WINTER 2026 2025
CHANGE LEARNING AND FOR NEW THE BEGINNINGS FUTURE
IVANHOE CONNECTING GIRLS' WITH – empowerED COMMUNITYSCHOOL empowerED PRODUCTION UPDATE – EMMA
Contents 2
A New Band Tradition Begins
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From the Principal
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Learning in Good Company
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empowerED Update
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Construction Crew
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Junior School Learning Focus
10 Young Learners Uniting 11
Cross-Country Ski Camp
12 Ivanhoe Girls' House Spirit 13 A New Era of Swimming Excellence 14 Lighthouse Foundation Sleepout 15
Senior School Production – Legally Blonde
16 Class of 2025 VCE Results 18
Countdown to 125 and Cooerwull Service Awards
19 Staff Profiles 20
Ivanhoe Girls' Old Grammarians Association
21 Alumni Profile 22 Reunions 23 Careers Breakfast
Cover: Year 7 students Erica M and Remi D, members of the empowerED Construction Crew.
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Marching to the Beat: A New Band Tradition Begins Earlier this year, our Senior Concert Band and Senior Drumline came together for the first time to form our Ivanhoe Girls' Marching Band. Over the course of Term 1, these groups rehearsed in preparation for the ANZAC Day March. We enjoyed Friday afternoon rehearsals, first marching on the spot and in circles while memorising music, before marching all over the School grounds to practice walking and playing at the same time (which was surprisingly hard!). The day itself was very enjoyable, and the students performed to a high standard, especially those who were marching for the first time. We were lucky with fairly cool weather, which we were grateful for with how sweaty we were by the end! We had to adjust to marching on tram tracks and with bollards
in the way, but we managed with minimal collisions! We were there with many other school music groups, as well as various military regiments, which promoted the feeling of unity. It was great to contribute to the broader community and gain musical experiences outside of the classroom. Miles L Music Captain
FROM THE PRINCIPAL
The Forum explored the future of girls’ education and how schools can best prepare young people to thrive in an increasingly complex and rapidly changing world.
Shaping the Future of Learning The future of girls’ education was at the centre of global discussion at the International Coalition of Girls’ Schools (ICGS) Global Forum on Girls’ Education in Toronto, Canada, which I had the privilege of attending and presenting at in the final week of Term 2. The experience offered valuable insights into how schools can best prepare young people to thrive in a rapidly evolving world and reinforced the importance of collaboration across the international girls’ school community. Bringing together more than 600 educators, researchers and school leaders from around the world, the Forum explored the future of girls’ education and how schools can best prepare young people to thrive in an increasingly complex and rapidly changing world. The event provided a unique opportunity to engage with leading educational thinkers and gain fresh perspectives on both emerging challenges and exciting possibilities. I was pleased to present and facilitate a “speed-innovating” discussion with conference delegates, ‘Unboxing’ Learning: Making Time and Space for Competencies. The focus was on the need to shift education beyond content delivery and towards developing student competencies, agency, and future-ready skills. Participants explored how traditional structures can limit curiosity and student ownership of learning.
I shared the exciting work at Ivanhoe Girls’ on the empowerED program, which is “unboxing” learning for Years 7–10 students, providing dedicated time outside conventional classrooms, subjects, and timetables. The discussion highlighted the value of creating flexible, transdisciplinary learning experiences that encourage exploration, independence, and engagement. Overall, delegates agreed that more fluid, human-centred learning models can help students develop the adaptability and agency needed to thrive. Beyond my presentation, I attended sessions focused on entrepreneurship and assessment of competencies. These discussions highlighted the growing importance of capabilities such as creativity, collaboration, adaptability, initiative and problem-solving, while also examining how schools can meaningfully assess and provide feedback on these complex skills alongside academic achievement. I was very impressed by the conference speakers, such as Dr. Elizabeth Ellen Simison and Liz Schmitt from Miss Porter’s School in the US: trailblazers, changemakers, and thought leaders from around the world. Their stories, insights, and research sparked new ideas and reaffirmed the power of girls’ schools to shape the future. Conversations with these colleagues around curriculum innovation, leadership development and student agency generated valuable ideas and established new professional connections that will support our ongoing strategic work at Ivanhoe Girls’.
Most importantly, the experience provided an opportunity to reflect on the broader purpose of education. In the midst of the day-to-day demands of school leadership, it was valuable to step back and consider how educators can continue to prepare young people for a future that is likely to be both exciting and unpredictable. I returned from Toronto feeling both challenged and encouraged – challenged to continue reimagining what learning can look like, and encouraged by the passion, expertise and generosity of a global network of educators dedicated to helping girls thrive. The experience reinforced my belief that girls’ schools have a vital role to play in developing confident, capable and compassionate young women who are ready to make a meaningful contribution to the world. Ms Narelle Umbers Principal
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LEARNING AT IVANHOE GIRLS'
Learning in Good Company What makes learning truly memorable? When we can see its relevance, apply it in meaningful ways and understand why it matters. With this in mind, our empowerED learning vision is centred on creating purposeful experiences that connect students to real-world issues, people and possibilities.
to learn from people who apply their knowledge and skills every day.
This approach reflects the Ivanhoe Girls’ Learning Framework, which positions learning as connected, relational and authentic, encouraging students to engage with meaningful questions, real-world challenges and opportunities to create positive impact.
When students engage with experts, learning takes on a different dimension. Instead of responding to imagined scenarios, they grapple with genuine challenges and receive feedback from those working in the field. This helps students see the relevance of their learning, knowledge and skills.
As we look to 2027 through a series of ambitious projects known as empowerED Endeavours, students will be challenged to think deeply, collaborate authentically and create solutions to genuine challenges. A key part of making these Endeavours authentic is the partnerships we are building with experts from industry, universities and the broader community. These connections help bridge the gap between school and the world beyond it, giving students opportunities
The network of experts that supports our students is diverse and continually growing. It includes alumni, parents, universities, industry professionals, community organisations, local businesses and specialists who contribute both in person and online. One of the most encouraging aspects of this work is the willingness of so many organisations and individuals to support education and invest in the next generation of learners.
Ivanhoe Girls' Learning Framework: Junior School
Curriculum
Learner Experience
ELC
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FIVE
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Discover
Develop
Explore
Connect
Joy is the element in learning that connects play and learning, fostering motivation and curiosity. By incorporating this into the learning, children develop essential skills and enhance their overall wellbeing.
Learning creates space for children to ask big questions, think deeply, build connections and learn to share perspectives, while developing their unique voice and sense of self. Children are supported to build essential skills in an environment that is both encouraging and enriching.
Learning guides children towards becoming effective collaborators and communicators, empowered decision-makers, and thoughtful risk-takers. Our holistic approach addresses the development of the whole child through a balanced integration of skills, values, social-emotional awareness, and academic competencies.
Learning is designed for young people to learn by taking action, we believe learning is most powerful when it connects to the individual and the community, strengthens a strong sense of self, supports positive relationships with others, and is grounded in strong academic foundations.
The ELC program provides a nurturing environment where curiosity, creativity and a love of learning flourish. Children begin to develop early literacy and numeracy skills, social confidence, independence and a strong sense of wellbeing. Through these experiences, strong foundations are laid for a smooth and confident transition to school.
The Prep to Year 2 program builds strong foundations in literacy and numeracy. Children engage in purposeful learning across English, Mathematics, Science, HASS, The Arts, Health and Physical Education, and Technologies, developing essential skills, positive relationships and the confidence to thrive.
The Year 3 and Year 4 program strengthens core literacy and numeracy skills while deepening critical and creative thinking. Children expand their knowledge across English, Mathematics, Science, HASS, The Arts, Health and Physical Education and Technologies, applying their learning with increasing independence and confidence as they grow as active members of their community.
The Year 5 and Year 6 program challenges students to think critically, act responsibly and lead with confidence. Students strengthen academic foundations across all subjects, build independence and develop strong organisational and study skills. A purposeful transition program supports students socially, emotionally and academically, ensuring they are well prepared and confident for the move to secondary school.
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In the Year 7 end of year inquiry unit, students will investigate how the design of sustainable common areas within social housing can strengthen social connection. Along the way, they will work with a university researcher specialising in social connection, a construction professional who oversees building projects, architects who will provide feedback on their design concepts and staff from a local Tech School who will introduce technologies that can help bring their ideas to life. Students will gain valuable insights into how thoughtful design can positively influence the way people live, interact and belong. In their end of year inquiry unit, Year 8 students will explore water quality with particular focus of a local wetlands case
study. Working alongside experts from Yarra Valley Water and Melbourne Water, they will investigate the challenges facing urban waterways, including climate change, stormwater management and future water security. Students will also learn about the species that inhabit local wetlands and learn alongside a First Nations Elder to deepen their understanding of a local billabong, exploring traditional approaches to caring for water systems. Students will develop a richer understanding of the relationship between people, place and sustainability.
classroom and that meaningful solutions often emerge when people with different experiences and expertise come together. Through each Endeavour, students will not only develop knowledge and skills, they will also discover how they can contribute to their communities and make a positive impact on the world around them. Ms Liana Gooch Director of empowerED and Teacher of English
By connecting students with experts, we are creating learning experiences that are purposeful, relevant and deeply engaging. These partnerships demonstrate that learning extends far beyond the
Ivanhoe Girls' Learning Framework: Senior School SEVEN
EIGHT
empowerED
Curriculum
Learner Experience
Develop Learning supports students in their transition to secondary school, building confidence through learning routines and an understanding of how learning works, and laying the foundations for informed decision making.
Learning grows confidence, builds stronger learning habits, increases responsibility and provides exposure to the opportunities beyond school.
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TEN
Explore Learning extends student agency and critical thinking by managing complexity, making connections and reflecting on learning choices, and expanding students’ exposure to pathways opportunities.
Learning fosters independence and analytical skills in preparation for the academic demands of VCE. Learners make more informed and independent choices about their future directions.
Across Years 7 and 8, we provide a broad and balanced education that builds essential knowledge, skills and understandings across learning areas, developing literacy, numeracy, critical and creative thinking, and personal and social capability, while deepening learning and supporting readiness for future subject pathways.
Across Years 9 and 10, the Core Program builds increasing independence, academic rigour and subject depth, strengthening essential knowledge and skills while preparing students for the expectations of VCE. Through diverse, term-based Breadth Options in combined Years 9 and 10 classes, students explore and refine interests, engage in specialist learning, and develop increasing agency.
Students experiment across disciplines and engage in supported transdisciplinary inquiry, making connections between subjects and real-world contexts. They see themselves as capable, curious learners, building foundations for future growth.
Students investigate complex social and environmental challenges through increasingly independent transdisciplinary inquiry, drawing connections across disciplines to design solutions that extend their thinking beyond school.
Students identify real-world problems and test ideas through purposeful transdisciplinary projects, making connections across learning areas as they develop confidence and agency as project managers and creative problem solvers.
Students apply entrepreneurial thinking, rigorous transdisciplinary inquiry and leadership to real-world issues. They position themselves as emerging experts capable of creating meaningful impact beyond the School community.
ELEVEN TWELVE
Lead Learning culminates in sustained effort, exam readiness and subject expertise so that students can perform to their potential in the VCE, their ATAR and life beyond school.
In Year 11, students commence VCE studies with a focus on informed subject choice, increasing academic independence and the development of effective study habits, leading into Year 12 where learning consolidates subject mastery and refined study strategies to support strong performance in VCE and ATAR. Across Years 11 and 12, our Careers program strengthens student agency in decision-making through structured pathway planning, tertiary and industry engagement, and guidance with VTAC and scholarship applications, supporting a confident transition beyond school and the ATAR.
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empowerED UPDATE 1
Creating Learning Experiences that Inspire Purpose and Possibility As the Director of empowerED, I am delighted to be joining the Ivanhoe Girls’ Grammar School community. Throughout my career, I have been fortunate to work in schools across three countries, experiences that have shaped my approach to teaching and learning and strengthened my commitment to helping young people thrive. I look forward to bringing these experiences to our community as we continue to create learning opportunities that inspire curiosity, foster creativity and prepare students for an ever-changing world. Much of my career has been dedicated to girls’ education, an experience that has profoundly influenced my educational philosophy and strengthened my belief in empowering young people to realise their potential. Alongside my work in co-educational settings, I have held leadership roles across teaching, learning, innovation and technology, including Head of Department, MYP Coordinator, Director of Learning, Teaching and Innovation, and Deputy Principal. Across these roles, my focus has remained consistent: creating meaningful learning experiences that build on student's strengths, foster agency and equip young people with the confidence, knowledge and skills to contribute positively to their communities.
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environments that support curiosity, collaboration and innovation. I have been privileged to contribute to the development of flexible learning spaces, lead the implementation of makerspaces and support the educational vision for a purpose-built technology and science facility. These experiences have highlighted the importance of intentionally designed environments that enable students to explore, create, collaborate and solve problems.
I have also been fortunate to share and learn alongside educators as a workshop and conference presenter. These opportunities have allowed me to exchange ideas, collaborate with colleagues and contribute to professional conversations across Australia and internationally.
Over time, my work has increasingly centred on Project-Based Learning and Design Thinking, always underpinned by a strong and rigorous curriculum. I have been inspired by the capacity of these approaches to connect students with purpose through authentic challenges and meaningful partnerships with experts, industry and the wider community. Working alongside colleagues to develop learning frameworks and curriculum has created opportunities for students to apply their learning, address genuine problems and see the impact they can have beyond the classroom.
A significant focus of my career has been curriculum design and creating learning
I was fortunate to hear educational thought leader Yong Zhao speak about
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the importance of recognising the unique strengths, challenges, passions and potential that every student brings. He also emphasised our role as educators is to provide the support, space and opportunities for young people to explore their individual pathways, embrace productive struggle, learn from setbacks and discover their strengths and passions while also engaging in purposeful learning. These beliefs continue to shape my work in student agency, entrepreneurship and communication. I have enjoyed supporting teachers and students to co-design meaningful learning experiences, empowering students to contribute ideas, make and enact decisions, and take ownership of their learning. Initiatives such as student podcast programs have provided authentic opportunities for young people to develop their voice, communicate with purpose and connect with audiences beyond the classroom. Joining the Ivanhoe Girls’ Grammar School community is a privilege, and I am excited for the journey ahead. I look forward to learning alongside our students, staff and families as we continue to create opportunities that inspire curiosity, strengthen connections and empower every young person to flourish and make a positive difference in the world. Ms Liana Gooch Director of empowerED and Teacher of English
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Building Construction Update The empowerED Learning Hub project continues to make strong progress, with several significant construction milestones now achieved. The final concrete pour has been completed, alongside the full installation of the structural steel framework. Façade works are also nearing completion, with all curtain wall and glazing elements now in place.
sections of the partially completed façade. When they return in Term 4, they will witness a dramatically different building. The pipes, ductwork and other building services they previously observed being installed will have largely disappeared from view, integrated seamlessly within walls, ceilings and service risers as the building continues to evolve towards completion. (see Page 8).
Across the building, the internal environment is rapidly taking shape, with many walls, windows and ceilings installed throughout. The principal lift components, including the lift car itself, have now been delivered to site and are ready for assembly and installation.
With the construction program still on schedule, the empowerED Learning Hub is expected to be completed, commissioned and handed over to us in April 2027. That will provide us ample time to familiarise staff and
students with the new facility, and to potentially run some short-term trial activities with students, prior to the formal commencement of the empowerED program in Term 3 2027. It also ensures that, should we encounter any unforeseen delays over the next eight months, we can still have confidence in a successful Term 3 2027 commencement of empowerED for our Year 8 students. Mr Jarrod Guiney Director of Corporate Services
With both the interior and exterior of the building undergoing such an extensive transformation, the vision for the completed facility is now becoming tangible, marking an exciting milestone in the project journey.
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At the end of Term 3, students participating in the Construction Crew program had the opportunity to explore the site and examine
To view the launch video and more information as we progress empowerED, scan the QR Code below
Cox Architect's AI renders visualise how the empowerED Learning Hub will come to life. [1] Spaces that facilitate making [2] Social learning spaces will support collaborations with guest industry professionals. [3] A rooftop garden will support teaching across the learning strands: Environments and Sustainability, Entrepreneurship and Design and Technology.
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empowerED UPDATE 1
Construction Crew These student reflections offer a unique glimpse into the excitement, curiosity, and real-world learning inspired by the development of the empowerED Learning Hub. From witnessing the building take shape to gaining hands-on insights into design, engineering, and transdisciplinary learning, their experiences highlight the transformative impact of this journey. I’ve really enjoyed seeing what the new building is going to be like next year and how all the different parts are made, and the different materials. I’m excited to be able to stay in here for the whole term next year and really get immersed in the experience of it all. I’m looking forward to working on different projects outside the core subjects like English and Maths. Remi D Year 7
I really like seeing the building grow and see where everything will go. At the start of construction, it wasn’t easy to tell what each part was going to be, now it looks like an actual building and I’m excited to see how all the new subjects are going to be integrated into one learning program. Erica M Year 7
Through this program, I’ve gained new knowledge about how engineering and architecture come together to function for everyone. I never knew that elevator cores and staircases are built first, serving as the structural spine that withstands wind and seismic forces. The most memorable part was watching the building literally sprout from the ground. Only a few months ago, this site was just a car park; now, it is a four-story structure, which I find truly amazing. Meeting the designers also made me realise how complex their work is, from visible architectural elements down to the tiny details hidden behind boards for aesthetic appeal. This experience has definitely transformed how I view schools and the buildings around me. Our monthly visits provided an inside look at structural formation, fire-proofing, and weather resistance. It gave me time to appreciate how everything around us is built brick by brick and slab by slab, which I find thoroughly impressive. Mina Y Year 10
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[1] Cox architect, Rachel Halstead, presenting to the Construction Crew. [2] Site visits explain engineering principles and design techniques. [3] and [4] Dermot Walsh, Senior Project Manager for IBC, explains empowerED Learning Hub project construction.
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JUNIOR SCHOOL LEARNING 1
Growing Thinkers, Changemakers and Problem Solvers Learning in the Junior School continues to be driven by curiosity and creativity. Across all year levels, students have embraced exciting new opportunities to solve authentic problems and continue to make meaningful connections with the world around them. One of the highlights of 2026 has been the introduction of our new specialist subject, EcoTech. EcoTech is a space where students explore innovation and problem solving through the design thinking process. EcoTech emphasises interdisciplinary collaboration, creativity and critical thinking and generating solutions to problems in science, technology and nature. Through hands-on inquiry, students are learning how technology can be used to improve their school, community and the natural environment. Junior School teachers recently participated in professional learning with Dr Ron Ritchhart, who for over 25 years served as a Senior Research Associate and Principal Investigator at Project Zero at the Harvard Graduate School of Education. He is a best-selling author of numerous books including Intellectual Character, Making Thinking Visible, Creating Cultures of Thinking, The Power of Making Thinking Visible and Cultures of Thinking in Action. Dr Ritchhart challenged teachers to look beyond test scores and to consider the deeper intellectual identities of the students we have the privilege of working alongside each day. He invited teachers to think about
how they plan for, guide and monitor students’ development as thinkers and learners. By exploring key strategies and thinking routines, teachers were provoked to consider how to transform classrooms into spaces of genuine intellectual growth. We look forward to welcoming Dr Ritchhart back later this year to continue this valuable partnership. At the end of Term 2, we were delighted to host our inaugural Celebration of Learning Morning, welcoming families into classrooms to experience the rich learning taking place across the Junior School. Throughout the term, every year level explored the common inquiry theme of Regenerative Futures, with each class investigating the concept through their own unique lens. Classrooms were transformed into vibrant learning spaces, showcasing documentaries, coding projects, robotics, information reports, storybook creations, food webs, plant investigations, iMovies and many other impressive artefacts highlighting the student’s understanding. The morning provided a wonderful opportunity for students to confidently share their thinking and demonstrate the depth of their learning with family members.
Service learning has also remained an important focus within the Junior School. At the beginning of Term 2, a small group of passionate Year 2 students approached staff with the desire to make a difference in their community. Their initiative grew into a school-wide donation drive supporting Big Group Hug, an organisation that provides essential items to children and families experiencing hardship. Working alongside our Junior School Deputy Captains, the students organised promotional posters, delivered an Assembly presentation and created handmade bookmarks to thank every donor. The response from our school community was overwhelming. Together, families donated 47 packets of underwear, 49 packets of socks and 33 beanies and scarves for children in need. This initiative exemplifies the values we strive to develop in every Junior School student and reminds us that even small acts of kindness can have a significant impact on the lives of others. Ms Lisa Miller Head of Junior School Ms Miranda Stott Acting Deputy Head of Junior School
[1] Connie M and Sophie P proudly displaying their work at the Junior School Celebration of Learning. These events are now held each term.
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YOUNG LEARNERS UNITING 1
A Story Shared Nationwide Each year, National Simultaneous Storytime celebrates the power of stories to strengthen literacy, spark creativity and foster a sense of connection among young readers across Australia. By sharing the same story at the same time, students at Ivanhoe Girls’ connect with children all over Australia, highlighting the important role reading plays in children’s learning and development. Now in its 26th successful year, this vibrant event promotes the value of reading and literacy using an Australian children’s book that explores age-appropriate themes and addresses key learning areas. It is a wonderful opportunity to enjoy a shared reading experience.
Tea Time Brings Big Conversations to Little Learners
This year’s book was Luna Roo the Kangaroo Baller, written by Adam Jackson and Adrian Lloyd and illustrated by Jake A Minton. Luna Roo was read across Australia in libraries, classrooms, preschools, childcare centres, homes, bookstores and many other places. Here in our Junior School Library, Year 5 students enjoyed this book with their ELC Buddies. In our Junior School classrooms, many students enjoyed the story, discussed the book and drew illustrations.
At the ELC, we deeply believe in safe and supportive relationships as the foundation of providing a child safe environment. Tea Time prioritises the voices of the children, scheduling a quiet time within the busy Kinder week where we come together as a class and explore important concepts and ideas, usually related to our feelings.
The book Luna Roo has themes of courage, teamwork, perseverance and celebrates the fun of playing for a team and cheering for your team.
Each Tuesday, we sit together and share a cup of herbal tea. Some of the concepts explored during Tea Time include:
Ms Celia Hatzipavlis Teacher Librarian – Junior School
• Body safety • Talking through peer issues as a group • Exploring our feelings • Diversity and inclusion • Our senses and how these influence our emotions • First Nations perspectives • Reflecting on our favourite events.
Educator Poppy Gerakas and I thoughtfully set the up Tea Time by playing calming music, diffusing essential oils and providing different tea to try each week. The children take turns being a Tea Time helper, where they can fold away the individual mats, clean the tea cups and pour any left-over tea into the garden. Some of our favourite quotes from Tea Time: “ I feel happy when someone plays with me. When I play on the monkey bars, I feel strong and happy.” Frankie “ We can’t keep secrets from teachers and mums and dads.” Heidi “ Caring for Country. It’s picking up rubbish even if it’s not ours.” Raya “ Drinking this tea makes me smile. I just love it.” Abby Ms Emily Franceschi Teacher – ELC
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[1] The cosy ELC ritual of Tea Time. [2] Year 5 students all smiles after seeing their ELC buddies.
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INTERSCHOOLS SNOWSPORTS
More Than a Ski Camp Student Reflections The Ivanhoe Girls' Cross-Country Ski Camp is consistently a yearly highlight among the School’s ski community. We enjoyed one week of Term 2 holidays skiing, training, and releasing our most competitive (and supportive) selves for races, relays, and games. On the second night of camp, skiers participated in a competitive team trivia, and an even more competitive Crazy Hair Catwalk. After a colourful show of hairspray, braids, space buns and googly eyes, prancing to a combination of ‘Shake it Off’ and ‘Gangnam Style’; trivia began. Students and parents were split randomly into groups, despite our attempts as Social Captains to divide students into random teams, two crafty students escaped separation by braiding their hair together, unable to turn their heads or move sharply for the entirety of the evening. The multifarious trivia, written by the Year 10 Social Captains, took the dining hall by storm. Some of the questions included: ‘what was the first successfully cloned animal?’, ‘what country does the Olympian Johannes Klaebo represent’ and ‘does hot or cold water freeze faster?’ Along with these general knowledge questions, groups had to name pet dogs, international children’s television shows, several stage animal species, a magnitude of movie and book quotes and more! After
nearly two hours of hard thinking, math problems, and lots of shouting, the winning group - ambitiously named, ‘In First Place’ - won, with 83 points, bragging rights, and a box full of chocolates.
The Cross-Country Ski Camp is special for everyone involved, made great by the lively activities, hardworking students, helpful parents, knowledgeable and driven coaches, and of course a welltimed smattering of snow. While also being intense, this training camp has one of the most inclusive and empowering communities, where we can all work together to improve, support each other, and achieve our collective goal of defeating Methodist Ladies’ College at the Victorian Interschools Snowsports.. More than just a training camp, it’s a week that brings our ski community together and leaves everyone counting down the days until the next one.
The Ivanhoe Girls’ Grammar School Cross-Country Ski Camp held at Falls Creek is the highlight of our team’s calendar. Ironically, the Ski Camp started with no snow! Our first two days were spent exploring Mount Beauty, which consisted of a run around the lake and a hike through the Alpine National Park. To our surprise, we awoke Friday morning to snow and had a chance to hit the trails. Our daily training sessions were followed by nightly activities at camp which involved our annual trivia and games nights. My teammates and I were most proud of not giving up when we skied 12 kilometers to and from Mount McKay, where we took a celebratory photo at the summit! Being part of the Ivanhoe Girls’ CrossCountry Ski Team teaches resilience, confidence, and team spirit. A big thank you to all the parents, coaches and teachers for helping create another awesome camp experience. Ally S Year 9
The Cross-Country Ski Social Captains Bethan C, Year 10 Kenna B, Year 10 Ruby C, Year 10
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[1] Ivanhoe Girls’ Cross Country Ski team members, together with staff and parent helpers, ready for a day on the slopes at Falls Creek.
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IVANHOE GIRLS' HOUSE SPIRIT
Senior School House Athletics Carnival Celebrating the Heart of Ivanhoe Girls’ at Open Day 2026 This March we welcomed over 600 current and prospective families to explore our beautiful campus at our annual Open Day. The energy and enthusiasm of students and visitors alike was palpable. Families engaged with the School community in various ways – attending presentations and student-led school tours, watching aerobics performances, listening to musical ensembles and vocal performances, speaking with key staff and faculties about the opportunities available to students, while making sure to take the time to have a gelato, coffee or other tasty treat before heading home! We were fortunate to have spectacular weather, and it was wonderful to see so many families taking advantage of the picnic rugs on the Rose Garden lawn, connecting with friends and family well into the afternoon, and after the presentations and performances had finished. The day was a wonderful and positive celebration of everything Ivanhoe Girls’ Grammar School offers. Ms Franceen Challons Director of Admissions
Save the Date Our next Open Day will be held on Saturday 1 May 2027 from 10.00am - 1.00pm
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On 4 May, students travelled by train to the Collingwood Athletics Track in Clifton Hill for our annual House Athletics Carnival. Travelling independently to the venue was a first for our school and added a real sense of occasion to the day, with the journey itself becoming part of the experience. House spirit was evident from the moment we arrived, with students eager to participate in every event on offer. Whether competing in track and field events or taking part in novelty activities, there was an opportunity for everyone to contribute and be involved. For our Year 7 students, it was their first Athletics Carnival, and it was wonderful to see them quickly embrace the energy and excitement of the day. For the Year 12 students, the carnival was a memorable final opportunity to represent their Houses. The traditional costume competition brought colour and enthusiasm to the track, with Rowena dressed as bumblebees, Ashby as ladybugs, Locksley as Wimbledon tennis players, York as characters from My Little Pony, Oswald as Tinker Bell and Peter Pan, and Rotherwood as Sportacus from LazyTown. One of the day’s most entertaining moments was the Year 12 versus Teachers tug-of-war, with the Year 12 students claiming a well-deserved victory in a fitting farewell to their final carnival. A highlight of the athletics competition was the Top 10 100m Sprint Final, featuring
Lola Winter, Kate Bukovsan, Sasha Stirling, Matilda Leeds, Joely McArdle, Indi O’Brien, Yuxin Lin and Indianna Morrison. Congratulations to Lola Winter, who crossed the line first to take the win. Final House Results: Locksley – 1542 points York – 1527 points Rotherwood – 1485 points Rowena – 1464 points Ashby – 1432 points Oswald – 1431 points A sincere thank you to all the students who embraced the day and gave their best. The House Athletics Carnival was a fantastic celebration of participation, determination, and House pride. Ms Mia Francesconi, Head of Health and Physical Education and Head of Junior School Sport Mr Matthew Nolan, House Coordinator and Teacher of Health and Physical Education
IVANHOE GIRLS' AQUATICS UPDATE 1
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A New Era of Swimming Excellence We are delighted to announce that Nunawading Aqua Power (Nuna Aqua Power) has officially launched at the Ivanhoe Girls’ Aquatic Centre as of 1 July 2026, bringing one of Australia’s most successful swimming programs directly into our school environment. This exciting partnership strengthens Ivanhoe Girls’ commitment to providing exceptional sporting opportunities and high-performance pathways for students. Students and families can now access elite swimming coaching and development opportunities onsite, making it easier than ever to balance academic success with sporting ambitions. A Partnership Built on Success Based at the Ivanhoe Girls’ Aquatic Centre, students have access to the expertise, culture and performance standards of Nunawading Swimming Club - Victoria’s number one swim club and one of Australia’s top six. With a proven track record of developing swimmers at every level, from emerging athletes to national competitors, Nunawading is recognised as a leader in swimming excellence.
Nuna Aqua Power is committed to helping swimmers achieve their personal goals - whether that means qualifying for State and National Championships, improving fitness and technique, or simply striving for personal bests in a supportive and encouraging environment. The Club caters to a broad range of ages, stages and abilities, with a strong focus on helping members develop a lifelong relationship with swimming. Convenience Meets High Performance One of the unique benefits of this partnership is the ability for students to train where they learn. With before-school, after-school and Saturday morning squad training sessions available, swimmers can access structured, high-quality training without the need to travel between venues. Programs include:
A Complete Swimming Pathway
• Squad training across multiple levels
The launch of Nuna Aqua Power creates a seamless pathway for swimmers within the Ivanhoe Girls’ Aquatics Program. Whether a student is learning fundamental skills, swimming for fitness or pursuing competitive goals, the program supports swimmers at every stage of their journey.
• Dryland and gym-based development sessions
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Ivanhoe Girls’ Aquatic Centre Learn to Swim Program will continue to operate independently of Nuna Aqua Power, remaining managed and delivered by Ivanhoe Girls’ Aquatic.
This integrated approach allows students to pursue their sporting ambitions while maintaining balance with their academic commitments and broader school life. Join Nuna Aqua Power! We are excited to welcome both current and prospective families to this new chapter in swimming at Ivanhoe Girls’ Grammar School. Train with one of Australia’s leading swimming clubs, access elite coaching onsite, and become part of a highperformance swimming community! Ivanhoe Girls’ Aquatic Learn to Swim Program The Ivanhoe Girls’ Aquatics Learn to Swim program will continue to operate independently of Nuna Aqua Power and will remain managed and delivered by Ivanhoe Girls’ Aquatics. The Learn to Swim program delivers the foundation of the aquatic pathway, while Nuna Aqua Power offers additional squadbased development opportunities for swimmers seeking further progression. Mr Phillip Clark Aquatics Manager and Head Swimming Coach Mr George Gooden Swim School Coordinator
• Before and after-school / Saturday morning training options • School Holiday swimming programs
[1] Ivanhoe Girls’ Aquatic Centre (whole pool). [2] Mamie J, Year 8 and competitive swimmer at Nuna Aqua Power Swim Club. [3] Ivanhoe Girls’ Aquatic Centre Learn to Swim Program.
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SERVICE LEARNING
Lighthouse Foundation Sleepout On Friday 19 June, 52 students participated in the Lighthouse Foundation Sleepout, an experience that brought an element of our definition of wellbeing, doing good, to life through reflection, empathy and action. What began as a week of anticipation became an evening of connection and understanding as students stepped outside their comfort zones to gain a deeper appreciation of the challenges faced by young people experiencing homelessness. The initiative commenced on Thursday afternoon, with an additional 12 students joining the 52 Sleepout participants for a cooking activity. Together, they prepared meals and decorated containers to donate to the Lighthouse Foundation. On Friday morning, members of our Social Service team and Student Representative Council helped set up the event, bringing together weeks of thoughtful planning. On the evening, students were encouraged to reflect on what it means to go without the basic needs many of us take for granted through activities based on Maslow's Hierarchy of Needs. As they worked through securing shelter, then accessing clean water, medical assistance, food, belonging and security, students considered the reality that
access to these essentials is not a privilege, but a fundamental human right. More than simply raising awareness, the Sleepout challenged students to act with purpose. The evening was supported by a number of Senior School staff and members of the Alumni community. Through engaging discussions and activities, students explored how doing good requires more than intention. It asks us to notice, understand, and respond thoughtfully to the needs of others. Students embraced this challenge with compassion and curiosity, engaging with guest speaker Jo Stanley from the Lighthouse Foundation, who shared insights into youth homelessness, and the positive impact individuals and communities can have through their actions. The Sleepout also reinforced the importance of community. Through conversation, participation and support for the Lighthouse Foundation, students connected their actions to a broader commitment to justice, equity and care for others.
We are incredibly proud of the empathy and maturity demonstrated by our students and grateful to the families and community members who supported this meaningful initiative. Together, we continue to show that every step taken towards doing good, whether through raising awareness or taking action, can make a genuine difference. Ms Karlie Payne Director of Student Wellbeing
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[1] Students braved a wintry night at this year's Lighthouse Foundation Sleepout.
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SENIOR SCHOOL PRODUCTION – LEGALLY BLONDE
Legally Blonde
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CLASS OF 2025
VCE Results Proudly Moving Forward: The Achievements and Aspirations of the Class of 2025
Dux and Joint Proxime Accessit
The Ivanhoe Girls’ community is extremely proud of the achievements of all students in the Class of 2025 who were supported so well by their families, subject teachers, Tutors and Year Level Co-ordinators across their schooling journey. The Class of 2025 will be remembered as young people who embodied their theme of ‘Better Together’ during Year 12.
Fiona was a dedicated and enthusiastic member of the community since she joined the School as a Prep student. Whether she was on the slopes with the Snow Sports team, preparing for a debate, or rehearsing with the Boaden Orchestra, Fiona was involved in all aspects of school life. She has held several leadership positions, including Captain of Oswald in Year 6, a Tutor Group Captain in Year 8, serving on the Student Representative Council, and most recently as the 2025 Captain of Sport.
in Debating, Music, and Sport after joining in Year 5.
Fiona reflected on her achievements; “Words cannot summarise years of dedication and hard work. I would like to thank my teachers for their support. However, it’s not the homework that I’ll remember, instead the opportunities outside of study that make it all worth it.”
Congratulations to our Joint 2025 Proxime Accessit, Jinny W with an ATAR of 99.75.
Congratulations to our Joint 2025 Proxime Accessit, Victoria T with an ATAR of 99.75.
Jinny’s reflection of her time at the School: “Thanks to my family, friends, and teachers who believed in me when I didn’t. Be jubilant!”
We are delighted to report that: • 5 students (4.7 percent) achieved an ATAR score higher than 99 • 17 students (15.9 percent) achieved an ATAR score higher than 98 • 33 students (30.8 percent) achieved an ATAR score higher than 95 • 51 students (47.7 percent) achieved an ATAR score higher than 90 • 62 students (57.9 percent) achieved an ATAR score higher than 85 • 79 students (73.8 percent) achieved an ATAR score higher than 80. Our 2025 graduates achieved outstanding results, but the results are only a small part of the picture. Every single student in the Class of 2025 has their own story, faced their own challenges and gave it their all. They all deserve to be congratulated on their determination to succeed and to remain focussed throughout the year, and for how they supported each other. A measure of success for many of our students in the Class of 2025 can be characterised by achieving the results that have allowed them entry into the tertiary destination of their choice and in knowing that they have the confidence to transition into the next phases of their learning journey. The friendships forged over many years at Ivanhoe Girls’ are precious. We hope each member of the Class of 2025 remains kind, curious, brave, and vibrant in their actions and outlook on life, and most of all we hope our students remain connected to each other and to Ivanhoe Girls’ for life.
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Congratulations to our 2025 Dux, Fiona F who achieved an ATAR of 99.95 (the highest possible ATAR, often referred to as a ‘Perfect Score’).
Victoria was an active and positive member of Ivanhoe Girls’, contributing to the School
Winner of the Frances Lowe and Agnes Bevington Prizes, Victoria also achieved Half Colours in Music, Debating, and Sport. In 2025 she was awarded her Full School Colours, and was also awarded the Blanch Terdich Prize for General Academic Excellence. Victoria reflected on her time at Ivanhoe Girls’: “Staying true to who you are is the greatest success. Life is more than a score - it’s about the experiences, the connections, and the purpose that is created along the way.”
An exceptional musician, Jinny was an inspiration in the Music program, often gracing the stage to perform countless impressive pieces on the piano and other instruments.
Study Scores Achieved in 2025
6%
of all scores in subjects studied by students in Years 11 and 12 were 45 or more,
placing them in the top 2% in the state
21%
of all scores in subjects studied by students in Years 11 and 12 were 40 or more,
placing them in the top 9% in the state.
Given that our students are encouraged to take the more challenging subjects likely to be of greater value to their future careers, this is a pleasing achievement. The following students achieved a score of 50 for their studies: • Amelie T for Business Management • Name Withheld for English
Scholarships and Awards We are proud to share that several of our students were offered a range of Scholarships and Awards:
Grace D
Giovanna P
Ranudi L
Bachelor of Pharmacy (Honours): Scholars Program, Master of Pharmacy at Monash University
Bachelor of Psychology and Commerce at Monash University
Bachelor of Biomedicine (Scholars) at Monash University Offered the Biomedicine Discovery Scholarship
Offered the Monash Dean’s Scholarship – Pharmacy
Other
7.9%
2025 Courses Selected The Class of 2025 were offered and chose a wide and diverse variety of university pathways. From Biomedicine to Stage Management, our students have truly embraced the opportunities provided. We look forward to hearing about their career journeys in years to come.
3.2%
ACU
y
it nivers urne U Swinb nology h of Tec rsity nive kin U a e D
6.3%
7.9%
9.5%
IT
RM
12.7% be Tro rsity a L ive Un
These achievements are a culmination of dedication, consistent effort and sustained commitment over many years. 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 affect positive change. Aviation
2%
Biomedicine
10%
Business
14%
Communications and media
2%
Creative arts
14%
Design
7%
Education
2%
Engineering
5%
Health sciences
24%
Humanities
10%
Law
7%
Science
2%
20.6% Th eU of Me niver lbo sity urn e
M
h
as
on
Un
ity
rs
ive
Ms Narelle Umbers Principal
31.7%
Ms Louisa Scerri Deputy Principal and Head of Senior School
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COOERWULL SERVICE AWARDS
Cooerwull Service Awards The Ivanhoe Girls’ Grammar School Cooerwull Service Awards recognise and celebrate the outstanding commitment of teaching staff, professional staff, volunteers, and association members who have made significant contributions to the School community over many years. These awards are presented annually by the School Board and the Cooerwull Committee and acknowledge key service milestones, reflecting the School’s strong tradition of valuing dedication, service, and community spirit. The awards also support Cooerwull’s mission of maintaining lifelong connections with Ivanhoe Girls’ by honouring those who have helped shape and strengthen the School throughout its history.
Special Recognition Award
50 Years of Service
• Jenny Cribbes (IGOGA – Golf Convenor) (Class of 1968)
• Suzanne Lees (IGOGA) (Class of 1975)
CELEBRATING
50
25 Years of Service • Anne Maslin (Staff)
CELEBRATING
25
YEARS
YEARS
30 Years of Service • Kerrie Jenkins (Staff/Cooerwull) • Stan McLiesh (Board)
CELEBRATING
30 YEARS
35 Years of Service • Rowena Archer (IGOGA) (Class of 1986) • André Chadzynski (Staff) • Andrew Corbel (Staff)
CELEBRATING
35 YEARS
40 Years of Service • Peter Smithson (Board) • Roslyn Carolane (Staff) • Lyndy Stagg
CELEBRATING
40 YEARS
Countdown to 125: Honouring the Women Who Defined a Legacy As we look ahead to celebrating our 125th anniversary in 2028, excitement is building across the School community as plans continue to take shape for this significant milestone. Among the special initiatives underway is a commemorative publication celebrating 125 accomplished and inspiring alumnae whose lives and achievements have helped shape the legacy of Ivanhoe Girls' since 1903.
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Earlier this year, we invited members of our community to nominate an Ivanhoe Girls' alumni for inclusion. We were delighted by the response, with nominations highlighting women who have made meaningful contributions across professions, industries, and communities, both locally and globally. Collectively, these stories reflect the strength, values, and spirit of our alumnae community. While it has not been possible to include every deserving nominee, we are grateful to everyone who contributed. It has been a privilege to reflect on the achievements and experiences of so many extraordinary women and share this journey with our community. Although the publication's official launch is still some time away, we hope you will enjoy learning more about the remarkable women who have walked the halls of Ivanhoe Girls' and proceeded to make a significant contribution across so many walks of life.
We look forward to sharing more about our anniversary celebrations in the months ahead as we honour 125 years of education, achievement, and connection while looking confidently towards the future. Ms Kerrie Haynes (Class of 1983) Chair of 125th History Book Committee
STAFF PROFILES
Staff Profiles Ms Zelema Levy
Junior School Music Coordinator When I joined Ivanhoe Girls’ Grammar School in 2019 for a maternity leave position, I never expected it would become my new home. That changed the moment I stepped into the Performing Arts Centre. Hearing music coming from every room, I immediately thought, “This is where I belong.” Getting to know my colleagues and discovering a community of passionate, like-minded educators only reinforced that feeling. Music has been part of my life from the very beginning. I grew up in Canada with a Canadian mother and Jamaican father and was surrounded by music from both sides of my family. My mum played piano in her family band, performing at local country dances alongside a banjo, accordion, fiddle and even spoons! My father’s side of the family brought a different musical influence, with one of my uncles performing as a calypso singer in Jamaica.
Those experiences helped shape my love of music, creativity and connection. As Junior School Music Coordinator, I aim to bring joy and curiosity to every lesson. One of the highlights while working here has been initiating the Wurrundjeri Language Program with Pallyan, son of Wurundjeri Elder Murrundindi. Seeing students embrace language and culture with enthusiasm and hearing the Junior School sing in Wurrundjeri language during Reconciliation Week this year was an unforgettable moment. What makes Ivanhoe Girls’ Grammar School special is the way students are encouraged to be brave, curious and willing to have a go. It is a community that helps every student flourish and I feel incredibly fortunate to be part of it.
Ms Sue Jäger
Mr Ninian Lewis
Finance Officer
I really love the supportive, friendly, and collegial spirit at Ivanhoe Girls'. I knew I had found a great workplace when I was warmly welcomed on my first day by all the Robinson House staff, and along with all the staff across the whole school, everyone made me feel at home. I was given a school tour and I fondly remember visiting the ELC and watching the students learning how to approach a dog with respect and gentle pats, it really warmed my heart. I grew up in country Victoria, which instilled in me a strong sense of community. I have a large extended family, whom I really value. I believe a good education for young people is very important and will set them up well for the future. Despite being a shy person, I have an adventurous spirit, I have travelled and studied abroad and enjoy meeting and learning about people from all backgrounds and cultures. When I was a little girl, I always wanted to be a visual artist, and I studied fine arts at Caulfield Institute when I first completed secondary school in the early 1980s. I then completed a Bachelor of Arts degree at La Trobe University, majoring in Aboriginal Studies and Sociology. My working life led me down quite a different track into the Finance field. With eight years at Ivanhoe Girls', and over 36 years of experience in various accounting roles, I honed my accounting skills in roles such as Assistant Accountant, Accounts Payable, Accounts Receivable, among others, working for the Insurance, Medical and Education sectors, including approximately 12 years working for the University of Melbourne central finance division. Although my work life has led me away from art, underneath it all I am still an artist, you can’t take the artist out of the girl. My education, family, travels, and many years of methodical detailed financial work experience have set me up well in my Accounts Receivable role. While managing the School fee accounts, I enjoy working closely with school families, aiding parents with payment arrangement options, in a confidential, empathetic, and respectful manner.
Director of Curriculum and Teacher of Humanities I never expected to be a teacher. Both my parents were lawyers, and as a child it never occurred to me that I would be anything else. However by the time I was finishing a Law/Arts degree at the University of Melbourne, I had realised that I also really loved teaching. So I made a decision that I would have two careers rather than one. I practised as a lawyer for many years. I moved into teaching in 2008, working part-time at the start while I looked after my three small children. I have a distinct memory of my first day on teaching rounds standing outside Reservoir High School holding my law firm mobile phone (they were extracting every last second out of me) thinking `what in the world have I done’. But, apart from this momentary panic, I have never regretted the change. I have just reached my tenth year at Ivanhoe Girls’. Over that time I have mostly taught Economics, Legal Studies and Mathematics — but some of my happiest hours have gone into working with other teachers to create and then teach new elective subjects. Game of Life, Criminal Investigation, and Commerce & Law (especially its limited recourse loans and Rose Garden stalls) were all a pleasure to build and then to see where students would take them. For the past two years, much of my energy has gone into the new empowerED program. I am excited for it to begin next year, and for the way it will challenge students to develop new skills that they can bring back to the rest of their learning in the Core and Breadth subjects. I taught at four other schools before this one, and what stands out most about Ivanhoe Girls’ is the warmth: the friendly, kind relationships between students and teachers, and the real care that goes into thinking about and developing student wellbeing. I look forward to being here for many more years.
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IVANHOE GIRLS' OLD GRAMMARIANS ASSOCIATION
The standard of applications for 2026 was high and clearly demonstrated the enduring values of an Ivanhoe Girls’ education.
1
2
Fellowship Announcement The inaugural IGOGA Fellowship has been awarded to Mia Koufalas (Class of 2021) and Lilian Xu (Class of 2018). The IGOGA Fellowship recognises the sense of social justice and commitment to community service that is fostered at Ivanhoe Girls’ Grammar School and carried forward by many graduates. The IGOGA Fellowship provides a $5,000 grant to support the successful applicant(s) in launching or expanding a community impact initiative. The standard of applications for 2026 was high and clearly demonstrated the enduring values of an Ivanhoe Girls’ education. Applicants displayed an impressive ability to identify genuine community and environmental challenges and to develop thoughtful, practical and well-researched solutions that potentially make a meaningful difference.
Mia’s project centres around supporting a poorly resourced Sri Lankan hospital with provision of hand sanitisers and teaching about infection control. Lilian’s project ‘Ludis’ recycles used tennis balls, or the tennis ball rubber 'crumb', into shoe soles, making positive contributions to climate change, microplastics and land use issues. IGOGA and Ivanhoe Girls’ Grammar School look forward to following Mia’s and Lilian’s projects for the remainder of 2026 and across 2027. Ms Suzanne Lees (Class of 1975) President, Ivanhoe Girls' Old Grammarians' Association
[1] Mia Koufalas. [2] Lilian Xu.
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ALUMNI PROFILE
Alumni Profile Paris still feels a little surreal - even now that I’m back home in Victoria. In April, I had the incredible opportunity to exhibit my artwork at the Carrousel du Louvre as part of the Women in Louvre II exhibition. As an Aboriginal artist, this wasn’t just about showing my work internationally; it was about carrying my culture, my stories and my connection to Country with me across the world. Walking through the Louvre each day was something I’ll never forget. You’re surrounded by centuries of history, iconic works and artists who have shaped the global art world and then there I was, a proud Taungurung, Wotjobaluk, Wemba Wemba and Boon Wurrung woman from Victoria, standing beside my own pieces. It was one of those “pinch me” moments that didn’t quite feel real. My art is deeply grounded in Country in the waterways, the mountains, the sand, the soil and the stories that have been passed down through generations. Bringing those stories all the way to Paris felt incredibly powerful. I found myself watching people from all over the world pause in front of my work - curious, engaged, asking questions. In those moments, it became more than just an exhibition. It became a space for storytelling, for sharing culture and for connection.
What really stayed with me was the pride. Pride in where I come from, in my family, in my community and in the responsibility of representing First Nations culture on an international stage. It reminded me that our stories are not only important, they’re valued, they’re respected, and they belong in spaces like this. Of course, I also embraced the full Paris experience - because how could you not? There were early mornings grabbing coffee and pastries, long days at the exhibition, and evenings wandering the streets, taking in the beauty of the city. Seeing the Eiffel Tower light up at night never got old, and there were definitely a few moments where I stopped and thought, “How is this actually my life right now?” This experience has stayed with me in a really deep way. It’s reaffirmed why I create - to tell stories, to stay connected to culture and to share that with others. Being in Paris showed me just how far those stories can travel, and how important it is that they continue to be seen and heard on a global stage. I’ve come home feeling inspired, grounded, and even more motivated
to keep creating - knowing that the stories I carry have a place not just here in Australia, but anywhere in the world.
If I could share one piece of advice to students, it would be to back yourself even when the path ahead isn’t clear. You don’t need to have everything figured out straight away. Stay connected to who you are, where you come from, and what matters most to you. Those foundations will guide you, even when things feel uncertain. Be open to opportunities that might feel outside your comfort zone; they’re often the ones that lead to the most growth. And don’t underestimate the power of your story. Your perspective, your experiences, and your voice are valuable, and there is space for them in any industry you choose to step into. Aimee McCartney (Class of 2010)
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REUNIONS 1
Reunions
2
Earlier this year, it was wonderful to welcome Alumni back to the School for two special events held in the Performing Arts Centre Foyer. These events provided an opportunity to reconnect, celebrate milestones, and catch up with friends. Firstly, we welcomed back the Class of 2025, many of who were returning to the School for the first time since graduating. Joined by their parents, graduates enjoyed the chance to reconnect with classmates and teachers, reflect on their final year and share news of their tertiary destinations, travel plans, gap years and future aspirations. It was a fitting celebration of the Class of 2025’s achievements as they embark on the next chapter of their future.
3
A reunion was held for four milestone year levels who returned for a combined reunion celebration, including the Class of 1991 (35 Year Reunion), Class of 1996 (30 Year Reunion), Class of 2001 (25 Year Reunion) and Class of 2006 (20 Year Reunion). The event was filled with laughter, shared memories, and excited conversations as old friends reunited and reflected on their time at Ivanhoe Girls’. For many, it was an opportunity to celebrate friendships that have endured over decades and reconnect with the School that brought them together. The laughter, stories and renewed connections shared across both events were a wonderful reminder that while students may leave Ivanhoe Girls’, their connection to the School and to one another remains strong.
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Ms Michelle Young Events and Engagement Coordinator
[1] Class of 2025. [2] Class of 2006 (20 Year Reunion). [3] Class of 2001 (25 Year Reunion). [4] Class of 1996 (30 Year Reunion).
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CAREERS
Careers Breakfast With the support of the Ivanhoe Girls’ Old Grammarians’ Association, the Careers Breakfast Series was introduced in 2026 in response to student interest in hearing from more Alumni working across a range of industries professions. This year, the series featured two breakfast events: a Careers in Medicine Breakfast held in March and a Careers in Engineering Breakfast held in May. Students in Years 9–12 with an interest in medicine, engineering and STEM pathways were invited to attend one or both breakfast events. The breakfasts provided an opportunity for students to connect directly with professionals working in fields they may be considering a career in. Through small groups, round table discussions, students were able to ask questions and hear firsthand about university study, career pathways, workplace experiences, and industry developments.
The format encouraged open and honest conversations, giving students valuable insights into life beyond school. At the Medicine Careers Breakfast, students met Alumni Kathy Huang (Class of 2014), Jamie Cheong (Class of 2005) and Petrina Barson (Class of 1981), along with current parent Leah McDermott. Together, they shared their experiences of studying and
working in healthcare, highlighting the many different pathways available within the medical profession. The Engineering Careers Breakfast included Marija Guleva (Class of 2013) and Jade Fisher (Class of 2020), who returned to share their journeys from school to university and into industry. They were joined by current parents Marcelle Gannon and Daniel Beuchat, as well as Suzan Abdelkader, who is involved with the Ivanhoe Girls’ empowerED project. Their varied backgrounds gave students an insight into the breadth of opportunities within engineering and the different directions an engineering career can take. Initiatives such as the Careers Breakfast Series highlight the strength of the Ivanhoe Girls’ community, bringing past students, community members and current students together to share experiences and careers. In 2027, the School looks forward to offering further opportunities for alumni to connect and network with each other in a social setting. More details will be available in early 2027.
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2
Michelle Young Events and Engagement Coordinator
[1] Engineering experts Daniel Beuchat (current parent), Suzan Abdelkader (engineer on empowerED project), Jade Fisher (Class of 2020) and Marcelle Ganoon (current parent). [2] Marija Guleva (Class of 2013), Jade Fisher (Class of 2020), 2026 Alumni Prefect Aoife Sandy and IGOGA President Suzanne Lees (Class of 1975).
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Save the Date School Tours
Reunions Alumni Lunch with Class of 1966 and 1976 Celebration Thursday 1 October 2026 12.00pm – 3.00pm
Reunion: Class of 2011, 2016 and 2021
Thursday 22 October 2026 (Limited Places) All School Tours commence at 9.00am from the Performing Arts Centre, corner of Upper Heidelberg Road and Noel Street. Bookings are required and can be made via ivanhoegirls.vic.edu.au
Saturday 10 October 2026 3.30pm – 5.30pm Northside Wines, High Street, Thornbury
Harmonia Christmas Concert Tuesday 1 December 2026 7.00pm – 9.30pm
123 Marshall Street Ivanhoe Victoria 3079 Australia T +61 3 9490 6222 E enquiries@ivanhoegirls.vic.edu.au W ivanhoegirls.vic.edu.au CRICOS provider No. 00974A