IVANARIAN 2024

The Ivanarian 2024

Acknowledgments

Project Lead

Rosa Good

Cover Artwork

Lily Burchell

Photographers

Allen Burton

Andrew Fox

Dean Phipps

Student and Teacher Photographers

We gratefully acknowledge the many contributions to this year’s edition of The Ivanarian from students, staff and other members of our School community.

Cover artwork, Alone but not lonely by Lily Burchell.

'Always be the hardest worker in the room.'

– Kyah Simon

YOUNG PEOPLE OF CHARACTER

#learningtogether

2024 Overview

From the Chair and Principal

The 2024 Ivanarian showcases the vast array of activities, achievements, and development of students at Ivanhoe Grammar School throughout another exciting year. As a school we take pride in every student’s growth – in the classroom, in sport, in theatre and music, and the myriad of co-curricular activities offered across the School.

We take pride in this growth because this is where true character and grit are developed. Developing Young People of Character is at the core of an Ivanhoe Education.

Purpose – Developing Young People of Character

Moral Character

Being a good person.

Civic Character

Contributing to the Common Good.

Performance Character

Giving of one’s best.

Moral, civic and performance character are critical in a school setting for several reasons.

1. Personal Development

These aspects of character development contribute significantly to a student’s personal growth. Moral character helps students understand ethics, develop empathy, and responsibility towards others. Civic character instils a sense of community engagement, citizenship and understanding of our broader responsibility to others. Performance character fosters qualities like perseverance, resilience, and selfdiscipline; qualities that are essential for academic and personal success.

2. Social Interaction

In the digital age, the role that schools play in supporting and promoting social interaction cannot be underestimated. Schools are microcosms of society where students learn to navigate relationships, conflict, and diverse perspectives. Moral character encourages positive relationships, empathy, and an ability to resolve conflicts which can often be complex.

Civic Character promotes respect for diversity and a commitment to social justice. Performance Character helps students work collaboratively, set goals, build resilience, and strive for excellence in all that they do in both academic and co-curricular programs.

3. Academic Achievement

Developing strong moral, civic and performance traits enhance academic performance. Students with strong moral character are often more focused, disciplined, and able to maintain integrity in their studies. Civic character encourages participation in co-curricular activities such as the Cambodia Service Trip, 300 Blankets, or engagement with Big Hug, all enriching their educational experiences. And finally, performance character traits such as perseverance and self-discipline directly contribute to academic success by helping students overcome challenges and stay motivated.

4.

Preparation for Future Roles

These character traits prepare students for future roles as responsible citizens, ethical leaders, and productive members of society as the entrepreneurial leaders of tomorrow, carers, and creators. Employers and universities value candidates who demonstrate integrity, teamwork, and a strong work ethic – all qualities nurtured through moral, civic and performance character development, very much evident in an Ivanhoe Grammar School education.

5. Community and Global Impacts

Ivanhoe Grammar School makes no apology for setting out to shape students' understanding of their roles in broader communities and the world. Our unique and groundbreaking Year 7 and 8 Global Education subject is an example of this. By fostering moral and civic character, Ivanhoe aims to cultivate a sense of responsibility towards societal issues and encourages students to contribute positively to their communities and the world at large, not just as students of the School, but importantly as alumni as well.

In summary, moral, civic and performance character at Ivanhoe Grammar School are critical for individual growth and academic success, and also for preparing students to be responsible citizens and leaders capable of making positive contributions to society.

Strategic Initiatives

It continues to be an exciting time to be part of Ivanhoe Grammar School, with our ambitious learning agenda, investment in staff, and significant capital projects across the School.

The following are some of the projects that have commenced or are about to commence in the near future.

• a review of primary schooling across the School

• an investigation into the “ideal” secondary pastoral structures, systems, and processes to care for our students.

• the development of a Futures Focused agenda exploring micro credentials, and a Character Transcript for all Ivanhoe graduates.

Daniel Proietto, Chair Gerard Foley, Principal

The following three strategies were a priority for 2024 and much progress has been made in each of these areas.

a. Developing a data-informed teaching and learning strategy and a culture based on academic growth. The appointment of a Director of Evidence-Informed Learning has been a central component of this strategy, as has training of staff to develop a data culture across the School.

b. Building on the success of the University Campus, a full review of the practices, programs and structures at the University Campus has been undertaken with significant change to occur in coming years. This will include further signature programs in partnership with La Trobe University, an expansion of the Out-ofClassroom Program, a newly devised numeracy and literary strategy, and a partnership with Melbourne Polytechnic to expand students’ knowledge, creativity, and enterprise by exploring emerging technologies.

c. Continuing the work undertaken in 2023, an AI and emerging technologies strategy has been developed to enhance the learning experience for all students.

Capital Works

Several exciting capital projects have either commenced or are planned for the coming years.

• Coonawarra Willam Aquatic Centre at Plenty Campus is on track to open in the first half of next year.

• New facilities at Chelsworth Park were approved by Banyule Council this year and it is anticipated that building of this exciting project will commence in 2025.

• Design work for the new Year 10-12 Fraser Centre at Ridgeway Campus has been completed and is subject to final approval; construction is anticipated to commence in 2025.

Life Governors

At the Annual General Meeting in March this year, two of the School’s most dedicated and faithful servants were recognised when Life Governor status was awarded to them.

Graham Hawke (’44) and Geoff Brown (’62) were surprised and humbled to hear that the Board had unanimously agreed that both were most deserving of this accolade, following decades of distinguished service to the School.

Thank you to all families, parents and guardians for your continuing support and we wish all the graduating Class of 2024 well for the future.

Daniel Proietto Chair of the Board of Governors

Gerard Foley Principal

'If I win, it’s a bonus. If I lose, the sun still comes up the next day, and it’s all good.'

– Ash Barty

COURAGEOUS

young people of character

#learningtogether

Academic Learning

From the Director of Academic Learning

Carmel Fry Director of Academic Learning

The 2024 academic year at Ivanhoe Grammar School has been an exceptionally busy and productive period, marked by a wide array of learning activities both within and beyond the classroom. Our commitment to fostering an environment that nurtures academic excellence and holistic development has been evident in the diverse educational experiences provided to our students.

This year has seen continued advancement in our classroom curriculum. As the pages of the Ivanarian show, there have been many inspiring adventures across our Arts, Humanities, Literature, Languages, Health and STEM subjects. These areas have not only been enriched by innovative teaching strategies but also by the introduction of new units of study designed to expand our students' global perspectives and critical thinking skills. Notable recent additions have been Politics, Financial Literacy and Global Education.

In parallel, our Academic Extension programming has continued to flourish, offering students enhanced opportunities for deeper learning and intellectual challenge. This program’s growth is a testament to our ongoing commitment to cater to the diverse learning needs of our student body.

Additionally, our Individual Needs Team has continued to play a crucial role in providing exceptional support to students with additional learning needs. Their dedication and expertise have been instrumental in helping students receive the personalised support they need to succeed academically and personally.

Digital Learning and Teaching

Digital learning and teaching have become more central to our educational practices, as teachers continually explore innovative ways to leverage technology to enhance student learning. Teachers play a pivotal role in using digital tools to not only improve learning outcomes but also to develop future-ready capabilities in our students. The integration of digital teaching and learning capabilities continues to transform:

• Access to an increased range of learning resources

• Customisation of learning pathways to better address individual needs and interests

• Innovative variety in learning modes and products

• Insights into learning through advanced analytics

• Increased efficiency in both teaching and learning processes.

A highlight of our commitment to digital learning was the Professional Learning Day in August, where the exceptional talent of our teaching staff was on full display. Dozens of workshops were conducted by our teachers, who shared their expertise in using new digital tools to expand and enrich the learning experiences of our students. This collaborative professional development has empowered our educators to further integrate technology into their teaching, driving innovation and improving student outcomes.

Growth Coaching Program and Pedagogical Leadership

Central to our commitment to excellence in education is the Growth Coaching program, which serves as a cornerstone of our professional development framework. Growth Coaching provides our teachers with the opportunity to reflect on their practice, set personalised goals, and pursue informed pathways to enhance their teaching.

This program is designed not only to support individual professional growth but also to invigorate and energise classroom practice, ultimately leading to improved student outcomes. By fostering a culture of continuous development, we aim to ensure that our educators are equipped with the skills and knowledge needed to meet the evolving needs of our students.

A significant structural change implemented this year has been the consolidation of pedagogical leadership under the cross-campus Heads of Pedagogy, who are now engaged intensively in Growth Coaching for individual teachers across Ridgeway, University and Plenty Campuses. This new structure is providing benefits that enhance our overarching goal of operating as One School. The Curriculum Leaders and Instructional Coaches within each learning area, now guided by a unified team leader, have fostered an environment of increased cross-campus collaboration. This approach has been driven by data from student achievement, curriculum priorities and classroom observations, with each Head of Pedagogy identifying specific areas for improvement within their domain.

Conclusion

As we reflect on the accomplishments of the 2024 academic year, it is clear that our school community has made significant strides in enhancing the quality of education we provide. The developments in our curriculum, the innovative pedagogical leadership, and the Growth Coaching program all underscore our unwavering commitment to excellence in learning and teaching.

Congratulations and thank you to our dedicated teachers and surrounding staff who have enabled students’ academic learning this year. The partnership between school and home is pivotal to the learning success of our students, and we are deeply grateful to our families for their unwavering support of our work.

Carmel Fry Director of Academic Learning

Academic Extension

Academic Extension Overview

The Academic Extension Program aims to provide challenging and engaging opportunities for students who are eager to stretch themselves academically. This can be achieved through a variety of programs, both in and out of the classroom—ranging from semester-long activities to one-day student conferences. Each experience is designed not only to enhance academic performance but also to build moral character while cultivating the attributes of the Ivanhoe Learner.

Over the last few years, I have participated in a range of extension activities and have had overwhelmingly positive experiences. From a young age, both at school and at home, the importance of learning for the sake of enjoyment has always been emphasized to me. Programs such as Mooting, the Linguistics Olympiad, and Model UN have given me the opportunity to do just that, while also stimulating my brain in ways that are quite different from a traditional classroom setting. These activities have also provided me with valuable experiences that have helped me develop skills I hope to use in my future studies and career. For example, speaking in front of strangers is something I have practised a lot through these activities. All the programs I participated in were team-based, some with a competitive aspect. This has pushed me to collaborate with like-minded peers, and I have seen real improvement in my ability to work productively as part of a team.

Engaging in the academic extension program has been integral to my enjoyment of learning at Ivanhoe. It has allowed me to meet new people, develop new skills, and strike a balance between study and fun. I would highly recommend that younger students try out some of these programs to see if they enjoy them. Even if they discover that a particular activity isn’t for them, at least they’ve given it a go, and I’m sure there will be another amazing opportunity just around the corner.

Edward Redlich, Year 12

BrainSTEM

BrainSTEM is a national organisation that aims to address the lack of diversity and equity in STEM. They offer a range of programs that engage students in immersive learning, inspire them to think differently and challenge them to better understand the world.

BrainSTEM Games is a 12-week mentoring program for girls, and this year a team of five students in Year 9 took part.

At the start of the BrainSTEM challenge I didn’t know much about it, or how we were going to help solve a big problem, it all seemed amazing, but also a little overwhelming! Our introduction to the program was the BrainSTEM Kickstarter Day. This was held at the Australian Computer Society in the city. We met our incredible mentor Sofie, a cybersecurity expert, and used the Design Thinking process to brainstorm a current issue, using the UN Sustainable Development Goals as a lens. The whole day was extremely fun, giving us an understanding of what we would be doing and how we would achieve it.

Following on from that we met with Sophie weekly on Thursday morning for 11 weeks as we investigated world issues relating to the UN SGD Number 4: Quality Education. We started exploring hacking among kids in schools and the internet and were alarmed to discover that kids were hacking because they were bored and did not realise the risks they were putting themselves and others in.

We decided to make an ethical hacking game to help educate kids on the risks of hacking. The game demonstrates how to use stronger passwords and how people can easily guess your password based on what you post and like online.

Through this process, the team and I learned about cybersecurity and how we can be safer with our personal data online. We also learned how we worked as a team, as everyone had different strengths which turned out to be a massive help as we could each play to our strengths to help each other out. The hardest part was focusing on an issue within cyber security as it is such a broad issue with countless interesting aspects.

We presented our process and final product to a board of remarkable women first at the state competition against seven other schools, and then we made it through to nationals. At the national competition, we came second place which was a phenomenal achievement!

I would highly recommend this experience to everyone as it is a truly wonderful experience to connect to with a team and learn a process for coming up with inventive and creative solutions.

Tilda Jukes, Year 9

Da Vinci Decathlon

In 2024 the da Vinci Decathlon Program grew to include teams from Years 7-10 across all campuses. The da Vinci Decathlon is an academic competition designed to challenge and stimulate the minds of school students. Students compete in teams of eight across 10 disciplines: Engineering, Mathematics, Code Breaking, Art and Poetry, Science, English, Ideation, Creative Producers, Cartography and Legacy. The competition is designed to celebrate the academic gifts of Australian youth by providing a stimulating and challenging competition run in the spirit of an Olympic Decathlon.

Teams prepared for the competition by determining each team member’s strengths and practising each of the disciplines together in the weeks leading up to the competition.

Attending the da Vinci Decathlon was an exhilarating experience filled with both learning and laughter. Engaging in a variety of challenges alongside my friends made the day immensely enjoyable, as we navigated through the tasks with enthusiasm and teamwork. Winning 3rd place in Ideation was a testament to our dedication and creative thinking, rewarding our collective efforts with a sense of accomplishment. Overall, the Decathlon not only provided an avenue for intellectual growth but also fostered cherished memories of collaboration and success with friends.

Michael Reeves, Year 9

I really enjoyed being a part of the Year 7 da Vinci team this year. It was a great experience, and I can’t wait to do it next year. Throughout the process, I created stronger bonds with my team members, and I also got to meet a lot of new people from different schools. During the preparation for da Vinci, I gained a lot of knowledge from the practice test papers. Da Vinci was more challenging than what we were learning in class, and it was a chance for me to extend my knowledge. The competition itself was a challenging test, but I had a lot of fun and learned a lot.

Aarna Desai, Year 7

Ethics Olympiad

I was part of a team of 4 that took part in this year's Senior Ethics Olympiad. Since my only real ideas about ethics came from a YouTube video I had once watched about the trolley problem, I was a little hesitant to get involved as I didn’t really know what to expect.

The competition consists of around eight ethical ‘case studies’ each discussing a complex ethical issue. In each round of the competition, a question is chosen by the judge, and then Team A will present the issue. Team B then responds by asking questions, but what I quickly learned was that the purpose of this response is not the same as in debating - you aren't trying to demolish your opponents’ arguments, but merely to raise ethical questions they may not have considered and try to reach the most ethical answer, scoring points for respectfulness and adding to their ideas. Team A then has a chance to respond, after which they are questioned by the judge, reminiscent of a courtroom as they have the judge poke holes in their arguments.

To give a quick example, we discussed the ethical considerations of interfaith marriage, and the case boiled down to whether it was ethical for someone to undertake a performative conversion to Orthodox Judaism to satisfy their spouse’s family who would otherwise completely ostracise their child. As very few in the competition were Orthodox Jewish, it was an interesting exercise trying to apply ethical ideas without bias and consider all perspectives. All sorts of hypotheticals were discussed concerning the different ethical theories - something I had to research in preparation, and although we did not reach a ‘correct’ answer - as the judge explained, we had a robust debate about ethics, and all reached a better understanding of the moral issues.

Our team made it through to the international final. It was a fantastic opportunity to have complex discussions with students from all around the world. Working to view ethical issues through the same ethical theories as Indian schools, English schools, Chinese schools, and others from all around the world was a lot of fun.

I have benefited from the experience, as in day-to-day life it's rare to have our viewpoints and opinions examined so vigorously under the ethical microscope, and although we didn’t win the finals it was an amazing experience which I thoroughly recommend.

Matthew Pivec, Year 11

Future Problem Solving

This year, students in Years 5-10 had the exciting opportunity to engage with the Future Problem-Solving Program, diving deep into complex global issues that challenge our world today and tomorrow. Topics such as tourism, urbanisation the future of Antarctica sparked lively discussions and innovative thinking among our young innovators.

The program introduces students to a rigorous six-step problem-solving process designed to foster creative and critical thinking. This process includes:

1. Identify Challenges: Recognising various problems within a given scenario.

2. Select an Underlying Problem: Pinpointing the root cause that needs addressing.

3. Produce Solution Ideas: Brainstorming a variety of potential solutions.

4. Generate and Select Criteria: Establishing benchmarks for evaluating solutions.

5. Apply Criteria: Assessing each solution against the established criteria.

6. Develop an Action Plan: Formulating a detailed strategy to implement the chosen solution.

In the first two terms, students immersed themselves in these future scenarios weekly, mastering the problemsolving process and honing their teamwork and brainstorming skills. Students had to think outside the box to come up with as many challenges and solutions as possible, leading to an action plan that would help to solve their underlying problem. By collaborating closely, they learned to appreciate diverse perspectives and learned that all ideas are good ideas, as you never know where they will lead your thinking.

The program culminated in Term 3 with the competition phase. Students were invited to a resource day at Caulfield Grammar School, where they had an in depth look at some of the issues currently facing Antarctica. They then faced the ultimate challenge: applying the six-step process to a previously unseen Future Scene within a tight two-hour timeframe. This competition pushed them to think on their feet, combine their strengths, and engage in spirited debates, all while working against the clock.

Over the past year I have enhanced my learning so much due Future Problem Solving (or FPS for short). FPS has improved my problem-solving skills, discussion skills and creativity through learning the problemsolving process. I can see how these skills will help me

excel in my social and educational life in the future. I also really enjoyed working with older students in Years 6, 8 and 10. I loved sharing knowledge and strategies with them and getting to hear what others had to say. I hope to be able to take this class in the next few years and enhance my skills even more.

Sabreen Hira, Year 5

Latrobe STEM Enrichment Program

The Science Technology Engineering and Mathematics (STEM) Enrichment Program is a partnership between Ivanhoe Grammar School and La Trobe University. The program is designed to showcase how important Mathematics and Science are in real life applications. Our Year 9 students engage directly with La Trobe academics, professors and research fellows to develop skills and modes of thought in modules centred around Radioactive Decay, Enhanced Problem-Solving and Cryptography.

The Radioactive Decay unit in the Latrobe STEM and Enrichment Program is an in-depth exploration of the radioactive decay processes and their wide-ranging applications. Covering essential concepts such as the types of radiation (alpha, beta, gamma), half-life, decay chains, and their real-world uses in medicine, archaeology, and energy production, the unit blends theoretical lessons with hands-on experiments. One of the most interesting aspects of the unit was learning about the inverse square law and its relevance to radiation. The practical demonstrations and experiments that illustrated this law were particularly engaging, as they provided a clear, visual understanding of how distance affects radiation intensity. However, the unit also presented several challenges. Grasping the mathematical components, particularly calculating halflives and decay rates, required a significant amount of practice and concentration. Additionally, understanding the safety protocols necessary when working with radioactive materials underscored the seriousness and precision required in this field. Through this unit, I learned not only the scientific principles behind radioactive decay but also the critical thinking and problem-solving skills needed to apply these principles in real-world scenarios. The blend of theoretical knowledge and practical application enriched my understanding and appreciation of the complexities and significance of radioactive decay in various domains.

Hugo Lethbridge-Ford, Year 9

Australian Computational Linguistics Olympiad

The Australian Computational and Linguistics Olympiad (OzCLO) is a language contest that challenges secondary school students to solve problems involving unknown languages and language-analysis problems. This national program provided us with invaluable practice in refining our own problem-solving skills and collaboration initiatives. My team and I worked diligently on past papers in the weeks leading up to the competition in order to prepare.

Linguistics has always deeply intrigued me, especially its practical application in communicating with people from diverse backgrounds. Our group were relatively well-versed in the grammar and formation of languages, as we knew or were learning Chinese, French, Korean and Latin. The training session with a student who won a gold medal at the International Linguistics Olympiad last year was particularly helpful: an afternoon-long workshop that examined linguistic basics (such as typical subject-verb-object orders) and introduced us to new methods for approaching problems

Questions involving languages such as Vietnamese, although quite literal in their meaning, relied on a certain sense of abstract creativity (for example, volcano might be represented as ‘rock’ + ‘fire’). I found this aspect fascinating, though I preferred more rule-based languages like Coptic, spoken by the last descendants of Ancient Egyptians. The actual competition questions, however, were slightly more challenging, particularly the one involving the languages Manichean and Sogdian. Despite not advancing to the next round, I can confidently say we all thoroughly appreciated this wonderful experience.

Megan Chen, Year 11

Participating in the linguistics competition this year was as expected, very challenging but also very rewarding. My team consisted of a group of four including myself and we initially signed up with the intention of simply trying something new on a Wednesday afternoon. However, we quickly became invested in the different language patterns and cultural links that could be made between languages whilst doing practice problems prior to the competition day.

Competing itself was incredible fun, where with an hour and a half to complete several linguistic puzzles, my group and I divided ourselves into two pairs to attack separate puzzles. We managed to complete all the set puzzles confidently, albeit with significant difficulty. With my first proper introduction to puzzles involving language patterns, grammar structures and all elements of linguistics, I became keenly interested in trying more puzzles and completing the last few sections of a practice sheet I had after the event, where I learned a lot about Vietnamese and South American languages! The entire experience was so rewarding, and most importantly eye-opening in providing me a new interest to practise on, something I would recommend to students if offered the opportunity in coming years.

Bharat Menon, Year 12

During the lead-up to the Linguistics Olympiad, it was fun trying to figure out a new style of problem. My highlight was getting the results back for our team and finding out we had finished in the top 25%! I found staying focused when doing a hard question difficult because my brain was trying to find other things to do rather than bend my brain around this question for hours. I learnt how to read some foreign languages as part of this Olympiad. Some of the languages have similar conjugations to Spanish, which I'm learning at school. It was good to work with other students and see their insight into certain questions. It helped me stay focused while engaging with difficult problems.

Oliver Broomhall, Year 8

Australian Problem-Solving Mathematical Olympiad

Students in Years 3 to 8 who are working well ahead of the mainstream mathematics curriculum are invited to take part in the Australian Problem-Solving Mathematical Olympiad (APSMO) program. Students spend one mathematics lesson per week in extension maths, learning explicit strategies for tackling complex, non-routine maths problems of the type encountered in the APSMO contests. Here they experience the joys and frustrations of thinking deeply about a range of original, open-ended, or complex problems that encourage them to respond creatively in ways that are original, fluent, flexible and elegant.

Every week I look forward to my maths extension class. It’s a challenge, and I’m able to work with likeminded students on problems that involve me using my brain for extended periods. The reason I like maths is that there are endless problems to solve, and in maths extension I get to experience new, unfamiliar problems and learn new techniques to solve them more efficiently.

Bohan

Yang, Year 8

We have so much fun in maths extension. It is not just harder than our regular maths class but the things we learn deepen our understanding of maths and I have learned so much this year. Being in extension with students from other classes has allowed me to build relationships with students who are not in my class but who also love maths. The competitions we do are very challenging, but very enjoyable. We have built a community of students who really enjoy maths, and I look forward to my extension class every week.

Francesca

Ficarra, Year 7

Model United Nations

In Term 2 Ivanhoe hosted a Model UN for students from Years 9-12 for the fourth consecutive year. Over 120 talented students from 10 different schools across Melbourne participated, including 24 students from our Ridgeway and Plenty campuses. Student delegates were in teams of 4, representing 30 countries, simulating the United Nations General Assembly. The theme was 'Modern Slavery: Today’s Greatest Threat to Human Rights?'. The delegates researched their countries prior to the event and then took part in a process to draft a resolution which was then voted on by the assembly.

The students demonstrated remarkable leadership qualities, eloquence and cultural understanding as they tackled complex global issues. They diplomatically voiced their opinions and listened to others, using negotiation skills to find common ground and forge consensus. The diversity of perspectives and the open exchange of ideas fostered an inclusive and enriching environment. Their achievements on the day showcased the potential of young people who are prepared to address the complex challenges of our world to shape a better tomorrow.

My group represented Papua New Guinea, and it gave us an opportunity to research and learn about a different culture and their views on modern slavery. As we entered the caucus sessions to debate amendments to any clauses of the draft resolution on the topic, we had to use our communication skills to negotiate with other delegates to achieve the same goal of abolishing slavery, while also considering the challenges of other nations in the process. The day provided us with a great opportunity to learn about different nations and how slavery exists in the modern world, as well as allowing us to take initiative in delving into these issues that plague modern society. It was an engaging day that allowed us to consider different perspectives that we would have never otherwise have thought about.

Kaushik Karthik, Year 11

The Model UN was an engaging interschool event that thoroughly developed my international awareness and engagement in political affairs. It helped me to understand the social and economic situations in many other nations outside of Australia, in particular developing and third world countries. Engaging with students from other schools was certainly a positive because they often had different attitudes to those of us here at Ivanhoe, and therefore provided a valuable differing opinion. I would suggest that all students with an interest in the political state of the world, debating, or simply want to further their global awareness put their hand up for participation in events such as this.

Oscar Maes, Year 11

Philosophy in Public Spaces

Philosophy equips students with the critical thinking skills necessary to navigate complex issues, encourages the exploration of diverse perspectives, and fosters a lifelong love of learning. By engaging with philosophical concepts, students learn to question assumptions, articulate their thoughts clearly, and develop reasoned arguments. These skills are invaluable not only in academic settings but also in everyday life, where making informed decisions and understanding multiple viewpoints are essential.

Students interested in Philosophy were invited to attend 'Philosophy in Public Spaces', a program run by the Victorian Association for Philosophy in Schools (VAPS). The full-day program was held at the National Gallery of Victoria, to nurture profound thinking in students. Under the guidance of VAPS facilitators, students engaged in Community of Inquiry discussions with students from other schools, using various works of art in the NGV as stimuli. This unique discussion style encouraged students to collaboratively explore and contemplate questions, issues and ideas, to foster a deeper and more critical understanding and examine multiple perspectives.

My experience at the Philosophy in Public Spaces excursion was one I won't be forgetting for a while! This year I joined the Philosophy Club, and though I was not sure what to expect as it is my first year exploring this subject, I have enjoyed it very much. At the NGV we split up into groups with students from the other Ivanhoe campuses as well as other schools. From there our facilitator took us to three different artworks. The day started slowly as everyone was a bit shy, but throughout the day I started to feel more confident in sharing my opinions. I initially thought I might be judged on my contributions to the group discussion, but it turns out I wasn’t at all! This taught me that even if you think your opinion isn't valuable, it can open up new doors to different views and perspectives. I highly encourage this activity to those interested, but also those introverts like me who didn't think it would be a good experience due to feeling shy. It was a fascinating experience and very different to anything I’ve experienced in a regular classroom.’

Maia Ansari, Year 9

My overall experience of the Philosophy in Public Spaces excursion was very fulfilling. A challenging aspect of the day was striking up conversations with other students from different schools or campuses. Through my participation in this event, I gained a deeper understanding of many contemporary issues such as A.I. and technology and philosophical concepts of what is and what ought to be. The experience tested my communication and critical thinking skills. As a message to younger students: I encourage you to listen to and consider what others have to say and have confidence in your ideas.

Henry Lin, Year 11

Science and Engineering Challenge

In Term 3 a cross-campus team of students in Years 9 and 10 participated in the Science and Engineering Challenge run by Newcastle University and hosted at the Latrobe University Sports Stadium.

The team of 23 students was divided into eight groups, and each group worked together on a specific engineeringrelated challenge, such as building an earthquake tower, sending messages through light communication, building a stable bridge design, designing and testing planes and designing Aboriginal fish traps, competing against students from other schools.

Our challenge was to build a bridge that would withstand a trolley passing over it with increasing weights. We started by planning what our bridge would look like, which took a long time. Our bridge was very lightweight, which gave us some extra points, but unfortunately, it wasn’t strong enough because we didn’t reinforce it enough. Overall, we came 3rd but we enjoyed the challenge and learning from our mistakes. It was inspiring to see so many working together on these challenges.

Sebastian Heasly, Year 9

My group and I participated in the Wind Turbine activity, where we had to construct a wind turbine out of a set number of recycled materials that produced the most rotations in 20 seconds. We enjoyed this activity the most, as it gave a strong sense of accomplishment, being able to create a wind turbine that could spin at all. The activity challenged our brains by encouraging

us to always improve our turbine, whilst also being cautious about the amount of material we used. Our commitment and hard work proved successful as we managed to come first in our event, and first overall as a school in the Wind Turbine event.

Anthony Banh, Year 10

The Science and Engineering Challenge Day was a fun and exciting experience where we learnt new practical skills, met new people and used strategic thinking to succeed.

Lacey Marsh, Year 10

Thriving Minds Conference

This year we had the privilege of hosting Julie Arliss from Oxford University for the Junior and Senior Thriving Minds Philosophy and Big Ideas conferences. Held at Plenty Campus and La Trobe University respectively, these events brought together hundreds of students and teachers from schools across Victoria.

The conference focused on exploring topics that span multiple disciplines, allowing students to see connections between different areas of study and understand the broader context. With a university-style approach to learning, students not only expanded their knowledge but also sharpened their critical thinking skills. They engaged in stimulating Community of Inquiry discussions, collaborating with peers from other schools to explore complex ideas and diverse perspectives. These Stretch and Challenge Days offered students a unique opportunity to think deeply, challenge their assumptions, and gain a richer understanding of the world around them.

The Thriving Minds conference was a truly interesting experience. With many topics and questions that kept us thinking, I felt as though I was branching out of my normal learning environment just by participating. My favourite section was when Julie Arliss discussed Aristotle's thoughts about what makes something good, this was because it delved into what seems like an impossible question, and yet ended up having a very simple answer.

Charlotte De-Coi, Year 9

The 'Thriving Minds - Senior Conference' was an incredible experience in which students from both Plenty and Ridgeway campuses met with many other secondary schools at La Trobe's West Lecture Theatre. We sat for three lectures about philosophy given by Julie Arliss, a faculty member at Oxford University. Although there was much to learn from each talk, my favourite presentation was 'Tell us about the light bulb'. This is because we learnt how to answer a sample Oxbridge Interview question and why top universities ask applicants these difficult questions, which was useful for our future tertiary educations. We also had the opportunity to get into groups with students from six different schools and discuss the ancient text. 'The Ring of Gyges' which was related to the modern ethics of CCTV cameras. Overall, it was an amazing day with much knowledge gained and a nostalgic lunch break at the Agora brought back memories from studying at the University Campus. I am excited to see what topics will be discussed in next year's philosophy conference.

Jahnavi Srikantha, Year 10

Evatt Competition

Evatt is a Model United Nations competition for secondary students that simulates a United Nations Security Council session. Student delegates participate in teams of two, with each team representing one of the 15 member states. The teams consist of students from various schools who debate, amend, and vote on prepared resolutions.

Preparation for Evatt this year included a training day at school, followed by research conducted with our teammates once we received information on the country we would represent and the resolutions to be debated. The training day was crucial in helping us understand the unique format of Evatt and how it differs from regular Model UN conferences. Once we were assigned a country, our research focused heavily on the provided resolutions as well as studying the positions of the other countries that would be present at the competition.

My experience on the day was amazing. Unlike regular Model UN conferences, Evatt offers more speaking time for delegates due to the smaller number of nations and features a unique negotiation chamber. On the day, the final resolution to be debated was only revealed at that moment, so we had to quickly analyse the information given and rely on our general knowledge of the topic. This was challenging but provided valuable experience in thinking on our feet.

Participating in Evatt helped me develop important skills, such as the ability to conduct thorough and accurate research on both the resolutions and the country we represented. I also improved my ability to speak concisely, as time limits are strict, and the more concise I could be, the more time there was for debate and negotiation with other nations. I would participate again, as it was a fun and enriching experience that not only deepened my understanding of global issues but also helped me enhance my skills. I highly recommend that all students consider getting involved in Evatt.

Aaryan Galia, Year 11

Mooting

Mooting, a simulated court hearing, allows students to practice presenting legal arguments, refining their public speaking and analytical skills. The Mooting Program at Ivanhoe has grown from strength to strength over the course of 2024, starting with a Mooting Masterclass held in Term 1 for all aspiring mooters. Students from schools across Melbourne attended this full day session, led by Ivanhoe’s Moot Coach, Josh Crawley. Students received expert guidance on several critical aspects of mooting, such as proper courtroom etiquette and case citations, as well as tips for identifying and developing arguments and oral advocacy.

Attending the mooting masterclass day was an incredibly enriching experience that deepened our understanding of advocacy and legal argumentation. Throughout the day, we had the opportunity to engage with seasoned professionals and peers, immersing ourselves in the intricacies of moot court simulations. From honing our presentation skills to dissecting complex legal issues, every moment was a step forward in our growth as not just mooters but overall advocates. The collaborative atmosphere fostered vibrant discussions and constructive feedback, allowing us to refine our techniques and approach. Overall, the masterclass not only enhanced our advocacy skills but also instilled in us a newfound confidence to navigate the challenges of legal advocacy.

Micheal Reeves and Hugo Lethbridge-Ford, Year 9

The first competition of the year is the prestigious Bond University High School Moot competition, for students in Years 10-12. This competition serves as a vital platform for students to hone their legal advocacy skills, providing an invaluable experience that extends beyond the classroom. The competition is intense, with 50 teams representing schools from across Australia taking part. This year, Ivanhoe fielded two teams, one from each campus. Senior counsels for both teams received Honourable Mentions for Oral Advocacy, a testament to their exceptional skills and dedication.

In Terms 3 and 4 Ivanhoe co-hosted a Melbourne Interschool Moot Competitions at Senior and Junior level, along with Trinity Grammar School and Deakin University. These competitions give students the chance to practice mooting skills in a supportive environment, participate in workshops, hear from experts in the legal profession, and receive valuable feedback from the judges.

I really enjoyed being a part of the mooting program this year. I found it a really rewarding experience in learning how to develop critical arguments. Particularly in the legal scope of the program, I know we all learnt a lot about applying legislation and quoting precedents. I'm excited to get involved again next year.

Lachlan Warwick, Year 11

Wendy Mc Carry Head of Academic Extension

Buckley House Chess Club

This year, our Lunchtime Chess Club was a hub of strategic brilliance for students from Years 1 to Year 6. Under the expert tuition of our dedicated chess coaches, students developed critical thinking skills and tactical prowess. Each session buzzed with excitement as young minds engaged in epic battles across the board. Our advanced players were given the thrilling opportunity to participate in a local tournament, showcasing their impressive skills. Parents, watch out for the future grandmasters in your midst! The Chess Club was not just games; it was a journey of discovery and achievement.

On Thursday, 6th June, nine students from Buckley House played in a chess tournament at Mont Albert Primary School. Over twenty schools participated in the tournament. The standard of competition was very high, and our team represented Buckley House with pride and enthusiasm. Buckley House came sixth overall, and Sanaok Thenuwara (Year 5), and Jacob Tran (Year 3), were the highest-placed players from our school. They both received a medal for their efforts.

Our team consisted of players from Years 3-6. I congratulate the boys on their wonderful efforts on the day and their support for, and encouragement of, each other.

Well done to:

• Alexander Foulds, Year 6

• Kimi Licheng, Year 5

• Sanaok Thenuwara, Year 5

• Luke Fan, Year 5

• Nathan Nguyen, Year 4

• Nathan Raghav, Year 4

• Andy Wu, Year 3

• Jeremy Lin, Year 3

• Henry Roberts, Year 3

David McClean, Year 2 Classroom Teacher and Alexandra Lett, Year 3 Classroom Teacher

Lunch clubs at Plenty Campus

Lunchtime is more than just a break for eating and playing; it is a golden opportunity for children to engage in activities that spark their curiosity and creativity. Lunchtime clubs offer diverse options for students to explore their interests, build new skills, and socialise in a supportive environment. Many activities allow students to follow their interests and further their love of learning in an informal setting. Activities include eSports, a Colouring club, an Art club, a Dance club, a Chess club, and Mindful colouring.

Art Club

Students can visit the Art room each week and immerse themselves in the wonderful world of creativity. Some students come to finish off pieces of work that they are working on in class, while others come to be creative and be inspired by our amazingly talented Art teacher, Nancy Ventrice. This club is also a fantastic opportunity for the Year 6 Visual Arts leaders to show leadership and assist teachers and students in the Art room. Thank you to Vicky and Selena for assisting Mrs Ventrice and walking the students to the Art room each week.

eSports

In recent years, the world of competitive video gaming; eSports, has surged in popularity, capturing the attention of millions worldwide. This trend is now making its way into schools, where eSports programs are being introduced to engage students in a new and exciting way. Our upper Primary students enjoy honing their skills in games like Just Dance, Rocket League and Mario Kart. In Term 2, we entered a team in the Fuse Cup eSports competition for schools. Congratulations to Eveleen, Kyra, Curtis and Danya, who became Fuse Cup champions and etched their name into eSports history.

Chess Club

In the quiet corners of schools, a timeless game brings students together, fostering critical thinking, strategy, and camaraderie: chess. The chess club is a cherished institution in many schools, offering a unique space where students can delve into the game's intricacies, challenge themselves, and compete in friendly matches. Beyond the board, chess clubs provide a nurturing environment that encourages patience, concentration, and problem-solving skills. As students navigate the complexities of each move, they develop their chess prowess and valuable life skills that extend far beyond the classroom.

Shakers

In the fast-paced rhythm of a typical school day, students often find themselves caught between the demands of academic work and the need for social interaction. Enter the lunchtime dance club: a vibrant, inclusive space where students can escape the routine, express themselves through movement, and experience the joy of dance. This club is not just an activity but a choreographed activity led by experienced dance teachers, culminating in various performances throughout the year.

Lucas Fleming Deputy Head of Primary

Commerce

Legal Studies Unit 3&4 Court Excursion

On Thursday 2 May the Year 12 Legal Studies class visited the Magistrates Court and County Court where we experienced the process and proceedings of court trials and the process for the jury selection in the County Court. Witnessing the court process and trial proceedings firsthand, enriched our Legal Studies learning over the year as it captured most aspects of the Year 12 Legal course such as juries, the courts, criminal and civil trials, trial proceedings and legal practitioners. We also had the opportunity to participate in a ‘mock trial’, where I got to play the role of the prosecution lawyer in the County Court, in which I read off a script that reflected a typical trial proceeding. In this mock trial, we also got to experience the jury selection process and the procedure that occurs in the jury deliberation room at the end of a trial. Overall, this excursion was insightful, interesting and exciting. It consolidated and reflected all of our legal studies learning in the real world of law and justice.

Odessa Miles, Year 11

It was a beautiful Autumn morning when we ventured to the CBD for an incredible courtroom experience, getting some warm breakfast before starting our day at the courts. Throughout the day, we got to visit and listen to some Magistrate Court cases, where judges were friendly enough to interact with us. Later in the afternoon, we got to partake in an exciting jury roleplay, with three of us being the Judge, Judges Associate and a jury member, which was a heap of fun! This provided us with the opportunity to learn about how the jury works in a real case and the responsibilities they have.

Ryan O’Grady, Year 12, Inderjit Sidhu, Year 12 and Toby Fryer, Year 12

Year 10 Commerce Ridgeway Campus

The Year 10 Commerce class excursion to Bean Alliance coffee roasters was entertaining and educational. The factory tour offered an enlightening look at the complex process involved in producing coffee. Seeing every step of the process—from choosing the raw beans to doing the final roasting—made me appreciate even more the work and skill needed to make high-quality coffee. Trying the different coffee beans was the best part. Determining the subtle differences in each variety's flavour profile was fun. The spectrum of coffee flavours was exhibited by some beans, which were smooth and aromatic and others which were rich and powerful. Our experienced guide, Carlo, showed us how to prepare various kinds of coffee. His thorough demonstrations were clear indicators of his love for coffee. Every method, from cappuccino to espresso, called for a particular approach and close attention to detail. The mocha was my favourite; the ideal balance of chocolate and coffee made for a delicious, decadent beverage. All in all, the excursion was a fantastic chance for us to learn more about the brewing and production of coffee. It was an event that deepened our appreciation for the craft of creating good coffee and it certainly expanded our knowledge.

Zac Lander, Year 10

During the excursion to Bean Alliance, I had an incredibly enjoyable and insightful experience. The highlight of the day was making coffee. There was something truly satisfying about crafting the perfect cup and seeing the rich aroma and beautiful latte art come to life. It was a hands-on process that I found immensely fun and rewarding.

Throughout the day, we got a behind-the-scenes look at the various stages of coffee production, from sourcing and roasting to packaging and distribution. This brief but comprehensive exposure gave me a deeper appreciation for the craftsmanship and attention to detail required to produce high-quality coffee.

Interacting with the team at Bean Alliance, I learned about the importance of maintaining consistent quality and the impact of sustainable practices in the coffee industry. Despite it being just one day, the experience left a lasting impression and deepened my love for coffee and the artistry behind it.

Jasmine Paice, Year 10

Humanities

This year in Humanities, our students embarked on a journey of discovery and transformation. Year 7 dazzled us with their Our Blue Planet Expo, while Year 8 explored the power of ideas in Catalyst for Change and the vibrant City Cite experience. Year 10 delved into global diplomacy at Model UN, and our VCE students engaged in Geography Field Work at Pentridge Prison. Each experience ignited curiosity and inspired a deeper connection to the world around us!

Year 8 Medieval Day

Medieval Day was a fun and interesting experience. I dressed up as a monk. My favourite activities were the tournament and learning about Japanese medieval times. Learning weapon safety and trying the weapons out myself was fun, as was the Japanese medieval talk; learning about the different clans and all the conflicts that arose. The lunch was good. Everyone sat at a table with people who were dressed the same as them. (I sat with other monks and priests.)

Zhi Hao (Patrick) Jiang, Year 8

Year 12 Pentridge Prison

On the 9th of February, our Year 12 Geography class ventured out to Pentridge Village in Coburg, where we were required to discover the potential social, economic and environmental impacts of the land use change at the Pentridge site in response to our research question. We were fortunate enough to have a tour guide, who was very knowledgeable, providing us with valuable insights on how Pentridge transitioned into a ‘shopping precinct’, previously being a high-security prison. A highlight of our visit was exploring various divisions, particularly the H Division, which housed high-risk inmates such as Chopper Read. We had the opportunity to enter different cells and learn about plans to convert the division into an Arts Centre.

Jessica Mihajlov and Aadrika Saxena, Year 12

VCE Humanities

I am very happy to have studied all three of the VCE humanities subjects: Geography, Global Politics, and Revolutions. They are applied to everyday life and are very helpful in understanding how the world works. Geography offers an engaging course that focuses on land use changes and studies population changes throughout human history. Global Politics is one of the most engaging and interesting courses that I have participated in, as it involves the study of current global events, including research into terrorist organizations and players on the global stage. Revolutions involve a deep dive into two of the most influential revolutions in human history: the Russian and French revolutions. I doubt I would have enjoyed my Year 12 studies as much without these great courses.

Callum McGeachan, Year 12

Year 10 Model United Nations

My experience in the Model United Nations changed my thoughts on what the UN was. I learnt about negotiation skills and effective communication with others to build good alliances. I also learnt about strategic planning and leadership skills that are needed to have an issue resolved. The country that I represented was Pakistan and my teammates and I learnt how countries work together to standardize laws relating to asylum seekers, as well as uphold universal human rights. I thought that the voting and debating in the General Assembly was fair, and everyone had a chance to negotiate. This experience was, interesting and very cool!

Kahjannah Wynne, Year 10

Laura-Anne Portella and Samantha Evans Curriculum Leaders – Humanities

Medieval Day

Humanities

Year 7 Global Education Commences!

2025 Marked an exciting year in the Ivanhoe curriculum with the launch of our new Global Education course. The three-year course for students in Years 7 to 9 is a continuous and connected educational journey, focussed on the United Nations Sustainable Development Goals.

Global Education is designed to help students develop key competencies that contribute to their growth as global citizens – like problem-solving complexity, respecting diversity, and thinking ethically.

In Year 7, students began with the unit ‘From Me to We’. This helped them reflect on their personal identities and connections to diverse communities and to understand the values and attitudes that contribute to a positive attitude toward difference.

In February, Year 7s were visited by guest speakers from the Centre for Multicultural Youth’s Shout Out program, who support young people from refugee and migrant backgrounds to share their stories and perspectives.

Hearing from Mamuch Chuol and Aayushi Khillan, students were able to explore how people from different walks of life experience the world differently to them and understand how things like prejudice and stereotypes develop.

To conclude the unit, students developed ideas for ways our school community can celebrate Harmony Day and participated in cultural infusion activities including West African rhythm and drumming, Greek dancing and Bollywood culture, all contributing to our celebration of diversity in our community.

Emma Agius Head of Curriculum

Year 8 Global Education

In Global Education in Year 8, one of the most outstanding topics was the Reconciliation Week pitch. It was an exciting and rewarding experience to brainstorm and develop an idea that aligned with our school's theme of place and Indigenous Australia. It also showcased our creativity and team collaboration. My group and I had great fun exploring different concepts and eventually settling on a unique and impactful project.

In our study, we delved into the fascinating world of native Woi-wurrung words and explored some of the intricate cultural practices of the Indigenous people. One of the most captivating aspects was learning about how the Indigenous community utilised songlines as a method of mapping places. This traditional practice offered a unique perspective on navigation and provided insight into the rich cultural heritage of the Woi-wurrung people.

Our final pitch was to create a treasure hunt where students visited various locations around the school that had historical ties to Indigenous Australia. We carefully selected these places based on their significance to the Indigenous culture and history. To make the experience educational and engaging, we provided clues that would lead students to these locations and included links to something we had learned in our Global Education classes. For example, we incorporated Woi-wurrung words that the children had to decipher as part of the clues, connecting the treasure hunt to our lessons on Indigenous languages and culture. This approach aimed to foster a deeper appreciation and understanding of Indigenous Australia while making the learning experience fun and interactive for the students.

Overall, I found the study of Indigenous Australia, the native Woi-Wurrung language, and the cultural traditions of Indigenous Australians to be incredibly fascinating and rewarding.

Isabella Abram, Year 8

English and Literature

The year 2024 in the Middle and Senior School English and Literature at Ivanhoe Grammar School has been a journey through a diverse array of literary works. Students engaged with a rich selection of texts, deepening their understanding of literary techniques and thematic elements. The curriculum fostered critical analysis and creative expression, equipping students with valuable skills and insights. This year has laid a strong foundation for continued academic and personal growth.

Year 7

In Year 7, students engaged with a wide variety of texts, learning fundamental aspects of narrative structure and developing their abilities to craft coherent and imaginative stories.

A notable component of the course was the Outsiders Poetry Unit, in which the students explored the nuances of poetry writing, examining elements such as figurative language, perspective and structure. The spectacular poetry slam showdown was a huge success where Year 7 students cheered on their peers as they presented their poems to a panel of teachers. The study of Crow Country by Kate Constable was another significant aspect of the year. This novel provided students with an opportunity to engage with themes of history, identity, and reconciliation. Through a detailed examination of the text, students gained insights into social issues and developed a more profound understanding of diverse perspectives. Of course, this was greatly enhanced by a visit from Kate Constable, who provided students with an invaluable opportunity to gain insights into her writing process and the themes explored in Crow Country

Year 7 English has been one of my favourite subjects this year. Being able to discover the true meaning of various texts such as short stories and poetry, gave me so much excitement. From nouns to quotation marks, I enjoyed picking up new writing skills. Examining figurative language and poetic devices in poems added a creative twist to the lessons. I learnt so much more about the Aboriginal culture through Crow Country, a novel by Kate Constable. I’ve been able to expand my English skills and now writing ideas flood my mind. These lessons have sparked my creativity! This has been a captivating journey.

Ashneer Sanghian, Year 7.

Year 8

In Year 8 English, students expanded their literary repertoire through an engaging exploration of diverse texts and themes. A key highlight of the year was the study of protest poetry. Students examined various forms of poetry that address social and political issues, analysing how poets use language and imagery to voice dissent and advocate for change. This unit encouraged students to appreciate the power of poetry as a vehicle for social commentary and personal expression. Another significant component of the curriculum was the examination of the film adaptation of The Hunger Games. Students worked collaboratively to write an additional scene for the film, drawing on their knowledge and skills in film techniques. Students claim this was their favourite unit this year!

During the Hunger Games unit, we got to watch and analyse key scenes from “The Hunger Games.” I really enjoyed this unit as it included a section where you got to create your own scene from the movie and you got to storyboard it and write the dialogue and action as if it was a real scene that was going to be put in a movie. I also found the themes of the movie to be interesting, and while analysing it we could truly understand the deeper meaning behind some of the director’s choices of shots and music.

Micheal Miloi, Year 8

Year 9

Year 9 English began with the unit titled Future Shock which focused on the analysis of science fiction texts. The unit allowed students to explore of how authors, such as Ray Bradbury, use science fiction to address societal anxieties regarding the future. This involved a critical examination of themes such as conformity, technology, and surveillance, and understanding how these themes reflect the authors' concerns. Students engaged in analytical activities to investigate how these themes are portrayed and the implications they hold for future societies. In addition, students were challenged to apply these thematic insights to their writing projects. This allowed for the expression of contemporary concerns about the future, viewed through the lens of the year 2024. The unit aimed to enhance students' abilities to critically analyse literature and articulate their visions and concerns through creative writing.

Year 10

Year 10 English at Ivanhoe Grammar School has provided students with an enriching literary experience. The focus on how poetry allows readers to explore their sense of belonging to place provided students with the opportunity to examine how poets have historically engaged with nature to express complex human emotions and philosophical ideas. Excitingly, this year was the inaugural year for the Year 10 Poetry Slam. All students had an opportunity to creatively express their experience of place through a slam poem. Each class nominated the best poet who competed in the year-level prize for best slam poem. This year’s winner, Asher Elsen, presented her provocative and insightful poem, ‘The Rat Race’, demonstrating poetry’s value as a form of expression. In the latter part of the year, the study of William Shakespeare’s tragedy "Othello” a text renowned for its exploration of themes such as jealousy, betrayal, and racial prejudice, allowed students to undertake a thorough analysis of the play’s intricate plot and multifaceted characters, engaging in close readings and dramatic performances that enhanced their understanding of Shakespeare’s language and thematic concerns.

English has always been one of my favourite subjects. This is especially true for Year 10. This year we have learned about topics including 'What it means to be a Hero', 'Belonging to Place', and many others in great depth. The units lasted for a full term each and had multiple assessments per unit. In ECP, we learnt about formatting news articles, and I took many creative liberties by presenting my greatgrandmother's love story for the ‘Heroes’ oral. During the unit about ‘belonging’, I thoroughly enjoyed analysing and writing poetry about belonging to a metaphoric place. Currently, the Year 10 students are annotating Shakespeare’s play Othello which we will soon write essays on. We have a lot of fun acting out the scenes with each classmate portraying a different character each lesson.

Jahnavi Srikantha, Year 10

Year 11 English

The Year 11 English was characterised by an engaging and diverse exploration of contemporary and classic texts, offering unique perspectives on complex themes and societal issues. The study of Blade Runner provided students with a comprehensive analysis of dystopian literature and film. As a cornerstone of science fiction, “Blade Runner” prompted critical discussions on themes such as identity, technology, and humanity. Students engaged with the film's visual and narrative techniques, exploring how Scott's adaptation of Philip K. Dick’s Do Androids Dream of Electric Sheep? addresses the moral and ethical questions surrounding artificial intelligence and human consciousness. Through detailed analyses of the film’s cinematography, character development, and thematic content, students gained a deeper understanding of speculative fiction and its reflections on contemporary concerns. Cate Kennedy's Like a House on Fire offered students a rich collection of short stories that examined the intricacies of human relationships and personal identity. Kennedy’s poignant and evocative storytelling provided a platform for students to explore various narrative techniques and thematic concerns, including family dynamics, cultural dislocation, and emotional resilience. The analysis of Kennedy’s work enabled students to appreciate the craft of short fiction and to engage in discussions about the power of storytelling to illuminate personal and collective experiences. Year 11 IB students have engaged in a diverse range of literature this year. From Carol Ann Duffy’s contemporary collection of thought-provoking and confronting poems to Henrik Ibsen’s hedonistic Hedda from the eponymously named play Hedda Gabler. Students have relished opportunities to discuss, present, create and critically evaluate their texts.

My favourite thing in literature class this year has been the task we did for Carol Ann Duffy's The World's Wife I particularly enjoyed being able to write my poem but, in her style, then analysing and presenting it like I would for the real What is IO?. In literature class, you often miss out on writing your pieces so being able to be creative as well as practising useful skills for future assessments was the perfect combination for me!

Portia Gowrie, Year

11

Year 12 English

Year 12 English at Ivanhoe Grammar School has been both innovative and insightful, reflecting the changes in the VCAA study design. The introduction of audio-visual texts into the curriculum marked a significant shift towards dynamic multimodal texts that students are relying on more and more in their everyday lives. This addition allowed the students to explore and analyse the interplay between visual and auditory elements in media texts. This new focus offered a fresh perspective on persuasive techniques, emphasising how the cinematic and the paralinguistic can influence an audience. In addition to this, the study of William Shakespeare’s Much Ado About Nothing and Billy Wilder’s Sunset Boulevard provided students with a rich exploration of the techniques of both drama and cinema. Both texts’ clever use of wit, intricate plotting, and exploration of themes such as love, deception, and social expectations were thoroughly examined. Year 12 IB students expanded their knowledge and skills of complex texts through an interrogation of menacing Macbeth; the wonderful yet devastating drama exploring the seven stages of Indigenous history, 7 Stages of Grieving and Achebe’s post-colonial classic, Things Fall Apart

For our Much Ado About Nothing studies, we were lucky enough to experience a deep dive into the world of Messina and the life of the characters in the Complete Works production and analysis of the play. The experience was extremely helpful and entertaining with a comedic spin on Shakespearean language and theatre, whilst looking into the character values and themes of the play. The performance was engaging, with frequent interaction with the audience of IB and VCE students about personal opinions on scenes and ideas presented throughout the play. Overall, I thoroughly enjoyed the production and found it super helpful!

Toby Horne, Year 12 VCE

Year 11 Literature

The Year 11 Literature Program at Ivanhoe Grammar School's Plenty Campus has provided an engaging and comprehensive exploration of key literary works, focusing on themes of identity, dystopia, and classic tragedy. A significant highlight was the study of selected poems by Sylvia Plath from her collection Ariel. Plath’s poignant and intense poetry offered students a deep dive into themes of self, motherhood, mental anguish, and transformation. Through close readings and analyses, students explored Plath’s innovative use of language and imagery, gaining a profound appreciation for her impact on modern poetry. The study design also included an examination of dystopian fiction from a female perspective, with a focus on Margaret Atwood’s The Handmaid’s Tale. This exploration of Atwood’s nightmarish vision of a totalitarian society provided insights into the genre's themes of power, control, and resistance. Students analysed how Atwood’s depiction of a dystopian future reflects contemporary concerns about gender and autonomy.

Moreover, a close analysis of William Shakespeare’s Hamlet allowed students to engage deeply with one of literature's greatest tragedies. The study of Hamlet emphasised its complex characters, intricate plot, and enduring themes of madness, revenge, and existential reflection. Through a detailed examination of Shakespeare’s language and dramatic techniques, students gained a richer understanding of the play’s significance and its relevance to both historical and modern contexts.

VCE Literature is a subject that utilises the basic skills acquired in the standard English course and enriches this understanding through deep analysis and exploration of a variety of different texts. Ranging from science fiction to graphic novels and plays, Literature is a fantastically rewarding subject for those who love to read and want to learn how words are used to shape meaning and express a writer’s views and values. Continuing the subject from last year, I love studying Literature due to the small class sizes, which gives it a special 'book club' feel that is completely unique to any English class. I would highly recommend this subject to anyone who loves reading novels and wants to enhance their appreciation of the form.

Sean Lin, Year 11

Year 12 Literature

The Year 12 Literature Program at Plenty Campus has been a rollicking exploration of a wide array of literary forms. A highlight for students was the Adaptations and Transformations unit, where the class compared Margaret Atwood's novel Alias Grace with its Netflix adaptation by Sarah Polley. This comparative study offered insights into the adaptation process and how narrative elements are reinterpreted across different media. In addition, students engaged creatively with Elizabeth Tan’s Smart Ovens for Lonely People, exploring contemporary themes of technology and human connection by writing stories of their own in the style of Tan. The study of Shakespeare’s As You Like It provided a classic perspective on themes of love, identity and gender within Elizabethan comedy. Selected poems from Emily Dickinson’s Collected Poetry similarly offered an in-depth look at 19th-century American verse, allowing students to analyse her unique use of language and form.

Jules Akrigg and Colin Stein Curriculum Leaders

Primary Languages

Primary French at Buckley House

In 2024, Buckley House students continued their French learning journey with great enthusiasm, eagerly returning to the language and enjoying learning about French culture. The students’ passion for language learning was palpable, and their confidence in speaking French with their peers was heartwarming.

Exposure to a second language fosters improved communication skills as students learn to express themselves in different ways. It encourages a deeper sense of empathy, allowing students to appreciate diverse backgrounds and experiences. Learning a second language is a fantastic opportunity for students to demonstrate the Ivanhoe Learner Attributes. Students are courageous when communicating in a language other than their own, reflective as they notice and compare similarities and differences with their native language and learn compassion toward other cultures by broadening their worldview.

In Term 1, the students celebrated Harmony Week, enjoying a range of activities each lunchtime to celebrate cultural diversity and inclusion. We enjoyed French-themed activities in the classrooms, such as learning about cuisine, and we shared our own cultures with our peers on a special dressup day.

Another highlight of the year was the integration of French culture through the Olympic Games. Our cross-curricular Olympic event was a resounding success, incorporating sport, art, science, and music. It was fantastic to see the students from different year levels working together in their Olympic teams, developing their communication, collaboration, and sportsmanship. Each team proudly dressed in their Olympic flag colours, creating a vibrant display of international spirit across the school grounds. Students were introduced in a bilingual presentation by Mme Catriona Cowie and Mr Pieter Keuneman, capturing the spirit of the Paris 2024 Olympics. It was a fantastic day for everyone involved, filled with laughter, learning, and a celebration of the Olympic spirit. Events like these are a great way to teach our students about global cultures, the importance of teamwork, and the values of sportsmanship.

Students continued the Olympic theme in class by learning specific vocabulary and sentence structure. Through sports and competitions, junior students identified and practised the numbers to twenty, as well as determining which player came first, second, and third. The senior students experimented with making statements about athletes using the present tense and infinitive forms of verbs, formulating questions, and communicating positive and negative responses.

In the Early Learning Centre, students embarked on their first foray into the French language. They eagerly learned the basics of introductions, numbers, and colours, all while singing along to both familiar and new songs. Their excitement and enthusiasm have been infectious, and it has been a joy to see them apply their newfound vocabulary in French class and in everyday interactions with their teachers and peers.

This year has been a testament to the students’ resilience, adaptability, and eagerness to learn. Their journey of learning French at Buckley House has not only equipped them with a new language but also enriched them with cultural knowledge and life skills. As we look forward to another year of language exploration, we carry with us the memories of this past year, a beacon of what enthusiastic and dedicated learning can achieve.

I like learning a new language because it helps my understanding of other cultures and languages.

Adeline Gibbins, Year 4

Learning French is fun because we engage in fun activities, and I like learning a new language because it helps me expand my knowledge further.

Eileen Huang, Year 6

I love learning new languages because you get to pretend that you are from there, and you can learn all types of magnificent cultural things.

Sophia Huang, Year 4

French is one of my favourite classes because I like telling people that I can speak another language!

Meadow Black, Year 3

I like learning in French because it is fascinating and interactive in all our lessons.

Edward Molloy, Year 6

I enjoyed the Olympics part because I learned new French words to add to my vocabulary.

Bella O’Sullivan, Year 4

I love learning French because when I decide to visit France, I will impress the locals.

Evan Theofilakos, Year 6

Catriona Cowie

Primary French Teacher

Primary French at Plenty Campus

This year, the Paris Olympics gave a lot of excitement and joy to people worldwide. It claimed to be the most environment-friendly and economical Games ever. Our students learned about the history of the games and why it was the most sustainable Olympics in the history of the games. They chose two sports that they liked or practised and followed the events of their chosen sports. They organised their findings in a PowerPoint presentation they shared with their classmates. They enjoyed learning about different French sports and researching sustainability and the unique aspects of the Paris Games.

Each year, students participate in the Berthe Mouchette Poetry Recital Competition organised by the Alliance Française of Melbourne. Eight Year 6 students learned a poem and enthusiastically took part in the competition. They did an amazing job representing the school, and we were enormously proud of the three students who made it to finals: Sirin Demir, Kyra Dutt, and Sienna Lacorcia. We congratulate them on this achievement.

In Term 4 we once again enjoyed our extremely popular French Crêpe Day, with La Louche Crêperie coming to our campus and cooking delicious crêpes for the staff and students! Students dressed up in a French theme or French colours and ordered their crêpes in French, which our Crêperie was most impressed by! We enjoyed eating them on a beautiful, sunny day.

Finally, I would like to share some of our students' reflections on their experience of learning French.

My experience in the French room was amazing. I love French, and it is so good when we revise our work because it sticks in my head. When I am stuck, Madame Koppany helps me, which is why I love French.

Benn Davies-Starritt, Year 6

This year in Franch, we learned about the Olympics held in Paris! We made a presentation and learned a lot about France. This year has been amazing and has been very fun. Arjun Sembey, Year 6

Preparing for the French poetry recital competition was a gratification. I practised every night and dedicated myself to the poem and my speaking skills. My wonderful French teacher, Madame Koppany, assisted the French poetry participants and greatly improved my ability to say the poem. Practising with friends and bonding with classmates was a delight while working on my French skills.

Sirin Demir Year 6

I enjoyed learning French this year and especially preparing the PowerPoint presentation about the Paris Olympics. Learning about the Olympics and how it all happens was so much fun. I love French and I learnt so much.

Chloe Dias, Year 4

Learning about the Paris Olympics with Madame Koppany was fun and interesting. It was really enjoyable learning the different sports in a different language.

Beata Pajarillo, Year 4

This term, we learnt about the 2024 Paris Olympics in French. I liked making the presentation on two of my favourite sports.

Siya Patel, Year 4

Margo Koppany

Primary French Teacher

Secondary Languages

Bursting with Language Adventures

Language students continue to have fun in and out of our language classes. In June this year, Year 7 and 8 Chinese students learned how to make dumplings, Year 7 French students tried their hand at making crepes and Year 8 students tasted some interesting French delicacies that some had never tasted before.

In July, the Year 8 French cohort also conducted one of their assessments in a mock restaurant ‘Café Sligo’ (minus the actual food).

Our senior Chinese students were enthralled on their cultural city expedition, making some beautiful traditional crafts and appreciating some cultural dancing, among other things.

Finally, to celebrate the end of the Olympics in Paris, we had a Middle School Lingolympics, combining French and Chinese games, like Petanque, Waiter Races and good ol’ Chopstick Challenge! A special Franco-Chinese Kahoot at lunchtime required French and Chinese students to combine forces to win prizes based on their combined knowledge of both languages.

Chinese Dumpling Making Exercise Years 7 and 8

I loved the interactive nature of learning about Chinese culture by making dumplings. I look forward to making lanterns and doing calligraphy in the future.

Anqi Zhou, Year 7

I enjoyed learning how to fold and shape the dumpling wrappers. Being combined with another class enriched the experience too.

Jared Mcleish, Year 8

Crepe Making Exercise Year 7

The activity was fun however it was quite challenging to get the right thickness.

Viky Mullapudi, Year 7

Our team burnt ours! Not as easy as it seemed!

Kairav Sabharwal, Year 7

Turn the pan and your lovely circle of a crepe becomes an oval! What?! How do the French do it?!

Cameron Hinchcliffe, Year 7

Topping them off with strawberries was the best part!

Renato Vijay, Year 7

Café Sligo Year 8 Assessment Scenario July 2024

Some teams acted out funny scenarios during their assessment. Receiving the wrong order or a fly in the soup was the least of one couple’s problems – they ended the meal in ‘divorce’!

It was kind of a real situation. I was a little nervous and remembering lines was a challenge.

Joshua Hermiz, Year 8

Years 10-12 Chinese Culture Day

Chinese Culture Day allowed me to explore my roots in a fun and interactive way. Playing traditional games and creating my fan were highlights, but the chance to see live performances brought the culture to life.

Yanan Sun, Year 10

I enjoyed getting hands-on with traditional crafts and learning the stories behind them. The dance performances were captivating, and I left feeling more connected to my heritage.

Emily Ma

During Chinese Culture Day, I loved trying out traditional games and making crafts—especially painting my fan. The performances were mesmerizing, and I felt a deeper connection to Chinese culture.

Jahnavi Srikantha, Year 10

LingoLympics

I enjoyed all the different events on the Lingolympics fun day. It was fun competing and watching the different events like the waiter race, chopstick challenge and bottle throwing. My favourite event was the Kahoot because my team ended up winning a prize!

Seyha Wijenayaka, Year 7

Bruce Langford

Languages Coordinator, Plenty Campus

Secondary Languages

Journey through Senior Years Indonesian:

Two years of Language and Culture

This year in Indonesian class, our students have explored the rich and diverse culture of Indonesia. From traditional customs to modern-day practices, we’ve delved into the many facets of this fascinating country. Our students have not only expanded their vocabulary and grammar skills but also practised their conversational abilities, engaging in lively dialogues with friends from both within and across different classes. Year 12 students have shown commitment, working diligently to perfect their oral skills with the support of external tutors, all in preparation for their final exam. It has been a year full of learning, laughter, and cultural appreciation, and we are incredibly proud of each student’s achievements!

Selamat Datang! Indonesian has been a really rewarding course for the IB Year 11 students this year. We’ve made a lot of progress since day one; from knowing just a few words to holding conversations and writing opinion pieces. We’ve also been developing a rich cultural understanding, and I know a big highlight has been tasting traditional Indonesian foods. Tempe was a real favourite, especially when served with chilli sauce, and jackfruit also proved to be a hit. We put our new cultural knowledge into practice in the kitchen, making traditional meals. Some turned out delicious, others... not so much. At the end of the day, it was all a learning experience. We’ve also learnt about Indonesia’s schooling system, and it was surprising that Saturday is a school day over there! That’s just a little bit about Indo this year. There’s so much more we’ve done, like units on shopping and housing. We’re excited to keep learning the language and have been lucky to have such dedicated teachers. Terima Kasih banyak!

Lachlan Warwick, Year 11

When I started the IB Indonesian Ab Initio course, I honestly did not know what to expect! I was pleasantly surprised and have been amazed by how quickly we were able to pick things up. In less than a semester, we have gone from ‘hello, my name is...’ to describing an Indonesian outing to all sorts of shops!

Something unique to Indonesian class that I particularly enjoy is the ongoing activities we do that both extend and consolidate the things we learn in class. One of my favourites was when we made a cooking vlog of an Indonesian dish which meant experimenting with new Indonesian flavours. Enak! Other activities included making a house advertisement, a comic on our daily routine and most recently, a commentary on an Indonesian athlete at the Paris Olympics and Independence Day competitions. Activities like this and most of the other work we do are practical or application-based making it easy to be engaged. What also makes the course engaging is that the goes beyond just the language. Cultural links are a big component of the subject, so we spend a lot of time learning about our differences. It is fascinating how geographically close we are, yet how far apart daily life can be. It has certainly made me want to visit sometime!

Portia Gowrie, Year 11

Over the past two years in Indonesian class, I’ve had the opportunity to learn not just the language, but also about Indonesian culture. Honestly, it didn’t feel like a typical classroom experience; instead, it felt more like having conversations with friends about a vastly different society. However, these conversations gradually became the foundation of my knowledge about Indonesia. Now, as we near the end of our journey in learning the Indonesian language and culture, I believe that every student in this class should be proud of what they’ve achieved. Being able to communicate in a foreign language is truly impressive.

Harley Mileto, Year 12

A visit to Middle Years from the Tangnan Secondary School exchange students

Upon being asked to be the buddies of the exchange students from Tangnan Secondary School in Xi'an, we felt very excited and honoured to be given the opportunity. It was a lot of fun having them follow us around and come along with us to classes. We were surprised about how well they spoke English, however, it was a welcome surprise as it made it a lot easier to have a conversation about the differences between Australia and China. A cultural shock we discovered was the duration of their average school day in China, consisting of classes from 7am to 9pm! Additionally, we were also astonished to see the level of homework that they are doing over there, is much harder than ours. Overall, it was a delightful experience that we would gladly do again.

Isabella Abram and Ruby Lockyer, Year 8

Berthe Mouchette Poetry Competition

Every year, the Year 7 French students at Ridgeway Campus spend part of their classes and a lot of their own time memorising and reciting a poem in French for the annual Berthe Mouchette Competition.

This competition has been held by the Alliance Française de Melbourne every year for over a century and plays a key role in promoting the Francophone language and culture.

This year 6,007 students from 84 schools across Victoria participated in the poetry recitation competition and we are proud to announce that the following Year 7 students made it through to the finals:

• Amitesh ATISOOTHANAN (Year 7)

• Marley BUKHARI (Year 7)

• Edie CADMAN (Year 7)

• Elodie HAMMOND (Year 7)

• Louis PERDREAU (Year 7)

• Ella SURKA (Year 7)

As always, we are proud of the Ivanhoe Learner attributes displayed by all of our students in attempting this challenge, particularly that of courage, and congratulate our six finalists.

This year, 15 of our Year 10 students also opted to participate in the 2024 Berthe Mouchette Competition where they had to learn and recite a poem on the theme of the Olympics. All students performed extremely well, and our special congratulations go to Samantha Garbutt and Josh Robertson who both received a perfect score and went on to the finals. We also commend the other seven students who received a score of ‘Excellent’ meaning 19-19.5/20.

Additionally, four Year 10 students also chose to complete the Year 10 written examination component of the competition. Again, the students did well overall in what was their first experience of an external examination.

Once our French students reach Year 11 and Year 12, the Berthe Mouchette Competition takes on a slightly different form. Senior French students this year participated in the Written and Oral Examination Competition. The written examination is styled to be like a VCE examination. This allows students to hone their assessment skills and additionally be assessed and provided with feedback from an outside assessor. The oral examination competition made the students tremendously nervous, but the experience was a positive one, as they were able to practise their oral interaction skills with an external assessor.

These types of experiences are vital in building a sense of confidence, checking in on skill development and gaining exposure. We thank our senior students for taking part and congratulate them on their scores.

Melanie Vallury, Emily Grills and Kasia Van Leest Ridgeway Campus French Teaching Team

Primary Library

Buckley House

The Buckley House Library is always innovating to engage and immerse students in reading and literature.

This year, for the first time, students across Buckley House participated in the Australian Library and Information Association’s National Simultaneous Storytime. Our campus was one of 21,969 locations where this event took place, with our students joining over 2,359,000 children from all over Australia who listened to author-illustrator Aura Parker discuss and read her book Bowerbird Blues. This book was also shortlisted for the Children’s Book Council of Australia’s (CBCA) Picture Book of the Year.

The campus also participated in the Victorian Premier’s Reading Challenge for the first time, with most students achieving this challenge with the support of the library and their families.

As always, the CBCA Book Week was a highlight in the Buckley House calendar, with the 2024 theme Reading is Magic celebrated through author visits, a performance, and the Book Character Dress-Up Parade. Students were encouraged to dress up creatively as characters from books that helped bring the magic of reading alive. Buckley House students created many impressive costumes, including a two-person cardboard dragon, paper-craft graphic novel characters, and a huge variety of characters from Where’s Wally?, Harry Potter, as well as characters from the works of Dr Seuss and Roald Dahl. Buckley House staff dressed as various sheep to celebrate 20 years since the release of Where is the Green Sheep? by Mem Fox.

Belinda Murrell was the first author to speak with students. A great number of her series have been in very high demand since the visit, including the Daredevil Princess, Lulu Bell, Timeslip, Sunsword, and Tuscian series, all being sought by our students.

The author-illustrator Gavin Aung Than also came and engaged the Buckley House students. He shared his drafting and storyboarding process using his popular picture book Baa Baa Black Belt as an example. Gavin shared pictures and illustrations from a forthcoming book, read the first chapter, and taught the students how he draws and

illustrates his characters. His use of Procreate has inspired older students in their use of this application. Naturally, Gavin’s Baa Baa Black Belt picture book and his graphic novel series about Australian superheroes Super Sidekicks have been among the most popular books in the Library since his visit.

Students also enjoyed hearing both Head of Campus Ty Hoggins and Principal Gerard Foley read CBCA-shortlisted picture story books to the Buckley House students. Mr Hoggins read Every Night at Midnight to our Year 1 students, with other classes watching via Zoom, while Mr Foley read Bear and Duck are Friends to our Foundation students. Students from both Buckley House and primary students at Plenty Campus tuned in to this Zoom webinar and watched Mr Foley read this story about friendship, confidence, and overcoming the fear of trying new things.

The culminating event of Book Week 2024 was the Books to Life live performance of That Bird Has Arms! (another CBCA shortlisted picture book by our visiting authors from 2023, Kate and Jol Temple). Students were engaged and participated in this performance, with six students involved in being interviewed and dressing up as bird participants: (Taylor) Swift, (Homing) Pigeon, (Fish ‘n Chip) Seagull, Indian Myna (Miner), (Collingwood) Magpie, and (Soapy) Dove. The opportunity to laugh, sing, and interact with various aspects of the show proved to be very entertaining for all students and staff present.

The library is open during lunchtimes and is often a busy hub of activities. Students play board and construction games, read, complete puzzles, draw, and write. This year, Year 6 library leaders hosted Storytime sessions on Friday lunchtimes, where a picture storybook is read, followed by a related activity.

Ryan Anthony Primary Teacher Librarian

Plenty Campus

‘You can find magic wherever you look, sit back and relax, all you need is a book.’ – Dr Seuss

No truer quote summarises the year in our Junior Library quite as well as this. Students have continued to be immersed in a variety of exciting new literature along with classic fiction. Once again, I have witnessed students borrowing books every week and showing a deep love of reading by recommending books to their peers and engaging in excitable discussions about a variety of fiction and non-fiction texts.

Our lunchtimes in the Library have been bustling with activity. There have been plenty of arts and crafts activities, chess matches and many, many rounds of Game of Life. It has been wonderful to see students interacting with children from other year levels, particularly some of the Year 5s helping our Foundation students. The 2024 Library Leader Curtis Sailah used his initiative and set up times for students to come and listen to him read at lunch times. The younger students particularly enjoyed being read to.

This year we celebrated Book Week with the theme Reading is Magic. Our annual Book Week Parade saw students enter the Founders’ Centre through a magical entrance that was transformed to include, grass, light-up mushrooms, butterflies, fairies and many sparkling lights. The students proudly showcased their costumes to a large crowd of parents and their peers. Harry Potter, Dharma the Llama, Matilda, Lionel Messi and many more recognisable characters graced our presence. Students then separated into multi-age activity groups, rotating to different classrooms where they read some of the outstanding books nominated this year and completed an exciting art activity to match. It was wonderful to see our students leaving at the end of the day, smiling with arms full of beautiful artwork.

Continuing with our Book Week Celebration, primary students were lucky to attend a performance of the CBCA-nominated book, That Bird Has Arms! Tony Bones and his team at Books to Life, took to the stage using amazing costuming, puppetry and of course some very talented volunteers from the audience to retell the hysterical and educational story of Roy, a bird with arms. Students from Foundation to Year 6 reported that the performance was one of the best they had ever seen.

My favourite part of That Bird Has Arms was when Roy was eating with a knife and fork. It was funny. I also liked the colourful costumes. Harrison George, Foundation.

I love birds, so this performance was perfect for me. I liked how the performance was true to the picture storybook. We learnt a lot from watching this.

Noa Butterworth, Year 4

This year the students embraced the Premier’s Reading Challenge. Over 100 students once again completed the challenge. Well done to the Year 4 class who all completed the challenge, and very quickly at that. Many of our students read well over 100 books from the beginning of the year until mid-September. A credit to the avid readers that we have in our school community. Each student who completed the challenge received a certificate signed by our Premier, Jacinta Allan and went into the running to win a book of their choice.

Our Library is a space that enables students to enter a magical world where they are lucky enough to build on their love of reading week after week. It has been wonderful to witness the happiness and deep-thinking conversation that stems from our remarkable reading culture. To quote the enchanting author Kate DiCamillo- ‘Reading should not be presented to children as a chore or a duty. It should be offered as a gift.’

We look forward to continuing to present students with the gift of reading in 2025.

Lauren Cotter

Primary Library Specialist Teacher

Secondary Library

Ridgeway Campus

The Lillian Foote Library is always a hive of activity, all day, every day during the school weeks. Students choose to use their library as a learning space to focus on completing homework, to meet with teachers for extra help and as a wellbeing zone that focuses on reading and reflecting as part of an inspired learning community. Students are the heart and soul of their wonderful school library and have participated widely in these library programs and activities this year:

• Fortnightly Library reading classes for Years 7, 8 and 10 with a focus on reading and building information literacy skills

• Research classes for Science, Humanities, English, IB and VCE subjects using the Library’s curated Research Guides

• Summer Six Reading Challenge

• Library Lovers’ Day with micro-fiction writing competition and origami activity

• Hooked on Books monthly lunchtime book club

• Watch It Wednesday lunchtime animation movie club

• International Women’s Day promotion and photo booth wall

• Banned books display and voting challenge

• The Book Binge student reading challenge for Terms 2 and 3

• Staff Reading challenge to encourage reading for our whole school community

• Easter crafternoon activity making a 3D book and Easter bunny table centrepieces

• May the Fourth Star Wars lunchtime Kahootz quiz and brain training competitions

• Artificial Intelligence lessons and fact-checking research

• Tech-free Tuesdays with a focus on brain training with Rubik’s cubes and puzzles

• Truth wall to promote reading more informative nonfiction books

• Mother's Day crafternoon making key rings, cards and zines

• Year 8 STAR reading competition – won by 8C with their combined reading efforts

• Book Week Year 7 poster competition on the theme of Reading is Magic

• Book Week micro-fiction writing competition, book tower guessing competition and brain training activities

• IB Extended Essay program offering support with researching, resourcing and referencing

• Alumni tutoring for senior students each Tuesday and Thursday after school

• Catalysts for Change Year 8 Program helping with research and resources

• Christmas crafternoon making mini wreaths for decorations

• Chess at lunchtimes and Friday Games Club

• Special lunchtime discussion meet-ups like Philosophy Group.

Students kindly shared these comments about their participation in some of their favourite library programs this year:

Hooked on Books

I really like to attend Hooked on Books because reading is one of my favourite things, it's fun to meet and connect with other people who share the same passion. I've really enjoyed lots of the activities that we've done in Hooked on Books but one I especially enjoyed was the speed dating activity. I thought it was a really engaging way to explore lots of books and reflect on them afterwards.

Poppy Bishop, Year 7

The reason why I've been participating in Hooked on Books and The Book Binge Challenge, is to rekindle my love for books and storytelling, as someone who'd recently been facing a severe reading slump. What I've really enjoyed about being in these two activities is that I've finally been able to reach out more to various types of books, and having a small goal set out every month was a good push for me to get into reading again.

Maggie Fu, Year 12

I've joined into The Book Binge Challenge and Hooked on Books because I really like reading and it's not as common anymore, so getting to discuss books and hearing what everyone else is reading is very interesting to me. Also, it gives me motivation to keep reading through all the stresses of Year 12.

Lara Hopkins, Year 12

I come along to Hooked on Books because I really love reading books, and in a book club I can share what I’m reading and find new books that I might like. I’ve really enjoyed doing the fun activities that Hooked on Books has to offer and find out what others think about the books that I’ve read and enjoyed! Overall, I really love Hooked on Books, and I plan on going for years to come.

Eva Northey, Year 7

I think Hooked on Books is great and it helps me think more about the books I read.

Jessie Tu, Year 7

I like coming to Hooked on Books because I find it fun getting to discuss things other people like or dislike about books because I get to relate to it sometimes and I really enjoy that. Thanks.

Ella Surka, Year 7

Crafternoons

I joined because I enjoy crafting and many of my friends enjoy it and we were bored at lunch time, haha! We also had noticed the posters put up around the school particularly the ones on the stairs leading up to the library. I enjoy getting to chat and make the cute little decorations. I especially like the holiday-themed one like the Christmas ornament (last year) and the easter plates. Look forward to the next time.

Eloise Payne, Year 8

I have participated in the school's ‘crafternoons’ this year because I enjoy being able to express my creativity and work with my hands. Whether it was making Easter crafts, creating Mother’s Day gifts, or any other fun craft project, I have found the activities to be a relaxing and enjoyable way to spend my time. I appreciate the opportunity to try new things, learn new skills, and bond with my friends, over a shared love of crafting. It is also satisfying to see the finished products and know that I put effort and care into making something special. Overall, I have loved the ‘crafternoons’ and look forward to participating in future crafting sessions.

Aarabi Thirumavalavan, Year 8

The Book Binge

Well, the first thing is that I love reading books and so does the rest of my family and I enjoy the challenge because instead of reading for fun it was like a sort of competition and because I am competitive that is why I joined in and liked it so much.

Max Shewan, Year 8

I joined the Book Binge because as an avid reader, I couldn't resist the opportunity to participate in this challenge that allows me to indulge in my hobby of reading. What I find particularly enjoyable about this challenge is that it prompts me to explore different genres and authors, expanding my literary horizons. Additionally, it presents a great opportunity to connect with individuals who share the same interests as me.

Joining the Book Binge Challenge has not only provided me with a source of entertainment but also served to keep me motivated and engaged in my hobby. This is a great idea and initiative from the library team and I appreciate it.

Lakshya Ranjith, Year 7

I saw the email advertising the Book Binge Challenge and I thought I might as well give it a go. Although I am still quite a way from reading 20 books this term, I have enjoyed taking part in the Book Binge Challenge as it has been a great encouragement to keep reading. During a busy time at school, it can be all too easy for reading to get to the bottom of the priority list, and this challenge has often been the gentle reminder that I have needed to keep on reading.

Matthew Pivec, Year 11

I joined the challenge as I read a lot in my free time, and I may as well record the books I'm reading. I have enjoyed it so far because it has motivated me to read more than usual. I love the little five-minute chats with the librarians about the books I'm reading too!

Ifiyenia Siakou, Year 12

Watch it Wednesday

I come along to Watch it Wednesday because it's really fun and it gives me time to relax and I've enjoyed learning more about different styles of movies and animation studios.

Jessie Tu, year 7

I come to Watch it Wednesday to relax and reset from schoolwork so that, when I go back to the classroom my mind is clearer and I feel rejuvenated and ready to learn again. I enjoy Watch it Wednesday as a way to escape from the monotony of work and school.

Ziggy Read, Year 8

I go to Watch it Wednesday because it’s fun with my friends.

Harrison Broberg, Year 7

I mainly go to Watch it Wednesday because my friend goes, so we go together.

Lucas Nguyen, Year 7

In these days as Artificial Intelligence (AI) becomes the next big technology tool, it is inspiring and affirming to see students prioritising building up their own personal and powerful intelligence levels through reading and being active members of their dynamic school library community.

Wendy Logan Head of Library – Ridgeway Campus

Primary Science

Buckley House

The STEM Fair at Buckley House was a fascinating showcase of student ingenuity and creativity, presenting a remarkable array of inquiry projects from Foundation to Year 6. This event highlighted the innovative, hands-on learning experiences that have been at the heart of our STEM Program throughout the year. Held during Australia’s annual Science Week, the fair celebrated not just the projects themselves but the spirit of exploration and discovery that drives our students forward. Themed ‘Species Survival,’ the event brought together students, teachers, and STEM leaders to explore the fascinating world of science and technology. With special STEM shows, challenges, assemblies, and a student project exhibit, the week culminated in an exciting exploding watermelon experiment, leaving everyone inspired and eager to explore the world around them.

The week kicked off with STEM shows that captivated students’ imaginations. From the exploration of solids and liquids reacting to create gases that inflate balloons to the iconic Elephant Toothpaste experiment, demonstrating how a reaction speeds up when a catalyst is used. The STEM challenges encouraged students to think critically and creatively to solve problems through escape rooms and engineering design tasks. The STEM leaders of Buckley House played a pivotal role in organizing and running the events throughout the week, ensuring every student had the opportunity to participate in an engaging and supportive environment.

The student project exhibit at Buckley House highlighted the hard work students put in throughout Semester 1. In Biological Science, Foundation students created models to explore unique animal features, while Year 1 students used eBooks to demonstrate their understanding of animal needs. Year 2 students produced stop-motion videos comparing metamorphic and non-metamorphic animals, and Year 3 students coded life cycles of animals. Year 4 students created digital ecosystems to study biomes, food chains, and webs. Year 5 students generated AI images of animal adaptations, and Year 6 students developed digital models simulating habitat survival.

In Earth & Space Science, Foundation students designed shade structures for playgrounds, blending engineering with environmental awareness. Year 1 students created weather

reports and clothing guides, and Year 2 students launched a podcast about sky patterns called STEM Sphere. Year 3 students made physical and digital games exploring the properties of rocks, while Year 4 students used moisture sensors to optimise plant watering through coding. Year 5 students built structures to protect sports fields from deposition, and Year 6 students designed solar panel roof structures optimised for sunlight exposure based on Earth’s rotation.

Additionally, the exhibit showcased nine special projects that were entered into the state-wide Science Talent Search competition. These projects demonstrated exceptional creativity, ranging from books and computer programs to videos, games, and posters. The students’ hard work and creativity were evident, highlighting the bright future of STEM at Buckley House.

The week concluded with a thrilling exploding watermelon experiment, encapsulating the hands-on, engaging, and exciting spirit of the event. The STEM Fair at Buckley House was not just a celebration of science but a demonstration of what can be achieved when curiosity, creativity, and collaboration come together. It reflected how Buckley House fosters a love for STEM, preparing students to make meaningful contributions to the world.

Being a STEM leader has been the most fun experience in Year 6. Feeding the animals, conducting fun and interesting experiments, and helping in the classroom have been a wonderful challenge, pushing my limits. It has made me more confident as a leader and has helped me prepare for high school.

Alexander Foulds

Being a STEM leader has been an exciting primary school experience for me. I’ve enjoyed it because of all the activities we do, such as thrilling experiments, feeding and learning about how to care for the school animals, and being able to explore one of my passions. The STEM Fair was a highlight of my year because I was able to teach other students about something I find fascinating.

Fairley Caddy

Talia Ciavarella STEM Teacher

Plenty Campus

‘Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less.’

Marie Curie Science Week

Secondary and primary students came together to celebrate Science Week in August. Many activities were planned, and it was wonderful to have students across all year levels exploring the scientific world together. Mentors and role models play a major part in our lives both in and out of the school setting. Most people would have fond memories of senior students who encouraged or supported them in some way throughout their primary and secondary education. Examples of mentoring and coaching others were on full display during Science Week at Plenty Campus in 2024.

Sessions were conducted during lunch breaks for Years 3-6 students where excited and delighted looks on their faces were the order of the day. Year 6 completed a workshop titled ‘Analysing Whale Snot’ completing a chemical analysis in small groups. Students wore full protective equipment while being guided through the process by a secondary teacher and Year 12 student volunteers. It was a wonderful sight to see junior and senior students who were enthused and motivated by what they were teaching and studying. Years 3-5 students completed a session titled ‘Cool Demos’ which certainly had students gasping in amazement.

We are extraordinarily lucky at Plenty Campus to have access to a fully equipped Secondary Science Lab and Lab technician. Add to that the fact we have highly motivated secondary students who fully display all Ivanhoe Learner Attributes and engage well with students across the school.

For our Junior Primary students, Year 6 Leaders created and organised a Scientific Scavenger Hunt which our students thoroughly enjoyed. Racing around the yard trying to locate various scientific items in small groups created great excitement and our wonderful Year 6 Leaders encouraged and supported this attitude. We are very fortunate at Ivanhoe Grammar School to have senior students who are willing to give back to programs they have been involved in during previous years. Together with staff they are helping to nurture and encourage young minds.

Class Science

Across all year levels there has been a focus on ‘hands-on’ investigations during units studied. In the Years 3-6 area students played an instrumental role in the planning of experiments making sure that fair testing procedures were followed. There were opportunities for construction and design in many units as well as the use of secondary equipment such as lightboxes and simulators to support learning. Student iPads were used regularly for research, gathering data or photos to support findings, presentations and to make comparative observations.

For our Foundation to Year 2 students, nurturing the natural inquisitiveness of young children is a major focus. Helping them understand that Science can be magical and wondrous to people of all ages. An interest and passion in this area is lifelong, not just restricted to your school years.

I feel very blessed to teach a subject that is of great interest to all primary students. I look forward to the learning journey we will all travel in the years to come.

Les Dahl Primary Science Teacher

Digital Technologies

The year 2024 seems to be the year of AI. After ChatGPT quietly arrived at the end of last year, this year AI technologies have gone mainstream and are the subject of much investigation and promotion in business, the media and of course education. This was a major focus of the annual whole staff conference held in August. As educators we have a responsibility to explore these technologies and find ways to make use of them in teaching and learning, whilst educating our students as to their responsible use.

At the start of 2024 at Plenty Campus, we moved into a dedicated classroom in the Creative Arts Centre, which means that we have all our resources to hand, giving students opportunities to expose our students to a wide range of digital devices. The space is also being used for co-curricular programs at lunchtimes including First Lego League and eSports.

After introducing many new units across the Digital Technologies curriculum last year, we have been consolidating these to provide a continuum from Years 7 to Year 12 for students that wish to specialise in computing, whilst imparting a high level of digital literacy to all to provide skills for future studies, work and everyday life. Students are encouraged to be creative and critical users of digital technologies.

Middle Years

In Year 7 the Micro:bit Program continues to be highly popular. Students begin to learn programming and how information can be presented as web pages.

‘I have really enjoyed Digi-Tech so far - as it is amazing to learn how to embrace the Digital world that has been developing and changing our everyday lives. I really enjoyed our unit on micro:bits - who knew that just putting a few blocks of code into a computer could make a smart computer chip smile at you! I have also loved the Grok Academy that we've been doing recently. Digi-Tech has been a really fun experience so far - and I'll definitely continue to do it in the future!’

Eva Northey, Year 7

‘DT in year 7 has been awesome! We were given these little micro-computers that you can program called ‘micro-bits’ we made virtual pets, automation systems, and games with these little beasts. You can program these with blocks, Python, and even Java-Script. This is great for beginners to advanced coders. Our second topic was webpage development. We used a website called Grok to teach us how HTML is the framework of a website and CSS makes it look pretty. Our assessment was to build a webpage about travel. I chose to build one for a made-up travel centre company which included trips to England, Dubai, and Singapore. This topic has encouraged me to learn some other languages like JavaScript which lets you do some even cooler stuff with a webpage.

Edward Darrall, Year 7

In Year 8 students begin to choose their courses, and the elective will teach them Cybersecurity and Cryptography, Microcontrollers and Games Programming. Year 9

Transformative Technologies at University Campus has been working with the VEX robots to simulate autonomous medical robots, exploring ethical issues in technology and coding mobile apps. This has also provided the opportunity to participate in the MasterTech Program available there.

‘The Digital Technologies program this year has been engaging and has provided me with both technical and soft skills that will benefit me in the future. Working in small teams, we were able to engineer Vex robotics to solve real world problems and learnt not only how to work with C++ scripting but also computational thinking, communication and teamwork. Moving on to the next unit, we worked with the latest generative AI tools and discovered both the positive and negatives of these technologies which will certainly play a major role in the future of our society. Outside the classroom, our learning continued with many opportunities throughout the year to showcase our skills and think about programming in new ways, like the Australian Informatics Olympiad which challenged our thinking and taught us the basics of algorithm design, and the

Mastertech Program which allowed us to upskill on real-world teamwork methodologies like Agile and Scrum while discovering how our coding abilities could be used to benefit the community around us (my group specifically explored and worked with the visually impaired community).

Michael Reeves, Year 9

Senior Years

Year 10 is the first year that our students experience a whole year subject with a full timetable allotment, allowing them to study a broad range of computing topics in greater depth.

‘Year 10 Digital Technologies has been an interesting journey through the many topics of this subject. These include computer science, data and information, programming, networks, web apps, and a topic called ‘Innovate’. A highlight of this year was the ‘Innovate’ topic, in which we were free to create or research something that relates to digital technologies. Additionally, we have learnt to program for many different purposes, ranging from C++ for Arduinos to Python for general coding.’

Darcy Hill, Year 10

‘In my digital technologies class, I worked on a project where I developed my own game, it was for sure a great experience. Through this project I learnt a lot about game development, especially using Python and Pygame. I discovered how to handle collisions, manage sprites, and implement scoring systems, which were all new to me, it was interesting to see how each part of the code interacted with others to create a functioning game. I also gained a better understanding of debugging and testing my code to make sure everything worked smoothly.

In addition to game development, I learned about how the internet works, which was equally fascinating. I explored how data travels across networks, the role of protocols like IP, and how different devices communicate over the web. Understanding concepts like IP addresses,

DNS, and packet switching gave me a clearer picture of the underlying structure of the internet. This knowledge not only deepened my technical skills but also gave me a greater appreciation for the complex systems that enable us to connect and share information globally.’ Joseph Zenel, Year 10

Our VCE classes all have a student project as a major focus of the year, allowing them to pursue an investigation and project cycle on a topic of their own choice. In Unit 2 we have seen one student investigating the application of AI to create websites. Other projects have involved creating games or digital devices. In Unit 4 Software Development students have produced software solutions to solve a range of problems, including political simulations, Cadet Q Store management, a doctor chatbot and sports management systems for swimming clubs, basketball and e-sports.

VCE students also attended the ‘Big Day In’ hosted by the Australian Computer Society with presentations on career paths from several organisations in business and government. A highlight was hearing from the Australian Signals Directorate whose role is maintaining our national cybersecurity presence, though for obvious reasons they are not able to disclose details of many of the cases they investigate!

Co-curricular Programs

In addition to their computing studies, students have been offered supplementary programs and competitions. First Lego League has been running previously with great success at Ridgeway Campus and this year Plenty Campus joins them. Students have participated in the Australian Informatics Olympiad as well as the ICAS Digital Technologies testing.

We are looking forwards to see what 2025 brings – being a computing teacher is exciting but challenging as there is always something new to learn, even more so when our students are pushing the envelope themselves!

Richard Fox

Digital Technologies Curriculum Leader

Health and Physical Education

Ivanhoe Grammar School’s Health and Physical Education Program emphasises holistic wellbeing through a dynamic blend of physical activity and health education. Our secondary curriculum covers a wide range of sports, fitness training, and health topics, integrating contemporary issues like mental health and nutrition to prepare students for lifelong wellness. This year has been particularly exciting with the introduction of Sport Science into the Year 10 curriculum. This new addition has enriched students' understanding of biomechanics, exercise physiology, and sports psychology, enhancing both their practical and theoretical knowledge. The integration of Sports Science has provided students with deeper insights into physical performance and health and allowed for a direct avenue into VCE Physical Education. We are excited to see the continual evolution of the new facilities at Ridgeway Campus, the strong connection to La Trobe University's sports complex at University Campus and the new Coonawarra Willam Aquatic Centre at Plenty Campus, due to open in 2025. My experience with Year 7 Health and Physical Education has been fantastic. We have delved into various sports and activities while gaining a deeper understanding of our bodies and overall health. Throughout the year, we have covered Indigenous games, fundamental motor skills, dance, invasion field games, changing and growing, net/wall games and so much more. My favourite units were invasion field games and fundamental motor skills. I now have a better understanding of invasion field games which taught us about the importance of creating space. We also learned how to work as a team. As for fundamental motor skills, we had an opportunity to compare our throwing, catching, kicking, and striking abilities with professionals to identify areas for improvement. We also learned how motor skills help us stay fit later in life. In Health, we delved into the uncomfortable topic of ‘Changing and Growing’, where we learnt about the changes taking place in our bodies and the importance of maintaining good hygiene during this period in

our lives. By the end of this unit, we had all grown in maturity, and our increased understanding of the subject matter was obvious. Overall, my health and physical education journey in Year 7 has been thrilling and enriching. I am genuinely excited to continue exploring and expanding my knowledge in this area as I progress into my senior years.

Aadya Achar, Year 7

Health and Physical Education has always been an extremely enjoyable subject for me. Trying new sports and playing with my friends outside has always been something I look forward to, but the health units we’ve done have also been interesting – particularly the ‘Drugs and Alcohol unit’. In this unit, we covered the effects of these substances on our bodies and why they’re extremely harmful. Something that surprised me was how bad energy drinks are. They do all sorts of things to us which I had no idea about but I am grateful to now know. From the PE side of things, we finished our Global Sports Unit a few weeks ago, where we learnt to play different sports from around the globe. I especially enjoyed Gaelic football – an Irish sport, combining the rules of AFL and soccer. Competing against my friends and stealing the ball from them was fun, and kicking a few goals made me feel great too. Considering I don’t play soccer a lot, I was proud of myself for those goals. In this way, PE helps build confidence and aids me in being a better person in general. I also loved how our teacher would swap between teams, creating major competition and letting us have a good laugh. We’ve done a couple of lessons based on the Olympics too, which has been a highlight so far this year. My favourite lesson was playing sit-down volleyball as a taste of the Para-Olympics – it made me realise how talented these Olympians are, as I was just barely hitting the ball! HPE is just a great subject overall – it’s fun, positively teaches me many new things and gives me something to always look forward to.

Meghavini Shrestha, Year 8

The Health and Physical Education class this year has been possibly the most enjoyable and beneficial year of PE that I have completed so far at Ivanhoe. The program had a focus on having a healthy mind and body, improving physical fitness and skills, and exposing us to a wide range of sports and activities. To start the year, we engaged in a SEPEP unit where we managed, coached, and played in a volleyball competition where we eventually ended up with a winning team after many playoff rounds and finals. This unit taught us about the management and running of sports teams and leagues, as well as improving our skills in volleyball. We were also lucky enough to participate in three weeks of self-defence lessons, hosted by instructor “Lucky”, and his team, where we were taught skills for how to defend ourselves if necessary. This unit was a highlight for all, as Lucky’s personality alone made the unit enjoyable, with the bonus of the new skills we learnt. In Term 2 we all travelled to a gym where we learnt gymnastics skills on equipment like the bars, rings and trampolines. We loved jumping and flipping around in those weeks, and everyone had fun no matter how skilled they were. During the year we have participated in two theory units, the first being a unit where we researched the health and livelihoods of developing countries around the world, and what could improve these conditions. More recently we have participated in a mental health unit, where we have discussed the causes of mental health issues and ways to maintain a healthy state of mind. Our most recent practical unit was possibly my favourite unit of the year, where we played indoor sports at an off-campus leisure centre. Indoor soccer, beach volleyball, handball and dodgeball were all included, and we played within our houses. Everyone participated and had a heap of fun. Overall, PE this year has been a great experience, and I will keep skills and memories from it for many years.

Will Hopper, Year 10

VCE Health and Human Development was a Unit 1/2 subject I chose to study with a particular interest in human health and wellbeing, to pursue a career in human health or medicine. From my experience thus far, the subject is highly focused on understanding what it takes to achieve ‘optimal’ health and wellbeing as an individual, the barriers to this process, and its subjective and dynamic nature. In Unit 1, through initially understanding the different dimensions that contribute to one’s health and wellbeing, we laid the groundwork for the entire year. We continued to develop a greater understanding of health, through exploring key indicators which measure one’s state of health and wellbeing. Through studying what it means to have a balanced diet and the impact of nutrients on one’s body, we examined specifically how physical health can interact with other aspects of health. At the end of the semester, an area I particularly enjoyed was understanding youth health and wellbeing. I personally found this area of study to be particularly relevant as fundamentally, the knowledge I gained led me to consider how I could change my lifestyle to be healthier. Unit 2 shifted focus to human development, exploring the different human life stages, and the milestones one achieves throughout life. The prenatal stage, which we had a particular emphasis on has been my favourite area of study. For me, learning about the biological processes driving fertilisation and foetal development aligned with my interests in medicine and science. All in all, VCE Health and Human Development is an enlightening and informative subject that I can particularly recommend to those who find comfort and interest in understanding the human lifestyle, and to those who wish to learn concepts with real-life implications that they can apply to their own life. Cleo Bruscino-Raiola, Year 11

Christina Parodi and Henry Tyler Curriculum Leaders – Health and Physical Education

Food Technology

Food Technology was a busy and exciting ride throughout 2024. The students have completed many exciting units of work and were able to develop many fundamental and lifelong skills fostered within our subject areas.

We have always endeavoured to deliver student-centred learning outcomes that are engaging, fun and as enriching as possible, and throughout 2024, the students have made some great progress

The Year 7 & 8 Food Technology students put their skills of reading recipes, accurately measuring ingredients, equipment usage, various cooking methods, sensory evaluation, and food design into practice in a range of cooking practicals throughout each semester of the year.

The students learnt about Food Design and creating beautiful and edible pieces of art!

Year 7 Food Technology has been such a fun and educational experience! We learnt so much about nutrition and taking care of our bodies. We learnt about different food groups and how important it is to have a balanced diet. We talked about things like proteins, carbohydrates, fats, and vitamins and how they all help our bodies stay healthy and strong. Another important part of our lessons was learning about health and safety in the kitchen. We learnt how to use knives properly, how to prevent cross-contamination and the right way to clean up. We also learned about how to use appliances safely. These lessons were important because they made sure we knew how to be safe while cooking, which made the kitchen a less scary place. One of the best parts of the class was trying out new recipes every week! We worked in groups, which was cool because we got to work with our friends and help each other out. We cooked all sorts of things, but my absolute favourites were the nachos and the apple crumble. They were so tasty and fun to make! For our assessment, we got to design our own smoothie. This was exciting because we could choose a heap of different fruits and blend them down into a smoothie. It turned out really yummy and healthy, too! Overall, Year 7 Food Technology was awesome. I learned so much about nutrition, safety in the kitchen, and how to cook delicious food, plus, working with my classmates made it even more fun. I can’t wait to cook more at home and try out new recipes!

Rehet Singh, Year

7

Year 8 Food Technology was an awesome class that taught us so much about food and cooking. We learnt about the different nutrients in our food and how to take care of our bodies and why it is important to get the right balance of carbohydrates, proteins, fats, vitamins, and minerals to stay healthy. We learnt how the food we eat directly impacts our energy levels and overall health. We also explored world food and culture, which was super interesting. We learned why food is different across the world and how geography, climate, and culture influence the ingredients and dishes people make. It was cool to see how similar ingredients could be used in so many ways depending on where you are in the world. Cooking was a big part of our class, and we got to try out a lot of recipes each week. Working in groups was great because it helped us develop our teamwork skills. My favourite recipes were the cheeseburgers and chocolate brownies. For our assessments, we had a few challenging design tasks. The first was designing a pancake stack, which was all about creativity and food plating skills. It was fun to think about how to make the pancakes look as good as they tasted. The second assessment was creating a multicultural burger, which tested our understanding of food culture from around the world. We had to think about the ingredients and flavours that represented different cultures and bring them together in a tasty burger. Overall, Year 8 Food Technology was a blast. I learned a ton about food, cooking, and teamwork, and I can’t wait to use these skills at home.

Naethan Alexander, Year 8

Food Technology has always been one of my most enjoyed subjects in school. Ever since doing Food Technology in the first semester of Year 7 I knew that it would be something I wanted to continue. Being able to have a guided experience to the different cultures and practices of food throughout the world has always been extremely fascinating for me. Right from the beginning during ECP we were having practicals where we were able to cook advanced meals with a partner, and the independence from the teacher gave me and my peers more confidence in ourselves and our abilities in the kitchen. The assessments were also very well structured as they gave us the opportunity to be creative, as well as think about cost-of-living pressures and what some less advantaged people may have access to. My favourite assessment was the Multicultural Burger Design task where we were instructed to choose a cuisine to base our burger on and then, with full creative freedom, we created an original burger. It was very interesting to see how different cultures viewed flavour combinations as well as some unconventional cooking techniques used by less advantaged countries. I highly recommend the Year 7 and 8 programs to all food enthusiasts.

Luke Davis, Year 8

Christina Parodi and Henry Tyler Curriculum Leaders – Health and Physical Education

Secondary Mathematics

Ridgeway Campus

This has been another remarkable year for Mathematics at Ivanhoe Grammar School, marked by the continued implementation of the new Australian Curriculum and the updated Unit 1 to 4 VCE Study Design. This year, our focus on the evolving curriculum has seen the area of study in algorithms and pseudocode come into full swing, with students actively engaging in these foundational concepts.

Continuing our commitment to nurturing mathematical talent, we expanded our extension program for Years 7 to 10 students giving selected students who demonstrated exceptional aptitude in mathematics, the opportunity to participate in various programs.

As always, participation in the Australian Maths Competition (AMC) remained a highlight of our maths program. Held in Term 3, the competition again saw significant engagement from students across all year levels.

A notable addition to our Year 7 curriculum this year was the Cake Boss measurement project. Departing from the traditional projects, this new initiative encouraged students to apply their understanding of measurement creatively and practically. Some students embraced the challenge by baking cakes, while others crafted detailed models from household items, including LEGO. This hands-on project not only reinforced their learning but also brought an element of fun and creativity into the classroom.

Overall, 2024 has been a year of growth and innovation in our Mathematics Program, and we look forward to continuing this momentum in the years to come.

Jaclyn Ranasinghe Mathematics Curriculum Leader

Plenty Campus

This year has been a dynamic one for the Mathematics Department at Plenty Campus with key initiatives rolled out across various year levels.

Year 7 and Year 8: Targeted Intervention and Competitions

We introduced a new targeted intervention program for Year 7, currently in its trial phase. This initiative is designed to address the specific needs of our students by placing them into groups that enable teachers to better address the needs

of each class. The program's goal is to provide tailored support and challenges that cater to the individual learning needs of each student. Early feedback has been promising, and we look forward to seeing the program's impact as the year progresses.

Both Years 7 and Year 8 students showcased their mathematical talents through participation in the Australian Mathematics Competition, where we saw an impressive turnout. The results are still pending, but the high level of engagement and enthusiasm from students is a testament to their dedication to mathematics.

In addition, a selected group of students from both year levels have been competing in the Math Olympiad. This ongoing competition is a platform for our most mathematically gifted students to apply their skills in challenging and creative ways. We are hopeful for strong results based on the hard work and commitment our students have shown.

Year 10: Preparing for the Future

For our Year 10 students, 2024 has marked the beginning of a new structure that offers more streams to choose from, better preparing them for the challenges of VCE. This restructuring is aimed at aligning their mathematical studies more closely with their interests and future aspirations. By providing a broader range of options, we hope to equip students with the skills and knowledge they need to succeed in their senior years.

VCE: Final Preparations and Best Wishes

Our VCE students have been working diligently throughout the year, preparing for their final exams. Their hard work and dedication have been commendable, and as they approach this critical phase, we wish them the very best of luck. Their success in these exams is a reflection not only of their effort but also of the support and guidance provided by their teachers.

As we continue to refine our programs, we remain committed to providing the best possible mathematics education at Ivanhoe Grammar School. The successes of 2024 have set a solid foundation, and we are excited about the prospects for 2025.

Paul Briggs Mathematics Curriculum Leader

Secondary Sciences

Exploring Science: Adventures and Discoveries

This year, our students have enjoyed a series of exciting educational trips that deepened their understanding of science. Year 7s encountered fascinating wildlife at Melbourne Zoo, Year 8s explored the geological wonders of the You Yangs, and Year 11 Biology students studied adaptations at Melbourne Zoo. Year 12 Physics students investigated motion and forces at Luna Park, while Year 12 Chemistry students delved into analytical chemistry, experiencing advanced technologies beyond our school labs. Join us as we look back on these enriching journeys and celebrate curiosity and discovery within our scientific community.

Year 7 – Melbourne Zoo Excursion

During our Year 7 Melbourne Zoo excursion, students participated in an educational session focusing on Classification and Adaptations. They explored the diverse habitats within the zoo, learning how different species adapt to their environments. From observing the behaviours of animals in their enclosures to understanding the importance of conservation efforts, our students gained a deeper appreciation for biodiversity and the interconnectedness of ecosystems. This hands-on experience not only enriched their understanding of biological concepts but also fostered a sense of responsibility towards the natural world.

Year 8 – You Yangs Excursion

During our You Yangs excursion, our students engaged in two enlightening sessions. In the first session, guided by a knowledgeable ranger, they delved into the geological history of the You Yangs, learning about its formation and the traditional uses of this landscape by the Wadawurrung people. This session provided a rich cultural and geological context, highlighting the deep connection between land and indigenous heritage. In the second session, students

explored the human impacts on the You Yangs, focusing on invasive species like Boneseed and human-made structures such as hut buildings. They examined various landforms and rocks, actively identifying different rock samples scattered across the landscape. Through hands-on examination and referencing rock identification tables, students honed their geological skills, deepening their understanding of the natural processes and human interactions shaping this unique environment.

Science Week

Science Week at Ivanhoe Grammar School was a vibrant celebration of learning, with students from all year levels diving into activities focused on the theme Endangered Animals - More than just Sustainability. The week featured an exciting lineup of events, starting with an Endangered Animals Incursion by Animals of Oz, where students had the chance to interact with some of Australia’s rarest and most vulnerable wildlife. This wonderful experience was complemented by Professor Bunsen’s Science Show which captivated audiences with thrilling experiments that made the science of the natural world come alive in unexpected ways. Adding to the excitement, students tackled an endangered animal-themed escape room, where teamwork and quick thinking were key to solving puzzles and saving threatened species. Another standout experience was the immersive Virtual Reality (VR) session, which transported students to the habitats of endangered animals. The senior students presented some Cool Demos to the primary school students, leaving them wide-eyed with excitement as they explored bubbling reactions and dazzling colour displays. Throughout the week, the enthusiasm and engagement of the students were unmistakable, reflecting their enthusiasm for science and deepened awareness of endangered animals and the ecosystems they call home.

Rachel Zammit and Isaac Lobo Curriculum Leaders – Science

Primary Performing Arts

Plenty Campus

As brilliant as it is, the musical production is far from the only musical event that primary students participated in during 2024. The 2024 Primary Soirees were a resounding success, showcasing the dedication of our young musicians. The performances highlighted the talents of students taking private lessons, along with members of the Primary Guitar Ensemble and the Grades 2-3 String Ensemble.

The August cross-campus Piano and Instrumental Competition saw our very own Jacob Liu from Year 4 proudly earn first place on piano. Primary assemblies regularly saw students performing either as soloists or as part of an ensemble.

All in all, students continue to demonstrate their willingness to 'have a go', encourage one another, and come together to create truly special and memorable musical performances and experiences. The resulting joy and growth in skills and confidence exhibited by these students is a pleasure to behold.

On Tuesday 10 September, the Plenty Shakers lit up the Plenty Ranges Arts and Convention Centre with their spectacular dance performance at this year's Shakedown concert. Bursting with enthusiasm and brimming with talent, these young stars captivated the audience with a kaleidoscope of energy and joy. Behind the scenes, these young performers had poured their hearts into countless hours of rehearsal, sacrificing their lunchtimes and personal playtime to refine every step. Their hard work was evident as they hip-hopped across the stage, transforming the performance into a magical celebration of their dedication and talent. The result was an unforgettable evening that left the audience spellbound and cheering for more.

Jennette Green and Alicia Moravski Primary Music Teacher/IN teacher

Secondary Performing Arts

Plenty Campus

As I reflect on the past year, I am filled with pride and admiration for the incredible achievements of our students and staff within the Performing Arts department. This year has been marked by outstanding performances, growth in musicianship, and the continued nurturing of a vibrant and supportive musical community at Ivanhoe Grammar School.

One of the highlights of our calendar was the Vocal Showcase, where students from various year levels came together to present an evening of exceptional vocal talent. The event featured performances from both the Years 7 and 8 Vocal Ensemble and the Senior Vocal Ensemble, each group demonstrating remarkable skill and passion. The Senior Vocal Ensemble impressed with their sophisticated harmonies and dynamic stage presence, while the Year 7 and 8 Vocal Ensemble showcased the potential of our younger students, offering a glimpse into the bright future of our vocal program.

The Instrumental Showcase was another standout event, bringing together our diverse instrumental ensembles for a night of musical excellence. The Orchestra and Jazz Band delivered stellar performances, captivating the audience with their energetic and polished renditions of classical and contemporary pieces. Our guitar ensembles also shone brightly, each displaying their unique styles and the progress they have made throughout the year. These ensembles not only highlighted the students’ technical abilities but also their dedication to refining their craft.

In addition to these showcases, our Year 7 Instrumental Program continued to be a cornerstone of our music education, providing students with the foundational skills needed to explore and excel in various musical disciplines. This program is critical in developing the next generation of musicians at Ivanhoe, as it offers a comprehensive introduction to instrumental performance. The Year 2 String Program also played a vital role in early musical education, giving our youngest students the opportunity to begin their journey in music with enthusiasm and discipline.

As the Head of Music, I am incredibly proud of the hard work, commitment, and talent displayed by students this year. The success of our ensembles, the growth of our individual performers, and the strength of our programs are a testament to the dedication of our entire music community. I look forward to seeing how our students will continue to flourish and contribute to the rich musical culture here at Ivanhoe Grammar School.

Throughout my time at Ivanhoe Grammar School, been a real favourite of mine. This year has been no different, with new opportunities to grow and learn as a performer. As a VCE Music student, I have had many occasions, such as the soirées, choir performances, The Addams Family, and the More than Words musical theatre masterclass, to make new connections and grow as a vocalist. With these endless new music opportunities, I have made some amazing friends, the highlight being choir. Choir has taught me new

Secondary Performing Arts

skills, such as perfecting harmonies, working in a large ensemble, and collaborating alongside multiple cohorts. I have enjoyed these experiences and feel that I have grown as a musician; I am very grateful for these opportunities. I look forward to continuing my musical journey into the future.

Maddison Nankervis, Year 12

The Performing Arts Program plays a significant role in the culture of the School and has been a pivotal part of my journey. Throughout my time at school, I’ve been continuously supported, with countless opportunities to learn, present, and explore music. Now, as a senior member of the school, reflecting on all I’ve been involved in, from the Year 7 Music Program to the School Production band, I realise the immense effort my mentors have invested in me. Something I will appreciate for the rest of my life.

Over the past year, I’ve been involved in the Guitar Ensemble, Jazz Band, Orchestra, and Senior Vocal Ensemble, each offering a unique experience to try something new and improve my musicianship. The culture within these ensembles is something I will undoubtedly miss once I leave Plenty. Having joined many of these ensembles in my junior years, I have been fortunate to receive support from both staff and older students, who have nurtured my passion and musicianship. In my Senior Years, one of my greatest highlights has been the opportunity to provide the same support to younger students coming through.

This year has seen another round of successful performances, with high praise given to the school production of The Addams Family. We’ve enjoyed several great nights of performances with the Vocal and Instrumental Showcases, as well as a few Friday Festivals in the round. Several musical workshops have also taken place throughout the year in senior classes, including the More than Words workshop with Danielle O’Malley, which provided members of the music classes with opportunities to perform, listen to, and learn from their peers.

As I prepare to move on from Ivanhoe, I carry with me the lessons I’ve learned, the memories I’ve made, and the confidence that this program will continue to inspire and nurture future generations of performers. The Performing Arts at Ivanhoe is more than just a program, it’s a family, and I am proud to have been a part of it.

Gavan Sharples, Year 12

Jonathon Bam Head of Music Plenty Campus

Ridgeway Campus

In 2024, we experienced several standout moments and achievements that made the year truly memorable.

This year saw the introduction of several new ensembles. These fresh additions to our music program were designed to offer students more opportunities to explore different genres and styles. They have not only expanded the range of our program but also allowed students to experiment with new musical forms, enriching their overall experience.

Throughout the year, our students showcased their talents at a series of soirees, including the Music in The Round concerts. These intimate performances allowed students to present their work in a more personal setting, engaging with their peers, teachers, and families in a celebration of their progress. The soirees featured a diverse range of performances from solo pieces to small ensemble work.

Term 2 included the much-anticipated Middle Years Music Camp. This annual event offered our students a unique opportunity to immerse themselves in music away from the classroom. Held at a picturesque Rutherford Park Retreat, the camp featured intensive workshops and ensemble practices. Students not only honed their skills but also built lasting friendships, all while deepening their passion for music.

One of the year’s standout events was the More Than Words concert. This concert was particularly special as it featured performances that went beyond the traditional repertoire. The students’ creativity and emotional expression were truly inspiring, making this event a testament to their growth and the program’s evolving nature.

Our annual Piano and Instrumental Competition provided a platform for students to display their individual talents and compete in a friendly yet challenging environment. The competition was fierce, with many students pushing their limits and achieving remarkable results. The guest judge, Mr. Stewart Kelly was impressed by the high level of skill and artistry demonstrated.

The two Ensembles Concerts featured a seamless blend of classical and contemporary pieces, highlighting the musicians' versatility and technical skill. The concert was not only a celebration of technical skill but also an evocative journey through diverse musical landscapes. Overall, it was a memorable and engaging evening that left a lasting impression.

Our Year 7 students have embarked on an inspiring journey through the world of music, exploring a range of instruments. They delved into the rich sounds of woodwind, brass, strings, and percussion, each contributing their unique talents and dedication to the program. The highlight of the year was undoubtedly the End of Year Concert in Term 4. Each group performed with confidence and flair, leaving the audience thoroughly entertained and impressed.

This year has indeed been one of change and growth for our music program. We have welcomed several new casual music staff, as well as our new Coordinator of Music Performance, Jared Campbell and Head of Piano, Joyce Chahine. From new ensembles and innovative performances to the enriched Year 7 curriculum, we’ve seen a transformative shift that has invigorated our musical community. The adaptability and enthusiasm of our students, coupled with the unwavering support of our staff and families, have made this year significant in our music program’s history.

As we look forward to next year, we do so with excitement and optimism, eager to build on the successes and experiences of this year. The harmonious blend of talent, dedication, and passion within our music program continues to inspire and uplift, promising even greater achievements and musical adventures to come.

The Ivanhoe Grammar Music Program has been such a big part of my life, and I have had the opportunity to grow as both a student and a musician.

Greta Lewin, Year 8

As Music Captain, getting to help with a flourish of events, such the Winter Ensembles and Soloists Concert, performing at the More Than Words event, and creating, planning and running the Battle of the Bands assembly, have all been such valuable opportunities for me. Leaving Ivanhoe Grammar School, I’ll lovingly look back on my time involved in the music department

Lucinda Thompson, Year 12

Music at Ivanhoe Grammar School is so versatile and caters to so many different music students. One of my fondest memories was performing at More Than Words this year. It has been such a wonderful experience getting to witness the abundance of talent the school holds and getting to explore a community devoted to the same passion.

Denzel Vaghani, Year 12

I have been a part of the Music Program here at Ivanhoe since Year 7. I have thoroughly enjoyed being a part of countless ensembles and I feel like I have come so far since I started here. Locksley is a part of the school for me where I spend most of my time, the community is so welcoming and encouraging. The thing I’ll miss most about the music program is seeing all the smiling faces of the staff that have made Locksley so memorable for me

Charlie Woodhouse, Year 12

Paul Smith Director of Music

Primary Visual Arts

Buckley House

Creative Collaboration in the Buckley House Art Studio: A Year of Cross-Curricular Success

This year, the Buckley House art studio has been a vibrant hub of creativity, where the arts curriculum has seamlessly collaborated with classroom inquiry and specialist subjects to deepen and broaden students' understanding of art and creative expression. Through collaborative projects, students explored significant themes, enhanced their artistic skills, and connected their learning to real-world issues.

In Year 6, students aligned their art projects with the Finding Their Voice inquiry unit, creating activist-inspired portraits that reflected their personal concerns and passions. This cross-curricular approach not only honed their artistic skills but also empowered them to use art as a tool for advocacy.

Year 5 students engaged in a meaningful exploration of endangered Australian species, linking their STEM projects with wildlife art. This collaboration culminated in personalised art pieces aimed at participating in the Wild at Art competition, fostering both environmental awareness and artistic growth.

Foundation students delved into the impact of climate change on Antarctica through their penguin project which tied in with their classroom inquiry and a zoo excursion. Their creative efforts were showcased at the Australian Antarctic Festival held in Hobart in August, highlighting the importance of art in understanding global issues.

The whole school celebrated the Paris Olympics by designing and crafting their own Olympic medals, further blending history, art, and design. These collaborative efforts have enriched the Buckley House art studio, making it a dynamic space where students explore, express, and communicate creatively across disciplines.

Harriett Kerr

Buckley House Visual Arts

Primary Visual Arts

Plenty Campus

This year at Plenty Campus has been a vibrant and dynamic journey through the world of art, with our students immersing themselves in various creative activities and techniques, from sculpture and collage to painting, drawing, construction, printing, and threads and textiles. Our young artists have showcased their talents and explored new artistic horizons, bringing their creativity to life in remarkable ways.

A Spooky Start with The Addams Family

In Term 1, our students were inspired by the eerie and enchanting world of The Addams Family, the theme for the secondary production. The art room buzzed with excitement as students channelled their inner Tim Burton, creating an array of spooky masterpieces. From intricate drawings of spiders and black cats to hauntingly beautiful paintings of haunted houses and twisted trees, the creativity knew no bounds. Students also delved into 3D monster constructions, bringing their imagined creatures to life in impressive detail. These hauntingly creative pieces were proudly exhibited in the foyer of the Plenty Ranges Convention Centre, setting the perfect tone for the production.

A Colourful Exploration of Moana JR.

Term 2 took us on a vibrant journey across the Pacific, as our students created art inspired by the primary production of Moana JR. The art room transformed into a tropical paradise as students explored Polynesian culture through their art. They drew powerful depictions of Maui, painted breathtaking beach scenes, and sculpted clay Pua pigs, turtles, and fish, capturing the essence of the islands. Our talented students also crafted 3D constructions of the quirky character Hei Hei, adding a touch of whimsy to their creations. These colourful and culturally rich artworks were displayed with pride at the primary production in the foyer, celebrating the beauty and spirit of Moana JR.

Celebrating the Masters

As we moved into Term 3, our students delved into the world of famous artists, gaining inspiration from the works of Claude Monet, Vincent van Gogh, Frida Kahlo, Frederick McCubbin, and contemporary artist VEXX. They explored the delicate brushstrokes of Monet, the vibrant colours and emotional depth of van Gogh, the symbolic and colourful artwork of VEXX, and the deeply personal and expressive works of Frida Kahlo. Each class took on the challenge of interpreting these masters' styles and techniques in their unique way, demonstrating a profound understanding and appreciation for these iconic artists. Their work not only paid homage to these masters but also allowed the students to express their creative voices.

Throughout the year, our students have engaged in a multitude of artistic activities, exploring various mediums and techniques. Whether working with clay, creating intricate collages, painting vivid scenes, or constructing 3D models, they have honed their skills and developed a deep love for art. Their dedication and creativity have been truly inspiring, and we look forward to seeing where their artistic journeys will take them next year.

This year in art at Plenty Campus has been a testament to the boundless creativity and imagination of our students. They have embraced every opportunity to learn, create, and express themselves, making it a year to remember.

Nancy Ventrice Primary Art Teacher

Secondary Visual Arts

Plenty Campus

Art, Media, Product Design and Technology and Visual Communication and Design provide students with a great opportunity to develop lifelong skills in creating, problem solving and resilience. As students respond to given tasks or design problems they delve into areas of interest, think outside the box, develop skills, trail and experiment, sometimes failing, and create finals. This is all part of the creative journey. The year 2024 has been a great year in Art and Design across Plenty Campus. Staff have been most impressed with the enthusiasm and engagement shown by students in their creating, designing and making.

The folio experience allowed students to seek opportunities, plan, trial and experiment. Students were encouraged to visit galleries, reach out to industry professionals, and research current and past work. Students learnt to apply appropriate language to discuss and analyse work produced by others and the learnt knowledge was applied to their work.

Senior classes in the visual arts are required to delve more deeply into the analysis of the work produced by others. Social, historical and individual factors behind creations are researched and responded to. Students learn about and apply the appropriate language to discuss and analyse work produced by others and it is intended that the learnt knowledge is then considered and applied to their own work. Students gain knowledge and an appreciation of the past, so they can better respond to the now and the future.

The final work often only represents a small portion of the work behind the finished creation. VCE students are required to produce a folio, which provides greater scope for choice of topic than in earlier years. This folio documents planning, trialling, and experimenting, where students are encouraged to develop a preparedness to fail, visit galleries, research current and past work, discuss options and more. The folio is a record of the journey to the final piece of work. The quality of the final works and the diversity of student choice was a highlight here.

It was great to celebrate the creative talents of our students with the public viewing of their work at the end-of-year exhibition held early in term 4. The Annual Art and Design Exhibition showcases work from the disciplines of Art, Art Making and Exhibiting, Product Design and Technology, Media and Visual Communication Design. In the Art classroom, students produced a wonderful array of selfportraits, photographs and prints to indigenous-inspired art works. Media Studies students were called upon to demonstrate their creativity in several ways this year. We applaud their ability to think laterally and flexibly, even under extreme pressure and time constraints. Product Design and Technology students produced a wonderful array of products that solved various design problems. The items created included indoor furniture pieces to jewellery and with a touch of 3D printing and laser cutting. Visual Communication Design students produced works covering all areas of design from environmental, products, messages and interactive experiences design. We had architectural projects, posters, logos and more.

One of the highlights of the Exhibition Opening is the announcement of various awards and following are this year’s recipients.

• Randal Marsh Art and Design Award 1st Place: Tessa Moad Year 12 Sculpture Lost Fortunes, Unit 3 and 4 Art Making and Exhibiting

• Randal Marsh Art and Design Award Runner Up: Elora Twyford Year 12 Mixed Media Hermit, Unit 3 and 4 Art Making and Exhibiting

• The Acquisition Award: Keysha Sorraghan Year 11 Pen and Ink Grieving, Unit 3 and 4 Art Making and Exhibiting

• The Principal’s Gallery Award: Tessa Moad Year 12 Sculpture Lost Fortunes, Unit 3 and 4 Art Making and Exhibiting

• Centenary Product Design and Technology Award: Jack Borowski Year 12 Timber construction Seat, Unit 3 and 4 PDT

• OIGA Media Award: Elora Twyford Year 12 Comic Book Kaleidoscope, Unit 3 and 4 Media

• OIGA Excellence and Encouragement Award: Ava Excellence and Encouragement Awards are presented to students in Years 7, 8 and 10

Art and Design at Plenty Campus has been a pivotal part of my high school experience. Building our foundational skills and refining throughout Middle Years prepared us well for the more challenging, technical demands of VCE. The Plenty Campus Visual Art teachers have been incredibly supportive, providing endless guidance throughout the year. Their encouragement, along with that of peers, has played a crucial role in creating a space where students feel confident to explore and expand their artistic abilities. The Visual Arts Program has consistently encouraged me to push the boundaries of my creativity, this year more than most. Having free reign over my folios for both Art and Visual Communication and Design was daunting at first, but having the freedom to delve into my personal interests and express my passions has been really rewarding. Reflecting on my time in the program, I am so grateful for the countless opportunities it offered me to grow creatively. My Art and Design subjects have been the highlight of my time at the school, and I feel privileged at Plenty to have had the opportunity to grow and develop my artistic skills from the help of such amazing teachers and supportive peers.

Tessa Moad, Year 12 Art Making and Exhibiting and Visual Communication Design

I would like to thank all department staff. Your dedication to developing students’ skills and passion for art and design has not gone unnoticed. Sincere gratitude is extended to all students of art and design.

Lawrence Dalton Curriculum Leader of Art and Design

Secondary Visual Arts

Ridgeway Campus

It has been a privilege to see this year unfold as it has, from wandering though the quiet corridors of Locksley at the beginning of the year, witnessing dreams and narratives find their way onto paper. To the dramatic pulse and energy as student work becomes realised and we see images of contemporary Medusa’s gazing back, electrified clouds raining signs of the zodiac and architectural masterpieces glimmering in the light.

Art, Media, Product Design and Technology and Visual Communication Design offer students the chance to research, explore, test, trial and experiment with a vast selection of materials and equipment with the guidance of passionate and experienced teachers. This year has seen students produce a spectacular body of work and staff noticeably brim with pride as they reflect on the care and effort shown by students as they walked with them through their Art and Design journey.

As students work towards the final Years 7-10 and Graduate exhibitions there is a constant reflection and drafting process happening, sorting and sifting through images, ideas, visiting galleries and exploring and critiquing peer work, past and present. As knowledge of art and design language is developed students are encouraged to explore their own narrative through this lens.

When students move to senior classes, they depart from developmental activities to an environment where they can stretch their wings and develop their own ideas within a structured framework.

Senior classes in Media have seen students hone a preproduction plan to be refined and resolved for an audience as a feature film. The quality and output from Media this year has been astounding.

Art Making and Exhibiting affords the opportunity for students to develop their artistic voice through an amazingly robust art program, highlights included visiting multiple art galleries including the Laure Provost exhibition at the Australian Centre for Contemporary Art and the Nina Sanadze and Top Arts exhibition at the Ian Potter Gallery amongst others.

Product Design and Technology and Visual Communication Design look at ethical and cultural concerns with a focus on following the newly established double diamond design process, identifying design problems, developing briefs, conceptualising, producing and evaluating and analysing designer and student work past and present including visiting the Top Design exhibition at the Melbourne Museum.

The International Baccalaureate Visual Art Course pushes Art making a step further as students must create eight pieces to be showcased with exhibition text for each artwork and a 700-word curational rationale. The artworks this year were phenomenal.

Soon it comes around that the Years 7 to 11 and Graduate Art and Design exhibitions are curated and exhibited which is a monumental effort for all concerned.

We would like to congratulate the following year Years 7 to 11 Art and Design award recipients:

Billy Crewes

Year 7 Art Excellence in the Visual Arts

Mira Fleming

Year 7 Art Special Recognition Award

Ella Dorman

Year 8 Art & Design Excellence in the Visual Arts

Amelie Favero

Year 8 Art & Design Special Recognition Award

Abbey Hider

Year 10 Art & Design Excellence in the Visual Arts

Max Bergamin

Year 10 Art & Design Special Recognition Award

Sara Wang

Year 11 Art & Design Excellence in the Visual Arts

Ayva White

Year 11 Art & Design Special Recognition Award

Kathy Shen

ELICOS ART Award

And the following students for the Graduate Art and Design awards:

The Principal’s Award

Victoria Sze for her Ceramic Sculpture Ceramic Self-Portrait completed during her IB Visual Arts Course.

Randal Marsh Art & Design Award (joint winner)

Charlotte Turner for her work completed in IB Visual Arts Course – particularly the painting on copper.

Randal Marsh Art & Design Award (joint winner)

Tyler Land for his Heide themed Poster Paper Daisy, completed during his first semester of Visual Communication Design course.

Randal Marsh Art & Design Award (joint winner)

Maggie Fu for her body of work completed during her IB Visual Arts course.

Randal Marsh Art & Design Acquisition Award

Ashlyn Taylor for her Intaglio print (unique states) series in Art Making and Exhibiting titled Toy soldier (after Grosz).

The Centenary Product Design and Technology Award (anonymous donor award)

Liam Scurrah for his planter titled Vertical Garden.

2024 OIGA Media Award

Charlie Woodhouse for their film project titled Amity

2024 Alpha60 and Megan Park Design Award

Rafael Adami for his poster and ring designs to support the Asylum Seeker Resource Centre.

The Eckersley’s Art & Design Awards

NOTE: students have a received an Eckersley’s gift voucher for $100.

• Joint First Prize Eckersley’s Art & Design Award – Lavinia De Fazio for her work in IB Visual Arts $100 Eckersley’s Gift Voucher

• Joint First Prize Eckersley’s Art & Design Award – Ben Drake for his work in Art Making & Exhibiting $100 Eckersley’s Gift Voucher

• Joint First Prize Eckersley’s Art & Design Award – Kynan Home for his work in Visual Communication Design $100 Eckersley’s Gift Voucher

In my time at Ivanhoe, I have had a lot of involvement with the arts. My first time at ArtsEdge at Locksley was as far back as Year 7. This is when I fell in love with the space. The way that people can express themselves and produce amazing works of art and designs inspired me to pursue a creative lifestyle. Later at Locksley in Senior Years, I had amazing opportunities to try out art forms in AME and VCD. I’ve had the chance to mould heads out of clay and use various printing techniques. The last thing I will miss from Locksley is the connections that you form with the teachers. They do everything they can and more to support us, including last-minute changes of plans in our folios and staying back for hours after school to make sure we can give our best work. I am very thankful for all the opportunities that the arts at Ivanhoe have given me. Zeke Abbott. Year 12

It has been an exciting experience to be part of such an amazing team and I would like to thank everyone sincerely for their hard work and dedication.

Tom Major Curriculum Leader – Art & Design

Secondary Visual Arts

The Ridgeway Campus, Years 7 to 11

The Ridgeway Campus, Year 12

‘If you can see the invisible, then you can see the possible.’

– Ken Wyatt

Co–Curricular INNOVATIVE

young people of character

#learningtogether

From the Director of Co–Curricular Learning

Chris Branigan, Director of Co–Curricular Learning

As we reflect on the cocurricular programs at Ivanhoe Grammar School in 2024, it is evident that every student has the chance to engage in a rich and varied array of experiences. This year, we proudly introduced the European Arts Tour, a new international experience that underscores our commitment to being authentic practitioners of Global Education. Looking ahead, we are excited to expand our range of trips, further enhancing the global perspectives of our students.

Our focus this year has been on continually evaluating and improving our co-curricular programs to ensure they meet the evolving needs of our students. While changes are being implemented gradually, it is important to reaffirm the core goals of these programs: fostering a strong sense of belonging and community among our students.

As illustrated in the accompanying image, we aim for our students to develop deeper connections with their school and peers through their involvement in co-curricular activities. Following the 2023 review of our programs, several adjustments have been made, with more to follow. These changes, whether immediately noticeable or more subtle, are designed to better serve our growing and diverse student body while meeting the high expectations of our community.

Participation in our co-curricular programs remains impressively high, especially considering that only a few are compulsory. This enthusiastic involvement is a testament to the inclusive and excellent culture we have developed. Each program continues to provide significant outcomes for those students who commit to them, reinforcing the value of active participation.

A standout feature of our offerings is the Cadet Program, which sets Ivanhoe apart from other schools. In 2024, nearly 600 students were enrolled, each benefiting from authentic leadership development opportunities. This demanding program includes up to three separate camps, where students take on varying degrees of responsibility and leadership. The Cadet Program is complemented by our IDEALS Program, which has grown to over 200 students. Together, these programs engage approximately 800 students from Years 912, many of whom participate by choice—a clear indication of the value they see in these unique opportunities.

Our Sports Program, while not replicating the premiership success of 2023, still celebrated notable achievements in 2024. Highlights include a Girls’ Volleyball Premiership, our bestever finish in girls’ football, and multiple finals appearances in boys’ sports. The diversity of our sports offerings was further demonstrated by the Snowsports team’s cross-country success and our Aerobics team’s success, earning the title of Best School at the mid-year State Championships and securing qualification for the National Championships.

A key strength of our Sports Program is its inclusivity. We strive to make sport accessible to all, recognising the valuable opportunities it provides. With nearly 30 sports on offer and various performance levels within them, we aim to meet the

diverse needs of our students. Looking ahead to 2025, we plan to introduce new sports, further aligning with the core goals of our co-curricular programs. We extend our heartfelt thanks to the families who support these efforts, as their encouragement is vital to the success of our programs.

Debating continues to thrive across our campuses, with participation levels climbing steadily. Although we did not secure the Greenway Cup in 2024, the launch of the CrossCampus Debating Challenge night was a resounding success. This event brought together the best Years 10, 11, and 12 debating teams from each senior campus for a head-to-head competition.

We remain committed to spotlighting the talents within each program and hope they inspire younger students to strive for similar achievements in the future.

This year also marked the departure of our esteemed Director of Performance, Mr Shaun Murphy, whose final contribution was the outstanding Ridgeway production of Me and My Girl. The production, like all of Mr Murphy’s work, was executed to the highest standard, and we wish him well in his future endeavours. His legacy at Ivanhoe is significant and enduring.

Theatre at Ivanhoe has continued to flourish, with several productions showcasing the talents of our students. Alongside the Ridgeway play and the collection of scenes developed at Plenty Campus, we were treated to a wonderful School Musical and a Cross-Campus Dance concert. This increase in diversity and opportunity is truly encouraging, and I am excited by the vision and ideas brought forth by our newly appointed Theatre leadership team.

Similarly, our Music Program has undergone significant leadership changes with the departure of Mr Murphy. While the 2024 program largely adhered to previous years’ formats, 2025 promises exciting new developments that will further enhance the School’s music offerings.

Our Camp Program has also seen significant changes in 2024, with the Year 7 Camp reduced to three days and the Year 10 Camp shortened to five days. Importantly, the Year 10 Camp retains the challenging overnight solo experience, a rite of passage for generations of Ivanhoe students. These adjustments, while reflective of our evolving community needs, ensure that the rigour and desired outcomes of the camps remain intact, particularly in preparing students for the challenges of the Cadet Program.

With travel restrictions now a thing of the past, we were able to send over 100 Year 11 students and staff to Cambodia, more than 30 on the European Arts & Cultural Tour, and both our senior boys’ and girls’ soccer squads on a pre-season tour to Japan. These trips, with many more listed on Ivanhoe Connect, offer our students incredible opportunities for personal growth and the chance to forge lasting connections with their peers and staff.

Ivanhoe Grammar School continues to offer a wider range of co-curricular programs than ever before, a range that will only grow in line with our expanding student population. As outlined at the start of this article, our enduring challenge and motivation is to provide every student with the opportunity to participate in a program that enhances their sense of belonging and enriches their school experience.

Chris Branigan Director of Co-Curricular Learning

Cadets

Plenty

Campus

My time within the Ivanhoe Grammar Cadet Unit was a transformative experience enabling self-development. As I navigated throughout my final year in cadets, I gained confidence, teamwork, integrity and communication skills, which I will unquestionably employ as I finish my high school journey. Although my role consisted of pockets of adversity, it was an extremely rewarding leadership position and a core impression of my time at Ivanhoe that I will undoubtedly reminisce about in years to come!

The year started at the Promotions Camp at Puckapunyal Barracks with passionate competition to complete the CUO’s course. On the final day, I enthusiastically accepted my role as Senior CUO, ecstatic to be working alongside the other senior leaders, unknowing but curious to see what the upcoming year had to offer!

On Bivouac and Annual camp, the cadets of varying ranks were able to apply their understanding in a practical environment, amidst the trees and dense landscape of the bush. It was a great experience to see our plans come to life, with both new and habitual events taking place in the diverse terrain. From the moment I arrived, the sense of comradery among each platoon was palpable and an undeniable factor that contributed to the success of both camps.

A memorable event for me was the obstacle course at Bandiana. To my surprise, it was not merely a test of physical endurance, rather, it required strategic thinking, grit and an immense amount of communication with others. Manoeuvring through each obstacle was difficult, especially in the intense heat, however, it provided an opportunity for collaboration. Everyone presented a unique strength, leveraging skills we had all learnt throughout our four years within the unit, which ultimately allowed the group to complete the course effectively.

Although juggling the considerable amount of schoolwork was challenging, the Cadet Unit facilitated an escape away from the books, as well as an opportunity to

connect with peers of varying ages and campuses. The community and ability to get to know staff and peers in greater depth are aspects that I appreciated during my four years in cadets. I would like to thank staff and students for their tremendous commitment to the unit, your efforts made my final year of cadets so enjoyable! Chloe Matthews, Year 12 Plenty Campus Cadet Under Officer and Senior Cadet Under Officer

My time in the Ivanhoe Cadet Unit has been a major highlight of my time at Ivanhoe. I was privileged to work alongside other students who share similar passions to me, and we enjoyed helping each other to develop and improve interpersonal, organisational and leadership skills. It has allowed me to succeed in other areas both in and out of school.

As Head of Training and Assessment, I was tasked with preparing and executing the training of recruits in preparation for their first camps, the enhancement of specialist platoons, as well as aiding the OC of Advanced Training in her plans to allow senior cadets to develop their skills and knowledge. While this required an extensive amount of effort and time, I felt a sense of achievement in watching both recruits and fellow CUOs grow in confidence and capability. There may have been some rough patches but overall, I felt that the specialists’ groups have displayed their potential and I am looking forward to seeing this continue in future cadet years.

A highlight for most cadets will always be the Bivouac and Annual camps. In my final year of cadets, I was able to be a part of the team that worked behind the scenes to plan and execute these camps and take part in the Year 12 activities. My main responsibility in camps was to work with my fellow Head of Training and Assessment to tally up merits and award shields to the best-performing platoons in both camps. I will be forever grateful to the staff and alumni for supporting the command team and making these camps possible.

I am looking forward to seeing future cadet groups continue to thrive and improve in the years to come and hopefully, I will be able to come back as an alumni.

Evie Youill , Year 12 Cadet Under Officer

Over this cadet year as the XO, I have spent more time than seems possible on Google Sheets. My role was to plan the activities and timings of the two cadet camps (Bivouac and Annual), as well as organise the logistics to make it happen. This meant lots of timetabling and formatting for the camp booklets. With the help of my fellow Senior Leadership Team, the teachers, and everyone else who dutifully carried out their respective roles, we had a very successful year. In fact, for the first time, dinner was on time.

While the communication between teams was an obstacle at first, through the active usage of group chats and messaging, it became a lot easier to express ourselves to our counterparts. As we got to understand each other better, our planning became more efficient, and it made the overall cadet experience less stressful as we became able to lean on one another.

My experience as a CUO was worth the hard work it took to get there. All the knowledge drilled into us over the years and the pep talks on leadership shaped our year especially. I think that the best example of this was our year’s ability to work as a team and trust each other. This came into play even in the fun parts of the year like during the Obstacle Course we undertook as a year level and the lead-up to the Year 12 Night Navigation.

Thinking back, I think that the time I got to bond with my friends from both campuses that I made through cadets or otherwise was what made cadets in Year 12 worthwhile. Even the challenging parts, like the long walks with packs, or speedily checking up on sites before dark, were enjoyable through the way it gave us an opportunity to spend time with each other in our last year. Many of us became friends or at least, better friends through cadet experiences all the way starting in Year 9. The program has always given us consistency and structure in the ever-changing nature of our teenage lives. This last year being great wasn’t anything new, it was just the best possible way to tie the bow on a great time.

Philomena Spicer, Year 12 Cadet Under Officer

After moving up the ranks from Years 9 to 11, I was very excited to have attained the position of RSM, where I was in charge of leading parades and ceremonies as well as ensuring that the unit’s discipline was up to standard. The thing I loved most about cadets was that it always pushed me to my limits. Even in my final year as an RSM, I felt challenged by the fact that for a role with great emphasis on having a strong ability to command attention through volume, I was seen as a generally ‘soft-spoken’ person. However, if cadets taught me anything, it is that these challenges should be embraced and seen as opportunities for personal growth, and so, after overcoming the initial doubts I quickly fell in love with the role which I soon found to be extremely rewarding.

The camps always proved an enjoyable cornerstone of any cadet year. The ignorant bliss of being a recruit on annual camp was replaced with a greater sense of purpose and belonging as the years progressed, even the unnecessarily stressful promotion camps which you could say were also fun… once they were over! It was always great to see how easily everyone gelled during these camps and the resulting connections and camaraderie that flourished, irrespective of the campus you were from. I will always cherish the unique opportunity to disconnect myself from the outside world and sleep among nature in a hootchie and star-gaze at beautiful night skies. As the RSM, I also felt honoured to be a part of the ANZAC day catafalque services and marches which were extremely special and gratifying experiences. Overall, cadets taught me numerous life skills that will leave an indelible mark on my leadership style. It taught me to have the self-discipline to iron my uniform before each parade, listen to the commands of others and wake up at 6 am for reveilles. I developed the self-confidence and determination to attain a specific position within the unit as well as the flexibility, patience and collaborative skills to overcome challenges as a member of a team. None of it would have been possible without the sacrifice and commitment of the cadet staff and I would like to thank Mr Barnett, Mr Doman, Mr Hoogenraad, Mr Bourne, Mr Callegari, Mrs Scott, Miss Knights, Mrs Zorzi and Mr Tucker and many more for being amazing role models throughout this four-year journey.

Yosip Oghanna, Year 12 Plenty Campus Warrant Officer Class 1 and Regimental Sergeant Major

Ridgeway Campus

The 2024 training year saw many highlights for the unit, including the Annual Camp, Ceremonial Parade, and the Annual Bivouac. For me, however, the most significant moment may have been the appointment of the Cadet Cross-Campus Senior Leadership Teams, following the Annual Promotions Courses.

Organisations are defined by the qualities and skill sets of those who are responsible for providing leadership, guidance and direction, and there is no doubt that this group has excelled in all fields. Whether it be planning camps, training activities, or teaching younger Cadets, the Senior leaders have fostered an environment of inclusiveness and enthusiasm, where many cadets have challenged themselves to push up to, and beyond, their boundaries, supported by the entire Year 12 cohort.

The collective success of the program this year is very much due to the commitment of all cadets, across the board, taking ownership of their program and reflecting the authentic leadership opportunities that it provides across all age levels.

Yet again, the tireless work of staff across all campuses, ensured that cadets were well supported in all their endeavours, and I thank them for their high levels of commitment.

We look forward to the next era of cadets, assured by the knowledge that this current group have left a great legacy to be built on, in 2025.

John Doman Officer Commanding IGSACU

My service within the Cadet Unit has truly been the highlight of my time at Ivanhoe. The ability to develop service and leadership skills whilst undertaking new and challenging activities, such as planning and executing camps, has truly allowed me to develop and grow as a person. My time as Executive Officer especially, has allowed me to fully understand what it means to be a leader and experience both the challenges (especially given the size of the unit) and rewards that come with the responsibility of such a role. Cadets has always fostered an inclusive atmosphere rooted in connection, and I am deeply grateful for my opportunity to be a part of and help shape this unit, I will forever cherish the connections, memories and lifelong friends I have made during my four-year journey.

Charlotte Turner, Year 12 Cadet Under Officer, Executive Officer

For me, Cadets has been the best thing I have been part of during my time at Ivanhoe. My time within the unit has allowed me to make connections with people that I will treasure for life and has allowed me to excel in a space outside the classroom. The leadership experience I have gained from this program has been invaluable and the sense of community that is created within the unit and on camps is something that I will hold dearly long after my time at Ivanhoe is complete. My position this year as part of the senior leadership team has provided me with ample stress but also incredible experience in working collaboratively and planning activities to accommodate over 400 cadets. My gratitude and love to the cadet unit for making me the person that I am today. It has encouraged me to further my experience in cadets through national cadet activities. This has led me to build a deep connection to both the unit and the school and has played a pivotal role in making my time at Ivanhoe as memorable as it has been.

Callum McGeachan Ridgeway Campus Cadet RSM

I am so honoured to have been part of this unit. My time as a senior leader at the Cadet Unit allowed me to meet so many new people and develop my skills, particularly in leadership and confidence. I have been able to work with my three other members of the senior leadership team and together we were able to have the unique opportunity to plan and prepare two camps to facilitate 400 cadets. This opportunity allowed me to learn crucial organisation and problem-solving skills while building unforgettable friendships with my SLT and all the Year 12 cadets.

Lavinia De Fazio, Year 12 Ridgeway Campus Cadet Under Officer, Head of Training

and Assessment

For my first year of cadets, sleeping under the stars was one of the most enriching experiences for me. After that, I could never get away from that affinity developed with cadets. The camps were a short and sweet exposure to a whole new lifestyle. Enjoying the warmth of the sun and the shade of the trees in the company of friends made me realise how much I enjoyed being outside. Even though not everyone wanted to continue the program like me, I found that continuing gave me a sense of completion and gratitude, more than anything else I had done at school. Cadets wasn’t about academic performance or trying to meet any expectations. Cadets was a personal endeavour in which I chose to respond to a deeper calling, a personal challenge. We all dared to ask ourselves, ‘can we really do this?’ Was it possible to navigate the bush with nothing but a map and compass? Were all the Tuesday sessions leading up to camp helpful? Was all the planning worth it? By participating in cadets, I discovered that I could answer these questions with a confidence I couldn’t find anywhere else. But it wasn’t just me. My team of senior leaders poured their hearts and souls into the program. I don’t think they fully realise it but what they had done was inspire the next generation of leaders sparking that same awe we once had as young cadets. It would be a shame to ever see a program like cadets end. Everyone needs to have that one opportunity to challenge what they believe they are capable of. Let it be through cadets or some other means, life is simply too short to be passive and wonder ‘what if?’ Why not respond to that with confidence and say, ‘I can.’

Lars Sveilis, Year 12 Ridgeway Campus Senior Cadet Under Officer

Debating

Plenty Campus

Plenty Campus excelled at debating this year. We fielded a total of six teams in the Debating Association of Victoria’s Interschool Competition held at Loyola College.

It was wonderful witnessing the energy, commitment and strong sense of camaraderie from the students. It was especially exciting when the students were given a previously unseen topic and were granted only an hour to prepare. The outstanding success of this year’s debaters is evident through four teams advancing into the finals.

Another exciting development is the start of the Junior Secondary Program. The Debating Association of Victoria has held workshops for our younger year levels, and we are looking forward to watching their progress over the coming years. Furthermore, Ivanhoe Grammar School has created a debating competition for Penty Campus and Ridgeway Campus Year 8 students to compete. I would like to thank the dedicated Year 11 and Year 10 students who are coaching the younger year levels.

Impressively the Year 10 Debating 2 Team progressed to the Quarter Finals. This places them in the top 8 of Victoria’s 400 Year 10 Debating Teams.

It has been an absolute pleasure coordinating debating at Plenty Campus this year.

Ben Tucker Debating Coordinator for Plenty

Campus

My participation in the DAV Debating Program has been a highlight of my school year, as it not only significantly develops and improves a vast range of skills, but is also a thoroughly enjoyable experience. It tests your abilities to think from a perspective you may not hold and evaluate diverse topics from a more objective point of view;, an opportunity that may not be easily

available in many other situations. It challenges not just the capability to think critically but to also be flexible and adaptable when faced with unexpected arguments. These skills can be transferred outside of this program and will benefit anyone who chooses to debate in the future. Secret topics are a particularly unique concept in which teams must prepare their cases an hour before a debate occurs, with no previous knowledge of the topic. While undoubtedly difficult, they allow you to combine existing general knowledge and quick thinking to produce a complex debate. Overall, debating is an invaluable opportunity, and refines skills that are difficult to come by in any other way.

Avlene Das, Year 11

As I have progressed through my school journey from Years 7-12, debating has been something that has stuck with me. I can’t truthfully say that I have always enjoyed it though. At the beginning, it felt like an obligation. This was particularly true when we were all in lockdown. Since those times a lot of things have changed about debating, or maybe just one thing, my mindset. I started thinking about debating as an activity in which I could excel and focused on developing my skills as third speaker. Putting myself forward as third speaker for every debate challenged me to consolidate my skills. This skill was especially tested with the recent secret topic debates. Once the secret topic has been released, we only have one hour for planning which means that I need to quickly get my head around the likely points the opposing teams will use. Sometimes it is not easy to maintain my composure during debating. Nonetheless, like everything in life, the challenge of debating alongside the social aspect never fails to give me the motivation to attend Tharinie Uruththiran, Year 12

University Campus

This year, my team and I took on the challenge of debating for the first time. We signed up for debating because we thought it would be both a fun activity and a unique learning experience. Attending the first meeting, we were full of excitement and nervousness; quickly learning that all we had to do was think up some arguments and rebuttals. However, we had underestimated the amount of work to be done. Soon, we found ourselves struggling to connect with other team members on the night before, frantically writing cue cards in hopes of having a strong enough argument to impress the adjudicator. I didn’t even write a speech for the first debate, but I had faith in myself that I would wing it on the night.

On the night of the competition, we were trusting that our first speaker would arrive with a prepared topic to speak about. And luckily, she had come ready. The debate itself ran slowly, with both teams shaking with nerves. Unfortunately, we did not win our first debate - the victory going to the opposing team who had prepared full speeches and several rebuttals. It was a close call, with only one point between the total scores of both teams. But from then on, we knew what we had to do to win our second debate and that we would come back better than last time.

Maddie Lim, Year 9

After such a close call on our first debate, we were determined to be victorious in the next. We prepared speeches; strong introductions, powerful conclusions, detailed rebuttals and fervent arguments which would strengthen our team. Of course, the art of debating is never smooth sailing, as one of our members pulled out of the competition days before... we were in panic. We asked other teams, none of whom were prepared to sacrifice a speaker. Forfeiting was not an option. At long last, we found a friend willing to take the role of our first speaker. She had never debated before but delivered perfectly after much preparation and anticipation.

We remembered the feedback from the last debate, putting all our skills to the test. Once we had all spoken, suspense engulfed our senses. Joy flooded our emotions as the winners were announced – us! The feeling of winning your first debate is unforgettable, a memory we shall all cherish forever. The success of the Suburban Rail Loop debate led to pride, knowledge, power and a newly found passion for debating. We carried these skills with us to the following debates, each one providing us with new experiences and laughter. We are so grateful that we were given this opportunity which develop expertise in areas we never would have discovered otherwise. Debating has been an unforgettable experience for us, and we shall all carry our new skills, adventures and fun times to next season.

Zara Shallcross, Year 9

Debating was certainly a new experience for my team and me, but it was one I don’t regret. Not only did it improve my public speaking skills and confidence by miles, but simply debating with friends was fun in and of itself. Even if debating is finished for the year, I’ll actually miss it – something I’d never thought I’d be saying – and all of the joyous times it brought. Throughout the debating season, our team only improved, getting better at the preparation side of things, and improving our performances on the day. We also had improved confidence with each win, knowing that we could triumph over the other team if we put our minds to it.

By also being an educational academic extension opportunity, my team and I learned all sorts of skills and improved pre-existing ones. I, for one, have always liked persuasive writing, and debating gave me the opportunity to finally put that to good use, and even workshop that skill until it became useful in other ways. I also got a lot better at researching obscure debating topics. Still, all of that is quite boring. What kept me in debating was the fun of preparing with friends, scrambling to write and memorise convincing speeches, and all of the memories made. So, will we be debating next year? No doubt about it. Debating is an amazing opportunity, and I would recommend it to all students – even the ones who may still be unsure. After all, if you never try it, you never know.

Ava Norton, Year 9

Ridgeway Campus

As Debating Co-Captains, we are ecstatic about how the season has progressed. Competing in the Ivanhoe division, the first round of the year commenced on Thursday 21 March at Ivanhoe Girls Grammar School. Since then, our teams have debated at a sensational level. Across A, B and C grades, we currently have 11 teams competing. Of these teams, A Grade Team 2 has excelled, topping the ladder as they are currently undefeated. B Grade Team 4, and C Grade Team 3 are also maintaining strong levels, respectively 3rd and 2nd on the ladder, putting themselves in a good position to make the playoffs later this year. To get to the playoffs, a team must be at the top of the ladder after the season.

Our teams have not only surpassed expectations in the immediate debating competition but also in other opportunities. In Term 2, Ridgeway Campus hosted the inaugural Cross-Campus Cup, featuring an intense playoff between Plenty Campus and Ridgeway Campus. After some enthralling performances, Ridgeway took home the victory, winning by 2 points. This year, we took part in the Greenway Cup, and Ivanhoe Girls’ Grammar School claimed the victory in a lively debate on the topic, “If possible, should we turn the moon into a tourist destination?” The competition continues a proud tradition dating back to 1932.

Public Speaking was introduced last year as an opportunity for debaters to use their communicative talents in a different format.

Public speaking was an invaluable experience that provided an outlet for our perspectives on controversial current world events. Over the course of the day, we had the opportunity to showcase our public speaking skills on a topic of our interest. Later in the day, we were given the challenge of impromptu speaking where we were given two ambiguous topics to choose from and we had to speak for 6 minutes using improvisation. This portion of the day was considerably the hardest but most rewarding as it encouraged us to think openmindedly and develop our critical skills. Overall, this was an insightful and enjoyable experience that we would certainly recommend for avid and enthusiastic debaters Emily Malcolm and Siri Chilamkurti, Year 12 speakers.

We have enjoyed our role this year as captains and hope that next year’s society is just as successful as this year’s. Debating and Public Speaking both foster our ability to express our opinions and ideas in a public setting, and it’s an invaluable experience for everyone involved. The standard debating format involves receiving a topic in advance, and coming into the debate knowing what you want to say. However, the secret topic rounds mean that teams only have an hour to prepare for an unknown topic, and then must present their ideas in the best way they can. For us, this is a highlight of the debating experience, as having to prepare arguments under pressure builds our confidence and collaborative skills.

Natalia Conte and Victoria Sze Debating Co-Captains

Outdoor Education and Camps

Buckley House Year 3 Camp

Flying fox, giant swing, bike riding, Ga Ga ball, and torch-lit nature walks were just some of the exciting activities that the lucky Year 3 students experienced on their first-ever camp to Mt Evelyn. For many, this was their first time away from home, and the camp provided a perfect blend of fun and personal growth. The students eagerly embraced the new challenges, discovering that camp is all about stretching themselves and stepping outside their comfort zone.

Throughout the camp, students were treated to delicious and hearty meals that kept their energy levels high for each day’s adventures. From warm breakfasts to tasty dinners, every meal was a time to refuel and bond with classmates, sharing stories of the day’s achievements and laughter over funny moments.

Supported every step of the way by caring teachers and school staff, the students navigated their first camping experience with enthusiasm and growing confidence. Whether it was soaring through the air on the flying fox or mastering the giant swing, the students were encouraged by their peers and teachers alike. Their teamwork and camaraderie were evident, as they cheered each other on, provided support during moments of hesitation, and celebrated each success, big or small.

The weather was perfect for outdoor adventures, with sunny skies and a gentle breeze accompanying the students as they tackled each activity. The fresh mountain air and the natural beauty of Mt Evelyn made every moment even more enjoyable. The students loved every minute of their time outdoors, whether it was the thrill of flying through the air or the peacefulness of a nature walk by torchlight.

But as all great adventures come to an end, so too did the Year 3 Camp. Just as the bags were collected from the bus and students reunited with their families, the clouds finally opened up, showering everyone with rain. With tired smiles and hearts full of memories, students rushed to their family cars, heading home to rest and reflect on the wonderful experience they had shared.

Alexandra Lett

and Suzanne Taylor Year 3 Classroom Teachers

When I got home, I realised that I can go camping without my family.

Maya Powell, Year 3

On camp, I had a great experience pushing myself to try new things and be courageous, like on the giant swing my fear of heights didn’t hold me back and with the encouragement of friends, I persisted and went right to the top.

Imogen Robbie, Year 3

What I enjoyed most about camp was the fact that I was able to try something that prior to my experience at camp, I never for a second thought about attempting. Sharing a cabin with my classmates was a first for me, but I absolutely adored it and can’t wait for another chance to do so. Overall, I thought that camp was spectacular, and I can’t wait to go again!

Henry Roberts, Year 3

The bit I liked the most was Ga Ga Ball and the Flying Fox. My friends really encouraged me.

Reuel Reuben, Year 3

At camp, I learnt that I could do some things that I thought were too challenging, but actually were more amazing than ever.

Meadow Black, Year 3

Outdoor Education and Camps

Buckley House Year 4 Camp

The recent Year 4 Camp at PGL Campaspe Downs, located just an hour from Melbourne in the scenic Macedon Ranges, was a truly memorable experience for all participants. With a variety of adventure activities such as the flying fox, canoeing, archery, laser tag, and more, there was something for all skill levels and interests.

From the moment we arrived, the energy and enthusiasm were contagious. The children were eager to explore the beautiful outdoor setting and participate in the many activities available. The camp focused on fostering a love for the outdoors while also encouraging important skills like resilience, independence, and relationship building. Whether it was racing down the flying fox, paddling across the lake in canoes, or sharpening their archery skills, the students had plenty of opportunities to challenge themselves and work as a team.

Adding to the natural beauty of the camp, a protective dad duck and his ducklings were often on alert, waddling near the lake as curious children observed from a distance. This small wildlife moment further enriched the students’ experience of being close to nature.

Evening events, such as the disco, were a highlight for many, allowing the children to relax, have fun, and dance with their friends to lively music and flashing lights. Games like musical chairs brought endless laughter and joy. Another engaging activity, Passport to the World, encouraged students to work in teams, finding national flags hidden around the camp and answering trivia questions, making it both educational and fun.

One of the standout activities was laser tag, where students learned to communicate and strategise with their teammates in the heart of the bushland, adding an element of excitement to the day. Aeroball, a high-energy mix of trampolining, basketball, and volleyball, also proved to be a favourite, with students jumping into action and developing team tactics while having an absolute blast.

Throughout the camp, the children demonstrated determination, courage, and teamwork in every challenge they faced. Whether navigating the lake in canoes or launching themselves across the flying fox, they embraced the opportunity to push their limits and grow in confidence. Overall, the camp was a resounding success. The children returned home with a wealth of happy memories, stronger friendships, and valuable life skills. The beauty of Campaspe Downs, combined with the thrill of adventure, wildlife, and the spirit of camaraderie, made it a truly wonderful experience for everyone involved.

Jayde Keenan and Lisa Broben Year 4 Classroom Teachers

Teamwork

Communicating like birds, Investigating like ants. In year four, We have innovation.

Pushing through all bumps, Together our dreams will become cheers. Success, blessings, smiles on every face, In year four we have resilience. It feels warm inside, Deep inside, it fills us with pride. Teamwork works well, In wildlife, it’s free.

Jayden Wang, Year 4

Soaring Up High into the Sky!

An arrow soars through the air, the tanbark rough and bare beneath my feet. Nature’s green trees sway gently, as green as the target I see.

As I listen to the loud cheering, it is one of the best sounds I am hearing. The arrow blasts through the air like a rocket, heading straight for the target.

I feel adrenaline rushing through my veins. I love archery—I feel no pain. Nothing makes me feel more ecstatic, and all my friends are equally enthusiastic.

Eli Gliana, Year 4

The Zip-Line Flying High

Stringy wire, my desire! Joyful faces, in the spaces. Chirping birds, in a herd.

Thrilled faces on top of a hill.

Gentle screams, steams my head.

Happy people, everywhere & anywhere.

Bodies shaking, while aching.

Glee set my mind freed.

I felt brave and happy, never sappy.

A rough breeze makes me freeze. I felt myself swish and swoosh my legs. Joy is all around me when I’m at the zooming zip-line!

Elke Devidas, Year 4

Fabulous Fun Flying Fox

Gleeful

Rapid

Rushing

Harness

Thrilled

Delighted

Ecstatic

Gliding

Rope

Thrilled

Elevated

Brave

Screaming

Clip Scre

Thrilled

Chara Zapris, Year 4

Glistening Lake

Glistening Lake

Excited Chatter

Screaming Children

Splashing oars

Exhaustion

Collaboration

Teamwork

Glistening lake

Rippling water

Gripping tight

Paddling ferociously

Exhaustion

Collaboration

Teamwork

Glistening lake

Sweaty palms

Aching arms

Tingling legs

Proud

Collaboration

Teamwork

Lucy Cheesbrough, Year 4

Outdoor Education and Camps

Year 5 Camp – Great Ocean Road

On a crisp autumn morning in March, eager Year 5 students gathered with backpacks, sleeping bags, and soft barrel bags, ready to embark on a camp along the Great Ocean Road. This adventure promised new challenges, a boost in independence, and a chance to continue the School’s erosion project tradition.

The Angahook Camp was filled with activities that demanded teamwork and collaboration. From meeting with the Wadawurrung people, feeding native animals, and learning about First Nations communities, students were immersed in new experiences. They put their surfing skills to the test in the waves at Torquay. Thankfully, it was bright and sunny, though the waves were cold at first. The Go Ride a Wave crew helped to ensure that each student and teacher was able to stand up and ride a wave into shore, a fantastic achievement for first-time surfers.

Our environmental project led us to support a local farming property that had seen the landscape change drastically over a short number of years due to flooding in the area. Students worked to plant native species to reduce the effects of erosion. They pushed their skills, courage, and comfort zones. They even slept under the stars in tents, sharpening their problem-solving abilities as they erected and dismantled them, all while creating memories to last a lifetime.

Beyond the physical challenges, the camp was designed to foster responsibility and self-reliance. Students managed their belongings, adhered to schedules, shared spaces with new friends, and established routines, all while supporting each other through the ups and downs.

One of the great highlights was the evening Beach Solo, in which students sat by themselves to observe the sunset while the waves rolled ashore. It was a wonderful opportunity to practise mindfulness and reflect on the camp experience.

Some students spent this time quietly in thought, while others chose to occupy their hands by digging a sand seat to enjoy the view. Each student will continue this Solo experience throughout their Ivanhoe camping journey, a tradition that starts right here.

As the bus returned to familiar roads, the Buckley House Year 5 students carried with them a newfound sense of confidence, resilience, and a deeper understanding of environmental stewardship. We hope this camp has sown the seeds of transformation, shaping values that will guide them long after they’ve stepped off the bus.

Melanie Goetz Year 5 Teacher

Setting up a tent taught me so much. I didn’t think I could do it by myself!

Demi Stylianou, Year 5

We learnt how to make paint and even how to serve guests in the dining hall.

Gabby Cam, Year 5

We did our first solo on the beach, which was incredibly reflective.

Harrison Di Bella-Fankhauser, Year 5

Camp was an amazing experience that helped me try new things.

Luke Fan, Year 5

Year 5 camp was an unforgettable experience, providing many opportunities to learn various skills

Thomas Gibertoni Teixeira, Year 5

Camp was an experience I’ll never forget. I had the best time surfing, canoeing, and sleeping in a tent with my friends!

Emily Ahimastos, Year 5

Year 6 Camp – Canberra

A highlight of Year 6 was our trip to Canberra. The two most popular activities were Questacon and the AIS (Australian Institute of Sport). At Questacon, there were all sorts of fun experiences, including caged lightning, a free-fall slide, AI exhibits, and lots of educational games. At the AIS, we watched professionals play volleyball, explored the strength and conditioning gym, saw the 50m swimming pool, and met many elite-level athletes! We then got to play in the institution’s game centre, where we enjoyed playing various sports and had the time of our lives!

To close our amazing week, we visited the Australian War Memorial and attended an ANZAC ceremony to honour the sacrifice of the fallen soldiers. It was a very sacred moment, and we observed a minute of silence. Our School Captains, Oriana Briganti and Evan Theofilakos, placed a wreath of flowers on the grave of the Unknown Soldier to honour their sacrifice on behalf of the school.

Overall, the Year 6 Camp was so much fun!

Jacqueline Tan and Sascha Duquet, Year 6

Tim Braddy Year 6 Teacher

Outdoor Education and Camps

Plenty Campus Year 3 and 4

As we pulled out of the driveway the noise on the bus reflected the mix of feelings being experienced as we departed for camp. Cries of excitement, cheers of joy and whispers of worry could be heard as students began the adventurous trip to Camp Angahook in Aireys Inlet. Where would we sleep? What would we do? What was for dinner? There was no end to the questions and the sense of anticipation.

The following three days were spent working in groups on a range of exciting and collaborative tasks around the camp. Students participated in archery, frisbee golf, ropes courses and rock climbing but it seemed to us that the activity most looked forward to was the giant swing. Hanging amidst the trees was a contraption that secured students with a harness before being hoisted up to their chosen height. On the camp guide’s signal, the rope was released, and the chosen swinger flew. The feelings of excitement, anticipation and relief were often heard in the laughter that eventuated. On display, in these moments, were instances of true resilience and determination from students who perhaps felt nervous but pushed themselves to overcome doubts and try. What made the teachers particularly proud was the level of

support and encouragement the students gave each other. It was Civic Character at its finest.

In reflecting on their camp experiences students wrote:

I loved the activities the best because I faced my fear of heights when I went on the giant swing.

Imani Herath, Year 4

I loved the rock climbing. I had never done it before and after I did it, I felt I had really achieved something hard.

Lachlan Tysoe, Year 3

We congratulate our students on rising to the challenge and overcoming their fears. We thank them for making the most of this experience.

Lucas Fleming Year 3 Classroom Teacher/Deputy Head of Primary

Sarah Horton Year 4 Classroom Teacher

Plenty Campus Year 5 and 6

From Tuesday 7 May till Thursday 9 May, the Years 5 and 6 students ventured to Canberra for their camp. The students visited a range of different locations around Canberra, including Questacon, the War Memorial, the Mint, the National Arboretum, Parliament House, the Australian Institute of Sport, and many more. Below are some student reflections on their experiences.

We went to Questacon, where we saw scientific experiments, inspirational stories, and activities. Questacon is the National Science and Technology Centre which is an interactive science communication facility. It is a museum with more than 200 interactive exhibits related to science and technology. We think Questacon is our favourite place.

Sukhnaaz Anand and Aral Kaur, Year 5

After visiting Canberra, the War Memorial was our favourite, especially the Unknown Soldier Room, where an unknown soldier was buried. We walked around the memorial, paying respect and watching the exhibition. The most important area was The Wall of Names, which had the names of people who fought for freedom.

Reena Ando and Amreen Kaur, Year 5

The views from Mount Ainslie give a view of almost all of Canberra and perfectly line up Parliament House

and the Australian War Memorial. The marvellous views are also an Aboriginal heritage place of cultural and archaeological significance, and it is a sanctuary for many threatened species of plants and animals. It was a perfect place to relax and refresh ourselves.

Connor Tibbey, Year 6

The Royal Australian Mint is a great educational resource for kids. It is where all Australian coins are made. They make 120-600 million coins per year and have made 15 billion coins in total. They also make coins for other countries. I enjoyed learning how coins are made, the stories that different coins represent, and discussing whether we’ll even need coins in the near future.

Julian Canzoneri, Year 6

Krystal Crichton and Cara Comito Year 5 and 6 Classroom Teachers

Outdoor Education and Camps

Plenty Campus Year 7

The Plenty Campus Year 7 Camp is traditionally held in the final week of Term 1 and is a fitting way to celebrate a successful transition into secondary school for our students. It was wonderful to see friendships made and consolidated, students pushing themselves out of their comfort zones and supporting each other as they faced challenges together. Reading the reflections below indicated that the highlights for 2024 included the camping experience and activities such as canoeing and the flying fox. However, what really stands out is how much the students value the connections they make with others, the sense of pride they feel when they overcome a challenge and the appreciation of the beautiful natural environment that we experience in Gembrook.

As always, thank you to the staff and Year 11 leaders for making this week such a positive experience for all who attended.

Kathryn Horsford Head of Year 7

My personal highlight from Year 7 Camp was cooking food outdoors and sleeping in tents with my friends. There was something fulfilling about preparing meals in the open air and sharing them with everyone. The simplicity of camping life, coupled with the laughter and camaraderie around the campfire, made me feel incredibly happy and connected. Additionally, canoeing was a standout experience due to the breathtaking scenery and the sense of adventure it brought.

Thevmi Weeranayake, Year 7

At the end of term 1, the year 7 students got to go on camp. My personal highlight was doing the flying fox because it took us out of our comfort zones and allowed us to reach new heights and test our limits (pun intended). It felt great to test my bravery, climb up the giant tree, and then experience the satisfaction of zooming down the flying fox after that climb.

Cameron Hinchliffe, Year 7

Stringybark Camp wasn’t just about fun. it was also an opportunity for personal growth and learning. Through team-building exercises, environmental education, and perhaps even some survival skills training, I gained valuable insights and developed new skills. I also enjoyed the serene and picturesque surroundings of Stringybark Camp, nestled in the heart of Victoria, which provided a perfect escape into nature. The towering eucalyptus trees, the tranquil sounds of the bush, and the crisp, fresh air were truly rejuvenating.

Ethan Hartstone, Year 7

At the end of term 1, all Year 7 students went away on camp. Camp was a great experience because I spent the week with other students not from my mentor group, which meant I got to make even more new friends. The most challenging activity was hiking, it was long and tiring but I’m proud of myself for pushing through it. The best activity was the river rafting challenge! I got to sit in the raft and I made it to the other side of the river and won the challenge!

Viraj Sandhu, Year 7

Ridgeway Campus Year 7

Our Year 7 camp at Stringybark Lodge was an unforgettable experience, marked by excitement, personal growth, and the forging of new connections. From the moment we arrived, our students eagerly embraced the opportunity to step beyond their comfort zones and tackle a variety of challenges. The flying fox offered an exhilarating thrill, mountain biking tested physical endurance, and the initiative activities encouraged teamwork and problem-solving, revealing newfound strengths and abilities.

Despite the sweltering heat and the occasional inconvenience of mosquitoes, the enthusiasm of our students never waned. Their determination and positivity in facing each challenge were truly commendable. We were particularly proud of our youngest Ridgeway members, who displayed remarkable maturity and resilience when confronted with situations that were outside their comfort zones or simply unappealing. Through collaboration with their peers and guidance from their teachers, they navigated these obstacles and found solutions, demonstrating growth and adaptability.

The camp also provided a wonderful opportunity to cultivate new friendships. The shared experiences and collective spirit fostered a sense of unity that has continued to enrich our school community. Stringybark Lodge will be remembered not only for its thrilling activities but also for the laughter, camaraderie, and lasting memories we created together as a Year 7 cohort. A huge thank you to the staff and Year 11 leaders for their energy and enthusiasm, ensuring a great time was had by all!

Shae Warren Deputy Head of Year 7

A personal highlight of Year 7 Camp was going on the flying fox. I loved the thrill of being in the air, and the challenge of climbing up a tree to get up to the flying fox, which, in my opinion, was scarier than going down the flying fox. This was an amazing experience for me –I have been on flying foxes before, but none as big and great as the one I went on at camp. I met lots of new people at camp, and the camp staff were all really kind Ethan Zhang, Year 7

I enjoyed many of the activities on Year 7 Camp. I was also very impressed with the wide variety of activities including archery, the flying fox, camping out in tents, orienteering, raft building, hiking, mountain biking, and cooking ourselves dinner. Year 7 Camp was memorable for me because I became closer with my peers and made lifelong memories. It provided opportunities to practise basic survival skills and improve my team-building abilities. Additionally, Year 7 Camp helped alleviate my anxiety towards starting Year 7.

Zoe Macaulay, Year 7

At the Year 7 Camp in Gembrook, I displayed collaboration when working with my camp group to complete the initiatives activity. For this activity, we had to complete a series of group challenges, like balancing the whole group on a wooden seesaw and arranging ourselves in height order on a wooden log without stepping off it. My favourite part of the whole camp was the initiatives activities. They were so much fun and were great for bonding. Over the camp, I was able to make many new friends who I am still close with.

Lulu Opie, Year 7

Outdoor Education and Camps

Plenty

Campus Year 8

A personal highlight from the Year 8 Camp was sailing. It was a unique experience, as I have never actually attempted to sail. This was a very fulfilling experience, as we spent a lot of time sailing and controlling the boat. Ori and I were like pirates, voyaging across the seas, making alliances and sinking those who dared pass us.

Ethan Abhayasinghe, Year 8

A personal highlight from Year 8 camp was spending time with classmates and getting to know everyone on a more personal level. I most enjoyed the 10km hike to the campsite where we spent the night. We unpacked, set up our tents and made our way to the beach.

Sienna Gatto, Year 8

A personal highlight from Year 8 Camp was hiking 10k uphill on the sand with a hiking backpack on. Although it was hard at the time, after completing the walk I felt very proud of myself. I also enjoyed paddle boarding as I have never paddle boarded before and it was so much fun to try something new! Overall camp was a very fun experience to connect with friends and nature.

Sienna Lovat, Year 8

A personal highlight from Year 8 Camp was the Stand Up Paddleboarding (SUP). I particularly liked this activity because it was very entertaining pushing people off into the lake and being pushed into the lake. Overall, it was enjoyable learning how to stand-up paddle board and using the oars. Additionally, it built my courage to try something new that I had not previously been accustomed to and helped me further connect with my friends on a deep level.

Sameer Patel, Year 8

A personal highlight from Year 8 Camp was hiking and camping outside on the last night. We started the day by taking a boat to the island we were staying at. Once we got to the island right next to the shore, my group and I packed our hike bags and got ready to start the hike to the campsite. We were all doing an amazing job and we stopped for a few breaks. It was amazing once we had climbed up a big hill and found where we would be camping, right next to the water. My camp group and I worked as a team to make dinner, set up tents and hike to the camping ground. My group and I also loved having a swim in the water and playing nighttime games. It was so much fun to be out in nature and have such a good time all together. We all enjoyed many laughs and had experiences that I will always remember.

Clara Alvaro, Year 8

Ridgeway Campus Year 8

The Year 8 pastoral team is thrilled to share the success of the 2024 Year 8 Outdoor Education Program, which took place during the first few weeks of Term 2. Our students embarked on a transformative 5-day adventure in the picturesque Gippsland Lakes in Eastern Victoria.

The program was meticulously designed to foster growth and development beyond the classroom. Students engaged in a series of challenging and adventurous activities, including sailing, stand up paddleboarding, hiking, camping, an environmental service project and a solo experience. These activities provided our students with opportunities to test their limits, build resilience, and develop qualities such as courage, confidence, collaboration and independence.

A key focus of the program was to reaffirm and strengthen each student’s willingness to accept challenges, introduce new skills that will be further developed in the Year 9 and 10 programs, and foster a deeper understanding of their potential. This journey allowed students to see themselves, their peers, and their teachers in new and meaningful ways, contributing positively to their personal growth and the broader school community.

Daniel Verrocchi and Kirsten Shipsides Head of Year 8/ Deputy Head of Year 8

This year, the Year 8 Ridgeway students had the incredible opportunity to attend camp at the picturesque Gippsland Lakes during the second and third week of May 2024. I found myself in a group with several unfamiliar faces alongside a couple of my close friends. The prospect of making new connections excited me, and sure enough, we all bonded quickly.

Our first night was the camp-out night, and we needed to set everything up before darkness fell. Setting up the tents proved to be a challenge initially, but once we got the hang of it, it became quite manageable. Dinner preparation was a collaborative effort, with everyone pitching in and helping each other. That night, we were fortunate to stargaze by the campfire, sharing stories and enjoying the serene experience.

The following day was packed with activities that everyone eagerly anticipated. One of the standout experiences for me was sailing. Working with a partner to navigate a small, clear lake was thrilling, and once we got the hang of it, racing against others added to the excitement. Seeing the wonderful landscape from a distance while sailing was a unique and memorable experience, one that we don’t often get to enjoy at home. Despite the inconvenience of changing out of wet clothes afterward, the activity was entirely worth it.

Overall, my favourite aspect of the camp was building new friendships and creating lasting memories with new people. It was wonderful to have the opportunity to try new activities and grow together as a cohort.

Carlos Mehin, Year 8

Outdoor Education and Camps

Plenty Campus Year 10

The Year 10 Program comprised three distinct components: a 24-hour solo camping experience, a 24-hour retreat, and an adventurous three-day excursion. Students had the opportunity to select their preferred activities, which included white-water rafting, hiking, canoeing, and bike touring.

The program commenced in Gippsland, near the Mitchell River National Park. The initial challenge for the students was the 24-hour solo camping experience, where each student was assigned, an individual tent located approximately 200 meters from the next student’s site.

Following the completion of the solo camping and retreat components, students engaged in the adventurous threeday experience. Some students have shared their reflections on this portion of the program below.

This year, our adventurous students embarked on an exhilarating biking journey through some of the region’s most picturesque landscapes. The trip began at Lakewood Park Camp, where the group set off with enthusiasm and a spirit of exploration. Pedalling through the serene pathways, they reached Paynesville, a charming town known for its vibrant waterfront and welcoming community. The journey continued across the scenic Paynesville to Raymond Island ferry, offering breathtaking views of the lake and surrounding nature. On Raymond Island, the bikers enjoyed tranquil trails, stunning beaches, and a unique sense of island serenity. This memorable adventure not only showcased the beauty of our local environment but also highlighted the camaraderie and resilience of our students. The trip was a perfect blend of challenge, exploration, and natural beauty, leaving everyone with lasting memories and a renewed appreciation for our region.

Sushant Puri, Year 10

Rafting was such an awesome experience! The cold water made it even more exciting, especially when it splashed over us. It was freezing, but it just added to the experience. The rapids were super fun to raft through, and each one was like a new challenge. We had to work together to steer and stay balanced, which made it feel like a team effort. Some of the drops were a bit nerve-wracking, but that’s what made it so enjoyable. Even though it was tough at times, the adventure and the beautiful scenery made it all worth it. I’d love to go rafting again!

Pratham Singh, Year 10

Whitewater rafting on the Mitchell River was an exciting and new experience. It was something completely out of our comfort zone, that built our Ivanhoe learner attributes. Navigating through the rapids was challenging, but the adventure was 100% worth it. Along the way, we met new people and built stronger friendships that added to the fun. Getting out there, pushing ourselves, and stepping away from the usual routine was a great way to spend the camp. It was an unforgettable adventure that I’m sure we will all remember and look back on for the rest of our school years.

Shona Oghanna and Eleanor Shephard, Year 10

White water rafting was a fun experience that allowed all of us to try new things. As someone who had never been on white water, I found this to be a fun experience and a great opportunity to get closer to my friends. I personally really enjoyed being on the river and made loads of amazing memories.

Serena Hindley, Year 10

Ridgeway Campus Year 10

The Ridgeway Year 10 Program was structured around three key components: a 24-hour solo camping experience, a 24-hour retreat with each house’s pastoral team, and a three-day adventure experience. Students had the freedom to choose from a diverse range of activities, including white-water rafting on the Mitchell River, hiking along the Gippsland Lakes, canoeing on Lake Victoria, sea kayaking around Paynesville, and bike touring along the Gippsland Lakes.

The week began with Lincoln House engaging in their solo camping experience, while Athelstone House commenced their retreat with the pastoral team. Sherwood and Thoresby Houses started their week with adventurous activities. On Wednesday, the houses swapped activities, giving each group the opportunity to experience the remaining components of the program.

Upon completing their adventurous activities, many students took the opportunity to reflect on their experiences. These reflections provide valuable insights and personal observations, particularly concerning the white-water rafting segment of the Ivanhoe Grammar School Outdoor Education Program. The following sections present some of these reflections, highlighting the impact and significance of this thrilling experience.

The two-and-a-half-day journey of white-water rafting along the Mitchell River was an incredibly fun and exciting experience that I would highly recommend. The days were filled with a full-day paddle through numerous rapids, a relaxing half-day paddle through a few rapids, and an enjoyable half-day playing in the dam at Coonawarra. The journey was made even better by the fantastic journey leaders and teachers who guided us through each challenge with enthusiasm. Their support and expertise made us feel safe and confident, allowing us to fully enjoy the adventure. The rafts themselves were a blast to be in, adding to the overall excitement of the journey. We also had the opportunity to connect with nature and appreciate the stunning landscapes that surrounded us. The combination of great leadership, engaging activities, and the beautiful environment made this white-water rafting journey truly unforgettable.

Sophie Chuter, Year 10

Stuart Walpole Head of Outdoor Education & Adventure

Buckley House Performing Arts

Instrumental Music Program

Instrumental Music is always a hive of activity at Buckley House, and this year has been no different, with over 160 students involved in either private music lessons or ensembles.

In Term 1, the students commenced the Years 2 and Year 3 Strings class programs and the Year 5 Band class program. All children selected their preferred instrument, and after careful instruction regarding responsibility, care, and how to play the basic notes, they were allocated instruments and able to take them home for practice. All students are demonstrating great care of their precious instruments, utilizing our new daily storage area.

All private instrumental music lessons commenced in Week 2 of Term 1. Buckley House provides upwards of 160 private music lessons each week, with 15 highly regarded and professional instrumental music teachers coming to the junior school each week.

Buckley House Young Voices was our first concert, with all vocal students, choirs, and Year 4 poetry teams to be congratulated on presenting a well-polished performance. It was a huge success, with the Innovation Centre packed to the brim with a very appreciative audience.

In Term 2, we held our Years 1-3 Music Soirée and the Years 4-6 Music Soirée. Both concerts featured many confident performances, from students completing their very first

concert to others who have performed many times. Each student’s performance is an opportunity for personal growth and development along their musical journey. All performers flourished and are to be congratulated on their outstanding achievements.

The Ivanhoe Grammar School Piano and Soloist competition was also held, with all Buckley House piano students undertaking and experiencing an audition process, leading to either a final competition round or receiving a Certificate of Achievement.

In Terms 3 and 4, the students of Buckley House prepared for The Showcase Concerts and Carols by Candlelight. The Showcase Concert was presented over two consecutive nights in Term 4 in the Innovation Centre. All students in Year 2, Year 3, and Year 5 showcased their instrumental learning in the class instrumental programs, along with selected larger ensembles such as Senior Strings, Concert Band, Percussion Ensemble, Guitar Ensembles, and Choirs. Both concerts proved to be wonderful nights, with a very large and appreciative audience, demonstrating how talented the students at Buckley House are.

Instrumental music is a great benefit for a well-rounded global student, providing a multi-faceted approach to learning that encompasses, extends, and develops achievements for all students.

Fiona Chindamo

Buckley House Instrumental Music Coordinator

A Swamp-Sized Success: Students Shine in Shrek JR. Performance

In early September, Buckley Hall was transformed into a vibrant, magical world where ogres, princesses, and talking animals came to life in the spectacular production of Shrek JR. With months of hard work, rehearsals, and dedication, our talented student cast brought this beloved story to the stage, captivating audiences of all ages. It was a truly epic performance, packed with so much heart and humour. Each cast member delivered unforgettable performances. The Crew, including the lighting, sound, and costume teams, worked tirelessly to create the vibrant world of Shrek’s swamp, Lord Farquaad’s Kingdom, Fiona’s tower, and our amazing Dragon! Special mention also goes to ‘Patricia’, the Deer, and ‘Bernard’, the Rooster. The students brought so much passion and creativity to this show, and everyone had a role to play, but it was the spirit of collaboration that made this production such a success.

As the curtain falls on Shrek JR., the memories of this extraordinary time will stay with the students for years to come. Not only did the show provide an opportunity for all to showcase their acting, singing, and dancing talents, but it fostered teamwork, confidence, creativity, and an immense sense of true Buckley House spirit.

Being ‘Shrek’ was one of the most fun times of my life! I loved everything about it. The costumes, acting, makeup, sets, music—I could go on and on. My favourite part was the cast—they were amazing at supporting and encouraging each other, and no one felt left out. As the production loomed closer, we started to feel the pressure of expectation, but we put our heart and soul into our rehearsals. When opening night arrived, the audience filed into their seats and saw only a curtain, but for the cast and me, it felt like a brick wall. Our nerves were strung tighter than the silk of the curtain. I stood, waiting to enter the stage for the opening song, and then the curtain parted. I stepped onto the stage and sang. It wasn’t a technical song, but I tried to fill it with all the joy and passion I had in me. I loved singing on stage, hearing each note dance across the room like an invisible ballet dancer. Shrek was fun, and backstage, I could practically hear the smiles on the performers’ faces. I also really appreciated the amount of effort put into this musical and acknowledge how much work this took. Thank you for this amazing opportunity.

Christopher Toth (Shrek), Year 6

I can see people dressed as Shrek. My friends were dressed as mice. I can hear screaming, singing, and clapping. I can smell popcorn and chocolate. I feel peaceful, happy, excited. My makeup and costume looked fabulous!

Irini Papadopoulos, Year 1

I can see Dragon and Princess Fiona. I can hear cheering; I can smell fog. I feel nervous because there was a whole crowd. I was thinking hard about the words.

Isabella Joshi, Year 1

I used to think that I wouldn’t get the steps or formations right. Now I think with some practice, I could. This connects to the world because with some hard work and determination, you can accomplish anything you put your mind to.

Sophie French, Year 4

Shrek JR. helped me understand that you don’t need to be perfect in life. All you need to do is try your best and never give up. If you mess up and make a mistake, it won’t be horrible—you still tried your hardest and best, and no one will hear you because you are with so many other people beside you.

Emily Torrington, Year 4

I used to think I could never dance, but now I feel a lot more comfortable. I used to think that productions were a ‘one and done’ thing. But after being in Shrek JR., I know productions are things that you put a lot of effort into and don’t just happen on a Sunday afternoon.

James Fisher, Year 4

Jacinta Shannon

Musical Director

Shrek The Musical JR.

Moana JR. Performance

Over the 2024 school year, we continued to focus on fostering young musical talent by offering a wide range of engaging performance opportunities within a supportive and encouraging environment. As a ‘Production Year,’ the school came alive with excitement for the biennial primary musical, Moana JR

This mammoth whole-school undertaking saw students working to perfect singing, dancing, and acting techniques in solo and ensemble numbers since the beginning of the year. As usual, it was a genuine community effort, with all staff and many talented parent volunteers spending hundreds of hours assembling costumes, sets, choreography, and staging. Besides the familiar main characters, class ensembles graced the stage as pigs, chickens, crabs, jellyfish, monsters, and even the sea itself in elaborate costumes designed by Casey Butterworth, winner of an Award of Excellence at the Bruce Awards in 2022 for her Lion King JR. costume designs.

The marathon journey to bring Moana to life saw classroom music classes transformed into ensemble rehearsals, with each grade level performing one or more of the songs and dances within the musical. Students were focused, determined, and demonstrated the performance skills developed through participation in past school productions. Main cast students in Years 5-6 diligently worked with Jennette Green (Director) and Alice Davies (Choreographer) to learn their lines, songs, blocking, and dance routines. Years 3-4 understudies honed their skills in the event of an emergency ‘step up’ and for possible future main roles in the next production in 2026.

The students’ pride in the musical theatre tradition was evident in their enthusiasm and patience during each rehearsal. To add to the magical Polynesian flair of Moana JR. students keenly studied aspects of different Polynesian lifestyles and took part in a cultural incursion. The incursion, which included students playing traditional instruments, asking thoughtful questions of the presenters, and even performing a traditional haka dance, further deepened their connection to the production and the Polynesian culture. The effort over the year paid off on performance day, with students shining on the stage at the Plenty Regional Arts and Convention Centre. As soon as they entered the foyer, audience members were transported to the Pacific Islands with Moana-inspired student art exhibits and musical entertainment. Polynesian dancers launched the event, leading to audience participation. Once the show officially began, costumes, sets, and make-up were executed to a high standard, creating a stunning effect for the audience and something that students could be proud of. Throughout the show, the strong cast of performers brought the array of larger-than-life, loveable characters to life with the support of the talented and well-rehearsed class ensemble members. Both performances were a roaring success and a tribute to the community’s hard work, determination, and collaboration.

Jennette Green Primary Music Teacher

Plenty Campus Performing Arts

Moana

Plenty Campus Performing Arts

Drama at Plenty Campus this year has been a journey of exploration, creativity, and growth for our students. From the semester-based Year 7 and 8 Drama classes to the advanced VCE course, each stage of the program has been designed to challenge and inspire. Students have delved into various theatrical performance styles, learning not just the technical aspects of performance, but also the emotional depth and collaborative spirit that drama demands.

This year, our Year 10, 11, and 12 Drama students had the invaluable opportunity to attend two performances. An outdoor production of Hamlet at the Fairfield Amphitheatre and a/lone in the more intimate performance space of the La Mama Theatre in Carlton. These excursions provided students with a firsthand look at professional productions, exposing them to diverse styles, innovative staging techniques, and compelling storytelling. By watching these performances, students could see the theoretical concepts and skills learned in class come to life on stage. The experiences not only deepened their appreciation for the art form but also inspired their creative endeavours, offering fresh perspectives and ideas to bring back to their classroom projects and assessments.

Throughout my time at school Drama has been one of my favourite subjects. This year has been no different with new chances to grow as a performer in my VCE solos and watching professional performances. With these endless new opportunities, I have got to make some amazing friends, with the highlight being the drama class ensemble. The ensemble has allowed me to learn new skills such as developing ideas together and given me the chance to collaborate alongside my peers. I have grown as a drama student this year and I am very grateful for these opportunities.

Maddie Nankervis, Year 12

Through my time in the VCE Drama Class, I have gained newfound knowledge on both the history of theatre and expanding on my creative mind when devising my own performances both in groups and solo performances. One of my favourite things about VCE Drama was the encouragement of creativity and interpretation when

creating performances. Another thing that has really made Drama one of my most preferred subjects is some of the teachers in the Performing Arts department, Mrs Denni and Mr Callegari are both teachers that strive to push student creativity and help them find their voice as performers.

Harry Kneebone, Year 12

Year 10 Drama has been an enriching experience that fostered creativity, self-expression, and collaboration. Through performances and group work, I have developed confidence, honed my acting skills, and built lasting connections with my classmates. We have learnt about different performance styles to develop and inform our ensemble performance with the prompt ‘Hooray for Hollywood’, which we performed in front of friends and family. We were also involved in The Suitcase Series, where we used a script and stimulus material on the topic of ‘climate change’ and created our own original performance which we performed at The Malthouse Theatre with other schools. Overall Drama has been a highlight of year 10. Mrs Denni is an amazing teacher that makes the classroom a fun positive environment.

Bailee Nankervis, Year 10

For our Year 7 and 8 students, Drama has been a transformative experience, fostering confidence and collaboration from the very start. Through a variety of creative activities, including improvisation, role-playing, and group performances, the students have learned to express themselves more freely and to work effectively as part of a team. As they navigated the challenges of performing in front of their peers, they gained not only performance skills but also a strong sense of self-assurance and the ability to communicate and collaborate with others—valuable skills that will benefit them both on and off the stage.

The Year 8 Drama class thoroughly enjoyed presenting their performance of key scenes from the play ‘Peter and Starcatcher’ to the year 4 class.

Drama was such a fun, exciting and educational experience I always looked forward to. During drama, we learnt many things, from the dramatic elements in performance to comedy and techniques such as timing, physical aspects of comedy and body language. During this class, we had to learn a script from “Peter and The Star Catcher” and block the whole scene independently. Personally, my favourite thing about this class was performing in front of a group of primary students. Every warm-up activity and task we completed was so much fun.

Charlotte Henderson, Year 8

We learned many acting skills, such as improvisation, using expressions, and miming in Year 7 drama. I enjoyed having the ability to be creative and develop an amazing short story with a group, based on a given theme, and then perform it for our class.

Vimathi Millawana, Year 7

The Drama Club led by Shauna MacEwan, provided an exciting extracurricular outlet for students passionate about theatre. Meeting after school, the club became a vibrant community where students could further explore their love for drama outside the regular curriculum. Students had the chance to collaborate on small scenes and develop their performance skills in a fun and supportive environment. The performance Accidents happen… and life goes on allowed the students to showcase their talents, hard work and witty humour to the school community.

Being part of Drama Club and attending drama class has been an incredibly enriching experience. I’ve learned so much about the art of performance, from understanding character development to mastering stage presence. The people were kind and supportive, creating a welcoming environment where I felt comfortable expressing myself and taking creative risks. Our drama teacher is truly wonderful, always being patient with us, inspiring, and dedicated to helping us grow as performers. The Drama Club performance was

a huge success, and it’s all thanks to the hard work and collaboration of everyone involved. Overall, my time in the drama club and drama class has been unforgettable, and I am grateful for all the skills and friendships I’ve gained along the way.

Harshi Karthik, Year 7

This year I had the distinguished honour to be a part of the Drama Club, and to take to the stage in its performance. Through this experience, I have developed a wide variety of skills. I was able to extend upon collaborating and communicating with my peers, I was able to extend my abilities to adapt to unforeseen challenges, to add emotion and intrigue to my characters and to put it all together before an audience. I believe that partaking in the Drama Club gives individuals a vast amount of confidence, determination and a newfound willingness to always leap towards opportunity. These skills transcend drama and can be applied to all aspects of life, and through that I believe it enriched each and every one of the club’s participants. I thank Ms MacEwan for her personal efforts to ensure the success of Drama Club, and her continued insistence in bringing out the best in us all.

Joel McAlister, Year 12

As we look back on this year’s Drama journey, it’s clear that our students have not only honed their theatrical skills but also grown in confidence, creativity, and collaboration. From classroom lessons to live performances, each experience has left a lasting impact, shaping them into more expressive and empathetic individuals. Whether they continue with Drama in the years to come or take these skills into other areas of their lives, the memories made, and the lessons learned will stay with them long after the final curtain falls. Here’s to another remarkable year of storytelling, growth, and the power of the arts!

Michelle Denni Head of Performing Arts – Plenty Campus

The Addams Family

WOW – what a show!! The 2024 school musical production of The Addams Family was a huge success We are in awe of the amazing talent and achievement from our cast and crew, with over 80 secondary students involved, along with the many staff and parent helpers who gave so much. Their time, commitment, dedication and passion brought the characters and script to life, and the props, costumes, scene changes, lighting and sound, were flawlessly seamless. I have said so often, that being involved in a co-curricular experience as big as this is one of the best memories of high school that students will take with them. Yes, it is a long and sometimes stressful and tiring process, however, the rewards and friendships formed by the end, both on and off stage, are priceless, and keep bringing you back for more! We are a musical family, bonded by passion, dedication and tireless effort by so many different people. We loved every minute shared, with every single person who helped bring our vision, and sometimes crazy ideas to life – we could not have done this without them. Full Disclosure!

Michelle Denni

Head of Theatrical Performance (Plenty Campus)

At the start of auditions for The Addams Family, I was scared and excited by what lay ahead. The road took a lot of hard work and time; however, the result was certainly very rewarding. One of the highlights was getting to know the cast so well, to the point where we became like family – The Addams Family! It was sad knowing that our Addams Family journey had come to an end on the last night of the performance. However, as one of the 2024 Performing Arts captains, I knew we had created something special, and I was so proud of what we had all achieved. I will look back on the smiling faces and laughter in the crowd fondly:it made my experience in the musical one to remember.

Kate Marshall, Year 12

Playing Gomez in The Addams Family musical was a blast. The role enabled me to immerse myself in Gomez’s charm, energy and the love that he had for his family. Each performance was very special and unique and hearing the laughter and applause from the audience was incredibly rewarding and made all the rehearsals and hard work worth it. It was an honour sharing the stage with such a talented cast, and I am forever grateful for all the hard work that the teachers and parent helpers put in to bring the show to life.

Ali Maghasedi, Year 11

One of my favourite memories at Ivanhoe has been doing the school musicals. This year I auditioned and got to play the romantic and dark role of Morticia Addams. I had so much fun bringing this character to life and I am very grateful for this experience. The Addams Family cast soon became family both on and off stage. From learning new choreography and songs together to laughing and forming new friendships off-stage, we all shared a close bond. A big thank you to the teachers Mrs Denni, Mr Callegari, our Musical Director Mr Wilson as well as our choreographers Luke and Alice: without you, this experience would not have been the same. Your passion, your vision and your love and support pushed us to be the best we could be.

Maddie Nankervis, Year 12

Being cast in a lead role in The Addams Family was an experience that surpassed all my expectations. I was cast as Lurch which I found to be quite an entertaining role. From the moment I stepped into the first rehearsal I was greeted with warm energy and smiles as many teachers and students shared the passion of theatre. One takeaway from the experience of the musical was the level at which everyone supported each other through every triumph and setback, whether it was simply an extra hand moving a set piece or reassurance in times of difficulty, reading lines back to each other or the constant appraisal people both on-stage and back-stage received. It was as though we had created our little community, composed of parent helpers, teachers and students, finishing the show with lasting connections and relationships and a cast-wide feeling of anticipation for the next year’s show.

Harry Kneebone, Year 12

Ridgeway Campus Performing Arts

My time as part of the Musicals at Ivanhoe has been without question the most fun, fulfilling, and worthwhile experience I have ever had at high school, and I know that I will never forget my time as a part of Me and My Girl….

Getting to know the younger cast members and being able to give the same encouragement, guidance and reassurance that I was afforded during my first show is rewarding and fulfilling, and the friendships that I had formed outside of my usual groups, along with my gratitude and pride will endure long after the final curtain.

Matthew Pivec, Year 11

The 2024 Arts calendar is significant on several levels: exciting, diverse programming, new staffing (and new energy) in the ranks, generational change of creative students coming through, parental changes in the FoRT succession, and the end of my own time working at Ivanhoe Grammar School as Director of Performance.

Me and My Girl was staged as the 2024 Musical. This rollicking, music-theatre offering seized upon the foibles of the class system in a flipped version of the Cinderella-story, set in the late 1930’s. The unrelenting stream of one-liners that define cockney humour, underpin this script and score that irreverently pokes the bear of the hoi polloi, wrapped up in catchy melodies and a strong libretto.

The school musical has been one of the highlights of year eight for me. It was incredible to see just how professional a school musical could look, and it has made me really aspire to try to be as good at performing as the older students are. Through this experience, along with learning how to be part of a big company, I have discovered a passion for singing and acting (and a greater appreciation of those with the skill of dance!). I also have made so many friends in different year levels,

which was one of my favourite parts of the production. I definitely would love to do it again next year!

Edie Oldmeadow, Year 8

This production was beautifully staged by a remarkable production team and costumed by Ely Tapp and Annmaree Bellman – alumni parents extraordinaire. Importantly, it was also designed by alumnus Sage Moorhen who created a magnificent landscape for 63 terrific talents, ably supported by a crew of 43 fulfilling technical roles in stage management, backstage, hair & make-up, front of house, lighting and sound support.

For me, the significance of the school musical has been the friendships formed with other company members, from all different age groups, who I would never talk to if it was not for programmes such as the performing arts. The project exposes you to so many wonderfully creative and talented people, and it was a delight to work with them. I think the main skill I have acquired has been an increase in confidence: in my singing and overall performance, and just my ability to go outside my comfort zone.

Freya Hosking, Year 11

This is a project that requires commitment and good time management across the ranks. Auditions in August, rehearsals commencing soon after, then the rigour of the Tuesday/Thursday/Saturday rehearsal pattern kicks-in. The start of the new year means that the show hurtles toward the season of technical/dress rehearsals and performances. The Crew join us at that stage, and then a full company is formed through to the end.

Throughout my time at Ivanhoe, I’ve been involved in three school musicals. These projects have been incredibly memorable for me, mostly because of the people I’ve gotten to know. I was one of the assistant stage managers’ in the recent musical, which really

helped me learn to work as a team and trust in other people. Almost as important was the role of staying organised, which was essential when working a chaotic backstage wing. As the rehearsals and performances progressed this became very apparent, and I like to think I am more organised and rational from this experience. I really think that because of these skills, I’ve become a better communicator and leader. I would love to be involved in a similar creative production, and I hope I’ll have that chance after leaving Ivanhoe.

Ada Theocharides, Year 12

Happily, the community support for the performing arts has been a constant over the years. FoRT was hands-on across the board, and they used the opportunity to promote the programming and to fundraise. Numerous parent volunteers stepped in to support the work without hesitation. They made themselves available on weekends and after work –purely because they could see the value of it.

The Ivanhoe Grammar School Musical has played a significant role in my life ever since I first saw Mr. Murphy’s production of The Secret Garden in 2018. Now having participated in two musicals myself, it is no understatement that these shows were the principal factor in my decision to come to IGS. From my own experiences, I have seen how the musical has continually brought the school community together. With varying ages and abilities, the musical is an opportunity to utilise these differences to create a working piece of storytelling - something that is so innate to all of us….. There is a reason why student alumni and parents keep returning year after year to help out!

Sean Lin, Year 11

What a great way to end my extended chapter of dedicated work in building the performing arts in this place, and a joyous farewell for my years working at Ivanhoe Grammar School. This extraordinary group of people – cast, crew, colleagues and parents alike - have given me a gift. I finish up with the exuberance of laughter, melody, dance, action and community spirit to send me on my way. It simply couldn’t be better.

To cite an (old) adage: the show really must go on. At the time of writing, the VCE/School Play is rehearsing. Students are submitting design ideas, formulating staging pictures, assembling costume possibilities and structuring lighting and sound designs to develop an authentic interpretation of Clue

Clue is the comedy whodunit that leaves cult-fans and newcomers in stitches as they try to figure out…who did it, where, and with what! The tale is set on a stormy night in a remote mansion, where six mysterious guests are invited to a dinner party thrown by an anonymous host. Given aliases, they are discouraged from revealing personal information. It is soon discovered that all of them have fallen victim to the same blackmailer. Circumstances compound and all become suspects.

The performance season from Tuesday 11 June – Friday 14 June ushered in a new generation of theatre makers and mentors to the school. Ivanhoe Grammar School was fortunate to lure VCE teacher Alicia Easteal to our ranks. Together with Theatre Technician Sage Moorhen, they have stepped our young theatre-makers toward something original and dynamic.

Shaun Murphy Director of Performance

Ridgeway Campus Performing Arts

Clue

The Ridgeway Campus School Play was Clue, and it was a wonderful experience! As a Year 12 student, it was great to put my all into the planning, development and presentation of my final performance here at the school. Additionally, being a Theatre Studies student allowed me to be part of the class where we could create our own artistic vision, which was very rewarding. Working with so many others on such a complex and unique show cemented it as a highlight of my year, and I would highly encourage others to get involved and have that same experience!

Samuel Pruscino, Year 12

The school play is always an incredibly memorable experience, and this year was no different. As a Year 12 student, I was able to participate as both a set designer and actor, testing my abilities in the world of performing arts. I am extremely grateful for this experience. Working with students from all year levels helped build a long-lasting sense of community. Seeing six months of hard work come together was massively rewarding, and it was bittersweet when the show season ended.

M Wyss, Year 12

IDEALS and Service Learning

Plenty Campus

This year, Plenty Campus IDEALS students took part in various activities on and off campus. We have collected plastic bottle caps from the school community to make pens and combs for children in Cambodia. To do this, IDEALS students first emptied donation bins placed around the school and sorted the bottle caps by colour and plastic type. Next, the caps were shredded using a machine, and then melted and moulded using another machine to create pens and combs. It only requires 2.43 bottle caps to make a pen and 2.36 caps to make a comb, so we produced many pens and combs to send out. As well as this, we have implemented new paper recycling bins around the classroom areas, and a bin hub next to the canteen, to improve environmental sustainability at school. In cooking, we have prepared fried rice for Whittlesea Food Collective, treats for the residents at the aged care, and cookies for our school canteen. Around our campus, students have assisted the teachers in the art rooms, especially in the Foundation Primary art class. IDEALS members have also run off-season sports activities for Year 7s and 8s, which include soccer, kickball, basketball, and dodgeball.

Lacey Marsh and Savi Yaramati

The childcare visits were a good chance to meet younger children that we’d usually never have contact with. We split into two groups: one with the three-year-olds and the other with the four-year-olds. My experience at the childcare centre was very enjoyable as these cute and sweet kids were playful and talkative, so they always kept me busy. Furthermore, they were also prompt at interacting with me, which made it easier to play with them. They were certainly excited when we all came in. Overall, I learnt how to talk and interact with young ones, which gave me an insight into how to be patient and gain their trust.

Dinel Perera and Labonya Paul

Aurrum Aged Care Visits

My experience as a year 12 leader visiting the Aurrum Aged Care home was fulfilling and was enjoyed by the whole IDEALS group. After arriving, we split off into two groups and I joined a group of girls to play games with some of the residents. We chatted to a group of women, playing Connect Four and Guess Who as a group, and bonded with the kind ladies at the facility. I enjoyed the experience of getting out of my comfort

zone and as we left, the women we spent the afternoon with expressed how much our visit meant to them, and I left with a sense of pride and fulfilment for having made a small difference in someone’s day.

Elora Twyford

We had tea with some residents and gave them fruit cake that we baked and packaged in IDEALS. We talked about our lives, including our career aspirations and interests, and it was a heartwarming experience as we got to know the residents. They did not have much external interaction, and it was nice to just bring joy to them through casual conversation. One of the nurses said that one resident had not smiled as he did then in ages, which brought lots of warmth to me as it was amazing that we could bring some level of happiness into their lives, even if it was just for a short amount of time. It was overall an unforgettable experience, and I would love to visit the friendly residents again.

Nadia Khurram

When we visited the residents at Aurram Aged Care before the Christmas break, we baked Christmas fruit cake for the residents during IDEALS on a Tuesday afternoon before we visited. We also got to know a few of the residents and their life stories. It made me feel happy brightening some else’s day.

Julian Petrovski

The second time we visited Aurrum we had the opportunity to set up a sound system to sing to them - it was wonderful to see the residents so upbeat as the music played! On one occasion, a resident stood up to dance with me. I wasn’t all that great at it, but the laughter made it worth it

Minuki Vidanapathirana

I really enjoyed socialising with the residents and listening to them as they shared some of their memories with me.

Laura Dawood

Going to the retirement home was a rewarding experience. It was great meeting all the residents and playing board games with them.

Emily Ma

We had a wonderful time singing for the elderly in the nursing home

Max Rinaldo, Shashwath Mageshkumar, Bimash De Alwis, Ashton Lovett and Saif Bhatti

Plenty Campus

This year, our Plenty students have actively engaged in community outreach, making a meaningful impact through their participation with two incredible organisations: Big Group Hug and 300 Blankets. These partnerships have provided our students with valuable opportunities to give back to those in need, fostering a sense of empathy and social responsibility. Through their involvement, our students have demonstrated the power of compassion and the importance of supporting our wider community.

Big Group Hug

Big Group Hug is a non-profit charity organisation with a goal of providing clothes and basic necessities to less fortunate members of the community. We really enjoyed this experience to take time out of our days and making a difference. All the while expanding friendships along the way.

Tasharny De Cata, Shona Oghanna, Jacqueline Wharton & Angelina Osavkovska, Year 10

Big Group Hug was a very fun and interesting experience to remember. A highlight of the experience was being able to talk to our friends and put on some music in the speaker whilst arranging the clothes.

Tony Cheng & Saif Bhatti, Year 10

300 Blankets

I had the best time today handing out essentials for the homeless people especially listening to all their beautiful stories they’ve told us. I got gifted a really beautiful drawing. It goes to show how even though people have nothing, they still make an effort to give back. I left with a smile on my face. With every person I spoke to, they made me feel so touched with all their stories and smiles on their faces.

Rossalina Ibraheem, Year 12

300 Blankets is a not-for-profit charity that focuses on improving the livelihood of those experiencing homelessness, in Melbourne’s CBD during winter. Many of us helped to brighten up the days of those going through a tough time by providing with warm clothing, essential items or simply just by having a friendly conversation. It was a great opportunity to build positive relationships, whilst being educated on the harsh realities of homelessness. Myself and five others, on Thursday 2 May, went out into Melbourne CBD for 2 hours to assist organisers from 300 Blankets. We came to realise that this initiative is not about just going on a stroll and leaving blankets to those disadvantaged, it’s about creating a safe space and forming relationships with those who are struggling and hearing their backstories. It was truly an eye-opener. Despite their experiences, they have stories to tell, and they have the same creative minds and gentle hearts just like we do. Beyond the distribution of essential items such as blankets and food, 300 blankets sought to address a wider range of needs by providing shower passes, transport passes and toiletries. We spent around 5 to 10 minutes with each individual and just a simple, hey how are you can really impact their day as we learnt. We also gained insight into their stories, which was both enlightening and humbling. Their resilience and creative spirit served as a powerful reminder of our shared humanity. I can confidently say that this was something many of us would do again and it filled our hearts seeing how meaningful our impact was and the bond we shared with the many people we came across will never be forgotten.

Angelika

Fkiaras, Year 12

Service

We would like to extend our deepest gratitude to the entire school community for your outstanding generosity and support throughout the year. Your donations have made a significant impact on the lives of those in need. We also want to express our sincere thanks to our House and IDEALS Year 12 leaders, whose dedication and hard work have been instrumental in organising and driving these initiatives. Your leadership has inspired our community and ensured the success of our service projects.

Love Thy Neighbour

This year has been particularly tough for many families, with the cost of living rising and added pressures on those with fixed incomes or chronic illnesses. In response, our Term 4 initiative, Love Thy Neighbour, in collaboration with Plentylife Anglican Church, aims to bring holiday cheer to these families by providing Christmas Goodies. The Ivanhoe Grammar School community’s ongoing generosity is once again ensuring that local families can enjoy a brighter Christmas, 295 items were collected and donated.

PJs, Socks, and Jocks

Our Term 1 collection was a heartwarming success, thanks to the incredible generosity of our students, families, and staff in support of the Big Group Hug charity. Here are some of the highlights:

• 66 items of PJs and underwear were donated to children in need

• $785 was raised during our Cozy for a Cause PJ Casual Dress Day

• $436 came from our IDEALS sugar cookie fundraiser.

• In total, we raised $1,221, and with the help of Double Donation Day, we were able to double our impact even further.

Winter Warmers

In Term 2, our Winter Warmers Collection provided muchneeded clothing items:

• 34 items for 300 Blankets, including scarves and jackets for the homeless

• 129 clothing items for Big Group Hug, supporting children and teens

Thank you to the Ivanhoe community for your ongoing support.

Toiletries for Big Group Hug and 300 Blankets

Our Term 3 collection is ongoing, and we appreciate the continued contributions from our community.

As we move forward, let’s continue to embody the spirit of generosity that defines our school. Together, we are making a real difference in the lives of those around us.

Rachel Zammit IDEALS Coordinator

Ridgeway Campus IDEALS

With the new year in 2024 and a big change giving year 10 students a choice to choose IDEALS, Cadets and study we were pleasantly surprised with the huge growth in numbers of over 250 students participating in the IDEALS program over 2023 and 2024.

The move to more interest-based programs with a stronger student-led component has proven to be very successful although admittedly there is more work to do on embedding true student agency into the program. The IDEALS Program provides a chance for students and teachers to spend more time in areas of their passions whilst also developing student leadership skills. The current streams offered have increased from 8 in 2023 to now 12. The students involved span from years 9 to 12 with students in years 10,11 and 12 choosing to remain to develop skills in areas ranging from event organisation, budgeting, communication and leadership.

Creativity

This stream is designed for students who have a creative mind and a passion for the arts. Students complete a range of activities from painting to transforming their creative passions into something that can contribute to the broader community. Students worked with BANSIC to create Christmas Decorations for their Christmas lunch table and more recently we have rescued our second-hand school uniforms from landfill and after creating a weaving loom, are creating insulation mats for one of our service providers, 300 Blankets.

Board Game Design School

The outcome of this stream was for students to understand the components of board game making to create their own game.

Cooking for a Cause

The students in this stream make meals that are sent to the not-for-profit organisation Open-House. They learn basic skills through a range of recipes as well as food handling requirements in a commercial environment. The group has grown enormously in popularity and we have expanded to a second group that is creating a recipe book and learning to recipe test in the process for BANSIC. The recipes created by this group will accompany the food bags that are distributed through this organisation in Heidelberg.

Service

My Ideals stream is the Service stream, which coordinates all the charity events here at Ivanhoe Grammar. It is super fun, as we have lots of space for creativity and to share ideas for fundraisers and community events. Last term, we organized the Ration Challenge, an initiative run by Act for Peace which raises money for refugees and people affected by conflict by challenging participants to eat the same rations as a refugee in a camp for 3-5 days. It was a super successful event, with the team of 16 ranging from year 7-12 raising over $5000, a tremendous effort. We are also working on organising a celebration in honour of RUOK day, to raise awareness for mental health. This has been an enjoyable process so far, with students working on a video to be shown in mentor group, cupcake designs, a poster competition, lesson plans for wellbeing sessions and a walkathon and sausage sizzle day. If you are interested in making a positive difference or have any new initiatives that you would like to see run at Ivanhoe, I would recommend Service!

Trixie Kneebone, Year 11

STEM

This stream involves a range of activities including building Solar Buddy lights, exploring rocket building and launching, 3D printing and a student-led and planned STEM Carnival for the primary-aged students. In addition the students have planned and developed a 4 week program that is run and facilitated by the IDEALS students in STEM and the entire cohort of year 7s. This is a phenomenal undertaking and fantastic to see our senior students leading groups of year 7s through STEM-based activities. Well done to everyone involved.

Sustainability

Throughout our IDEALS experience so far, the sustainability stream has been working to implement a quality bin system within our school. We decided on this project, as commencing this year, we were the first people ever in the sustainability stream, and we wanted to make something effective and longstanding that would forever benefit Ivanhoe. After some time and research, we realised that Ivanhoe was lacking sets of quality bins including recycling and compost. We discovered the negative effects this was presenting towards the environment, and without much dilemma, decided on a topic. We were going to provide Ivanhoe with a better bins system! Commencing the journey, we counted bins, noted litter hot-spots, and annotated a map of the school of where bins were, and where they should be. Consequently, we sent some emails describing our wishes for what types of bins, and how many. After some back and forth, a shipment was placed, and they are on their way! We measured the tops of current bins for vinyl stickers to cover them and edited some icons to place on the fronts of them. While waiting for their arrival, we created a video informing the school of what goes into which bin, clearing misconceptions. This can now be seen playing on the TV screens around the school. Though we are a small group, we have achieved a lot, and we are proud of how we can help make Ivanhoe Grammar more sustainable!

Zara Shallcross, Year 9

Music Performance

I’ve had a really great time working in the new music group in IDEALS. Every Tuesday arvo, during the IDEALS slot, we’ve been getting together to rehearse new tunes and coordinate performances. Over the last month, we’ve been involved in setting up and playing through a small repertoire for a local retirement village - Blue Cross. We were happy to receive a lot of positive feedback, and have been asked back by the home. Everyone’s super excited to continue our involvement. Of course, there’s plenty more to come, and we’re excited to coordinate performances at Buckley House to encourage more of the younger kids to get involved with music at the school, and in other venues. The group is really dedicated and passionate about music which

makes it such a fulfilling and enjoyable opportunity, and we’re really appreciative of the teachers who have helped in overseeing the stream. It’s been a really rewarding experience, and given we’ve only just been formed as an official group, it’s really exciting to see how much more there is for us to get involved in.

Lachlan Warwick, Year 11

Music performance is a new stream starting in June and was the epitome of what the IDEALS program stands for because we had students from different year levels and friendship groups coming together with a common interest and performing for a good cause. Having had many of these students in other classes, it is amazing to see them thrive in a different setting. This was further emphasised on the drive back where there was a buzz of reflection on what worked well and what didn’t, as well as planning what songs they should do next! Listening to them all talking and thinking about their IDEALS program reminded me of why I wanted to work at Ivanhoe. Nurturing the whole child and giving them something positive to focus on outside of class is a difficult goal that I believe you have achieved with this group.

Zaakirah Ticklay, Academic staff.

IDEALS Week 2024

During the week, the 180 students were involved in a variety of enriching activities over four days. Recently, a series of noteworthy activities—assembling birthing kits, visiting museums, exploring the Met Art Gallery, participating in planning discussions—has been complemented by additional programs focusing on micro-credentialing, responsible alcohol service, and food handling. Each of these elements helped contribute to the 6 pillars of IDEALS, Internationalism, Democracy, Environmentalism, Adventure, Leadership and Service.

The first activity, assembling birthing kits, was both meaningful and impactful. This initiative aimed to address maternal health issues in underserved communities by having students collaborate to create kits with essential supplies like sterile gloves and antiseptic wipes. This hands-on project not only imparted practical skills but also highlighted the importance of global health and community support.

Museum visits provided another dimension to students’ learning experiences particularly those engaged in the STEM and sustainability stream, particularly the workshop offered by the University of Melbourne on the ethics in innovation. These excursions allowed students to engage directly with artifacts and the bridging of the gap between classroom theory and real-world context. Exploring different periods and cultures in a museum setting fostered critical thinking and curiosity.

The visit to the Met Art Gallery and the Heide exhibition offered an exceptional opportunity for students to interact with some of the most celebrated artworks across history. The Met’s extensive collection, including classical sculptures and contemporary pieces, allowed students to delve into art history in an immersive environment. This experience not only deepened students’ appreciation for art but also encouraged them to reflect on its intersection with society and personal expression in the creativity stream.

In addition to these activities, planning discussions played a crucial role in developing students’ collaborative and problem-solving skills. Through structured dialogues and brainstorming sessions, students addressed school and community issues, planned events, and developed new initiatives for the IDEALS 2025 Program.

This was the first year, the IDEALS Program introduced micro-credentialing introducing students to skill development and professional certification. This initiative allowed students to earn credentials in specific areas of expertise, demonstrating their proficiency and commitment to particular skills. Micro-credentialing provided students with tangible proof of their capabilities, enhancing their employability and professional development.

Finally, the food handling course offered practical training in maintaining food safety and hygiene standards. Students learned about proper food storage, preparation, and handling techniques to prevent contamination and ensure the health and safety of consumers. This course emphasized the importance of adhering to food safety regulations and best practices, equipping students with valuable skills for careers in the food service industry.

Each one of these streams is student-run and planned and this means the program changes as new students enter the program and also learn from the years before. We are looking forward to many of the students choosing to remain in the program to take on the role of mentors, leaders or executors. The executor is the most senior leadership position in the IDEALS stream and they facilitate the sessions each week with the support of the student leaders and mentors. For students wishing to apply for leadership opportunities in the future, this is a brilliant opportunity to build their portfolios and skill sets. It is also a great way to serve the broader community as many of the activities have a service focus beyond our school.

Thank you to all the staff and students who got involved, came up with ideas, were brave enough to execute them and for all the learning, not to mention fun.

Service and Outreach Learning

This year we continued to build more student-led initiatives into our Service and Outreach Program. Most notably, this included our inaugural Ration Pack Challenge which was introduced and led by a Year 11 student, Trixie Kneebone. The work we achieved this year with our Service and Outreach partners, 300 Blankets, The Big Group Hug, BANSIC and Open House, could not have been done without the commitment and passionate vision of our prefects. Thank you to Edward Redlich and Victoria Sze for their vision and commitment to service to benefit those in our broader community.

Service at Ivanhoe Grammar School is a fundamental facet of co-curricular offerings, and many passionate students take part in this area. Year 12 students who have enjoyed every second of our school-based service involvement over the past six years, feel that these opportunities are invaluable. The most exciting part about the service at Ivanhoe is that the options are so diverse and provide an opportunity for students to take the initiative and find the most suited way to give back to the community.

While it would be impossible to outline all the various service and outreach projects going on in the school due to the involvement of so many students and teachers across all campuses, we have highlighted a few of them below to inspire everyone to get involved.

We have a Service and Outreach Committee which is held fortnightly and is open to any interested student, whether they have independent ideas or are looking for ways to get involved or make a contribution.

Throughout the year, service initiatives have progressed steadily through the work of dedicated students and teachers. In the past year, these students have organised activities including the Christmas appeal, the stationery drive and the ration challenge. These fundraising events have been a way for students to give back and support local and global communities and enhance their awareness of issues that require our support.

This year our goal has been to establish stronger partnerships with local charity organisations such as Big Group Hug and 300 blankets. We hope the relations we build with the volunteers at these charities will help us to build stronger links through which we can support the community. As active participants in these programs, attending nightly sessions has been a highlight, providing us with a chance to understand the needs of others in our community. Service is also a fabulous way for students to connect with others. Where there is service, there is strong leadership and teamwork required.

As the 2024 Service Prefects, we want to offer our thanks and appreciation to the teachers and students who have shown enthusiasm, commitment and a genuine passion and interest in engaging in and facilitating all of these projects, drives, fundraisers and other service activities. Service and outreach at Ivanhoe are always a work in progress and that is the beauty of its student-led nature - we hope the number of involved students will continue to grow Edward Redlich and Victoria Sze, Service and Outreach Prefects 2024 Year 12

300 Blankets

300 Blankets is an organisation dedicated to supporting people experiencing, or at risk of homelessness in Victoria. The program provides students with a unique opportunity to walk the streets of Melbourne CBD and interact with individuals sleeping rough. Accompanied by Peter Royce, an Old Ivanhoe Grammarian, students provided essential lifestyle products to the 300 Blanket clients, ensuring their situation is somewhat improved.

This year we had 12 staff generously volunteer their evenings to accompany 50 students from the Ridgeway Campus.We are grateful for the generosity of our staff, giving up time with their own families, to ensure our students have this opportunity.

I would like to thank both staff and students who have been generous in their time and spirit, supporting this organisation and the important work they do in our community. We had considerably more interest than we were able to accommodate so we look forward to expanding this program in 2025 and considering how we can further support 300 Blankets and the work they do.

By doing something that was out of my comfort zone, I found the initial discomfort to be quickly over and found it to be a rewarding experience. The general conversations were what I enjoyed most – just chatting with people who I wouldn’t normally chat to.

Mhianna Warwick, Year 12

A highlight for me was watching the students interact with people on the street It was great to see how empathetic they were and see that they were willing to give up their time to do this.

Wendy McCarry, Academic Staff

I like to be able to give back to the community as I am lucky enough to be in a position to do so.

Zara Shaw, Year 11

Big Group Hug

Big Group Hug works with local communities to respond to the immediate material needs of vulnerable and disadvantaged children and their families. The program is important in terms of developing social iinclusion and a global community, with an emphasis on the understanding of disadvantaged individuals within our society.

This year, we had more than 20 staff volunteer their evenings to accompany groups of up to 15 students at a time over 9 evenings sorting through donated items in the Big Group Hug warehouse. This was popular across all year levels with many more students volunteering and wanting to be part of this initiative than we could accommodate. Since moving to a new warehouse in Thomastown, we have had to reduce the number of students who can attend each session, however the smaller setting is allowing students on the night to get more involved.

In addition, under the guidance of the Year 7 mentor team, we donated a large amount of clothing as part of the PJ, Socks and Jocks Term 1 drive. This was more than triple the amount of 2023 and a fantastic effort by the newest members of our secondary school campus. Thank you to the generosity of our Ivanhoe Community who supported these initiatives, and we look forward to further support in 2025.

It was great hearing the students laughing and chatting and feeling good about the progress they had made Belinda Bell, Academic Staff.

Seeing students working together and chatting away, even when they didn’t know each other well was a highlight, knowing that what we were doing would bring happiness to someone else later on.

Reina Phung, Academic Staff

It was fun and made an impact. Collaborating with real people to help real people.

Sophia Ma, Year 11

Ration Challenge

During Refugee Week, a dedicated group of 23 students ranging from Years 7 to Year 12 embarked on the Ration Challenge run by Act for Peace. This is a unique fundraising initiative where participants are challenged to eat the same rations as refugees for three to five days and get sponsored to do so. The rations consist of a few simple items- rice, beans, oil and flour, which participants can supplement with rewards that are unlocked as they reach fundraising targets. The money raised goes towards Act for Peace, an organisation that provides life-changing resources to people affected by conflict around the world. The team managed to raise more than $5,300, an incredible effort that will go a long way towards helping vulnerable people around the world. The challenge is by no means easy, as students had to deal with adjusting to a different (and in many opinions flavourless) diet that required a bit of planning around how they would make it work with school demands. Some very diligent Year 12s even completed the challenge over the following weekend due to the GAT dates, so that they could fully participate. The Ration Challenge is a great way for students to be engaged in current global issues and sympathises

with those who are less fortunate than themselves. It is a fun and interactive way to make a difference, and anyone interested in giving it a go next year is greatly encouraged to do so. We would like to thank everyone who participated and those who supported them so that we could support communities impacted by conflict and disaster.

Trixie Kneebone, Year 11

I enjoyed the ration challenge because it gave me an understanding of what it is like to only eat rations, and it encouraged me to get into the kitchen and cook my own meals. It was easier than I expected - I thought that I would be starving myself for three days, but I wasn’t. The hard part was that I had to watch my family eating all these yummy foods while I was there eating my rations. I would recommend this program in 2025 because it gives you a glimpse of what it can be like to live on rations.

Year 11 student (wishes to remain anonymous)

Keri Brown IDEALS Coordinator, Ridgeway Campus

The Ivy Voice

The Ivy Voice was established in 2020 by Harriet Thorpe and Emilie McKenna during the pandemic in the hope of uniting the Ivanhoe Grammar School community despite being apart. Since then, Victoria Sze continued to develop the student-led initiative of the Ivy Voice and has done a fantastic job. In 2023, Victoria advertised the role of Chief Editor of the Ivy Voice as she would be stepping down because she was in Year 12 and we put our hands up to act as Co-chief editors of the Ivy Voice. After many meetings with Ms Brown and organising our plans and visions for the coming year, we were able to establish the Ivy Voice within the IDEALS Program of Ivanhoe Grammar School. This was an incredible opportunity as it allowed us to allocate time during the week to work on rebranding and rebuilding the Ivy Voice to push the boundaries of student voice within the school.

The program has the potential to be so much bigger than anyone imagined, and we hope to be the catalysts that bring about this amazing opportunity to all students. We have currently released two editions while being Co-Chief Editors and we hope to continue the termly release of collated articles from students across all year levels and campuses to showcase the Ivanhoe Grammar School experience. Simultaneously, we have just launched the Ivy Voice Instagram page with the school’s consent where we can post a more readily available source of content regarding the life of an Ivanhoe Grammar School student.

As the chief editors of the group, we have been given the unique opportunity to choose what direction we want to take this platform in the future. We’re able to choose the articles we want to select and photos and videos we want to share to celebrate the incredible student contributions at Ivanhoe. Our production process for each edition begins when we start off each term. The team sit down and decides on our timeline, and then proceeds to create a plan where we set out the articles we want to showcase and the events we want to highlight. The planning and brainstorming process

allows us to not only keep ourselves informed about what’s going on in the School but to keep the wider school community informed also. One of my favourite things about this platform is the ability to highlight student achievements and celebrate the success of others whether it be on the sporting field, in the performing arts space, or the service area.

After planning and brainstorming, we then reach out to students we’d love to work with on this edition. After publishing two editions as chief-editors we have loved the support shown to us by peers and have enjoyed being approached by students who have something they’d like to contribute. We then enter the editing and formatting stage before submission where we get to share all that’s going on across campuses within the school. Whilst the Ivy Voice is an amazing leadership opportunity, what I enjoy most about it is the opportunity to work with peers and share the responsibility and trust to create an edition that highlights and shares the best Ivanhoe has to offer.

Grace Alberti and Mia Garfi, Year 11 Co-Chief Editors of the Ivy Voice

Primary Sport

Buckley House

In 2024, Buckley House upheld its tradition of a busy and fun-filled year in Sport and Physical Education. These activities remain a vital part of students’ schedules, with many Year 6 students leaving with fond memories of their sporting experiences.

With a wide range of House Sports and participation in both the Ivanhoe District (IDSSA) and AGSV competitions, Buckley House continues to provide students with countless memorable sporting moments each year.

House Carnivals

Term 1 – Swimming

The 2024 House Swimming Carnival was another exciting event. This event is usually one of the first competitive events for many students, particularly the Year 3s. They quickly learn and love how this loud, busy, carnival works and enjoy the team aspect. The combined Years 3/4 and Years 5/6 sessions resulted in a win for Lincoln House.

Term 2 – Cross Country

Cross Country training begins in late Term 1, leading up to our House event in Term 2.

Students in Years 3-6 are involved in our Cardio-Vascular Training Program to prepare them to run the 2km or 3km of their House cross-country race. Thanks to Tomato Timing, all the competitors felt very special wearing their electronic bibs. The electronic timing helped Tomato Timing easily count up the points and award Thoresby with the House Cross Country title for 2024.

Term 3 – Athletics

We enjoyed a perfect 20-degree day at Collingwood Athletics Track for this year’s House Athletics Championships. Students gave their all, aiming for personal bests across eight rotations and two championship events. After five and a half hours, Athelstane emerged victorious!

Term 4

The Foundation – Year 2 House Athletics Carnival was filled with excitement, with many students competing for the first time. After weeks of preparation in PE sessions, they tackled running, jumping, and throwing events, all striving for personal bests. The day wrapped up with a final sprint race, where every student received a ribbon and the traditional icy pole at the finish line!

Swimming lessons in the Sports & Aquatic Centre

In Terms 1 and 4, swimming lessons are a big part of a typical Physical Education week at the pool. Students from Years 1-6 undergo two separate swimming blocks. Our Foundation students have their swimming experience in Term 4 only.

Extra-Curricular sporting opportunities in 2024

In 2024 students enrolled in extra curricular training programs such as:

Term 1: D.O.C Soccer, Sports Aerobics, Swim Squad

Term 2: Auskick, Sports Aerobics

Term 3: BH Hoops, Sports Aerobics

Term 4: Cricket Blast, Swim Squad

Ivanhoe District Primary Sports AssociationFriday afternoon sport

Winter (Term 2) Sporting choices for students to select

• Football

• Netball

• Boys’ Teeball

• Girls’ Teeball

Spring (Term 3) Sporting choices for students to select

• Girls’ Volleyball

• Boys’ Volleyball

• Girls’ Hot Shot Tennis

• Boys’ Hot Shot Tennis

• Girls’ Touch Football

• Boys’ Touch Football

One day - Round Robin tournament

• Years 5/6 Basketball - Girls and Boys

• Years 5/6 Soccer - Girls and Boys

• Years 5/6 Cricket - Girls and Boys

• Years 5/6 Aussie Rules Football - Girls

Each Friday in Terms 2 and 3, Years 5 and 6 students participate in afternoon sports, choosing a Winter sport for Term 2 and a Spring sport for Term 3. Teams train on Wednesday mornings, with players rotating weekly as long as they attend and commit to their teams. The term wraps up with finals based on the weekly ladder.

This program is a highlight for most students, offering a fun and rewarding way to end the week, whether playing at home or away. While winning is great, the emphasis is always on enjoyment, teamwork, and fair play.

2024 Premierships

• Boys’ Swimming

• Boys’ Cross Country

• Boys’ Years 5/6 Basketball

• Girls’ Years 5/6 Volleyball

• Boys’ Athletics

This year’s Inter-school Sports Program was filled with standout individual and team performances, resulting in some fantastic results.

• The Sports Aerobics team came 2nd in the 2024 Champion Victorian Primary School at the State Aerobics titles. Amazingly, 23 girls qualified for the National Sports Aerobics titles in Queensland in October and 20 students competed and helped the school place 2nd for the Champion School across both the Primary and Secondary settings.

• Isabella Wong represented Victoria and won medals at the National Championships in Rhythmic Gymnastics.

• The Years 5 and 6 Boys’ Basketball team won the District Title and went on to the Division Championships where they came 2nd overall.

• The Girls Years 5 and 6 Volleyball teams won the District Title and went on to the Regional Championships in Term 4.

• Bowie O’Sullivan, Jim Harley, Leon Osborne, Harrie Bhatia and Cooper Johnson qualified for the State Swimming Championships.

• Bowie O’Sullivan qualified for the State Cross Country Championships, placing in the Top 40.

• Bowie O’Sullivan, Jim Harley, Zeki Kocak, Addie Brace and Evie Saman qualified for the State Athletics Championships.

• Evie Saman broke the only school record for 2024, this was achieved in the Under 10 Girls Shot-Put, throwing 7.40m when winning the Northern Region.

Congratulations to Holly McKechnie and Bowie O’Sullivan for receiving the prestigious Rodda Ince Sports Award for Year 6. Their exceptional talent, sportsmanship, and dedication have shone brightly across a variety of sports, not just this year but over the last three to four years. Both Holly and Bowie have been valuable representatives of Buckley House since Year 3, and their impressive skills and commitment make them truly deserving of this award.

A big congratulations to Fairley Caddy and Jim Harley on their Outstanding Contribution to Ivanhoe District Sport Award. Both have been exceptional leaders and top performers across a variety of sports at Buckley House this year.

2024 Trophy Winners

• Swimming: Lincoln

• Cross Country: Thoresby

• Athletics: Athelstane

• Years 3/4 and 5/6 House Sport: Sherwood

• Jack Marchesin Memorial Medal - Buckley House Basketball: Jim Harley

Sports Aggregate Winning House: Sherwood

John McInerney

Primary Physical Education Teacher and Sports Coordinator

Primary Sport

Plenty Campus

Term 1 – Swimming

Swimming was high on the agenda for Term 1 with many Years 4-6 students getting the opportunity to compete at Interschool level in Sugarloaf District, Northern Division, Regional and AGSV events. Our squad was again made up of experienced campaigners as well as students making their debut at Interschool level. All involved pushed themselves to the limit with many achieving personal bests. Plenty had seven swimmers go through to division level with the highlight being Sienna Lacorcia and Miran Kaygusuz advancing to regional level.

Our campus was also well represented at the Junior AGSV carnival held at MSAC in late March. This is a showcase event for our students as they got to perform on a world class stage.

Term 2 – Interschool Sport

Term 2 included our main Interschool Sport season for the year. Plenty Netball A and B, Rounders, Tee Ball and Football teams were entered against our fellow Sugarloaf District schools. Our Netball A team shone through dropping only one game during the home and away section. A feature of this team was the blend girls and boys from netball and basketball backgrounds adapting and improving their performances week by week.

Cross Country – School Sport Victoria

Mid Term 2 is always a hectic time for our Cross-Country athletes as often we have three or four commitments over three weeks. Runners attended the Sugarloaf Championships with strong performances from Julian Canzoneri, Sartaj Dhanoa, Shayen Nijhawan and Imani Herath earning them a passage through to the division event. Julian then qualified for the Northern Regional Championships which were held in heavy conditions at Kilmore Racecourse. Well done Julian.

AGSV

Congratulations are extended to Julian Canzoneri, Shayen Nijhawan, Benn Davies-Starritt and Adam Kamal who were selected for the AGSV Cross Campus Cross Country team. Some of these competitors were fronting up a day after their division event displaying remarkable resilience and stamina. All four competitors are also wonderful role models for their peers and younger students.

Term 3 – Athletics

During Physical Education classes students honed their skills in readiness for the Spring Athletics season which included trials at Willinda Park as well as the Sugarloaf District Championships. These events coincided with the Olympic Games in Paris, so all students were motivated and keen to develop their Track and Field Skills. Several students were able to qualify for the Northern Division and Junior AGSV Championships and performed admirably against strong opposition.

Extra-Curricular Programs

Tennis Lessons

Keith Turner and his coaching staff have again been offering lessons throughout the year to Years 1-3 students. Spaces were limited due to building works however 30 students per term were enrolled for a six-week program. These lessons cater for new players in the game as well as those ready to step up to competition. We look forward to expanding the program further after the completion of our new synthetic hockey field.

Games Sense Sessions

Games sense sessions were conducted after school during Term 2 and 3 for Years 4-6 students keen on expanding their match experience in a variety of sports. We were lucky to secure the services of Year 11 students during Term 2 who mentored our Primary students during match-simulated drills and modified games. The program included invasion games, net/wall activities as well as striking and fielding games. We look forward to offering these sessions to our Primary students in future years.

Soccer Program

DOC Soccer Academy again provided an action-packed program during Term 3 at Plenty Campus. Amazingly a third of the primary population were enrolled in this program with six qualified coaches taking groups through their paces over the eight weeks. It is also wonderful to see so many parents staying after school to watch and support the students.

Major Sporting Achievements

Julian Canzoneri

Victorian Interschools Snowsport Championships.

Snow Australia Children’s Championships.

Leo Canzoneri

Victorian Interschools Snowsport Championships.

Knox Marsden

Victorian Interschools Snowsport Championships.

Adam Kamal

Victorian Under 13 Squash Team.

Beata Pajarillo

State level Taekwondo

Sartaj Dhanoa

Final 40 SSV Victorian Cricket Squad.

Les Dahl

Physical Education Teacher and Sport Coordinator

From the Director of Sport

Anna Goeghegan, Director of Sport

Ivanhoe Grammar School –

An outstanding sporting community

Living in Melbourne it’s hard to ignore how much the city is renowned for its love of sport. School sporting programs in and around Melbourne are a testament to this and we have once again witnessed the exceptional athleticism and teamwork of our students.

Our school community is thrilled to celebrate the outstanding achievements of our sports teams this year.

Sport has long been recognised as a cornerstone of holistic education, fostering essential life skills such as teamwork, resilience, discipline, and leadership. Beyond the physical benefits, involvement in sports has a profound impact on academic attainment. Studies consistently demonstrate that students participating in team sports often excel in the classroom, exhibiting higher levels of focus, time management, and goal-setting abilities.

School sport at Ivanhoe is not only about individual achievement but also about fostering a strong sense of community. The cheers of the crowd, the shared excitement of victory, and the collective spirit of support create an unparalleled atmosphere that unites students, parents, teachers, and alumni. Our sporting events provide a platform for everyone to come together, celebrate our shared passion for sport, and build lasting connections.

The 2023 and 2024 seasons were a testament to the dedication and talent of our students. In the Summer season of sport, our boys’ teams delivered exceptional performances across multiple sports. The Open Firsts Volleyball, Tennis, Basketball, and Swimming teams

all secured top-four finishes, showcasing how Ivanhoe consistently demonstrates a high level of competitiveness on the sporting stage.

Our girls’ teams did even better. Of note is the extraordinary achievement of our Girls’ Firsts Volleyball team, who clinched the premiership for an unprecedented third consecutive year. This remarkable feat is a testament to their unwavering commitment, exceptional skill, outstanding teamwork and of course the remarkable work of Tanya McInerney, Head Coach.

Additionally, our Girls’ Touch Football and Softball teams both claimed impressive third-place finishes, demonstrating the strength and depth of our female sporting programs.

Our Winter sports teams also displayed exceptional talent and determination. The Boys’ Open Firsts Football team faced the daunting challenge of defending their 2023 premiership with a squad featuring 16 new players. Our Girls’ Open Firsts Basketball team, aiming for a historic third consecutive premiership, faced adversity with injuries impacting their campaign. The Boys’ Firsts Soccer team impressed, securing second place in the home-and-away season before narrowly missing out on the Grand Final. However, the standout performers of the Winter season were our Girls’ Firsts Football team, who narrowly missed out on a shared premiership, but finished outright second in a tough competition involving 11 other schools.

The success of these teams is a reflection of the hard work and dedication of our students, coaches, and support staff. We congratulate all our athletes on their outstanding achievements and commend their commitment to representing Ivanhoe Grammar School with pride.

Ivanhoe Grammar School also consistently provides students with opportunities to participate in broader sporting experiences beyond our main AGSV competition, fostering a culture of excellence and diverse athletic involvement. Our strong traditions in kayaking, water polo, athletics, skiing, and aerobics continue to thrive, offering students

pathways to develop and showcase their talents on various platforms. This year has been particularly outstanding, with Ivanhoe triumphing in the Secondary Co-Ed School Cross-Country Skiing Championships, marked by some exceptional individual performances. Additionally, our Aerobics Program has excelled, winning the Aeroschools competition, and impressively qualifying 42 students for the national tournament on the Gold Coast. Our Water Polo teams continue to develop well with some outstanding performance from both our Junior and Intermediate boys’ teams. They both came away with the winning trophies at the end of the season. Our two girls’ teams also exceeded expectations with the Open 2nds senior team winning all their games, often by significant margins. The junior team, with many younger students who were new to water polo, and often coming up against Year 10 students, showed incredible resilience and a rapid increase in performance to be highly competitive throughout the season.

Read on, for more information on these sports and the season summaries from our top Open Firsts’ AGSV and AGSV/APS Teams.

While celebrating the achievements of our top teams is undoubtedly important, it’s equally crucial to acknowledge the value of the participation of all Ivanhoe students. Our school is committed to providing opportunities for every student to engage in sport at a level that suits their abilities and aspirations. With a minimum of two 9-week seasons dedicated to compulsory school sports, plus a range of optional sports and the chance to compete in major championships, we ensure that every student can experience the joy and benefits of representing Ivanhoe on the sporting stage. In 2024, an impressive total of over 200 teams, comprising more than 1500 students, will have proudly represented our school in various competitions, demonstrating the breadth and depth of our sporting program.

The sporting spirit at Ivanhoe Grammar School continues to flourish, inspiring future generations of athletes and leaders.

Anna Geoghegan Director of Sport

Summer Season Summary

We are extremely proud of our Firsts teams for the way they represented Ivanhoe Grammar School this season. Our pride extends beyond their weekend results to the dedication and effort they put into their preparation and the way they approached each game. Their commitment and conduct truly earned our respect and were the foundation of their outstanding representation of our School.

Basketball

Our Basketball team were certainly on their game in the preChristmas period. We went into the break undefeated and on top of the ladder; however, on their return, the boys failed to reach the same heights. In the Semi-Final, eventual premiers Camberwell proved far too strong, but a top-four finish is still a fine result thanks to strong performances from CoCaptains Jesse McIntosh and Tyson Nagal. Great efforts by Zachary Veneziano, supported by Jack Grant on the boards and Chase Mackay as our dead-eyed three-point shooter.

Cricket

Our Cricket team also showed great promise at times, as borne out by a strong win over eventual grand finalists Marcellin but struggled to display this level consistently meaning good positions in crucial games were lost. Captain James Shadbolt had a good year with the bat, whilst Will Hanlon led the attack with his bowling getting great support from fellow opening bowlers Lachlan Green and Charlie Baker.

Golf

A new sport played at Firsts level this year was Golf. We had a group of very keen golfers playing every Tuesday afternoon under the direction of Mr Ernest. In the AGSV events, the Ivanhoe Team performed admirably for firsttime entrants finishing in the top 6 in an event contested by 20 teams. The team had a great season with Kosta Papanagiotou and Jeremy Rodgers being the standouts.

Lawn Bowls

Our Lawn Bowls team was not able to reach the heights of last season but still competed strongly on the greens. Captain Ifiyenia Siakou and Arno Barton were both cool, calm competitors who displayed obvious skill.

Softball

The softballers started their season strongly and looked to be a real premiership chance. A mid-season slump saw us drop down the ladder, but the girls got it back together at season’s end to finish strong and grab third position. The final game against highly fancied Carey saw a wonderful finish to their season with a 20 – 9 victory. Captain Emily Malcolm controlled games with her pitching, Alice Palmer hit strongly at bat and Zara Aicher was a force in her role as catcher.

Table Tennis

The Table Tennis team had some strong performances but struggled to maintain their consistency. Captain Tom Starkey led the way with Joey Du being the standout player.

Tennis

Our Boys’ team lost superstar Cooper Errey, but brother Baxter and co-captains Max Barry and Oliver Hollis stepped up to fill the void. A far more even team this season, they continually got the job done through team contributions. They also drew the eventual premiers, in this case Trinity in their Semi-Final, and despite fighting all the way, the Ivanhoe boys could not win a place in the Grand Final.

The tennis girls continued to blossom. Co-captains Lucy Torrington and Ella Baldemir, with help from Mackenna White, set the tone for the new crop of youngsters coming into the team. Once again Alessia Jones and Leah Delios were fine players.

Touch Football

The Touch Football team also had a fantastic season. Early wins and a really strong performance against Touch powerhouse Mentone established our girls as a formidable foe. Just when all was looking well, we had a minor slip but recovered strongly to finish in third place. Co-captains Avena Henriksen and Ava Vincent led the girls brilliantly with support from Kiera Scott and Caitlin Malara. With a good group of youngsters in the team, the future looks very promising.

Volleyball

The Volleyball team was the best of our Boys’ teams. They won 5 of their 7 games during the season to earn a SemiFinal berth. A great comeback win in 5 sets against Mentone saw them take on the very strong Yarra Valley team in the Grand Final. Our boys certainly pushed Yarra, taking them to 4 sets, but in the end, could not quite get the job done. Captain Toby Schnugg Osbourne was the general with his setting skills whilst Nate Jenkins and Ashton Home were a force to be reckoned with at the net.

The final team to honour is our Premiership Girls’ Volleyball team. These girls continue to flourish under the astute guidance of coach Tanya McInerney. From the beginning of the season, it was obvious that they were the team to beat, and the girls continued to go from strength to strength. They charged into the Grand Final undefeated and quickly dispatched Caulfield to win their third premiership in a row, not dropping a set all season. Fantastic effort girls and a true reward for all the hard work that you have put in on the training track. Captain Alana Edgley led with both authority and care, receiving great support from vice-captain Ella Rowe. Samantha Avery and James Lycett were strong at the net and Grace Alberti displayed great consistency as a setter.

We also cannot forget our teams outside of Firsts, with most of our students competing in them. Our school had the highest participation in the AGSV competition this summer, reflecting our commitment to sports as a vital part of school life. Beyond physical health, sports enhance social and mental wellbeing, develop leadership, and strengthen school spirit. We thank our students for embracing the Summer season with enthusiasm, embodying the spirit of ‘Having fun with your mates’ on the sporting field, which is central to our valued reputation in the AGSV competition.

Roger Gill Head of Summer Sport

Winter Season Summary

Our AGSV/APS Winter Season was a resounding success, marked by dedication, teamwork, and personal growth for all involved. Our students excelled both on and off the field, showcasing their courage, collaboration and innovation with every round. Let’s take a closer look at the thrilling achievements of our teams.

Badminton

Our Boys’ Badminton teams showed excellent growth throughout the season as they continued their development outside of the First division. Participation continues to soar and with the guidance of our brilliant staff and committed coaches, there has been real excitement around the future of badminton. I have no doubt that with the commitment shown by this group, success will come very soon!

Basketball

Although our Girls’ Firsts Basketball team fell short of an elusive three-peat, the team had a very successful season. They suffered multiple injuries to key players, but with the leadership of captain Georgia McBean, they showed great resilience to only lose two games for the season, one being right on the buzzer to finish equal second in the competition. There are lots of positives to look forward to as well with the Junior B Basketball team being awarded the Team of the Season, going undefeated for the year – well done!

Cross Country

Now into its second season of stand-alone competition, our Girls’ Cross Country team was once again led by cocaptains Eliza Nelson & Theadora Hally. Although a small team in size, supported greatly by our junior runners, the team placed 4th overall, a great achievement!

Our Boys’ team led by captain Harley Mileto also saw great success, with Year 7 Leonardo Donarelli the highest ranked runner for his year level and Year 9 Ky Luscombe finishing third in his age group. The collaborative and compassionate culture developed by the leaders earned the Junior Cross Country team the Spirt of Sport award this season, well done all!

Dance

As the newest addition to our Winter Sport Program, our Dance students have had an excellent year within a developing curriculum. The pinnacle of the season was the end-of-season showcase, where in conjunction with PEGS, our students performed the routines they had been developing over the year. We look forward to the continued growth of the Dance Program over the coming seasons.

Football

Our Girls’ Firsts Football team had their most successful season in school history, dropping only one match and finishing equal second in the AGSV/APS competition. Under the guidance of team captain Ava Vincent, the team went on to win the Division 2 Herald Sun Shield Grand Final, defeating Our Lady of Sion 12.7.79 to 0.0.0 – an incredible achievement! Well done to all involved and here’s to another step forward in ’25!

Our Boys’ Firsts Football team, led by captain Charlie Opie, had another successful season but lost out to the eventual premiers Yarra Valley in a semi-final. Our 9A Boys’ Football team won the Team of the Season award, showing that there’s hopefully further success on the horizon for the team.

Hockey

Led by co-captains Hamish Noonan & Mitchell Laoumtzis, our Boys’ Firsts Hockey team made it to the finals for the first time in five years. It was a tough final against the undefeated PEGS side, but the team gave it their best effort. Despite the loss, the team ended up winning the final quarter to end the season on a high note and a reflection of their resilience.

In our second season in the AGSV/APS Girls’ Firsts Hockey competition, our team showed further growth and development. With the leadership of captain Thyra Abolencia, the team finished the season in sixth place, and as the young core of the team continues to develop, the future of girls’ hockey looks very bright!

Netball

Although the Girls’ Firsts Netball team had a challenging season finishing 8th overall, their perseverance led them to win some very close games. Steered by the determination of team captain Jenna Calabrese, a draw against one of their biggest competitors Carey was a season highlight. The Firsts’ Netball team have a very bright future ahead of them with new talent coming through the younger years, including the 8D Plenty Campus team winning Team of the Season!

Soccer

Under the guidance of new Head Coach Hannah Fox and captain Stephania Traikos, the Girls’ Firsts Soccer team won their final three matches in a row, including defeating second on the ladder, to finish the season in 6th overall. With two Junior Girls teams going undefeated for the season, we look forward to a future full of potential in girls’ soccer.

Our Boys’ Firsts Soccer team had a fantastic season, finishing 2nd overall and locking in a home semi-final. Under the leadership of team captain Daniel Moutsos, the team played bravely in harsh conditions on the South Ground, but unfortunately, the result did not go our way. With our 9A Boys going undefeated this season, we are ready to embrace a future filled with exciting opportunities!

Brenton Aisbett Head of Winter Sport

AGSV Athletics

For the 102nd AGSV Athletics Carnival, Ivanhoe and eight other AGSV schools faced unique and challenging circumstances. The first event was delayed as some schools were held up by protests in the city, and later, an electrical storm prompted the implementation of the AGSV’s severe weather policy for the first time in Carnival history. Although the lightning and thunder subsided, the rain persisted, leaving our athletes cold and drenched by the end of the event.

As always, the lead-up to the Carnival was met with the usual challenges. Many of our talented athletes were balancing multiple commitments, including community sporting finals, making the task of team selection formidable. Despite these hurdles, we proudly fielded a team of nearly 100 students, all of whom demonstrated unwavering determination and skill.

Our Boys’ and Girls’ teams exhibited outstanding performances throughout the competition, and while we secured several individual victories, the collective effort was equally remarkable. Many of our athletes exceeded expectations, securing mid-field finishes where lower placements were predicted – an impressive feat, with only three last-place finishes recorded from a running order of 148 events.

A special mention must go to those students who selflessly prioritised the team’s success over individual glory. Our U/15 middle-distance runners, Riley, Ky, and Max bravely competed against older athletes in the Open 3km event. Year 12 ‘rookie’ Marcus stepped up to take on the challenging Open 400m, and Year 7 student Yumi courageously faced off against Year 11 competitors in the U/17 High Jump. These acts of courage exemplify the spirit of Ivanhoe athletes who push themselves beyond their limits to achieve their best.

Competing in athletics, especially when outmatched, is an intimidating challenge. Unlike other pursuits, the physical pain and sheer determination required for an all-out performance on the track add an extra layer of difficulty. This is why I remain so passionate about our Athletics Program – working with students who possess this mindset provides some of the most rewarding moments of my professional year.

While it’s tempting to focus on the standout performances, it’s important to remember that every student’s effort matters. Athletics is not just about physical prowess; it’s about building resilience and character, whether or not a student makes the final team. Though we missed out on premiership trophies this time, success in athletics – as in all co-curricular activities – is measured by individual and collective growth, not just the final score.

Mentone Grammar School claimed the Girls’ Premiership for the fourth consecutive year, and Trinity Grammar School reclaimed the Boys’ Premiership after a three-year hiatus. Notably, no co-educational school has won a Boys’ Athletics premiership since 2007.

In closing, we celebrate our individual event winners and eagerly look forward to the year ahead. We encourage all students to join us in 2025, where every effort counts, and everyone can find a sense of achievement and belonging.

Below is a list of the individual event winners:

Winners - Girls

Alana Edgley

Pizzey Family Trophy (Team Captain)

Rachel White

1st Open 800m, 1st Open 1500m (School Record and AGSV Record) and Alf Watson Trophy (best performing senior athlete)

Marli Brenner

1st Open 4 x 400m Relay (School Record), 2nd U/15 800m (School Record) and Patsy Eiseman Trophy (best performing junior athlete)

Eliza Chivers 1st Open High Jump

Rebecca Hvalica

1st U/16 100m

Ruby Callahan

1st U/16 800m and 1st U/16 1500m

Sierra Keily 1st U/17 Discus

Winners - Boys

Brodie Mierisch

Pizzey Family Trophy (Team Captain) and 1st Open Discus

Jack Dowling

1st U/17 100m, 1st U/17 200m and Alf Watson Trophy (best performing senior athlete)

Stan Moore

1st U/14 Long Jump, 1st U/14 Triple Jump and Patsy Eiseman Trophy (best performing junior athlete)

Rowan Sharples

1st U/16 Long Jump and 1st U/16 Triple Jump

Arran Lessene 1st Open 100m

Lachie Bird 1st U/17 High Jump

Leonardo Donarelli 1st U/14 800m

Zethan George 1st U/13 Triple Jump

Chris Branigan Head of Athletics

AGSV Swimming

Throughout 2024 some incredible performances and moments defined the season. From record-breaking swims to personal bests, our team has shown exceptional dedication to our swim team. As captains, we are all incredibly proud of each swimmer, and extremely thankful that our last year competing in AGSV was as memorable as it was. Overall, our girls’ team placed 2nd, through a tough fight against Mentone, and our boys came 4th. Undoubtedly the commitment and dedication shone throughout the night, as we saw many individuals deliver inspiring performances that highlighted hard work and represented the Ivanhoe spirit.

While every race from both the girls’ and boys’ teams were outstanding, highlights from the night were from our even winners, including Eli Billman, Louis Chien, Olivia Flight, Emmerson Hoggan, Ciara Jeffs, Zoe Macaulay and Andrew Spencer. Additionally, we would like to congratulate Olivia Flight (Year 10) who broke the Under 15 Girls 50m Breaststroke in a time of 35.70 and Ciara Jeffs (Year 7) for breaking the Under 13 Girls 50m Butterfly record in a time of 29.76.

It cannot be forgotten that both the girls’ and boys’ relay teams were integral to the great success of Ivanhoe at the AGSV this year. We congratulate all of our relay teams, with a special shoutout to the Open Girls 4x50m Medley Relay involving Ella Rowe, Olivia Flight, Alana Altus and Chloe Green who led the field with a 7-second win. We would also like to mention the Under 16 Girls 4x50m Medley Relay involving Ciara Jeffs, Mae O’Brien, Hannah Borschmann and Mikha Thapa who won by 9 seconds.

It was our pleasure to Co-Captain the girls’ team in 2024. Looking back on the entirety of AGSV, we are so grateful to have had the opportunity each year. We formed many valuable connections and found it to be a place for personal growth. As we prepare to graduate, we look back on this year’s season with an overwhelming sense of accomplishment and hope that each student will continue to enjoy it as much as we did. We were most proud of the girls’ incredible contributions to the team, their fantastic swims on the night, and their hard work behind the scenes. This amazing outcome was possible thanks to their smiling faces at each training session.

We would like to extend our thanks to everyone involved with the team, especially Ako and Mr Voss who have undoubtedly played a major role in our success. We especially thank Ako for her commitment to coaching us, alongside Adam, Farah and Nicholas, who were all incredibly supportive and outstanding coaches. On behalf of all our swimmers, we would also like to thank the parents, who wake up on the early mornings and show unwavering support to each individual. Finally, a huge shoutout to all the volunteers, officials, and organisers who make each meet possible.

Chloe Green, Alana Altus & Tyler Land Captains of Swimming

Aerobics

The Aerobics Program had a history-making year in 2024! We began training towards the end of Term 1, honing our skills and learning new routines. This year we had 60 girls training on Tuesday mornings across Division A, B & C as well as Aerodance Division 1 & 2.

Our hard work paid off at the State Championships on Friday 2 August, where all the girls brought their A-game and delivered outstanding performances. We had a fantastic outcome, with 20 routines qualifying for nationals! The highlight of the day was when our school was crowned the 2024 Aeroschools Victorian Championships Secondary Aggregate School Champion, meaning we were the most successful school in the entire state. This was an incredible achievement, and it was a proud moment for everyone involved. Overall, our results at the state competition were impressive: we won the overall competition, had four teams crowned State Champions, four teams securing silver, and two teams taking bronze. We also had multiple routines placing in the top 6, further demonstrating the team’s hard work and dedication.

After a well-deserved week off, we dove back into training to prepare for the MGS feedback competition and, of course, the National Championships on October 3rd and 4th on the Gold Coast. The feedback competition allowed us to refine our routines even more, and the team once again showcased their dedication with strong performances.

At Nationals, there was plenty of excitement and nervous energy as we faced off against teams from across the country. Our team continued to shine, earning 2nd place overall in the Champion School Aggregate. We were thrilled to bring home a gold medal, along with four silver medals and two bronze medals! In total, 15 out of 20 routines placed in the top ranks, with Gymnastics Australia acknowledging 1st-6th as placing. It was a proud moment for everyone, knowing that all the hard work had led to such a strong finish on the national stage.

This successful year would not have been possible without the incredible support and guidance of our coaches, who were always there to push us and help us improve. I’m honoured to have led such a dedicated and talented team of girls this year, and I am excited to see the program continue to grow and thrive in the years to come!

Eden Alexander Captain of Aerobics

Kayaking

It was a very successful year for the Kayak team. The kayaking year began at the Junior Age Nationals event in Eildon in January, in which our group of experienced paddlers managed to come 2nd place in the All-Schools event. Despite this success, myself and Ridgeway CoCaptain James McLaughlan, along with teacher-in-charge Mr Draper, set our collective sights on taking back 1st place in the championship next year. With this goal in mind, we began training in Term 1 with our Beginner’s Program followed by the annual Kayak Family Camp – bringing record-high numbers of new Years 7 and 8 paddlers into the program.

This year, the team has improved significantly across all age groups in a variety of skills and recently demonstrated their high standards of technical paddling by taking 1st place in the Victorian Schools Slalom event. Many paddlers from both campuses competed in this event, and students Louis Kuek, Zack Kysela, Alexander Redlich, Alex Ellul, Maximus Karamzalis, Georgette Doherty, Maggie Potuguntla, and Olivia Oates each had a 1st place performance in one of their respective classes and age categories – well done to all these paddlers!

I’d like to thank Mr Gibbs and Mr Hogg for their continuous work in maintaining and growing the Kayaking Program since I joined in Year 7, and most importantly teacher-incharge Mr Draper who also works tirelessly to improve the standards of training and paddling in general. I’d also like to thank Brad McLaughlan for his work in organising coaching each week, as well as acknowledge the efforts of the Kayak Parents Support Group (KPSG). I’m looking forward to seeing how the school performs in our upcoming Victorian Championships as well as the Junior Age Nationals next year in Tasmania.

Joshua Fraser Co-captain of Kayaking

I have been a part of the school Kayaking Program since Year 7, and initially, it was a great opportunity to try something new that I never would’ve tried otherwise. The kayaking program at Ivanhoe Grammar School also frequently pushed me out of my comfort zone and allowed me to be a part of a vibrant, and supportive community. Overall, kayaking is a very unique sport, and being a part of the Ivanhoe Grammar School team is a great opportunity that I have gotten so much out of throughout my years so far, and I am enthusiastic to see where it’ll take me.

Maggie Potuguntla, Year 10

Being part of kayaking is a very unique experience, in the sense that it is a very tight-knit community. In my opinion, one of the best aspects of the program is the expectation that kids give back. I had the privilege of being coached by senior students when I was in Year 7, and I now find myself coaching the new paddlers while developing my skills. I think that of all the co-curricular programs at Ivanhoe, kayaking is the best at providing opportunities for friendships to be made across all year levels, whilst also creating a thrilling and exotic way for kids to enjoy a sport.

Olivia Oates, Year 10

Snow Sports

With our season starting much earlier than the snow on the ground, the February Information Night and the annual March Pasta fundraiser quickly gathered momentum among our families for another busy year. A well-subscribed new and second-hand snow sale held at the School saw many families visit to sell and buy gear for the upcoming months.

As we hit Term 2, pre-season training started in earnest with morning sessions of Dryland training emphasising leg endurance and core strength in preparation for our sport. Cross-country training on roller skis also started with skill and fitness drills, as well as our first come-and-try Biathlon session at the School with roller skiing and laser target shooting.

With Term 2 holidays the annual July week at Mt. Buller kicked off the first on-snow training, and snow conditions were sufficient for these lessons. Following closely after that was our first weekend of training where heavy snow fell, making for much better conditions, and two weeks after that the second weekend training and Victorian Cross Country Championships.

It was an incredible trophy win for Ivanhoe, for the best Co-ed School in the Cross-Country Skiing Victorian Schools Cup.

Captain Sebastian Packer-Smith won Gold in the Boys’ Div 1 Classic race and together with the Div 1 team, including vice-captain Thomas Moore and Kieran Pavey, they took the Classic Team silver medal. The team then went on to take the Freestyle Relay silver medal in their second race. Our new Div 3 Boys’ team, all Year 7 students, scored Team Bronze in the Classic race but also in the Relay. The boys were very stoked with winning two medals at their first Cross Country races.

Our Div 2 Girls team finished a creditable 7th place in the Classic, and again in the Relay. Ada McLaughlin, Lucy Lewtas and Isabella Ansell put in a solid effort, placing well to add their points to the overall team score. Gabbie Ansell also raced in the Div 3 Girls race and put her hand up to fill in for the Div 3 Boys race if required.

Two weeks later it was the Victorian Alpine race week, again at Mt Buller, though in Spring-like deteriorating snow conditions races were still able to go ahead on more limited runs. With over 4,000 race entries from Foundation to Year 12, it’s a huge event and our team of over 30 competitors was keen to race. Notable results were our Div 1 Boys’ Alpine with 8th Team place, Salvatore Canzoneri placing 6th (out of over 200 competitors), Julian Canzoneri with 4th place, Gabriella Ansell 10th in Moguls as well as 6th in Slopestyle and our Div 3 boys Ski Cross team placing 9th.

The National competitions followed in early September at Perisher where the following were invited to compete for Victorian Schools: Salvatore, Julian and Leonardo Canzoneri, Gabriella Ansell, Lachie Brennan, Charlie Fennessy, Hamish McElhinney, Lachlan Van Der Valk, Kieran Pavey, Thomas Moore and Sebastian Packer-Smith.

Many thanks to the tireless Friends of SnowSport Committee, led by Convenor, Nadia Costanzo, for helping organise all the fundraising and social events this year. Thank you too to our great parents for the long hours, early starts and commitment to our program and lastly to students for the commitment and energy toward our unique winter sport.

Murray Gill

Teacher

in Charge of Snow Sports

Water Polo

This year has been a transformative period for Ivanhoe Grammar School’s Water Polo Program, marked by significant growth and success. Increased participation, especially among senior students, has led to a rise in enthusiasm and commitment, positioning water polo as a key co-curricular offering.

A standout feature this season was the early dedication of athletes who began training a term ahead. This commitment helped shape the year’s achievements, allowing students to refine their skills and build stronger team dynamics from the start.

The results reflect this dedication. Our Junior’s navigated an undefeated season, showcasing exceptional teamwork and strategy. The Intermediate’s claimed the premiership through determination and tactical excellence. Meanwhile, the Open’s narrowly missed a grand final spot, demonstrating the depth of talent and competitive spirit within the program.

However, success in our Water Polo Program extends beyond victories. At its core, the program emphasises character development, teamwork, and perseverance. Water polo has become more than just a sport for our students - it serves as a platform for personal growth, fostering a strong sense of community and sportsmanship.

Looking ahead to 2025, the future of Ivanhoe Grammar School’s Water Polo Program is bright. We are committed to building on this year’s successes and continuing to provide a space that welcomes students from all backgrounds and skill levels. Whether seasoned athletes or newcomers, all participants will find a supportive environment that fosters not only athletic achievement but also personal development.

The 2024 season set a high bar, but with continued dedication and passion, we are confident the best is yet to come.

Ben Ernest Teacher in Charge

This season saw a thrilling start to Ivanhoe’s water polo campaign. As we started training early and the team had lots of time to develop their skills in the pool. We were excited to get the season underway in our opening round at Melbourne High. Our team played hard against Camberwell and came away with a win after almost freezing to death as the MHS pool heater was broken. After a great start to our season, we faced a series of tough matches and eventually just missed out playing in the grand final. This season has been great to be a part of and we encouraged anyone who is considering giving water polo a go to get involved in 2025!

Thomas Vander Pal and Tobias Horne Boys’ Water Polo Co-captains

Our Girls’ Water Polo teams had a fantastic season in 2024. We commend the efforts of both teams for their commitment to training and their ambition and courage during the games. While our Seniors consisted of girls who had played multiple seasons as Ivanhoe Grammarians, keen to refine their skills and continue to better themselves, our Juniors were made up of many newcomers who were eager to make their mark. It was great to see the profound leadership skills demonstrated by our Years 11 and 12 girls both in and out of the water and to see how quickly our junior girls took on and embraced guidance from our coaches, Lauren Chan and Lily Beech, as well as feedback from other players. In terms of results, our junior girls, winning many of their games, never failing to put up a fight, and our senior girls, eager to maintain their undefeated title from last year, were undefeated yet again!

Both teams should be proud of their significant improvement throughout the season and are congratulated for consistently putting in the work to refine and take on new skills in the pool. As for me, it was my pleasure to captain both teams towards the completion of another great season. I truly hope all the girls enjoyed this season of water polo, and that they can carry their hard work and shared passion into the following seasons to come!

Alana Altus Girls’ Water Polo Captain

Ivanhoe Edge

As 2024 draws to a close, Ivanhoe Edge reflects with pride on a year of remarkable growth, innovative initiatives, and expanded opportunities for both our students and the wider community. Our commitment to excellence has yielded numerous achievements that we are excited to celebrate.

One of the most notable advancements this year has been the broadening of our coaching offerings. We now provide expert coaching across an extensive range of activities, including basketball, cricket, dance, football, netball, soccer, swimming, tennis, volleyball, and water polo. This expansion signifies our dedication to offering diverse opportunities for students to pursue their passions and develop their skills in various disciplines. By diversifying our sports programs, we aim to cater to a wide array of interests and ensure that every student has the chance to excel in their chosen field.

In addition to our expanded offerings, we introduced several short courses, with the Triple Threat Course standing out for its acclaim. This course, designed to enhance students’ auditioning techniques, has proven instrumental for aspiring performers. It equips them with the tools and confidence needed to excel in auditions, thereby giving them a competitive edge in the performing arts sector. The positive feedback from participants highlights the course’s effectiveness in preparing students for success in their future endeavours.

The year 2024 also saw the successful implementation of our student workshops, which covered a variety of important topics including nutrition, breathwork, conditioning, and future pathways. These workshops were met with enthusiasm from students, who engaged deeply with the content and gained valuable insights applicable to their training and daily lives. Particularly noteworthy was the workshop on mastering breath control, which emphasised the importance of correct breathing techniques. This session offered students a deeper understanding of how effective breath management can significantly enhance their performance, both in training and in competitive settings.

Our commitment to fostering strong connections with parents has been a cornerstone of our approach this year. We held a series of parent workshops on critical topics such as nutrition, managing concussions, optimising strength and conditioning sessions, and the significance of breathwork. These workshops were well-attended and provided parents with valuable information to better support their children’s development and success. By engaging parents with relevant and practical insights, we have strengthened the partnership between home and our program, enabling a more cohesive approach to supporting student achievement.

This year, Ivanhoe Edge also provided students with the opportunity to explore elite athleticism through visits to the Victorian Institute of Sport (VIS). These trips were led by Paralympian Al Viney, Olympian Stacey Hymer, Charlie Batrouney, and Anthony Jordan. The tours offered students an immersive experience, including facility tours, short training sessions, rigorous testing, and inspiring Q&A sessions with elite athletes. These experiences were complemented by additional activities back at school, such as skills sessions with coaches, pool recovery sessions focusing on recovery techniques, and dynamic speed and agility sessions. The combination of these activities fostered significant growth and camaraderie among participants.

The expansion of our holiday programs to include participants from the wider community was another significant milestone for 2024. The response to our programs, which featured AFL, Speed and Agility, Learn to Lift, Soccer, and Cricket clinics, was overwhelmingly positive. These programs not only provided a glimpse into the engaging and dynamic experiences we offer in our regular sessions but also showcased our commitment to serving a broader audience. The enthusiasm and enjoyment expressed by participants reflect the success of these programs and their impact on young athletes.

A highlight of the year was the special experience for our basketballers with a pre-Olympics training session at the Sports and Aquatic Centre. This event provided students with the unique opportunity to observe the Boomers and Opals up close, offering a firsthand look at the high level of competition required to excel at the top tiers of the sport. The experience was both inspiring and educational, demonstrating the dedication and skill involved in reaching the elite level.

Michelle van Beek, Head of Ivanhoe Edge

We also introduced a new uniform range designed with the Ivanhoe Learner Attribute colours. This new uniform reflects attributes such as courage, reflection, ethics, balance, innovation, collaboration, and compassion. It serves as a visual reminder of these core values, reinforcing them during our sessions and programs. The uniform design aligns with our mission to instil these attributes in our students and to encourage them to embody these qualities in all aspects of their lives.

The launch of Junior Edge, a program specifically tailored for younger students, has been a welcomed development for many of the families. Junior Edge offers 1:1 or small group coaching that is tailored to student’s interests and skill levels. It includes age-appropriate strength and conditioning sessions, ensuring a fun and engaging experience. Targeted at students in Years 3 and 4, Junior Edge serves as a preparatory program for transitioning to Ivanhoe Edge in Years 5 and 6. This program has been designed to provide younger participants with a solid foundation and to introduce them to key skills and knowledge needed for their future development.

Overall, 2024 has been a year of exceptional growth and achievement for Ivanhoe Edge. Our expanded programs, innovative courses, and successful workshops have provided students and the broader community with a wealth of opportunities to explore their interests, develop their talents, and achieve their goals. The dedication of our coaches, the enthusiasm of our students, and the support of our community have all contributed to making this year a resounding success. As we look ahead, Ivanhoe Edge remains committed to fostering an inclusive and challenging environment where every student and community member can thrive. We eagerly anticipate continuing this journey of success and growth in the years to come.

Michelle van Beek Head of Ivanhoe Edge

Ivanhoe Swim

Katrina Gevaux, Aquatics Manager

Ivanhoe Swim, encompassing both Ivanhoe Learn to Swim School and Ivanhoe Swim Club, has had an extraordinary year filled with achievements and recognition. Both entities received state accolades, with Ivanhoe Swim School being nominated for Swim School of the Year. Additionally, Aaron, one of our Pool Deck Supervisors and Swim Teachers, was Highly Commended for his distinguished service as a Swim Teacher for People with Disabilities in 2024. This is a well-deserved recognition for Aaron, who has been with Ivanhoe Swim since its inception and remains a vital asset to our team.

Ivanhoe Swim Club also earned a nomination for Swim Club of the Year by Swim Victoria. We are incredibly proud of our accomplishments, realizing our dream of creating an inclusive swim school and club.

Ivanhoe Learn to Swim School offers lessons for infants through to adults, including specialised classes for teenagers who didn’t have the opportunity to learn earlier, beginner adults, and children and teenagers with individual needs who require one-on-one support. Our programs range from Pre-squad to Fitness Squad, and our newly launched Masters Squad, which began in July 2024. The Masters’ Squad is an adult-only group that welcomes all abilities, coached by two qualified trainers in our 50m pool.

Ivanhoe Swim Club has hosted two major competitions at Ivanhoe Grammar School, one long course and one short course. These events showcased our facilities and attracted more than 280 swimmers from various clubs, some travelling from as far as Ballarat. Both competitions were highly successful, and it was rewarding to see young, emerging swimmers experience the thrill of racing, with many achieving personal bests.

This past year, we were fortunate to host several guest speakers who contributed to our swimmers’ development. Kirsten Norden from Swimnastics introduced a Dryland Program that incorporates gymnastics fundamentals to help junior swimmers build strength, increase flexibility, and develop sound movement patterns. Isabella Foote, a personal development mindset coach, taught our swimmers the importance of breathwork for enhancing both mental and physical performance. She provided valuable insights into the nervous system and demonstrated techniques to improve breathing and performance. Justin Griggs, a former swimmer and registered psychologist, spoke to our swimmer parents about maintaining motivation and reducing the risk of burnout in athletes.

We also had the privilege of hosting past Olympians Michael Klim, Brett Hawke, and Adam Pine, who conducted an unforgettable freestyle and sprint clinic. A highlight of 2024 was when current Olympian and World Champion Gold Medallist Isaac Cooper visited Ivanhoe Swim. He shared his journey, including the challenges he faced with mental health, and conducted a backstroke clinic with our swimmers.

In January, our national swim team embarked on a National camp in Thredbo. The four-day camp, which included seven sessions and a hike, was both fun and challenging, taking place in an environment with limited oxygen, which was ideal for improving breathing control and fitness.

In April, we sent nine swimmers from our National team to the Gold Coast to compete in the 2024 Australian Age and MC Age Championships under the guidance of our Head Coach, Ako Kusafuka. This was our first interstate competition, and it was a thrilling experience for our swimmers, who had the opportunity to meet their swimming idols preparing for the Olympic trials. A special moment was when Imogen Nolan earned our first National Medal with a personal best in the 16-18-year-old Breaststroke category. What an achievement!

In June, we celebrated Ivanhoe Swim Club’s first birthday with our inaugural presentation night at Buckley Hall. Over 100 families joined us to celebrate the achievements of our swimmers throughout the season. The evening was a resounding success, with trophies, certificates, and badges awarded in recognition of their hard work. Congratulations to Emmerson Hoggan, who was named the 2023/24 season’s Swimmer of the Year.

Looking ahead, our State team is set to travel to Canberra in August for the ACT State Championships, where they will stay at the Australian Institute of Sport. This marks our State team’s first interstate competition, offering them an exciting opportunity to experience life as part of the Australian Swim Team, living and training alongside other athletes.

Katrina Gevaux Aquatics Manager

Ivanhoe Dance

Ivanhoe Dance, located in our Sports and Aquatic Centre, is an exciting new dance school open to the public and Ivanhoe Grammar School families. Whether you’re a preschooler, junior, teen, senior, or adult, Ivanhoe Dance welcomes everyone interested in learning to dance. No previous dance experience is required - just a passion for dancing!

Since our launch in February 2024, Ivanhoe Dance has exceeded expectations. Starting a new program involves a lot of hard work and uncertainty, but we’ve created a beautiful space with three fantastic dance teachers. Our focus is on having fun, and all we ask is that dancers come with a positive attitude and a willingness to learn.

We offer a variety of dance styles including Acro, Hip Hop, Ballet, Contemporary, Jazz, and Lyrical. Our classes are suitable for babies and toddlers, and private lessons are available upon request throughout the week.

On Thursday evenings, we host adult dance classes, which are all about fun, fitness, and laughter. I’m incredibly proud of this program and as someone more accustomed to swimming than dancing, I can now confidently say that I can dance, thanks to these classes. I haven’t laughed as much as I do during these sessions! It’s a fantastic, safe space to dance with like-minded adults. The classes are also great for memory, as you learn new choreography each week while building on previous steps. You can join casually and pay as you go.

Our dance class comprises three outstanding teachers: Miss Jacqui, Miss Holly, and Miss Bronte. Our teachers have been dancing from a young age and continue to perform as adults. I had the pleasure of watching Miss Bronte perform in a musical in Albert Park, and she was phenomenal!

Currently, our teachers are choreographing routines for our end-of-year performance, which will be held at the Buckley Hall Performing Arts Centre. I’m excited to see our dancers showcase their skills and celebrate their achievements from the past year.

Our dance studios are located in the state-of-the-art Sports and Aquatic Centre at Ivanhoe Grammar School. We have two studios on Level 3 and Level 5, each equipped with ballet bars, mirrors, props, and temperature control to keep you comfortable year-round.

To get started, we offer free trial lessons. Simply email us at enquiries@ivanhoedance.com.au to book your trial session. Dance is all about having fun so come join us at Ivanhoe Dance!

Katrina Gevaux Manager - Ivanhoe Dance

Katrina Gevaux, Manager - Ivanhoe Dance

‘It’s

never an easy road to the top and there are always going to be setbacks, but it’s the way you deal with those setbacks that define you..’

– Kyah Simon

Global BALANCED young people of character

#learningtogether

First Nations Report

The year 2024 marked a significant year in Ivanhoe’s journey towards reconciliation, highlighting our ongoing commitment to honouring and integrating First Nations culture within our school community. Central to these efforts is the First Nations Scholarship Program, which has now successfully completed its third year. We are proud to announce that the end of 2024 saw the first three scholarship holders graduate from Year 12. This milestone is a testament to the program’s success and the strong partnership between Ivanhoe, the Lady Gladys Nicholls Hostel in Northcote, and the Aborigines Advancement League.

In a symbolic gesture of reconciliation and respect for Wurundjeri culture, the School has named the new aquatic centre at Plenty Campus the Coonawarra Willam Aquatic Centre. This Woi-wurrung term, which translates to ‘home of the swan,’ beautifully encapsulates the essence of the Centre. Coonawarra, the swan, is both a water and land animal. It builds its life on two of nature’s elements: earth and water. These elements are symbolic of the activities that will occur daily in this centre, through the pool, classrooms, gymnasium, and surrounding sporting fields.

Another significant achievement this year has been the commissioning of Wurundjeri artist Coree Thorpe to create a bespoke artwork for the school. This artwork will be prominently displayed and incorporated into signage throughout the school and beyond, serving as a constant reminder of our commitment to reconciliation and the rich cultural heritage of the Wurundjeri people.

Our relationships with Wurundjeri elders continue to flourish, with Aunty Zeta Thomson and Uncle Colin Hunter playing key roles in various school events throughout the year. Their presence and guidance have been invaluable, offering students and staff alike the opportunity to engage deeply with First Nations culture and perspectives.

In addition, we were honoured to welcome renowned First Nations speaker Courtney Ugle and cultural performer Brent Watkins of Culture Evolves to Ivanhoe. Their appearances provided students with a modern, dynamic understanding of First Nations history and culture, enriching the school’s cultural fabric.

In 2024 we also saw the introduction of a new Global Education subject, which included a comprehensive First Nations unit. This course gave students the chance to explore significant aspects of First Nations culture and “ways of knowing,” encouraging them to reflect on and apply these teachings to their own lives.

Through these initiatives, Ivanhoe continues to pave the way for meaningful reconciliation, ensuring that our students not only learn about First Nations culture but also embrace it as an integral part of their education and personal growth.

Chris Branigan Director of Co-Curricular Learning

Global Education at Ivanhoe

Fiona Devlin, Deputy Principal/Head of Plenty Campus

Global Education reached a pivotal point in Ivanhoe Grammar School history in 2024. With research conducted in 2023 about how our school could best prepare and support the future of our students in a global world, a new curriculum was born and rolled out to all Years 7 and 8 students this year.

Global Competency is defined by The Organization of Economic Cooperation and Development (OECD) as the capacity of an individual to “examine local, global and intercultural issues, understand and appreciate different perspectives and world views, interact successfully and respectfully with others, and take responsible action toward sustainability and collective wellbeing” (OECD, 2018).

Global Competency develops over an individual’s lifespan through multiple experiences. Parents, families, social networks and culture play an important part in building global competency. It is well known that schools can have a significant influence in shaping the knowledge, skills and attitudes of students when they are enrolled for up to 12 years, attending for six or more hours a day. These are formative, impressionable years and Ivanhoe Grammar School takes responsibility to ensure that students with

growing minds, can have informed, objective, yet educated views about conflict and concerns in the world and develop the skills necessary to debate, research and be curious. There is also the hope that with this approach, they might find and develop a passion and greater interest to do good in the world and contribute positively to a more sustainable and peaceful world.

Based on the Sustainable Development goals from United Nations Educational, Scientific and Cultural Organization (UNESCO) and also taking the important work from previous Ivanhoe subjects such as Faith, Ethics and Attitudes, the Global Education curriculum has been designed to expose students to topics such as climate change, poverty, conservation, indigenous heritage and to compare and contrast global religions and their importance in current and historical society.

Global Education is the first subject of its kind in Australia and in school educational settings across the world. Fiona Devlin, Deputy Principal and Head of Plenty Campus is leading this change across the school with Head of Curriculum, Emma Agius and many talented staff who have both written and are currently teaching the curriculum across the School. Our Global Education Program was presented in Chicago this year by Deputy Principal/Head of Plenty Campus, Fiona Devlin as part of an academic research paper, partnered with Dr Muralee Das, Professor of The International School of Maine from the University of Maine USA.

Fiona Devlin Deputy Principal/Head of Plenty Campus

Global Education in the Primary Years

Global Leaders Service

In 2024, our Primary Global Leaders were selected democratically from Years 2-5 and were led by our four elected Global Captains from Year 6. The focus of their work was leading the campus in making good decisions about where we put our rubbish, and in particular our cans and plastic bottles that are purchased through our canteen. Students noticed that on most occasions these items were thrown in the general waste bins, destined for landfill. Students wanted to reduce this unsustainable practice and took action to reduce the amount of waste that is sent to landfill from Plenty Campus.

The Global Leaders, supported by Mr Fleming purchased bins from Bunnings for recyclables to be placed. They presented at assemblies and spoke in their respective classrooms to inform the community of the introduction of these bins, and the important message of reducing landfill by recycling. By collecting these items, the group also aimed to bring these items to Victoria’s Container Deposit Scheme, trading items for payment with one item equating to 10 cents. Over the year, hundreds of dollars were received in trade for our recycled items. The Global Leaders decided that these funds would be donated to the Skin Cancer Council.

While raising funds for this wonderful charity, our student leaders have significantly changed the way that our students think about rubbish. The Global Leaders have done a terrific job in 2024 raising awareness of making ethical decisions about where our waste goes. They have also demonstrated being resourceful, turning this waste into funds that were donated to a charitable venture. Well done Global Leaders.

Global Captains: Ari Bonwick, Danya Sundaram, Arjun Sembey, Ian Zhang

Global Leaders: Angela Zhao, Ethan Dong, Kiara Gokuladas, Noah Lacorcia, Noa Butterworth, Kishen Rajeev, Josh Ward, Sabreen Hira

Junior Round Square Conference

Learning through challenge

In Term 3, a delegation of Year 5 students from Plenty Campus attended a Junior Round Square Conference in Launceston, hosted by Scotch Oakburn College. This was a gathering of the Victoria / Tasmania Cluster of Round Square Schools, who aim to gather twice a year to enable students in the Primary Years to engage with the IDEALS of Round Square. Following the restrictions of COVID-19, this was the first Cluster Conference since 2019. Ivanhoe students joined delegations from Hutchins School (Hobart), Scotch Oakburn College (Launceston), Woodleigh School (Frankston), Mentone Grammar and Ballarat Grammar. These conferences aim to bring schools together, challenging students to step outside their comfort zone while engaging in the IDEALS of Round Square.

Throughout the conference, the Plenty Campus students adapted and overcame challenges that were thrown their way, including a significant weather event creating high winds and flooding across Tasmania. This created a need to make significant changes to accommodation and the conference program. It was incredible to observe how flexibly our delegates responded to this challenge. Nothing seemed too hard for them, and they reflected on how lucky they were to be safe and dry while attending a special event such as this. Our students mixed in with those from other schools in what is known as Baraza groups, aptly led by Year 1 students from our host school. Baraza is a Swahili word meaning ‘circle of wisdom’ or ‘talking circle’. Our students exhibited terrific democratic and collaborative skills, making new friends along the way. They enthusiastically engaged in all challenges including discussions, problem-solving, construction, sporting events and even a breakdance off among the Baraza groups.

The Year 5 delegation is highly commended for representing our school with great character and resilience.

Delegation: Jobe Fantone, Stuart Gibson (absent), Rafe Graham, Sabreen Hira, Adam Kamal, Ridangam Kaur, Pranil Sengupta, Jeevan Srikantha, Niki Wang, Josh Ward, Miss Krystal Crichton, Mr Darren Gibson

Darren Gibson

Head of Primary / Junior Round Square Coordinator

Cambodia

On a freezing June evening, 100 students and staff embarked on the Cambodia Service Project. We were both excited and nervous for what was to come. Without too many confiscated water bottles, we were up in the air enjoying plane food and a well-stocked movie library. Arriving at Changi airport, we took the futuristic sky train to our terminal, excitedly changing into our summery Cambodian outfits. Unfortunately, a technical issue meant a 4-hour delay. The wall of heat and humidity on arrival, was welcome after winter weather. Greeted by a very happy and relieved looking Mr Gibbs with an “Ego Yah” sign, we were bussed to the hotel and given an enthusiastic speech about the country and its people by our guide, Vinya. We were astonished by the chaos and enthralled by the funky looking tuk-tuks zipping past. Greeted at our hotel with refreshing juice, it wasn’t before long we were off to the Central Markets.

Time in Phnom Penh was spent teaching English, to energetic Years 1 to 9 students. We taught lessons about the body, using chalk drawings and games. It was rewarding seeing engaged, determined students, who loved learning. During breaks we played different sports with soccer the crowd favourite, and a few delighted students playing AFL.

We also visited tourist attractions such as the Killing Fields and S-17. These historic sites of the Khmer Rouge were chilling places, serving as a reminder of strength and survival and how amazing Cambodia has been in rebuilding its national identity.

At the Khmer Cultural Centre, we learnt to dance the lotus flower and the monkey dance and everyone tried on traditional dress. At the Royal Palace we were met by students from the Children for a Better Future who acted as our guides. They attended a private school on scholarships funded by Ivanhoe students. On our last night in Phnom Penh, teams shared a beautiful Mekong dinner cruise with CFBF students and we were entertained by angelic singing from teachers and students -a notable performance was Mr Yau’s!.

The six-hour trip to Siem Reap passed quickly, stopping at the Silver Village, we purchased beautiful jewellery and keepsakes. Then to the much-awaited service station, where stalls offered a bounty of fried insects, frogs and famously, tarantulas! We passed the time on the bus singing and chatting. Our hotels were beautiful with open spaces that we soon shared with geckos and frogs! We had a lovely swim, before our chef cooked dinner at our hotel.

The next day we embarked on our favourite experience… the Village Stay. My team headed to Samrong Village and others to Charkraom. To live in such idyllic, happy places so different from Australia was unforgettable. On arrival, swarmed by excited, chattering children, we toured the village, while some stayed in the shade and made bracelets and read books, others played volleyball, soccer and Uno. We stayed in beautiful upstairs wooden rooms in traditional houses, packed with mattresses and mosquito nets. After the monsoon rain, we toured local noodle makers, screen printers and a carver where we created our own “ancient” scriptures. We were treated to tasty meals, with rice (lots of it!) stir fries, fish, meat and bread. A favourite were the spring rolls, which went extremely quickly! We helped cook

dessert of coconut sugar dumplings and sticky rice pudding served on banana leaf.

We also painted and planted trees in taxing heat, despite fatigue and some sickness, the group kept the vibes high and conversations flowing, supporting each other through our challenges. Free time was spent relaxing in hammocks, playing sports and riding rickety bikes. The experience was a simple, relaxed approach to life, and we saw how people live without the luxuries we have.

The Happy Football Tournament was an unforgettable experience, where children from far away villages battled for the Village Cup. My team was super enthusiastic and despite not having shoes and playing barefoot on scorching pitches, we won a silver medal. In the afternoon we took a cooling trip by boat to the floating villages and met some cute rats trained to detect land mines.

The bike ride around one of the wonders of the world, the Angkor Wat Temples, through beautiful jungle, coming across a full monk procession, complete with ethereal music and colourful costumes was brilliant. A few members of the group even got blessed by monks!

Our final night was spent back at the village for a celebration, joining the children for the last time. We were treated to a special spit roast village pig and a performance from some local singers. We soon joined in, and the dance party kicked off! It began with traditional music, progressing to a lively rave. It was sad to farewell the people of Samrong and I will remember their laughter and energetic approach to their hard lives.

Leaving Cambodia was tinged with sadness, but we looked forward to seeing our families. The flight went smoothly, and a lengthy layover allowed us some duty-free shopping and time to eat at the fast-food restaurants with few choosing rice. Completing our journals, we reflected on our growth as a group, and the memories we had made together.

The Cambodia Service trip was a once in a lifetime opportunity, to be cherished forever. The friendships, memories and experiences will stay close to our hearts. We would like to thank everyone who made it possible, our teachers, parents and Mr Gibbs. I would recommend the trip 100 times over to anyone interested, it will be an experience never forgotten!

Trixie Kneebone, Year 11

Student Exchanges

In a rapidly globalising world, the value of student exchanges has never been more significant. These experiences provide students with the unique opportunity to immerse themselves in new cultures, broaden their perspectives, and develop lifelong skills. This year, our school has embraced a pivotal change in how these exchanges are organised, reflecting a commitment to both student safety and enriched educational opportunities.

Previously, our student exchange programs were managed directly by the school. While this approach served us well for many years, the increasing complexity of compliance requirements and the desire to offer our students a wider array of destinations and experiences prompted a re-evaluation of our process. As of this year, we have transitioned to working exclusively with VRQA (Victorian Registration and Qualifications Authority) accredited student exchange organisations.

These organisations are meticulously selected for their ability to meet stringent compliance standards, ensuring the safety and well-being of our students while they are abroad. More importantly, they bring an expansive network of destinations and program options, allowing our students to choose from a diverse range of countries and cultural experiences. Whether a student is interested in a shortterm cultural immersion or a year-long academic exchange, there is now a program that caters to every interest and educational need.

This shift has been warmly received by our school community. Many families have seized the opportunity to apply for exchanges in the second half of 2024, taking advantage of the enhanced offerings. The enthusiasm among students is palpable, as they look forward to embarking on adventures that will not only contribute to their personal growth but also to their academic and career aspirations.

As we continue to foster global citizenship within our student body, these exchanges represent a critical component of our educational philosophy. We are confident that by partnering with VRQA-accredited organisations, we are providing our students with the best possible opportunities to thrive in an increasingly interconnected world.

The future of student exchanges at our school is bright, and we eagerly anticipate the stories and experiences our students will bring back from their journeys across the globe.

Chris Branigan Director of Co-curricular Learning

Japan Soccer Tour

The 2024 Japan Soccer Trip was an unforgettable experience, which I was so grateful to be a part of. Josh Traikos and I were part of 30 students and four staff on the trip. In early April, we touched down at Narita Airport and checked into our hotel in Yokohama. We played Toin Gakuen School the next day, with a 5-1 loss to the girls and a 1-0 win for the boys. We received a warm welcome from the school, including a tour of the school and a traditional drum performance.

For the next two days, we did a training session each day with J-League teams, Yokohama F. Marinos and Urawa Red Diamonds. In Tokyo, we visited the 634m Sky Tree and the famous Shibuya intersection. On our fifth day, we travelled by bullet train to Osaka, passing by Mount Fuji, where we saw a J-League game, Vissel Kobe vs. Yokohama F. Marinos, which showed us the high-quality skills and culture around Japanese football. The incredible atmosphere included both sets of rival fans singing synchronised chants, using flags in perfect unison.

The following day, we had game 2 against Otemon High School where the girls lost 10-0 and the boys drew and then lost on penalties. The Japanese teams were incredible, with amazing organisational skills during games when it came to formation and set pieces. The next two days were filled with sightseeing and culture, which involved travels to the gorgeous Miyajima Island, with deer everywhere and tiny food shops. We viewed the picturesque Itsukushima Shrine standing over the water and visited Kiyomizu Temple in Kyoto, which stood upon a hill overlooking the city.

On our final day, we played Minami High School where the girls lost 3-0 and the boys lost 1-0. Visiting Hiroshima Peace Park opened our eyes to what life was like before and after the bombing. The trip was an incredible opportunity to further improve my soccer skills and knowledge of Japanese culture.

Zoe d’Abbs,

Year 9

2024 Arts and Culture Tour

During the Term 1 school holidays, 36 enthusiastic students with five staff embarked on an extraordinary journey of cultural exploration and personal growth through the cities of Rome, Venice, Florence, and Paris. Here are some of their reflections.

The Arts & Culture Tour in Europe was an incredible experience overall, but here are my favourite highlights from each of the cities that we stayed in. Our time in Rome was jam-packed with outings, so pausing at the Trevi fountain was a wondrous sight to behold. It was so magnificent that we stopped twice to take in the masterpiece. I thoroughly enjoyed learning how to make traditional linguini and ravioli at the Florence food studio. The chefs taught us professional techniques and joked about me chopping the onions wrongly. In Venice, we had the opportunity to take a scenic gondola ride under the bridges connecting each island to the next. To further broaden our understanding of Venetian culture, we had a short history lesson about wearing masks in ancient times which led to us painting our very own masks to take home! After landing in France, we visited Claude Monet’s Garden and eccentric house in Giverny on what was possibly the coldest day of our trip . Despite this, as we walked through the garden, all thoughts of the weather washed away with our beautiful surroundings. The architecture in Europe was so stunning that if the Musée Rodin weren’t a museum, I would want to live there! I made so many memories and new connections with different people throughout this trip. The 2024 Europe Arts & Culture tour will certainly remain a core memory for the rest of my life.

Jahnavi Srikantha, Year 10 Plenty Campus

The Europe trip was by far the most memorable and significant event I have experienced at Ivanhoe. It was not only a great time spent with my close friends, but also an opportunity I had to become closer to people I hadn’t known before. The tour was rich with experience, it was difficult for me to process the amount of beauty we encountered daily. From visiting Pompeii and the Roman Forum to Monet’s Garden and Versailles, every aspect of the two weeks was nothing short of remarkable. I am especially reminded of the galleries and collections we had the privilege to explore. And it was everything in between our visits to these places that added to the trip’s aura. Roaming streets, chatting with strangers, and observing life so far from Melbourne, the Europe Arts Tour inspired me and heightened my need for more travel. It was the

epitome of unforgettable, led by the school’s best teachers, and I cannot recommend it enough.

Rafael Adami, Year 12 Ridgeway Campus

The Arts and Culture tour was truly a unique experience where I was able to learn about rich histories of art and architecture in some of the most spectacular locations in the world. From the modern buzz of Paris to the serene streets of Venice, I was able to not only learn about the ancient culture of these societies, but I was also able to glean immense inspiration for my own art, my new insights allowing me to grow as an artist. On the trip, I was also able to form lasting bonds with my peers as we traversed unique landscapes together and engaged in a variety of activities, such as making wishes at the Trevi Fountain, or painting our own Venetian masks. My most treasured memory from the Arts and Culture tour is exploring the markets of Florence with my new friends, bargaining with the street vendors and immersing ourselves in the vibrant local culture.

Elora Twyford, Year 12 Plenty Campus

The Arts & Culture Tour provided an incredible opportunity to learn about and experience a plethora of spectacular locations. From seeing the mighty Colosseum, the magnificence of Brunelleschi’s Dome, lording over the Florentine cityscape to the historical ruins of Pompeii, the quintessentially Venetian setting of a Gondola over the canals, and the delicious croissants and baguettes of Paris. These were all fascinating places and experiences that provided a window into lives and cultures beyond our own. During this time abroad, I had the chance to make many new friends, and I am grateful for the constant support of teachers and staff in our time away from home, enabling us all to have an enjoyable experience. The 2024 Arts & Culture Tour I found to be incredibly beneficial in furthering my understanding. It has also served as an opportunity to continue my learning in a broad array of subjects including, but not limited to, arts, culture, history, languages, and an array of important life skills that I shall never forget. The tour was an incredible experience and one which I will remember for the rest of my life.

Joel McAlister, Year 12 Plenty Campus

Bonjour Mes Amis

Comment ça va?

After the trip of a lifetime, I have found myself constantly reminiscing about my time in Rome, Florence, Venice and Paris, exploring the rich culture, history and art these places hold. The architecture, the museums, the art, the markets and of course the food, all intricately woven together to tell the story of each location.

Ever since I was a little kid, I was so intrigued by Paris and Italy. They were my dream places. Travelling to Rome felt like stepping into a fantasy novel; the majestic buildings towered over us wherever we looked. It was beyond ethereal. We visited the most iconic and breathtaking places; the Trevi fountain, the Sistine Chapel, and of course the Colosseum. We even got to spend a day in the evocative Pompeii. Visiting all the iconic landmarks felt like walking straight through a picture book. Every corner we turned held new information. I learnt so much about Rome.

The next stop was the fabulous Florence. Florence was extremely captivating. On our first day, we had the privilege of climbing up the Opera di Santa Maria del Fiore and gazing upon the rest of Florence from the very top of the dome. Not to mention that the whole cathedral was a work of art in itself. During our time in Florence, we got to experience so many amazing activities, such as becoming chefs and cooking pasta, paying visits to famous paintings at the Centro Storico, such as the ethereal Birth of Venus painting, as well as the amazing Statue of David, and many more.

Our final stop in Italy was Venice. Venice was just as picturesque as the postcards. Down every canal was lined with beautiful buildings, accompanied by an assortment of boats and gondolas floating along the water. Our first activity in Venice was taking a gondola ride in San Marco. This was so exciting, as we got to immerse ourselves in all the beauty of Venice floating right past us. Over our few days in Venice, we explored the astonishing Doge’s Palace, which held an abundance of history, the interior lined with real gold! We also got to create our own paper masks, visit the Murano and Burano islands, and much more.

Our final destination was Paris. Stepping off the plane and into France’s capital was a dream come true. My heart literally stopped beating for a second when I saw the Eiffel Tower. As soon as we arrived in Paris, we had a quick tour of the city, then met with a trip up the Eiffel Tower. This was the most exciting experience ever. I could see the whole of Paris from the second floor. There, we learnt so much about the history of the tower and its symbolism. We also took a trip to Monet’s Garden and house, where we saw all that inspired him and don’t get me started on the iconic water lilies and the bridge! Our trip to Paris was very adventurous; filled with evocative experiences, such as visiting Le Jardin de Rodin, and even getting to visit the Louvre, where we saw the famous Mona Lisa. On the final day, we took a trip to the Palace of Versailles. The palace was so heavenly, lined with so much history. We even got to go to Marie Antoinette’s chamber.

I could honestly write a whole novel on my trip to Europe. It was one of the most amazing experiences I have ever had. It was such a dream come true, and truly the trip of a lifetime. I came home, with not only souvenirs for family and friends but so much more knowledge of the arts and culture of these locations. I am now saving up to do it all again.

Grazie, Arrivederci

Denzel Vaghani, Year 12 Ridgeway Campus

Jacinta Patterson

Head of Pedagogy – The Arts

‘Progress is about good management more than good luck. It is about commitment, creativity, and hard work.’

– Lowitja O’Donoghue

Summary of 2024 COLLABORATIVE

young people of character

#learningtogether

From the Head of Buckley House

It is with great pleasure that I reflect on my first year at Ivanhoe Grammar School as I write this report. The year 2024 has been a remarkable year at Buckley House, filled with memorable events and achievements.

I would like to express my heartfelt gratitude to the entire Ivanhoe Grammar School community for embracing me so warmly as the new Head of Buckley House. Your kindness, support, and welcoming spirit have made my transition into this role incredibly smooth and enjoyable. It has been a privilege to become part of such a vibrant and dedicated community, and I look forward to continuing our journey together, fostering a dynamic and inspiring environment for our students.

One of the highlights of the year was our school production of Shrek JR.. The dedication and talent of our students shone brightly on stage, bringing this amusing story to life with enthusiasm and creativity. It was a true testament to the hard work of our students and the support of our staff and parents. I wish to thank our production team and our army of parent volunteers who gave their time to design and make costumes, props, and stage items. It was a brilliant celebration of the arts and surely a memorable experience that will stay with our students throughout their lives.

Another significant event was our Olympics celebration, expertly led by our specialist team. The spirit of camaraderie and sportsmanship was evident as students participated in two weeks of various activities, showcasing their skills and teamwork. These celebrations were highlighted by our opening ceremony and the Buckley House Decathlon. For some of our junior primary students, this experience gave them their first opportunity to learn about other countries and their cultures. Thank you to our specialist team, and particularly Catriona Cowie, our French teacher, and our PE team of John McInerney and Pieter Keuneman for their initiative and drive in bringing this together.

Throughout the year, we celebrated numerous other events that enriched our school community. Book Week was a particular favourite, with students and staff dressing up as their favourite characters and sharing their love of reading. Science Week brought out the curiosity in our students, with hands-on experiments and fascinating presentations. One lunchtime experiment was particularly exciting for our students when they witnessed a watermelon resist over 160 elastic bands before exploding!

This year, the Primary sector underwent a comprehensive review that included extensive consultation with stakeholders. From this review, a series of recommendations has been developed to guide our future work. These strategic priorities will help us focus our efforts and resources on areas that will most benefit our students and school community.

Additionally, we have prioritised close collaboration with the primary area at Plenty Campus. Our goal is to provide consistency in approach while still acknowledging the unique needs and context of each community.

The rich variety of learning opportunities remains the cornerstone of our work at Buckley House. From engaging classroom activities and curriculum to personal development camps and exciting excursions, our students have had numerous chances to explore and grow. Our curriculum is designed to be both challenging and supportive, encouraging students to reach their full potential. This includes our wonderful Early Learning Centre, where Kath Harding and her team provide outstanding early experiences to our youngest members of Buckley House.

To our graduating class of 2024, I wish you all the best for your future. I am extremely proud of your achievements and the outstanding example you have set for the younger students at Buckley House. It was a privilege to join you on your camp to Canberra and witness the exceptional character traits you displayed during this interstate learning experience. Congratulations on completing your journey at Buckley House.

I would like to extend my heartfelt thanks to our dedicated staff, whose commitment to excellence in education is unwavering. Your passion and professionalism make Buckley House a wonderful place to learn and grow. To our students, thank you for your enthusiasm and hard work throughout the year. Your achievements and growth are the true measure of our success.

A special thank you to our parents for your continued support and involvement in our school community. Your partnership is invaluable, and we are grateful for your trust and collaboration. In particular, thank you to our Friends of Buckley House, who have led numerous events and fundraising activities to help continually improve our environment. Whether donating wet weather classroom games, sports uniforms, or other important items, the group has not only enriched the campus but also added to our wonderful community by celebrating Father’s Day, Mother’s Day, and more.

Our beautiful and well-maintained environment has provided a nurturing backdrop for all our activities. The lush gardens and thoughtfully designed spaces have created an inspiring atmosphere for both learning and play. Thank you to the professional services team who work tirelessly to keep our campus running smoothly.

Thank you to Kellie Eaton, James McAlley, Kym Hartnell, Jason Coleman, Emma Still, and Kath Harding, who have all provided key leadership as part of our executive team.

Lastly, I would like to express my deepest gratitude to our executive leadership, particularly Principal Gerard Foley, for his guidance and support. Your vision and leadership have been instrumental in making this year a success.

I hope you enjoy reading about and looking at the images that capture the essence of life at Buckley House in 2024.

Ty Hoggins Head of Buckley House

Ty Hoggins Head of Buckley House

From the Deputy Principal/ Head of Plenty Campus

Principal/Head

It has been a wonderful and fulfilling year of activity and achievement at Plenty Campus. This year was our first year of significant growth, with an additional class in Year 7, which is the start of Plenty Secondary’s growth over the coming years.

We welcomed our new Deputy Head of Campus and Head of Secondary Years, Carolyn Mansour who has been a great addition to our Executive team and to our campus. We thank Carolyn for her leadership of both staff and students in Plenty Secondary this year and we know she has many exciting and wonderful ways to transform the secondary experience for our students in the coming years.

The year always seems to move quickly. It feels like one week we are inducting our leaders for both Primary and Secondary at the beginning of the new year, and before we know it, we are farewelling them at the Grade 6 Graduation and the Year 12 Valedictory dinner!

In the middle of such significant bookend events, there is much to celebrate. Our Foundation students celebrated 100 days at school which was full of fun, and along the way they have reached significant milestones in school routines, reading and numeracy skills. Our seniors will graduate with the richness and diversity of growing minds in their academic learning and in the opportunities they have had in sport, cadets, IDEALS, co-curricular and international tours. The Athletics and Swimming Carnivals for both Primary and Secondary were wonderful House events that brought passion, energy and a sense of connection to the School, peers and friends. It has been so rewarding to spend time in each of the Primary classrooms this year, reading with

and getting to know the students. As the year draws to an end, we wish all our Year 12 students the very best with their upcoming revision program and their exams and we hope that they can hold their heads high no matter the results and be proud of what they have achieved and who they have become as students at Ivanhoe Grammar School.

To add to our wonderful growing community, our new sports and aquatic precinct, named the Coonawarra Willam Aquatic Centre has progressed, and we have been able to watch this new establishment grow out of the ground and take shape. We have also seen our new soccer and hockey pitches come to life and it won’t be long before it will be a hub of activity during PE and Saturday sports. The Coonawarra Willam Aquatic Centre will transform Plenty Campus and provide the necessary spaces for students to thrive physically and mentally and provide a venue for a much-needed break from the academic rigour of their daily lessons.

A major highlight of the year was the wonderful musical production of The Addams Family. Spread over three nights at Plenty Ranges Performing Arts Centre, this was a most professional production. Credit must be given to our Head of Performing Arts, Michelle Denni and her wonderful team including Michael Callegari as producer. Thank you to all the staff and parents that helped support the production and the many rehearsals, dinners and weekends that went into this polished performance. The students were all outstanding.

Plenty Campus also hosted the inaugural International Women’s Day Breakfast, which was a wonderful event attended and supported by leaders and staff from across all Ivanhoe campuses, local schools, our parent community and student leaders.

We are looking forward to what 2025 will bring as we continue in this wonderful community developing young people of character.

Fiona Devlin Deputy Principal/Head of Plenty Campus

Fiona Devlin

Deputy

of Plenty Campus

From the Deputy Principal/ Head of Ridgeway Campus

Joining Ivanhoe Grammar School as Deputy Principal and Head of Ridgeway Campus marked a new chapter for me and my family. I vividly remember the quiet days of early January when I arrived at this new school. The grounds were lush from the summer weather, and I was able to walk around the campus mostly uninterrupted. Within two weeks, my colleagues and the 1300 Ridgeway students excitedly entered the gates for another year, and an adventure began!

I think the word adventure is a suitable way to describe the student experience at Ridgeway Campus. The breadth of opportunities that exist here, both inside and outside of the classroom, provides depth of choice and encourages student agency. Every day students are encouraged to choose their own adventure, find where they can make a valuable contribution and work towards their personal best. The 2024 Ridgeway adventure has been packed with highlights. Our Academic Program continues to be the cornerstone of our year, with our teachers and students developing strong partnerships in the pursuit of growth. Like all schools, we do publicly acknowledge those who have achieved a high level of academic success; however, every day and in every classroom our students demonstrate the key skills of perseverance, problem-solving and collaboration, skills that will prepare them for the workforce and positively frame their relationships as they get older. Strong participation in Debating, STEM club, Model UN, Moot competitions, Maths Olympiad competitions, study groups and homework clubs all demonstrate the fact our students value their learning.

It has been another big year in our Co-Curricular Program. Highlights have included the Ridgeway school musical, Me and My Girl where audiences were impressed by the performances of our singers, actors, musicians, and

crew who delivered a mesmerising show in Buckley Hall. Throughout the year we saw other exceptional performances in the performing arts, including the More than Words concert, piano recitals, and numerous student soirees. Our senior students also performed an entertaining production of Clue in Term 2.

The AGSV sports seasons once again provided valuable opportunities for our students to represent Ivanhoe and enjoy competition with their friends. At the conclusion of both seasons, we earned another Premiership in Girls’ Firsts Volleyball and runners up for our Boys’ Firsts. Our Girls’ Firsts XVIII Football team also secured runners-up in the combined AGSV/APS competition, a first for the program. I want to take the opportunity to thank all parents and caregivers who supported our sports program, we do not take the early mornings and long drives for granted.

Cadets, IDEALS and our Service and Outreach programs continue to add to the student experience at Ridgeway Campus. A vast number of students have shown a strong commitment to developing their character by involving themselves in these various leadership and service opportunities. Throughout the year I have witnessed firsthand how these programs have built community and how important service learning is in a school like ours. Finally, I would like to sincerely thank all of those who have partnered with me on this 2024 adventure at our campus. The Ridgeway staff have welcomed me warmly and shown steadfast support for all our students and each other. Thank you to our parents who are genuinely our biggest cheerleaders and without your commitment, our students would not have the experience they have here. Importantly, I would like to thank the many parent groups who formally support many different areas of Ridgeway Campus. Lastly an enormous thank you to the wonderful students who make the campus come alive each day and are the centre of all that we do.

I hope you have all enjoyed the year, looking forward to the 2025 adventure.

Amber Sowden Deputy Principal / Head of Ridgeway Campus

Amber Sowden

Deputy Principal/Head of Ridgeway Campus

From the Head of University Campus

It has been a remarkable year at University Campus, marked by significant growth, exploration, and accomplishment. Our Year 9 students have benefitted from a thoughtfully designed educational experience tailored to their needs at this crucial phase of their academic and personal development.

To our students, I commend you for embracing the many opportunities presented this year. As you prepare to return to your home campus, I wish you continued success in all your future endeavours. We look forward to the year ahead, eager to build on our successes and create even more opportunities for growth and achievement at the University Campus.

Our dedication to ensuring a smooth transition between the middle and senior years has enabled students to adapt to the increasing academic demands, responsibilities and expectations. The specialised curriculum, encompassing inquiry learning, experiential projects, financial literacy and our signature Ignite (Passion) project, has been tailored to align with the cognitive and emotional development of students at this stage.

This year, students immersed themselves in university-style learning, conducting scientific experiments in university laboratories, engaging in fieldwork at the wildlife sanctuary and leveraging advanced facilities like the media room, Bloomberg trading room, and moot court. Their active participation in Making Melbourne Marvellous activities, along with wellbeing, sustainability and service-learning programs has been integral to our out-of-class experiential programs. These experiences have fostered hands-on learning, encouraging critical thinking, creativity and problem-solving.

The out-of-class experiential programs focused on essential aspects of personal development, including teamwork, leadership, communication and adaptability. These activities have not only contributed to the growth of our students but have also created lasting memories that enrich their overall Ivanhoe Grammar School experience.

Throughout the year, our students have been guided by their mentors and subject teachers, who have helped cultivate a strong sense of connection within our Year 9 community. The emphasis on wellbeing has allowed students to focus on personal growth and learning while navigating the challenges of adolescence.

We continued to embrace a holistic approach to education, prioritising not only academic excellence but also character development, social skills, emotional intelligence, and overall wellbeing. The supportive environment of the University Campus has played a crucial role in helping students transition from Middle Years to Senior Years, boosting their self-confidence and developing effective study habits. As a result, students have fostered a distinct sense of identity and belonging, sharing experiences and milestones with peers at the same stage of their educational journey.

Building community and fostering meaningful connections are central to the University Campus experience. This year, students from both Plenty Campus and Ridgeway Campus came together to share unique experiences, forming bonds that will endure well beyond Year 9. Our Mentors and Heads of Wellbeing, Samantha Scott and Stuart Adderley, have been instrumental in guiding this journey, ensuring that each student’s needs are met with care and attention.

I would like to extend my sincere gratitude to Peter Hogg, who will be stepping down from his role as Deputy Head of Campus – Staffing and Operations. Peter has been a valued and respected member of the Ivanhoe Grammar School community for many years and a cornerstone of our University Campus. His calm, methodical and solutionfocused approach has been instrumental in setting up the University Campus and ensuring its smooth operation. Peter’s insight into timetabling and his cross-campus perspective have consistently prioritised the needs of University Campus.

I would also like to express my heartfelt thanks to Heather Smith, my Personal Assistant, for her unwavering support and dedication. Additionally, a special thank you goes to our nurses, Lisa Telford and Ruth Stone, and our psychologist, Courtney Baglin. Their exceptional care and support have been invaluable throughout the year, contributing significantly to the wellbeing of our students.

I would also like to extend my thanks to our families for their continued support. Your partnership is crucial in creating a dynamic and nurturing learning environment at University Campus.

To our students, I applaud you for seizing the many opportunities this year offered. As you prepare to transition back to your home campus, I wish you continued success in all your future endeavours. We eagerly anticipate witnessing your growth and achievements as you move into your senior years.

Stella Batsanis Head of University Campus

Stella Batsanis Head of University Campus

Primary Years at Plenty Campus

‘Watch your actions, they become your habits. Watch your habits, they become your character.’ – Vince Lombardi.

It was a year of growth and development for students in the Primary Years at Plenty Campus. They have continued to amaze with their spirited curiosity, thirst for knowledge, care and compassion for each other, and their courage to challenge themselves. We have witnessed many successes in a wide variety of contexts, including interschool sports, eSport, public speaking, Moana JR. production, camps and trips, chess, academic competitions, and personal bests. Our most impressive successes have been the small things that occur every day, like solving a challenging problem, forming letters correctly for the first time, learning how to read a tricky word, tying shoelaces independently for the first time, solving a friendship problem; and the list goes on.

This year has been a journey of exploration and personal development, not only academically but also in building essential life skills and character. At Ivanhoe Grammar School, we believe that education extends beyond the classroom, encompassing the development of character, integral to preparing our children for a successful future, both in their personal lives and as members of our community. Character development has featured prominently in the Primary Years of 2024, as we seek to nurture students to become responsible, empathetic, and effective members of society. Students

and teachers explored how character development can be broadly categorised into three domains: performance character, moral character, and civic character. Each plays a unique role in preparing young learners for future success and social harmony. Throughout the year we unpacked the language, behaviours and habits of these various aspects of character. Students were supported to notice their actions, and the actions of others in character development. Together, students and teachers developed a greater understanding and awareness of moral, civic and performance character. We look forward to continued development in this critical area of education at our school in 2025.

I would like to thank Gerard Foley and Fiona Devlin for their terrific support of the Primary Years at Plenty Campus. We have enjoyed their visits to our playground and classrooms. I would also like to acknowledge our amazing educators, for their tireless efforts and professionalism in assisting our young learners to be the best version of themselves. We are very fortunate to have such dedicated teachers, learning support assistants and professional services staff for guiding and supporting our learners each day.

Enormous gratitude to the families of Plenty Campus. It is our absolute privilege to work alongside you, supporting students on the learning and development journey. I would like to acknowledge the volunteers of Friends of Plenty Campus for the wonderful support that you provide throughout the year, including Twilight Sport, Mother’s and Father’s Day, the Primary Disco and Christmas celebrations. In our Production year, I also give thanks to the parent volunteers in creating the stunning costumes, hair and makeup designs. Our students looked amazing once again.

We truly have an amazing Primary Years community, and I am honoured to be leading this community.

Darren Gibson Head of Primary Years Plenty Campus

Darren Gibson, Head of Primary Years –Plenty Campus

Buckley House Chaplaincy Program

Nurturing Spirituality, Reflection and Compassion

The Chaplaincy Program at Buckley House remains a fundamental pillar of our school community, offering a holistic and contemporary approach to nurturing the spiritual and emotional wellbeing of today’s learners.

In the peaceful surroundings of the Buckley House Chapel, students continue to engage in experiences that leave lasting impacts. Chapel services, led by Chaplain Mr Pieter Keuneman, are dynamic and interactive, often shaped by student contributions and thought-provoking discussions. These services explore themes that emerge from studentled conversations, classroom discussions, and everyday interactions, ensuring that they are relevant and meaningful.

Students of all faiths and backgrounds are invited to explore ethical and moral topics from a modern perspective. Sacred texts, including the Bible, are presented in ways that are accessible and engaging, fostering deep discussions and encouraging personal reflection. At the heart of the Chaplaincy Program is the aim to equip students with the emotional resilience needed to navigate life’s challenges, from personal setbacks to moments of growth and selfdiscovery.

The Chaplaincy Program is closely aligned with the Ivanhoe Learner Attributes, promoting values such as courage, innovation, collaboration, and compassion. Grounded in our Christian ethos and the broader mission of Anglican schools, Chaplaincy offers a safe and inclusive space for personal growth and exploration.

Chapel sessions continue to blend inspiration with interaction, addressing real-life experiences through creative means. Students actively engage through surveys, questions, and reflections, making each service a shared journey. Mr Keuneman fosters an open dialogue by encouraging contributions from both students and teachers, further enriching the Chapel experience.

Beyond the Chapel, the Chaplaincy Program instils a strong sense of social responsibility. Students are inspired to take part in local charity work, fundraisers, and community service, putting kindness and generosity into action. Special occasions like ANZAC Day and Remembrance Day offer moments for collective reflection, reminding us of the sacrifices made for our freedom.

Environmental stewardship remains a key focus of our program. Through Chapel, students are encouraged to participate in sustainability initiatives and recognise their role in protecting our planet – a testament to our commitment to God’s creation.

As we journey through 2024, the Buckley House Chaplaincy Program continues to be a beacon of friendship, inclusivity, and mutual understanding among all cultures and communities, including our Aboriginal and Torres Strait Islander communities. The program fosters a deep appreciation for God’s Word, God’s People, and the wonders of God’s world.

Pieter Keuneman Chaplain and Teacher

Early Learning Centre at Buckley House

Throughout 2024, the Early Learning Centre (ELC) was abuzz with excitement as we embarked on a year filled with enriching activities designed to spark curiosity, foster creativity, and deepen our students’ understanding of the world around them. While our program evolves annually to align with the interests of our students, certain core elements remain consistent, ensuring a well-rounded educational experience that blends fun with meaningful learning opportunities.

Our ethos of Belonging, Being, and Becoming is underpinned by strong partnerships with families, extending our children’s learning beyond the classroom. Parental involvement was once again a highlight, with parents actively participating by sharing their cultural activities, hobbies, interests, and aspects of their occupations. This collaboration not only enriches our program but also strengthens the community connections within our Centre.

With grandparents visiting the Centre to celebrate ELC4 Grandparents’ Day, Hannah made an interesting observation:

Are they the real grey nomads?

Hannah Murcott, ELC3

The agency of our children and their voices are priorities in our Centre. For example, after earning bucket-filling tokens for making good choices, our children discussed how to celebrate their achievements and voted for their preferred celebration. These included babycinos at the Year 12 Enterprise Café, making gingerbread men, making pizza, making ice cream, and having a Smartie party.

Some of the most anticipated events on our calendar are the incursions. This year, our ELC4 students had the opportunity to engage in a hands-on exploration during the Rockpool Discovery incursion, where they encountered a variety of sea creatures, from sea stars to seahorses, and even Steve the crocodile. Through guided observation and interactive play, the children learned about marine ecosystems, the importance of conservation, and the fascinating adaptations of sea life.

I remember that time when the Rockpools came, and I liked the crocodiles because they are my favourite.

Nicholas Crivelli, ELC4

Zoologists take care of the animals. Don’t put rubbish in the oceans, put it in the trash.

Ada Brook, ELC 4

I liked how the crocodile’s mouth was shut so he couldn’t bite our fingers.

Olivia Kalafatis, ELC 4

Our ELC3 students were equally captivated by the Australian Animals Program which introduced them to some of the country’s most iconic creatures, including a joey, owls, possums, lizards, and a wombat. A highlight for the children was the wombat pooping on the mat at kinder! Through this interactive session and hands-on experiences, the children gained insight into the habitats, behaviours, and conservation efforts necessary to protect these remarkable animals.

Road safety education was a focus again this year, highlighted by a visit to the Kew Traffic School, where students learned about road safety in a controlled, model environment. By navigating miniature streets and traffic signs, our young learners developed essential skills such as pedestrian awareness and an understanding of the rules of the road. This activity is designed to instil safe practices and responsible behaviour, ensuring that children are wellprepared for future road safety challenges.

The visit from the Museum Van’s Rockets and Robots Program provided our students with a unique opportunity to engage with the principles of engineering and robotics through interactive activities and creative problem-solving. Programming simple robots and experimenting with various STEM concepts not only enhanced their critical thinking skills but also ignited a passion for STEM.

STEM learning extended beyond the classroom with both indoor and outdoor activities that captivated our students’ interest. Indoor activities included building structures with LEGO and construction sets, conducting simple science experiments, and coding with the Beebots. Outdoor STEM experiences involved exploring nature, identifying plants and insects, caring for the worm farm and veggie patch, and conducting daily weather investigations. These activities made learning both fun and educational, emphasising problem-solving, creativity, and critical thinking skills. It would be nice to have a picnic with the worms and with our families too, and our vegetable garden. It would be nice to have it in a nice place.

Lewis Sabri, ELC 3

A cornerstone of our 2024 curriculum was the celebration of Aboriginal history. This program was designed to introduce students to the rich cultural heritage of Australia’s First Nations people. Through storytelling, art, and traditional practices, students gained a deeper understanding of Aboriginal culture, history, and inventions. This experience fostered cultural awareness and respect, emphasising the importance of acknowledging and celebrating diverse perspectives.

People who came stole the Aboriginal land.

Bobby Stevens, ELC 4

The ‘Other’ people (first white settlers) should find another place to live. It’s bucket-dipping.

Hugo Yeats, ELC 4

As we reflect on the highlights of 2024, it is evident that this year was filled with enriching experiences that contributed significantly to our children’s growth and development. Whether exploring the wonders of nature, engaging in creative activities, or delving into the world of science and technology, each moment provided valuable opportunities for learning and fun.

Final Reflections from our ELC Students:

Bucket-filling is when you keep your hands to yourself. You can share and you can’t hit with the trucks ’cos that’s bucket-dipping.

Harrison Fanelli, ELC 3

I liked the experiments. We put the celery in the food dye and it turned red. I have Lewis because he is my best friend, and we play builders and we do bucketfilling.

Teddie Campion, ELC3

I like the trains and the slide. I have friends at kinder and they play with me. They do bucket-filling and they share and they hold hands.

Estelle Cranston, ELC 3

Kinder has a trampoline and a big sandpit and bikes and basketballs. It has ramps. I have nice friends. They do bucket-filling.

Francisco Sinopoli, ELC 4

I love drawing here because it’s fun and safe with the grown-ups.

Griffin Schwaiger, ELC 4

It’s a good kinder. You get to have lunch and morning tea and play with your friends. The girls do lots of bucket-filling, but the boys don’t!

Charlotte Cheesbrough, ELC 4

Kathryn Harding

Early Learning Centre Director

Foundation

Buckley House

As we reach the end of the school year, it is a joy to reflect on the many milestones our Foundation students have achieved. One of the most memorable moments was undoubtedly our celebration of the 100th day of school—a day that marked how far our young learners had come.

Excitement for the 100th day of Foundation had been building for weeks and culminated in a day filled with celebration, creativity, and community. Upon their arrival at school, the students’ excitement was evident as they saw the special banner adorning their classroom entrance and t-shirts decorated with 100 things. Families marked the occasion by taking photographs of our proud learners beaming with pride in front of the classrooms.

The excitement of sharing their t-shirt designs carried over into the classroom, where students eagerly talked about how their families had helped create unique shirts for each of them. Wearing their designs with pride, each shirt became a colourful reflection of their personalities and imagination. The classroom buzzed with delight as they admired one another’s work, eager to see how their friends had tackled the challenge of incorporating 100 items into their designs. Students participated in a 100 Things Show and Tell, where they each brought in a collection of 100 items to share with their classmates. The variety was astounding—we saw gum leaves, beads, pegs, pencils, balloons, and even diamonds. Each presentation sparked lively discussions about the students’ own interests.

A highlight of the day was a special assembly presented by our young learners and attended by parents, grandparents, and friends. The students had a surprise in store for their families, hiding at the beginning of the assembly and then suddenly appearing, marching in unison while singing a lively song. The joy on their faces was infectious as they paraded in, ready to share what they had been working on. Each student had the opportunity to speak to the audience, sharing one thing they had enjoyed most about their first 100 days in Foundation. From making new friends to discovering a love for learning, their heartfelt reflections were a reminder of the growth and happiness that characterised their first 100 days of school. Alison Lester’s beloved book Imagine was brought to life, with students acting out different scenes from the story.

Throughout the day, students beamed with pride, not only for their individual achievements but for the camaraderie they felt as part of a group that had shared in 100 days of learning and fun. It was a day that truly embodied the spirit of our Foundation year—one of growth, friendship, and a love of learning. As we look back on this special milestone, it’s clear that the 100th day was much more than just a number. It was a celebration of how far we’ve come, and a joyous reminder that our students are 100 days wiser and 100 days brighter, ready to continue their educational journey with confidence and enthusiasm.

Robert Loft and Amanda Stock Foundation Classroom Teachers

Plenty Campus

On a crisp Autumn day in May, the campus buzzed with excitement due to the Foundation students’ annual Teddy Bear Picnic. The event brought together students at various stages of their learning journey, for a day filled with fun, laughter, reading, and creativity. The picnic has always been a special occasion as it highlights the strong and supportive relationships enjoyed by students of all ages.

The day began with the Foundation students, their faces alight with anticipation, arriving alongside their precious, treasured, and well-loved Teddy Bears. It continued with our youngest students enjoying time with their Year 5 buddies and the Year 12 prefects, who had eagerly volunteered to participate in this heartwarming event. The Year 5 and Year 12 students brought along their treasured teddies and embraced their part in the Teddy Bear Picnic with warmth and enthusiasm.

For our first activity of the day, our students paired with their Year 5 buddies to collaborate on a craft project. Students used a range of resources to create a teddy bear picnic scene, complete with a blanket, picnic basket, food, drinks, and teddy bears dressed for the occasion. Paper, felt, material, pictures, scissors, and glue littered the tables, as students worked harmoniously together to create the perfect picnic scene. The students’ creativity was evident in their final pieces.

Following this, with teddy bears in tow, students crafted a profile for their favourite stuffed companion. Students shared details of their teddy bears - their names, age, favourite

colour, size, and length. To complete the profile, students carefully and neatly drew a picture of their treasured friend. This activity not only sparked creativity but also provided a wonderful opportunity for students to bond with their teddies and share information about their teddy bears with their teachers and friends.

For lunch, the picnic area was transformed with vibrant decorations, colourful blankets, and cozy pillows, which set the perfect backdrop for an outdoor lunch. Furthermore, a wide selection of books with bear characters lay waiting to be read. The Foundation students spread across the lawn, positioning their stuffed animals with great care, while the Year 12s nestled in next to them. Whimsical stories and colourful illustrations were enjoyed by the Foundation students as the prefects took it in turn to read aloud them.

The day ended in the classroom with a story about The Very Brave Bear. In reflecting on the Teddy Bear Picnic, these days are pivotal for our littlest learners. It provides a platform for students to foster meaningful cross-age relationships. For the Foundation students, it was a memorable introduction to the wider school community, while for the Years 5 and 12 students, it was an opportunity to actively engage with our youngest members of the school community. Overall, the Teddy Bear Picnic enabled students to build core memories together. It underscored the importance of nurturing relationships and creating joyful experiences that resonate long after the picnic blankets are packed away.

Nicole Smith Foundation Classroom Teacher

Year 1

Buckley House

Year 1 has been a year filled with excitement, learning, and unforgettable experiences that have helped our young learners grow in many ways. From our Easter Hat Parade to dancing on stage, every moment has been cherished!

One of the highlights of the year was our amazing excursion to Healesville Sanctuary. The trip was not only an enjoyable adventure but also an educational one. The students were fascinated by the native Australian animals and learned about the importance of caring for our environment. From getting close to kangaroos to observing koalas awake and munching on leaves, the day was packed with hands-on learning that brought the wonders of nature right to our fingertips.

Back in the classroom, our theme of environmental care continued. While researching the echidna, we also investigated the endangered Corroboree Frog and explored ways to assist in its survival.

Another highlight of the year was our school’s production of Shrek JR. Our Year 1 mice stole the show with their energetic performances, cute costumes, and heartfelt singing. The excitement leading up to the performance was intense, and the joy on their faces while on stage was priceless. Participating in the musical helped the children build confidence while having fun.

To celebrate the Paris 2024 Olympics, Buckley House held its Olympic afternoon, and our students participated in an Opening Ceremony, obstacles, and fun activities in their different teams.

In our literacy lessons, we delved into the magical world of fairy tales. The students explored classic stories, learning to respond to texts and engage with characters. They loved sharing their favourite characters and parts of the story. This exploration of fairy tales also spurred their creativity, as they wrote their own imaginative stories, complete with brave heroes, cunning villains, and happy endings.

Maths in Year 1 has involved a variety of games designed to extend number facts and make learning both challenging and enjoyable. The highlight of our mathematical journey was the Maths Quest, where the focus was on logical reasoning and problem-solving. With the support of Mr Coleman, the students tackled puzzles and challenges with enthusiasm, working collaboratively to find solutions. These activities not only reinforced their numeracy skills but also encouraged critical thinking and perseverance.

Throughout the year, Year 1 students have learned the value of teamwork and cooperation. They built friendships, learned to share and take turns, and supported each other in all their endeavours. The sense of community among the students has been heartwarming to witness.

As we look back on the year, we’re filled with pride at the progress each student has made. They’ve grown not just academically but also socially and emotionally. They’ve tackled new challenges with resilience, embraced new experiences with curiosity, and supported each other with kindness.

Nicola Braddy and Bronwyn McHugh Year 1 Classroom Teachers

Plenty Campus

Year 1 bring stories to life with puppets!

In our vibrant Year 1 classroom, storytelling has taken centre stage. This Term, students have been diving into the enchanting world of Julia Donaldson, using her beloved stories as mentor texts to inspire their creative adventures. With titles like The Gruffalo, Room on the Broom, and The Snail and the Whale as our guide, the children embarked on a journey of imagination, creating their own characters and transforming them into delightful puppets.

The project began with reading sessions where the students were introduced to the works of Julia Donaldson. Her stories, with their rhythmic verses, engaging plots, and memorable characters, captivated young minds. Each story opened new possibilities for the students to explore the elements of storytelling—characters, setting, plot, and resolution. The children were particularly drawn to Donaldson’s clever use of language and the way her characters came to life through words and illustrations.

Inspired by these stories, the students were then asked to create their own characters. They started by brainstorming ideas, drawing inspiration from the whimsical creatures and adventurous heroes they had encountered in Donaldson’s books. Some students invented entirely new animals, blending different features to create fantastical beings, while others chose to create characters with special talents or magical powers.

Once their characters were sketched out on paper, the next step was to bring them to life as puppets. The classroom buzzed with excitement as the students gathered materials—felt, fabric, beads, buttons, and glue. Guided by their imaginations, they carefully crafted their puppets, paying close attention to the details that would make their

characters unique. There were tall, furry creatures with big, googly eyes, small, sprightly animals with bright, colourful clothes, and even a few witches and wizards with pointy hats and flowing capes.

As the puppets took shape, so did the stories behind them. Each student developed a background for their character, thinking about where they lived, what they liked to do, and who their friends were. These stories were then shared with the class, with the students using their puppets to act out scenes and dialogue. This not only helped them practise storytelling but also encouraged collaboration, as they worked together to create mini plays featuring their characters.

The storytelling sessions were a huge success, with the students eagerly engaging in each other’s tales and providing positive feedback. They delighted in seeing their peers’ creativity and took pride in the stories they had crafted. The puppets became a regular feature in our classroom, often making appearances during free play and story time.

This project not only enhanced students’ understanding of storytelling elements but also fostered a love for reading and creativity. By using Julia Donaldson’s stories as a foundation, Year 1 students were able to explore the limitless possibilities of their imaginations, creating characters and stories that were uniquely their own. Through this hands-on, creative approach, they learned that storytelling is not just about words on a page but about bringing those words to life in new and exciting ways.

Simone Cracknell Year 1 Classroom Teacher

Year 2

Buckley House

Year 2 Fun with Maths

The Year 2 classrooms have been energetic hubs of maths games as the students learn and practise a variety of mental computation and number strategies. We have played Salute, Make Ten, Bingo, Four-In-A-Row, Race to Zero, and many more games, often involving cards and dice. These games can be played as a whole class, in small groups, or pairs. Playing games as part of mathematics lessons helps to build strong number sense and confidence while making learning fun!

Student Reflections:

If I had 12+1, I can use the count on 1 strategy to solve the problem.

Aidan Basterfield, Year 2

I know that 13+7 is 20 because 3+7=10. It’s a ten fact.

Aston Haugh, Year 2

I can count on 1, 2, 3, so I know that 5+2=7.

Harper Wozniak, Year 2

We know that 13+13 is 26 because it’s double, so I know that 12+13=25.

Ella Ferdowsi and Ariyan Mariampillai, Year 2

We can solve 12+5 by adding 5+2=7 and then adding 10 to make 17.

Zara Safi and Hudson Kreti, Year 2

I know that 6+6=12, so 6+7=13. This is a near double.

Leela Xiros, Year 2

I know that 7+6=13 because I know that 7+3=10+3=13. This is bridging to ten.

William Harper, Year 2

We had 9+4, so we made it 9+1=10+3=13.

Harry Koutrouzas and Danny Dony, Year 2

We know that 8+3=10+2=12. We have used the bridge to ten strategy.

Lucas Pintaudi and Lucas Gibertoni Teixeira, Year 2

I know that 10 and 9 are near doubles, and 3 more is 22.

Georgia Gowans, Year 2

I can make groups of 10 using Friends of Ten.

Lucas Lu, Year 2

The number 3 is half of 6, and I can skip count by 2s to make 8.

Evelyn Truong, Year 2

We played Salute with doubles facts.

Daniel Gao, Year 2

I am counting on from the biggest number.

Aliya Tanwar, Year 2

We used skip counting to count big numbers.

Grace Song, Year 2

I can use doubles to play Salute.

William Wang, Year 2

David McClean and Isobel Bond Year 2 Classroom Teachers

Plenty Campus

In the vibrant world of the Year 2 classroom, mathematics took on a lively and practical form, especially when it involved the concept of money. This topic was not just about numbers, it was about making sense of everyday life, understanding value, and learning to make good decisions.

The focus was to learn about money by connecting mathematics to real-world scenarios. The students designed, created and set up their shop in small groups. They earned money by selling their goods and even made a bank to manage their earnings and savings.

This hands-on experience was invaluable. It allowed the children to apply their mathematical skills in a realworld context, understanding the operations of addition, subtraction, and the principles of earning, saving, and spending money. They learned how a bank operates, how to manage their accounts and the importance of financial responsibility. In mathematics, understanding why they chose a particular operation was just as important as knowing how to perform it.

The learning experience encouraged students to explain their reasoning, foster critical thinking and build financial literacy. It was about making mathematics relatable, practical, and fun. Through hands-on experiences like setting up their shop, the Year 2 learners developed a robust understanding of money.

It was the best thing because you could buy things. We could get $2 every 20 minutes. It was amazing.

Shane Mehra, Year 2

This is just a life changer. It is like learning how jobs, money and work life

Sweerah Sibi, Year 2

The shops have been quite popular in Year 2. People have liked learning about money and maths.

Rafan Ahmed, Year 2

It is cool because it is fun to play with money.

Hudson Saw, Year 2

This was the best maths lesson in the world.

Nyra Ahmad, Year 2

I especially liked that everyone was being nice and helpful.

Sehajdeep Chouhan, Year 2

This was the best time in Year 2. It was the best experience you could imagine.

Knox Marsden, Year 2

It was fun because we got to buy stuff with our own money, and all took turns being shop keepers.

Ethan Dong, Year 2

I made a candy shop. It was fun. It felt like we were playing but we were learning how much change to give someone. We were acting like mini adults.

Jaysha Tiwari, Year 2

I loved picking our partners and making a shop. We learnt how to count money, and all the shops were different.

Amreen Waraich, Year 2

When I heard “we are going to make our own shops”, we burst with excitement. My favourite part was when we got a pay from the bank.

Rayaan Rajab, Year 2

Melanie Matthews Year 2 Classroom Teacher

Year 3

Buckley House

‘Oh, what a time we’ve had!’

Oh, what a time in Year 3 we’ve had, With adventures galore, it’s been quite mad!

In the garden, we dug with all our might, Planting greens, carrots, herbs – what a sight!

In the magical world of Shrek we did play, With costumes and laughter, we lit up the day.

On stage, we danced, we sang, we beamed, Our talents shone brighter than we ever dreamed.

Curiosity led us on many a quest, With courage and questions, we did our best.

From geography to history, our minds did soar, Exploring new worlds, always wanting more.

Together we worked, a fantastic team, Solving problems, addressing new themes.

Hand in hand, we faced each test, With teamwork and cheer, we gave our best.

A year of wonder, laughter, and cheer, In Year 3, the way ahead was clear.

With memories crafted, so bold and bright, Our adventures will stay with us, day and night.

Student Reflections:

I loved writing in Year 3, as well as reading the class novel The Silver Arrow. I felt it was an amazing journey, and I was surprised how much we got done.

Eliza Teoh, Year 3

I have enjoyed so much about Year 3. Our teachers have always been the best teachers for us.

Arianna Ylias, Year 3

The thing I’m going to remember most is making new friends when they joined our school and the production of Shrek JR.

Imogen Robbie, Year 3

I have loved using Minecraft in our Inquiry units, particularly when I got to build a collaborative, sustainable community.

Ethan Sood, Year 3

My favourite thing was our class novel and the book review I wrote. Learning in Year 3 was actionpacked, challenging, and unpredictable.

Jacob Tran, Year 3

Alexandra Lett and Suzanne Taylor Year 3 Classroom Teachers

Plenty Campus

We are thrilled to share the incredible learning journey Year 3 students embarked on throughout Term 3. This term’s focus was on non-fiction texts and information reports, a unit meticulously designed to equip our young learners with essential research, critical thinking, and writing skills.

At the beginning of the term, students were introduced to the fundamentals of information reports. Students explored the key components of these reports, including the introduction, factual paragraphs, and the conclusion. The students also delved into the importance of text features - such as headings, subheadings, photographs, and labelled diagrams - learning how these elements enhance the reader’s understanding and engagement.

A highlight of the term was the research project centred around the Olympics, an event rich with history, culture, and global significance. Students were required to investigate various aspects of the Olympics, from its ancient origins in Greece to the modern-day spectacle we witness every four years. This project was not only an opportunity to gather facts’ but also a chance to develop critical thinking as students analysed and compared different sources of information. Students were introduced to the concept of dodecahedrons, a 12-sided shape, which they used to present their learning in a unique and visually appealing format.

As the term progressed, the classroom buzzed with excitement and curiosity. Students selected topics that resonated with their personal interests, ranging from the majestic animals of Africa to the rich cultural heritage of various countries, as well as celebrated athletes. This diversity of topics showcased the students’ individual passions and their ability to engage deeply with the subject

matter. Each student embarked on a personal journey of discovery, learning how to filter information, take notes, and structure their reports to communicate their newfound knowledge effectively.

The culmination of this exciting unit was when we hosted a Writing Showcase, an event that turned our classroom into a vibrant gallery of knowledge and creativity. Families were warmly invited into the classroom to share in the students’ learning. Some students chose to create detailed posters, crafted with colourful labelled diagrams and photographs. Others opted for digital presentations, using interactive elements. There were also beautifully crafted booklets. Adding to the excitement, some students dressed up to embody the person they had researched.

We were delighted to see the pride on the students’ faces as they confidently shared their learning with their families, fellow students, and teachers. The finished information reports were nothing short of amazing, reflecting the students’ hard-earned skills in research, writing, and presentation. The showcase was not just a celebration of academic achievement but also a demonstration of the students’ ability to communicate effectively, think critically, and engage creatively with their audience.

What I liked about the Writing Showcase was that we got to share our writing with our parents.

Lawrence Bhattacharyya, Year 3

I think the Writing Showcase displayed that if you put your mind to something you can do wonders. Lots of people learned new things and it was a total blast!

Veda Shah, Year 3

Samantha McCormick Year 3 Classroom Teacher

Year 4

Buckley House

English

Year 4 Love Learning

We love reading and engage regularly with stories in different ways, including Book Clubs and class novels. Book Clubs are great because we read a novel as a group and discuss ideas, themes, and tone. We collaborate in weekly discussions, using many of the Ivanhoe Learner Attributes. Sometimes we summarise the plot, look for engaging words, imagine we are the main character, or write comic strips from a character’s perspective. Altogether, we have really enjoyed Book Clubs in the classroom this year.

Emily Torrington, Year 4

We often read aloud class novels. Our overall impression is that these books strengthen and develop our ideas. The novels are extremely engaging and enjoyable to read. Often the teachers use tone, pitch, and volume to create engaging and sometimes humorous voices for the characters’ dialogue.

Phillippa Bodley, Year 4

Writing is the best! We have been learning from an author, Tristan Bancks, and working with a resource called Story School. This has helped inspire our writing. Sessions have helped us to create engaging imaginative pieces. For example, we took photos of nature and objects around the school and marked them up to create characters. These ideas helped us write catchy sentences, where we focused on detail as well as using ‘verb heroes’. Another project involved organising ideas on a vision board.

Sophie French, Year 4

The Arts

We love The Arts! The Arts are a way to express ourselves through Dance, Drama, Visual Arts, Media, and Music. This term, we have been focusing on Dance and Drama. We have been learning how to act using scripts and how to use movement to show ideas. In Music, our class has been practising our dance for our performance in Shrek JR. the Musical. Year 4 students are the Dulocs. I personally love these characters because of our costumes which were created by Ms Broben and some of the parents.

Evie Saman, Year 4

When it’s time for Shrek Jr rehearsals, all of Year 4 jumps with excitement and enthusiasm! Ms Broben, Mrs Keenan, and Ms Shannon are consistently amazed by the dance moves we do. Everyone enjoys learning new dance moves, which helps boost our confidence and allows us to have fun showcasing our unique talents.

Livia Anya Liu, Year 4

Mathematics

All in all, Maths at Ivanhoe was awesome! Personally, Mathematics is my favourite subject because of the way our Year 4 teachers, Mrs Keenan and Ms Broben, teach it. We cover different areas, including processes, fractions, measurement, shapes—the list is endless. We use different resources like Maths Explorer and Matific. We participate in inquiries and learn problem-solving and thinking routines. This is just a snippet of the endless activities in Year 4 Mathematics. It’s honestly the best.

Jason Kassimatis, Year 4

We often play maths games to learn both written and mental strategies while having fun. These games introduce us to interesting ways of engaging with various strategies. Overall, maths games provide an enjoyable way to develop mathematical skills and relate them to real-life scenarios.

Henry Dalgleish, Year 4

Lisa Broben and Jayde Keenan Year 4 Classroom Teachers

Plenty Campus

Reading great stories has been a passion we have all shared in Year 4 this year. We have happily spent time listening to stories like Roald Dahl’s The BFG or Cressida Cowell’s How to Train Your Dragon read aloud with fluency and expression. We have read poetry, newspaper articles and text excerpts to a partner to whet our appetite and build our fluency. We have also spent time reading independently, engaging in our own literature passions. We have filled our classroom with books and shared some of the most beautiful picture storybooks. For the entire year, the whole class has been immersed in the wonderful world of books.

Part of our ongoing efforts to improve student engagement, comprehension, fluency and vocabulary have included Year 4 Book Club. During this weekly session, students work in small groups to discuss, question and connect with their novel. Having chosen their book through a ‘try before your buy’ reading session students completed weekly tasks for homework that served to keep everyone on track and engaged in their book all the way to the end.

Students proudly engaged with new authors, opened their eyes to stories they may not otherwise have read and learnt to listen to the opinions of their peers. On reflection, there were many positive comments:

I learnt a lot of words in Book Club because the author has a great vocabulary. I learnt the word ‘scrawny’ which means thin and bony.

Jacob Wannouch, Year 4

I enjoyed the part when we got to talk to our friends about the Book Club book. I learnt how to collaborate better and take turns talking.

Leo Canzoneri, Year 4

I enjoyed listening to other people’s perspectives because I got a chance to look at the book in a different way.

Ziyah Sarosh, Year 4

I enjoyed reading the book because it was funny. I learnt about gorgonzola cheese and how it is smelly. I learnt lots of new vocabulary and how to look it up in the dictionary.

Aaron Dhaliwal, Year 4

During Book Club, I learnt that it is possible to work with people you don’t play with. Despite a few minor disagreements, I enjoyed working with different people.

Ash Wilson, Year 4

I learnt how to collaborate and listen to others while they talk. I even learnt how to connect and predict. I loved sharing my work.

Rayan Bhatti, Year 4

I learnt how to read with more fluency. The book was super funny, and I would read it again.

Benjamin Papaluca, Year 4

I learnt not to only read one author and not to judge a book by its cover.

Wyatt O’Hehir, Year 4

I loved the imagination the author put into this book. I learnt some difficult words that I have never heard of, I also learnt the true story of the Little Mermaid.

Kayra Misirlisoy, Year 4

Hopefully, we have helped to empower a group of students who will engage in books as a source of information, entertainment, solace and joy for the rest of their lives.

Sarah Horton

Year 4 Classroom Teacher

Year 5

Buckley House

Year 5 students have made the most of every opportunity to develop both character and academics in 2024, through hands-on learning and real-life application of new skills. Their emerging leadership qualities have shone as they’ve taken on new responsibilities, whether on the sports field during inter-school sports or assisting the Early Learning Centre students with their learning. A strong work ethic in the classroom has led to in-depth discussions during our book club program, creative and goal-oriented writing endeavours, and in mathematics, their appetite to stretch their thinking has been a delight to work with. Their dedication was also evident in their involvement in their final primary school musical, Shrek JR. in September.

Student Reflections on Shrek JR.

Taking centre stage in Shrek JR., I was filled with excitement and pride. It felt like more than a play to me. It has opened up new opportunities with both my friends and teachers.

Gracie Wingaad, Year 5

From dancing in Shrek JR. I learnt that it is okay to be nervous, because once on stage, nerves really do go away! It is an experience I will always remember.

Olivia Papaevangelou, Year 5

One of the best things about Shrek JR. is the teamwork and how much you rely on each other to make it memorable.

Edward Nation, Year 5

As a performer of all kinds, being involved in Shrek JR. has meant a lot to me and my future self. It has taught me to have faith and courage in my abilities.

Vienna Presta, Year 5

My involvement in Shrek JR. has boosted my power to sing, dance, and collaborate with people.

Kosta Papadopolous, Year 5

My involvement in Shrek JR. has taught me the act of patience and organisation!

Maddy Short, Year 5

Through Shrek JR., I have learnt lots about theatre and stage.

Aya Mohammed, Year 5

Shrek JR. has been one of the best experiences in my school life. We would go to rehearsals and cheer each other on, even if we did the wrong thing!

Katie Tan, Year 5

Reflections on the Inquiry Unit Colonial Australia

Our inquiry unit, Colonial Australia, introduced many fascinating ways to learn about events in the 1800s. We learned that there are some confronting events in our country’s history, which required us to be mature about the topic and allowed us to think in ways we never had before.

Evan Mai, Year 5

Our inquiry unit, We’re So Dramatic, saw us working collaboratively with Years 5 and 6 on the overarching themes of Shrek JR. – Money doesn’t buy happiness; Friendship is important; Don’t judge a book by its cover; Always embrace your authentic self. These valuable life lessons are so important.

Rose Wright, Year 5

As part of our Colonial Australia unit, in May we went to Sovereign Hill. We learnt about the lifestyles of people living in Australia in the 1800s. We also went into the gold mine, where some of the miners worked tirelessly in a hunt to strike it rich.

Will Teoh, Year 5

Inquiry this year was the best! We got to learn about Colonial Australia and what life was like in the 18th century.

Sanoak Thenuwara, Year 5

Melanie Goetz

Year 5 Classroom Teacher

Plenty Campus

What an incredible year it has been in Year 5! Beyond the classroom, our adventures included an unforgettable week in Canberra for our camp, exciting interschool sports games and vibrant celebrations for Book Week and Footy Day. We immersed ourselves at The Lume with a David Attenborough BBC Experience and enjoyed some fun-filled swimming adventures. It truly has been an inspiring year! Below are some student reflections on their experiences. Rounders was remarkably fun and exciting. We got to play against a lot of schools. One of the schools offered us oranges after we finished the match. Footy was super fun even though we lost all our games but the semifinal was a close game. It was thrilling facing different schools.

Luca Lidgett, Rafe Graham and Adam Kamal, Year 5

This year in maths we learned about decimals, 3D shapes and multiplication methods. Our favourite methods for multiplication were the lattice method and the box method. When we found out about these methods, we were shocked! The box method could be used for small numbers while the lattice was good for the larger mathematical equations.

Jeevan Srikantha and Ronith Ramesh, Year 5

We adored spending precious time with our Foundation buddies. We especially loved doing games and events with them. One of the events we did was the Teddy Bears’ Picnic, we enjoyed sharing our toys and creating a picnic. All the times we’ve been with our buddies have been cherished.

Miran Kaygusuz and Chloe Stocker, Year 5

Camp was perfectly amazing! First of all, we went on an aircraft, it was amazing. We loved Questacon. The most superlative thing was the drop slide. When Miss Crichton went down the slide, we all sang ‘Flowers’ which is her most cherished song. We loved our cabin, we were with all our friends.

Sabreen Hira and Avni Sidhu Year, 5

Our class explored an interesting topic about Australia. We researched topics including bushfires and Aboriginal art symbols. Discussing how to use Australian art symbols and creating our own stories by using them was enjoyable. We discovered how bushfires have affected our society and the history of deforestation. Learning inquiry has been amazing for us.

Ridangam Kaur and Bethmi Perera, Year 5

In Literacy Miss Crichton gave us books depending on our reading level. Reading our chapter books would bring peace and calmness to our class. We made connections on sticky notes and put them in our books. This method really helped us with our skills for reading. We really enjoyed reading our books.

Niki Wang, Jobe Fantone and Stuart Gibson, Year 5

The BBC Earth Experience was one of the most ecstatic adventures we had this year. We first went to a room made of cardboard where we did a play on how we can save animals. Lastly we sat, relaxed on beanbags and learned about animals all over the world. It was a delightful experience.

Kushad Dwivedi and Pranil Sengupta, Year 5

Krystal Crichton Year 5 Classroom Teacher

Year 6

Buckley House

Leadership

A theme for our Year 6 students has been Authentic Leadership. Here are some reflections from students who were either appointed as Year 6 Leaders or found opportunities to lead at Buckley House: Being school captain has been an incredibly rewarding experience for me. This role has not only helped me step up and strive to be my best self for others, but it has also boosted my confidence. Whether it’s public speaking or trying something new, I have grown immensely thanks to this role.

Oriana Briganti, Buckley House Co-Captain

I was elected the 2024 Buckley House Captain for Thoresby to represent my peers. I had the honour of leading and encouraging them. This role enhanced my public speaking skills in front of big crowds. I have really enjoyed the position, as it has numerous benefits.

Lucas Tan, House Captain (Thoresby)

I served as one of the Sport Leaders at Buckley House, where I was responsible for organising and overseeing school events and carnivals. This role also involved assisting during lunchtimes to ensure everything ran smoothly. I’ve thoroughly enjoyed my time as a sport leader in Year 6, finding the experience rewarding and fulfilling.

Luke Ahimastos, Sport Captain

Dance Club is a student-run program that allows students to express themselves through dancing. As lead coaches of Dance Club, it’s our job to build courage in all dancers. For the first two terms of the year, our dancers worked super hard for our performance at assembly. We have enjoyed this experience a lot!

Grace McCaffrey and Ella Truong, Dance Club Leaders

Being a STEM leader brings many responsibilities at Buckley House, such as feeding the animals, running a STEM assembly, and leading Science Week. I have learnt the importance of being in a team and trusting that what you ask of a person will be done.

Levi Shaw, STEM Leader

My leadership role as French Captain involves presenting new ideas to students and organising French-related events and activities that students can participate in to get a taste of French culture. My leadership role has helped me to be organised, interact with other students who aren’t in my year level, and improve my presentation skills.

Chloe Kocev, French Leader

My role as a Music Leader has taught me many things and brought out many attributes in me. It has taught me public speaking skills. It also gave me insight into our music curriculum, which everyone greatly enjoys. It has been a privilege to be the Music Leader at Buckley House.

Oscar Josephson, Music Leader

Year 6 has been so busy this year with our School Production, Shrek JR. The production was amazing, and I played the character Mama Bear. As a Dance Captain I also worked with all the younger students on their class items. Being a leader has boosted my confidence and made me feel better about public speaking.

Zoe Quick, Production Leader

It was a wonderful experience for us to be buddies with new Prep students this year. Taking the chance to help our buddies feel at home at Buckley House was exciting and fun. Some of us share buddies, which enabled us to show how we could work together with our buddies.

Ellie O’Duill, Buddies

Tim Braddy and Melanie Neilson Year 6 Classroom Teachers

Plenty Campus

Character Education throughout Year 6 is crucial as students continue to become responsible, ethical, and proactive individuals. Reinforcing civic, moral, and performance character through engaging activities at this formative stage is essential for lifelong learning progress.

Civic character is developed through activities like school clean-ups, charity events, and leadership roles. Planning and participating in projects such as these foster leadership, teamwork, and a sense of community.

Cambodia Week was where we planned and actioned many fun events about Cambodia and the lives of the people there, and an awareness of why it is so important to help. How amazing was that! After many ups and downs, we were proud to be able to raise some money to build libraries, toilets, and filtered water stations.

Oliver Tan, Year 6

I show understanding of others by listening to many people. We need to be kind to others because we all deserve it. I am community-minded with my Year 1 buddy; I enjoy helping others and working together.

Lana Walsh-Buckley, Year 6

Being the best version of myself means helping people who need it most. For example, the whole Year 6 class organised a book fair. We brought in books we’d read and donated all the money to Cambodia.

Sienna Lacorcia, Year 6

Moral character focuses on empathy and ethical decisionmaking through discussions, scenarios, and opportunities for student voice. These elements teach respect for diverse perspectives, building a compassionate community.

Being socially aware is so important when it comes to my learning. Being emotionally intelligent during social interactions means I am mindful of other people’s feelings. To achieve goals, you need to work well with the people around you.

Ari Bonwick, Year 6

I can show civic character by being mindful of others, thinking of their perspective, and being considerate of that. I am respectful of other people’s cultures and backgrounds; I am open-minded and willing to accept other people’s opinions and space.

Selena Wang, Year 6

Performance character emphasises perseverance by encouraging goal setting and celebrating achievements. Activities like science fairs, art exhibitions and sporting events inspire students to strive for excellence by learning and seeing the value of hard work.

To me, optimism means always looking for the good side of things and always trying to cheer people up. Perseverance means pushing on despite barriers and obstacles that stand in your way.

Ian Zhang, Year 6

Having grit means never giving up even when things get hard. For example, maybe you don’t know an answer; instead of stressing about it, you should try different strategies.

Curtis Sailah, Year 6

Stepping outside my comfort zone and trying new things takes confidence. I’ve shown this when I am making new friends and putting in extra time and effort in my work to get the maximum grade. I take pride in it.

Eveleen Kalsi, Year 6

As students further develop their civic responsibility, moral integrity, and performance character, such experiences prepare students to be conscientious, compassionate, and capable individuals ready to make a positive impact.

Cara Comito Year 6 Classroom Teacher

Ridgeway Campus Chapel

In July a small group of students and staff from across the school headed into St Pauls Cathedral in Melbourne for the Biennial Anglican Schools Service alongside students from other Anglican schools across Victoria. The theme of the service was Pilgrimage encouraging participants to reflect on their journey to a destination of significance in life. It was a pleasure to journey with these students to the service, as it has been a joy to journey with the school community during 2024.

It has been wonderful to welcome the Year 7s of the Class of 2029 to Chapel and to discover more of their journeys. Their Chapels have focused on how we treat each other and building community, starting with looking at the bonds that already exist between us at their orientation day Chapel, since then we have looked at walking in other people’s shoes, the power of our words and the importance of connection. It continues to be a delight to welcome students from all year levels to Chapel either in their year level groups or, in the case of Senior Years, in House Groups.

In Term 1 Senior Years House Chapels looked at making sure we approach our thinking based on Philippians 4: 8. In Year 8 Chapel we have explored themes of opportunities, encouragement, character and caring for creation. With Year 10 our themes have been looking at our personal brand and making good choices. It was a pleasure to spend the week with Year 10 on their retreat in August where they spent time reflecting on their lives. We spent time reflecting on what Jesus meant in John 10 when he said he had come “that they might have life and have it abundantly”. Year 11 Chapel themes have included respect and servant leadership as this group prepares to lead the school next year. It continues to be a pleasure to journey with the Class of 2024 as they conclude their schooling. In Chapel we have explored themes of loving yourself and others, life balance and finishing strong, concluding with their final chapel looking at the eternal things from 1 Corinthians 13: faith, hope and love.

It has also been a pleasure to celebrate the great events of the Christian Calendar, Christmas and Easter, both with the School’s Cadet Unit on camp as well as with the students and staff of the Ridgeway Campus, particularly at Easter as we reflected on how Jesus brings life out of death.

A great encouragement this year has been the reestablishment of our Mustard Lunchtime Christian Discussion Group, with a wonderful group of students from Years 7 to 12 meeting each Tuesday at lunchtime to discuss matters of faith and encourage one another. It has been a blessing to have this group led by Year 12 students Daniel Spencer and Morgan Karatselios and to have the support of Mrs Justine Jasper.

As well as having students attend the Biennial Anglican Schools Service, we were also represented by a small group of senior students at a third Anglican Schools Forum that took place in July exploring what it means to attend an Anglican school.

It has been a privilege to once again journey with staff and students throughout 2024 and share with them in times of triumph and tragedy. The school community was rocked in April with the sudden and tragic passing of Greig Wanless a past staff member, current school parent and officer in our Cadet Unit which saw many members of the school and wider community fill Buckley Hall to celebrate his life.

None of this would have been possible without the support of this school community who are always central to the Chapel life of the school. Above all, we remain eternally grateful to God for his continued care of our school students and staff as we make our pilgrimage together on the journey of life.

Andrew Fox Lay Chaplain

Year 7

Plenty Campus

The 2024 Year 7 cohort marks a significant milestone for Plenty Campus, as we have moved to four streams of students. The pastoral team is very proud of the positive way this group of young people has made the sometimes challenging, transition from Primary to Secondary School and it has been so rewarding to be a part of these journeys. Settling into the routines of Year 7 is a process filled with excitement and nerves, new friends as well as a range of new subjects and teachers!

This year has seen great participation from our Year 7’s for the many co-curricular opportunities on offer. It has been wonderful to see the enthusiasm for the School Production of The Addams Family and the Saturday Sports Program, the effort invested into the activities run by the House Program, the excitement surrounding the esports tournaments, the Debating Program, Drama Club and numerous other opportunities. Many of these are referenced in the student reflections below.

As another year draws to a close, I would like to thank everyone who has contributed to such a successful year for our Year 7 cohort. In particular, a big shout out to the Year 11 Mentors who have provided friendship, advice and support to their Year 7 buddies. On a personal level, I would like to pay tribute to the hard-working pastoral team of Leah Zorzi, Ruth Payne, Gina Saadeh, Henry Tyler and Jacinta Cerone for your exemplary care of the students throughout the year and a special thanks to the 2024 Parent Representatives. But most of all, I need to congratulate each Year 7 student for everything they have achieved in 2024. Those achievements may include an improvement in academic results, trying a co-curricular activity for the first time, keeping your locker tidy and improving overall organisation, showing kindness and empathy to someone, not from your friendship group, or simply just bringing that determined and positive mindset to school each day. Well done!

Kathryn Horsford Head of Year 7

Ridgeway Campus

The transition into Year 7 is a significant milestone, filled with excitement, new experiences and personal growth. This year, our Year 7 students embarked on a journey that was both thrilling and enriching, creating memories that will last a lifetime. As a Year 7 mentor, it has been rewarding to guide my class and encourage them to show the attributes of an Ivanhoe Learner as they begin their time at Ridgeway Campus.

One of the most memorable experiences was the Year 7 Camp, an exciting event that truly highlighted the power of our youngest members to forge new connections. The camp provided an opportunity for students to step outside their everyday routines and immerse themselves in the ‘great outdoors’. Away from the familiar confines of the classroom and home, students had the chance to bond in new and meaningful ways. During camp, students participated in a variety of activities designed to challenge them and encourage teamwork. From navigating obstacle courses to working together on group challenges, these activities were more than just fun - they were instrumental in forging strong, lasting friendships. Students who may have been shy or reserved found themselves opening up, sharing stories, and supporting one another through new experiences. It was heartening to see how quickly the initial nerves gave way to laughter and encouragement.

A highlight of the year was the Science excursion to the Melbourne Zoo. This day was full of awe and wonder as students learned about wildlife and the importance of biodiversity. The zoo visit was both educational and immensely enjoyable, sparking a sense of curiosity and love for nature.

The Cultural Incursion Day brought the world into our classrooms, offering students a vibrant and educational glimpse into diverse cultures. These sessions were filled with music, dance and storytelling, providing a rich tapestry of experiences that broadened horizons and deepened appreciation for cultural diversity.

Wellbeing Day, hosted in Term 3, was another significant event, focusing on the mental and emotional health of our students. With workshops, mindfulness activities and motivational talks, it was a day dedicated to self-care and personal development, leaving students feeling refreshed and inspired.

House pride was never more evident than it was this year. Activities, including the Swimming and Athletics Carnivals and Just Dance competitions, were brimming with energy and enthusiasm. These events celebrated teamwork and perseverance as students showcased their talents in various disciplines, from swimming, track and field to dance, each bringing their unique strengths to the forefront. These events were filled with the sound of cheering as peers supported one another, celebrating every victory and offering encouragement in the face of challenges.

The shared experience of striving towards a common goal fostered a deep sense of unity and House spirit. Students found common ground through these activities, whether it was through a high-five after a race or a shared laugh during a dance, these moments of connection were the true highlights of our House Program.

The Year 7 Music Program has provided students with a wealth of opportunities to explore their musical talents and passions. Learning a new instrument is never easy but with practice, the crew did well to perform on their Showcase evening. Students have also eagerly joined various music groups, performing at soirees, More Than Words, vocal ensembles and piano and soloist competitions, each offering a unique platform to showcase their skills.

As we look back on this incredible year, it is clear that our Year 7 students have grown in remarkable ways. Their achievements, enthusiasm and resilience have made this year truly special. I am proud of each student’s journey and I am excited to see where their future paths will lead.

Ella Federico Year 7 Mentor Group Leader

Year 8

Plenty Campus

Year 8 was a year full of wonderful experiences that I will never forget. For us, the major highlights of Year 8 were the Melbourne Polytechnic excursions and Medieval Day. During ECP, we spent two days at Melbourne Polytechnic where we explored different activities such as working with Micro Bits, sewing, coding drones, designing name tags and creating wooden cars powered by a battery. A favourite activity shared amongst many people was flying the drones, where we worked in pairs and tried navigating our drones through various obstacle courses. After experiencing these different activities, we were given a preference list of what activity we wanted to work on after the summer holidays. My friends and I chose to do podcasting, it was an extremely exciting and memorable experience where we shared many laughs and learnt new skills. As a group, we prepared and recorded a segment and had it broadcast on SYN FM.

CAMP! was really enjoyable as we tried and learned many new things. There were lots of fun activities to keep us busy there, consisting of sailing, stand-up paddle boarding, hiking, beach walks and even just playing gaga ball with some close friends. In sailing, we were divided into pairs and had to control the sail on our own. This turned out to be a lot more challenging than expected as we fell off our boat at least seven times. I even got drifted apart from my partner and was stranded in the middle of the lake by myself. During the 2 hours of sailing, our

sail ended up breaking off, and we had to swim back to shore. I still remember how both of us were laughing at the top of our lungs every single time we fell. Another unforgettable experience was standup paddle boarding in which we had boards and a paddle; we had to stand up on our boards and try to knock down other people. It was so funny watching people’s faces when they got pushed down or accidentally fell. The Year 8s also had to go to a campsite in which we had to sleep in sleeping bags and make our dinner. Although we probably cooked dirt and rocks into our dinner, everyone shoved their food down because we were starving after that 10km hike. I remember at the end of camp we had thousands of mosquito bites, but it was worth it. We conquered many obstacles and developed new skills; Year 8 camp is an experience that I will never forget. Medieval Day wasn’t just an opportunity for us to dress in medieval costumes, but it was also a day dedicated to gaining lots of knowledge for our upcoming humanities unit. A lot of fun events were held that day, consisting of fighting with medieval weapons, roleplaying people of medieval times and learning about their games, laws and punishments. Overall, year 8 was an awesome experience and we can’t wait for any more upcoming events such as the city experience.

Mahrosh Shoaib and Yuting Qiang, Year 8

David Hrovat Head of Year 8

Ridgeway Campus

Year 8 at Ridgeway Campus has truly been a year of promise and positivity. Our pastoral theme, ‘Living the Dream,’ captures the privilege of being part of a school with the rich history and culture of Ivanhoe Grammar School. Embracing every learning experience to its fullest and seizing opportunities as they arise have been the guiding principles of our Year 8 Wellbeing Program.

Our Year 8 students are a resilient group, having navigated the ever-changing landscape of 2024 with remarkable resolve. The Ivanhoe Learner Attributes - courageous, innovative, balanced, collaborative, ethical, reflective, and compassionate - have been at the forefront of their development. These traits have guided them as they stepped out of their comfort zones and became more wellrounded learners, demonstrating their commitment to our school community.

In 2024, the Year 8 cohort at Ridgeway Campus has successfully combined various learning platforms, yielding impressive results. Our eleven mentor groups have been led by some of the most passionate and dedicated pastoral mentors. I want to extend my deepest thanks and gratitude to Kirsten Shipsides, Deputy Head of Year 8, and the 2024 mentors:

Kyle Treloar

Meagan Pool

Damien Atkinson-Buck

Belinda Bell

Barkley Heuser

Sarah White

Matthew Yau

Georgia Thorpe

Carlos Galvez Gonzalez

Thilini Edirisingha, and Ben Ingleton.

One of the many valuable educational experiences this year was the Science Rocks excursion to the You Yangs National Park, which was a key part of our geology unit. The park, renowned for its breathtaking natural wonders, served as a dynamic outdoor classroom where students explored the unique rock formations in the midst of stunning landscapes. This excursion not only deepened their understanding of geology but also fostered a greater appreciation for the

beauty and complexity of the natural environment - a true highlight of their Year 8 Science Curriculum.

Another significant event was our Medieval Day incursion, where students engaged in a variety of hands-on activities that brought their Humanities studies to life. They immersed themselves in the culture and history of the medieval period, donning historical costumes and participating in lessons that enriched their understanding of this fascinating era.

In addition to these educational excursions and activities, our Year 8 cohort was included in relationship and self-care workshops facilitated by Man Cave and Seed, which plays a crucial role in the wellbeing of our students. The Man Cave workshops help our boys explore healthy masculinity, personal identity, and emotional intelligence, while the Seed workshops empower our girls to envision the person they aspire to be, focusing on empathy, trust, and gratitude. Both programs emphasised respectful relationships, consent, and boundaries, providing our students with tools for personal growth and a stronger sense of wellbeing.

This Year 8 cohort is the largest group of students in one year level that Ivanhoe has ever seen, and they should be incredibly proud of the resilience and resolve they have demonstrated throughout the year. Whether it be working at the Student Enterprise Centre, participating in the Ivy Voice newspaper, joining the debating team, or representing the school in Saturday Sport, this Year 8 group has left a lasting impression. ‘Living the Dream’ isn’t about everything going perfectly - it’s about facing challenges together and emerging as better individuals, true Ivanhoe Grammarians. Finally, on a personal note, I want to express my heartfelt thanks to Kirsten Shipsides, my Deputy Head of Year 8. Kirsten has been instrumental in shaping, moulding, and nurturing our Year 8s through a year filled with challenges. She is one of the most respected, diligent, and selfless pastoral carers and teachers we have. Thank you, Kirsten, for making our team exceptional. Your collegiality, professionalism, and unwavering care for everyone involved in the Year 8 pastoral team are what make Year 8 truly matter.

Ego Yah,

Daniel Verrocchi Head of Year 8

Year 9 at University Campus

Wellbeing

Creating Communities in a Year of Challenge and Choice Year 9 at University Campus provided a rich and diverse learning environment, offering students a unique blend of challenges and choices that brought university life into sharp focus. Throughout the year, students were immersed in various aspects of university life, beginning in February with the Wellbeing Retreat. This Retreat marked the start of our community-building efforts, uniting students from Plenty and Ridgeway Campuses and offering a chance to forge meaningful connections with peers, teachers, and the wider University Campus community.

With a strong emphasis on wellbeing, students engaged in workshops and presentations on crucial topics such as Respectful Relationships, Bullying and Harassment, Upstander/Bystander Behaviour, and Party Safety. Over two days, students experienced life as on-campus university students, staying in student accommodation and sharing meals in the common dining room—a truly immersive introduction to university life.

This year also saw the use of Glenn College as an innovative classroom environment. Spending time at Glenn College allowed students to gain valuable insights and firsthand experiences of university life. In addition to this, students enjoyed access to key facilities at La Trobe University, where they conducted science experiments in the state-of-theart laboratories, participated in field studies at the Wildlife Sanctuary, engaged in Physical Education classes at the sporting facilities, explored Media Labs, and, of course, relished the highlight of lunch at the Agora.

The University Campus House Program, under the leadership of House Coordinator Lucy Purchase, flourished throughout the year. Students participated in a wide range of house activities, including writing competitions, bannermaking contests, a 3x3 basketball tournament, and the longest kick in AFL, where they were joined by AFL and AFLW footballers. They also enjoyed a house Olympic week to celebrate the Olympic Games, an R U OK Day series of house activities, and the ever-popular swimming Carnival Day at Watermarc.

The Year 9 Wellbeing Program continued to nurture young people of character. Every new experience encouraged students to reflect on their growth as both learners and individuals, building resilience as they tackled activities that were often unfamiliar. Developing these key Ivanhoe Learner Attributes was central to ensuring students’ success, equipping them to navigate their busy lives with confidence. Academic success was also a strong focus, with students learning to set goals that balanced their studies with extracurricular activities. May marked their first examination period, followed by a full suite of exams in September, with a strong emphasis on effective study strategies tailored to each student.

It was fantastic to see so many students adopt the philosophy that ‘leadership is an action, not a title’ whereby they could lead self, others and community through using their own personal strengths, understanding that every action they chose, was an opportunity to lead in some way. As the year draws to a close and students prepare to return to their home campuses, we hope they look back on their University Campus experience with pride and fond memories. In their time as University Campus students, they achieved and grew so much in such a short period. We encourage them to reflect on their work and accomplishments, and to take pride in the young adults they are becoming. Year 9 was about more than just academic endeavours; it was about experiencing new things, challenging themselves in new environments, and developing the resilience and determination to achieve their dreams. We wish all our 2024 University Campus students the very best as they move forward to their senior years.

Sam Scott and Stuart Adderley Heads of Wellbeing University Campus

The Arts

The creative endeavours of students shone in 2024. In all three areas of the Arts at University Campus, Art, Product Design Technology and Visual Communication, students have had the chance to explore, create and make artworks that reflect their diverse creativity and skills.

One highlight was the Out-of-Classroom Program, Art for the Soul, which benefitted the students through all aspects of the arts. They had the opportunity to work with artist Belinda Fox to create beautiful art concertina books, exploring watercolour and ink. They travelled to the National Gallery of Victoria and Heide Museum of Modern Art in Bulleen to view exhibitions and participate in workshops facilitated by the galleries. They also had the amazing experience of seeing Sunset Boulevard at the Princess Theatre. The program enabled students to experience aspects of the Visual Arts outside of the classroom environment and see and participate in many different forms of art practice.

In the Art elective there were three areas of study during the semester. Students employed traditional two-dimensional techniques such as charcoal, pastel and watercolour to represent a three-dimensional object through observation, with a focus on depicting the texture of the form. They also explored the artist John Coburn, learning about Australian abstract painting and acrylic painting techniques and colour mixing. In the third area of study, students studied threedimensional artworks. They used modrock and developed their hand building techniques to create individual sculptures.

In the Product Design Technology elective, students learnt about responding to design briefs and construction techniques using various materials. This required them to research and then analyse the client’s needs and investigate materials. Their investigations led to explorations and development of ideas culminating in the design and construction, one being a three-dimensional wooden camper’s chair and another an origami case. The students also had the opportunity to go to Banyule Nillumbik Technical School several times and participate in the specialist-run technology programs taught by industry experts. It provided students with opportunities to gain practical skills and knowledge that will help them prepare for future technology endeavours.

In the Visual Communication elective students applied their design thinking skills which involved the application of creative, critical, and reflective techniques. Students completed tasks that developed skills and techniques in the use of manual drawing, rendering and digital methods. They investigated and researched architectural models and then learnt model building methods and techniques to create a scaled house design. Students also studied Adobe Illustrator applying their knowledge of the design elements and principles to create product designs and logos.

Cath Gill Art Teacher

Year 9 at University Campus

IGNITE

IGNITE has been running at University Campus now for six years twice a year, with approximately 160 students undertaking the subject each semester. That is 320 students a year undertaking 320 different learning journeys, and they never cease to amaze us!

IGNITE is based on the theory that students learn best when given choice over their learning. Whether they chose to be following a passion, learning a new skill or learning about something they have always been interested in, students become the experts. Our showcase in May saw students becoming the experts in 100 different topics; learning to paint and crochet, making a dress out of newspaper, perfecting cooking, writing a children’s book, the list of topics was extensive, and a huge crowd made it possible for the IGNITE students to proudly and confidently share their learning.

I was so proud on the night, I’d put a lot of effort in, and I had been working on it for six months, and there are so many Ivanhoe families who run their own business. They were asking me questions about ABN’s, setting up websites and drop-shipping, I felt like such an expert.

Christian Saman set up a drop-shipping business for gym equipment.

For my IGNITE passion project last semester, I chose to write a full children’s book about ADHD and neurodiversity in kids. During my experience with writing this book as a young person with ADHD, I learned so much about how my brain works and functions, so I wanted to share that information

with a totally different audience: kids. Kids see the world so differently to us and it is about time that they learn about what may be happening inside their minds. I really enjoyed the Expo because I got to explain and share my passions with new people of all ages, and might I say that they were all very interested in what I had to say for myself and my project. Some grown-ups told me that they had been diagnosed as an adult and that when they questioned being neurodivergent as a kid, their words were just shut down and they were treated accordingly, but they all resonated with my analogy of our brains being like beehives, busy working, busy thinking, and busy doing. When you start IGNITE at University Campus, could you make sure you ask for help from the incredible support teams put in place to help you through your projects. They helped me so much that I couldn’t have finished my project without them. And most of all, enjoy pursuing your passions in a great and creative way.

Isla Wolstenholme made a book for children and parents on what it is like to have ADHD.

Reading student reflections is great, but nothing really replaces the buzz of the showcase evening, with so many varied projects on display and the noise of 100 or more 15 year olds, talking to adults about not only what they have made or created, but also about how they got there, and what they learnt about themselves along the way.

Helen D’Elia Community & Engagement Facilitator

Science

It has been an exciting year for Science at University Campus, thanks to the wonderful opportunities and experiences offered through our partnership with La Trobe University.

Our Year 9 Science team has focused on making meaningful connections between classroom content and real-life inquiry. We began the year by immersing students in a ‘scientist’ experience at the Nangak Tamboree La Trobe Wildlife Sanctuary, which deepened their understanding of the critical relationships within our environment. As part of their Ecology unit, Year 9 students visited the La Trobe Wildlife Sanctuary to collect biotic data from one of three ponds: Fozzies, Twin Ponds, or Main Lake. Working in groups, they collected water samples using nets and buckets. To their surprise, the samples were teeming with macroinvertebrates, or waterbugs, which they had to identify. They then calculated the signal score of the pond to estimate its level of pollution, ranging from minimal to severe.

Students also utilised state-of-the-art chemistry fume hoods to enhance their understanding of atomic theory. They created their own pH indicators using red cabbage and compared their results with other indicators used in various chemicals and household products. Additionally, they explored the biological sciences building, where they tested photosynthesis processes and dissected and examined the reproductive systems of various flowers under a microscope.

A group of Year 9 students further enriched their learning by accessing Quantum Victoria, a centre of excellence and innovation in STEM education. They participated in three hands-on workshops: Aim High, Suit Up, and Bioengineering. Students investigated projectile motion and the absorption and dispersion of energy during collisions, and they learned about genetic engineering, even extracting DNA from strawberries!

To further enhance their learning experience, we incorporated interactive demonstrations and inquirybased projects, allowing students to engage with real-life applications and benefit from the diverse teaching styles of our science educators.

Katrina Robertson Science Teacher

Year 9 at University Campus

House Programs

At the beginning of our Year 9 experience, we had the opportunity to join a committee to assist in organising fun House-based activities for our peers to enjoy. Fortunately, we decided to become a part of this group, and we have had so much fun because of it! Coming in for a few lunch times throughout the term and working with each other was a great way to improve our collaboration and innovation skills. Ms Purchase was also a great guide for us, helping to approve our plans and making it a safe environment in which to pitch our ideas. We believe that our overall work as a committee has brought a sense of spirit to the University Campus experience and provided a range of memories for the students.

The 3X3 House Basketball competition kicked off our House competitions for the year in February. With some outstanding talent being displayed it took place over Wednesday and Friday lunchtimes, Thoresby came out on top in the boys and girls’ competitions, giving them a big head start in the race to winning the first ever University Campus House Trophy.

The House mascot and banner art challenges were vibrant events that greatly contributed to the House spirit. The mascot challenge invited students to unleash their creativity, submitting designs on A4 sheets of paper. These designs were intended to inspire future generations, with the winning artwork becoming a symbol of pride for their respective Houses. Bailey Farrell from Sherwood House emerged victorious, with his design capturing the essence and spirit of Sherwood. Simultaneously, the House banner art challenge united students across all year levels. Each mentor group split into House groups, collaboratively designing A4 sheets that were later pieced together to form a large banner. This activity fostered teamwork and unity, as students worked together to create something representative of their House’s identity. Sherwood House again triumphed in this challenge, with their cohesive and vibrant banner standing out. Both challenges bolstered House spirit by encouraging creativity, collaboration, and a sense of belonging, making students feel more connected to their House communities.

In mid-May, we all gathered around the oval to enjoy the AFL longest footy kick competition. It was a team effort with everyone getting involved and everyone calculating the distances of the kicks. We all surrounded the pitch watching on in awe as the many great kicks sailed through the air. The highlight of the day for us all was getting our photo taken

and signatures from both the AFL, Matt Owies, and AFLW, Alice Edmonds; players who joined us for the event. We all got to witness and participate in the classic Australian sport, kicking the footy, with many great kicks exceeding expectations and the record constantly growing. We got to enjoy record turn out from all Houses, with everyone giving it their best go. Despite the close competition, Sherwood’s Jack Dowling and Shikora Miller broke the school record, each winning 100 points for their House.

Excitement was in the air as Year 9 students took a bus to the pool where they settled down in their House sections for the House Swimming Carnival. The students were divided into six groups, three for boys and three for girls, and the day was expertly planned. The girls rotated between three exciting activities: an exhilarating water slide, a difficult slippery obstacle course, and novelty games while the boys participated in various swimming competitions. Students were encouraging their teammates, and there was laughter and cheering throughout the pool and surrounds. Later, the roles were switched, with the boys enjoying the activities and the girls participating in the races. There was noticeable excitement and energy that made the day one to remember. After a hard-fought battle from all Houses, Lincoln House triumphed, demonstrating their team spirit and swimming talent. The University Campus House Program is all about fun and togetherness, but the swimming carnival brought out the competitive side as well.

Charlotte De-Coi, Riley Tyebji, Lucas Harsley and Hugo Lethbridge-Ford, Year 9

Sport

So ends another successful year of Year 9 sports. In Boys’ Basketball, the 9A and 9B teams played positively, while the 9A and 9B Girls’ Basketball proved hard to beat. Both Girls’ Softball Teams were rarely defeated, exhibiting excellent teamwork and talent, and Izzy de Wijn (AGSV Representative), Imogen Gilchrist, Sophie Filbey and Scout Ballard played Firsts Softball. Both Girls’ Touch Football teams had great performances, with Charlotte De-Coi, Charlotte Hooker, Abigael Staples and Bridget Sherry (both SSV Representatives) playing at Firsts level. Boys’ Touch Football’s talented, close-knit squad should ensure a successful future era at Firsts level.

Girls’ Volleyball A-White, A-Brown and B-Brown teams had near-perfect seasons. At Firsts level, Vanessa Chien, Ruby Longmuir, Ediri Ukoko and Darcy Foxwell were volleyball premiership team members. In Boys’ Volleyball, the Year 9 Brown team won their final five games convincingly. Benji Jenkins (Australian U16 Team) and Tom Burgess played Firsts Volleyball.

The 9B Boys’ Cricket were almost undefeated, with promising results from the 9As. Year 9 boys and girls were competitive in tennis, whilst Boys’ Table Tennis had a winning season. Jaidyn McNeil and Akhil Srinivasan both played Firsts Tennis. A highlight in swimming was Eli Billman smashing the U15 AGSV 50m Butterfly record.

In Football, the Boys’ 9As lost only one, nail-biting match whilst the 9Bs enjoyed thrashing PEGS by 15 goals. The Girls’ Inter Football showed no mercy, keeping the opposition to one goal three times, whilst Shikora Miller played Firsts (AGSV Representative). Inter Boys’ Hockey lost only once, whilst seven Year 9 girls represented Firsts Hockey with Tilda Jukes, Imogen Gilchrist and Izzy de Wijn playing every game with Molly Noonan winning Best Player Trophy.

Girls’ Netball teams played with valour, standouts being the 9A and 9B Inter-Brown teams coming close to having undefeated seasons. In soccer, the Girls’ 9A team put seven goals past Wesley during their undefeated season. Similarly, the 9A Boys’ Soccer team won an 8-6 thriller against Marcellin in their undefeated season and Inter-C Brown only lost once.

Well done to all Year 9 students who represented Ivanhoe this year. Go Ivanhoe!

Tom Barter Sport Coordinator University Campus

Year 9 Out of Classroom Program

Twice a year, Year 9 students are given the opportunity to participate in two Out-of-Classroom Programs where they engage in experiential learning to build their independence in the real world and develop their character. With a variety of programs on offer, there was something for everyone: from giving back to our community, to exploring the opportunities in the city or immersing themselves in learning around La Trobe University. The programs aim to enrich our students in their learning, challenge their thinking, learn new skills and refine existing skills, and ignite their passion for something that they can pursue later in life. Our Out-of-Class Program is something our students look forward to and gain valuable experiences from beyond the four walls of our classrooms. Below is a reflection from two students, Michael who reflects on what was valuable for him during his involvement in our MasterTech program and Molly who reflects on her involvement in our Community Care program.

For the Out-of-Classroom week, I took part in the MasterTech program, and it was a very rewarding experience. We spent the week at La Trobe, working alongside IT experts in their Innovation Hub and were asked to create a project to have a real impact on our community. Inspired by the challenges faced by our grandparents with low vision, my group set out to create an app that could assist them in navigating their surroundings more safely and independently. We developed an artificial intelligence tool that allows users to ask questions about items in their surroundings, such as navigation signs, and it can even automatically identify and warn users about potential hazards like stairs. The response to our app was overwhelming – it had around 200 downloads on its first day in the Apple app store. This achievement not only demonstrated our technical ability but also highlighted the real-world impact that our ideas can have. The Out-of-Classroom Program was immensely rewarding because we were able to discover how what we learnt in class could directly improve the lives of others, fostering a sense of purpose and community engagement.

Michael Reeves

In Out-of-Classroom week the Community Care group was able to immerse themselves in lots of different activities that help out the people in the communities around us. These activities allowed us to see and experience different lifestyles that my peers and I had not seen before. Each day was filled with new opportunities that were all enjoyable and sparked emotions of gratitude and sadness. Our first out of school activity was visiting the Salvation Army homeless shelter. This activity was very eye opening for all of us as homelessness is something we all see; however, this experience gave us a deep insight of the agony experienced by these people in Melbourne and we learnt about the ways that we could possibly help people who are homeless. My favourite activity of the week was visiting the Western English Language School. This opportunity allowed me to talk with so many young kids who came from all around the world. All of the kids had many inspiring stories that have stuck with me and completely changed the way I view schools like these. A highlight of this day for me was meeting a young Spanish girl on her first day of school. This young girl could not speak any English and could not converse with any other kids at the school. I was able to talk to this girl in Spanish and learned about her family. Together, we made some bracelets and we both helped each other with our languages, and I taught her the colours. Overall, this day opened my eyes to the lives of children who are refugees and has made me realise that something like this is what I love to do. The other activities we did throughout the week also helped the community and I felt that overall, all the activities we did made us feel good while also aiming to better the lives of the people around us.

Molly Noonan

Nicole Estavillo Out-of-Class Coordinator

Year 10

Plenty Campus

The class of 2026 returned to Plenty Campus in November, brimming with enthusiasm and excitement. As the new senior students of Ivanhoe Grammar School, they were eager to dive into Year 10 and fully engage in Sports, The Addams Family Production, Shakedown, Cadets, IDEALS, and all the activities that come with being seniors. With spirited energy, they quickly claimed their top lockers, familiarised themselves with new timetables and subjects and reconnected with the staff and surroundings of Plenty Campus.

By Term 1, they had settled in, with many enjoying the Annual Cadet Camp, participating in IDEALS week activities, and competing in the House Athletics Carnival. The transition to Senior School was in full swing, and leadership opportunities began to emerge. Term 2 brought the arrival of the Winter uniform and the excitement of university visits.

Our Year 10s all embarked on a journey of self-discovery guided by Mrs McFadden, our Careers Coordinator.

Term 3 was packed with milestones for Year 10: Cadet promotions, subject selections, and the Year 10 Journey and Retreat Camp. These experiences were embraced wholeheartedly, leading to significant personal growth and

memorable moments with peers. The students celebrated these achievements with a student-led Year 10 Assembly, sharing glimpses of Year 10 life with the rest of the secondary school.

The Year 10 students did an outstanding job as Peer Mentors, guiding Year 8 students with care and wisdom. They played a crucial role in helping the Year 8s prepare for their transition to the University Campus, offering insights and advice that only a fellow student could provide. Beyond academic preparation, they were a steady source of support for the Year 8s, helping them navigate the typical challenges and the growing pains of early adolescence. Their leadership and compassion have left a lasting impact on their younger peers, setting a positive example for the entire school community.

This year has been both challenging and rewarding as we’ve come to appreciate the events, the camaraderie of our peers, and the joy of inspired classroom learning. The students have grown immensely—physically, mentally, and emotionally—and I couldn’t be prouder of the remarkable young individuals they are becoming.

Nicole Luscombe Head of Year 10

Ridgeway Campus

It has been a year of rich experiences for the Year 10 cohort. Forming new bonds as they returned to Ridgeway Campus, they were welcomed into the House structure which is central to a sense of belonging on campus. ECP was a flurry of activity as students had their first meetings with their mentors and adjusted to the academic requirements of Senior Years. As students adjusted to new expectations, in-depth conversations regarding future pathways and subject selections commenced. These were accompanied by incursions which facilitated upskilling and reflection. The annual Flourish Journey and Man Cave incursions introduced concepts that would be further explored on the much anticipated Year 10 Camp.

Flourish Journey Reflection

The Flourish Journey was an interactive incursion that every girl in Year 10 completed. This day aimed to ‘flourish’, grow and develop into the best versions of ourselves, using the metaphor of a flower to symbolise the collective coming-of-age experience of teenage girls. It was a fun day that enabled me to connect on a deeper level with my peers and talk about new topics together. The day started with some icebreakers before we began the exercises. The day included a variety of conversations, ranging from our values to our role models and helped to establish healthy female friendships within our mentors and houses. Throughout the incursion we also played lots of games, such as musical chairs, guess the song and a dance competition, which kept everyone engaged and having fun. Our leaders were helpful and attentive, making everyone feel heard and comfortable throughout the day. I thought it was a great opportunity to talk to people I wouldn’t ordinarily, and to normalise discussion with a great balance of conversation and games.

Alice Waite, Year 10

Man Cave Reflection

The year 10 Man Cave incursion was an extremely enriching experience that provided the Year 10 boys with an opportunity to have a day of learning that was different to a usual school day. This day taught us many crucial skills, especially how to help someone going through tough times if they open up to you. And also reiterate the message that it is ok to tell people how you might be feeling. The metaphor of the jar they used showed how people can only hold so much in before they cannot deal with it anymore, and how you should ‘empty your jar’ if it starts to get too much. However, what I found the most beneficial is the way they balanced fun activities with the mental health teachings aspect of the day. This allowed for the day to be both enriching and enjoyable. I enjoyed being able to play games with my friends, whilst also being listened to when it came to talking about certain topics. I believe this style of setting out the day made it more engaging, especially since it is difficult to get teenage boys to focus for extended periods. That is why breaking it up with fun activities was so beneficial. I would also like to commend the people who came to run the man cave workshop. The three guys who ran my workshop were all extremely friendly, approachable, and made themselves trustworthy. They showed tremendous bravery in opening up about their hardships to a group of people they had never met before, and this I believe made others more inclined to share their stories. All three of the guys made efforts to have a conversation with everyone and learn aspects of their lives, which I found extremely thoughtful and kind. Overall, I would recommend this workshop to nearly all young men who have not experienced it as it teaches you about mental health and how to look after yourself and other people in a fun and engaging way.

Josh Robertson,

Year 10

Year 10

Year 10 Camp

Year 10 Camp was an amazing experience that created memories that we will all cherish for a long time. We started at Camp Coonawarra with the retreat section of our camp. We all arrived and got settled in then jumped straight into our activities. The giant swing was a highlight and was a super fun activity to break up the other sessions. Another highlight of the retreat was the workshops where we covered numerous important, reflective topics and got to know all our mentors and mentor groups better. But I think we can all agree that the most eye-opening activity was the 24-hour solo. It’s not often that you find yourself in the middle of the bush in a tent and completely alone. It was an awesome experience I’m sure none of us will forget. We then were bussed to the Gippsland Lakes to start our journeys. I chose canoeing, and for good reason, it was such a fun but relaxed activity. We practised our skills on the first half day and then paddled upriver to various beaches and destinations. Lots of splashing and capsizing later, our journey was over, and it was time to head home. Overall, camp was an amazing experience of eye-opening challenges and fun with friends.

Sofia Starkey, Year 10

The year 10 Wellbeing Retreat was an unforgettable five day camp at Coonawarra Lakeside Resort. This camp featured three main parts, all of which I enjoyed thoroughly. Being in Athelstane, my, and the other Athelstane mentor groups had the wellbeing part of the camp first which was spent mostly with my mentor group discussing various topics and having lots of fun, especially on the giant swing. Next was my favourite part of the whole camp, the 24-hour solo. Being alone with nothing but your thoughts is an incredibly rare and valuable experience that very few ever get to have, and most people take for granted. I valued the time I was given to reflect and despite being sceptical and thinking that I wouldn’t enjoy the solo, I didn’t find myself being bored once. My only complaint is that the solo wasn’t long enough. Lastly, we had our journeys, and I did white-water rafting. For this journey, we were assigned to raft groups of five to six people and spent a day and a half rafting down the Murray River. We were lucky enough to have good weather both days and navigating the rapids went smoothly almost every time. I loved every part of this camp and would do it again in a heartbeat if given the chance.

Max Bergamin, Year 10

Deon Naude Head of Thoresby House

Year 11

Plenty Campus

Being a Year 11 student at Ivanhoe Grammar School

Transitioning from Year 10 to Year 11 is a significant shift, both academically and personally. The move introduced a new level of responsibility, as my peers and I began to make decisions that will shape our future pathways. Unlike Year 10, where the focus might have been broader and more exploratory, Year 11 requires a sharper focus on subjects that align with future aspirations. This often means letting go of some interests to prioritize others, which can be both exciting and daunting. The workload in VCE also intensifies, requiring better time management and study habits. It’s not just about passing anymore, it’s about striving for excellence, as results in Year 11 can set the foundation for Year 12. This shift can be challenging, but it also offers an opportunity for growth, teaching resilience and the importance of self-discipline. We have received many lectures and talks about how to manage our time, study habits and how to excel and ace our exams. Not only have we been guided into how excel in academics, but we’ve also been given talks about how to become best version of ourselves.

Socially, the transition can be equally significant. The pressures of VCE can bring students closer as they support each other, but it can also create stress. Finding balance between academic commitments and personal wellbeing becomes crucial.

The school providing Saturday sport as an option helped me find a balance between social life and school life. I was able to use this time to connect with peers and enjoy my time with them, providing a stress reliever from the intense workload.

This is crucial in keeping a healthy mentality especially as I am doing a unit 3/4 subject meaning every SAC I have to complete creates more stress on top of the rest of the workload. I had to make significant adaptations to my study techniques as my 3/4 subject required an immense amount of content that needed to be memorised. Despite the intense workload there has been no better feeling, than the relief of walking out of a SAC knowing I had done my best.

One thing I’ve really enjoyed throughout Year 11 is the Cadet Program., Being able to go on multiple camps a year, provides a great opportunity to meet up with Ridgeway friends and it has allowed me to leave schoolwork while enjoying socialising with friends and being outdoors, participating in many different activities, and challenges.

Overall, going from Year 10 to Year 11 is a pivotal moment that challenges students to step up, adapt, and begin taking control of my future, and while it comes with much stress and requires a strong work ethic and great dedication, it also provides many opportunities and chances for fun, bonding and socialising.

Aidan Jones, Year 11

Angelo Ratskos Head of Year 11

Year 11

Ridgeway Campus

It has been another year of amazing opportunities and events for our Year 11 students. Year 11 student Trixie Kneebone has provided some reflections of the highlights below.

The year 2024 has been, without a doubt, one of the best years of my high school experience. It began with an exciting House Swimming Carnival, which showcased a rainbow of costumes ranging from fire fighters to bumblebees, as well as some amazing talent in the pool (and unbelievable lung power in the chants!).

Shortly after this, several Year 11s were given the opportunity to go on Years 5 and Year 7 camps as group leaders to beautiful places like Aireys Inlet on the Great Ocean Road. This was one of the highlights, as we were able to participate in lots of fun activities such as kayaking and surfing, whilst also leading an awesome group of students. Those of us on the Year 5 Camp ran a trivia night, which culminated in an astonishing talent show competition featuring lots of dancing and comedy skits. It was also great to get away from the rigours of schoolwork and escape the heat of the city down at the beach!

Sport has been another memorable aspect of 2024. Many of us have been keenly trying to be part of Firsts teams and naturally, this involves commitment to training and games. I have been part of the Open Girls Soccer Team which has been fun, and a great way to take a break from study. Working together to improve our skills and fitness at training is always a

highlight in the week, and putting this into practice on game day is always great to see. While we may not always be successful, I love how everyone in the team always has a smile on their face and supports each other in everything they do.

Moving onward in the year, there have been some great opportunities for the Yr 11s to be part of outreach and community-based activities. I had the incredible experience of going to the city to participate in 300 Blankets. This is an organisation that provides homeless people on the streets of Melbourne with essentials such as toiletries, warm clothing and bus tickets, whilst also stopping to check in with people who are sleeping rough to have a chat. It was an unforgettable experience, as it provided us with perspectives on other people’s life stories and the power of small gestures of support in brightening someone’s day.

Participating in IDEALS this year has been an amazing way to meet people and give back to the Ivanhoe community for many of our Year 11s.Those of us who have been working on the Ivy Voice have had lots of fun, especially when all the articles are published, and the school is able to see the hard work that the team puts in. During the IDEALS week, I really enjoyed collaborating with the Ivy Voice team in making our video, which documented all the wonderful work that happened during the week, ranging from AFL umpiring to cooking at FareShare Kitchen. The IDEALS Program offers all Senior Years students the opportunity to get involved in a huge range of leadership ventures. There is something for

every personality type and interest. Recently, I took on the Service stream in IDEALS as a leader, which has provided an exciting opportunity to build on the hard work of the past Service team. Being able to run the Ration Challenge at Ivanhoe this year was super successful in raising much needed funds for people affected by conflict around the world. The team was able to raise more than $5000 by eating ration packets like those in refugee camps, which is an incredible effort that they should all be proud of. For me, the Challenge was very difficult, as the food was a lot less exciting than what I am used to (think rice and chickpeas for EVERY meal!!). A failed congee experiment didn’t get me off to a great start, however I was able to complete my 3 days with success. The experience made me proud of the generosity of the Ivanhoe community and the school’s culture in giving back to those who are less fortunate than ourselves.

Another important event for us was the Elephant Ed workshop around respectful Relationships. Each year, this organisation visits to present important information around consent, relationship power dynamics and respect. It’s really important for us to be supported in our understanding about relevant laws and regulations in these spaces and the presenters were engaging and knowledgeable.

A huge highlight for many Year 11s across Plenty Campus and Ridgeway Campus was the Cambodia Service Project. Going away with friends to Cambodia on the Service Project over the mid-year school holidays has definitely been one of the biggest

highlights of our year. Being able to experience such a different culture and lifestyle was amazing, particularly through the unique village stay. By living in the village and seeing how people live, from taking the village taxi to making fresh rice noodles, we were able to gain insight into the similarities and differences between life in a beautiful, developing nation and in Australia. Teaching English to the inspiring students in Cambodian schools was also a fantastic opportunity, especially in creating friendships with the students and being amazed at the hard work and diligence they display in their learning. Playing with the students after school in the village was lots of fun, and included lots of soccer, AFL and bike riding, as well as some very creative handshakes and clapping games. The trip was a truly lifechanging experience, and all of us who took part are so grateful for our wonderful teammates and teachers who made it such an incredible time. Whether you are a VCE or IB student, Year 11 offers many opportunities to get involved in the many co-curricular activities which will engender lifelong learning and memories.

Trixie Kneebone,

Year 11

Kath Wilson Head of Athelstane House

Year 12 Formal

Plenty Campus Valedictory

Captains’ Valedictory Speech

Yosip: Chairman of the Board of Governors, Mr Daniel Proietto, Members of the Board, Principal Mr Gerard Foley, Head of Campus Mrs Fiona Devlin, Special Guests, Staff, Parents, and of course, the illustrious Class of 2024. Anata and I started planning this speech shortly after we found out we were elected as your Captains. We always knew it would be difficult to fully encapsulate everything that this cohort represents. You see, we are not only the most attractive year level that Plenty Campus has ever seen (by far), but also one that can only be described as having an immense depth of authentic characters, who over the years, have formed authentic connections, who have poured their passion into the things they love, and who will undoubtedly go on to do exceptional things in their lives. Tonight, we celebrate the connections, the memories, the good times, the bad times, the times we’ll never forget. So, in our final time together, let’s share the story of The Class of 2024, and show our gratitude to the people who we wouldn’t be here without, a story that for some of us has been 13 years in the making…

Anata: Primary School, our first taste of the many years ahead. For those of us who were at Ivanhoe for that journey, we understand just how special it was. Being in the same class, with the same people, every year, meant the people around you became your brothers and sisters, growing alongside you, experiencing milestones together. From learning 1+1 to long, scary, algebra. It felt like just yesterday we were running around the yellow playground, practising pull ups on the soccer field goals, and playing hide and seek tiggy, (but pretending we weren’t when we got caught). And whilst there are only a few in this room who attended Ivanhoe during their primary years, and even fewer who have been here all the way from Prep, shoutout to Billy, Levi, Tess, Jasleen, Eshaan, Kate, and Emily, we all know just how special the memories and bonds we have made during those years of our lives are. I’d like to thank all our primary teachers, helpers, and librarians. And especially Mr Gibson for his guidance throughout those memorable years that we all wish we could return to.

Yosip: Before you knew it, we were crowding underneath the Bell Tower, carrying our heavy books in uniform three times our size, getting ready for our first day of Year 7. We had no idea what we were in for. But over time we became accustomed to these new changes, our new routine, we started to find our feet, our voices and many new friends.

Anata: As a person who went to Primary at this School, I was quite nervous to see so many of you walk in from different schools, with your shoes polished extra shiny and blazers quite a little too big for you. But regardless of what school you came from, you all seemed to fit perfectly into Plenty Campus. Together, our cohort experienced several firsts. First projects, first crushes, even first failures. And even though looking back some things seemed small and meaningless, like being early to class, or doing our homework, they proved to be invaluable lessons that shaped our journey over the next five years.

Yosip: If we thought Year 7 was a year of big changes, Year 8 really put things into perspective. What started out as a relatively normal year with Medieval Day and new electives, quickly proved to be anything but. I don’t have to recount the things we went through in online learning, the faceless Teams calls, the sleep-ins, the good old microphone mishaps. However, I will say that our year level didn’t just ‘get through’ this challenging time - we embraced it and quickly adapted to our new lifestyles. A testament to the strength and resilience of this group.

Anata: We now reach the time of our lives that some parents like to call the ‘eye-rolling era’. A transition phase where 14-15 year-olds start seeking interdependence, experimenting with identities, navigating friendships, and hopping on the newest trends. So it was no surprise that the appeal of uni-campus and what we thought was ‘uni-life’ allowed us to immerse ourselves in year 9. Combining our small cohort with the Ridgeway kids, new friendships blossomed.

Anata: We then jumped on the last train or last bus home from Uni Campus, and made our transition into ‘The Round’ to start Year 10. We gave teachers quite a shock returning to campus, with voices deepened, platinum blonde hair, insane growth spurts (which I have yet to experience!) and teachers swarming Eshaan to tell him to shave.

As the year went on, and Ridgeway students were missing from friend groups, our cohort strengthened as a team. We even had the addition of several Kilmore students giving us a run for our money in STEM subjects. Our year level truly connected on our Year 10 Retreat. We learnt more about each other over morning yoga, burned our regrets, made paper chains about what we are grateful for, and wrote letters to our future selves. I remember watching ‘The Truman Show’ in our PJs and swearing that we were all going to stay friends forever.

Yosip: It was in Year 11, when most of us got our first leadership positions in things like Cadets or as Mentors to Year 7s—and had the opportunity to experience new extracurriculars like the Cambodia Service Trip. All of which only brought our year level closer together as we moved into our final year of Secondary School.

Anata: As we sit here today as Year 12s, it is honestly hard to believe how far we’ve come. It’s refreshing to see us all dressed up and having fun, forgetting about the stress for a little while. I know there were days this year when we thought it would be impossible to get through it, but here we are, still standing together some stumbling. We all remember what happened this year - Cadets, the carnivals, the concerts, the Common Room filled with a strong smell we could never quite place.

Yosip: From our first day of Year 12, excited and nervous about the challenges ahead, to yesterday, our last day of Year 12, we could feel our cohort becoming more united than ever before. Whether this was through our last cadet camp, our last Musical, our Formal or our breath-taking Shakedown performance, it was these memories during our final moments together that will stay with us long after we’ve graduated. And, regardless of what happens over the next few weeks, let’s remember that our legacy is not defined by our outcomes, but by the way we have impacted those around us. And, I can safely say after seeing first-hand the positive impact you have had on the School, the younger year levels, our teachers and most importantly, each other, that this is what The Class of 2024 will be remembered by.

Anata: When Yosip and I were interviewed for our Captaincy, we discovered we shared quite a few similar ideas. Maybe it was because we had similar values, had parents raised in the same village, or spoke the exact same language—which definitely helped when we needed to have secret discussions in meetings! But the biggest factor was that we both aimed to truly understand our year level and its unique spirit. In our induction speech, we stated our primary goal was to foster a sense of community, to make Ivanhoe a place where everyone treated each other like family. And as much as I’d like to say we did a pretty good job, the truth is, it was all of you who made that possible. You all came into this level with open hearts and open minds, and it was your kindness and genuine care for each other that drew us closer together. Your own individual leadership allowed for us to foster an environment at Plenty Campus where it truly felt like home for so many year levels. We are proud to come out of our role as captains and say that when we look at our year level, we see that very family we talked about.

It has been an incredible honour to lead the School and this year level over the past year. We have loved building bonds with every single one of you. And we want to thank you all for supporting us in this role, placing your trust in us to represent our year level, and to bring forward all your amazing ideas. A special thank you to our awesome Prefect Team who made our job a whole lot easier. And although paired with challenges - being your Captains is something we would do again in a heartbeat. We just got extremely lucky to experience it with as good of a group as you guys. And, with our last few words, we would like to say a few thank yous on behalf of The Class of 2024.

We would like to thank all teachers from Foundation to Year 12. Your support and belief in us was a big part in us growing into the people we are today. For all the times you’ve stayed up past your usual bedtimes to mark our practice sacs, tried to read our messy handwriting or sat with us to give us some needed words of advice, we are so appreciative and we thank you for being such an important part of our lives.

To our parents. If we’ve been too caught up in Year 12 to say it enough, thank you. Thank you for your lessons, your love, and your sacrifices. I’ve learnt first-hand that sometimes after a long and stressful day, a warm hug from your parents is all you need to feel better again. And although we know the teenage years can be quite crazy, and 18-year-olds think they know everything, sometimes they are unaware of how even when their lives are always moving, you are always there, to be their rocks, a constant when time gets tough, and for this, we love you and hope we’ve done you proud.

And our last thank you goes to you guys. Thank you for all the little moments. The glances across the classroom when we know the other would be up at night huddling over notes when they didn’t even end up on the test whatsoever, the ‘good jobs’ or ‘good lucks’ after or before our SACs, and the knowledge that no matter how stressed we were, we had people around us who knew the very thing to make us smile.

So for the last time hearing from us - let us enjoy each other’s company tonight. Being together, for possibly the last time in our lives, as a cohort, where we can see each other for the last time. Take the time to look around and see the people that you have grown up with over the years, what has been a constant in our always-changing lives.

Anata Gliana and Yosip Oghanna Plenty Campus Captains

Plenty Campus Valedictory

Celebrating the Class of 2024

Year 12 at Plenty Campus

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Year 12 at Ridgeway Campus

Year 12

Ridgeway Campus

The 2024 Year 12 cohort enjoyed a variety of learning and co-curricular activities. Some Year 12 students share their reflections on their final year.

Year 12 preparation and refocus day

The Year 12 Preparation and Refocus Day was a great way to ease back into the school year and reconnect with friends and teachers. A pancake breakfast provided us with the opportunity to reflect on the well-deserved break that we had just come back from and look forward to the upcoming year ahead. Following this, we were fortunate to be given insight into the potential skills needed to combat the inevitable academic challenges of Year 12, with the light-hearted backdrop of DJ Danny. To round off the day we were greeted with a classic sausage sizzle care of Foxy that, as always, didn’t disappoint. Overall, this day was a delightful opportunity to kickstart the year by looking back at what we had achieved and looking forward to what was to come.

Eva Malvaso and James Fiddes, Year 12

House fun

As Year 12s, we’ve cherished the sense of unity that House activities have brought to our final year. The Swimming Carnival, with its vibrant costumes and something as simple as the chance to swim with two people per lane, saw unprecedented participation from our cohort. This enthusiasm has been reflected in the fiercely competitive House scores, which have been neck and neck throughout the year. Whether it was through well-being activities, sports, or the Arts, everyone found a way to get involved in the events. The art competition, complete with music, food, and lollies, was a standout, showcasing our diverse talents and bringing everyone together. These events have not only been a lot of fun but have also helped us bond as a year level, making sure everyone feels included, regardless of their passions or personalities in our final year of school together. Alana Edgley and Deacon Bagas, Year 12

Futures planning

As the end of Year 12 approaches, discussions regarding our futures beyond school have been in full force. We need to make crucial decisions regarding our educational futures, and whether it’s science, commerce or trades, we all have different ideas about where to go next. With these important choices, we rely on our friends, family and teachers to help us make informed decisions about our future. Director of Student Futures, Ms Curcio presented several seminars about important processes such as how to create a VTAC account and apply for tertiary courses. These seminars have helped us to understand the next steps in course selections to support our career opportunities. The expertise of our mentors also helped to calm the nerves of so many of us who have been anxious about the next steps.

Charlie Humphreys, Year 12

Year 12 Formal

One of the many highlights for us this year has been the Year 12 formal. There was so much fun in the lead up, talking with everyone about their plans for the evening and the general excitement everyone was feeling. On the night it was so exciting to get dressed up, eat, dance and party with everyone. The timing of the formal was perfect, as it offered us all a welcome distraction from the pressures of study. We are grateful to have had the chance to create great memories, enjoy some good music and dancing, laugh at the obligatory funny awards and socialise with our friends at Leonda.

Zeke Abott, Charlotte Nimmo and Ruby Mears, Year 12

Leadership workshop

The Y-lead workshop was a great opportunity early in the year to develop our teamwork and productive leadership skills. We particularly enjoyed the Housebased activities which were a fun way to collaborate in our House teams, bringing out our competitive sides – always a good way to reinforce teamwork! The workshop was worthwhile as it allowed all Year 12 students who were interested in leadership to get together, have productive discussions and collaborate with like-minded students with similar ideas. This was particularly helpful for our planning for the remainder of the year. We feel the skills we learned will be helpful tools even beyond Year 12.

Ed Redlich, Caitlin Malara and Victoria Li, Year 12

Cadet Program

Every Year 12 who participated in the Cadet Program, found it to be one of the most unique opportunities Ivanhoe offers. We got to know people better, not just from our year level but those above and below us. Tuesdays were essential theory lessons and drill practice for all cadets. This theoretical knowledge and drills all built up and prepared us for camps, which were the highlight of the year. To finish, we had our Passing Out Parade where we demonstrated all the drills we rehearsed throughout the year, and where we met our goal to uphold the tradition of high standards. Overall, cadets has meant getting out of our comfort zones, and for us, those experiences have often been the most memorable.

Lars Sveilis,

Year 12

Dean Voss Head of Lincoln House

Year 12 Formal

Ridgeway Campus

The Year 12 Formal is one of the most anticipated celebrations on the Ivanhoe Grammar Social calendar –and what a celebration it was! The class of 2024 know how to party. The outfits were dazzling, the dance moves energetic and smiles and laughter evident for all.

The Leonda ballroom was sparkling, photobooths inundated and Raf the DJ kept the dance floor pumping. The speeches, dancing, food and awards set the scene for a very special night for students, partners and teachers.

Many thanks to the wonderful formal committee for their enthusiasm and energy, the night would not have been such a success without their support and assistance.

Over to our Senior Years Prefects Libby Hanlon, Zach O’Sullivan and Eva Malvaso to share their highlights of the night:

The Year 12 Formal on Friday 7 June 2024 was a night to remember, with an amazing DJ, dances, and multiple awards. Leonda by the Yarra’s ballroom was the setting, where the entire Year 12 cohort brought the atmosphere. After lots of time and preparation from the formal committee for this night, it was a chance for everyone to celebrate this significant milestone in our last year of high school. With multiple fun awards such as the ‘highschool sweethearts’ and ‘most likely to get the dance floor going,’ it was a great opportunity to dedicate a night for celebration. For the Year 12s, it was the perfect chance to connect and reflect on not only this year but the past six that we have spent together. It was an amazing break from the more serious requirements of Year 12, giving us a chance to dress up, socialise, and just enjoy a night off from school – and it was a highlight of the year.

The evening started with a red-carpet-worthy entrance, making us all feel like celebrities. Mr Fox ‘Foxy’, our awesome photographer, took tons of photos, making sure we have plenty of memories to look back on. The formalities began with a short but sweet speech from our school captains, setting a positive vibe for the rest of the evening. We spent the night dancing, eating, and catching up with friends. Even some of our favourite teachers and mentors joined us, which made the night even more special. Overall, the formal was more than just a chance to dress up and have fun; it was a celebration of our hard work, friendships, and all the good times we have shared as a cohort.

We would like to thank the formal committee, who kindly volunteered their time during lunchtime and outside of school hours to ensure the night and awards were memorable for everyone. We would also like to give a shoutout to all those who won awards on the night, they were all well-deserved! Additionally, we would like to give a big thanks to Ms Grant, who organised and coordinated this amazing event.

The Formal was a night that everyone will remember as a great occasion to mark the end of our high school journey and a chance to unite the entire year level. We will cherish these memories and hope that everyone enjoyed it as much as we did!

Libby

Hanlon, Zach O’Sullivan and Eva Malvaso, Senior Years Prefects

Georgia

Grant Head of House – Sherwood

Year 12 Formal

Ridgeway Campus Valedictory

Captains’ Valedictory Speech

Hamish: How does one start a Valedictorian speech? How can we convey the magnitude of tonight’s occasion, encapsulate and celebrate the laughs, cries and moments shared together as the class of 2024 over the past six years at Ivanhoe?

Well, if there is one thing the past year has taught me about some of life’s greatest questions, you have got to go straight to chat GPT.

Anyway, on a much more serious and important note, tonight is an incredibly emotional and significant way for us to come together for the final time as a year level. Good evening parents, distinguished guests, teachers and most importantly the class of 2024. It’s an honour to be standing in front of you all tonight, as we come together to celebrate the moments we have shared together.

Looking back on our time together, we have been through many moments. Some big, even monumental like tonight, or the small, seemingly insignificant ones throughout our daily lives and school. Upon some further research, a moment can be defined as “a very brief period of time” or rather colloquially: “around 3 seconds”. Over the past six years we have lived over 189 million seconds, or roughly 63 million moments. Although we have only spent a small 16% of these moments together at school, it is this small portion of moments which we come together tonight to celebrate, for it is within this time in which we have found the joy in the seemingly mundane, formed life long friendships and formed our own identities. It is these moments which have shaped the people we are today.

Alana: Tonight, we are celebrating the class of 2024, not only with respect to the achievement in reaching this moment and nearing the finish line of our schooling experience (a monumental challenge which in itself is reason enough to celebrate) but how we have grown as individuals, how we’ve faced challenges, embraced joy and are grateful for the moments that we’ve spent together. This night is also a celebration for the support system of the class of 2024, our families, parents, teachers and mentors, the incredible people who have made our experiences possible.

Although some of us began in Buckley House, most of us started together as the class of 2024 in Year 7. It was at this time we received our own emails, and attached to them was the little number 24. At the time this number was foreign and of little significance, it was 2019 and 2024 felt like forever away. Now we stand together, at the end of 2024 and the magnitude of this number has become evident. This number is something that ties us together, unites us. Friendships may change, people move away, life will take us in different directions, but at the end of the day, we will always be the class of 2024.

So tonight, we reflect on the experiences that have shaped the class of 2024, from the beginning to the end and every seemingly insignificant moment in between.

Hamish: I think the beginning will serve as a very suitable place to start:

Year 7 was a time of firsts. Whether that was the first time carrying a heavy bag into school, receiving our very own locker and dial lock- or if you’re like me a special golden lock when you forgot to lock yours, the first assignments which we would stress over, the first friendships made which would flourish over these six years, or the first complaints

about having to do the dreaded homework. And well, despite these complaints, I think reflecting we can agree that the Year 7 workload doesn’t seem so bad these days. So, as we nervously stepped into virtually our second home for the next six years, it’s safe to say that we were overwhelmed by the massive amount of opportunities ahead of us. We could take up new sports, pick up a musical instrument for the time, participate in the musical, or join debating. We were met with endless possibilities that Ivanhoe has to offer. And, despite all doing unique combinations, these shared experiences and the Year 7 camp brought the year level properly together for the first time, sparking the connection in our year. And then Year 8 hit and suddenly we were no longer the new kids on the block.

Alana: Year 8, our first year of not being the youngest on campus, filled us with newfound confidence on the North Ground, as we were a whopping year older than the Year 7s. However, this sense of authority was quickly stripped away from us when the lockdowns hit. I think a lot of us oddly had a sense of relief about the news of no school, I for one remember having an in-class English essay the week after the lockdowns were called that I was quite happy to miss. We quickly adapted to life online, even figuring out that the best way to avoid answering a question was to just say your mic was broken. Whilst this time was strange and undoubtedly hard, we found ways to make the most of it, bike rides with friends, baking, some impressive Minecraft worlds and even DIY haircuts.

Although the lockdowns again hit us in Year 9, we still got time to enjoy the university campus and especially our trips to the Agora. Thank you to the teachers, who despite basically talking to a blank screen, still made online classes fun and engaging, especially Mr Fotinopoulos who would always give us outfit checks and even managed to start a class band online in an English class

Although Year 9 came with a bit more work, AKA the 10,000-word science of life ‘big project’ and our first lot of exams, it was a pivotal time for friendships and social and emotional learning. It was also a time when we discovered our interests, whether through the numerous electives we could choose, or the ignite project. Although Year 9 is often passed off as an in-between year, for us it shaped a lot of our friendships and characters.

Hamish: And just like that, we were suddenly apart of the senior years. We lost our privileges on the North ground yet suddenly we had REAL grass. How good.

I think that Year 10 was an incredibly important year for our class. The pandemic disrupted two years of connection, and I think I can speak on behalf of the students in this room when I say that this was a great year for forging new connections, and meeting new people as we slowly came together as a cohort for the first time, not just a group of students.

Senior years opened our year level to the many incredible opportunities Ivanhoe offers which spread beyond the classroom, Year 10 Camp was great fun and unfortunately saw only half of the year level go on a 24-hour solo due to unexpected weather conditions. Additionally, there were, many opportunities to make appalling coffees at the sec, take up leadership roles in the cadets and IDEALS programs, or the international trips including an art tour to Europe, sporting trips to Japan or the UK, and service trip

to Cambodia which became life-changing experiences for many people within this hall today.

I could talk forever about the value that the service trip to Cambodia brought, but I would like to touch on a little interaction I had with a girl called Mimi in Cambodia.

It was an excruciatingly humid evening, our very first spent staying in the village of Char Krom when a 10-year-old girl and her younger brother sat down next to me: I don’t know how old they were, the communication was limited, I couldn’t speak a word of Khmer to either of them, and neither did they have any comprehension of English. However, I would later learn that the girl’s name was Mimi. Mimi had decided it was time for a game of rock paper scissors, and happily, I agreed. we played the first round and well I won. Admittedly, she did not take this defeat too well, and I knew from that moment on I would need to strategically wait a fraction of a second until revealing the fist, or flat hand which would give her the win. And so with the happiest expression I had ever seen, Mimi gracefully accepted her win, after another, and another.

The three nights spent in the village would become some of the most influential in my entire lifetime, and I think what shocked me and the fellow members of group 4 most was the incredible ability of the Cambodian kids to find joy despite their distinct lack of resources.

Throughout life and our time at school, we often chase after grand achievements or look to celebrate the biggest moments, however, I would argue the Class of 2024 can be defined by our smaller moments. So, as we stepped into Senior Years, and now look into the future, preparing to finish the IB or VCE marathon, I hope everyone can look through Mimi’s lens, and remember that joy can be found in the little moments. It is those three seconds spent smiling at your friend as you saw them in the hallway, or the multitude of three second moments throughout our time together and the many into the future that we should cherish and enjoy.

Alana: Finally, Year 12, bittersweet, was a time of lasts, but I think it was the understanding that we were experiencing our last first day, our last swimming carnival, our last Saturday sport, our last chapel with Foxy that made us appreciate these moments that much more. I think Year 12 is the most confusing of all, the excitement at finally finishing, finally gaining that independence and freedom that we’ve been looking forward to for so long, is mixed with sadness for the end of our childhood and that we will never again be together as a class of 2024.

Year 12 came with the biggest reward of them all, microwaves and the realisation that our time together was limited, making every moment we shared more meaningful. When people say that Year 12 is the best year, I think as year 12s, it’s hard to believe at the moment, but I think it’s because the year is so challenging that it makes the joyful moments that much more rewarding.

Whether it was the swimming carnival, where the mix of Hulks, firefighters, Smurfs, and Teletubbies filled the poolside with laughter, and the relief of swimming in the same lane as a friend to reduce the embarrassment of halfdrowning; or the formal, where the dance floor was packed with everyone—even a dance circle featuring Morgan at the centre. Our final athletics carnival saw again some fun costumes and great times and slipping on the grass while attempting a sprint was a bit of a tradition, and somehow,

each fall only added to the laughter and fun. It didn’t matter whether you were a seasoned athlete or just there for the sausage sizzle—there was a sense of togetherness as we all embraced the chaos. Even in the face of Thoresby’s first win in what felt like a century the carnival spirit was unmatched.

This year has been incredibly difficult, there’s no way to sugarcoat it, so congratulations to everyone here for pushing through the immense tangle of social, academic and emotional challenges that is Year 12. There is no doubt that the SACs and IAs were relentless and often overwhelming, but the friendships and comradery that have come from this year, from knowing we are all in this final stretch together, are like no other. Sharing notes, offering reassurance in a bathroom, a classroom or before walking into an exam. It is this communal strength that got us through the year.

This is the last time you might see some of the people in this room, so tonight is an opportunity to thank the people who supported you when the year felt overwhelming, and also those who made coming to school a daily enjoyment. But most of all, celebrate and enjoy the time we have together.

Hamish: Not only is tonight a significant moment of celebration, but it should also serve as a reminder of just how lucky we are to have received an Ivanhoe education. Thus, there are many thanks owed to people who have contributed to our journey.

Firstly, to all of the teachers and mentors, it is your efforts that truly create this education. Thank you for your unwavering support, guidance, and the countless lessons both inside and outside the classroom that have made our journey which we celebrate tonight.

There are a few people who deserve a special mention: Firstly, to Mrs Di Ciocco, whose tireless efforts throughout the school year are unseen for so many. Thank you for letting me use your bin for my apple core each week in our meetings, and for facilitating the success of our decorated Senior Years Program.

Furthermore, to Mrs Sowden for her efforts during her first year as Deputy Principal/ Head of Ridgeway Campus and Principal, Mr Foley for continuing to lead the school.

And to Mr Fox, who I grew quite close to over the course of these six years. You truly are the backbone of this school community, and every member of this school has been touched by your service to Ivanhoe and the broader community.

And then to our parents for their support throughout these years. Dealing with teenagers can be difficult, especially in times of stress like Year 12, but I know I can speak on behalf of my parents and presumably everyone in this room, that it is their effort and love which are our source of strength.

Alana: We also want to thank the prefects for their efforts throughout the year, every one of you worked hard in not only your portfolios but to support each other and Hamish and I. It has been a privilege to work alongside you all. Also, a special thank you for cleaning the microwaves each week, not a fun job but much needed.

Hamish and I also want to thank you all for trusting us to be your school captains this year and having faith that we can

Ridgeway Campus Valedictory

represent you all. We have enjoyed our role this year and are really grateful for this opportunity. Also, congratulations to each and every one of you for the leadership you have all shown, you have all been role models to the younger year levels, and many even leaders on the sporting field or on the stage.

Hamish: One of the most significant thanks we need to give is to the Class of 2024. Over the course of our time at school, but especially these last few months, we have seen this group come together when it matters most. We stepped into Ivanhoe Grammar School as a group of young, wideeyed classmates, however now, as I look across this room, I see a strong community of like-minded and incredible young adults.

I want to truly thank each of you here tonight. The Class of 2024 is what it is because of every single student with the 24 tag in their email. Alana and I have both had the privilege of sharing several joyous moments with each of you, and you have each made this school experience incredibly enjoyable and exciting. It is only tonight that I have realised just how much I will cherish the times we have spent together and as we move into the summer holidays, and onto the next chapter of our lives I’m sure we will hold on to these memories and appreciate our moments shared.

Alana: As we leave tonight, let’s not just look forward to what’s next but also appreciate the final weeks we have

together. Let’s appreciate the little moments that are left; the late-night study sessions together, the shared laughs, the shared nerves as we walk into our first exams together, the shared relief as we sit our final paper, and the shared sense of pride in putting our best foot forward and achieving our personal bests. This is the last time you’ll hear from us as your captains, so thank you for being such an incredible cohort. No matter where life takes us from here, we will always carry the friendships, the growth, and the countless memories as the Class of 2024.

So now I ask you to please stand and raise your glass in a toast to celebrate our time at Ivanhoe Grammar School.

‘To Ivanhoe Grammar School.’

Alana Edgley and Hamish Noonan Ridgeway Campus Captains

From the Dean of International Students

The young international school students who choose Ivanhoe Grammar School to complete their secondary education face unique challenges along their journey studying and living in a different culture, however, their incredible resilience, tenacity and extraordinary growth as young people of character must be celebrated. This year we have continued to welcome students from diverse cultural backgrounds to the Ivanhoe family and they have demonstrated not only great courage, curiosity and perseverance but their ability to adapt to their new environment and share their culture is truly remarkable. Students need to feel included, supported and in a place where everyone is respected and acknowledged. Our students’ efforts, achievements and indomitable spirit have not only inspired us but have also fostered a deeper sense of intercultural understanding and awareness and heightened inclusivity and diversity within our culturally rich Ivanhoe community.

The new students to the Ivanhoe International Academy’s Intensive English Language Program honed their English skills in the classroom with respect to their specific academic course and beyond the classroom via orientation excursions, an outdoor education experience at Lakewood Park, in Gippsland, and the School’s broad co-curricular programs on offer. Over the year our most recently arrived international students, alongside their peers in other year levels, actively involved themselves in co-curricular activities including the Saturday Sport Program, the Chinese Debating Team, the International Student Council, the Ivanhoe Grammar School ‘Best Practice’ International Mentor Program deemed by the Australian Education Department’s International Student Best Practice Guidelines and the International Student Voice Program, a Victorian Education Department initiative that international and local Ivanhoe students were invited to join.

International Student Council and International Mentor Program

The International Student Council and Mentor Program, this year led competently by New and International Prefects, Cherian Liao and Jason Jia, organised many opportunities for students to connect, share their cultural knowledge and traditions as well as have fun! The traditional Lunar New Year celebration took place in Term 1 with the team arranging Dumpling stalls on two occasions and donating $400 to the World Health Organisation, their charity of choice. Other activities students engaged in this year include Mentor Sessions, Welcome Lunches and the International Assembly and Culture Week that celebrated food, sport, music and dance from different cultures, including First Nations art and cultural traditions. The International Assembly included vibrant dance and musical items, student interviews focussing on cultural traditions and a very entertaining language game and Kahoot quiz. The audience’s engagement was palpable, and they rewarded all students involved with much applause and goodwill. The International Student Council (ISC) and International Student Voice Project (ISVP) teams also collaborated on several occasions including a visit from the Tangnan Secondary School in Xi’an, China. Students from both teams buddied up with the Xi’an students who accompanied them to classes, mentor sessions and school assemblies while enjoying a special celebratory ceremony together on their final day. This collaborative approach enabled all students to share each other’s cultures and experiences and gave the visiting students a firsthand experience of school life at Ivanhoe. Please enjoy the following student reflections on many of the Co-Curricular Programs and other important events this year.

It was a great honour to become the 2024 New and International Student Prefect, and an excellent opportunity to enhance my leadership skills. During my time as a leader, I strengthened relationships between local and international students through several school and community-based initiatives, such as the dumpling stall, international assembly, and the 300 Blankets project. It was inspiring to see students come together for a shared purpose, fostering a sense of unity and mutual understanding. This has fostered greater understanding and mutual respect between local and international students. This role has allowed me to advocate for cultural diversity, ensuring every voice is heard and celebrated. It has also challenged me to think creatively and work collaboratively, impacting the school community and further shaping my passion for leadership and inclusivity. I would also like to take this opportunity to express my heartfelt respect and gratitude to my mentor, the International Student Coordinator, Ms Bruhn, for her unwavering support and continuous guidance throughout the program.

Jason Jia

Taking on the role of New and International Prefect this year was both an enriching and extremely rewarding experience. Not only did it help me further extend my leadership skills, but also formed connections with diverse individuals I otherwise would likely not have crossed paths with. Getting the chance to fully organise and run the renowned international assembly, dressed in Hanfu, was definitely one of my highlights this year - as well as seeing the newly founded idea of ‘culture week’ flourish under collective efforts. I am extremely proud of everyone who got involved and am especially thankful to Ms Bruhn who has been a rock to us throughout this year. It’s been an unforgettable journey, and I am truly thankful to be given this opportunity.

Cherian Huang

Cherian also introduced the school’s Inclusion statement at the 2024 Valedictory Dinner. The statement was presented in various languages symbolising the different cultures of the School.

Over time, we as the Class of 2024 have had the privilege of sharing classes and activities with an array of studentspractising different languages and unique cultural traditions. The existence of events such as Culture Week and the renowned International Assembly, is evident in the school’s focus on ensuring that inclusivity is reflected in every aspect of our learning. It fosters a sense of belonging that unites us as a community, and forms connections that last beyond the walls of Ivanhoe.

During my time at Ivanhoe, being a member of the International Student Council and Mentor Program was a good opportunity to connect with other international students and be involved in the school’s international community. There were many events with the purpose of engaging with the global society for example the Dumpling Stalls we ran at school and the Swimming Carnival in celebration of the Lunar New Year were very meaningful. The money we raised was donated to the World Health Organisation vaccination campaigns. I also need to mention the International Assembly, a large project planned and organised at the regular ISC meetings throughout the year. It is a project on a huge scale with many people involved. It was a very memorable experience that is also such fun and a very positive experience.

Amy

International Student Voice Project

The International Student Voice Project is a Victorian Education Department initiative Ivanhoe was invited to join this year. The ISVP includes international and local students from government and independent schools across Victoria and aims to support international students to feel welcomed and included in their school student community. It allows for all students involved to develop greater intercultural understanding and a global mindset. The IGS ISVP team attended an opening forum reflecting on and discussing international student connectedness and inclusion and why intercultural understanding and capability along with global mindsets are important. They met regularly at school throughout the year to design and develop activities including a Chinese Language Conversation Club, collaborative and fun items included in the International

Assembly and Culture Week and discussions with the staff in the Ridge Café regarding increasing the cultural diversity of food selections on offer. Students also attended a series of coaching and mentoring sessions and the closing Forum where they presented the global learning and engagement activities they had designed and ways to sustain them for future ISVP teams to other students and staff from schools involved. Jeff Shi and Janien Fan the Ivanhoe ISVP Ambassadors very competently led the team and gave individual insights and reflections at the closing Forum. Jeff was also chosen to lead the Principals’ Panel discussion at the forum which he did with great professionalism and enthusiasm. As an ambassador of the Student Voice Project, I am so grateful to see how our efforts and collaboration have unwrapped. It’s been a busy year, but we are so proud that all the project’s members have tried really hard, we’ve pulled together many fun activities and have created lots of memories that will last a lifetime (at least for us, who were directly involved in the process).The Student Voice Project has given us the opportunity to grow as young people of open minds and to explore many different cultures and perspectives. These are the lessons and values that we’ll bring along to the world and the society that surrounds us, and I hope that the next generation of the project will have the same (or even better) experience as we did! Have fun and stay creative!

Janien

As a team, I feel that all the members of the International Student Voice Project were able to work efficiently to produce a result that we could all be proud of. Although not incredibly flashy or dramatic, I hope that the foundation laid out by this initial group will serve the school well in the years to come, establishing a culture of inclusion and participation even after all our original team members have graduated. This continued and lasting impact on the school was the main goal of our group this year, and in the coming years, we will hopefully be able to increase the scale of our activities, cementing the International Student Voice Project as a major part of the culture at Ivanhoe Grammar School. As for our members as individuals, we were all able to gain some experience working as part of a team both among ourselves and in groups with other schools. Speaking for myself, I made some amazing connections with students from the other participating schools and believe that the opportunity to connect with those from outside my own community was one of the most valuable takeaways from the ISVP.

Jeff

Being part of the Student Voice Project has been such a great experience! It’s been amazing working together with my peers to help local and international students connect and understand each other better. I’ve loved seeing how we’re making a difference.

Alice

I feel like I was involved in a small society with opportunities to participate in collaborative activities. My English-speaking skills have also improved a lot.

Kathy

Lakewood Park Outdoor Education Journey student reflections

I think it is better when you can cooperate with other students doing activities outdoors. I found out that I am much better than I thought I was at some of the sporting activities.

The Camp gave me a lot of new experiences such as riding a mountain bike, this is so useful for me. When I came back, I felt very thankful for the experience.

I learned a lot of skills from Camp, for example, teamwork, and I felt very proud after Camp.’

We learnt how to make tea and soup by ourselves. I liked this camp!

I felt tired, but I made many achievements and enjoyed the experience. I leaned how to canoe and ride a mountain bike for the first time!’

The camp was such a fantastic experience. When we were walking around the lake and enjoying the beautiful view, it felt so great. Also, it was great to see koalas and kangaroos.

Student reflections from Orientation excursions to the MCG, State Library and The First Peoples Exhibition at Bunjilaka Aboriginal Cultural Centre at Melbourne Museum

We had an excursion to the MCG. It was a wonderful time, and I learnt that the MCG has a long history and hosted the Olympic Games in 1956. Mr Wade taught us how to play Australian Rules football. This sport is extremely interesting and is different from common football.

The MCG is the soul of the city of Melbourne. If people pass by on any Saturday of the AFL season, they will probably see a crowd of people wearing different coloured scarves. Another interesting thing for me was to go along the athlete’s path which many elite sports people have walked before including former Olympians.

The MCG hosts soccer and cricket games and concerts too. Taylor Swift is the latest artist to hold her concert at the MGG. I wished I could have been at her concert singing and dancing with Taylor.

I think the most interesting part is the reading room. First of all, the building is very large which impressed me the most and the room is quiet. Everyone kept silent and this created a nice environment. I like how the library combines history and modern comfort, with rows of books and spaces for students to work.

The Melbourne Public State Library Victoria, established in 1854, is gorgeous. Not only because of the architecture but also the history of it. The architecture shows how creative people were at that time. The part of this building I like most is the La Trobe Reading Room, personally, I love to stare at the architecture and the room is so beautiful, it’s perfect!

The part of the First Peoples’ Exhibition at the Melbourne Museum that I found most interesting was the section on Indigenous art and storytelling. The artwork, especially the intricate paintings and carvings, really stood out to me because they tell stories of the Dreamtime, the spiritual beliefs and creation stories of Australia’s First Nations people.

The most interesting part of the First Peoples’ Exhibition is the Bunji’s Wing Kinetic Sculpture. This exhibition made me feel peace from the movement of the wing, which shares the spirituality of Aboriginal people to country. I like the movement of the wing; it flows and has no end. The sound in the room was so quiet and smooth. Learning about spiritual connections and how deeply Indigenous people connect with the land inspires me and is like how I felt about my country when I moved to Australia

From the exhibition, I found out the First People suffered ongoing discrimination after the first fleet arrived, however, they continued to believe in their resilience and their incredible culture and traditions are also unique and great.

International Family Valedictory Celebration

Our traditional international family Yum Cha organised by the Old Ivanhoe Grammarians Association to farewell the Class of 2024 was a lovely occasion for all to come together to celebrate the achievements of our international students across their journey at Ivanhoe and wish them well for their final exams. Students and their families, some who had flown in, especially for the Year 12 Valedictory and other farewell events, were able to connect and staff to reflect on their experiences, chat about their exciting plans and enjoy a delicious yum cha feast together.

This year all students involved in the wide range of activities demonstrated their growth as students and as global citizens helping to enrich the lives of others. The power of community can never be underestimated, and we are very grateful for the ongoing support of our international families, designated carers, homestay families and staff.

Leisl Bruhn Dean of International Students

House Competition

This year’s house programs have been a dynamic blend of fun, competition, and creativity. The swim carnival and athletics carnival were standout events, highlighting our students’ athletic talents and fostering a strong sense of house pride. These events were filled with spirited competition and enthusiastic support, making them memorable highlights of the year.

The photo competition was a fantastic showcase of our students’ artistic skills, while the bake sale for R U OK Day combined culinary creativity with a meaningful cause, raising awareness for mental health.

House activities afternoons, including basketball, Pictionary, and Just Dance, were incredibly engaging, encouraging students to interact and enjoy a range of activities together. These events helped build a sense of community and teamwork across different houses.

House Trivia and House Arts competitions further added to the year’s excitement, allowing students to display their knowledge and creative talents in a competitive yet supportive setting.

Overall, the house programs this year have been a resounding success, blending athletic, artistic, and social elements to create a vibrant and inclusive school environment. These activities not only enhanced school spirit but also strengthened friendships and fostered a sense of belonging among students.

Filled with a constant enthusiasm, Lincoln has excelled in the house events this year. Not only have our house competitions been extremely competitive in which there has been a truly commendable level of involvement from all years and admirable sportsmanship and leadership, but we have had great fun in doing so. The role as house prefect has been exceedingly rewarding, having the ability to meet and support fellow students, where many moments have been a chance to learn and lead. It’s been a privilege for us to witness our house become more united through the effortless camaraderie and house spirit shown by students in Lincoln. As the year is far from over, we are excited to see our house exceed in the upcoming events!

Year 12 Lincoln Prefects

Tom Scardamaglia and Matilda Teele

When obtaining our positions as house captains of Thoresby last year we weren’t completely aware of its demands. However, we quickly found that we also weren’t aware of just how enjoyable it would be. Despite the workload at times, this role has provided us with a plethora of opportunities to connect with hundreds of students throughout the school from Years 7-12, who we otherwise would never have spoken to. This role has allowed us to take initiative and responsibility over organising particular aspects of house events, sports and activities and has helped us in developing our overall leadership and management skills. We value the experiences we’ve gained through this position so far, the connections with different people I have made, and look forward to making the most of what I have left of this year.

Year 12 Thoresby Prefects

Deacon Bagas and Ella Rowe

The house program this year have been very successful for Athelstane. Winning the swimming carnival was certainly a highlight, yet we aim to take it a step further and win the Athletics carnival and hopefully the house shield. Other activities such as house games on the north ground and in the classroom, and the house art competition have made the experience as house prefects thoroughly enjoyable, and we have strengthened and formed many connections with existing and new peers. This role has become very motivating for us as we have been able to see all the extra work that the Athelstane mentors put in behind the scenes to encourage everyone, as well as learning leadership skills that will positively benefit our futures, as well as having hope to win the house shield at the end of the year.

Year 12

Athelstane Prefects

Marcus Walling and Eden Alexander

This year has been an incredible journey for Sherwood House, filled with energy and enthusiasm. Our second-place finish in house swimming was a testament to our determination and teamwork and the spirit of collaboration shone through, especially during our house chants, where every member contributed with passion. Across all year levels, we saw amazing participation, from sports to house arts, with everyone eager to represent our House. It’s been a joy to witness such a strong sense of community and commitment throughout the year, and we are immensely proud of everybody involved. We eagerly anticipate the results of the House Cup, but regardless we are both grateful to have been a part of this journey as Sherwood House Prefects.

Year 12 Sherwood Prefects

Eddie Thomas and Annabelle Crisp

1st

Sharon Kelly House

‘The purpose of life is to matter and be ever mindful of the opportunities that we can both individually and collectively provide for others.’

– Ken Wyatt

ETHICAL

young people of character

#learningtogether

Community

Community Events

Ivanhoe Parents and Friends

We are very grateful for the outstanding community events organised by Ivanhoe Parents and Friends. Ivanhoe Parents and Friends (IP&F) brings together a wide range of volunteer groups under one umbrella, playing an invaluable role in enriching opportunities and activities for students across all campuses.

Their tireless efforts and dedication have been instrumental in making this year memorable and the contributions of our parent groups are both significant and essential. Their commitment to fundraising, building parent connections, supporting school equipment needs, and expanding student opportunities has had a profound impact. We extend our deepest thanks to all the volunteers and committees whose vital contributions brought these events to life.

This year began with a fantastic Welcome Picnic, organised by Friends of Buckley House, which provided a warm introduction for new families.

Our fabulous annual Easter raffles, by Friends of Ridgeway Campus and Friends of Plenty Campus, were very successful, raising funds to further support the committees and their projects for the school community. This was followed by the Friends of Plenty Twilight Sports Picnic, which was a great success.

Additionally, our wonderful Mother’s Day events returned, with Friends of Ridgeway Campus hosting their annual Mother’s Day Lunch, which welcomed more than 170 guests to celebrate the special occasion. Meanwhile, Friends of Plenty Campus put on a fantastic Mother’s Day Breakfast celebration with over 100 guests in attendance to enjoy delicious breakfast treats.

Friends of Plenty Performing Arts and Friends of Buckley House organised wonderful Mother’s Day stalls for students to select special gifts for their mums. To continue their support and contribution to the school, Friends of Buckley House achieved great success with their Casual for a Cause

Fundraisers run each term, supporting the Royal Children’s Hospital, Ivanhoe’s sister school in Cambodia, and the Make-A-Wish Foundation.

The Kayak Parents Support Group has been pivotal in supporting our Kayak Program this year. They provided outstanding catering for both the National Kayak Championships in January and the Kayak Family Camp in March. Their invaluable contributions have greatly enhanced our events and strengthened our community. We are deeply thankful for their continued support and dedication.

Friends of Snowsports has been busy creating memorable experiences for winter enthusiasts. The Annual Pasta Fundraiser delighted families with delicious meals and raised crucial funds for Snowsports students. The popular Buy-and-Sell Day offered discounted snow gear, while preseason training prepared students with dry land strength and cross-country skills.no new paragraph here.

This year also saw the introduction of a Come and Try Biathlon session, where students learned roller skiing and laser rifle techniques. The new Social Ski Trip at Mount Hotham provided a fun, lodge-style getaway, strengthening community bonds.

At Mt Buller, students trained before competing in the Victorian Interschools Competition, where they earned several medals and trophies. Social events on the mountain further fostered connections among families, enhancing the sense of community. These events highlight Friends of Snowsports’ commitment to blending athletic growth with social engagement.

We thank all our parent volunteers for their time, effort, and wonderful contributions, which have made 2024 such a great year.

Alex Stephens Calendar, Events and Community Engagement Manager

Development

Our Annual Appeal this year, Exciting Times Ahead attracted new donors and support was well received for our Scholarship, Building and Library funds. Our named scholarships such as the Evelyn and Sydney Buckley Memorial Scholarship, the OIGA Centenary Scholarship and Slater/Graham Memorial Scholarship, were also generously supported. Our Staff Supported Scholar is completing Year 12 this year and has enjoyed three years of support from some eighty staff contributors over that time.

Our Bequest Program was enriched with a further two new members joining The Fidelis Society this year and two significant bequests were received. Hux Carver, Class of 47, himself a recipient of a scholarship, has bequeathed an amount sufficient to support a scholar in its own right. He also becomes a Lifetime Benefactor to the School. Frances Stenfors, daughter of first-day boy Len Allan, remembered the Mary Buckley Scholarship in her will. Bequests have contributed immensely to the welfare of students over the years, most recently through the Scholarship Program.

With new projects currently underway including the Coonawarra Willam Aquatic Centre at Plenty Campus and the Fraser Senior Years Centre at the Ivanhoe Campus, many philanthropic ways of supporting the School are available. Naming rights will be offered in a variety of areas including buildings, rooms and recreational areas creating opportunities to recognise someone or an entity that has made a significant contribution to the life of the School. To date, two major gifts have been pledged for naming rights at the Fraser Centre and a meaningful pledge for the new Coonawarra Willam Aquatic Centre at Plenty Campus.

Archives are essential in preserving and maintaining the heritage of the School. Our archivist, Tim Swain (Class of 72) is currently working on removing unwanted material in our archive area in preparation for the digitising of our most important documents and artifacts.

The Ridgeway Club, under the presidency of Anne Adams, has undertaken to financially assist in funding the creation of AI Hubs across the School this year.

Given the current economic climate, it’s inspiring to see members of our School Family dedicated to supporting something they truly believe in—the high-quality, global education that Ivanhoe Grammar School offers. Thank you to all our parent groups, Ridgeway Club members and all donors. Their support, whether it be financial or in countless hours spent as a volunteer, is essential to the wellbeing of our students and the future of the School.

Geoff Brown (’62) Development Manager

Geoff Brown (‘62) Development Manager

Staff Supported Scholarship Donor Gathering

Ridgeway Club members 2024

Fidelis Society 2024

Hux Carver Class of 1947 - Lifetime Benefactor

Old Ivanhoe Grammarians’ Association

It has been a full year of activity for the alumni association with all efforts supporting our mission of Reaching, Connecting and Supporting our alumni and the wider school community. It’s important to note the various forms of support the OIGA aims to deliver.

Support to School and Students

Scholarships

The OIGA supports two scholarship funds, The Buckley Fund and Centenary Fund, which assist two individual students who would not otherwise be able to access an Ivanhoe education.

Awards

In addition to the Year 12 Leadership and Community Service Rhodes Awards, the OIGA sponsors awards encouraging Senior Years students in their Media, Art and Visual Arts endeavours fostering continued success in their chosen fields.

Fundraising

The OIGA contributes to the school Cambodia trip as well as supports student-led fundraising activity throughout the year.

Engaging and supporting our Alumni Reunions

A significant component of the alumni year remains our reunion calendar. A particular focus has been placed on hosting these social events at our alumni-owned hospitality businesses to further support and connect with our network.

The Brown and White

This alumni publication is produced quarterly and is a valued resource for sharing the latest news and activity across the alumni community.

Website and Social Media Platforms

Our digital platforms serve as another space to share updates with our community. Furthermore, these platforms are a great way to connect with both our Alumni Coordinator Mirella Busso Lee, and the plethora of OIGA businesses visible in our Business Directory.

Sporting Clubs / Community Grants

The OIGA continues to support a variety of clubs that attract hundreds of alumni. In particular, the OIGA is committed to supporting the development of a new sporting facility for our female teams at Chelsworth Park and is working on how this facility can be best leveraged for wider alumni activity. Additionally, the OIGA has formalised an avenue for life members to apply for community grant funding supported via the OIGA website.

Future endeavours

• As content consumption patterns evolve, the OIGA is exploring additional engagement platforms to engage with our diverse alumni and share their stories—such as a dedicated podcast channel.

• As per alumni feedback, leveraging the OIGA network, our most significant asset, for career and personal development remains a focus area that your committee is committed to.

To the Class of 2024, I welcome you all to the Association as our newest Life Members. The OIGA is here to continue your Ivanhoe experience and maintain your connection to the School for life.

Michael Bacskos (’09)

OIGA President

Michael Bacskos (‘09) OIGA President

Ridgeway Campus 10 Year Reunion Class of 2014

Class of 2023 Alumni gather to mentor the Class of 2024 at Plenty Campus Tristan Carter our ninth Olympian

Ivanhoe Institute

The Ivanhoe Institute, established in 2023, represents a pivotal step forward in the development and continuous improvement of teacher capacity at Ivanhoe Grammar School. Its primary focus is to enhance professional learning for all staff and lead the pedagogical leaders at each campus. By cultivating a highquality professional learning program and spearheading the development and implementation of the school’s coaching program, the Institute has quickly become an integral part of the school’s vision for innovation in education.

On Monday,12 February, the Ivanhoe Institute proudly launched the Growth Coaching @ Ivanhoe Program. This program empowers staff by offering them the chance to reflect on their teaching practice and pursue personalised pathways for professional growth. At the heart of student success lies the ongoing development of teachers, and the coaching program is designed to cater to individual needs while simultaneously enhancing student outcomes. With 14 instructional coaches working directly with Secondary academic staff in the areas of Arts, Humanities & Social Sciences, Languages, Literature, Mathematics, and Science, this initiative has made waves in fostering a culture of reflective practice and growth. Each instructional coach underwent formal training with Growth Coaching International, ensuring that staff are supported by skilled professionals dedicated to helping them reach their full potential.

In addition to the coaching program, the Ivanhoe Institute has been instrumental in launching The Hub, an online learning platform that offers a rich array of educational resources to both academic and professional service staff. The Hub’s extensive library, boasting over 80,000 courses and content pieces, is accessible anywhere and at any time, providing staff with valuable resources to enhance their practice. This platform also allows the design of bespoke content and assessment materials, making it an indispensable tool for continuous professional development across the school.

The Institute’s role in professional learning was further underscored by the success of this year’s Transforming Learning - How to Flourish in a Digital World staff conference, organised and facilitated under the Institute’s leadership. This conference built upon the momentum of last year’s theme, Towards 2030, which was inspired by the school’s 2030 Strategic Plan. Featuring keynote presenter Dr Sophie Fenton and workshops by esteemed guest speakers such as Danielle Vasiliades, Glenn Solomons, Dr Tim Kitchen, John Pendergast, and Beth de Villiers, the conference provided staff with practical insights into navigating an increasingly digital educational landscape. It was exciting to see 36 of Ivanhoe’s very own staff members facilitating workshops, underscoring the depth of expertise within the School. The day was an immense success and continues to inspire staff to pursue excellence in teaching and learning.

Lastly, the contributions of Paula Welham to the Ivanhoe Institute in 2024 have been nothing short of extraordinary. Her tireless efforts to support the work of the Institute have been invaluable, and as we look ahead to 2025, we are excited to develop the research arm of the Institute, furthering our commitment to innovation and continuous improvement.

Brayden Stone Director, Ivanhoe Institute

Brayden Stone Director, Ivanhoe Institute

Greig Wanless 1956-2024

The Ivanhoe Grammar School community mourned the tragic loss of Greig Wanless, who passed away in a light plane accident on Saturday, April 27, 2024.

A beloved member of our community, Greig graduated with the Class of ’74 and later returned to Ivanhoe as a Woodworks teacher, dedicating himself to his role until retiring in 2017.

Even in retirement, Greig remained deeply involved with the School, contributing to our Cadet Program, Cambodia Service Trip and regularly attending reunions. His generosity touched many areas—supporting Sustainability Programs, various school projects, and establishing an Aviation

Scholarship Program that inspired countless students to pursue careers in aviation. Greig was also an active member of the Country Fire Authority (CFA) and the Melbourne Gliding Club.

Loved and respected by students, staff, and friends alike, Greig’s presence will be greatly missed at Ivanhoe and school events. In May, over 500 people gathered in Buckley Hall to honour his memory. The School offers its deepest condolences to his wife Karen, son Will (’20), and daughters Alannah (’22), and Matilda, currently in Year 12 at Plenty Campus.

Greig and family

Greig at reunion

Greig and family

Staff List

As at 1 November 2024

Board of Governors

Chair

Mr D Proietto

Principal

Mr G Foley

Deputy Chair

Dr A Caples

Treasurer

Mr K Teoh

Secretary

Mr L Miles

Members

Ms H Fazzino

Mr R Hamilton

Mr M Lochran

Ms S Louey

Professor J McKenzie AM

Ms T Savona

Principal

Mr G Foley

Principal’s Executive

Business Manager

Mr L Miles

Deputy Principal/Head of Plenty Campus

Mrs F Devlin

Deputy Principal/Head of Ridgeway Campus

Mrs A Sowden

Director of Academic Learning

Mrs C Fry

Head of Advancement

Mr P Walsh

Head of Buckley House

Mr T Hoggins

Head of University Campus

Mrs S Batsanis

Head of People & Culture

Mr P Tascone

Finance & Administration

Finance Manager

Mr M Wilson

Risk & Compliance Manager

Mrs C Opie

Executive Assistant to the Principal

Mrs V Costigan

Personal Assistant to the Business Manager

Ms R Lakeman

HR & Payroll Services

Mr D Jordan

People & Culture Advisor

Mrs S Oteri

People & Culture Team

Administrator

Mrs J Eastaway

Health & Safety

Coordinator

Mr P Scott

Accounts Officer

Mr D Udawatte

Ms S Vella

Credit Services Manager

Mr P Davis

Administration Assistant –

Calendar & Events

Ms L Wein

Calendar, Events & Community Engagement Manager

Mr A Stephens

Events & Facilities

Coordinator

Ms S Karatzidis

Aquatics Manager

Ms K Gevaux

Compliance Officer

Mrs M Pahalage

Ivanhoe Institute –

Administrator

Mrs P Welham

Head of Strength and Conditioning

Mr A Hutton

Head Coach (Swimming)

Ms A Kusafuka

Events & Community

Engagement Assistant

Miss I Tobin-Salzman

Swim Teacher

Mr N Foote

Sports & Aquatic Team

Leader

Mr E Ansbro

Development

Communications & Marketing Manager

Ms K Garla

Admissions Manager

Mrs R Groenewegen

Associate Registrar and International Admissions Coordinator

Mrs N Wilson

Administration Assistant –Domestic Admissions

Ms M Dehne

Communications &

Marketing Specialist

Ms R Good

Ms M Healy

Development Manager

Mr G Brown

Development Administrator

Mrs L Paltoglou

Alumni Coordinator

Mrs M Busso-Lee

Information & Communications

Technology

Director of Digital Transformation

Mr S Brophy

Director of Systems & Infrastructure

Mr W Mattson

Software Development Manager

Mr D McCraw

Database & LMS Manager

Mrs L Davis

ICT Systems

Administrator

Mrs S Loganathan

Director of ICT Operations

Mrs M Hawkeswood

Client Systems Administrator

Mr S Crossley

IT Technician Trainee

Mr T Churchward

Mr S Gellel

Mr T Hackett

Mr T Rana

Mr L Stewart

Miss A Turner

IT Client Support

Technician

Mr D Paladino

IT Facilities and Service

Desk Manager

Mr N White

Print Room

Mrs L Bullock

Senior Support Staff

Dean of International Students

Ms L Bruhn

Director of Co-Curricular Learning

Mr C Branigan

Director of Sport

Miss A Geoghegan

Director of Student

Futures

Mrs D Curcio

Head of Ivanhoe Edge

Mrs M van Beek

Buckley House

Senior Staff

Head of Buckley House

Mr T Hoggins

Deputy Head of Buckley House

Mr J McAlley

Early Learning Centre

Director

Mrs K Harding

Pedagogical & Curriculum Leaders

Mr J Coleman

Ms K Hartnell

Professional Learning Team Leaders

Foundation to Year 2

Mr R Loft

Years 3 & 4

Ms L Broben

Years 5 & 6

Mrs M Neilson

Individual Needs Coodinator

Mrs E Still

Instrumental Music Coordinator

Mrs F Chindamo

Chaplain

Mr P Keuneman

Academic Staff

Ms F Arbon

Miss C Atherton

Miss A Blanch-Frederick

Ms I Bond

Mrs N Braddy

Mr T Braddy

Mrs T Ciavarella

Ms C Cowie

Ms C Delahunty

Ms G Digiglio

Mrs K Eaton

Mrs M Goetz

Ms C Harkin

Mrs J Keenan

Ms H Kerr

Ms A Lett

Mr D McClean

Miss B McHugh

Mr J McInerney

Mrs C Nicholson

Ms J Shannon

Mrs A Stock

Mrs S Taylor

Ms S White

Administrative Staff

Personal Assistant to the Head of Buckley House

Mrs N Hales

Administration Assistant

Mrs A Rooke

Art Technician

Miss S Galapi

ELC Co-educators

Ms E Leighton

Mrs T Prinsloo

Ms L Quach

Learning Support Assistants

Mrs L Apicella

Mr S Daniel

Mrs H Flanagan

Mrs D Galapi

Mrs C Gibson

Mrs S Munro

Miss L Stechiwskyj

School Nurses

Mrs K Wilson

Ms K Fyvie

Library Staff

Mr R Anthony

Ms A Kok

Plenty Campus

Campus Executive

Deputy Principal/ Head of Plenty Campus

Mrs F Devlin

Deputy Head of Plenty Campus/ Head of Secondary

Ms C Mansour

Head of Primary

Mr D Gibson

Deputy Head of Campus –

Staffing & Operations

Mr A Wilson

Heads of Year Levels

Head of Year 12

Mr C Caracella

Head of Year 11

Mr A Ratskos

Head of Year 10

Mrs N Luscombe

Head of Year 8

Mr D Hrovat

Head of Year 7

Mrs K Horsford

Senior Leaders

Administration Manager

Mrs J Harrison

Deputy Head of Primary

Mr L Fleming

Careers Advisor

Mrs N McFadden

Head of Performing Arts

Mrs M Denni

Head of Plenty Music

Mr J Bam

VCE Coordinator

Mr M Barnett

Head of Learning Area –Humanities & Social Science

Mr A Luscombe

Individual Needs Coordinator

Mrs A Fahey

Mrs A Sankovic

Pastoral Coordinator

Mr L Dahl

Academic Extension Coordinator

Mrs A Horneman

Curriculum Leaders

Curriculum Leader –Digital Technology

Mr R Fox

Curriculum Leader –English

Mr C Stein

Curriculum Leader –Health & Physical Education

Mr H Tyler

Curriculum Leader –Humanities

Mrs S Evans

Curriculum Leader –Languages

Mr B Langford

Curriculum Leader –Mathematics

Mr P Briggs

Curriculum LeaderCommerce

Miss D Lin

Curriculum Leader –Science & Technology

Ms R Zammit

Curriculum Leader –

Visual Arts

Mr L Dalton

Academic Staff

Mr H Bullen

Mr C Bourne

Mr A Burton

Mrs A Burton

Mr M Callegari

Ms J Cerrone

Mrs C Comito

Miss K Crichton

Mrs C Comito

Mrs S Cracknell

Mr J Delaney

Mr J Doman

Mr J Edmonds

Ms J Green

Mr A Hoogenraad

Mrs S Horton

Mr A Juma

Miss J Knights

Ms M Koppany

Ms D Krilis

Miss H Li

Ms S MacEwan

Ms M Matthews

Mrs S McCormick

Ms M Mills

Mrs A Moravski

Miss R Payne

Ms G Saadeh

Mrs N Smith

Mr B Tucker

Ms N Ventrice

Ms L Zorzi

Administrative Staff

Personal Assistant to the Deputy Principal/Head of Campus

Mrs S Anderson

Academic SecretarySecondary Years

Ms G Gunn

School Nurse

Mrs D Strauss

Learning Support Assistants

Mrs J Hardy

Mrs P Khoury

Mr C Leroy

Ms A Persico

Mrs L Stevens

Mrs B Thorne

Staff List

As at 1 November 2024

Receptionist

Ms K Coade

Mrs T Hutchinson

Performing Arts Secretary

Ms N Alexander

Primary Years Secretary

Mrs M Kilkenny

Science Laboratory

Technicians

Ms H Samadian

Ms A Trainor

Studio Assistant

Mr K Whitechurch

Library Staff

Primary Library Teacher

Mrs L Cotter

Library Support Staff

Mrs T Knight

Ms J Simpson

School Psychologist

Mr J West

Grounds & Maintenance

Grounds & Maintenance

Coordinator

Mr A Wiseman

Grounds & Maintenance Staff

Mr R Patterson

Food Technology

Assistant

Mrs S Montalto

Ridgeway Campus

Campus Executive

Deputy Principal/Head of Ridgeway Campus

Mrs A Sowden

Deputy Head of Campus –

Head of Senior Years

Mrs A Di Ciocco

Deputy Head of Campus –Staffing & Operations

Mrs J Scanlon

Deputy Head of Campus –

Head of Middle Years

Mrs V Arnas

Heads of Pedagogy

Head of Pedagogy –Humanities & Social Sciences

Mr J Bloom

Head of Pedagogy –Languages

Mrs K van Leest

Head of Pedagogy –Literature

Ms P Rao

Head of Pedagogy –Mathematics

Mr H El-Hassan

Head of Pedagogy –Science & Technology

Ms R Maynard

Head of Pedagogy –The Arts

Ms J Patterson

Heads of Year Levels

Head of Year 7

Mrs F Burgess

Head of Year 8

Mr D Verrocchi

Senior Leaders

Head of Curriculum

Ms E Agius

Head of Academic Extension

Ms W Mc Carry

VCE Coordinator

Mr R Henshall

IB Coordinator

Dr N Mercer

Director of Theatrical Performance

Ms F Atkin

Director of Music

Mr P Smith

Lay Chaplain

Mr A Fox

Head of Individual Needs

Mrs E Linke

Head of AGSV Sport (Summer)

Mr R Gill

Head of AGSV Sport (Winter)

Mr B Aisbett

Heads of House

Athelstane

Ms K Wilson

Lincoln

Mr D Voss

Sherwood

Miss G Grant

Thoresby

Mr D Naude

Curriculum Leaders

Curriculum Leader –Art & Design

Mr T Major

Curriculum Leader –Commerce

Ms H Seadon

Curriculum Leader –English

Ms J Akrigg

Curriculum Leader –Health & Physical Education

Ms C Parodi

Curriculum Leader –Humanities

Miss L Portella

Curriculum Leader –Languages

Ms S Irwin

Curriculum Leader –Mathematics

Ms J Ranasinghe

Curriculum Leader –Science

Mr I Lobo

Academic Staff

Mr P Allen

Miss C Alton

Ms K Andrew

Ms J Angwin

Mr D Atkinson-Buck

Mrs L Aubrey

Ms B Bell

Miss C Bernardi

Ms J Boer

Mr P Bowers

Ms J Brown

Ms K Brown

Mrs V Buzzard

Ms A Chiodo

Ms C Chuter

Ms R Clyne

Mr M Cousins

Mr G Crawford

Ms C Davies-Kildea

Miss K de Bomford

Mr S De Domenico

Ms M Delvikasari

Mr H Do

Mr W Draper

Ms A Easteal

Ms T Edirisingha

Mr B Ernest

Miss E Federico

Mrs K Filbey

Ms L Fraumano-Braddy

Mr C Galvez Gonzalez

Mr A Gibbs

Ms C Gill

Mr M Gill

Ms C Gleeson

Mr A Govers

Miss J Green

Ms M Greenwood-Smith

Ms E Grills

Mr D Harris

Mr B Heuser

Mr P Hodge

Miss B Howell

Mr B Ingleton

Mrs J Jasper

Mrs E Jeffries

Mr T Jones

Dr E Kakoschke

Mrs S Kelly

Miss C Lao

Miss C Lennon

Ms M Leonard

Mr L Lochran

Ms S McCowan

Miss S McDougall

Ms S McLaughlin

Ms G Mitchell

Mr S Nelson

Ms Y Ngiam

Mrs H Perrone

Mx C Planko

Mr D Plumb

Ms M Pool

Mrs E Pucius

Miss G Ratcliffe

Mr R Rizzo

Mr M Robertson

Mrs D Rothnie

Ms C Saez

Dr R Savage

Miss D Scott

Mr J Scuruchi

Mr C Shallcross

Ms K Shipsides

Ms L Spencer

Mr J Stajcer

Ms L Stein

Mr P Szczur

Ms A Taylor

Mrs G Thorpe

Ms Z Ticklay

Mr K Treloar

Mrs P Turner

Mrs M Vallury

Mr S van Beek

Mr G Wade

Dr R Waese

Mr C Ward

Ms S Warren

Ms L Wei

Ms N Wei

Miss S White

Mrs W Wilkinson

Ms K Williams

Mr M Yau

Ms T Zeki

Ms J Zhang

Mr C Zois

Administrative Staff

Academic Secretary –Co-Curriculum

Ms C Brennan

Academic Secretary –Curriculum & IB

Ms A Marchese

Academic Secretary –Senior Years Student Services

Ms G Canale

Academic Secretary/VASS Administrator

Mrs D De Silva

Academic Operations Officer

Mr B Swaby

Co-Curricular Secretary –Cadets

Mrs S Mileto

Co-Curricular Secretary –Sport

Mr J Campisi

Educational Support Staff Coordinator

Ms C Cassidy First Nations Program Coordinator

Mr A Taylor

Workshop Technician

Mr A Field

Performing Arts Secretary – Music & Theatre

Mrs E Lofthouse

Studio Arts Technician

Ms R Feery

Theatre & Production

Assistant

Mx S Moorhen

Food technology Assistant

Mrs R Flesser

Laboratory Manager

Ms M Nigro

Learning Support Assistants

Mrs E Ahimastos

Ms K Bhar

Ms E Eades

Ms F Edge

Mrs S Golden

Ms A Marian

Middle Years Secretary

Ms K Williamson

Personal Assistant to the

Deputy Principal/Head of campus

Mrs A McGrath Receptionists

Mrs R Baines

Ms C Masciangioli

School Nurses

Mrs S Sargeant

Mrs M Taylor

Mrs L Telford

Science Laboratory Technicians

Mr J Morrissy

Mrs C Whelan

Library Staff

Head of Library Services

Mrs W Logan

Library Staff

Ms T Bruhn

Mrs M Canals

Ms A Galati

Ms K Hoogenraad

Mrs S Lowe

Ms R Phung

Music Staff

Music Performance Coordinator

Mr J Campbell

Ms J Chahine

Mr A Piechocinski

Music Staff

Mr M Savage

Mrs R Stone

School Psychologists

Ms K Li

Ms A Nikolaou

Miss L Punaro

Grounds & Maintenance

Property Manager

Mr J Atherton

Grounds & Maintenance Staff

Mr M Davies

Mr S Pachis

Mr J Patterson

Mr N Pinder

Mr M Schoen

Mr J Sinadino

University

Campus

Senior Staff

Head of University Campus

Mrs S Batsanis

Senior Support Staff

Deputy Head of Campus –Staffing & Operations

Mr P Hogg

Director of Ivanhoe Institute

Mr B Stone

Heads of Wellbeing

Mr S Adderley

Mrs S Scott

Individual Needs Coordinator

Ms A Burns

Academic Staff

Mr S Ballantyne

Mr T Barter

Ms N Brown

Ms C Cassandro

Ms B Darby

Mrs H D’Elia

Ms N Estavillo

Mr C Fotinopoulos

Ms A Kennedy

Ms L Lavery

Mr J Lowenthal

Miss M Nicholls

Ms C O’Loughlin

Ms K Pinnuck

Ms L Purchase

Mrs L Rigby

Mrs K Robertson

Miss N Sartorel

Mr J Simpson

Mrs K Yeats

Ms W Yu

Mrs L Zampichelli

Ms Y Zhang

Administrative Staff

Personal Assistant to the Head of University Campus

Ms H Smith

School Nurse

Ms R Strickland

Academic Secretary –Campus Operations

Ms T Koutrouzas

Learning Support Assistants

Mrs L Valsamis

Miss H Fox

Ms L Evans

School Psychologist

Mrs C Baglin

‘You gotta have the fire in your belly, it’s important. If I didn’t have that fire in my belly, I wouldn’t have got things done.’

– Joyce Clague

young people of character

#learningtogether

Buckley House

ELC 3

Front Row: Hamish Robinson, Alisha Sood, Demi Kollaras, Alisia Taleb, Hamish Kreti, Mikayla Dong, Hugo Simonetti Middle Row: Tadhg Morgan, Lewis Sabri, Harrison Fanelli, Teddy Campion, Charlie Blencowe, Xavier Maligaspe, Felix Bodley, Estelle Cranston Back Row: Ms Elizabeth Leighton, Paris Thomas, Matilda Black, Charlotte Kostadinoski, Hannah Murcott, Aria Beardsworth, River Schwef, Vera Lu, Ms Laura Moresi

ELC 4S

Front Row: Alexandra Avramoski, Annabelle Huang, Katelyn Xu Somers, Tebbie Muyambo, Harvey Johnstone, Leo Betinski, Isla Beardsworth Middle Row: Mrs Simone White, Lila Fong, Arielle Haugh, Hamish Birtley, Hugo Raghavan, Napoleon Sidaoui, Khazana Kaur, Zadie Barba, Mrs Tersia Prinsloo Back Row: Gia Tanwar, Lennie Westaway, Stella Gao, Ananya Mariampillai, Orlando Workman, Nicholas Crivelli Absent: Hugh Bailey, Kris Zheng

ELC 4D

Front Row: Ada Brook, Francisco Sinopoli, Olivia Kalafatis, Jordan Leon, Elle Maddison, Mila Paton Middle Row: Ms Caroline Harkin, Freyja Carolane, Hazel Vaiopoulos, Rocco Di Pasquale, Oscar Garewal, Hugo Yeats, Louis Liang, Aleko Kollaras, Bobby Stevens, Ms Linh Quach Back Row: Ava Basterfield, Grace Paris, Charlotte Cheesbrough, Sasha Savkoski, Cora Wu, Griffin Schwaiger, Jayden Lin, Hannah Byrne

Foundation L

Front Row: Chrissy Koutrouzas, Sunny Shao, Ethan Lau, Mia Dardha, Milly Kara, Patrick Roberts, Jack Marasco, Estelle Truong

Middle Row: Anthony Leon, Sienna Savkoski, Gus O’Mullane, Aiden Winiata, Thomas Watson, Luna Leggett, Otto Roberts

Back Row: Ms Charlotte Minuzzo, Jayden Zhu, George Mihailidis, Olympia Xiros, Quinn Dalgleish, Mr Robert Loft

Foundation K

Front Row: Ethan Ong, Estelle Tran, Owen Jin, Emilia Gilbert, Kaizer Dabelstein, Sena Mohammed, Ethan Jiang Middle Row: Parker Westaway, Leonard Chen, Hamish Ligtermoet, Reuben Elias, Zoe Safi, Leon Angelopoulos, Noah Robinson, Sienna Belanti Back Row: Mrs Sandra Munro, Ayden Zhao, Charlotte Bordonaro, Archer Rosenlis, Kitty Morgan, Damian Kovacevic, Mrs Amanda Stock

Year 1B

Front Row: Christian Belanti, Ariana Kalafatis, Hermione Fok, Ian Chen, Irini Papadopoulos, Isabella Joshi, Anthony Tricarico Middle Row: Jasper Ling, Mia Guo, Alexia Tzirkas, Jeremy Tang, Noah Pavlickovski, Lola Botha, Sophia Bayat, Ben Hoggins

Back Row: Mrs Sandra Munro, Lachlan Deveson, Luca De Fazio, Florence Brennan, Micah Gazeas, Julius Sinopoli, Mrs Nicola Braddy

Absent: Poppy Lloyd-Wyatt, Matthew Zheng

Buckley House

Year 1M

Front Row: Aston Myers, Harlow Barba, Zara Tanwar, Simon Yuan, Dana Dashtegoli, Chloe Kostadinoski, Spencer Brook

Middle Row: Liam Wang, Aurelia Di Pasquale, Carter Chen, Harrison Johnstone, Saoirse O’Neill, Zarya Prashanth Sahukar, Archie Leggett, Charlotte Fan

Back Row: Mr Sam Daniel, Chloe Bufano, Belinda Ye, Yolanda Ye, Rex Diffin, Walter Schwaiger, Melina Kassimatis, Leonardo Concas, Ms Bronwyn McHugh

Year 2M

Front Row: Olympia Thomas, Ariyan Mariampillai, Emily Miskas, Ella Ferdowsi, Mason Trapani, Sophie Ong, Jenna Mohammed, Harry Koutrouzas, Zara Safi

Middle Row: Aidan Basterfield, Isabelle Stonier, Emile Taylor, Eric Gu, Aston Haugh, Danny Dong, Rosie Saman, Xander Elcheikh

Back Row: Mr Sam Daniel, Harper Wozniak, Will Harper, Lucas Pintaudi, Hudson Kreti, Leela Xiros, Lucas Gibertoni Teixeira, Ronav Sarkar, Mr David McClean

Year 2B

Front Row: William Wang, Stella Elias, Abby Tonissen, Sofia Suleska, Aliya Tanwar, Avery Fong, Grace Song, Evie Truong, Manu Vijayan Middle Row: Daniel Gao, Henry Gao, Jethro Gibbins, Daniel Kovacevic, Jack Stevens, Harlen Nedanovski, Adrian Avramoski, Nate Byrne

Back Row: Ms Charlotte Minuzzo, Bear Morgan, Lucas Chen, Smith Shanahan, Mia Love, Georgia Gowans, Magnus Bodley, Mavis Qiu, Ms Isobel Bond

Year 3L

Front Row: Olivia Fry, Felicity Liu, Giorgio Skafidas, Jacob Tran, Scarlett Chan, George Papaevangelou, Ben Jones, Anoushka Boehm Wilson, Eliza Teoh

Middle Row: Bodhi Bhatia, Henry Roberts, Sebastian Khan, Jeremy Lin, Zander Gazeas, Lennon Ebeli, Nicholas Chan, Imogen Robbie

Back Row: Mrs Dorothy Galapi, Hugo Garewal, Lexie Di Bella-Fankhauser, Aliya Ameen, Margot Diffin, Inika Roberts, Maya Powell, Maghil Mohanrajh, Ms Alexandra Lett

Year 3T

Front Row: Xavier Simonetti, Chelsea Tan, Paddy Nolan, Zoe Dimovski, Aria Presta, Zosia Jayamanna, Santo Arvanitis, Marlie Sowden, Zac Safi

Middle Row: Arianna Ylias, Meadow Black, Zephyra Makris, Ethan Sood, Ryan Tan, Felix Holdsworth, Allie Bordonaro, Aliana De Fazio

Back Row: Mrs Helene Flanagan, Finn Hawkins, Ethan Schwaiger, Chiara Fraser, Reuel Reuben, Inesh Selvendra, Eli Botha, Felicity Deveson, Jamie Jin, Andy Wu, Mrs Suzanne Taylor

Year 4B

Front Row: Eliza Wavish, Archie Hildebrand, Luke Sacca, Lucy Nasserallah, Peter Arvanitis, Sophie French, William Sacca, Lucas Gao, Lucy Cheesbrough

Middle Row: Emily Torrington, Sammy Fisher, Nathan Raghav, Greta Evans, Matilda Stonier, Quinn Brophy, Chara Zapris, Addie Gibbins Back Row: Mrs Dorothy Galapi, Michael Arvanitakis, Grace Fleming, Jason Kassimatis, Lucas Pavlickovski, James Fisher, Evie Saman, Zihao Chen, Ms Lisa Broben

Buckley House

Year 4K

Front Row: Stefan Savkoski, Anastasia Avramoski, Henry Tricarico-Kanina, Bella O’Sullivan, Livia Liu, Jayden Wang, Emily Truong, Isaac Tan

Middle Row: Ava Myers, Henry Dalgleish, Cherise Chen, Aaron Xu, Sophia Huang, Daniel Miskas, Sofia Silva

Back Row: Mrs Helene Flanagan, Elke Devidas, Eli Gliana, Valerie Matusiak, Hudson Cutts-Kerrins, Isaac Bufano, Georgia Hyland, Pip Bodley, Max Ducquet

Absent: Peter Arvanitakis, Edward Wang, Mrs Jayde Keenan

Year 5G

Front Row: Maddy Short, Gianni Costanzo, Matilda Dunbar, Cooper Johnston, Kosta Papadopoulos, Rohan Sood, Olivia Papaevangelou, Lucas Tye-Din, Demi Stylianou

Middle Row: Hannah Artis, Vienna Presta, Emanuel Lombardo, Harrison Di Bella-Fankhauser, James Huang, William Teoh, Eline Cui, Jasmine Prukkittiwong

Back Row: Mrs Lucia Apicella, Aanav Khanna, Rose Wright, Edward Nation, Max Williams Suine, Oscar Zhao, Kimi Ye, Gabrielle Cam, Ava Sun, Elliot Dogan, Mrs Melanie Goetz

Year 5M

Front Row: Yianni Stamatakos, Kiaan Ferdowsi, Elise Paris, Emily Ahimastos, Kate Tan, Saara Gupta, Luke Fan, Oscar O’Neill Middle Row: Evan Mai, Stella Caruso, Luca Simonetti, Elliot Dooney, Daniel Bayat, Aya Mohammed, Sanoak Thenuwara Back Row: Mrs Claire Gibson, Georgia Karasavvidis, Jack Wright, Elle Zygouris, Liam Payne, Thomas Gibertoni Teixeira, Juliet Yann, Arlo Roberts, Gracie Wingad, Mr James McAlley

Absent: Maxwell Kostadinoski, Tracy Tran, Oscar Zhao

Year 6N

Front Row: Emma Labrakos, Levi Shaw, Jacqueline Tan, Sofia Savkoski, Chloe Kocev, Amy Liu, Sophie Tan, Luke Ahimastos, Emily Guo

Middle Row: Mesa Wang, Harrie Bhatia, Siena Briganti, Christopher Toth, Alexander Foulds, Elisa Galway, Evan Theofilakos, Addi Brace, Mrs Melanie Neilson

Back Row: Mrs Claire Gibson, Nathan Nguyen, Eleanor Sacca, Cici Qiu, Stefan Lambros, Zeki Kocak, Emily Morgan, Christina Siakou, Jim Harley

Absent: James Bisogni, Frankie Nolan

Year 6B

Front Row: Alexis Tan, Jonathan Khan, Gus Schijf, Oriana Briganti, Isabella Wong, Thomas Alderson, Josh Hu, Ella Truong

Middle Row: Bowie O’Sullivan, Lazaros Papadopoulos, Christos Paris, Edward Molloy, Leon Osborne, Oscar Josephson, Armand McCracken, Ari Bergamin, Lucas Tan

Back Row: Mrs Lucia Apicella, Grace McCaffrey, Eileen Huang, Fairley Caddy, Holly McKechnie, Stella Crane, Ellie O’Duill, Sascha Ducquet, Eva Mai, Mr Tim Braddy

Absent: Anastasia Pagnin, Zoe Quick

Plenty Campus

Foundation

Front Row: Shiv Kiran, Roy Dhaliwal, Avneek Kalsi, Aston Duong, Amelia Bongiorno, Aurum Dutt, Ava Giang, Archie Malhotra, Vansh Kharod Middle Row: Karin Ashoory, Oscar Trajcevski, Aaron Raja, Rumi Atwal, Tahni Webster, Onish Saxena, Arayna Akshay Suri, Ayaan Hossenally Back Row: Benjamin Rajab, Jai Shukla, Samar Banwait, Pavit Kaur, Harry George, Jack Stevens, Naomi Nugent, Mrs Nicole Smith

Year 2

Front Row: Tahlia Herath, Lucas Lu, Daisy Wilson, Vivaan Boghani, Jovan Grewal, Rafan Ahmed, Nyra Ahmad, Krish Kiran, Abi Evans Middle Row: Jaysha Tiwari, Arjun Raja Kakarlapudi, Shane Mehra, Amreen Waraich, Sweerah Sibi, Harjeet Sidhu, Emerson Old, Rayaan Rajab, Ms Melanie Matthews Back Row: Knox Marsden, Angela Zhao, Hudson Saw, Ethan Dong, Sanjh Dhaliwal, Sehajdeep Chouhan, Logan Webster

Year 1

Front Row: Aria Yadav, Mina Tadros, Jasmine Shamil, Maya Nanuan, Mia Wannouch, Raymond Vijay, Evie Duckmanton Middle Row: Udham Mangat, Tahj Arora, Daniella Perera, Azmaira Mahajan, Hareem Farooq, Aerianna Rout, Steve Sheng, Lucas Dai, Mrs Simone Cracknell Back Row: Ayaansh Sharma, Benson Liu, Aiden Bora, Reyansh Mullapudi, Jacob Zora, Seb Vanis, Jaden Carter

Year 3

Front Row: Kiara Gokuladas, Veda Shah, Ethan Whittingham, Ranya Begum, Allegra Lidgett, Varish Mahajan, Anastasia Ilijevski, Melana Tadros

Middle Row: Ziva Rizwan, Emily Black, Ayansh Kapoor, Lachlan Tysoe, Samarvir Hira, Yohan Kapoor, Noah Duckmanton, Tiara Malhotra, Justin Morihovitis

Back Row: Mr Lucas Fleming, Scarlett Starbuck, Lawrence Bhattacharyya, Emre Alinc, Sada Kaur, Venya Mahajan, Fareed Atwal, Noah Lacorcia, Maya Bament, Mrs Samantha McCormick

Year 4

Front Row: Leo Sarek, Jude Wafek, Kayra Misirlisoy, Noa Butterworth, Aaron Dhaliwal, Siobhan Ralph, Beata Pajarillo, Kishan Rajeev, Leonardo Canzoneri

Middle Row: Mrs Bianca Thorne, Benjamin Papaluca, Ash Wilson, Kian Mittal, Rayan Bhatti, Wyatt O’Hehir, Siya Patel, Sammy Zenel, Chloe Dias, Mrs Sarah Horton Back Row: Nevisha Saravanan, Seerat Salh, Jacob Liu, Ziyah Sarosh, Abby Ward, Renee Tandon, Kris Puri, Jacob Wannouch, Imani Herath

Year 5

Front Row: Joshua Ward, Kushad Dwivedi, Pranil Sengupta, Ronith Ramesh, Luca Lidgett, Noah Keferevski, Jaxson Bongiorno, Jobe Fantone Middle Row: Adam Kamal, Sabreen Hira, Jacob Papaluca, Reena Ando, Ridangam Kaur, Miran Kaygusuz, Avni Sidhu, Kayla Webster, Amreen Kaur, Miss Krystal Crichton

Back Row: Rafe Graham, Christian Karlis, Stuart Gibson, Jeevan Srikantha, Sukhnaaz Anand, Aral Kaur, Niki Wang, Bethmi Perera Absent: Herry Jiang, Chloe Stocker

Plenty Campus

Year 6.1

Front Row: Danya Sundaram, Selena Wang, Nate Anderson, Sartaj Dhanoa, Kenny Dai, Connor Tibbey, Marilyn Bhattacharyya, Keya Patel

Middle Row: Gentiana Balashi, Arjun Sembey, Benn Davies-Starritt, Daniel Ren, Vicki Sheng, Oliver Tan, Leo Duckmanton, Shayen Nijhawan, Sienna Lacorcia, Mrs Cara Comito

Back Row: Julian Canzoneri, Maddy Vanis, Ian Zhang, Curtis Sailah, Lana Walsh-Buckley, Kyra Dutt, Sirin Demir, Eveleen Kalsi Absent: Ari Bonwick

Year 7.2

Front Row: Vimathi Millawana, Kingston Stoddart, Harshi Karthik, Omer Qurashi, Seb Armour, Tilly Davis, Mornisa Hutchinson, Kush Singh Middle Row: Mrs Gina Saadeh, Max Nardo, Keisha Mittal, Mavith Millawana, Lily Yap-Nelson, Mukhil Maran, Paul Cleaver, Bedirhan Gencoglu, Mrs Kathryn Horsford Back Row: Zac Douglas, Chanupa Silva, Lucian Armstrong, Millie Dean, Mia Luscombe, Arjun Pannu, Avi Singla, Natalie Nair Absent: Darcie Di Carlo, Edward Stocker

Year 7.1

Front Row: Rayan Shoaib, Luke Dawood, Thevmi Weeranayake, Rahul Patel, Hamish Bilston, Emily Eldo, Ibrahim Andeishmand, Zach Underwood Middle Row: Ms Ruth Payne, Sanuth Fernando, Parham Ashena, Renato Vijay, Manreet Randhawa, Ray Chen, Kunwar Badwal, Ilia Maghasedi, Mrs Kathryn Horsford Back Row: Abi Antonipillai, Sienna Bores, Ira Jolly, Viky Mullapudi, Edward Darrall, Seyha Wijenayaka, Atilla Misirlisoy, Ananya Nair Absent: Daniel Ellul, Cameron Hinchliffe

Yousif Al-Mulla, Mrs Kathryn

Charli

Zac Hermiz

Middle

Back

Ms Jacinta

Ethan

Absent: Aarav Tiwari

Mrs Kathryn Horsford

Year 7.4

Front Row: Jaydev Rajeev, Charlotte Karlis, Vihaan Brijesh, Ashneer Sanghian, Maanas Walia, Ngari Thorpe, Jude Monteiro, Abbey Duckmanton, Evan Shen

Row:

Cerone, Ayaan Hassam, Frankie Graham, Aradhna Hari, Lucas Bruzzese, Owen Ding, Jamison Bamblett, Myra Sarwara, Viraj Sandhu,

Row:

Hartstone, Rexford Vardy, Kiara Staffieri, Samrath Anand, Angadbir Chouhan, Ayesha Elkhishin, Huw Whitworth

Year 8.1

Front Row: Noor Lehal, Sammy Joslyn, Seert Dhaliwal, Meghavini Shrestha, Alyssa Sarek, Sierra Nikolovski, Genevieve Dyer, Jai Aleti Middle Row: Mr David Hrovat, Ethan Yang, Sienna Lovat, Misha Dhiman, Ricky Yang, Eshan Rahman, Sienna Gatto, Andy Zhao, Sameer Patel, Mischa Necovski, Mr Allen Burton

Back Row: Xavier De Santis, Ethan Abhayasinghe, Arav Samadhia, Zachary Wang, Archie Ferguson-McLellan, Ori Refael, Temujin Ristic, Salvatore Canzoneri

Year 7.3

Front Row: Rhea Banitskas, Rehet Singh, Ajay Singh, Aadya Achar, Phoebe Luu, Dean Sarek, Andy Mitsinikos, Gracie Jhaveri

Middle Row: Mr Henry Tyler, Kishen Akilan, Kyna Gupta, Cooper Donnellan, Anqi Zhou, Sienna Milazzo, Charli Duguid, Kairav Sabharwal, George Gifford,

Horsford

Back Row:

Millar, Ibraheem Mohsin, Tanish Billa, Lohith Yadav, Baran Kocak, Alex Luporini, Christian Boicovitis, Diyenka Jayasinghe Absent:

Plenty Campus

Year 8.2

Front Row: Mahrosh Shoaib, Jassman Bajwa, Chenhao Guan, Matin Mohseni, Harshan Gurna, Oliver Stojanovski, Alessia Parlapiano, Haasini Ajay

Middle Row: Mr David Hrovat, Yuting Qiang, Chloe Baffigi, Johnathan Saravanan, Ayaan Kakkar, Ethan Webster, Marcus Wang, Harvey Sailah, Chanel Chapman, Sophia McKeown, Mr Jesse Delaney

Back Row: Ryan Stavrou, Claudia Staffieri, Jet Ji, Benji Rinaldo, Mahiru Jayasinghe, Ashwath Sai Senthil Kumar, Jacob Bongiorno, Patrick Ilias Absent: Ishana John, Seerit Sandhu

Year 10.1

Front Row: Tasharny De Cata, Tiora Gunatilake, Georgette Doherty, Gurleen Bhullar, Scarlett Boicovitis, Laura Dawood, Hla Abdelghany, Emily Furlong

Middle Row: Miss Jordyn Knights, Mia Douglas, Emily Dunne, Grace Daly, Gus Bonwick, Lachlan Byrne, Olivia Heath, Zack Gathercole, Mrs Nicole Luscombe Back Row: Jack Carpenter, Saif Bhatti, Tony Cheng, William Doherty, Oscar Faulds, Aidan Cominotto Absent: Kevan Abraham, Mahnoor Ajaz, Bimash De Alwis, Lexi Dean, Jade Dimech, William Doman, Holly Grant

Year 8.3

Front Row: Kevon Galagedara, Jaynaya Fantone, Ajeet Sandhu, Kieren Risteski, Mia Corvetti, Raymun Sekhon, Mohammed Al-Mulla, Sarah Carpenter, Naethan Alexander Middle Row: Bradley Dixon, Lily Moad, Ryan Gayen, Charlotte Henderson, Jackson Sharp, Clara Alvaro, Tess Morgan, Georgia Moio, Mr David Hrovat

Back Row: Lachie McLaren, Arjun Achar, Patrick Jiang, Aryan Sarangal, Joel Roberts, Sami Webster, Harry Mina Absent: Josh Hermiz, Audrey Millar

Year 10.3

Front Row: Mehul Saini, Jahnavi Srikantha, Jacqueline Wharton, Erikah Warren, Minuki Vidanapathirana, Yanan Sun, Adit Sangam

Middle Row: Mr Richard Fox, Stella Rose, Alex Wilson, Naithan Thomas, Hansikaa Sharma, Pratham Singh, Max Rinaldo, Ava Sheffield, Eleanor Shephard, Mrs Nicole Luscombe

Back Row: Rowan Sharples, Zack Kysela, Pranav Sudheesh, Ayaan Rahman, Aaron Sultani

Year 11.1

Front Row: Lucas Hill, Jacinta Hickling, Avlene Das, Paige Barnett, Gaatha Goel, Evie Foenander, Klodian Balashi, Ashley Gibbs

Middle Row: Mr Angelo Ratskos, Hena Asani, Jemima Dillon, Fin Butterworth, Mitchell Darcy, Lucca De Santis, Henry Davis, Sienna Di Carlo, Mr Christopher Bourne

Back Row: Oliver Doherty, Joshua Dimech, Nick Errington, Cristian Corvetti, Harvardan Singh Dhaliwal, Thomas Furlong

Absent: Cooper Brenner, Ashley Daly

Year 10.2

Front Row: Alessia Nardo, Somer McCormack, Shona Oghanna, Mia Kaptan, Serena Hindley, Angelina Osavkovska, Chloe Papaioannou, Bailee Nankervis

Middle Row: Mrs Nicole Luscombe, Emily Ma, Sahib Khangura, Lacey Marsh, Kate Hopper, Maximus Karamzalis, Seniru Perera, Maya Hopper, Luciana Pastrana Martinez, Sam Pisani, Mrs Angela Burton

Back Row: Julian Petrovski, Martin Kovacevic, Will Hopper, Darcy Hill, Andreas Mina, Ashton Lovett, Shashwath Mageshkumar, Sushant Puri

Absent: Fatima Imran

Plenty Campus

Angelo

Mia Stahl, Mr James Edmonds

Rekhi, Sam

Year 11.2

Front Row: Jade McCarthy-Bache, Rakhi Patel, Briony Parker, Aidan Jones, Aayan Naseer, Allegra Kalona, Nayna Naidu, Brahmleen Kaur

Middle Row: Mr Angelo Ratskos, Jasmin Muir, Odessa Miles, Ali Maghasedi, Vaughan Joslyn, Harisanth Hutchinson, Kaushik Karthik, Manan Jyoti, Mrs Samantha Evans

Back Row: Christopher Kouvas, Aarav Jain, Ethan Liddy, Billy Rath, Will Kent, Lucas Keferevski, Max King, Aaron Mauger Absent: Mia House

Year 11.3

Front Row: Keysha Sorraghan, Eknoor Ratoul, Miria Teh, Senith Warnasuriya, Aakash Srivastava, Nicole Risteski, Paru Sreena Rajesh, Savi Yaramati

Middle Row: Mr

Ratskos, Thisura Sooriyaaratchi, Matilda Wanless, Thomas Wagner, Oscar Squirrell, James Walsh-Buckley, Zoe Stavrou,

Back Row: Daiwik

Yoannidis, Parin Techapan, Charlie Taylor Absent: Sebastian Rosalion, Myron Shi

Year12 Front Row: Poppy Toth, Sophie Flower, Sarah Fang, Donelle Joseph, Bora Dema, Nadia Khurram, Ms Deanna Krilis, Mr Craig Caracella, Mr Heath Bullen, Mr Mark Barnett, Angelika Fkiaras, Anata Gliana, Diya Anil, Maddi Nankervis, Dayna Ford, Odessa Banitskas

Second Row: Rakshita Chopra, Divya Sundaram, Elora Twyford, Eden Drummond, Ella Hargraves, Ashleigh Grant, Philomena Spicer, Georgia Goldie, Tharinie Uruththiran, Evie Youill, Alice Darby, Summer Faulds, Chloe Matthews, Jessica Mihajlov, Abby Cattell, Chelsea Li, Bonnie Chen

Third Row: Emily Hermiz, Tessa Moad, Labonya Paul, Inderjit Sidhu, Jack Borowski, Jasleen Mann, Jessica Dahl, Eve Reddrop, Ela Christov, Kate Marshall, Rossalina Ibraheem, Tess Clark, Dinel Perera, Lacie Harvey, Daniel Chelliah, Charlotte McGregor, Aadrika Saxena, Angelina De Sensi

Fourth Row: Toby Fryer, Alex Di Lorenzo, Levi McCormack, Nick George, Ryan McKeown, Zoki Osavkovski, Lachie Wilson, Eshaan Saini, Ryan O’Grady, Billy Kysela, Jack Sheffield, Kirat Multani, Joel McAlister

Back Row: Matthew Sailah, Gavan Sharples, Owen McLeish, Andrew Bormann, Aiden Cassidy, Panos Mina, Oliver Hollis, Harry Kneebone, Yosip Oghanna, Dean Fiume, Sanat Sahrawat, Uday Sandhu

Absent: Ali Al-Dayny, Maddy Smith, Rhys Southwell

Ridgeway Campus

Year 7A

Front Row: Ethan Zhang, Ben Short, Noah Lim, Tim Zigomanis, Mr Joseph Scuruchi, Lachlan Van Der Valk, James Talty, Billy Crewes, Max Upton

Middle Row: Miss Dominica Scott, Jonathan Nation, Anton Verheijden, Liam Wong, Alfie Do, Max Winship, Oliver Chandler, Kaya Clark, Shreyaan Khanna, Mrs Falia Burgess

Back Row: Harvey Darvall, Jeremy Blackmore, Emilio Costanzo, James Connor, Patrick Cox, Tom Colman, Louis Perdreau Absent: Sameer Kunchi

Year 7C

Front Row: Harry Slots, Gabe Reid, Andrew Spencer, Flynn Vance, Mr Isaac Lobo, Zethan George, Cory Devlin, Charlie Cassidy, Angus Kouryialas

Middle Row: Miss Dominica Scott, Jack Di Cristofaro, Charlie Sebastian, Daniel De Filippo, Lachie Artis, Sully Ballard, Oscar Dunne, James Craven, Luca Narayanan, Mrs Falia Burgess

Back Row: Hugo Gibson, Charlie Fennessy, Kayden Jin, Max Barton, David Russell, Miles Devidas, Josh Fairbank, Bass Perry Absent: Leonardo Donarelli

Year 7B

Front Row: Abby Song, Arendia Karasavvidis, Lucy Werts, Mrs Justine Jasper, Layla Mannuzza, Alessia Lombardo, Lakshya Ranjith Middle Row: Miss Dominica Scott, Chloe Pascoe, Ella Nguyen, Tahlia Farmer, Francesca Ficarra, Sophie Chen, Benita Zhang, Tiya Galia, Eva Ross, Mrs Falia Burgess Back Row: Charlotte Mann, Eliza Stokes, Gabby Vulinovic, Sabia Comito, Pippa Smith, Milla Sapazovski, Milla McDonald, Maggie Olszak Absent: Tysha Abrol, Amaya Dharmasena

Year 7E

Front Row: Billy Redin, Gus Findling, Aarvy Bhatta, Dimitri Kalogerakis, Mr Samuel Nelson, James Burgess, Adnan Vasowala, Amitesh Atisoothanan, Tom Symons

Middle Row: Miss Dominica Scott, Matthew Dimovski, Tom Fleming, Liam Watkins, Arjunaa Kandeepan, Lucas Nguyen, Jakob Suleski, Jaden Liu, George Zygouris, Mrs Falia Burgess

Back Row: Lachy Middleton, Noah Ross, Harrison Broberg, Felix Elsen, George Kerr, Darcy O’Callaghan Absent: Alexander Matsamakis, James Teoh

Year 7F

Front Row: Aarna Desai, Ivy Nguyen, Athalie Marshall, Hannah Huang, Ms Tara Zeki, Elodie Hammond, Lexie McCann, Maggie Coutts, Ella Surka

Middle Row: Miss Dominica Scott, Emma Giles, Lucy Huynh, Holly Howard, Poppy Bishop, Alice Durran, Edie Cadman, Karen Zhang, Keanndra Melling, Mrs Falia Burgess

Back Row: Isabella Ye, Yumi Reiss, Maddie Vaughan, Lucy Bland, Isabelle Lim, Emily Jansen, Kaeleigh Sambo

Year 7D

Front Row: Sophie Heaney, Mia Coote, Elsa Shallcross, Miss Carmen Lao, Charlotte Nardella, Georgia Munro, Chloe Norton, Friederica Treffene Middle Row: Miss Dominica Scott, Rani Devidas, Alice Long, Gabrielle Alderson, Ivy Alban, Siena Gray, Lucinda Harrison, Marley Bukhari, Mrs Falia Burgess

Back Row: Jess Seeley, Zoe Macaulay, Mimi Forck, Anna Vulinovic, Maya Johnson, Heidi Selkirk, Elise Voskamp, Emily Taylor, Abi Homewood

Ridgeway Campus

Year 7G

Front Row: Michael Vasiliadis, Matteo Stamatakos, Benjamin Green, Luke Mitchell, Mr Joshua Cozzio, Alex Brennan, Charlie Shedden, Carter Cheung, Spencer Halfpenny

Middle Row: Miss Dominica Scott, Hamish Goodison, Hamish McElhinney, Dexter Newell, Oliver Saman, Harley Sandiford, Ari Norwood, Josh Fanning, Rohan Ennis, Mrs Falia Burgess

Back Row: Sam Taylor, Jesse Coia, David O’Kane, Charlie Perrone, Thomas Vermiglio, Oliver Hunt, Oscar Miller, James Iwasaki Farrell Absent: Jonathan Garbutt

Year 7I

Front Row: Andre Garfi, Freddy Robertson, Jaxon Pearce, Flynn Groves, Mr Julian Stajcer, Cameron Gibbs, Benjamin Torzillo, Aidan McKay, Eddie French

Middle Row: Miss Dominica Scott, Spencer Qian, Louis Inifer, Xavier McNeill, Lenny Stathopoulos, Sam Coldrey, Lewis Vespa, Harvey Phelan, Evan Fitzgibbon, Mrs Falia Burgess

Back Row: Alex Zhou, Keiran Turner, Issac Niu, Lachie Brennan, Alex Minty, Luke McGrath, Alan Zhang, Joel Koolstra, Will Vaiopoulos

Year 7H

Front Row: Nell Rozen, Clementine Gooi, Fiona Perry, Eve Callahan, Miss Ella Federico, Lea Longo, Abby Vallve, Chloe Rizzas, Georgie Cosma Middle Row: Miss Dominica Scott, Lexie Martina, Frankie Hely, Eve Rundle, Lulu Opie, Eliza Veale, Clodagh Grace, Alexa Hassall-Herold, Mali Calleja, Mrs Falia Burgess Back Row: Zoe Pfisterer, Kristiana Lazaris, Grace Quinlan, Ella Ingleton, Mika Mason, Camille Taylor, Mira Fleming Absent: Grace Brennan

Year 8A

Front Row: Xavier Chable, Edward Pearce, Charlie Rees, Thomas Poulter, Mr Kyle Treloar, Felix Gurr, Tom Posselt, Avi Khurana, Lucas Abram

Middle Row: Ms Kirsten Shipsides, Ben McKenzie, Linton Liu, Jonah Harcourt Smith, Justin Kong, Luke Davis, Oscar Razzi, Xander Bell, Daniel Giles, Mr Daniel Verrocchi

Back Row: Jayden Gralinski, Angus Mitchell, Marcus Rocca, Oliver Douglas, Ryan French, Felix Westcott Absent: Stan Moore, Leon Qiu

Year 8B

Front Row: Joycelyn Luo, Jessica Cheung, Mia Arkoumanis, Skye Delios, Ms Meagan Pool, Ineka Rivett, Coco Pearce, Riley Caddy, Lucy Toy

Middle Row: Ms Kirsten Shipsides, Josie Aberle, Alyssa Kobayssi, Macey Spiliopoulos, Zara Brophy, Alice Reilly, Monet Atallah, Hannah Hassani, Alannah Bell, Mr Daniel Verrocchi

Back Row: Emilie Sheehan, Abby Wavish, Jemma Cvetkovski, Eloise Payne, Ariadne Skaliotis, Audrey Posselt

Year 7J

Front Row: Gabriella Chelliah, Leona Winther, Alessandra Drew, Téa Claydon-Platt, Ms Shae Warren, Jarrah Gibson, Ava Tsaousidis, Annalise Papaevangelou, Lucilla Caruso

Middle Row: Miss Dominica Scott, Sibina Sibinovska, Holly Maclean, Eva Joseph, Alyssa Chahal, Eva Northey, Asiya Abdullahi, Polly Christu, Harper Pini, Mrs Falia Burgess

Back Row: Olivia Winton, Lola Wilding, Gabbie Ansell, Charlotte Wallis, Sarah Freer, Aramintha Leat, Angela Sharma, Jessie Tu

Ridgeway Campus

Year 8C

Front Row: William Chen, Sullivan Brand, Mason Hancock, Cristiano Uliana, Mr Damien Atkinson-Buck, Ronan Sanders, Eli Sharan, Michael Miloi, Jamie Prukkittiwong

Middle Row: Ms Kirsten Shipsides, Michael Mai, Alby Dunbar, Jake Vasiliou, Archer Brown, Max Shewan, Shannon Forte, Mr Daniel Verrocchi

Back Row: Harry Hall, Jonah Lowe, Kaan Kocak, Andrew Kakoschke, Maddox Ralifo, Tom Barker, Donnacha Sawers

Absent: Ollie Barnfield, Jaime Hvalica, Oliver Tadic-Harrington

Year 8E

Front Row: Sam Shortt, Tom Sebastian, Pierce Arkoumanis, Ewan Fellowes, Mr Barkley Heuser, Jensen Ward, Eamon Coolahan, Rocco Occhiuzzi, Andre Amiridis

Middle Row: Ms Kirsten Shipsides, Remy Stonehouse, Will Jansen, Coen Wallis, Josh Edmunds, Louis Kidd, Max Quinlan, Louis Kuek, Willem Versteeg, Mr Daniel Verrocchi

Back Row: Hugo O’Neill, Jack Bowring, Seth Liddy, Andy Liu, Carlos Mehin, Benjamin He, Riley Palmer Absent: Lucas Byron

Year 8D

Front Row: Alex Groenewegen, Jessie Hu, Georjenna Manousopoulos, Isabel Humphreys, Ms Belinda Bell, Sophia Dhindsa, Heidi Chalkley, Jessica Robinson, Gracie Bird

Middle Row: Ms Kirsten Shipsides, Kelly Jia, Nena Ukovic, Indie Griffiths, Clara Dwyer, Lexie Brown, Liselle Gonopoulos, Eleanor Ning, Ella McKechnie, Mr Daniel Verrocchi

Back Row: Olive Wilson, Amelia Derrick, Eve Atkinson-Buck, Aarabi Thirumavalavan, Alyssa Chandry, Edie Oldmeadow, Poppy Kennedy, Siobhan Brown

Back

Jake Quinlan,

Absent: Hugo Cadman, Flynn Hamilton, Xavier Holcombe

Year 8G

Front Row: Noah Barlow, Banjo Callahan, Yonis Warsame, Daniel Christoff, Mr Matthew Yau, Clarrie Cairns, Hugo Mackay, Oskar Boehm Wilson, Hugo Driskell-Rogers

Middle Row: Ms Kirsten Shipsides, Ryan Altus, Xavier Elcheikh, Leo Briganti, Henry Stone, Monty Sheils, Lee Anezakis, Mr Daniel Verrocchi

Row:

Sahib Singh, Gab Haros, Hamish Dalgleish, Harvey Binns, Filippo Ciancimino-Piedimonte, Zac Shearer

Year 8H

Front Row: Claudia Thomas, Mischa Winkelman, Eloise Graham, Emily Brunton, Mrs Georgia Thorpe, Annie Nguyen, Sophie Whelan, Isabelle Reichl, Sima Kovalova

Middle Row: Ms Kirsten Shipsides, Yumi Sugimoto, Georgia Birney, Tess O’Sullivan, Sophie Torrington, Ciara Jeffs, Harper Mason, Ela Secgin, Poppy Williamson, Mr Daniel Verrocchi

Back Row: Josephine Holland, Ruby Schijf, Molly Grace, Josie Stevens, Samara Tzirkas, Scarlett Mikac Absent: Willow Colombani, Amelia Sargeant

Year 8F

Front Row: Amelia Parker, Mikha Thapa, Ruby Lockyer, Miss Sarah White, Phoebe Melling, Nadinsa Rodrigo, Harper Tyrrell

Middle Row: Ms Kirsten Shipsides, Kitty Smith, Marie Stylianou, Greta Lewin, Willow Floyd, Lilly Wright, Gabby Li, Maddie Jessup-Oates, Elle Gilinas, Mr Daniel Verrocchi

Back Row: Alice Gibson, Isabella Abram, Layla Elliott-Steele, Isabelle Grant, Tamika Ralifo Absent: Lizzie Reith, Ruby Turner

Ridgeway Campus

Year 8J

Front Row: Jiana Doshi, Isabella Andonovska, Katherine Cotronis, Isabelle Yee, Ms Thilini Edirisingha, Neve Voller, Ashleigh Palmer, Matilda Karlusic, Surani Hemaratne

Middle Row: Ms Kirsten Shipsides, Claire Wright, Hannah Sakkas, Lily Buckingham, Isabel Kelly, Zara Traviato, Lucinda Smart, Amelie Favero, Nihaal Taylor, Mr Daniel Verrocchi

Back Row: Amy Bland, Daphne Loveridge, Ella Dorman, Olivia Bird, Evie Juniper, Penny Way Absent: Lilly Iskandar, Lily Ross

Year 8K

Front Row: Zach Davis, Oliver Ryan, Liam Hodgson, Perry Wallens, Mr Benjamin Ingleton, Ray Chang, Lachie Khoo, Oliver Broomhall, Arjun Bhar Middle Row: Ms Kirsten Shipsides, Max Howell, Jake Zeunert, Sam Minihan, Dylan Kiratlioglu, Rafael Tasevski, Lewis Franklin, Hamish Kempen, Noah Andrews, Mr Daniel Verrocchi

Back Row: Gilbert Park, Joshua Sampson, Rudi La Rooy, Sidharth Kurup, Liam Thanos, Lucas Smith Absent: Oliver Chuter, Coop Robbie

Year 8I

Front Row: Oscar Maher, Andrew Coppens, Taj Trevascus, Mr Carlos Galvez Gonzalez, Noah Walsh, Ed Stevenson, Rafe Roberts Middle Row: Ms Kirsten Shipsides, Jad Basmaji, Ollie Samuel, Harrison Cahir, Ben Richardson, Ziggy Read, Lewis Marcocci, Mr Daniel Verrocchi

Back Row: Campbell Mills, Max Rowe, Clancy O’Duill, Aksel Hansen, Leon Vidal, Anthony Rigopoulos, Ned Harley Absent: Max Hickey, Digby Mentiplay, Nicholas Mitsinikos, Bohan Yang

Athelstane House Years 1012

Front Row: Jacques Duke, Jesslyn Wibowo, Zoia Basile, Molly Welch, Elise Devlin, Anita Birchall, Diya Yonzon, Sara Wang, Ms Courtney Davies-Kildea, Ms Kathleen Wilson, Eden Alexander, Marcus Walling, Mr Robert Rizzo, Ms Kathryn Williams, Lana Saltalamacchia, Kate Farrugia, Summer Starkey, Eva Malvaso, Jess Thomas, Oliver Read, Ellie Mudie, Grace Piola

Second Row: Skye Jenkins, Jemima Park, Avena Henriksen, Emma Kwong-Gay, Karmen Apperley, Clara Dunne, Lila Hudleston, Charlotte Jones, Hannah Borschmann, Tomina Andriotis, Amalia Razzi, Lily Shaw, Ella Bryden, Sofia Starkey, Hannah Walling, Amelia Cheung, Maisie Spencer, Emilia Galway, Abi Douglas, Iriana Kyriopoulos, Trixie Kneebone, Amy Brown, Joey Du

Third Row: Benjamin Hughes, Lucinda Thompson, Aidan Wisely, Ava Simkus, Sophie Ballinger, Isabel Vaca, Talia Haig, Macey Mileto, Charlie Woodhouse, Kimi Longo, Tom Kaegi, Ethan Kantaras, Boyd Carpenter, Ethan Du, Amiru Madduma Patabandige, Zach Round, Harry Foreman, Ava Chih, Portia Gowrie, Tom Giles, Marco Malvaso, Jack Kasmski

Fourth Row: Damien Eastman, Erica Bewsher, James Lycett, Jeremy Stevenson, Cameron Key, Aston Brand, Joshua Loh, Aida Parkinson, Amber Jenkins, Lexi McIntosh, Eleni Panousis, Sophia Millar, Eliza Nelson, Maya Ducquet, Anna Bisogni, Imogen James, Caitlin Robley, Zara Shaw, Harriet Brown, Emily Topet, Jeremy Rodgers

Fifth Row: Marvin Fu, Abbey Hider, Jo Money, Kiaan Mirghashini, Balin Stojanoski, Joel Catalogna, Alex Aurelio, Will Sinnett, Archie Toy, Becky Hoy, Eva Wallis, Nadia Masulans, Kiera Scott, Amelia Ray, Catherine Emanouel, Hannah Kocev, Nicky Andriotis, Ellie Adams, Frederick Becket, Callum McGeachan

Sixth Row: Xavier Enderby, Charlie Bryden, Michael Poulos, Luke Sampson, James Hall, Laurieston Xu, Ollie Cugley, Oscar Helliar, Misha Tsoi, Angus Davis, Asher Colombani, Daniel Wang, Zach Broberg, Liam Canty, Romi Simkus, Tom Harley, Josh Krienke, Mark Birchall, Phil Ou, Krish Gupta

Seventh Row: Oscar Brown, Nicholas Kantzipas, George Dzolis, Lewis Longo, Christian Di Carlo, Thomas Hollingsworth, Thomas Vander Pal, Miranda Freer, Sophie Richardson, Scarlett Morison, Edward Redlich, Sebastian Packer-Smith, Scott Brain, Kato Scott, Jordan Kapiniaris, Samuel Maranzano, Nicholas Farrugia, Ned Kouryialas, Keilan Clarke, Tyler Land, Billy Stephens

Back Row: Max Pettenon, Ilyas Warsame, Lucas Beveridge, Harley Mileto, Trent De Vuono, Max Bergamin, Ram Vanapalli, Heath Kyriakou, Izaak Crane, Jesse McIntosh, Oliver Clarke-Smith, Chris Oliver, Samuel Pruscino, Ben Masulans, Thomas Hider, Samuel Gore, Lachie Gilligan, Nick Mann, Charlie Wilson, Daniel Spencer Absent: Lachlan Adams, Zara Aicher, Archie Barker, Max Barry, Gretel Baulch, Alexander Ducquet, Charlie Humphreys, Ava Ragazzon, Te’a Richardson MacLeod, Dion Sacco, Liam Scurrah, Stephania Traikos, Aleks Ward, Mackenna White

Ridgeway Campus

Lincoln House Years 1012

Front Row: Zoe Englezos, Ayva White, Gianna Gelsi, Athulya Atapattu, Ada Theocharides, Amelie Richards, Nickie Kong, Sara Conte, Miss Stephanie McDougall, Mr Dean Voss, Tom Scardamaglia, Matilda Teele, Ms Georgina Mitchell, Mr Steven De Domenico, Isla Huddle, Amy L ong, Ava Vincent, Zach O’Sullivan, Cherie Leung, Mia Garfi, Cormac Skaliotis, Juliano Liparota

Second Row: Lana Abud-Hime, Alice Qiu, Candy Liang, Annie Liao, Laura Xuan, Amelia Rigopoulos, Tarnie Spiliopoulos, Eva Forte, Tom Thorpe, Oscar He, Janet Zhao, Samantha Garbutt, Lucy Fiddes, Cleo Bruscino-Raiola, William Lontos, Isabella Ciavarella, Asher McKenzie, Zac Lander, Anthony Banh, Anna Sanders, Ale Cocchis

Third Row: Mikayla Vujovich, Kathryn Karanicolas-Gatsios, Summer Shearer, Jessica De Iesi, Penny Loveridge, Isi Spurr, Ruby Redin, Emily Stevens, Louise Chapman, Isabelle Pini, Alara Eryurek, Harry Mander, Sean Lin, Freya Hosking, Zoe Merory, Rose Quinn, Charlotte Leeder, Olivia Flight, Klara Rawsthorn, Jenna Calabrese, Summer Mackay

Fourth Row: Lachie Vujovich, Madeleine Nardella, Pablo Paskos, Charlie Baker, James Shadbolt, Morgan Karatselios, Grace Laoumtzis, Zachary Veneziano, Jude Birney, Mitch Siakou, DJ Ikonomidis, Hudson Price, Michael Teh, Lucy Cashen, Tahir Aziz, Alana Edgley, Lucy Torrington, Chloe Green, Ifiyenia Siakou, Milla Scardamaglia, Adam French

Fifth Row: Ranjiv Bhar, Amelia Thomson, Chloe Hastewell, Tom Robinson, Harry Nottle, Hamish Noonan, Lochie Reukers, Riley Johns, Baxter Errey, Clancy Quinn, Daniel Zhang, Jacky Jiao, Sid Stanley, Miki Dellevergini, Hugh Park, Zac Ning, Will Cashen, Daniel Hodgson, Finn McCreadie, Lachlan Green

Sixth Row: Jacob Heath, Brian Thai, Tommy Iermano, Jeremy Thorpe, Max Robertson, Liam Cameron, Maddy Ebbage, Dante Mercorillo, William Carson, Noah White, Eliza Burge, Chloe Thomson, Charlotte Turner, Natalia Conte, Audrey Silfverberg, Ignatius Karasavvidis, Wellson Chhantyal, Ollie Thomas, Lily Rundle

Seventh Row: Jakub Maslowski, Josh Fraser, Gianluca Drew, Jake Giannopoulos, Lewis Martin, Liam Ukovic, Ollie Phegan, Oscar Slizys, James Fiddes, Cam Smith, Henry Werts, Lachie Templeman-Hughes, Tom Blackmore, Nicholas Perrone, Louis Waters, Oliver Lange, Archer Miller, George Shearer, James Sawers, Lorenzo Rizzo Back Row: Lachlan Bryson, Oskar Silfverberg, Mitchell Laoumtzis, Thomas Pirdis, Leo Worsam, Spencer Pascoe, Nate Jenkins, Arno Barton, Jakob Thanos, Charlie Schwantzer, Lachie Minihan, Kornelius Jones, Brodie Mierisch, Charlie Phelan, Ayush Mandhan, Austin Stathopoulos, Daniel Holland, Adam Poulopoulos

Absent: Ella Baldemir, Sophie Chernishoff, Penny Davis, Charlie De Luca, Florence Donarelli, Georgina Filbey, Will Griffiths, Rebecca Hvalica, Alessia Jones, Rick Li, Tianhao (Elliot) Li, Chase Mackay, Sienna Moorfield, Alexander Nickless, Kosta Papanagiotou, Rosa Reynolds, Henry Roseby Hunter, Vienna Savaris, Ishaan Scala, Amber Tonoli, India Williamson, Ben Wilson

Sherwood House Years 1012

Front Row: Paris Kalogerakis, Maddie Reid, Abbey Riffkin, Mattia Kyriakopoulos, Cordelia Tully, Lavinia De Fazio, Theadora Hally, Jack Morgan, Janien Phan, Ms Emily Grills, Miss Georgia Grant, Eddie Thomas, Annabelle Crisp, Mr Con Zois, Mrs Kathryn Filbey, Phoebe Babidge, Tobie Hutchesson, Stella Nicolopoulos, Kahjanah Wynne, Charlotte Starkey, Helena Rodas, Alexia Olorenshaw, Siri Chilamkurti, Will Franklin

Second Row: Taylor Duan, Hazel Liu, Ella Baillie, Sophie Chuter, Ella Cox, Abi Kishendra, Sadie Cleary, Aerin Winther, Sierra Keily, Leah Delios, Aislinn Crewe, Chloe Neilson, Spencer Newell, Maggie Potuguntla, Laura Fragos, Gemma Owen, Jasmine Paice, Maddie Rodd, Kiara Ristevski, Chloe Slots, Cherian Huang, Amy Han, Emily Antoniades, L ola Stone, Sam Song

Third Row: Ryan Joseph, Judd Leon, Tommy Golding, Georgia McBean, Olivia Nostro, Caitlin Malara, Olivia Ross, Michael Rendis, Josh Vertigan, Monica Caruso, Eva Ristevski, Rami Lynch, Jayla Kiratlioglu, Ava Klaric, Eliza Williams, Paige Purcell, Georgie Wooller, Lucy Minty, Erin Honey, Marissa Howell, Stephanie Cotronis, Breanna Fox, Ashlyn Taylor, Athan Siapikoudis, Andy Wang, Choi Cui

Fourth Row: Oliver Zheng, Pippa Medley, Rose Franklin, Tom Starkey, Emily Malcolm, Sean Melling, Ben Williams Suine, Celena Adamson, Alice Waite, Emily Bertram, Zoe Loverso, Tilly Metzner, Charlotte Harrison, Ivy Ryan, Kris Rattanachan, Bach Nguyen, Jesse Zhu, George Tsianakas, Stamos Kalogerakis, Max Morros, Daniel Marcocci

Fifth Row: Kabeer Paracha, Lincoln Polizzi, Nicholas Coppens, Hunter Do, Zac Ioannou, Rafael Adami, Harvey Scarborough, Anishan Santhan, Louis Chien, Tommy Hardlitschke, Aiden Nguyen, Kieran Pavey, Matthew Pivec, Dante Cincotta, James Yeomans Smith, Ewan Caddy, Jack Melling, Luke Fragos, Michael Goumas, Julian Harsley

Sixth Row: Thomas Franklin, Leo McRobert, Elliot Turner, Fin Wolstenholme, Luca Thavarasah, Kian Whitehead, Harrison Caddy, Will Symons, Josh Motz, Matthew Golding, Hamish Waddell, Thomas Wavish, Bentley Crisp, Wesley Reilly, Jamon Neilson, Neo Papanastasiou, Ben Martin, Aaryan Galia, Xavier Nelson, Jacob Dubrow, Marley Cox

Seventh Row: Zac Philip, Aden Hassim, Jason Jia, Harry Casci, Tyler McCrae, Charlie Opie, Mark Ugle, Dom Wynne, Ryan Delios, Oliver Knezevic, Lachlan Schijf, Sienna Todd, Bella Pearce, Eliza Chivers, Maddison Quick, Charli Holcombe, Denzel Vaghani, Lachie Warwick, Oscar Maes, William Linke

Back Row: Kynan Home, Finn Fraser, Will Parker, Lucas Del Brocco, Kelan Coolahan, Alice Dupuche, Ben Drake, Lachie Bird, Sam Gayfer, Harry Van Hattum, Adam Hiatt, Ashton Home, Lucas Bland, Victor Yang, Toby Schnugg Osbourne, Lars Sveilis, Cooper Farmer, G.C Iannuzzi, Jason He, Ben Vulinovic, Finn Wilson Absent: Anita Bose, Megan Chen, Ella Kraeva, Chase Mantello, Saylor Mantello, Kaitlyn Marshall, Tristan Marshall, Ruby McRostie, Ahnya Voller, Simon Wu

Ridgeway Campus

Thoresby House Years 1012

Front Row: Lachlan Goodison, Cara Patane, Alannah Kelly, Nicola Sakkas, Eliza Ioannou, Harry Goodison, Lily Burchell, Shayden Renwick, Soleil Christie-Johnston, Ms Sophie McLaughlin, Mr Benjamin Ernest, Deacon Bagas, Ella Rowe, Mr Deon Naude, Ms Amelia Chiodo, Mae O’Brien, Murphy Dwyer, Ria Pursnani, Jack Derrick, Emi Sugimoto, Venisha Pursnani, Karma Sabaa, Eva Findling, James Heaney

Second Row: Lachlan Kelly, Olivia Oates, Katy Stojanova, Matisse Gonopoulos, Steph Basmaji, Stephanie Abonyi, Tashi O’Neill, Ella Simmons, Isabella Sharan, Elizabeth Tan, Victoria Sze, Sophia Ma, Veronica Neri, Lara Hopkins, Lila Statkus, Kayla Williams, Maggie Fu, Victoria Li, Coco Kidd, Leni Lockyer, Grace Alberti, Yianna Malapanis, Isaac Dugdale

Third Row: Riley Smart, M Wyss, Ruby Mears, Alicia Maniatakis, Chris Samuel, Eden McBrearty, Dora Davey, Thyra Abolencia, Sam Wyatt, Rania Kink, Felix Dwojacki, Xavier Chy, Harry Sze, Jeevan Taylor, Rachel White, Tiffany Moutsos, Mae Vance, Ellaria Tzirkas, Claudia Trioli, Marlo Graham, Saskia Winkelman, Ben Davis

Fourth Row: Atticus Hamilton, Ari Bitzios, Harvey Mears, Bowen Zhang, Jayden Gao, Cen Zhang, Max Qian, Max Gibbins, Dash Harcourt Smith, Lucas Kelava, Thomas Upton, Will Garwoli, Arran Lessene, Ollie Holland, James McLaughlan, Charlotte Nimmo, Isaac Grant, Bharat Menon, Alana Altus, Libby Hanlon, Leo Pryor, Marcus Benson

Fifth Row: Daniel Moutsos, Tyson Nagel, Will Hanlon, James Marinelli, Noah Whelan, Christian Benson, Nikolas Kotsios, Stella Munro, Sophie Becker, Lachlan Muraca, Austin Fitzgibbon, Samuel Healy, Oliver Groves, Rufus Mackie, Judd Nagel, Zeke Abbott, Abraham Lin, Leila O’Brien, Noah Mikac, Lucas Walsh, Zachary Voskamp

Sixth Row: Christopher Bitzios, Stefan Nedelkovski, Hugo Walshe, James Bowden, Young Zhang, Alice Palmer, Ava Bitzios, Lily Veale, Lilla Baade, Caitlin Reynolds, Asher Elsen, Samantha Avery, Flynn Mason, Arthur Taylor, Samuel Monforte, Thomas Zammit, Angelina Kotsios, Emma Bowden, Makayla Buckingham, Darcy Dunn, Charlie Hooper

Seventh Row: James Bozinekis, Marcus Ryan, Mhianna Warwick, Meg Harper, Ryan Angarano, Thomas Moore, Damon Naumoski, Xander Maniatakis, Laurent Mazzocato, Remy Faelis, Alannah Paterson, Eva Martinis, Michael Zappone, Oliver Whelan, Kade Findlay, Harvey Findlay, Alex Waples, Matthew Ryan, Izzy Wightman, Joe Ryall, Leion Katebian

Back Row: Simon Sun, Gus Manners, Oliver Griffiths, James Longmuir, Josh Robertson, Xavier Paterson, Miles Stonehouse, Tom Worn, Harrison Major, Zac Harding, Jack Grant, Angus Watson, Finlay Rush, Jacob Lamb, Callum Warwick, Jeff Shi, Marlo Beaumont-Nesbitt, Angus Heasly, Will Mooney, Toby Horne Absent: Hannah Angelopoulos, Isaiah Elcheikh, Isabelle Godfrey, Nick Horne, Peter Makris, Harry Markogiannakis, Annabelle Nicholls, Alfie Saker, Julian Stankovski, Harrison Ward, Alice Williams

2024

Year 12

Front Row: Siri Chilamkurti, Maddie Reid, Grace Piola, Abbey Riffkin, Eliza Ioannou, Cherie Leung, Ellie Mudie, Mr Robert Rizzo, Mr Steven De Domenico, Miss Stephanie McDougall, Mr Con Zois, Ms Emily Grills, Ms Kathleen Wilson, Dr Nicholas Mercer, Mr Dean Voss, Mrs Angela Di Ciocco, Hamish Noonan, Alana Edgley, Mrs Amber Sowden, Ms Amelia Chiodo, Mr Benjamin Ernest, Mr Deon Naude, Ms Sophie McLaughlin, Ms Leisl Bruhn, Miss Georgia Grant, Ms Georgina Mitchell, Ms Kathryn Williams, Mrs Kathryn Filbey, Athulya Atapattu, Theadora Hally, Gianna Gelsi, Ada Theocharides, Jesslyn Wibowo, Stella Nicolopoulos

Second Row: Matilda Teele, Ava Vincent, Ava Ragazzon, Eva Martinis, Milla Scardamaglia, Eliza Williams, Mackenna White, Ale Cocchis, Georgie Wooller, Sophie Chernishoff, Paige Purcell, Olivia Nostro, Eliza Nelson, Claudia Trioli, Olivia Ross, Alana Altus, Victoria Sze, Ria Pursnani, Victoria Li, Coco Kidd, Iriana Kyriopoulos, Anna Sanders, Cherian Huang, Amy Han, Lucinda Thompson, Eva Ristevski, Lavinia De Fazio, Anita Birchall, Vienna Savaris, Kate Farrugia, Summer Starkey, Libby Hanlon, Eva Malvaso, Ella Baldemir, Lucy Torrington, Zoia Basile

Third Row: Leila O’Brien, Emma Kwong-Gay, Ava Klaric, Jenna Calabrese, Annabelle Crisp, Lara Hopkins, Maggie Fu, Breanna Fox, Diya Yonzon, Emily Antoniades, Harry Foreman, Zach Round, Abi Douglas, Zach O’Sullivan, Veronica Neri, Ashlyn Taylor, Charlie Woodhouse, Ruby Mears, M Wyss, Emma Bowden, Emilia Galway, James Shadbolt, Tahir Aziz, Monica Caruso, Alice Williams, Kiaan Mirghashini, Ryan Joseph, Charlie Humphreys, Thomas Hollingsworth, Tom Starkey, Morgan Karatselios, James Bowden, Abraham Lin, Bharat Menon, William Linke

Fourth Row: Hunter Do, Sebastian Packer-Smith, Isaac Grant, Lincoln Polizzi, Eddie Thomas, Jack Kasmski, Aleks Ward, Thomas Vander Pal, Georgia McBean, Meg Harper, Eden Alexander, Summer Mackay, Mhianna Warwick, Lucy Cashen, Chloe Green, Ifiyenia Siakou, Charlotte Turner, Chloe Thomson, Alice Palmer, Sophia Millar, Maddison Quick, Zara Aicher, Emily Malcolm, Harry Nottle, Dante Cincotta, Nikolas Kotsios, Ava Bitzios, Natalia Conte, Caitlin Malara, Angelina Kotsios, Charli Holcombe, Denzel Vaghani

Fifth Row: Ryan Angarano, Alexander Nickless, Jamon Neilson, James Yeomans Smith, Kade Findlay, Lochie Reukers, Zac Ioannou, Will Hanlon, Tyson Nagel, Charlie Opie, Michael Zappone, Rafael Adami, James McLaughlan, Zeke Abbott, Charlotte Nimmo, Ella Rowe, Maddy Ebbage, Alannah Paterson, Sienna Todd, Christian Di Carlo, Xavier Enderby, Kato Scott, Stamos Kalogerakis, Lorenzo Rizzo, Christopher Bitzios, Jordan Kapiniaris, Deacon Bagas, Daniel Moutsos, Adam Poulopoulos, Samuel Maranzano, Jason Jia, Laurieston Xu

Sixth Row: Thomas Pirdis, Harry Casci, Josh Fraser, Harley Mileto, Tristan Marshall, Jacob Lamb, Kabeer Paracha, Xander Maniatakis, Lewis Martin, Alice Dupuche, James Fiddes, Edward Redlich, Gus Manners, Angus Heasly, Charlie Bryden, Nicholas Farrugia, Callum McGeachan, Alexander Ducquet, Toby Horne, Lachlan Kelly, Scott Brain, Leion Katebian, Jakub Maslowski, Thomas Franklin, Arran Lessene, Mark Ugle, Ignatius Karasavvidis, Dom Wynne Seventh Row: Tyler McCrae, Kosta Papanagiotou, Lachie Vujovich, Ned Kouryialas, Daniel Spencer, Victor Yang, Kelan Coolahan, Jacob Heath, Finn Wilson, Lucas Del Brocco, Leo Worsam, Harrison Major, Ayush Mandhan, Marcus Benson, Leo Pryor, Keilan Clarke, Wellson Chhantyal, Marcus Walling, Oskar Silfverberg

Back Row: Neo Papanastasiou, Ollie Thomas, Ben Drake, Chase Mackay, Brodie Mierisch, Charlie Wilson, Thomas Moore, Toby Schnugg Osbourne, Liam Scurrah, Jack Grant, Zac Harding, Samuel Pruscino, Lars Sveilis, Tyler Land, Angus Watson, Mitchell Laoumtzis, Max Barry, Tom Scardamaglia, Will Mooney, Kynan Home

Absent: Arno Barton, Trent De Vuono, Isaiah Elcheikh, Avena Henriksen, Riley Johns, Laurent Mazzocato, Jesse McIntosh, Rosa Reynolds, Ishaan Scala, Stephania Traikos, Simon Wu, Oliver Zheng

University Campus

Year 9A

Front Row: Alycia Teh, Siena Tsianakas, Zayd Bhayat, Evie Cockram, Shlok Patel, Claudia Muller, Majd Moustafa, Alexandra Tsanatelis, Mietta Stamford

Middle Row: Mrs Samantha Scott, Tom Cilauro, Emily Ware, Hugo Lethbridge-Ford, Miranda Pryor, Thomas Burgess, Georgia Sutherland, Rhiannon Pettit, Ryan Wafek, Mr Scott Ballantyne

Back Row: Urie Pajarillo, Cameron Bell, Benji Jenkins, Alex Ellul, Nawab Virk, Charlotte Hooker, Isaac Gliana

Year 9C

Front Row: Ava Norton, Molly Noonan, Liv Cope, Maddie Lim, Asha Brierley, Josie Honey, Myra Das, Alex Syers

Middle Row: Mrs Samantha Scott, Gurneer Randhawa, Domenica Burrows-Ellis, Casper Caruso, Pod Slizys, Lennon Havea, Jared McLeish, Marco Occhiuzzi, Jasmine Salh, Danielle Mauger, Miss Natalie Sartorel Back Row: William Long, Nathan Heath, Matteo Ishkan, Matthew Kocev, Queenie Barton, Jimmy Gordon, Jethro Hendy, Nash Kleynjans Absent: Tore Christie-Johnston

Year 9B

Front Row: Hana Hassim, Lucas Ward, Ruby Howard, Ruby Callahan, Abubakkar Siddique, Lola Di Cristofaro, Ava Devidas, Jake Tennent, Zara Shallcross

Middle Row: Mrs Samantha Scott, Satya Duerr, Isabella Lu, Xander Bilston, Bridget Sherry, Alex Duguid, Marie Deliyannis, Zara Costanzo, Aman Al-Mulla, Mr Thomas Barter Back Row: Dante Sharan, Aidan Angarano, Ky Luscombe, Harry Wilson, Lucas Harsley, Edie Wilson, Tommy Zheng Absent: Orlando Cigognini

Year 9D

Front Row: Tavi Reid, Dante Morrone, Abby Lawson, Alice Ballinger, Inés Caton-Smith, Mabel Taylor, Alex Stooke, Matilda Shortt

Middle Row: Mrs Samantha Scott, Max Nelson, Miette Bangay, Chaize Bagas, Ella Clarke-Smith, Quintin Risstrom, Isla Wolstenholme, Riley Baillie, Ms Ying Zhang

Back Row: James Short, Rowan Hiatt, Luca Jones, Christian Saman, Joshua Nankervis, Josh Ragazzon

Absent: Robbie Blackmore, Archie Harrison

Year 9F

Front Row: Will Diamond, Mietta Nadenbousch, Alexander Redlich, Hannah McClintock, Grace Gifford, Kevin Dai, Charlotte De-Coi, Chehan Perera

Middle Row: Mrs Samantha Scott, Ava George, Ruby Dimech, Ava Taylor, Leo Moore, Shikora Miller, Luca Comito, Clarrie Spurr, Miss Monique Nicholls

Back Row: Ava Di Carlo, Miki Giberti, Sofia Shah, Marcel Argent, Jai Sharma, Hunter Clark, Charlotte Kent, Matthew Zhang

Year 9E

Front Row: Teresa Huang, Xenia Theofilakos, Piper Wierzbicki, Izzy de Wijn, Oliver Coote, Alex Youill, Madison Hollingsworth, Abhi Yaramati Middle Row: Mrs Samantha Scott, Angus Gowans, Rachael Cho, Vanessa Chien, Ava Knezevic, Orlando Cigognini, Ediri Ukoko, Lali Dimopoulos, Morganne Poulter, Jacqueline Pham, Ms Chloe Lewis

Back Row: Owen Piola, Leonardo Ly, Franky Stephens, Zak Liddy, Leonardo Cincotta, Anawyn Foulds, Olivia Moloney, Leon Labrakos Absent: India Graham, Darcy Keily

University Campus

Year 9G

Front Row: Eva Gilinas, Penelope Reynolds, Senuth Fernando, Tara Vasiliou, Nina Winship, Tarah Cox, Cate Gust, Annika Power

Middle Row: Mr Stuart Adderley, Devonté Lim, Isabella McNally, Jacob Briglia, Hugh Selkirk, Clara Kerr, Austin Stokes, Lou Beatty, Ms Lucy Purchase

Back Row: Luca Wilding, Reuben Devidas, Adam Niazmand, Jaidyn McNeil, Eli Billman, William Nasserallah, Neve Reynolds, Clio Yacoub

Year 9I

Front Row: Hayden Vidich, Lily Black, Estelle Byron, Maia Ansari, Ruby Longmuir, Ava White, Aiden Aziz

Middle Row: Mr Stuart Adderley, Max Baden-Powell, James Bland, Ben Marty, Abigael Staples, Ruby Burke, Emmerson Hoggan, Oliver Lamb, Adira Kelath, Mrs Kirsten Yeats

Back Row: Leon Verheijden, Ava Verrier, Jack Dowling, Sam Manos, Seb Heasly Absent: Harvey Behrendorff, Luca Williams Suine, Edie Wilson

Year 9H

Front Row: Eva Kakalas, Mietta Floyd, Jesse Ingleton, Joseph Vespa, Adam Zenel, Riley Tyebji, Nicholas Nikolovski, Tiffane Apergis, Meenal Babbar

Middle Row: Mr Stuart Adderley, Lara Khraim, Millie Chester, Marli Brenner, Sacha Martina, Joshua Traikos, Thomas Smith, Analise Mina, Billie Fox Shrimpton, Mr Chris Fotinopoulos

Back Row: Jack Edis, Xavier Delbridge, Alister Hsu, Will Harrison, Coby Refael, Ashton Billman, Michael Reeves, Gracie Shearer, Sami Rowe Absent: Bailey Farrell

Year 9J

Front Row: Steph Berryman, Ruby Phegan, Eva Roumeliotis, Hugh Gathercole, Eloise Brown, Emir Eryurek, Tilda Jukes, Lola Baillie, Scout Ballard

Middle Row: Mr Stuart Adderley, Kieran Fleming, Lucy Lewtas, Marko Pagnin, Louis Ristevski, Tommy Shaw, Ollie Crosthwaite, Callan Harbottle,

Imogen Gilchrist, Ms Nicole Estavillo

Back Row: Tristan Jackson, Alexia Angelopoulos, Hamish Baddon, Eddie Brennan, Oliver Traynor, Tanner Wilson, Sophie Filbey

Absent: Sophie McNeill

Year 9L

Front Row: Grace Mitsinikos, Amelia Sala, Addison Richards, Jake Kennedy, Riley Pfisterer, Claudia Chandler, Artemis Banitskas, Charlotte Vallve

Middle Row: Mr Stuart Adderley, Ollie Hely, Inuki Fernando, Darcy Foxwell, Lucy D’Alessandro, James Fairbank, Maddie Watson, Andrew Nguyen, Jaxon Hastings, Jacob Hill, Mrs Laura Rigby

Back Row: Gemma Rickards, Miles Driskell-Rogers, Arthur Mathieson, Ben Pettenon, Scott Webster, Cooper Bertram, Beau Munro, James Allen

Year 9K

Front Row: Sadie Hooper, Amy Oliver, Lara Nankervis, Peter Vasiliadis, Jack Durran, Olivia O’Sullivan, Tilly Burke, Grace Moio

Middle Row: Mr Stuart Adderley, Renae Martin, Alexander Baldwin, Sienna Barbieri, Jude Fraser, Akhil Srinivasan, Bora Guler, Charlie Merrett, Rameen Mohsin, Mackenzie Briggs, Ms Jessica Roberts

Back Row: Alex Kasmski, Luca Bambino, Andre Essa, Bharat Chowdhary, Thomas Bryson, Abhay Uppal, Dominic Shearer, Zoe d’Abbs

University Campus

Middle

Back

Mr Stuart Adderley, Gus Redin, Luke Olorenshaw, Zoe Landsberg, Audrey Plunkett, Cleo Flynn,

Olive McGeachan, Mr Joel Lowenthal

Tomas Nedelkovski, Rory Scurrah, Tom Smith, Karman Mann, Digby Squirrell, Tejas Singh, Will Gore,

Essie

Year 9M

Front Row: Charlie Wagner, Bella Ansell, Ada McLaughlin, Zara Cassidy, Joshua John, Skye Duckmanton, Grace Wright, Addison Rath, Kobe Carpenter

Row:

Osman Hassan,

Perry,

Row:

Rolf Jones, Matteo Gliana

School Captains

Cross Campus School

Captains

2024

Hamish Noonan, Alana

Edgley, Anata

Gliana, Yosip

Oghanna

Plenty Campus

Plenty Campus School Leaders

Front row: Joel McAlister, Chloe Matthews, Yosip Oghanna, Anata Gliana, Ryan O’Grady, Jessica Mihajlov

Back row: Mrs Fiona Devlin, Ryan McKeown, Jessica Dahl, Gavan Sharples, Sanat Sahrawat, Tharinie Uruththiran, Nick George, Mr Gerard Foley

Ridgeway Campus

Ridgeway Campus School Leaders

Back Row: Mr Gerard Foley, Anita Birchall, Marcus Walling, Annabelle Crisp, Edward Redlich, Caitlin Malara, Deacon Bagas, Ella Rowe, Jack Grant, Chloe Thomson, Tom Scardamaglia, Eden Alexander, Denzel

Vaghani, Victoria Sze, Mr Tom Rickards, Mrs Angela Di Ciocco Front Row: Libby Hanlon, Tom Starkey, Cherian Huang, Eddie Thomas, Alana Edgley, Hamish Noonan, Matilda Teele, Jason Jia, Eva Malvaso, Zach O’Sullivan

Buckley House

Buckley House School Leaders Addi Brace, Grace McCaffrey, Lucas Tan, Fairley Caddy, Evan Theofilakos, Oriana Briganti, Ellie O’Duill, Emma Labrakos, Siena Briganti, Edward Molloy

Plenty Campus

Plenty Campus Primary School Captains

Sirin Demir, Nate Anderson

Plenty Campus Primary Global Leaders

Danya Sundaram, Ian Zhang, Ari Bonwick, Arjun Sembey

Plenty Campus Primary House Captains

Row: Eveleen Kalsi, Benn Davies-Starritt

Absent: Julian Canzoneri, Lana Walsh-Buckley

Plenty Campus

Plenty Campus Primary Assembly Leaders Oliver Tan, Maddy Vanis, Connor Tibbey

Plenty Campus Primary Library Leader Curtis Sailah

Plenty Campus Primary Music Leaders

Keya Patel, Kyra Dutt, Sienna Lacorcia, Marilyn Bhattacharyya

Plenty Campus Primary Visual Arts Leaders

Vicki Sheng, Selena Wang

Plenty Campus Primary Sport Leader

Gentiana Balashi

Plenty Campus Primary Technology Leader

Kenny Dai, Daniel Ren

Plenty Campus

Plenty Campus Secondary Co-Curricular Captains

Front Row: Maddi Nankervis, Sarah Fang, Abby Cattell, Elora Twyford, Philomena Spicer, Tessa Moad, Donelle Joseph Middle Row: Labonya Paul, Evie Youill, Toby Fryer, Kate Marshall, Dinel Perera, Ashleigh Grant Back Row: Inderjit Sidhu, Oliver Hollis, Dean Fiume

Plenty Campus Secondary House Captains

Front Row: Dayna Ford, Georgia Goldie, Alice Darby, Jasleen Mann, Emily Hermiz Back Row: Jack Sheffield, Owen McLeish, Panos Mina, Harry Kneebone, Eshaan Saini Absent: Aiden Cassidy, Lacie Harvey

Ridgeway Campus

Lucinda Thompson

Sam Pruscino

Charlie Wilson

Gus Manners

Ashlyn Taylor

Vicki Li

M Wyss

Zeke Abbott

Toby Horne

Edward Redlich

Chloe Thomson

Victoria Sze

Mia Garfi

Natalie Conte

Grace Alberti

Charlize Holcombe

Coco Kidd

Cherian Huang

Harry Nottle

Anita Birchall

Kynan Home

Cheuk Yan Leung

Olivia Nostro

Amy Han

Ridgeway Campus Co-curricular Captains

Ridgeway Campus

Ridgeway Campus Middle Years Student Representative Council

Ella Surka

Ineka Rivett

Sophie Whelan

Lulu Opie

Pierce Arkoumanis

Greta Lewin

Rafael Tasevski

Bohan Yang

Aarabi Thirumavalavan

Felix Gurr

Zethan George

Gabriella Chelliah

Surani Hemaratne

Jonathan Nation

Alex Matsamakis

Sahib Singh

Andre Garfi

Arendia Karasavvidis

Ari Norwood

Heidi Selkirk

Harry Hall

Buckley House

2024 Front Row: Ar cher Rosenlis, Irini Papadopoulos, Anthony Leon, Xavier Maligaspe, Lewis Sabri, Jordan Leon, Felix Bodley, Hugo Yeats, Francisco Sinopoli, Hugo Simonetti, Elle Maddison, Aria Beardsworth, Isla Bear dsworth, Oscar Garewal, Luna Leggett, Isaac Tan, George Papaevangelou

Generations

Second Row: Luke Ahimastos, Leonar do Concas, Archie Leggett, Harrison Johnstone, Eliza Teoh, Chelsea Tan, Micah Gazeas, Aria Presta, Melina Kassimatis, Georgia Gowans, Luca De Fazio, Olympia Xiros, Leela Xir os, Xavier Simonetti, Julius Sinopoli, George Mihailidis, Kate Tan

Third Row: Kosta Papadopoulos, Aliana De Fazio, Bodhi Bhatia, Jayden W ang, Zander Gazeas, Alexis Tan, Luke Sacca, Aaron Xu, Chara Zapris, Lucas Tye-Din, Pip Bodley, Hugo Garewal, Lucas Tan, Ryan Tan, Nicholas Chan, Luca Simonetti, William T eoh, Zihao Chen

Back Row: Olivia Papaevangelou, Emily Ahimastos, Jacqueline T an, Harrie Bhatia, Bowie O’Sullivan, Oscar Josephson, Juliet Yann, Liam Payne, Stella Crane, Addi Brace, Lazaros Papadopoulos, Jason Kassimatis, Eleanor Sacca, Sophie T an, Vienna Presta

Absent: Hugh Bailey, James Bisogni, Magnus Bodley, Nicholas Crivelli, Harvey Johnstone, Zoe Quick, Hugo Raghavan, William Sacca, Hazel Vaiopoulos, Orlando Workman

Plenty Campus

Middle

Ryan Stavrou, Audrey Millar, Maya Hopper, Ava Sheffield, Ela Christov, Jack Sheffield, Harry Mina, Eve Reddrop, Kate Hopper, Mia Douglas

Back Row: Levi McCormack, Nick Errington, Will Hopper, Lachlan Byrne, Panos Mina, Andreas Mina, Oscar Squirrell, Oliver Doherty, Vaughan Joslyn

Absent: William Doherty, Somer

Generations 2024

Front Row: Kayra Misirlisoy, Sammy Joslyn, Tessa Moad, Nicholas Nikolovski, Lily Moad, Sienna Lovat, Chanel Chapman, Sierra Nikolovski, Scarlett Starbuck

Row:

McCormack, Atilla Misirlisoy, Briony Parker, Zoe Stavrou, Matilda Wanless

Foundation to Year 12

Front Row: Emily Hermiz, Tess Clark, Jasleen Mann

Back Row: Kate Marshall, Billy Kysela, Levi McCormack, Eshaan Saini

Ridgeway Campus

Celena Adamson

Ranjiv Bhar

Magnus Bodley

Emily Brunton

Isabella Ciavarella,

Stella Crane

Bodhi Bhatia

Phillippa (Pip) Bodley

Makayla Buckingham

Sadie Cleary

Nicholas Crivelli

Harrie Bhatia

Addi Brace

Liam Canty

Sabia Comito

Jemma Cvetkovski

Anna Bisogni

Scott Brain

Boyd Carpenter

James Connor

Harvey Darvall

James Bisogni

Aston Brand

Nicholas Chan

Natalia Conte

Dora Davey

Lucy Bland

Sullivan Brand

Zihao Chen

Sara Conte

Penny Davis

Felix Bodley

Oliver Broomhall

Louis Chien Eliza Chivers

Izaak Crane

Zachary Davis

Emily Ahimastos Luke Ahimastos Ivy Alban Andre Amiridis Lee Anezakis Hannah Angelopoulos

Deacon Bagas Hugh Bailey Gretel Baulch Aria Beardsworth

Isla Beardsworth Arjun Bhar

Aliana De Fazio

Elise Devlin

Harvey Findlay

Jonathan Garbutt

Maxwell Gibbins

Flynn Groves

Benjamin He

Lavinia De Fazio

Ella Dorman

Kade Findlay

Samantha Garbutt

Georgia Gowans

Oliver Groves

Oscar He

Luca De Fazio

Abigail Douglas

BreannaFox

Hugo Garewal

Benjamin Green

Spencer Halfpenny

Jacob Heath

Leah Delios

Oliver Douglas

Lewis Franklin

Oscar Garewal

Chloe Green

Dashiell Harcourt Smith

Adam Hiatt

Ryan Delios

Alice Durran

Rose Franklin

Micah Gazeas

Lachlan Green

Jonah Harcourt Smith

Abbey Hider

Skye Delios

Madeleine Ebbage

Thomas Franklin

Zander Gazeas

Indiana (Indie) Griffiths

Gabriel (Gab) Haros

Thomas Hider

Cory Devlin

Joshua (Josh) Edmunds

Will Franklin

Zethan George

Will Griffiths

Aden Hassim

Ashton Home

Keanndra Melling

Kynan Home

Oscar Josephson

Mattia Kyriakopoulos

William Linke

Charlotte Mann

Phoebe Melling

Abigail (Abi) Homewood

Jason Kassimatis

Tyler Land

James Longmuir

Chase Mantello

Sean Melling

Oliver Hunt

Melina Kassimatis

Zac Lander

William Lontos

Saylor Mantello

George Mihailidis

Madeleine Jessup-Oates

Hamish Kempen

Archie Leggett

Ramiele Lynch

Daniel Marcocci

Archer Miller

Lachlan Khoo

Luna Leggett

Elle Maddison

Lewis Marcocci

Oscar Miller

Harrison Johnstone

Angelina Kotsios

Anthony Leon

Emily Malcolm

Kaitlyn Marshall

Nicholas Mitsinikos

Jack Morgan

Harvey Johnstone

Nikolas Kotsios

Jordan Leon

Xavier Maligaspe

Tristan Marshall Alexander Matsamakis

Tyler McCrae Hamish McElhinney

Aidan McKay Benjamin (Ben) McKenzie

James McLaughlan

Jack Melling

Luca Simonetti

Dexter Newell Spencer Newell

Konstantinos Papadopoulos

Coco Pearce

Zoe Quick

Noah Ross

Xavier Simonetti Francisco Sinopoli

Julius Sinopoli Chloe Slots

Harry Slots Cameron Smith

Charlotte Nimmo Bowie O’Sullivan Tess O’Sullivan

Olivia Oates Irini Papadopoulos

Lazaros Papadopoulos

Annalise Papaevangelou

George Papaevangelou Olivia Papaevangelou

Eloise Payne Liam Payne

Jaxon Pearce Thomas Poulter

Aria Presta Vienna Presta Leo Pryor Maddison Quick

Hugo Raghavan Benjamin Richardson Sophie Richardson Frederick Robertson Maximus Robertson Archer Rosenlis

Zachary Round Lewis Sabri

Eleanor Sacca Luke Sacca

William Sacca

Donnacha Sawers

James Sawers Charlie Schwantzer

James Shadbolt Summer Shearer Charles Shedden (Charlie)

Maxwell (Max) Shewan

Hugo Simonetti

Lucas Smith

Elizabeth Tan

Michael Teh

Keiran Turner

Olympia Xiros

Will Vaiopoulos

Aaron Xu

Juliet Yann Hugo Yeats

Chara Zapris

Ethan Zhang

Macey Spiliopoulos

Tarnie Spiliopoulos

Thomas (Tom) Symons

William (Will) Symons Alexis Tan Chelsea Tan

IsaacTan Jacqueline Tan Katherine (Kate) Tan

Lucas Tan Ryan Tan

Sophie Tan

Eliza Teoh

James Teoh William Teoh

Thomas (Tom) Thorpe

Charlotte Turner Elliot Turner

Hazel Vaiopoulos

Lucas Tye-Din

Ellaria Tzirkas Samara Tzirkas Max Upton Thomas Upton

Madeleine Vaughan

Lachlan (Lachie) Vujovich

Mikayla Vujovich Hamish Waddell

Charlotte Wallis Anyu (Jayden) Wang

Harrison Ward Leela Xiros Jensen Ward Ben Wilson

Finlay (Fin) Wolstenholme

Orlando Workman M Wyss

Ridgeway Campus

Lucinda Thompson

Tyson Nagel

Denzel Vaghani

Emily Malcolm

Lavinia De Fazio

Morgan Karatselios

Lucy Torrington Charlotte Turner

Emilia Galway

Nicholas Farrugia

Alexander Ducquet

Siri Chilamkurti

Leion Katebian

Jack Kasmski

Neo Papanastasiou

Alana Edgley

Thomas Hollingsworth

Lachlan Kelly

Zach O’Sullivan

Isaac Grant

University Campus

Generations Front Row: Vanessa Chien, Angus Gowans, Morganne Poulter, Alycia Teh, Tilda Jukes, Maddie Watson

Middle Row: Hayden Vidich, Georgia Sutherland, Luca Comito, Miranda Pryor, Jack Durran, Isla Wolstenholme, Nicholas Nikolovski

Back Row: Gracie Shearer, Nathan Heath, Digby Squirrell, Rowan Hiatt, Tanner Wilson, Alexia Angelopoulos Absent: Chaize Bagas, James Bland, Kobe Carpenter, Hugh Gathercole, Hana Hassim, Jaxon Hastings, Ruby Longmuir, Analise Mina, Quintin Risstrom, Alexander Stooke

You just have to be true to yourself, know where you come from.

‑ Adam Goodes

COMPASSIONATE

young people of character

#learningtogether

Awards

Prizes and Academic Awards

Buckley House

Year 6

Dux of Year 6

James Bisogni

Ellie O’Duill

W B Dodemaide

Leadership Award for Captains of Buckley House

Oriana Briganti

Evan Theofilakos

Irwin Faris Rhodes Award

Sophie Tan

Barrie Borley Public Speaking Award

Christopher Toth

Buckley House Global Captain

Addi Brace

Siena Briganti

Grace McCaffrey

Edward Molloy

John Gough AO OBE

Spirit of Ivanhoe Award

Lucas Tan

Lyon‑Corstorphin

Citizenship Award

Fairley Caddy

Buckley House Ivanhoe Learner Award

Elisa Galway

Edward Molloy

Plenty Campus

Foundation

Ivanhoe Learner Award

Avneek Kalsi

Ivanhoe Learner Award Character Award

Archie Malhotra

YEAR 1

Ivanhoe Learner Award

Mia Wannouch

Ivanhoe Learner Award Character Award

Jaden Carter

YEAR 2

Ivanhoe Learner Award

Sweerah Sibi

Ivanhoe Learner Award

Character Award

Hudson Saw

YEAR 3

Chess Tournament Club

Most Improved Certificate

Scarlett Starbuck

Ivanhoe Learner Award

Melana Tadros

Ivanhoe Learner Award

Character Award

Ranya Begum

Public Speaking Award

Runner Up

Fareed Atwal

Kiara Gokuladas

Melana Tadros

Public Speaking Award

Allegra Lidgett

YEAR 4

Chess Tournament Club

Tied Second place trophy

Leo Sarek

Ivanhoe Learner Award

Abby Ward

Ivanhoe Learner Award

Character Award

Rayan Bhatti

Public Speaking Award ‑

Runner Up

Noa Butterworth

Jude Wafek

Ash Wilson

Public Speaking Award

Ziyah Sarosh

YEAR 5

Chess Tournament Club

Miran Kaygusuz

Chess Tournament Club

Tied second place trophy

Jeevan Srikantha

Ivanhoe Learner Award

Bethmi Perera

Ivanhoe Learner Award

Character Award

Avni Sidhu

Sports Achievement

Award Regional

Swimming Representation Award

Miran Kaygusuz

Public Speaking Award

Jobe Fantone

Public Speaking Award

Runner Up

Ridangam Kaur

Joshua Ward

Public Speaking Award Winner

Sabreen Hira

YEAR 6

Dux of Year 6

Arjun Sembey

Chess Tournament Club

Tied second place trophy

Curtis Sailah

Ivanhoe Learner Award

Ian Zhang

Ivanhoe Learner Award

Character Award

Oliver Tan

School Leader Award

Nate Anderson

Sirin Demir

Sports Achievement Award

Julian Canzoneri

Sports Achievement Award Regional Aths Rep Award

Shayen Nijhawan

Sports Achievement Award Regional X Country

Representative Award

Julian Canzoneri

Principal’s Award

Ari Bonwick

Academic Achievement Award

Connor Tibbey

Selena Wang

Public Speaking Award

Runner Up

Eveleen Kalsi

Sienna Lacorcia

Lana Walsh-Buckley

Public Speaking Award Winner

Arjun Sembey

Sports Achievement Award Regional

Swimming Representative Award

Sienna Lacorcia

The Arts: Performing Arts Award

Kyra Dutt

Sienna Lacorcia

The Arts: Visual Arts Award

Marilyn Bhattacharyya

YEAR 7

Wilcock Prize for Dux of

Year 7

Owen Ding

Proxime Accessit ‑ Year 7

Jaydev Rajeev

First Rhodes Award

Bridgit Gardner Memorial Prize

Owen Ding

Second Rhodes Award

Natalie Nair

Third Rhodes Award

Thevmi Weeranayake

Leigh & Betty Holman

Multimedia Prize

Kunwar Badwal

McEwen Prize for Citizenship

Charli Millar

Principal’s Award

Hamish Bilston

Edward Darrall

Emily Eldo

Daniel Ellul

Gracie Jhaveri

Charlotte Karlis

Mavith Millawana

Ashneer Sanghian

Huw Whitworth

Academic School Colour

Aadya Achar

Owen Ding

Aradhna Hari

Mia Luscombe

Keisha Mittal

Natalie Nair

Jaydev Rajeev

Rayan Shoaib

Thevmi Weeranayake

Anqi Zhou

Subject Award Art

Anqi Zhou

Subject Award Chinese

Anqi Zhou

Subject Award

Dance & Drama

Abbey Duckmanton

Subject Award

Digital Technology

Edward Darrall

Subject Award ‑ English

Jaydev Rajeev

Subject Award Food Technology

Thevmi Weeranayake

Subject Award French

Natalie Nair

Subject Award ‑

Global Education

Thevmi Weeranayake

Subject Award ‑ Health & Physical Education

Mia Luscombe

Subject Award Humanities

Rayan Shoaib

Subject Award Mathematics

Jaydev Rajeev

Subject Award Music

Owen Ding

Subject Award ‑ Science

Owen Ding

YEAR 8

Dux of Year 8

Raymun Sekhon

Proxime Accessit Year 8

Sameer Patel

First Rhodes Award

Raymun Sekhon

Second Rhodes Award

Andy Zhao

Third Rhodes Award

Sameer Patel

G L Allan Prize for Overall Development & Improvement

Patrick Jiang

Greg Smith Prize for Notables ‑ Catalysts for Change

Ishana John

Principal’s Award

Naethan Alexander

Kevon Galagedara

Harshan Gurna

Aryan Sarangal

Jackson Sharp

Mahrosh Shoaib

Academic School Colour

Ethan Abhayasinghe

Arjun Achar

Misha Dhiman

Sameer Patel

Johnathan Saravanan

Raymun Sekhon

Meghavini Shrestha

Andy Zhao

Subject Award Art

Alexis Chan

Subject Award ‑ Chinese

Andy Zhao

Subject Award

Digital Technology

Johnathan Saravanan

Subject Award Drama

Misha Dhiman

Subject Award ‑ English

Sameer Patel

Subject Award

Food Technology

Sienna Lovat

Subject Award French

Raymun Sekhon

Subject Award ‑

Global Education

Meghavini Shrestha

Subject Award Health & Physical Education

Raymun Sekhon

Subject Award Humanities

Raymun Sekhon

Subject Award Mathematics

Raymun Sekhon

Subject Award ‑ Music

Yuting Qiang

Subject Award Product Design & Technology

Marcus Wang

Subject Award Science

Raymun Sekhon

Subject Award ‑ Visual

Communications Design

Marcus Wang

YEAR 10

Dux of Year 10

Maya Hopper

Proxime Accessit ‑ Year 10

Kate Hopper

First Rhodes Award

Maya Hopper

Second Rhodes Award

Kate Hopper

Third Rhodes Award

Shona Oghanna

Best Advanced Training

Platoon

Zack Gathercole

Maximus Karamzalis

Andreas Mina

Mehul Saini

Adit Sangam

Gus Singh

Ernst & Young Prize for Accounting

Tony Cheng

Frank Redhead Prize for Best Training Platoon

Oscar Faulds

Olivia Heath

Luciana Pastrana Martinez

Old Ivanhoe

Grammarians’ Association

Encouragement Award

Ava Sheffield

Spirit of Ivanhoe Award

Jahnavi Srikantha

University of Melbourne

Kwong Lee Dow

Scholarship

Kate Hopper

Maya Hopper

Principal’s Award

Lisa Gallagher

Olivia Heath

Stella Rose

Rowan Sharples

Yanan Sun

Academic Full Colour

Kate Hopper

Maya Hopper

Sam Pisani

Minuki Vidanapathirana

Academic Half Colour

Tiora Gunatilake

Lacey Marsh

Shona Oghanna

Luciana Pastrana Martinez

Subject Award Art

Laura Dawood

Subject Award

Chinese SL

Tony Cheng

Subject Award ‑ Commerce

Shona Oghanna

Subject Award

Digital Technology

Darcy Hill

Subject Award Drama

Bailee Nankervis

Subject Award English

Kate Hopper

Maya Hopper

Subject Award French

Tiora Gunatilake

Subject Award Health & Physical Education

Shona Oghanna

Subject Award ‑ Humanities

Maya Hopper

Subject Award ‑ Mathematics (Advanced)

Sam Pisani

Subject Award

Mathematics (General)

Julian Petrovski

Subject Award

Media Studies

Lacey Marsh

Subject Award Product Design & Technology

Stella Rose

Subject Award ‑ Science

Shona Oghanna

Subject Award

Sport Science

Jacqueline Wharton

Subject Award Visual Communications Design

Yanan Sun

VCE Unit 1 & 2 Subject Award Accounting

Tony Cheng

VCE Unit 1 & 2 Subject Award ‑ Biology

Minuki Vidanapathirana

VCE Unit 1 & 2 Subject Award Business

Management

Lachlan Byrne

Prizes and Academic Awards

VCE Unit 1 & 2 Subject

Award Chinese SL

Yanan Sun

VCE Unit 1 & 2 Subject Award ‑ Health & Human Development

Kate Hopper

VCE Unit 1 & 2 Subject Award Legal Studies

Tiora Gunatilake

VCE Unit 1 & 2 Subject

Award Psychology

Kate Hopper

YEAR 11

Dux of Year 11

Avlene Das

Proxime Accessit ‑ Year 11

Senith Warnasuriya

First Rhodes Award

Avlene Das

Second Rhodes Award

Senith Warnasuriya

Third Rhodes Award

Jasmin Muir

Best Advanced Training Platoon

Fin Butterworth

Joshua Dimech

Christopher Kouvas

Daiwik Rekhi

Frank Redhead Prize for Best Training Platoon

Oliver Doherty

Thomas Furlong

John Benson Award Cadets

Charlie Taylor

Randal Marsh Acquisition

Keysha Sorraghan

Rhona Seear Prize

Matilda Wanless

Sinclaire Prize for Entrepreneurship

Charlie Taylor

Swannie Award Debating

Senith Warnasuriya

Principal’s Award

Vardan Dhaliwal

Jemima Dillon

Nick Errington

Ali Maghasedi

Charlie Taylor

Matilda Wanless

Academic Full Colour

Avlene Das

Rakhi Patel

Senith Warnasuriya

Academic Half Colour

Aarav Jain

Jasmin Muir

Miria Teh

VCE Unit 1 & 2 Subject Award Art Making & Exhibiting

Allegra Kalona

VCE Unit 1 & 2 Subject Award Chemistry

Rakhi Patel

VCE Unit 1 & 2 Subject Award Computing

Keysha Sorraghan

VCE Unit 1 & 2 Subject Award English

Avlene Das

VCE Unit 1 & 2 Subject Award ‑ General

Mathematics A

Oscar Squirrell

VCE Unit 1 & 2 Subject

Award ‑ Health & Human Development

Matilda Wanless

VCE Unit 1 & 2 Subject

Award History

Brahmleen Kaur

VCE Unit 1 & 2 Subject Award Literature

Avlene Das

VCE Unit 1 & 2 Subject Award Mathematical Methods

Senith Warnasuriya

VCE Unit 1 & 2 Subject Award Media Studies

Miria Teh

VCE Unit 1 & 2 Subject Award ‑ Physical Education

Mia Stahl

VCE Unit 1 & 2 Subject Award Physics

Senith Warnasuriya

VCE Unit 1 & 2 Subject

Award Product Design & Technology

Charlie Taylor

VCE Unit 1 & 2 Subject

Award Specialist

Mathematics

Senith Warnasuriya

VCE Unit 1 & 2

Subject Award Visual Communications & Design

Paru Sreena Rajesh

VCE Unit 3 & 4 Subject Award ‑ Accounting

Aarav Jain

VCE Unit 3 & 4 Subject Award ‑ Biology

Rakhi Patel

VCE Unit 3 & 4 Subject Award General Mathematics

Manan Jyoti

VCE Unit 3 & 4 Subject Award Legal Studies

Avlene Das

VCE Unit 3 & 4 Subject Award Psychology

Senith Warnasuriya

YEAR 12

Dux of Plenty Campus

Sanat Sahrawat

Proxime Accessit Year 12

Kirat Multani

Ash Long Prize for Captains of the School

Anata Gliana

Yosip Oghanna

First Rhodes Award ‑ Old Ivanhoe Grammarians’ Association Prize

Yosip Oghanna

Second Rhodes Award ‑ Old Ivanhoe Grammarians’ Association Prize

Anata Gliana

Third Rhodes Award Old Ivanhoe Grammarians’ Association Prize

Sanat Sahrawat

FO Watts Prize for Leadership & Service to the School

Jessica Dahl

Nick George

Anata Gliana

Chloe Matthews

Joel McAlister

Ryan McKeown

Jessica Mihajlov

Yosip Oghanna

Ryan O’Grady

Sanat Sahrawat

Gavan Sharples

Tharinie Uruththiran

Australand Performing Arts Prize

Kate Marshall

Best Advanced Training

Platoon

Aiden Cassidy

Harry Kneebone

Eshaan Saini

Gavan Sharples

Rhys Southwell

Cadet Prize

Anata Gliana

Centenary Award for Product Design & Technology

Jack Borowski

Commanding Officers Prize Cadets

Jessica Mihajlov

Creed Prize for the Performing Arts

Maddie Nankervis

Frank Redhead Prize for Best Training Platoon

Jessica Dahl

Nick George

Friends of Plenty

Performing Arts Prize for Leadership & Service to Music

Donelle Joseph

Greek Parents’ Association Prize for Outstanding Service to Music

Gavan Sharples

Gregson Family Prize for Citizenship

Labonya Paul

Ivanhoe Grammarians

Lodge Prize for Service to the School

Elora Twyford

MUR Peter Jory Memorial Prize ‑ Cadets

Sarah Fang

Old Ivanhoe Grammarians’ Association Media Award

Elora Twyford

Padre Tom Douglas

Memorial Prize Cadets

Nick George

Patron’s Service Award Cadets

Chloe Matthews

Yosip Oghanna

Philomena Spicer

Evie Youill

Peter Huxley Senior Debating Prize

Tharinie Uruththiran

Principal’s Art & Design Award

Tessa Moad

Principal’s Platoon Commander Prize Cadets

Jessica Dahl

Randal Marsh Art & Design Award First Prize

Tessa Moad

Randal Marsh Art & Design Award Second Prize

Elora Twyford

Stuart O’Gorman Memorial Prize

Maddie Nankervis

Villawood Visual Arts Prize

Elora Twyford

General Academic Excellence VCE

Andrew Bormann

Chelsea Li

Tharinie Uruththiran

VCE Unit 3 & 4 Subject Award ‑ Applied

Computing: Software Development

Ryan McKeown

VCE Unit 3 & 4 Subject Award ‑ Art Making and Exhibiting

Elora Twyford

VCE Unit 3 & 4 Subject Award ‑ Business Management

Nick George

VCE Unit 3 & 4 Subject Award Chemistry

Sanat Sahrawat

VCE Unit 3 & 4 Subject Award Economics

Evie Youill

VCE Unit 3 & 4 Subject Award English

Chelsea Li

VCE Unit 3 & 4 Subject Award ‑ Global Politics

Anata Gliana

VCE Unit 3 & 4 Subject Award ‑ Health & Human Development

Anata Gliana

VCE Unit 3 & 4 Subject Award Mathematical Methods

Sanat Sahrawat

Tharinie Uruththiran

VCE Unit 3 & 4 Subject Award ‑ Media

Elora Twyford

VCE Unit 3 & 4 Subject Award Physical Education

Nick George

VCE Unit 3 & 4 Subject Award Physics

Kirat Multani

VCE Unit 3 & 4 Subject Award Product Design & Technology

Jessica Dahl

VCE Unit 3 & 4 Subject Award Specialist Mathematics

Kirat Multani

VCE VET Equine Studies

Subject Award

Alice Darby

Ridgeway Campus

Year 7

Dux of Year 7

Jonathan Nation

Proxime Accessit Year 7

Frankie Hely

First Rhodes Award

Sir H H Olney & G S

Maggs Memorial Prize

Josh Fairbank

Second Rhodes Award

Sir H H Olney & G S

Maggs Memorial Prize

Jonathan Nation

Third Rhodes Award ‑

Sir H H Olney & G S

Maggs Memorial Prize

Edie Cadman

Friends of Ridgeway

Theatre Award

Josh Fairbank

Principal’s Award

Aarvy Bhatta

Marley Bukhari

Lucilla Caruso

Carter Cheung

Maggie Coutts

Hugo Gibson

Lucinda Harrison

George Kerr

Layla Mannuzza

Aidan McKay

Ari Norwood

Annalise Papaevangelou

Bass Perry

Ben Short

Eliza Stokes

Max Upton

Abby Vallve

Eliza Veale

Isabella Ye

Alan Zhang

Academic Half Colour

Frankie Hely

Jonathan Nation

Academic School Colour

Edie Cadman

Mali Calleja

Sophie Chen

Kaya Clark

Harvey Darvall

Miles Devidas

Alfie Do

Rohan Ennis

Josh Fairbank

Mira Fleming

Mimi Forck

Hannah Huang

Dimitri Kalogerakis

Zoe Macaulay

Ivy Nguyen

Eva Northey

Louis Perdreau

Charlie Perrone

Andrew Spencer

Anton Verheijden

Liam Wong

Ethan Zhang

Subject Award ‑ Art

Sarah Freer

Subject Award Chinese

Alan Zhang

Subject Award English

Alfie Do

Subject Award ‑

Food Technology

Isabella Ye

Subject Award ‑ French

Jonathan Nation

Subject Award

Global Education

Jonathan Nation

Subject Award Health & Physical Education

Ivy Alban

Subject Award ‑ Humanities

Frankie Hely

Subject Award Mathematics

Jonathan Nation

Subject Award Music

Harvey Darvall

Rohan Ennis

Subject Award ‑ Science

Jonathan Nation

Subject Award Spanish

Mali Calleja

YEAR 8

Dux of Year 8

Bohan Yang

Proxime Accessit ‑ Year 8

Surani Hemaratne

First Rhodes Award

G L Allan & Geoffrey

Gahan Memorial Prize

Bohan Yang

Second Rhodes Award

G L Allan & Geoffrey

Gahan Memorial Prize

Isabella Abram

Third Rhodes Award

G L Allan & Geoffrey

Gahan Memorial Prize

Surani Hemaratne

David Atkinson Prize for Humanities

Ella Dorman

East Ivanhoe Grocers Prize in Food Technology

Oliver Broomhall

Friends of Ridgeway

Theatre Award

Michael Miloi

Greg Smith Prize for Notables Catalysts for Change

Rafael Tasevski

KT “Patsy” Eiseman

Trophy Athletics

Stan Moore

Leigh & Betty Holman

Multimedia Prize

Rudi La Rooy

Prizes and Academic Awards

Principal’s Award

Alex Atkinson-Buck

Amy Bland

Zara Brophy

Harrison Cahir

Banjo Callahan

Ray Chang

Daniel Christoff

Eamon Coolahan

Jayden Gralinski

Josie Holland

Greta Lewin

Hugo O’Neill

Eloise Payne

Maddox Ralifo

Oscar Razzi

Ziggy Read

Jessica Robinson

Ronan Sanders

Lucas Smith

Nihaal Taylor

Mikha Thapa

Sophie Whelan

Academic Half Colour

Surani Hemaratne

Bohan Yang

Academic School Colour

Isabella Abram

Noah Andrews

Alyssa Chandry

William Chen

Jessica Cheung

Ella Dorman

Ewan Fellowes

Indie Griffiths

Andrew Kakoschke

Alyssa Kobayssi

Louis Kuek

Carlos Mehin

Michael Miloi

Annie Nguyen

Edie Oldmeadow

Rafe Roberts

Max Shewan

Liam Thanos

Aarabi Thirumavalavan

Lucy Toy

Harper Tyrrell

Jake Vasiliou

Willem Versteeg

Subject Award - Art

Alyssa Chandry

William Chen

Rafe Roberts

Jessica Robinson

Bohan Yang

Subject Award - Chinese

Jessica Cheung

Subject AwardDigital Technology

Michael Miloi

Subject Award - English

Edie Oldmeadow

Subject Award -

Environmental Challenge

Max Shewan

Subject AwardFood Technology

Jake Vasiliou

Subject Award - French

Lucy Toy

Subject Award -

Global Education

Bohan Yang

Subject Award - Health & Physical Education

Michael Mai

Subject AwardHumanities

Edie Oldmeadow

Subject AwardMathematics

Aarabi Thirumavalavan

Subject Award - Music

Noah Andrews

Subject Award - Product

Design & Technology

Jessica Cheung

Eamon Coolahan

Subject Award -

Product Design Textiles

Josie Aberle

Zara Brophy

Poppy Kennedy

Olive Wilson

Subject Award - Science

Bohan Yang

Subject Award - Spanish

Tom Barker

Subject Award - Visual

Communications Design

Annie Nguyen

Aarabi Thirumavalavan

Bohan Yang

Principal’s AwardELICOS (Year 9)

Theia Sonpundi

YEAR 10

Dux of Year 10

Ryan Delios

Proxime Accessit - Year 10

Samantha Garbutt

First Rhodes Award -

Harold Wilcox & Blanche

Terdich Memorial Prize

Samantha Garbutt

Second Rhodes Award -

Harold Wilcox & Blanche

Terdich Memorial Prize

Olivia Oates

Third Rhodes Award -

Harold Wilcox & Blanche

Terdich Memorial Prize

Ryan Delios

AAC Bronze Commendation for Student of Merit on Promotion Course

Lucy Fiddes

Australian Defence Force Future Innovators Award

Lucy Fiddes

Australian Defence Force Long Tan Leadership & Teamwork Award

Elise Devlin

Friends of Ridgeway

Theatre Award

Ella Bryden

Howard & Bev Purcell

Commerce Award

Emily Bertram

International University of Melbourne Kwong Lee

Dow Scholarship

Kathy Shen

Padre Tom Douglas Memorial Prize - Cadets

Frederick Becket

R H & G R Grierson

Citizenship Award

Charlotte Starkey

University of Melbourne

Kwong Lee Dow

Scholarship

Ryan Delios

Principal’s Award

Christian Benson

Erica Bewsher

Hannah Borschmann

William Carson

Louis Chien

Bentley Crisp

Penny Davis

Felix Dwojacki

Murphy Dwyer

Zoe Englezos

Yolanda Fang

Miranda Freer

Will Griffiths

Chloe Hastewell

Oliver Knezevic

Zac Lander

James Longmuir

Zoe Loverso

Yianna Malapanis

Charlie Phelan

Jess Thomas

Amelia Thomson

Ahnya Voller

Hannah Walling

Noah Whelan

Fin Wolstenholme

Principal’s AwardELICOS

Daniel Liu

Kathy Shen

Academic Full Colour

Anthony Banh

Emily Bertram

Xavier Chy

Ryan Delios

Samantha Garbutt

Oscar He

Rebecca Hvalica

Jo Money

Olivia Oates

Will Symons

Harry Sze

Hamish Waddell

Academic Half Colour

Ranjiv Bhar

Alicia Maniatakis

Tiffany Moutsos

Maggie Potuguntla

Shayden Renwick

Henry Roseby Hunter

Harvey Scarborough

Charlotte Starkey

Elizabeth Tan

Jeevan Taylor

Ben Vulinovic

Daniel Wang

Subject Award - Art

Stephanie Abonyi

Subject Award - Chinese

Language & Society

Xavier Chy

Subject Award Commerce

Emily Bertram

Subject Award

Digital Technology

Will Symons

Subject Award ‑ Drama

Ella Bryden

Subject Award English

Alicia Maniatakis

Subject Award French

Samantha Garbutt

Subject Award ‑ Humanities

Charlotte Starkey

Subject Award Literature

Samantha Garbutt

Subject Award Mathematics (Advanced)

Ryan Delios

Subject Award Mathematics (Core)

Liam Canty

Subject Award ‑ Mathematics (General)

James Longmuir

Subject Award Multimedia

Ranjiv Bhar

Subject Award Music

Spencer Pascoe

Subject Award ‑ Physical Education

Bentley Crisp

Zac Lander

Subject Award Product Design & Technology

Chloe Hastewell

Subject Award Science

Ryan Delios

Subject Award ‑ Spanish

Jo Money

Subject Award

Sport Science

Rebecca Hvalica

Subject Award Visual Communications Design

Tommy Hardlitschke

Nick Horne

VCE Unit 1 & 2 Subject Award Chinese Language & Society

Oscar He

VCE Unit 1 & 2 Subject Award Applied

Computing

Daniel Wang

VCE Unit 1 & 2 Subject Award Bridging (EAL)

Andy Wang

VCE Unit 1 & 2 Subject Award Environmental Science

Hamish Waddell

YEAR 11

Dux of Year 11 IB

Rick Li

Dux of Year 11

Cleo Bruscino-Raiola

Proxime Accessit Year 11

Phil Ou

First Rhodes Award

Alan Wainwright Memorial Prize

Helena Rodas

Second Rhodes Award ‑

Alan Wainwright Memorial Prize

Leah Delios

Third Rhodes Award ‑

Alan Wainwright Memorial Prize

Florence Donarelli

Alf Watson Trophy ‑ Athletics

Rachel White

Col N R Pinkham Prize for Outstanding Leadership in Outdoor Education

Emily Stevens

Eckersley Art & Design Prize

Phoebe Babidge

Amy Long

Harry Mander

Eric Alston Memorial

Biology Prize

Alexia Olorenshaw

Geoffrey Vardon Prize for Community Service

Trixie Kneebone

Helen Woodhouse Prize for Legal Studies

Stella Munro

Ivanhoe Grammarians

Lodge Prize for Citizenship

Matthew Pivec

J H Sharwood Memorial Prize Dux of Business Studies

Makayla Buckingham

J H Sharwood Memorial Prize Dux of Humanities

Tom Blackmore

J H Sharwood Memorial Prize Dux of Mathematics & Science

Ethan Du

J Tortensen Prize for Product Design & Technology

Boyd Carpenter

John Benson Award ‑ Cadets

Stephanie Cotronis

Michael Gorton AM One World Award

Jayla Kiratlioglu

Old Ivanhoe Grammarians’ Association Encouragement Award

Lana Saltalamacchia

Reina Williams Prize for Drama Studies

Karmen Apperley

Senior Debating Prize

Lucas Bland

Swannie Award Debating

Tom Blackmore

University of Melbourne

Kwong Lee Dow

Scholarship

Rick Li

Principal’s Award

Boyd Carpenter

Sadie Cleary

Marley Cox

Izaak Crane

Baxter Errey

Cooper Farmer

Aaryan Galia

Matthew Golding

Marlo Graham

Nate Jenkins

Skye Jenkins

Grace Laoumtzis

Candy Liang

Penny Loveridge

Nick Mann

Sienna Moorfield

Isabella Sharan

Ella Simmons

Lachie Templeman-Hughes

Alex Waples

Harrison Ward

Molly Welch

Cen Zhang

Academic Full Colour

Cleo Bruscino-Raiola

Leah Delios

Florence Donarelli

Ethan Du

Oliver Griffiths

Becky Hoy

Hannah Kocev

Rick Li

Alexia Olorenshaw

Phil Ou

Janien Phan

Helena Rodas

Academic Half Colour

Phoebe Babidge

Lucas Bland

Ben Davis

Michael Goumas

Joshua Loh

Rami Lynch

Peter Makris

Harry Mander

Ben Martin

Matthew Pivec

Caitlin Robley

Emi Sugimoto

Sara Wang

IB Subject Award Biology

Emi Sugimoto

IB Subject Award

Business Management

Grace Alberti

IB Subject Award ‑ Chemistry

Emi Sugimoto

IB Subject Award

Chinese A Literature

Hazel Liu

IB Subject Award

Chinese B

Alice Qiu

IB Subject Award

Economics

Portia Gowrie

IB Subject Award ‑ English A Literature

Dora Davey

IB Subject Award

English B

Kris Rattanachan

Prizes and Academic Awards

IB Subject Award ‑

Indonesian ab initio

Julian Harsley

IB Subject Award ‑ Mathematics Analysis & Approaches

Rick Li

IB Subject Award Mathematics Applications & Interpretation

Louise Chapman

IB Subject Award Physics

Rick Li

IB Subject Award Sports, Exercise & Health Science

Aerin Winther

IB Subject Award Visual Arts

Sara Wang

VCE Unit 1 & 2 Subject Award ‑ Accounting

Nicholas Kantzipas

VCE Unit 1 & 2 Subject Award ‑ Art Making & Exhibiting

Phoebe Babidge

VCE Unit 1 & 2 Subject Award Biology

Becky Hoy

VCE Unit 1 & 2 Subject Award Business Management

Makayla Buckingham

VCE Unit 1 & 2 Subject Award Chemistry

Ethan Du

VCE Unit 1 & 2 Subject Award Economics

Alexia Olorenshaw

VCE Unit 1 & 2 Subject Award ‑ English

Nicholas Kantzipas

VCE Unit 1 & 2 Subject Award English (EAL)

Janien Phan

VCE Unit 1 & 2 Subject Award General Mathematics

Cleo Bruscino-Raiola

VCE Unit 1 & 2 Subject Award Geography

Phil Ou

VCE Unit 1 & 2 Subject Award ‑ Global Politics

Tom Blackmore

VCE Unit 1 & 2 Subject Award Health & Human Development

Leah Delios

VCE Unit 1 & 2 Subject Award ‑ History

Athan Siapikoudis

VCE Unit 1 & 2 Subject Award ‑ Legal Studies

Hannah Kocev

VCE Unit 1 & 2 Subject Award Literature

Eleni Panousis

VCE Unit 1 & 2 Subject Award Mathematical Methods

Oliver Griffiths

VCE Unit 1 & 2 Subject Award Media Studies

Isabella Sharan

VCE Unit 1 & 2 Subject Award ‑ Physical Education

Nicholas Kantzipas

VCE Unit 1 & 2 Subject Award ‑ Physics

Harry Mander

VCE Unit 1 & 2 Subject Award Product Design & Technology

Boyd Carpenter

VCE Unit 1 & 2 Subject Award Psychology

Helena Rodas

VCE Unit 1 & 2 Subject Award Specialist Mathematics

Ethan Du

VCE Unit 1 & 2 Subject Award Theatre Studies

Karmen Apperley

VCE Unit 1 & 2 Subject Award ‑ Visual Communications & Design

Amy Long

VCE Unit 3 & 4 Subject Award ‑ Chinese (FL)

Simon Sun

VCE Unit 3 & 4 Subject Award Physical Education

Caitlin Robley

VCE Unit 3 & 4 Subject Award Psychology

Leah Delios

YEAR 12

Dux of School J H

Sharwood Memorial Prize

Tom Starkey

Dr John Connell

AM International Baccalaureate Dux

Alana Edgley

Proxime Accessit Year 12

Athulya Atapattu

Frank Brock Memorial Prize Captain of the School

Hamish Noonan

Stephen Phillips Prize ‑ Captain of the School

Alana Edgley

First Rhodes Award

FO Watts Memorial Prize

Tom Starkey

Second Rhodes Award

Edward Moffat Memorial Prize

Alana Edgley

Third Rhodes Award

Edward Moffat Memorial Prize

Caitlin Malara

Phyllis Knorr Prize for Leadership & Service to the School

Eden Alexander

Deacon Bagas

Anita Birchall

Annabelle Crisp

Alana Edgley

Jack Grant

Libby Hanlon

Cherian Huang

Jason Jia

Caitlin Malara

Eva Malvaso

Hamish Noonan

Zach O’Sullivan

Edward Redlich

Ella Rowe

Tom Scardamaglia

Tom Starkey

Victoria Sze

Matilda Teele

Eddie Thomas

Chloe Thomson

Denzel Vaghani

Marcus Walling

Australian Defence Force

Long Tan Leadership & Teamwork Award

Callum McGeachan

Australian Defence Force

Future Innovators Award

Deacon Bagas

B A Meikle Award for Chemistry

Tom Starkey

Ben Cookson Award

Ava Vincent

Cadet Prize

Breanna Fox

Centenary Award for Product Design & Technology

Liam Scurrah

Commanding Officers Prize ‑ Cadets

Daniel Spencer

Commonwealth Bank Prize for English

Emma Kwong-Gay

de Boos Family Prize for IB Theory of Knowledge

Alana Edgley

Dr Brian Sinclair Harrap

Prize for IB Chemistry

Laurieston Xu

Dr Neil Davey Prize for Economics

Emma Kwong-Gay

Eckersley Art & Design Prize

Lavinia De Fazio

Ben Drake

Kynan Home

Ern & Vera Cohen Prize for Service to Year 12

Lars Sveilis

G C Hawker Prize for Public Speaking

Natalia Conte

G K Forbes Mathematics

Prize for General

Mathematics

James Shadbolt

G K Forbes Mathematics

Prize for Mathematical Methods

Tom Starkey

G K Forbes Mathematics

Prize for Specialist

Mathematics

Tom Starkey

Graeme Hall Memorial Prize for the International Baccalaureate Extended Essay

Alana Edgley

Kabeer Paracha

Greek Parents’ Association Prize for Outstanding Service to Music

Charlie Woodhouse

Grierson Award Kayaking

Josh Fraser

John Benson Prize for Geography

Callum McGeachan

King Constantine Medal for Outstanding Service & Community Work

Victoria Sze

MUR Peter Jory Memorial Prize Cadets

Josh Fraser

Noel Buckley AM Round Square Prize

Edward Redlich

Old Ivanhoe Grammarians’ Association Media Award

Charlie Woodhouse

Old Ivanhoe Grammarians’ Association Prize for Citizenship

Edward Redlich

Patron’s Service Award ‑ Cadets

Lavinia De Fazio

Callum McGeachan

Lars Sveilis

Charlotte Turner

Peter Huxley Senior Debating Prize

Tom Starkey

Philip & Kathleen Gee Prize for Captain of Music

Gus Manners

Lucinda Thompson

Pizzey Family Athletic Captains Cup Award

Alana Edgley

Brodie Mierisch

Pizzey Memorial Prize (Awarded for Business Management)

Sophie Chernishoff

Georgie Wooller

Principal’s Art & Design Award

Victoria Sze

Principal’s Platoon

Commander Prize Cadets

Deacon Bagas

Randal Marsh Acquisition

Ashlyn Taylor

Randal Marsh Art & Design Award First Prize

Maggie Fu

Tyler Land

Charlotte Turner

Triple Blue Award

Alana Edgley

Avena Henriksen

Ella Rowe

General Academic Excellence IB

Alana Altus

Ayush Mandhan

Jakub Maslowski

Hamish Noonan

Edward Redlich

Laurieston Xu

General Academic Excellence VCE

Emily Antoniades

Stamos Kalogerakis

Emma Kwong-Gay

Georgie Wooller

IB Subject Award ‑ Biology HL

Alana Edgley

IB Subject Award ‑ Biology SL

Eliza Williams

IB Subject Award Business Management HL

Hamish Noonan

IB Subject Award Chemistry SL

Alana Edgley

IB Subject Award

Chinese B Mandarin SL

Victoria Sze

IB Subject Award ‑ Economics HL

Lavinia De Fazio

Laurieston Xu

IB Subject Award English

A Literature HL

Alana Edgley

Harley Mileto

IB Subject Award

English B HL

Amy Han

IB Subject Award English B SL

Laurieston Xu

IB Subject Award French B SL

Alana Altus

Olivia Ross

IB Subject Award –History Europe HL

Charlotte Turner

IB Subject Award Indonesian ab initio SL

Harley Mileto

Charlie Wilson

IB Subject Award ‑ Mathematics Analysis & Approaches HL

Alana Edgley

IB Subject Award ‑ Mathematics Analysis & Approaches SL

Josh Fraser

IB Subject Award ‑ Music HL

Gus Manners

IB Subject Award Physics HL

Harley Mileto

IB Subject Award Physics SL

Anita Birchall

IB Subject Award Psychology HL

Paige Purcell

Ada Theocharides

IB Subject Award –Spanish B SL

Alana Edgley

IB Subject Award Sports, Exercise & Health Science HL

Eliza Williams

IB Subject Award Visual Arts HL

Charlotte Turner

VCE Unit 3 & 4 Subject Award Applied Computing: Software Development

Samuel Pruscino

VCE Unit 3 & 4 Subject Award Art Making and Exhibiting

Summer Starkey

VCE Unit 3 & 4 Subject Award ‑ Health & Human Development

Georgie Wooller

VCE Unit 3 & 4 Subject Award History (Revolutions)

Callum McGeachan

VCE Unit 3 & 4 Subject Award Media

M Wyss

VCE Unit 3 & 4 Subject Award Physics

Tom Starkey

VCE Unit 3 & 4 Subject Award ‑ Product Design & Technology

Victor Yang

VCE Unit 3 & 4

Subject Award ‑ Visual Communication & Design

Emily Antoniades

University

Campus

YEAR 9

Dux of Year 9

Michael Reeves

Proxime Accessit Year 9

James Short

First Rhodes Award C & E Rojo & D R Nichols

Memorial Prize

Charlotte De-Coi

Second Rhodes Award

C & E Rojo & D R Nichols

Memorial Prize

Michael Reeves

Third Rhodes Award ‑ C & E Rojo & D R Nichols

Memorial Prize

Zara Shallcross

AAC Bronze Commendation for Student of Merit on Promotion Course

Charlotte De-Coi

Alf Watson Trophy ‑ Athletics

Jack Dowling

Australian Defence Force Future Innovators Award

Chaize Bagas

Prizes and Academic Awards

Col E G Keogh Prize

Cadets

Charlotte De-Coi

India Graham

Frank Redhead Prize for Best Training Platoon

Meenal Babbar

Skye Duckmanton

Alex Duguid

Grace Gifford

Karman Mann

Hannah McClintock

Rameen Mohsin

Grace Moio

Nicholas Nikolovski

Urie Pajarillo

Abubakkar Siddique

Akhil Srinivasan

Jake Tennent

Nawab Virk

Ryan Wafek

Charlie Wagner

Friends of Theatre Award

Charlotte De-Coi

KT “Patsy” Eiseman Trophy Athletics

Marli Brenner

Lt Colonel K H Ducker Progress Award

Sofia Shah

R H & G R Grierson

Citizenship Award

Meenal Babbar

Rev Peter Holloway

Ivanhoe Grammarians

Lodge Award

Essie Perry

Principal’s Award

Alexia Angelopoulos

Maia Ansari

Alexander Baldwin

Thomas Burgess

Ruby Burke

Tilly Burke

Ella Clarke-Smith

Luca Comito

Ollie Crosthwaite

Lucy D’Alessandro

Izzy de Wijn

Satya Duerr

James Fairbank

Grace Gifford

India Graham

Cate Gust

Charlotte Hooker

Matthew Kocev

Renae Martin

Hannah McClintock

Ada McLaughlin

Isabella McNally

Jaidyn McNeil

Leo Moore

Max Nelson

Molly Noonan

Essie Perry

Jacqueline Pham

Owen Piola

Annika Power

Sofia Shah

Gracie Shearer

Bridget Sherry

Mietta Stamford

Abigael Staples

Xenia Theofilakos

Joseph Vespa

Lucas Ward

Academic Full Colour

Scout Ballard

Eloise Brown

Charlotte De-Coi

Seb Heasly

Ollie Hely

Alister Hsu

Zoe Landsberg

Hugo Lethbridge-Ford

Ben Marty

Olive McGeachan

Michael Reeves

Zara Shallcross

Jai Sharma

James Short

Riley Tyebji

Leon Verheijden

Academic Half Colour

Aidan Angarano

Chaize Bagas

Eddie Brennan

Vanessa Chien

Ella Clarke-Smith

Alex Ellul

Lucas Harsley

Josie Honey

Joshua John

Maddie Lim

Ada McLaughlin

Leo Moore

Adam Niazmand

Urie Pajarillo

Sami Rowe

Grace Wright

Subject Award Art

Teresa Huang

Subject Award ‑ Chinese

Michael Reeves

Subject Award Drama

Charlotte De-Coi

Subject Award English

Michael Reeves

Subject Award ‑ French

Charlotte De-Coi

Subject Award Health & Physical Education

Joshua John

Ada McLaughlin

Luke Olorenshaw

Subject Award ‑

Mathematics

James Short

Subject Award Media Studies

Olive McGeachan

Subject Award Music

Alex Youill

Subject Award Product Design & Technology

Riley Baillie

Tilda Jukes

Subject Award Science

Ben Marty

Subject Award Spanish

Clio Yacoub

Subject Award –Transdisciplinary Inquiry

Michael Reeves

Subject Award Transformative

Technology

Alex Ellul

Michael Reeves

Subject Award Visual Communications Design

Scout Ballard

Cate Gust

Maddie Lim

Arthur Mathieson

Rhiannon Pettit

Sami Rowe

Co‑Curricular Awards

Cadets

Full Colour

Eden Alexander

Deacon Bagas

Ella Baldemir

Scott Brain

Charlie Bryden

Dante Cincotta

Natalia Conte

Jessica Dahl

Alice Darby

Lavinia De Fazio

Alana Edgley

Sarah Fang

James Fiddes

Dean Fiume

Breanna Fox

Josh Fraser

Anata Gliana

Ashleigh Grant

Isaac Grant

Toby Horne

Lachlan Kelly

Ava Klaric

Caitlin Malara

Eva Malvaso

Jasleen Mann

Chloe Matthews

Joel McAlister

Callum McGeachan

Owen McLeish

Jessica Mihajlov

Veronica Neri

Alexander Nickless

Yosip Oghanna

Zach O’Sullivan

Sebastian Packer-Smith

Lincoln Polizzi

Leo Pryor

Olivia Ross

Ella Rowe

Tom Scardamaglia

Toby Schnugg Osbourne

Gavan Sharples

Daniel Spencer

Philomena Spicer

Lars Sveilis

Victoria Sze

Matilda Teele

Charlotte Turner

Tharinie Uruththiran

Eliza Williams

Evie Youill

Half Colour

Phoebe Babidge

Lucas Bland

Lucy Cashen

Aiden Cassidy

Bonnie Chen

Megan Chen

Ava Chih

Siri Chilamkurti

Cristian Corvetti

Stephanie Cotronis

Annabelle Crisp

Lucca De Santis

Angelina De Sensi

Vardan Dhaliwal

Jemima Dillon

Hunter Do

Oliver Doherty

Florence Donarelli

Abi Douglas

Gianluca Drew

Nick Errington

Cooper Farmer

Angelika Fkiaras

Dayna Ford

Toby Fryer

Thomas Furlong

Nick George

Jake Giannopoulos

Georgia Goldie

Atticus Hamilton

Jacob Heath

Oliver Hollis

Aidan Jones

Nicholas Kantzipas

Harry Kneebone

Christopher Kouvas

Billy Kysela

Tyler Land

Joshua Loh

Amiru Madduma

Patabandige

Ali Maghasedi

Jakub Maslowski

Zoe Merory

Odessa Miles

Panos Mina

Ellie Mudie

Jasmin Muir

Xavier Nelson

Amelia Ray

Tom Robinson

Karma Sabaa

Sanat Sahrawat

Eshaan Saini

Milla Scardamaglia

Zara Shaw

Jack Sheffield

Rhys Southwell

Oscar Squirrell

Mia Stahl

Balin Stojanoski

Charlie Taylor

Chloe Thomson

Tom Thorpe

Josh Vertigan

Matilda Wanless

Louis Waters

Lachie Wilson

Aerin Winther

Debating

Full Colour

Tom Blackmore

Natalia Conte

Avlene Das

Dean Fiume

Toby Fryer

Georgia Goldie

Donelle Joseph

Kaushik Karthik

Joel McAlister

Ryan O’Grady

Philomena Spicer

Victoria Sze

Tharinie Uruththiran

Senith Warnasuriya

Half Colour

Marlo Beaumont-Nesbitt

Lucas Bland

Ryan Delios

Vardan Dhaliwal

Florence Donarelli

Sarah Fang

Oscar He

Brahmleen Kaur

Jayla Kiratlioglu

Oscar Maes

Ali Maghasedi

Caitlin Malara

Aiden Nguyen

Kabeer Paracha

Edward Redlich

Rosa Reynolds

Sanat Sahrawat

Hansikaa Sharma

Gus Singh

Paru Sreena Rajesh

Tom Starkey

Harry Sze

Senith Warnasuriya

Young Zhang

School Colour

Hla Abdelghany

Anita Birchall

Scarlett Boicovitis

Megan Chen

Siri Chilamkurti

Dante Cincotta

Taylor Duan

James Fiddes

Gianna Gelsi

Gaatha Goel

Angus Heasly

Seb Heasly

Kate Hopper

Maya Hopper

Fatima Imran

Jason Jia

Sahib Khangura

Hugo Lethbridge-Ford

Rick Li

Victoria Li

Annie Liao

Maddie Lim

Hazel Liu

Peter Makris

Emily Malcolm

Alicia Maniatakis

Tiffany Moutsos

Ava Norton

Olivia Oates

Shona Oghanna

Phil Ou

Pablo Paskos

Rakhi Patel

Leo Pryor

Sushant Puri

Michael Reeves

Shayden Renwick

Josh Robertson

Zara Shallcross

Jai Sharma

Cormac Skaliotis

Simon Sun

Yanan Sun

Riley Tyebji

Minuki Vidanapathirana

Erikah Warren

Lachie Warwick

Laurieston Xu

Laura Xuan

IDEALS Leadership

Full Colour

Grace Alberti

Amy Brown

Mia Garfi

Charli Holcombe

Cherian Huang

Victoria Li

Edward Redlich

Charlie Wilson

Half Colour

Maia Ansari

Anita Birchall

Freya Hosking

Nadia Khurram

Coco Kidd

Jayla Kiratlioglu

Co‑Curricular Awards

Leni Lockyer

Xander Maniatakis

Stella Munro

Essie Perry

Michael Reeves

Zara Shallcross

Lily Shaw

Cormac Skaliotis

Lachie Warwick

Molly Welch

School Colour

Ryan Angarano

Alexia Angelopoulos

Sammy Avery

Riley Baillie

Robbie Blackmore

Ruby Callahan

Millie Chester

Gina Filbey

Finn Fraser

Tom Giles

Oscar He

Kynan Home

Tristan Jackson

Trixie Kneebone

Oliver Knezevic

Cherie Leung

Henry Lin

Gus Manners

Flynn Mason

Laurent Mazzocato

Isabella McNally

Jack Melling

Tessa Moad

Hamish Noonan

Molly Noonan

Olivia Nostro

Harry Nottle

Amy Oliver

Neo Papanastasiou

Labonya Paul

Dinel Perera

Isabelle Pini

Alice Qiu

Oliver Read

Rosa Reynolds

Josh Robertson

Nicola Sakkas

Harvey Scarborough

Mietta Stamford

Sid Stanley

Summer Starkey

Tom Starkey

Siena Tsianakas

Elora Twyford

Alice Waite

Nina Winship

Music

Full Colour

Vanessa Chien

Ava Chih

Lavinia De Fazio

Hunter Do

Samantha Garbutt

Benjamin He

Oscar He

Zoe Landsberg

Hugo Lethbridge-Ford

Maddie Lim

Gus Manners

Ada McLaughlin

Jo Money

Matthew Pivec

Michael Reeves

Gavan Sharples

Daniel Spencer

Lars Sveilis

Harry Sze

Luca Thavarasah

Willem Versteeg

Charlie Woodhouse

Daniel Zhang

Half Colour

Isabella Abram

Xander Bell

Oskar Boehm Wilson

Ray Chang

Ella Dorman

Elodie Hammond

Jessie Hu

Greta Lewin

Joycelyn Luo

Michael Miloi

Olivia Moloney

Maddie Nankervis

William Nasserallah

Ella Nguyen

Issac Niu

Morganne Poulter

Sushant Puri

Anna Sanders

Bridget Sherry

School Colour

Josie Aberle

Lucas Abram

Bella Ansell

Amy Bland

Gabriella Chelliah

Owen Ding

Alby Dunbar

James Fairbank

Josh Fairbank

Ewan Fellowes

Ryan French

Alice Gibson

Benjamin Green

Surani Hemaratne

Louis Inifer

Will Jansen

Rudi La Rooy

Jaden Liu

Layla Mannuzza

Jonathan Nation

Edie Oldmeadow

Chloe Pascoe

Yumi Reiss

Jessica Robinson

Nadinsa Rodrigo

Harvey Sailah

Charlie Sebastian

Ariadne Skaliotis

Andrew Spencer

Jahnavi Srikantha

Rafael Tasevski

Emily Taylor

Nihaal Taylor

Keiran Turner

Liam Watkins

Bohan Yang

Isabella Ye

Benita Zhang

Young Zhang

Alex Zhou

Certificate of Achievement

Charlie Bryden

Service

Full Colour

Toby Fryer

Julian Harsley

Ryan O’Grady

Dinel Perera

Edward Redlich

Karma Sabaa

Jeff Shi

Divya Sundaram

Victoria Sze

Half Colour

Ellie Adams

Grace Alberti

Ella Baldemir

Amy Brown

Jessie D’Aloia

Charlotte De-Coi

Florence Donarelli

Abi Douglas

Nick Errington

Rose Franklin

Gianna Gelsi

Jayla Kiratlioglu

Trixie Kneebone

Emily Malcolm

Veronica Neri

Bach Nguyen

Hamish Noonan

Labonya Paul

Janien Phan

Lincoln Polizzi

Leo Pryor

Kris Rattanachan

Michael Reeves

Olivia Ross

Lily Shaw

Tom Starkey

Lars Sveilis

Harry Sze

Chloe Thomson

Charlotte Turner

Elora Twyford

Riley Tyebji

Lachie Warwick

School Colour

Naethan Alexander

Tom Blackmore

Oskar Boehm Wilson

Abby Cattell

Gabriella Chelliah

Megan Chen

Siri Chilamkurti

Stephanie Cotronis

Satya Duerr

Angelika Fkiaras

Sophie Flower

Andre Garfi

Mia Garfi

Zethan George

Anata Gliana

Georgia Goldie

Felix Gurr

Harry Hall

Lucas Harsley

Oscar He

Freya Hosking

Rossalina Ibraheem

Patrick Jiang

Arendia Karasavvidis

Hugo Lethbridge-Ford

Greta Lewin

Chelsea Li

Annie Liao

Alexander Matsamakis

Lexie McCann

Stella Munro

Jonathan Nation

Ari Norwood

Shona Oghanna

Lulu Opie

Zach O’Sullivan

Kabeer Paracha

Audrey Plunkett

Amelia Ray

Ineka Rivett

Matthew Ryan

Aryan Sarangal

Raymun Sekhon

Gavan Sharples

Zara Shaw

Kathy Shen

Gus Singh

Summer Starkey

Emi Sugimoto

Ella Surka

Elizabeth Tan

Aarabi Thirumavalavan

Archie Toy

Ava Verrier

Abby Wavish

Sophie Whelan

Bohan Yang

Theatre Production

Full Colour

Celena Adamson

Karmen Apperley

Lucas Bland

Scarlett Boicovitis

James Bowden

Ella Bryden

Abby Cattell

Alice Darby

Avlene Das

Charlotte De-Coi

Jemima Dillon

Oliver Doherty

Remy Faelis

Sophie Flower

Evie Foenander

Emilia Galway

Mia Garfi

Anata Gliana

Maya Hopper

Leion Katebian

Nadia Khurram

Harry Kneebone

Sean Lin

Penny Loveridge

Ali Maghasedi

Tessa Moad

Maddie Nankervis

Edie Oldmeadow

Matthew Pivec

Samuel Pruscino

Toby Schnugg Osbourne

Zara Shallcross

James Short

Jahnavi Srikantha

Lars Sveilis

Ashlyn Taylor

Ada Theocharides

Denzel Vaghani

Ben Williams Suine

Charlie Woodhouse

M Wyss

Half Colour

Kevan Abraham

Lana Abud-Hime

Emily Antoniades

Ranjiv Bhar

Xander Bilston

Robbie Blackmore

Tom Blackmore

Alyssa Chahal

Megan Chen

Sophie Chuter

Stephanie Cotronis

Tarah Cox

Aislinn Crewe

Tasharny De Cata

Charlie De Luca

Izzy de Wijn

William Doman

Abi Douglas

Mia Douglas

Dean Fiume

Angelika Fkiaras

Miranda Freer

Adam French

Ava George

Nick George

Grace Gifford

Hana Hassim

Charli Holcombe

Ollie Holland

Freya Hosking

Lucy Huynh

Jason Jia

Ethan Liddy

Henry Lin

Kate Marshall

Ben Marty

Owen McLeish

Macey Mileto

Natalie Nair

Max Nelson

Yosip Oghanna

Edie Oldmeadow

Tashi O’Neill

Zach O’Sullivan

Labonya Paul

Jacqueline Pham

Karma Sabaa

Sanat Sahrawat

Eshaan Saini

Lana Saltalamacchia

Gavan Sharples

Lily Shaw

Inderjit Sidhu

Rhys Southwell

Mia Stahl

Divya Sundaram

Matilda Wanless

Jesslyn Wibowo

Ben Williams Suine

School Colour

Haasini Ajay

Maia Ansari

Marcel Argent

Alex Atkinson-Buck

Meenal Babbar

Scout Ballard

Sienna Barbieri

Gretel Baulch

Hamish Bilston

Poppy Bishop

Amy Bland

Lucy Bland

Oskar Boehm Wilson

Mackenzie Briggs

Lucilla Caruso

Gabriella Chelliah

Polly Christu

Ella Clarke-Smith

Téa Claydon-Platt

Zara Costanzo

Katherine Cotronis

Maggie Coutts

Patrick Cox

Misha Dhiman

William Doherty

Ella Dorman

Alessandra Drew

Eden Drummond

Abbey Duckmanton

Satya Duerr

Charli Duguid

Alice Dupuche

Genevieve Dyer

Asher Elsen

Kate Farrugia

Breanna Fox

Josh Fraser

Tiya Galia

Ryan Gayen

Imogen Gilchrist

Gaatha Goel

Georgia Goldie

Frankie Graham

India Graham

Tiora Gunatilake

Chloe Hastewell

Olivia Heath

Charlotte Henderson

Josie Holland

Lara Hopkins

Kate Hopper

Will Hopper

Ruby Howard

Marissa Howell

Cherian Huang

Hannah Huang

Benjamin Hughes

Mornisa Hutchinson

Tommy Iermano

Eliza Ioannou

Donelle Joseph

Sammy Joslyn

Tilda Jukes

Harshi Karthik

Alyssa Kobayssi

Sidharth Kurup

Iriana Kyriopoulos

Rudi La Rooy

Zoe Landsberg

Hugo Lethbridge-Ford

Greta Lewin

Maddie Lim

Lewis Marcocci

Athalie Marshall

Joel McAlister

Sophia McKeown

Ada McLaughlin

Isabella McNally

Phoebe Melling

Zoe Merory

Mavith Millawana

Vimathi Millawana

Lucy Minty

Lily Moad

Georgia Moio

Olivia Moloney

Tess Morgan

Jasmin Muir

Bailee Nankervis

Lara Nankervis

Ella Nguyen

Ava Norton

Olivia Oates

Clancy O’Duill

Chloe Pascoe

Pablo Paskos

Fiona Perry

Sushant Puri

Ria Pursnani

Spencer Qian

Michael Reeves

Max Rinaldo

Nell Rozen

Harvey Sailah

Alfie Saker

Anna Sanders

Ashneer Sanghian

Isabella Sharan

Rowan Sharples

Tommy Shaw

Max Shewan

Gus Singh

Abby Song

Ella Surka

Co‑Curricular Awards

James Talty

Ashlyn Taylor

Nihaal Taylor

Lachie Templeman-Hughes

Friederica Treffene

Jessie Tu

Cordelia Tully

Riley Tyebji

Harper Tyrrell

Tharinie Uruththiran

Tara Vasiliou

Minuki Vidanapathirana

Renato Vijay

Gabby Vulinovic

Alex Waples

Molly Welch

Lucy Werts

Charlie Wilson

Nina Winship

Diya Yonzon

Evie Youill

IDEALS Award

Ivanhoe Diploma

Alice Palmer

Ivanhoe Diploma (Honours)

Anita Birchall

Siri Chilamkurti

Natalia Conte

Lavinia De Fazio

Abi Douglas

Emilia Galway

Anata Gliana

Lachlan Kelly

Caitlin Malara

Emily Malcolm

Callum McGeachan

Yosip Oghanna

Grace Piola

Edward Redlich

Chloe Thomson

Sport Awards

Aerobics

Full Colour

Eden Alexander

Ella Kraeva

Daphne Loveridge

Macey Mileto

Olivia O’Sullivan

Aerin Winther

Half Colour

Gracie Bird

Gabriella Chelliah

Hannah Huang

Lucy Huynh

Amy Oliver

Marie Stylianou

Leona Winther

School Colour

Alice Ballinger

Ruby Burke

Estelle Byron

Lucy D’Alessandro

Tahlia Farmer

Cleo Flynn

Ava George

Molly Grace

Isabel Humphreys

Poppy Kennedy

Audrey Plunkett

Ella Truong

Olive Wilson

Lilly Wright

Athletics

Full Colour

Lachie Bird

Marli Brenner

Ruby Callahan

Eliza Chivers

Leonardo Donarelli

Jack Dowling

Alana Edgley

Eva Gilinas

Lila Hudleston

Rebecca Hvalica

Sierra Keily

Arran Lessene

Yianna Malapanis

Brodie Mierisch

Rowan Sharples

Rachel White

Half Colour

Thyra Abolencia

Hamish Baddon

Archie Barker

Marcus Benson

Inés Caton-Smith

Sophie Chuter

Bentley Crisp

Zethan George

Oscar He

Josh Krienke

Stan Moore

Riley Palmer

Kiara Ristevski

Toby Schnugg Osbourne

Emily Stevens

Ava Verrier

Marcus Walling

Matilda Wanless

School Colour

Chaize Bagas

Christian Benson

Olivia Bird

Eliza Burge

James Burgess

Thomas Burgess

Eve Callahan

Chanel Chapman

Sophie Chen

Tom Colman

Xavier Delbridge

Sophia Dhindsa

Jiana Doshi

Jacob Dubrow

Josh Fanning

Charlie Fennessy

Samantha Garbutt

Gianna Gelsi

Jimmy Gordon

Will Gore

Jayden Gralinski

Felix Gurr

Darcy Keily

George Kerr

Trixie Kneebone

Ava Knezevic

Ky Luscombe

Mia Luscombe

Charlotte Mann

Milla McDonald

Carlos Mehin

Shikora Miller

Leo Moore

Edward Pearce

Zoe Pfisterer

Grace Quinlan

Max Quinlan

Ori Refael

Yumi Reiss

Benji Rinaldo

Lily Ross

Tom Sebastian

Bridget Sherry

Pippa Smith

Josie Stevens

Harry Sze

Arthur Taylor

Mabel Taylor

Mikha Thapa

Ediri Ukoko

Marcus Wang

Lachie Warwick

Louis Waters

Liam Watkins

Leo Worsam

Basketball

Full Colour

Isabelle Godfrey

Georgia McBean

Jesse McIntosh

Tyson Nagel

Charlotte Nimmo

Sophie Richardson

Ella Rowe

Zachary Veneziano

Half Colour

Marcus Benson

Marli Brenner

Kelan Coolahan

Sam Gayfer

Jack Grant

Jason He

Ava Knezevic

Leni Lockyer

Mia Luscombe

Rami Lynch

Chase Mackay

Panos Mina

Lachie Minihan

Judd Nagel

School Colour

Alexia Angelopoulos

Lachie Bird

Zara Brophy

Salvatore Canzoneri

Lucy Fiddes

Matisse Gonopoulos

Aksel Hansen

Ruby Lockyer

Sam Manos

Beau Munro

Adam Niazmand

Michael Poulos

Ben Richardson

Sami Rowe

Hannah Sakkas

Christian Saman

Luke Sampson

Rowan Sharples

Gracie Shearer

Abigael Staples

Oliver Tadic-Harrington

Lucas Walsh

Ricky Yang

Cricket

Full Colour

Will Hanlon

James Shadbolt

Half Colour

Charlie Baker

Ben Davis

James Fiddes

Lachie Gilligan

Lachlan Green

James Heaney

Kosta Papanagiotou

Hudson Price

Thisura Sooriyaaratchi

Charlie Taylor

School Colour

Eddie Brennan

Jimmy Gordon

Angus Mitchell

Stan Moore

Clarrie Spurr

Henry Stone

Cross Country

Full Colour

Theadora Hally

Harley Mileto

Eliza Nelson

Lachie Warwick

School Colour

James Craven

Leonardo Donarelli

Charlie Fennessy

James Iwasaki Farrell

Ky Luscombe

Riley Palmer

Hugh Park

Grace Quinlan

Max Quinlan

Liam Watkins

Football

Full Colour

Eliza Chivers

Marlo Graham

Zac Harding

Avena Henriksen

Amy Long

Levi McCormack

Somer McCormack

Brodie Mierisch

Shikora Miller

Tyson Nagel

Charlie Opie

Ivy Ryan

Ava Vincent

Angus Watson

Half Colour

Boyd Carpenter

Isaac Dugdale

Sam Gayfer

Will Hanlon

Pippa Medley

Stefan Nedelkovski

Kosta Papanagiotou

Hudson Price

Amelie Richards

James Shadbolt

Billy Stephens

Harry Van Hattum

Marcus Walling

Ben Wilson

School Colour

Hamish Baddon

Queenie Barton

Olivia Bird

Alexandra Brown

Harriet Brown

Siobhan Brown

Makayla Buckingham

Tilly Burke

Liam Cameron

Sophie Chuter

Sadie Cleary

Bentley Crisp

Grace Daly

Xavier Delbridge

Josh Fanning

Finn Fraser

Hugo Gibson

Lachie Gilligan

Lachlan Green

Tom Harley

Nick Horne

Sierra Keily

Sam Manos

Xavier McNeill

Scarlett Mikac

Stan Moore

Scarlett Morison

Lachlan Muraca

Alessia Nardo

Bella Pearce

Gus Redin

Yumi Reiss

Lochie Reukers

Ben Richardson

Gemma Rickards

Kiara Ristevski

Marcus Rocca

Christian Saman

Kato Scott

Claudia Staffieri

Poppy Toth

Liam Ukovic

Lily Veale

Joseph Vespa

Lewis Vespa

Kayla Williams

Golf

Full Colour

Charlie Baker

Kosta Papanagiotou

Max Pettenon

Jeremy Rodgers

Half Colour

Kade Findlay

Louis Inifer

Charlie Opie

Lochie Reukers

Marcus Walling

School Colour

Miki Dellevergini

Oliver Lange

Edward Redlich

Romi Simkus

Hockey

Full Colour

Thyra Abolencia

Celena Adamson

Imogen Gilchrist

Tilda Jukes

Mitchell Laoumtzis

Jo Money

Hamish Noonan

Molly Noonan

Half Colour

Izzy de Wijn

Jacob Dubrow

Grace Laoumtzis

Thomas Moore

Jeremy Thorpe

School Colour

Charlie Bryden

Luca Comito

Harvey Darvall

Ryan Delios

Gianluca Drew

Jack Durran

Billie Fox Shrimpton

Chloe Hastewell

Rowan Hiatt

Tristan Jackson

Ignatius Karasavvidis

Clara Kerr

Nash Kleynjans

Lucy Lewtas

Noah Lim

Jack Morgan

William Nasserallah

Chloe Neilson

Zach O’Sullivan

Riley Pfisterer

Alice Reilly

Wesley Reilly

Henry Roseby Hunter

Harvey Scarborough

Hugh Selkirk

Claudia Thomas

Amelia Thomson

Tom Thorpe

Ethan Zhang

Tommy Zheng

Kayaking

Full Colour

Josh Fraser

James McLaughlan

Olivia Oates

Half Colour

Zack Kysela

School Colour

Georgette Doherty

Daniel Ellul

Maximus Karamzalis

Louis Kuek

Heath Kyriakou

Jasmin Muir

Maggie Potuguntla

Alexander Redlich

Luca Thavarasah

Lawn Bowls

Full Colour

Ifiyenia Siakou

Half Colour

Arno Barton

Netball

Full Colour

Eliza Burge

Jenna Calabrese

Alana Edgley

Meg Harper

Half Colour

Eden Alexander

Ellie Mudie

Ava Verrier

Alice Williams

School Colour

Emily Bertram

Lily Black

Eloise Brown

Molly Grace

Charlotte Hooker

Ciara Jeffs

Evie Juniper

Charlotte Kent

Mika Mason

Tilly Metzner

Co‑Curricular Awards

Tiffany Moutsos

Caitlin Robley

Lily Rundle

Ella Simmons

Emily Stevens

Claire Wright

Grace Wright

Snow Sports

Full Colour

Thomas Moore

Sebastian Packer-Smith

Kieran Pavey

Half Colour

Bella Ansell

School Colour

Gabbie Ansell

Lachie Brennan

Salvatore Canzoneri

Claudia Chandler

Emilio Costanzo

Zara Costanzo

Charlie Fennessy

Max Gibbins

Elodie Hammond

Lucy Lewtas

Hamish McElhinney

Ryan McKeown

Sophia McKeown

Ada McLaughlin

Coco Pearce

Jaxon Pearce

Freddy Robertson

Amelia Sala

Romi Simkus

Lachlan Van Der Valk

Mhianna Warwick

Soccer

Full Colour

Deacon Bagas

Ava Bitzios

Christopher Bitzios

Harry Casci

Isabella Ciavarella

Jake Giannopoulos

Nicholas Kantzipas

Yianna Malapanis

Daniel Moutsos

Leila O’Brien

Mae O’Brien

Philomena Spicer

Stephania Traikos

Half Colour

Ranjiv Bhar

Elise Devlin

Frankie Hely

DJ Ikonomidis

Harry Markogiannakis

Shona Oghanna

Hansikaa Sharma

Kiara Staffieri

Eddie Thomas

Ben Vulinovic

Michael Zappone

School Colour

Chaize Bagas

Cameron Bell

Georgia Birney

Christian Boicovitis

Vihaan Brijesh

Fin Butterworth

Daniel Christoff

Orlando Cigognini

Tom Colman

Jemma Cvetkovski

Zoe d’Abbs

Daniel De Filippo

Matthew Dimovski

Clara Dunne

Cate Gust

Harry Hall

Thomas Hollingsworth

Baran Kocak

Matthew Kocev

Christopher Kouvas

Josh Krienke

Rudi La Rooy

Zac Lander

Eva Malvaso

Marco Malvaso

Finn McCreadie

Analise Mina

Panos Mina

Ibraheem Mohsin

Tess Morgan

Nicholas Nikolovski

Annika Power

Tamika Ralifo

Benji Rinaldo

Helena Rodas

Raymun Sekhon

Oliver Stojanovski

Miles Stonehouse

Mabel Taylor

George Tsianakas

Luca Wilding

Thomas Zammit

Softball

Full Colour

Zara Aicher

Izzy de Wijn

Emily Malcolm

Alice Palmer

Chloe Thomson

M Wyss

Half Colour

Sadie Cleary

Gina Filbey

Imogen Gilchrist

Jasmine Paice

School Colour

Isabella Abram

Erica Bewsher

Mackenzie Briggs

Sophie Filbey

Isabella McNally

Maddie Rodd

Maisie Spencer

Swimming

Full Colour

Alana Altus

Hannah Borschmann

Eliza Burge

Louis Chien

Olivia Flight

Chloe Green

Ciara Jeffs

Mae O’Brien

Ella Rowe

Mikha Thapa

Half Colour

Eli Billman

Asha Brierley

Xavier Chy

Tommy Golding

Portia Gowrie

Emmerson Hoggan

Tyler Land

Zoe Macaulay

Sophia McKeown

Annie Nguyen

Marcus Ryan

Bridget Sherry

Andrew Spencer

Eva Wallis

Alex Wilson

School Colour

Ryan Altus

Marcel Argent

Ashton Billman

Leo Briganti

Vanessa Chien

Hunter Clark

Kaya Clark

James Fairbank

Charlie Fennessy

Kieran Fleming

Mimi Forck

Matthew Golding

Aden Hassim

Hana Hassim

Abraham Lin

Ali Maghasedi

Athalie Marshall

Callum McGeachan

Ryan McKeown

Campbell Mills

Fiona Perry

Spencer Qian

Billy Rath

Oliver Read

Edward Redlich

Joshua Sampson

James Teoh

Thomas Vander Pal

Maddie Vaughan

Willem Versteeg

Leon Vidal

Liam Wong

Karen Zhang

Table Tennis

Full Colour

Joey Du

Half Colour

Neo Papanastasiou

Tom Starkey

School Colour

Dash Harcourt Smith

Liam Hodgson

Jaime Hvalica

Jet Ji

Avi Khurana

Owen Piola

Mehul Saini

Jai Sharma

Mitch Siakou

Riley Tyebji

Tennis

Full Colour

Max Barry

Baxter Errey

Oliver Hollis

Alessia Jones

Half Colour

Ella Baldemir

Jessica Cheung

Leah Delios

Ryan Delios

George Dzolis

Kayden Jin

Jaidyn McNeil

Nicholas Mitsinikos

Lucy Torrington

Sophie Torrington

Mackenna White

School Colour

Sophia Dhindsa

Lucas Harsley

Samuel Healy

Andrew Kakoschke

William Lontos

Alice Qiu

Lucas Smith

Akhil Srinivasan

Liam Thanos

Amelia Thomson

Claire Wright

Grace Wright

Touch Football

Full Colour

Avena Henriksen

Caitlin Malara

Kiera Scott

Ava Vincent

Half Colour

Anita Birchall

Jenna Calabrese

Charlotte Hooker

Jasmin Muir

Bridget Sherry

Abigael Staples

School Colour

Hamish Baddon

Emily Bertram

Olivia Bird

Sophie Chuter

Charlotte De-Coi

Will Gore

Molly Grace

Marlo Graham

Jesse Ingleton

Leni Lockyer

Ruby Lockyer

Amalia Razzi

Gus Redin

Sophie Richardson

Lola Stone

Tanner Wilson

Saskia Winkelman

Volleyball

Full Colour

Grace Alberti

Sammy Avery

Jemima Dillon

Alana Edgley

Ashton Home

Nate Jenkins

James Lycett

Ella Rowe

Joe Ryall

Toby Schnugg Osbourne

Half Colour

Lachlan Bryson

Thomas Burgess

Vanessa Chien

Ashley Daly

Darcy Foxwell

Adam Hiatt

Benji Jenkins

Ruby Longmuir

Xavier Nelson

Jeremy Stevenson

Lars Sveilis

Elizabeth Tan

Tom Thorpe

Ediri Ukoko

School Colour

Alexia Angelopoulos

Monet Atallah

Queenie Barton

Alannah Bell

Aidan Cominotto

Katherine Cotronis

Jemma Cvetkovski

Lucy D’Alessandro

Hugo Driskell-Rogers

Genevieve Dyer

Asher Elsen

Samantha Garbutt

Isabelle Grant

Tommy Hardlitschke

Leon Labrakos

Sacha Martina

Lily Moad

Charlie Rees

Gemma Rickards

Hugh Selkirk

Sofia Shah

Claudia Staffieri

Lily Veale

Alice Waite

Water Polo

Full Colour

Alana Altus

Matthew Golding

Toby Horne

Thomas Vander Pal

Half Colour

Lachlan Adams

Annabelle Crisp

Kynan Home

Tyler Land

Abraham Lin

Caitlin Malara

Callum McGeachan

Lincoln Polizzi

Edward Redlich

School Colour

Gabby Alderson

Scott Brain

Leo Briganti

Bentley Crisp

Benjamin He

Anthony Rigopoulos

Max Rowe

Kato Scott

Maddie Vaughan

Leon Vidal