessica. [2] Ms Katie Harris explains an algebra solution to Ruby (Year 7).
A Message from our School Captains
In our first meeting, we asked our fellow Prefects, “What makes Ivanhoe Girls, Ivanhoe Girls?” Unanimously, they answered: “the community and connections.”
As the 2025 Prefect team, it is our mission to enrich this school and enhance all that is good about it - so connectedness became our ethos, and our driving purpose: to cultivate connection and community.
However, we quickly realised the enormous scope of our message; connection can form and manifest in so many ways… how were we going to encompass our whole ethos in a single motto? The answer: we weren’t. One phrase simply wasn’t enough to communicate our ambitions and plans to our school - we needed something broader. We needed a theme.
This theme, after little deliberation and much agreement, was Lego. At first, the idea was met with understandable scrutiny. “Lego? A child’s toy? How is this relevant to the professional environment that is Ivanhoe Girls’?” But we asked our community to hear us out. And they did, patiently and kindly, while we explained.
To us, Lego is not just a plastic toy - it’s a metaphor. One for the strength and success that can be found in connection. Just as small Lego blocks can be joined to create formidable structures, people can come together and work to create amazing things.
To manifest our message as tangible change, we created term focuses - quarterly milestones on a year-long roadmap to a connected school environment. Each term highlights a different aspect of our theme.
In Term 1, our focus was self: reminding the School how important it is to look after oneself before looking to others, because strong structures are only possible when the building blocks themselves are strong.
In Term 2, our focus is others: encouraging the School to build connections with the community around them. Like building your Lego house, coming together with those closest to you creates strength.
In Term 3, our focus is the world. As a privileged school, we’re not only able, but obliged to harness our combined strength to make a positive impact beyond our community. This is like connecting our Lego house with others around the world, forming a diverse and united city.
We haven’t got long as a Prefect team to make lasting change. But if there’s one thing we hope to leave behind, (our “Lego-cy,” if you will) it’s a renewed appreciation and drive for connection in every member of Ivanhoe Girls'. A community that cares for themselves, one another, and the world beyond.
Jemima, 2025 School Captain and Giovanna, 2025 School Vice Captain
Introducing our Head of Junior School: Mrs Lisa Miller
When I reflect on my career as an educator and leader in schools, I’m reminded of a moment that seemed simple at the time, where I taught children how to ride horses during my final years of high school.
I had taken on the job to earn some extra pocket money, but I quickly became fascinated by how each child learned so differently. The same skill often required a different explanation depending on the learner. From there, I became deeply curious about how people learn, and how we as educators can respond to individual needs while guiding all children to flourish and thrive. This curiosity became the foundation of my master’s study and continues to shape my thinking and practice today.
Teaching is one of the most purposeful roles I can imagine. It is a profession where you get to make a tangible difference every day either to a child’s confidence, their sense of belonging, or their understanding of the world.
As a leader, I’ve come to learn that the most powerful growth often comes from moments of uncertainty and challenge. Learning from our mistakes is not always easy, but it is always worthwhile. My commitment to education is grounded in inclusion and the belief that every child can thrive in a community where learning is visible, voices are valued, and thinking is at its centre.
I’m especially passionate about the power of girls’ education. A girls’ school creates a unique space where girls are free to take risks, lead and challenge themselves without limitation. Since arriving at Ivanhoe Girls’, I’ve felt the strength of a community that truly lives its values. It’s a place where students of all ages learn alongside and from each other, building a culture of respect, encouragement and joy.
From the paddocks where I first taught children to ride, to leading in schools today, my journey has always been driven by a deep respect for the way children learn and thrive.
If I could offer my younger self one piece of advice, it would be to slow down and notice the beauty and wonder in the everyday moments.
Mrs Lisa MIller Head of Junior School
The Joy of Learning: Celebrating our French Language Program
In the Junior School, the French Language Program is more than just another subject - it’s a vibrant, engaging journey into language and culture. With two dedicated lessons a week, students are immersed in a learning environment that sparks both linguistic confidence and cultural curiosity.
Our program proudly uses the AIM (Accelerative Integrated Methodology) language learning approach. This innovative method is built on storytelling, music, gesture, and drama, allowing students to engage with French in meaningful and memorable ways. AIM is known for its strong focus on oral fluency, which means students begin speaking in complete sentences, chorally with the teacher, from the very start. Through songs, skits, and gesture-based activities, learners develop confidence, spontaneity, and a solid foundation in French. Students enjoy coming to La Salle (our dedicated French classroom), where they experience language in action and feel safe taking risks. Over time, the program provides students with not only oral fluency but also a strong foundation in writing, reading and listening skills.
As part of their language learning, students explore how French works as a system, developing intercultural understanding, and learning to reflect on their own language use and identity. Each student enters La Salle with their own distinct cultural heritage. By acknowledging and celebrating the languages and traditions of Ivanhoe Girls’ families, and making connections with French culture and traditions, students develop respect and empathy and become global citizens. The diversity of our community is a rich environment which offers us the opportunity to promote tolerance and inclusivity.
Highlights from the past few years include singing songs in French for Open Day, learning the art of mime during an incursion, recording a French play using a green screen background, following the 2024 Paris
Olympics, and creating puppet shows. This year, Easter provided the perfect opportunity to explore how various cultures and families observe this Christian festival. The French tradition of the Easter bells brought lively conversation and increased awareness of how cultural norms and practices vary.
We are proud of our French program and the curious and confident learners it produces. With a strong focus on oral language, cultural awareness, and literacy skills, we are setting students up for success - not just in languages, but as curious, capable communicators in an interconnected world.
Miss Jae Edwards and Ms Anna Pianezze
Junior School Teachers of French
Development Through Exploration in the ELC
As we settle into our ELC routine, one ongoing goal we have for all children is to strengthen their connection to others; forming secure attachments whilst also building confidence and resilience.
When children are secure in their attachments to others, they understand that the important adults in their lives, such as their parents, other family members, and their ELC teachers are there as a safe base.
Kent Hoffman, author of Raising a Secure Child writes:
“If we want our children to be independent, to go out and take on the world, we have to give them full confidence that they can come back to us as needed.”
Knowing they have trusted adults in their lives can help with separation anxiety and strengthen resilience to cope with unexpected events. Building resilience takes time and practice, and looks different for every child.
In the ELC, we aim to support families to create a consistent and predictable arrival routine. Whether it’s a special ritual or routine such as a special hug or handshake or acting out saying goodbye at home and following
the ‘plan’, these strategies help the child feel more confident in the moment. Reminding children that you are coming back at a set time, that their teachers are there for them, and you know they can do hard things is also beneficial. Some children may also enjoy a heart drawn on the top of the hand (a ‘love button’) or other tokens that keep parent and child connected through the day.
For most children though, the joy of seeing their friends and participating in lots of fun and engaging experiences helps to ease the transition from home to the Early Learning Centre.
Ms
Bernadette Gioia
Director
of the Early Learning Centre
[1] Ms Amanda Pytel assists a student. [2] Hannah (Kinder). [3] Teddy (Kinder).
Reconciliation Action Plan: Our First Year
We have made meaningful strides in the implementation of our School’s Reconciliation Action Plan during Semester 1, with a strong focus on cultural learning, student engagement, and community connection.
Staff began the year with professional development delivered by the Koorie Heritage Trust, deepening their understanding of First Nations cultures and perspectives. Students have benefited from the Elder In Residence Program, and we welcomed Murrundindi, Ngurungaeta (Head Man) and Elder of the Wurundjeri tribe into classrooms across the ELC, Junior School and Senior School over six days in Terms 1 and 2. Senior School students also had the opportunity to participate in the Red Earth Immersion Program on the Cape York Peninsula during the April School Holidays, learning on country from the Traditional Owners. The visibility of the School’s commitment to Reconciliation can be seen daily in all aspects of community life. Aboriginal and Torres Strait Islander flags are flown proudly on the flagpoles near The Cooerwull Centre on Noel Street. Our students actively participate in the crafting and presentation of Acknowledgement of Country statements at Assemblies. Our Library’s First Nations
collection continues to grow, and the Senior School House Reading Challenge featured a First Nations texts category for the first time.
The theme of National Reconciliation Week (NRW) (27 May – 3 June) was ‘Bridging Now to Next,’ a call to learn about our country’s shared history and take meaningful action towards a more equitable and respectful future. The voices of our school’s Aboriginal and Torres Strait Islander students were amplified as they took leadership of the School’s NRW activities and Senior School Assembly, eagerly supported by members of the student-led FIRED UP! Club. While this school’s journey towards Reconciliation is still in its infancy, it is clear that this important work sits safely in the hands of our young people.
Ms Catherine Spurritt
Reconciliation Action Plan Coordinator
International Students are Thriving
The first half of 2025 has been a busy and fulfilling time for our International students.
At the start of the School year, the 2025 Prefect Team warmly welcomed our International Students with a Welcome Lunch, where games and conversations helped build friendships and foster a sense of belonging. In April, students attended an Expo dedicated to International students, gaining valuable insights into future study options. May brought an exciting new chapter with our first-ever joint social event with Trinity Grammar School, where students bonded over board games and shared experiences.
One of the most memorable highlights came in June, when the International Club proudly hosted a Cultural Talent Show. Our International students showcased their unique talents and cultural heritage on stage, earning enthusiastic applause and admiration from the whole school community.
Studying overseas comes with its own set of challenges: cultural adjustments, academic pressures, and the emotional toll of living far from home. Despite these, our International students continue to show remarkable resilience, courage, and determination every day.
At Ivanhoe Girls’, we not only welcome International students into our classrooms, but we also remain deeply committed to their wellbeing. We are proud to create an environment where every student feels included, supported, and empowered to flourish.
Ms
Anna Lee International Students Coordinator
A Student Perspective
Coming to Ivanhoe Girls’ Grammar School from different parts of the world was both exciting and overwhelming at first. Leaving behind family, friends, and familiar routines, we stepped into a whole new chapter of life.
What makes Ivanhoe Girls’ special is its inclusive and diverse environment. Here, we feel welcomed and supported - our peers are not only friendly, but also inspiring, always ready to listen and encourage. The School offers countless opportunities, from leadership roles to co-curricular programs, helping us grow both academically and personally.
Of course, the journey hasn’t been without challenges. Adjusting to a new culture and overcoming the language barrier can be tough. But with time, patience, and support, things get easier.
Our advice to new international students? Be bold - dare to speak up, try new things, and show who you are. This school will embrace you for it. You’re not alone on this journey.
Anna Year 11
[1] Sonnet (Year 10) performs at the Cultural Talent Show [2] Head of Languages Ms Yingying Jiang at the International Students Lunch. [3] Suriya (Year 10) performs a traditional dance at the Cultural Talent Show.
Cooerwull Service Awards
The School Board and Cooerwull Committee was pleased to honour long-serving Teaching and Professional Staff, as well as many dedicated volunteers from our School Associations, at the 2025 Cooerwull Service Awards held in February. 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.
Vale
Mary Connellan
The Ivanhoe Girls’ community mourns the loss of dear friend and colleague, Mary Connellan.
Mary enjoyed a long association with Ivanhoe Girls’, beginning in 1972 when she joined the School as a Maths and Science teacher, becoming Science Coordinator from 1973-1976.
In 1976, Mary left Ivanhoe Girls’ to have her first child, before returning in 1994 as the Head of Library - a role she held for 15 years until 2009.
After retiring in 2013, Mary returned to Ivanhoe Girls’ as School Archivist and continued in this role until 2021.
In 2019 she received a Cooerwull Service Award for her 30 years of service to the School.
Mary had an abiding love for the School and a profound knowledge of its history and community. She developed deep friendships with her colleagues that spanned decades.
Mary had a wise and generous spirit, a sparkling intelligence, a wonderful sense of humour and was a joy to work with. Mary will be very sadly missed.
[1] 30 Years, Helen West. [2] 40 Years, Jan Leather. [3] 25 Years, L-R: Deryck Greenwood, Karen Hale, Bianca Hyde, Helen Moore, Heather Pisani. [4] 20 Years, L-R: Maria Anker, Hamish Patterson. [5] 15 Years, L-R: Anthony Bradstreet, Maree Breekveldt, Mary Davies. [6] 10 Years, L-R: Rick Tudor OAM, Gen Cartwright, Melanie Dow, Jarrod Guiney. [7] 5 Years, L-R: Poppy Gerakas, Jenny Sonneman, Peter Mein, Gina Gataveckaite, Cath Gordon, Zelema Levy.
Introducing your new IGOGA President
My name is Suzanne Lees (née Watt – School Captain 1975) and I am pleased to have been recently appointed as the President of the Ivanhoe Girls’ Old Grammarians’ Association (IGOGA). My involvement with IGOGA began in 1976 and, like many other IGOGA Committee members, has continued for an extended time.
Like many past students over the years, I chose Ivanhoe Girls’ for my own daughter, Nicki Lees (Class of 2004) and was fortunate to be the Careers Counsellor at Ivanhoe Girls’ from 1996 until 2013.
A key goal of the IGOGA is to support lifelong connections with past students and the School. We have worked with dedicated, inspiring women on the Committee and learnt much about leadership and
commitment from them over the years. Above all, we believe in the power of great education for girls and have been proud to maintain our connection with the School and to support its vision and purpose.
The IGOGA was formed in 1923. For 102 years it has largely retained its original model of operation, of elective membership and acting as an independent organisation to the School.
It is now entering a new phase, with the introduction of new operating rules and adopting a structure that is more closely aligned with other School Associations. One of the major changes is that all new students will automatically be future IGOGA members from 2026, rather than electing individually to do so.
In terms of our new structure, there will continue to be a Committee, and there will be Sub-Committees formed from our membership base that will focus on key areas that we wish to target in a more dedicated fashion. These Sub-Committees will be supported by designated school staff.
Our new operating model means we will continue to work closely with the School to communicate with our members and to organise events that support lifelong connections, along with offering more opportunities for personal and professional networking and development.
If you know of any past students who currently are not members of IGOGA, please ask them to join up! You can join and pay membership fees via the Ivanhoe Girls’ website.
I look forward to working with new and existing members of the IGOGA, and meeting members at future events and professional learning opportunities.
Mrs Suzanne Lees (Class of 1975) IGOGA President
IGOGA Sub Committees
The new IGOGA Subcommittees currently being established are:
Networking and Events
We are very keen to hear from anyone who would be interested in being involved in our Sub-Committees. If you prefer a less committed involvement, it will also be possible to join as an interim member to help organise a particular event or activity.
Contact Michelle Young at: alumni@ivanhoegirls.vic.edu.au
Reunions
It’s been lovely to see so many familiar faces back at the School as Alumni return to celebrate their Reunions.
It’s always a joy to hear the sounds of laughter and excited greetings as old friends reunite and share stories of their time at Ivanhoe Girls’. We look forward to welcoming the Classes of 2010, 2015 and 2020 back to the School later in the year, as well as celebrating the 50-year celebration of the Class of 1975 at the Past Student Luncheon in October.
Ms Michelle Young Alumni and Community Relations Coordinator
The Lock Family
My family’s history and the history of Ivanhoe Girls’ are very closely intertwined, and as such, Ivanhoe Girls’ has always been more than just a place that I went to school.
My family’s history with the School involves four generations of students, contributions on the School Boards and Committees (including the founding school board), prizes at Celebration Night, and an entire building!
It all started with my great grandfather, John Alexander Terdich (known as Alec).
Alec was born in 1882, and in 1909 he decided to purchase his first home at 127 Marshall Street, Ivanhoe. When I was at school this building was known as the Art House, I am told that it is currently referred to as M House.
In 1915, Alec married my great grandmother Blanche, and she moved into the home.
In those days it was common to name your home, so Alec and Blanche named it JABATOA, which was a collection of their initials: John, Alexander, Blanche, Adelaide, Terdich, Ormsby, Amelia. To this day, the building is referred to as JABATOA by the Banyule Council in their list of culturally significant heritage buildings.
Alec and Blanche welcomed a son, my grandfather Rupert, in 1916. Rupert was actually born in the front room of 127 Marshall Street! At this time Alec was heavily involved in the community and served on many boards and committees, including both the East Ivanhoe and Ivanhoe Bowls Club, the Heidelberg Golf Club, and he was also a foundation member of Ivanhoe Grammar School.
When it was time for Rupert to attend kindergarten around 1920, he attended Girton, which was located at St James Church. Around this time Miss Lowe took over the kindergarten, and a few years later established Ivanhoe Girls’. The kindergarten remained co-ed for many years.
As Alec was already a foundation member of Ivanhoe Grammar and believed in providing good quality education for girls as well as boys, he also joined Ivanhoe Girls’ as both a Foundation Member and member of the Board, helping in the establishment of the School. Alec remained active at Ivanhoe Girls’ for the next 25 years until 1948. Sadly, in 1924, when Rupert was only eight years old, Blanche died suddenly. Alec donated a memorial prize in her name to honour her memory. Since then, the Blanche Terdich Memorial Prize has been presented every year at Celebration Night to students that have not only shown strong academic results but have also contributed to the community of the School.
After attending the School in kindergarten, my grandfather Rupert completed his schooling at Ivanhoe Grammar and sent my father, Garry Terdich, there too. Rupert also had twin daughters, my aunties Pamela and Susan Terdich, who began their journeys at the School in 1952. They attended Ivanhoe Girls’ from kindergarten right through until 1963 and 1964 respectively.
When Alec passed away at 76 years old in 1958, Rupert, Garry, Pamela and Susan moved into 127 Marshall Street. It was a great location for my aunts, who were able to simply walk across the lane from their backyard and into school! They lived there until 1970 when Rupert decided to sell the property to the School.
My sister Julie and I then attended Ivanhoe Girls’ from Years 7 to 12; Julie from 1985 to 1990 and myself from 1989 to 1994. When Julie joined the School, my father Garry joined the Cooerwull Foundation Committee and served as a member for 27 years until 2012.
Whilst at school, I always felt a deep sense of community and loved being in a supportive environment that encouraged us to have a go at everything. I enjoyed being involved in a range of activities and I was awarded Full School Colours, Full Music Colours, and was House Recorder.
My daughter Alexandra Lock (Year 8), began her journey at the School in 2024, and at the same time, I joined the IGGSPA Committee. This year, I have teamed up with Kathryn Taylor (also Class of 1994, who has returned with her children) to help run the Second Life Uniform Shop.
It is great to continue my family’s involvement with Ivanhoe Girls’ and I am looking forward to many more years of shared history.
Dr Katherine Lock Class of 1994
A Student Perspective
My name is Alex and my journey at Ivanhoe Girls’ has been a good experience so far. I’ve loved being part of a community that encourages everyone to strive for their best. My highlights have been participating in House events, Girls Sport Victoria (GSV) Sport, Music Ensembles and School Productions.
What makes my time at Ivanhoe Girls’ even more special is being part of a family with a long history at the School. Knowing that my relatives once walked the same halls and shared similar experiences creates a deep connection to the School.
Alexandra Year 8
[1] John Alexander Terdich (1882-1958) with Rupert Terdich (1916-1993) in the backyard of 127 Marshall Street.
[2] Blanche Terdich (1883-1924), standing in front of 127 Marshall Street – the stain glass windows remain today. [3] Katherine Lock (née Terdich) Class of 1994. [4] Katherine and Alex.
Alumni Profiles
Courtney Hurworth
Class of 2004
I could never have guessed where my life would take me when I graduated from Ivanhoe Girls’ in 2004, having spent all of my education in the warm embrace of the School. But looking back, my schooling gave me all the tools I needed to forge my own, authentic, unpredictable, and incredibly rewarding path.
I could not have imagined that 20 years later I would end up living in Tasmania and working as a senior public servant on a huge
Holly Simonetti
Class of 1995
From my earliest days at Ivanhoe Girls’, I was drawn to the idea of making a difference – though I never imagined just how many directions that path would take me. At school, I knew I wanted to work in a caring profession, but over time that care has extended far beyond any one role.
After leaving school, I completed a General Arts degree in Psychology, which laid the groundwork for what would become a richly varied career. I later moved into occupational therapy, and today, I work as a Workplace
range of social policy issues for the Premier and Cabinet, with my wonderful partner (soon to be wife) Anne, four stepchildren, two grandchildren, and two highly strung but adorable schnauzers, in a house overlooking the Derwent River.
My pathway to this point has taken me overseas, through marriage and divorce, and a career that has seen me move from working in public libraries, to Senior Political Advisor to the Minister for Education, to the roles of Deputy Secretary and Chief Reform Officer in the Department of Premier and Cabinet working across a wide range of reform areas.
I have now lived in Tasmania for over a decade, and whilst I will always be a Melbournian at heart, I am a passionate advocate for the amazing island where I live and nurture my family. Tasmania is beautiful and brutal, wild and contained, conservative and radical all at once. It’s an incredible place to work in the public service, where you are always so close to the community you serve and where you can see the real life impacts of your day to day work.
At 38, I’m not sure what is around the next corner, but courage and authenticity has
Mental Health and Wellbeing Specialist – a role that allows me to draw on everything I’ve learned, from studies to life experience. That said, I haven’t followed one straight line, and I’ve never been afraid to take a detour. I often found myself pivoting as new opportunities - or sheer curiosity - led me elsewhere. One thing has remained constant: a drive to do meaningful work alongside good people. That foundation was laid during my time at school, and it continues to shape everything I do.
How times have changed! When I first walked through the gates of Ivanhoe Girls’ in 1983, the Junior School had bought its very first computer. By the time I finished the junior years, computers had found a place in every classroom, quietly transforming how we learned. Fast forward to Year 12 and technology was already beginning to weave itself into daily school life, from word processors to clunky desktop terminals. It’s astonishing to think how far things have come - from floppy disks and dial-up to the digital ecosystems students use today.
One of the greatest joys of my school years - and life since - has been the friendships that started in those classrooms. I’m still close friends with someone I started with in Prep! She stood beside me as a bridesmaid decades later, and I still call her when I need a laugh, a reality check, or a reminder of
guided me to where I am now, and I couldn’t imagine a better place to be.
Ivanhoe Girls’ gave me a deeply held belief that I could speak for myself, not let others define me, and go after my aspirations with integrity, purpose and tenacity. This has led me to some crazy situations: negotiating Tasmania’s NDIS agreement with the Australian Government, meeting former Prime Ministers and Ministers, welcoming artists and creatives to Tasmania, briefing the commander of the United States Antarctic Marine Command, working with three different Premiers, being appointed to national boards, and advising on mask mandates in schools during COVID. So many different things - not to mention an incredibly productive vegetable garden!
This has not always been easy - and it won’t always be easy professionally or personally. Like many women, I face the daily challenges of balancing work and family – and meeting all of the needs in my life, whilst taking care of my own health and wellbeing. But like the long line of Ivanhoe Girls’ that came before me, I forge ahead committed to making positive difference in my own way.
just how far we’ve come. That enduring friendship is only one example of the incredible community I found at school – particularly the amazing women whom I was lucky enough to learn and grow alongside. Even then, I was struck by their strength, humour, and warmth. It’s been a lifelong source of inspiration, and a big reason I care so deeply about what this school gives to the next generation.
Now, being part of the School Board feels like both a full-circle moment and a small way of giving back to a place that shaped so much of who I am. I bring to it not just professional experience, but a personal commitment to the values of inclusion, care and opportunity. And every time I walk past the Prep classroom I still feel a little burst of pride, and am reminded that those first steps really can take you places.
If I could share one message with current students, it’s this: take the opportunities when they arise, even if they’re not what you expected. Try different things. Follow your interests. Don’t pigeonhole yourself – the world is changing at a fast pace, and sometimes the best thing you can do is go with it.
Editor's Note: Holly was appointed Treasurer of the School Board at the Annual General Meeting in May 2025.
VISIT OUR ALUMNI PORTAL
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Save the Date 2025
School Tours
Tuesday 12 August Filling fast.
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.
Reunions
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