Kilvington News Winter 2019

news

teaching and learning at kilvington > New Sport Centre Opening > Giving our Students a Voice > Academic Excellence and Beyond > School Highlights > Performing Arts and more

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> New Sports Centre

> This Is My World Production

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>Inside

4 Principal’s Message

6 New Sport Centre Opening

8 2019 Kilvington Fair and Open Day

10 Giving Our Students a Voice 12 Academic Excellence and Beyond

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16 Teaching and Learning at Kilvington 22 School Highlights 28 Performing Arts

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34 Community 40 Alumni Highlights 45 Donors and Supporters 46 Key Dates for Your Diary

>28 >34 2 Leila Road, Ormond Victoria 3204 Telephone: (03) 9578 6231 Facsimile: (03) 9578 3378 Email: enquiries@kilvington.vic.edu.au kilvington.vic.gov.au contributors We would like to thank all members of the community who have contributed articles and information for this edition of KNews.

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Jon Charlton, Principal The Kilvington culture of respect and care, our quality teaching staff and our connected community inspire me every day, as do the efforts of our delightful, talented and hardworking students.

> Principal’s Message Academic Excellence

Sport Centre

Our commitment to academic excellence remains at the forefront of our Teaching and Learning program. This is evident by our outstanding 2018 VCE and NAPLAN results. 25% of our Year 12 students were in the top 5% of the State – an exceptional result. I congratulate each student and our VCE staff for their relentless hard work and focus, of which I couldn’t be more proud.

Our academic program would not enjoy the success it does without the support of a connected, giving and caring community.

At the beginning of Term 2, we opened the doors to our new Sport Centre, to the delight of our students, parents and staff. Sport and physical wellbeing are key components of educational excellence, so it is exceptionally gratifying that in Kilvington Grammar’s 96th year, we have an outstanding, purpose-built Sport Centre.

This Centre represents and reaffirms Kilvington’s commitment to a holistic education – the development of mind, body and spirit. It is a place that symbolises sportsmanship, teamwork, persistence, participation and joy; the heart of sport and physical wellbeing at Kilvington.

The Centre was officially launched on 18 July. You can read more on pages 6 and 7.

Our next project, as part of our steady capital works program, is the redevelopment of the Administration and Junior School building, to be followed by another exciting project. Stay tuned!

A Connected and Giving Community

In my 11th year at Kilvington, I continue to be energised by our outstanding and progressive Teaching and Learning program.

Through our staff collaborative professional learning community, Know Your Impact, we are collecting and analysing information to assist teachers in their key goals of supporting students to become deeper learners, to acquire the skills to flourish in a rapidly changing world, and to be young people of good character.

The Kilvington culture of respect and care, our quality teaching staff and our connected community inspire me every day, as do the efforts of our delightful, talented and hardworking students.

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In March 2019, we held our biennial Fair and Open Day. As thousands of our local community enjoyed the culinary offerings, entertainment and rides, it reinforced to me how fortunate we are to be part of a School community that embraces diversity and inclusivity; a community whose members are respectful and genuinely enjoy coming together to showcase to new families how special we are to each other.

Thank you to everyone who contributed to making this Fair one of the best so far.

The number of families who attended School tours and then submitted applications is a testament to a culture created by us all.

As was commented during the day: ‘Your families get on so well and are so happy. What a wonderful group of people.’

Year 9 Program Over the past 18 months, we have been redeveloping our Year 9 Program.

In partnership with Monash University, students will participate in an immersive social enterprise program that will link to a number of other elements in the year-long program, including local and international expeditions and community service.

This exciting project will provide our students with greater opportunities to develop new skills, connections and perspectives.

I hope you enjoy reading about the latest developments, highlights and achievements at Kilvington in our 2019 Winter edition of KNews.

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Sports are such a great teacher. I think of everything they’ve taught me: comaraderie, humility, how to resolve differences. kobe bryant

> New Sport Centre Opening After an exciting period of settling in, our new Sport Centre was officially opened by the Federal Member for Goldstein, Hon. Tim Wilson, on 18 July in front of 600 Years 3 to 12 students, staff and VIPs. Off the back of a 1st place in the POM High School Division and an overall 1st at the 2019 Winterfest All Star Dance Championships, the Kilvington Stars kicked off the Opening with a dynamic and enthusiastic performance.

Leading ABC and Foxtel sports commentator, Kelli Underwood, skillfully hosted proceedings introducing guests: Chair of the Board, Professor Jayashri Kulkarni AM, Tim Wilson, and special guest from Melbourne United basketball team, Tohi Smith-Milner.

We heard Tohi’s story about struggling to be recognised in the development squad and battling injury before finally making it as a contracted player in the main squad.

His advice to students? Be a team player and don’t forget to have fun!

Professor Kulkarni revealed important research about ‘fatty brain’ – a condition that can occur if we don’t exercise are overweight and have a poor diet. It can affect our ability to learn and think.

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We heard from Year 12 Sport Leader, Bridie Linehan, who eloquently shared the impact the new Centre has already had at Kilvington: ‘fostering student wellbeing through competition, teamwork and physical fitness.’ Both Bridie and Junior School Sport Leader, Thomas Kokosoulis, assisted Tim Wilson with the cutting of the ribbon symbolising the Centre’s opening.

We were also fortunate to have the great-granddaughter Bronnie Dean, greatgreat-granddaughter Holly Dean Mirmilstein and great-great-great-granddaughter Willow Dean Mirmilstein of the Founder of Kilvington – Caroline Barrett – in attendance.

The formalities concluded with a closing address from Principal Jon Charlton who shared his delight at having a facility that has already enriched sport at Kilvington, and will for many years to come.

‘My wish, hope and prayer is that our new Sport Centre will enable current and future students and community members to experience the magic of sport, friendship, better health and fun, and that it will aid our aim in producing young people of depth, strength, integrity and character.’

Exhibition Match – Student vs Staff Dodgeball Directly following the official launch, students and staff squared-off over a Dodgeball exhibition match that made use of the full-size basketball court. Spectators were treated to a vigorous and competitive game that saw Staff victors making it a 2 vs 1 result over three years. Tohi Smith-Milner joined the Staff team, perhaps getting them across the line!

Parent Tours While the Dodgeball Exhibition match was underway on the basketball court, parents celebrated the opening of the Sport Centre over champagne and canapés and toured the Centre. Here is what they saw: Upstairs • Multipurpose Room to host events, conferences, table tennis, dance, yoga, PE and Health classes, and mindfulness sessions.

• Classrooms for PE and Health classes.

Downstairs • Full-size sprung court for basketball, netball, volleyball, indoor soccer and badminton.

• Fitness Centre for PE classes and after school sport training. It includes spin bikes, rowing machines, treadmills and various weights, almost all donated by our generous parent community.

• Office for the PE and Sport Staff.

• Car park with spaces for 26 staff cars.

• A dedicated space for our hardworking Maintenance Team.

Thank you to our Donors In appreciation of the support from our generous community, we held a donor recognition event in August where an Honour Board recognising donations from $250 to $5000+ was unveiled.

It was a spectacular evening supported by student musical performances, student ambassadors, staff, Executive and the Board.

We are incredibly grateful for the support provided by the Kilvington community, which has allowed us to fit out the Fitness Centre, add two electronic scoreboards to the basketball court, and contribute to the build.

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> 2019 Kilvington Fair and Open Day Alone, we can do so little; together, we can do so much. helen keller

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One of the four pillars of a Kilvington education is the pillar of Community. Our goal is to build a connected and giving community at Kilvington: a people of generous spirit – in line with our School motto of non nobis sed omnibus – ‘not for our own, but other’s good.’

The amazing 2019 Kilvington Fair and Open Day held in March could not have been a better expression of the strength of our connected and giving community. It was a perfect example of who we are as a people and what we continually strive to become.

The contribution from our entire community was outstanding. Families supported the event by cooking and running food, jam and bake stalls; volunteering their time to sell plants, books, toys and clothes; running lucky games; helping to set up and pack up; sponsoring rides and services so we could provide them free of charge; donating items for our Silent Auction; and providing henna and face-painting services.

Students gave up their Saturday to take families on School tours; perform musical items; help out with a range of activities

including hair beading and braiding; manicures; and run experiences such as The Haunted House. Former students provided support on our Alumni and Sno Cone Stalls.

Staff accompanied students on School tours; set up faculty displays to showcase the range of subjects and electives on offer at Kilvington; and provided support on a range of stalls and activities.

Very special thanks to our energetic President of the PFA Kirsten Brooks and her tireless team, and to our Kilvington Community Relations Officer Deb Duce, who together coordinated the Fair. Additional thanks must go to our Maintenance Team: Peter Woolfrey, Frank Cipriano, Bernie Nagle and Gary Coxhill for their efforts in the lead-up and on the day.

To our whole community, thank you for your attendance on the day and for your contributions and efforts to make it such a success. The PFA’s fundraising efforts of $28,000 will go towards upgrading play areas and landscaping.

It is a wonderful privilege to be part of this community.

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Davina McClure, Deputy Principal

> Giving Our Students a Voice Student-led Assemblies

When students have a voice, they are three times more likely to have self-worth, five times more likely to be engaged in learning, and five times more likely to have a sense of purpose. All three outcomes lead to higher academic motivation.

Regardless of where students are from or the type of school they attend, they each want a voice. They want to actively participate in and make meaningful decisions about their learning. Students who feel they have a voice are more positive about their future, more proud of their school and contribute more effort than those students who do not have a voice.*

An Active Student Council A successful and dynamic school culture is often underpinned by engaged and empowered students. Both Junior and Senior Schools at Kilvington have active Student Representative Councils (SRC) that meet regularly and actively propose initiatives to improve the entire community’s experience at Kilvington.

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Through our Junior School SRC we have introduced improved drink taps, as well as two new activities to our co-curricular timetable: Junior School Visual Arts Time and Prep to Year 2 STEAM Time.

In the Senior School, the SRC has been instrumental in the following initiatives: extra seating and drink taps in outdoor play areas; new classroom chairs; sustainability incentives such as Trash Free Thursdays; and more environmentally sustainable food serving in the Canteen. Students also breathe into the School’s building Master Plan.

New House sporting competitions have also been introduced, such as Netball and Futsal, which contribute House points to the end-of-year House Cup. The SRC and Social Service Leaders work together to determine community service and fundraising initiatives including music concerts, Harmonies for Harmony Day and raising funds for organisations such as the Asylum Seekers Resource Centre, Eat Up Australia and Cut for a Cause.

Our fortnightly Junior and Senior School Assemblies are often run by the student body.

A Junior School year level is allocated to an Assembly, and staff and students work together to determine the theme and content.

Students from Prep to Year 6 share aspects of their learning with an audience of 300-plus, which includes students, staff and parents. Students also share aspects of student-led charities and initiatives.

In the Senior School, each House is allocated one assembly to coordinate and run each year. The House Leaders work with their House Deans to organise students to participate in and perform to the entire assembly. Student-led items include speeches, videos, bands, music items and choirs.

The School Leaders also run an assembly each year. Their focus is usually on the Semester character trait. They present Q&A segments, speeches and life tips, as well as information on topics such as study skills and environmental sustainability.

Open Morning Student Tours Kilvington runs up to five Open Mornings each year. An important element of these events are the student-led tours.

Prospective families experience the School through the eyes of Years 5, 6 and 9 Student Ambassadors.

Families enjoy this experience because they are unscripted and authentic, and they have the ability to ask students about their own Kilvington experience.

Melbourne Press Club We encourage students to use their voice through our unique sponsorship of the Melbourne Press Club. This event takes the format of a luncheon where a prominent state, national or international dignitary gives a talk on various topical issues. It is also attended by the Melbourne press.

As the only School in attendance, a Kilvington student representative is invited to ask a question of the speaker. This is an excellent opportunity for our students to demonstrate their confidence, courage cohesion and intellect.

VCE Student Feedback Surveys Annually, at the end of Term 1, we invite our VCE students to provide feedback on their learning experience.

Our teachers are continually seeking to improve their practice, and this ‘window into the classroom’, allows us to measure the student experience and ensure the best

possible learning outcomes for students.

The feedback sits within six focus areas: • The teacher knows students and how they learn.

• The teacher knows the content.

• The teacher implements effective teaching and learning strategies.

• The teacher assesses and provides feedback on the learning.

• The teacher creates and maintains a supportive learning environment.

• The student is having a positive learning experience.

Feedback is a powerful tool of affirmation, indicating to teachers that they are doing a great job. It also allows teachers to focus their attention on strategies they would like to implement to improve learning effectiveness.

It makes perfect sense for the student voice to be central to the educational process, and this will progressively become more so, as teachers strive continually to provide an outstanding educational experience for all.

When students have a voice, they are three times more likely to have self-worth, five times more likely to be engaged in learning, and five times more likely to have a sense of purpose. All three outcomes lead to higher academic motivation.

*Fostering Student Voice by Russell Quaglia and Kirstine Fox, ASCD. W inter 2019

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> Academic Excellence and Beyond Outstanding VCE Results

As one of the four pillars of a Kilvington education, academic excellence shone brightly in 2018. > Aidan McShane

• 11% of our students were in the top 3% of the State.

• 25% of our students were in the top 5% of the State.

• 50% of our students were in the top 12% of the State.

• 78% of our students were in the top 25% of the State.

Our Years 3, 5, 7, 9 students performed well above the State average in all areas of Reading, Writing, Language Conventions and Numeracy in NAPLAN. These results reinforce our academic strength and will continue to help ensure strong results at VCE level into the future.

Aidan McShane, Dux 2018 What did you enjoy most during your VCE year?

Year 12 was the most enjoyable year of secondary school for me. I loved the collegiate atmosphere and really enjoyed strengthening relationships within my cohort and with my teachers.

Considering everyone was experiencing the same pressures, all my classmates were very supportive of each other. It was heartening to be part of such a network.

Experiences like Year 12 Camp and our final House competitions were also highlights as they allowed me to forget about the pressures of Year 12 and ensure my final year was memorable.

How did you feel when you were told you were the Dux of the 2018 cohort?

I was humbled when I was first informed – since I knew I had many worthy classmates and was part of a very capable and wellrounded cohort. However, I am proud of my result, and would be regardless, Dux or not. What mattered most to me was that my friends and cohort as a whole also achieved results of which to be proud.

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What do you think it was that enabled you to achieve this great result? What did you do during 2018 that set you up so well?

I felt it was important that I not remove myself from commitments within and outside School. I think remaining involved in music ensembles and sporting teams helped me to stay grounded and connected and remember that there was more to life than endeavoring to maintain a perfect SAC record.

Counterintuitively, I think this was the crucial aspect that helped me to manage the workload and stress when approaching assessments. On top of this, most of my study focused on practice exams and essays, and I found staying after school in the treehouse was more conducive to working efficiently.

What has this result enabled you do in terms of your future?

My VCE results opened up a wide array of university options in terms of courses and institutions. It was simultaneously both exciting and daunting to have all my potential pathways open to me.

Where and what are you studying now?

This year I commenced studying Medicine at Monash University.

What advice would you give to students studying their VCE? Personally, I think finding balance is the most important thing when completing the final couple of years at School. I see it as really important to maintain hobbies, interests and co-curricular commitments throughout Year 12.

While it is difficult to find an equilibrium, doing things outside of your studies will help maintain your vigour and motivation for learning.

I also think it is invaluable to choose subjects you truly enjoy – it’s so much easier to study a subject that truly interests and inspires you. Oh, and use your teachers!

They are truly your best and most accessible resource and are always eager to lend a hand.

What is the most meaningful aspect of your time at Kilvington?

I valued the School community above all else. I loved being part of a relatively small cohort, and forging relationships with teachers who were always pleased to give their time to assist their students.

The size of Kilvington is perfect and I found it was always a comfortable and welcoming place to learn and develop.

There is something truly special about being a part of a tight-knit community like Kilvington’s – it is something that will stay with me throughout the years ahead.

> Marianna Polyzos

Marianna Polyzos, Visual Arts and Academics What was life like for you at Kilvington?

It was always exciting – between school calendar events, social events and due dates there was never a free moment! Life at Kilvington was also rewarding. Knowing I’d put in the effort to achieve a great SAC result put into perspective how worthwhile it was to go that extra mile to apply myself.

What was the biggest highlight of your time at Kilvington?

Receiving the Visual Communication Design award for Years 11 and 12. This award personally meant so much to me as I put so many hours into my folios for both years. It made me feel that all my hard work and effort in the subject were recognised.

You were nominated as a student who succeeded at a high level in visual arts and also did well academically. How do you think you were able to achieve this?

Art subjects require a lot of time as the folio gradually gets bigger as the year goes on.

In my opinion, it was the most time intensive subject I studied during VCE, as the goals I had set for myself for Visual Communication Design (VCD) required me to spend a lot of time on task.

However, I also found that it was really important when doing a subject like VCD not to lose sight of the bigger picture. Most students complete six VCE subjects so Visual Arts was only one of the six. Thus, I made a strong effort to spend equal amounts of time on my other subjects as well. One of the most important factors for me to achieve balance was practising time management.

What did you find most challenging and how did you deal with this?

The most challenging thing was finding that balance between how much time I wanted to spend on my folio versus how much time

I actually needed to. While I wanted to work on my folio every waking minute, that really wasn’t practical! So finding that balance where I felt that my folio was completed to a satisfactory standard while not letting any of my other subjects suffer was critical.

What advice would you give to students who are passionate about other activities outside of academics yet still want to do well in their studies?

My advice would be to follow your heart.

At the end of the day if you are passionate about a given subject you will have the drive to work hard to achieve what you set out to. It’s always easier to put effort into subjects that you are genuinely passionate about, it makes studying for those subjects so much more rewarding.

How did what you learn at Kilvington help make you the person you are today?

Kilvington gave me the confidence not to be timid when meeting new people and to be independent and hard working. I also feel it equipped me with the life skills to enter working life in the future, and to establish a great uni life too.

Where and what are you studying now?

I am currently studying a double degree – a Bachelor of Business and Bachelor of Marketing at Monash University.

How did Kilvington support you during your time here?

Kilvington supported me through the network of amazing teachers and friends that was built over the six years I spent at School. Our teachers weren’t just the people we went to when we needed extra help with our homework; they were there rain, hail or shine if we needed to talk about anything and everything, genuinely having our best interests at heart.

What excites you the most about the future?

I am most excited about continuing my studies at university, eventually graduating and then entering the big wide world. At the same time, I am also excited about enjoying what life has to offer, including travel, meeting new people and having fun!

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> Academic Excellence and Beyond > Cat Linehan

Harrison Broughton, Student of Character What did you enjoy most during your VCE year?

Although I found all my subjects interesting, very few Year 12s would say that the academic aspect of VCE was their favourite aspect of their final year. Instead, I enjoyed the fact that VCE let me see my closest mates every working day. Year 12 is a special time in a student’s social life – where strong, often life-long bonds are formed. The same was true for myself.

My Kilvington Year 12 experience was also characterised by excellent rapport with teachers. Some of my most enjoyable moments and fondest memories include time spent with my teachers – teachers who genuinely care for the success and wellbeing of all of their students.

What did you find most challenging and how did you deal with this?

Maintaining the motivation to keep working every day was a genuine challenge, particularly during the busier times of the year. I dealt with this by keeping balance in my life, even if it meant forcing myself to have some time to simply relax. I had a casual job in hospitality, I exercised, I spent time with my family and my mates – all of this was enough to keep me fresh for when I sat down behind the books again. > Harrison Broughton

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Mr Brinson nominated you as a student who worked hard – demonstrated real character – to get your VCE results. What do you think he meant by this?

I think Mr Brinson recognised my resilience, and that I kept working even when it was difficult. Despite challenges in my personal life, competing commitments and even setbacks in my studies, I kept moving forward with a positive attitude.

I think my understanding of perspective may have also been noticed, as it was something I did mention through my speaking roles at School assemblies.

Though I did work hard in my studies, I also knew it was not the only important part of my life.

Where and what are you studying?

Currently I am studying a Bachelor of Science at the University of Melbourne, and planning to major in Geology or Geography, or Ecology and Evolutionary Science. What I love about my degree is how flexible it is – I enjoyed all of my subjects at Kilvington, which made deciding which path to take difficult. It also lets me continue my study of German.

What advice would you give to students studying their VCE? One piece of advice that I think is particularly important to Year 12s is – try your best to not compare yourself against your peers. An old primary school teacher of mine used to tell us that ‘comparison is the thief of joy’. This is especially true for Year 12. Stressing about your ranking within your class is not helpful, because you cannot control your peers’ results.

Just focus on the process of getting better, rather than the outcome.

Secondly, I would advise the Year 12s not to underestimate balance. I was a firm believer in the fact that students who dedicated their time to commitments other than school work were better able to focus on their studies when the time for it came.

These students were also less susceptible to burning out. Everything in moderation.

What is the most meaningful aspect of your time at Kilvington?

For me, it was being given the opportunity to be a leader within the School through my role as School Co-Captain. It allowed me to fulfil my wish to give back in service to the School, be a role model for the younger students and help nurture the qualities of leadership and character, particularly to my fellow Year 12s.

Being a representative of the student body was both a rewarding responsibility and privilege. Additionally, being able to grow as a leader under the direction of Mr Charlton and Mr Brinson was especially meaningful to me, as I feel it holds me in strong stead for my future.

What are you looking forward to in terms of your first career?

I want my first career to fulfil my passions for leadership, life-long learning, health and fitness, and the outdoors. I view my degree as an opportunity to expand my wisdom of the world and how it works, rather than a strict prerequisite for a career. Should everything go as planned, after I finish my degree I hope to serve as an Officer in the Australian Army, in order to give back to my community and country, and to realise my passion and aptitude.

Cat Linehan, Sport and Academics What was life like for you at Kilvington?

Kilvington was a great place to go to school. It gave me the opportunity to try a variety of things outside of study. I loved competing in things such as weekly sport and interschool events such as cross country and athletics.

What was the biggest highlight of your time at Kilvington?

Year 12 overall was an amazing culmination of the eight years I spent at School. The skills and values that were instilled in us growing up as part of the Kilvington community were made evident throughout the year. Our cohort had formed a strong bond that fostered a drive to see both myself and my peers succeed; this level of support is what made this one of the most memorable and fun years of my life, in spite of the stress associated with this time.

You were nominated as a student who succeeded at a high level in sport and also did well academically. How do you think you were able to achieve this?

I enjoyed all aspects of school, but particularly sport; it was this enjoyment and diversity of tasks that allowed me to establish a balance that led to my motivation to succeed in both.

What did you find most challenging and how did you deal with this?

One of the things I found most challenging was finding the motivation to study in the times that I doubted myself and my abilities. The main thing that helped me to overcome this was the belief and unwavering support provided by the teachers at Kilvington and the time that they were willing to give up outside of class to ensure we were prepared both mentally and academically.

What advice would you give to students who are passionate about other activities outside of academics yet still want to do well in their studies?

Do what you’re passionate about – depriving yourself of the things that you enjoy will not improve the score that you get at the end of the year. Finding a balance between enjoyment and study is such an important part of school, and if you find this balance and are able to stick to it, it will benefit you both academically and personally.

How did what you learnt at Kilvington help make you the person you are today?

I joined in Year 5, so Kilvington has played a huge role in my life. I feel I am

largely the person I am today due to the values inculcated by the School. I had the opportunity to make lifelong friends and was taught skills that are applicable to life. Further, as a result of the wonderful care provided by teachers and the whole School, I had the opportunity to grow up and make mistakes with lack of judgement.

I will always be thankful for this.

Where and what are you studying now?

I’m studying Engineering and Science at Monash University.

How did Kilvington support you during your time here?

I believe perhaps Kilvington’s biggest asset is their support system and the way the School fosters a feeling of togetherness.

The sense of community and belonging embodied by the attitudes of staff and students creates an unmatched supportive environment where students can thrive.

What excites you the most about the future?

I haven’t thought a great deal about the future; however, I’m excited I have so many possible paths to explore!

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> Teaching and Learning at Kilvington Nurturing ‘STEM Habits of Mind’ in our ELC MaryAnn Leembruggen, ELC Teacher and ELSA Pilot Coordinator We are currently running a STEM pilot program with Early Learning STEM Australia (ELSA) in the ELC. This is an Australian Government initiative which is packed with learning for our 4-year-old children. Through our playbased learning environment, the program offers each child the chance to engage, inquire and apply their knowledge of STEM (Science, Technology, Engineering and Maths).

As educators, we are reminded of the value of thoughtful questioning and meaningful discussion as we engage with the children. It is this quality and depth of language used in moments of play and investigation with children that has been proven to impact memory later in life.

Establishing STEM Habits The many benefits of offering STEM experiences in early childhood are reflected in the depth of skilled roles the children take on, for instance: • Inquirers: I wonder why things happen.

How does this work?

• Observers: I am watching nature and the world around me closely.

• Describers: I can describe what I am doing using precise language.

• Encoders: I can represent what I see and do using drawings and symbols.

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• Decoders: I can make meaning from representations and symbols.

• Engineers: I can design, build and make things.

• Pattern Sniffers: I can search and find patterns in words, numbers and the world.

• Experimenters: I can try and test things to learn how they work or what might happen.

• Measurers: I can measure and count things.

• Predictors: I can predict what might happen next.

Sharing STEM at Home For our families at home, this also presents a golden opportunity to work together to extend learning discoveries through a shared language. The ELSA pilot program also offers an app to families so they can continue to further extend their learning and ideas at home. Equally, the children love to share and express their ideas about family discoveries with their ELC friends.

‘STEM Habits of Mind’ provide our ELC children with a solid STEM foundation to nurture thinking, problem solving and spatial reasoning. The children flourish as they recognise and reapply these skills at School and become ready to implement them in the future and beyond.

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> Teaching and Learning at Kilvington

The introduction of two-starsand-a-step has allowed us to make learning goals more visible.

Two-Stars-and-a-Step – Junior School Assessment and Learning Growth

− Simone McNamara, Parent We really like being able to comment on our child’s work and give her feedback and encouragement.

The ePortfolio is an easy way to stay engaged and show her that we are interested in what she’s up to at School.

It’s great that she can use lots of different media – photos, videos and collages – to demonstrate and record her work. The two-stars-and-a-step model gives us insight into the skills she is building and how she can expand them.

Dash, Year 4 I think it’s good as we get motivated from what we are doing well and there is always something to improve on. It’s a target that helps make us better.

We check back once every week.

Summa, Year 5 Two-stars-and-a-step is helpful as it tells us what we are doing well and what we need to improve on so we can reflect and develop our work. It is easy to read and understand.

Stefani, Year 4 I try to take on the step and use it as a tool to help me. I always look back to make sure I’ve done what the step says.

Joe Hewitt, Teacher The introduction of two-starsand-a-step has allowed us to make learning goals more visible.

We are able to engage with our goals more regularly, identify opportunities to work on them in class (independently and collaboratively with the teacher) and celebrate success when we have achieved them.

Allison Bivard, Dean of Junior School Curriculum One of our key priorities in the Junior School is to develop a consistent approach to giving student feedback, ensuring it is timely, specific and incorporates goals for future learning.

Research tells us that feedback is only important when students use it to inform their next steps. According to Hattie and Timperley’s leading educational research on visible learning, quality instruction and feedback should address the three questions: Where am I going? How am I going? Where to next?

With this in mind, we have introduced a two-stars-and-a-step approach to provide student-friendly feedback.

Feedback in Action This highlights two understandings or skills students have mastered and provides a next step in their learning. Feedback complements the learning that occurs in the classroom and allows students to take autonomy over their learning journey.

This approach happens across both core and specialist subjects.

Students either receive this feedback in the form of a sticker from their classroom teacher or within their ePortfolio from their specialist teachers.

To enable students to work on their next step, feedback is given in the midst of a topic and remains visible throughout in order to facilitate consolidation and time to practise before moving onto the next topic.

The introduction of the KCEE ePortfolio is another platform we are utilising to showcase student learning regularly

throughout the school year. Not only does this strengthen the partnership between home and school, it allows for richer reflection and deeper discussions between teachers, learners and parents.

Driving Effective Learning Dylan Wiliam, an expert in Assessment for Learning, promotes that, ‘The one really competitive skill is the skill of being able to learn.’

Our aim at Kilvington is to equip students with a range of cognitive and metacognitive strategies to become effective learners who actively use feedback to pursue their academic goals.

With a focus on learning growth, our professional learning community strives to continually lean into best practice which empowers our students to be reflective and active drivers of their own learning.

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> Teaching and Learning at Kilvington Here is an example from the English Faculty.

How can we encourage students to reflect and act on the feedback we provide?

At Kilvington, the English Faculty facilitates student improvement and enrichment through quality, targeted and timely feedback to our students. In order to further enhance this process, as a collective, our current model of pedagogical practice was appraised and reflected on how to best engage our 21st century learners.

As a result, the following focus areas were identified: > Provide more meaningful feedback to students. > Recognise importance of feedback. > Develop an appreciation of the feedback and other students’ ideas. > Increase confidence to act on the feedback.

> Instil confidence in students to be critical of their/others work in a supportive environment > Increase awareness of their progress and their ability to verbalise their thoughts about their work

Know Your Impact – Maximising Student Learning Alice James, Dean of Teaching and Learning The Know Your Impact Initiative began as a collaborative inquiry project between teaching staff in 2018. The focus of this initiative was to produce the best outcomes for student learning by enabling our teachers from different faculties to pool their considerable expertise and learn from each other.

The process involved teachers forming into small groups and devising focus inquiry questions, such as: ‘How can regular

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feedback generated from short, formative quizzes enhance student understanding, motivation and autonomy?’ or ‘How can we encourage students to reflect and act on the feedback we provide?’

After deciding on this initial question, teachers developed a range of strategies to address their inquiry question. They then trialed these strategies in class and collected feedback on the impact of their strategies.

Some of the strategies included: using student-friendly feedback ladders to aid growth in student learning; encouraging student agency by promoting student-led English Discussion Groups; and using a range of formative feedback techniques.

By measuring impact, our teachers were able to ascertain the effectiveness of different teaching strategies, and consequently develop new ways of maximising our students’ learning.

Initially, the entire Senior School was surveyed to gauge their perspectives on and engagement with feedback in the English classroom.

The key message from the data suggested that students highly valued conferencing time as their preferred method of receiving feedback. In response, steps were taken to facilitate alternate conferencing methods of providing feedback to students that were equally valuable for their growth and development of ideas and skills. Peer collaboration, an intrinsic 21st century skill, provided another tool.

A pilot program targeting the Year 12 cohort was implemented. Students were placed into groups based on their timetabled study sessions, with a range of abilities and a mix of English classes (where possible) to enable authentic collaboration across the year level.

The impact on student learning was measured and analysed. The findings revealed that students obtained a deeper understanding of the value of collaborative learning and the benefit of experiencing a range of feedback strategies in their English studies.

Students shared the impact of their new perspective on their development: > “I liked hearing other people’s ideas.” > “It was refreshing to work with students whom I wouldn’t normally work with – it resulted in some different viewpoints.” > “It was a good opportunity to get others’ insight.” > “It allowed me to understand how other students were thinking about the text.” > “It opened up doors and ideas that I hadn’t considered.” > “It was nice to study with a group that I don’t usually collaborate with.”

WHERE TO NOW? Due to the positive feedback from students about the experience of this program, it will be reviewed, refined and implemented in 2020.

CORA ALVAREZ, JENNY HEDGER, MARIAN LE BAS, PAT LEHMAN, LEONIE LLOYD, CLARE MACKIE AND LAUREN WADE – ENGLISH FACULTY

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> School Highlights

Kilvington Promoted to Division 1 in Athletics!

Global Connections: 2019 Language and Study Trip to France

Ben Bishop, Head of Sport

Lucie Dickens, Academic Dean of Languages As part of our Global Connections Program, Kilvington students who study French in Years 9 to 11 had the opportunity to take part in a fiveweek reciprocal exchange program in France.

Since 2016, small groups of students have travelled each year to France to visit our partner school, Saint Joseph la Salle in Toulouse in the south west of France. Over our Australian summer holidays, these students spend three weeks studying at our partner school and two weeks holidaying with their host family.

This year, seven students took part in this exchange. There is no doubt that they improved their French language skills. They also developed an appreciation and understanding of the French culture, gaining a new perspective on how others live life and view the world.

Here are student reflections on their individual exchange experience:

Niko Nikolakopoulos, Year 12 Perspective is indeed something I gained in France. It was like opening a door into a different world ... a world of baguettes, and manual cars on the right-hand side of the road.

The air itself seemed different!

And no, no frogs or snails were harmed during my stay, but I ate some fine cuisine, met new people and saw places I had only dreamed of. I was also challenged and made some long-needed improvements to my French. For this, I’m grateful. I can’t recommend this opportunity enough!

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Melissa Deacon, Year 9 While I had been to France before – it was as a tourist, so I found the experience of being on exchange quite different.

By immersing myself in daily life, I was able to consolidate my existing knowledge of French as well as accelerate my learning. I also gained greater confidence through adapting to and overcoming adversities daily. While the trip was daunting at times, it was also a great learning experience.

I now view the French subject in a different light. Before this trip, I would often think ‘French is too hard, there’s so much to learn’, but now I am more inclined to think ‘there’s so much to learn – on-y va!’ (let’s go!).

On 9 May, our great School had one of its best days in sport – we won the EISM Division 2 Athletics Carnival! We are all so proud of our students who really showed what teamwork is all about.

Kilvington won: 13 YO girls age group, 13 YO boys age group, 14 YO girls age group, 14 YO boys age group, 15 YO girls age group, 16 YO girls age group and the Open Boys age group.

Kilvington also won four trophies: Overall Girls, Overall Boys, Most Improved School ... and of course, the big one, Division 2 Aggregate!

Our School in athletics will now join swimming as a Division 1 school, which is a huge achievement for a school of our size. A huge thank to our incredible students and our dedicated Athletics coaches, Anna Kasapis and Steve Bustin!

Saskia Mitrik, Year 11 My host family took me on my very first five-day ski trip to the Spanish Pyrenees. The second week of holidays was a lot of fun as I went to Paris with Victoria and her host family. There, we were pleased to go on a boat down the Seine river, see a French theatre production, and enjoy a day trip to Versailles.

Spending Christmas and New Years with my host family was a great experience as I discovered how they celebrate the holidays. Schooling in France was interesting especially attending and listening to French explanations in Math and Science classes.

Overall, my time in France was something that I will never forget!

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> School Highlights

Year 8 Character and Connections Day Martine Walls, Dean of Character and Wellbeing Program Development

Years 3 and 4 Camp – Marvellous Marysville Eleanor Pletcher, Year 4 ‘Whoo-hoo!’ I shouted gleefully. The day had finally come and I was as excited as a monkey until … I realised that I had forgotten my sketch book which was devastating – and made me depressed the whole ride there (sad times for me!).

The shimmering trees greeted me as we rolled into the parking lot and the staff welcomed us with big smiles. I was astonished by how beautiful the scenery was. As I burst through the cabin doors, Kristiana, Violet, Izzy, Sophia and Lily B were already unpacking their things.

‘Oh God! … rock climbing … what to do, what to do?’ I slowly walked to the rock climbing area, questioning myself as I got closer! I have a fear of heights! Suddenly, I had this urge in my stomach that I didn’t want to do anything. Mr McGinley encouraged me, but I wasn’t going to risk it. Afterwards, I felt guilty for not even TRYING, but I said to myself that I would try everything else on Camp.

‘Ah ha! I finally know how to canoe!’

We could hear the sweet and joyful noises in the background of my mind when …

SPLASH … I choked and spat out this … this disgusting taste of lake water! Oh, this isn’t the end, Mr McGinley! He had splashed Violet and I with his paddle. I’ll get you back one day!

I enjoyed watching the soft leaves flying freely down as they floated to the ground.

Lily and I used her polaroid camera to take loads of snaps on our bush walk. The river was so soothing and relaxing with the water washing over the rocks.

Finally, but sadly, we had to leave. We ended the term with some AWESOME activities. I would most definitely attend Camp Marysville again. I wish we could go back tomorrow!

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As part of our Character and Connections Day, Year 8 students participated in various workshops in June.

Year 8 girls participated in a program known as Flourish Girl. The aim of this program was to equip girls with the social and emotional tools to thrive, to increase self-confidence, and to build a deeper sense of empathy, respect and support within their year level.

Year 8 boys attended a workshop led by The Man Cave. This workshop focused on providing boys with the tools to help build self-esteem, develop emotional and social intelligence, increase mental and physical wellbeing, build resilience, and ultimately help empower them to lead a life of connection, purpose and positive impact.

Year 9 Challenge Program As part of our Year 9 program, students presented the Challenge aspect at an Expo in June. This event was attended by family, staff and members of the community organisations they volunteer with throughout the program.

This is a very special part of the Year 9 program where our students connect (often quite profoundly) with some of our most vulnerable community members. The students found it a wonderfully moving and positive experience.

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> School Highlights

Year 11 Camp – A Hard Road Charlie Haldezos, English Co-Captain In the middle of nowhere, or as the famed Australian film, The Castle calls it, Bonnie Doon; two groups of naive children were left to fend for themselves with only a large supply of food and mountain bikes in what the game masters called … the Year 11 Cycle Camp.

The first day brought with it an introductory 20km, from which the warriors were introduced to the oncoming pain gradually, surrounded by aromas of Victorian farmland; nothing but sweet cow.

The night was to be like any other ordinary night until ... the man, the myth, the genius, Luke Weng, revealed the treasures which lay hidden in his mother’s masterpiece of a suitcase … Self…

Heating … Meals. No one had seen anything like it, but continued to examine its origins, as a series of potentially radioactive packets revealed alien like vegetables and meats, all thrown into the cauldron that was the container. Then, as the lid of the container was placed on the meal, in a large spectacle of gastronomy, the meal cooked itself in a revel of smoke and, voila … dinner was served. The night concluded with tent gossip under the stars.

The next day brought with it an enthusiastic attitude, and also double the distance. Minutes felt like hours, and the bikes like heavy weights; what some of us thought was 20km, was unfortunately only 7km. It took us three tiring hours to finally arrive at Molesworth. We were greeted by two other groups, with whom friendships were reignited, as if they had been torn 26 Kilvington News

away at birth … it had been one night. With a 50km ride to Horseshoe Lagoon, the following day would be a test of might, and a sifting of the weak from the strong.

The ride started slowly, with students feeling yesterday both behind them and in their behind, but some of us continued to keep spirits high with a group cover of Take Me Home, Country Roads at the top of our lungs.

A short, dark tunnel lifted the spirits of some, but then it all went downhill (only metaphorically unfortunately) ... a sprinkle turned into a shower and that shower turned into a fire hydrant against our faces, a veritable hurricane, with large thunderbolts to top it all off.

The Camp Group soon waved the white flag as saviours came to our rescue in the form of heated utes. While the day had been a bit dispiriting, we overall remained positive despite all our hardships, imagined and otherwise.

The last day brought with it glorious sunshine; students woke up very early to clean dishes and skip rocks along the river, as ancient teachers spoke of their childhoods and the freedoms they had without technology.

At the end of our emotional adventure, we all gathered to discuss the events of the week.

We joked and recalled all the memorable events of Camp, after which we hurried onto the bus to return back to our lives in civilisation. In short, our hardships were short-lived, but our capacity to endure them was undoubtedly enhanced!

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This Is My World – Visual Theatre Production In Term 1, Kilvington’s Years 3 and 4 students created and performed the original and unique Visual Theatre Production This is My World.

This integrated learning and performance project showcased collective art forms that students had explored in Art, Music and Digital Technology.

The creative journey encouraged the development of new skills, techniques and ideas with imaginative expression of thought; a journey that explored our earth, body, mind and heart through the eyes of children.

Here is a snippet from the script children read: • Our spectacular Earth, although just a speck in the Universe, is EVERYTHING to us.

• Our body is another amazing ecosystem that needs looking after. Our bodies

enable us to move, create and take in the world through our senses.

• Our mind also allows us to explore ideas, learn, remember, understand, imagine and dream exciting visions for our future.

• Our feeling heart can toss us about from elation, to sorrow, to joy, to pain, to happiness, to anger and back to hopeful again. Even though this cluster of emotions can be tricky to handle, our feelings allow us to empathise and connect. The key is focus on things that make you grateful.

The innovative project involved the work of our Years 3 and 4 students, Junior School staff and Artist-in-Residence, international puppeteer Gary Friedman.

Gary used the media of puppetry, stopmotion animation, object manipulation, movement and storytelling to bring

innovation and creativity into the teaching environment.

With his help, students investigated visual storytelling, which included storyboarding, character development and set-construction. They explored apps for stop-motion videos, learnt how to make inanimate objects appear to move, designed and made 2D shadow puppets, made 3D humans and birds out of simple brown paper, and learnt how to manipulate puppets and use professional theatre techniques to bring together a brilliant performance.

In every lesson, students brainstormed, worked as a team, drew, crafted, built, listened and learnt. They communicated, collaborated, and used critical thinking and creativity in imaginative ways to explore and appreciate their world.

> Performing Arts − Rosie Busuttil, Academic Dean of Visual Arts This project wasn’t all about the final performance. It focused on the whole learning journey, from beginning to end.

Campbell, Year 4 My favourite part was making and moving the puppets to make them appear alive in the darkness.

Lynda Slavinskis, Parent How wonderful that we have a School so deeply committed to learning through the Performing Arts.

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Sarah Freeman, Year 3 Teacher The student ownership of this production was such a positive.

Gary brought an infectious enthusiasm to the project, and students worked with passion and fervour to put their ideas into action!

Stefani, Year 4 I had lots of highlights. The stopmotion was fun because I used my imagination and I got to paint the backdrop. The 3D puppets were awesome.

Jessica Tham, Junior School Art Teacher This was such a different exploration of puppetry as an artistic technique. It engaged the students from beginning to end and many are still making stopmotion videos at home.

Charlotte, Year 4 I enjoyed making the large puppet bird because I could be creative, and I loved shaping it, using lots of glue in the process.

Louisa, Year 3 The best thing about the production was making the puppets out of brown paper because it was free, and you could choose with your team what you wanted to create.

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> Performing Arts

The Addams Family – They’re Crazier than You! They’re creepy and they’re kooky, mysterious and spooky … and they put on a stunning performance!

For three consecutive performances in May, our Senior School students took us on a journey of the bizarre and eccentric with their performance of the iconic The Addams Family.

The story of a family coming to terms with the intrusion of the modern world into their dark macabre one uses a love story between daughter, Wednesday, and Lucas Beineke, a conservative, well-mannered and sweet young man from Ohio, to illustrate the struggle we often have in embracing differences and change.

Wednesday, played brilliantly by Year 9 student, Leah Stange – her first lead role – shows us that teenagers are pretty much the same universally – they are striving for self-direction and autonomy. Spencer Tighe-Martin, as Lucas, cleverly shows us how hard it can be to live up to others’ expectations, particularly as a teenager.

Mitchell Cole as Gomez was wonderful as the family patriarch trying to balance conflicting agendas, while Sarah Godfrey as the brooding matriarch Morticia reminded us that sometimes we just don’t want things to change.

Xavier Clark as Uncle Fester and Hannah McCorquodale as Grandma

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were quirky and humorous and provided many wonderful moments of poignancy and relief from the drama.

Perhaps the character most opposed to the interruption to their lives was Pugsley, played by Angus Leonard. Desperate to keep his sister from leaving him, Pugsley comes up with a devious plan to de-rail the pending nuptials journey of love. Of course, this backfires and it is Lucas’s parents, Mr and Mrs Beineke, played by Maddy Webster and Jack Pougher, who wear the brunt with hilarious results.

The Addams Family isn’t complete without iconic character Lurch who was played with poise and a terrific bass by Jesse Thompson.

The acting and singing by all cast members and the Chorus (Ancestors) was of an incredibly high standard. The audience was treated to: ‘When You’re an Addams’, ‘Fester’s Manifesto’, ‘One Normal Night’, ‘I’m Crazier than You’ and ‘Trapped’. We also got to click away to the theme music.

Congratulations to Year 12 student, Kate Glew, who led the choreography for the entire production.

Supported by an outstanding band, backstage crew, sets, costumes, and hair and make-up, The Addams Family was a truly memorable performance by a group of very talented young people and staff.

Brava!

Ask the Cast

What was the main highlight of the performance for you?

Angus Leonard, Pugsley The highlight was definitely meeting all the incredible people in the cast and crew. And seeing it all come together!

Maddy Webster, Mrs Beineke This year was so much fun because of how well the cast worked together. It really lifted the rehearsals and the atmosphere of all the performances. I loved the group of people involved in the production.

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> Performing Arts

Mitchell Cole, Gomez Embracing the flamboyant and eccentric Gomez Addams! By closing night, it was so natural and enjoyable to adopt his subtle mannerisms and to perform as him. It was also a joy to see the younger cast rise to the challenge of their respective roles. The Addams Family is definitely my favourite Kilvington production, probably because it is also my last.

Leah Stange, Wednesday Seeing the hard work put into the show all come together onstage!

Being my first lead role, there are too many highlights to mention.

However, just being up on stage, performing to an audience while surrounded by amazing friends, was a truly incredible experience that I am forever grateful to have been a part of.

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Xavier Clark, Uncle Fester One of the main highlights for me was the rush of excitement when on stage! I was exceedingly grateful for the opportunity to perform, and also relished the connections and friendships made with peers outside my own year level.

Sarah Godfrey, Morticia Connecting with people outside of my year level – I made so many wonderful new friendships that I will cherish for a long time.

Being part of the production also allowed me to take a break from Year 12 stress. Embracing my love for singing and acting, I found myself feeling so happy after each rehearsal. It was definitely an amazing experience, and I couldn’t have asked for a better final high school production. I will miss performing at Kilvington dearly!

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> Community Strength-Based Parenting – Changing the Way We Parent At Kilvington we are committed to providing our parents (and students) with tools and resources to help navigate their way through this ever-changing world. It is for this reason we recently started the new ‘Parent Education Program’ (PEP) – family information evenings featuring experts speaking on a range of critical issues impacting on our children today.

Our first speaker this year, Professor Lea Waters, provided an incredibly thought-provoking talk on strength-based parenting. It’s a frightening reality that 25 per cent of teenagers in Australia experience or have experienced mental illness. And 50 per cent of all illness in teenagers is related to mental illness. This also means it is a tougher job for parents.

And easily one where you can find yourself lost or unsure of the best way to raise your children. Three out of four parents feel stressed, and under-prepared to raise children in this modern world.

Professor Waters talked about equipping us with two ‘parent’ goals: helping our children develop resilience and the ability to bounce back, and to plan and feel positive through optimism with the ability to bounce forward.

The Strength-Based Parenting Approach The answer is through adopting a strengthbased parenting approach. It is our natural instinct as parents to want to ‘fix’ or ‘improve’ any ‘weaknesses’ that we see in our children.

We focus on the subjects they aren’t doing as well, and what’s gone wrong in a day.

Strength-based parenting is about flipping this on its head, and maximising what we do well. The focus is first to identify and build on our strengths before we focus on ‘fixing’ the problems or the weaknesses that we have become so accustomed to doing.

Professor Waters reminded us that strengths don’t make us special because

we all have them, and this is not about ignoring weaknesses so that we end up with teenagers who have a self-inflated ego. Quite the opposite. When we start with weakness, it quickly turns to negative.

This is deeply rooted in our sub-conscious.

Professor Waters encouraged us all (and our children) to find strengths and work out how we are going to use them, with the aim to help build resilience in children.

Scientific Evidence The evidence to support this theory is compelling. Studies have been conducted by the University of Melbourne indicating that strength-based parenting is good for children and parents. Overall the findings of the studies show that: • Strengths are protective and softens the likelihood of experiencing anxiety and depression as well as resulting in the ability to better cope with stress and negativity.

• Strengths are enhancing and will result in higher levels of life satisfaction, positivity and self-confidence.

The Strength Switch Professor Waters admitted that even though she is psychologist herself, this doesn’t make her a perfect parent. She too, has to make a concerted effort to embrace ‘The Strength Switch’, a parenting philosophy that she encouraged us all to take home.

Instead of entering the house at the end of the work-day and seeing all of the problems, she commits to switching on the light to positive parenting in her head. For 10 minutes, she focuses on all the good things, including the many things in the day that her children have done well, before she starts with any criticism on what they could have done better.

In practical terms, one example is through the approach to homework. Start with a subject that your child enjoys and is performing well in before getting to the most challenging work (with a little break) and

finish with another strength-based subject.

Our students appear to believe the same … earlier this year, we asked our Year 12 cohort this question: Looking back, what is the one piece of advice you wish you could have given your parents regarding parenting?

Student Feedback on Parenting Here are some of their answers ...

• In the younger year levels, scores don’t matter too much and understanding is much more important. I would wish for my parents to praise me on my work ethic and understanding rather than a percentage.

• Being a little lenient, sometimes us kids are just tired or don’t feel like talking and so we get angry or say something out of line. Don’t take it to heart, it’s just not our best day.

• To not be overly pushy with homework and assignment due dates (especially in Years 7 and 8 when everything is new).

Parents should let kids manage their own time and learn how to manage time independently.

• I would love to have them take off their ‘hard-line parent’ hat and want to develop a more personal relationship of trust, respect and mutual exchange.

• While I understand the use of the rules, reaching a compromise when creating these rules would have been a better approach, so I could understand their point of view and they could understand mine.

• I would mostly suggest that parents celebrate all the small wins with their kids. As teenagers, we are our own harshest critics, and it would prove beneficial for Mum and Dad to throw us a bone every now and then for what we have done, as opposed to being constantly chastised for where we could have done better.

For more information on strength-based parenting visit: https://www.leawaters.com/blog/4-ways-to-put-strength-based-discipline-into-practice 34 Kilvington News

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> Community

Will, Year 9 I like that our charity partners explain to us what they are about, so that we understand the cause and why we are contributing to it.

Mitch, Year 12 I like that we vary our fundraising activities and help a variety of charities, not just big name organisations.

Kate, Year 12 I like that there are good opportunities to actually participate and not just donate money.

HOPE – Humans of Purpose and Empathy Jacqui Goldenberg, Community Service Program Director Social service at Kilvington is all about putting into practice our School motto, ‘Not for our own but others’ good.’ We endeavour to contribute in a meaningful way to a variety of organisations. Our conversations with our partnering organisations start with the question: ‘how can we be of service to you?’ Sometimes the answer is one of practical contribution, financial contribution, or both.

This year we are supporting four main organisations: The Asylum Seeker Resource Centre (ASRC), Eat Up Australia, Cancer Council Victoria and the Robert Connor Dawes Foundation. We are always keen to increase student connection and to get our students involved on a practical level.

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We run two Eat Up sessions a term, where 40 students at a time make up to 1000 cheese sandwiches in an hour, which are then delivered by the Eat Up team to schools in Melbourne to assist students who don’t have anything to eat for lunch.

This year we also did some fundraising for Eat Up with our ‘Coins for a Cause’ campaign and the help of the Year 10 Making Choices elective.

To support the ASRC, we ran Cut for a Cause on the last day of Term 1, with 11 students shaving off their hair. They managed to raise a grand total of $7650!

Two of those students continued a longstanding Kilvington tradition and cut more than 35cm off their hair which they donated

to the Alopecia Foundation. The ASRC also run a Food Bank, and some of our Year 9 students were fortunate enough to get a tour when we delivered our big haul of non-perishable goods.

With another beautiful Junior School art installation for Daffodil Day, the rest of the year promises a continuation of our relationship with Cancer Council Victoria.

As well as entering a Kilvington team in Connor’s Run, our students will continue to contribute to a variety of causes through their Character Service Days.

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Q&A with our Parent Community

> Community

Q&A with Kirsten Brooks, PFA President Q: You’ve been President of the PFA for a few years. What makes you so passionate about it?

A: A strong, supportive community equals a strong supportive learning environment.

Community helps us find perspective in times of challenge and celebrates with us our successes.

I love the journey of creating community, and offering others the chance to be part of the journey as well – the satisfaction of growth, trying something new, helping for an hour, or running an event. I love the endless possibilities of people.

I also like the challenge of finding a space for everyone, promoting positive interactions and enhancing an environment.

For instance, I see us as custodians who can promote, encourage and shape our environment; working in conjunction with the School to weave a series of experiences into each family’s journey.

Q: You send your kids to this School.

How do you feel being part of a community has impacted them?

A: I value the opportunity to be part of a community, and during my life have sought communities with different identities around culture, religion, size, and so on. I ask my kids to experience this as well, to help them develop their identities as strong individuals.

From a school perspective, I am mindful not to impinge on my kids’ space or influence them overly when I have this type of access to their learning environment.

What I hope they will see is that I can work alongside others; promote good values; work hard to promote opportunity for others; and learn, adjust and modify to better suit everyone’s needs.

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They watch me compromise, commit, persist, deliver, make friends and enjoy others’ successes and support when times are tough. As members of our community, I often ask for their opinion and their solutions. We all have a role in this shared environment!

Parenting has its challenges, and we all wish for our students to become capable individuals with a strong sense of self, worth and contribution.

Q: What were some of the highlights for you this year?

A: Parents, kids and staff working a stall together at the Fair, reading notes of gratitude, seeing students bringing in plates for the staff table. The sense of achievement and satisfaction on stall coordinators’ faces at what they had achieved at the Fair, and hearing, ‘I never thought I could do that’ or ‘Can I do that again?’

Seeing dads serve mums coffee at the Mother’s Day Breakfast, and watching students volunteer outside of school time to set up events.

Seeing the offering of the CSRs (Class Social Representatives); the comfort that the Kilvington Cares food program brings in a time of need; the service of SHUS (Secondhand Uniform Shop); and the energetic team who play games at meetings, and enjoy having a laugh together.

The overwhelming gratitude I feel for every small input or contribution from our parents. It’s a very humbling position. We have an amazing parent community, and the warmth of the Kilvington embrace grows with every occasion.

Q: What is the value of a PFA in a place like Kilvington?

Marnie Turner The primary reason we chose Kilvington for our children (apart from the amazing teaching staff!) is the emphasis and priority the School places on community and caring. The PFA, volunteers and CSRs are integral to working towards the togetherness of community and improving the quality of life of others.

Birgitta March School is so much more than a place where our children can grow academically and make friendships. Being involved in the PFA for the past two years has shown me the drive many mums of the PFA have to create a place where parents can take pride in and real interest in their children’s life. A school without the beautiful events set up by the PFA is a school without a soul.

Mandy McDonald You see the value of the PFA every day at School with parents chatting or even just giving a smile and a hello to someone they met at a social function. Thanks for doing a great job!

Q: What was your favourite community event this year and why?

Melinda Tassone My two favourite events were the Fair and The Addams Family Senior School production.

The Fair gave me an opportunity to work with many different people from all over our School including staff, parents and grandparents of children from the ELC all the way up to Year 12.

The jam-making session prior to the Fair was so much fun, and on the day of the Fair I was able to work on three different stalls so I got to mingle with

Mark Pummeroy The PFA is an incredible group of people who are passionate and care about the Kilvington Community. It’s families connecting with other families who share the same core values.

I’m proud of all parents who take the time to help out. We all want nothing but the best learning environment for our children.

parents I mightn’t otherwise have had the good fortune of meeting.

I also loved helping to serve drinks and nibbles at the Addams Family event – we had such a laugh that evening, my belly still hurts!

Christina Welsford My favourite ‘event’ is the Kilvington Cares program because I love the support it offers to those in need in our community.

This sense of community is one of the main reasons I am involved in PFA at Kilvington.

Wendy McManamny The Mother’s Day and Father’s Day stalls are always my favourite events as I love seeing the children thinking about their special person and buying something they think that person will love. I also think that the volunteers get a lot out of all the wonderful interactions with our special kids.

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Deb Duce, Community Relations Officer

>Alumni Highlights −

− Deidre Bills-Thompson, Peer 1963 Once again you organised a delightful gathering for us. Thank you.

Judging by the chatter and positive comments, everyone thoroughly enjoyed your popular event.

5 Ye a r Reunion L-R: Lydia Tesema, S p e n c er Walker and Portia Subotsch

Walsh Club R e u n i o n

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C l a s s of 2018

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5 Ye a r R e u n i o n w i t h J o n a n d L e s

Fay Buckley, Peer 1959 Thank you so much for organising.

We all had a great time as we always do. We never run out of things to chat about. See you in November!

Conor Hosking, Peer 2018 I really enjoyed the opportunity to catch up with teachers and classmates whom I hadn’t seen since finishing School. It was great to hear everyone’s current and future plans. It was also lovely to hear how our teachers have been and to share with them our plans for the future.

Jade Redman, Peer 2018 Seeing my peers was incredibly enjoyable as was catching up with past teachers. It was lovely being able to discuss what I’m currently studying and doing with those who were part of my growth during my time at Kilvington.

We’ve had a great start to the year connecting with our alumni in various ways.

The Kilvington Fair and Open Day in March was a fabulous event attended by many within our Kilvington community and beyond.

Thanks go out to Julie Scott, Lucy Thompson, Cassie DeNardis and Rebecca Zolotareva for their assistance in running the Alumni Stall on the day. The Wine Bingo was a real hit along with the Kilvington branded merchandise sold at the stall.

We raised over $500, which will go towards the PFA donation to the School.

In March, we held our first graduating class of last year (Year 12, 2018) reunion.

It was wonderful to see our 2018 peer group, hear of their university experience and how they are settling into life outside of School, and witness their excitement at catching up with their teachers.

The Walsh Club (50 years plus) reunion which we held at Café Vic in the Melbourne Arts Centre earlier in the year was very well attended. We also saw around 50 Kilvonians attend the 5 and 10-year reunion in May at Hotel Brighton.

In the next half of the year, we will be hosting the following reunions and events.

We hope to see you there. Don’t forget to join our dedicated Kilvonian Facebook Group and stay connected.

30 and 35 Year Reunion (Peers 1989 & 1994) Friday 23 August 6.00 – 8.00pm Kilvington Grammar Staff Lounge 20 and 25 Year Reunion (Peers 1999 & 2004) Friday 13 September 6.00 – 8.00pm Kilvington Grammar Staff Lounge Walsh Club Lunch (Peers >1969) Friday 8 November 12.00 – 2.00pm Kilvington Grammar Sport Centre Kilvonian Konnections All Peer Event Wednesday 13 November Kilvington Grammar Sport Centre

10 Year Reu n i o n

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> Alumni Highlights

Conversations with a Kilvonian Halina Pietrzak, Peer Year 2013 Tell us a little bit about yourself.

My name is Halina Pietrzak, but after many years playing hockey, I usually go by ‘Hali’ because it’s quicker to yell out on the pitch.

I live in Parkville, near Melbourne University, and even nearer to the zoo, where I pop in to visit my furry favourites whenever I have the time. I work at the Walter and Eliza Hall Institute of medical research where I am currently doing my PhD. What year did you finish at Kilvington?

I was part of the graduating class of 2013 – really hard to believe that this was six years ago now.

What is your favourite memory of Kilvington?

An absolute standout was VCE Legal Studies class with Mr Clement, not just because he made us crepes and hot chocolate in double periods, but because he was a lovely, supportive teacher who made our job as students easy – studying this subject was an absolute pleasure and took the sting out of Year 12 stress. Also, he organised a great Canberra trip for us, where we met the Governor General (Quentin Bryce) on the stairs of Government House and just started chatting.

Any funny stories?

Our year level was one of the first to become co-ed. I remember this news spreading around the corridors in a flash. Many of the students completely lost their minds at the prospect of male students joining Kilvington!

Our cohort then went on to have just one boy in our year level – which is pretty amusing to reflect upon (sorry Alex).

What happened after you left Kilvington?

I went to The University of Melbourne and studied a Bachelor of Science majoring in immunology and microbiology (2014 – 2016) followed by an Honours year (2017) at the Walter and Eliza Hall Institute of Medical Research (WEHI). Currently, I am a second year PhD student in medical biology, immunology and parasitology (2018 – until the foreseeable future!). My research 42 Kilvington News

focuses on understanding how malaria infection prevents the proper development of long-lived, protective immune responses.

Did you end up where you expected you would when you finished school?

In many ways – yes. I developed an early passion for science – biology in particular, and maintained this enthusiasm throughout my years at Kilvington. I actually still remember the first time I walked into a science lab at School – it was in Year 7 – and how I was instantly enthralled with the concept of working in a lab.

I proceeded to go home and tell my parents that I was going to be a scientist.

As with everything, first impressions seem funny in retrospect – but on good science days I still get that same feeling of initial excitement. With regards to my specific area of research, I cannot say that I expected to end up here – my focus came about from my interest in specific subjects at university, as well as a bit of luck.

What have been some of the biggest challenges you’ve had to face to get where you are now?

Science, and specifically medical research, are highly competitive fields. So to keep pushing forward has required a lot of hard work and dedication, and sometimes the ability to dig deep and find some self-belief.

Some of the hardest times (that have appeared again and again; in Year 12, in my undergraduate years, and now in my PhD) have been when I’ve felt either mentally exhausted or stressed or that I might not be capable of achieving my goals.

What advice would you give to others who might be faced with similar obstacles?

Following on from my previous answer ...

I would say that these feelings of doubt are completely natural, and unfortunately, something we just have to learn to manage. Once you get through those really stressful times, this is when you feel you have achieved the most. This gives you strength and confidence to face the next hurdle, feeling more confident in your ability

to get things done under pressure. This process also becomes easier with time.

Make sure you take time to look after and be kind to yourself, and have a solid support network to reassure you and tell you that everything will be ok (which it always will be). If you are passionate about a particular career path, then follow it and don’t question your abilities – dedication will get you where you want to.

What has been your biggest highlight so far?

I have thoroughly enjoyed my entire tertiary university experience – but the most exciting thing I’ve done so far has probably been attending an Immunology Course at the University of Hong Kong in December last year.

This course is run by the Pasteur Institute, a non-profit foundation that undertakes really exciting research into the prevention and treatment of various infectious diseases all over the world.

Travelling overseas to meet like-minded students/scientists and be taught by global experts was a humbling experience.

It showed me how special it is to be part of a community of people who are joined together not by culture, country or faith, but by progress and discovery. I also really enjoyed the fact that the majority of Contagion was filmed in Hong Kong and I could practically feel pandemics springing up in the streets around us.

What excites you about the future?

Aside from finishing my PhD and (finally) not being a student anymore, I am excited about where science will take me. Until now I have had a clearly defined idea of what my career would be – becoming a scientist to study infectious disease. Now I am on that trajectory, I can see that ‘the more you know, the more you don’t know’ … and that I absolutely don’t know where my interest in science will take me. I am working in a research area with unlimited details and pathways. I started studying malaria essentially by chance, and while I am happy where I am, it is interesting to

ponder which infection might catch my attention next, or what new opportunity may come my way.

How did what you learnt at Kilvington help make you the person you are today?

Kilvington provided me with a friendly and supportive learning environment where I was able to develop not only academic skills, but was given various opportunities to master other critical abilities – for example, to be an effective leader; how to communicate ideas; how to motivate others. These fundamental skills nurtured at Kilvington, in particular fluency in public speaking, have given me a real-world advantage again and again.

I would recommend any student reading this to have a go at joining the debating team and taking up any public speaking opportunities that come your way. Getting out of your comfort zone in the safety of the Kilvington community will make things a lot easier in the future. I fondly remember the support, guidance and encouragement of Kilvington and the way we were always reminded that we, as individuals, would all play a role in the wider world.

Any advice for our current Year 12 students as they embark on the next phase of their journey?

Enjoy your final year of school. Even though Year 12 is very stressful in some ways, you will get through it wishing you enjoyed some of the details a little more and worried about the assessments a little less.

It is also really exciting having a few months off before starting your new, post-school life, so make sure you relax and make the most of having few formal responsibilities.

Maybe go travelling!

Embrace university life, if this is the path you choose. Undergraduate studies are so much fun; you get to study specific subjects that are really engaging and interesting, and meet lots of new friends for life – it is a time that went by very quickly and I wish I had savoured the experience a bit more.

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> Donors and Supporters We would like to acknowledge and thank those people who made generous donations to Kilvington from November 2018 to June 2019: Mr D Abbott & Ms E Pezzaniti Mr G Allan & Ms N Seifen Mr & Mrs A Anagnostiadis Dr W Antonoff & Ms C Xu Ms C Armour & Mr M Thein Mr R Bailey & Dr K McInnes Mr & Mrs J Ballester Mr M Barnes & Ms G Hosking Mr & Mrs J Bebber Mr & Mrs P Bijwal Mr & Mrs S Blackmore Mr & Mrs D Blair Mr & Mrs J Blanksby Mr J Broughton Mr & Mrs D Burgoine Mr D Canobie & Ms S McSwiney Mr D Cao & Ms L Wang Mr & Mrs F Cetrola Mr J Charlton Mr P Chaudhary & Mrs A Narwal Mr H Chen & Ms Y Zheng Mr K Chen & Ms J Wang Mr Y Chen & Mrs H Lin Mr H Chen & Ms J Zhao Mr J Chen & Ms L Zhang Mr J Cheng & Ms L Li Mr D Cheong-See & Ms D Zaitman Mr C Cheung & Ms W Lin Mr & Mrs D Cliffe Dr C Close Mr & Ms M Connolly Ms J Craig & Mr D Rolfe Mr M Cui & Mrs Y Xu Mr X Cui & Mrs C Cheng Mr R Cuthbert Ms T Dang & Mr M Kham Mr & Mrs S Das

Mr M Deacon & Mrs M Deacon-Huezo Mr S Dehne & Ms V Dempsey Mr & Mrs M Di Paolo Ms J Dolan & Ms P Holten Mr & Mrs F Dymos Mr T Emons & Ms S Arthur Mr & Mrs G Ewenson Mr M Fang & Mrs H Cheng Mr & Mrs A Fifoot Mr & Mrs Q Fortune Mr & Mrs F Fotiou Mr & Mrs P Frangoulis Mr & Mrs M Gastevich Professor & Mrs K Glazebrook Mr S Goodwin & Ms R Chan Mr Z Guo & Mrs J Luo Mr A Haldezos & Mrs S Layhe-Haldezos Mr & Mrs S Hiladakis Mr & Ms K Ho Mr T Hoerner & Ms L Dwork Mr P Hosking Mr & Mrs J Hosmer Mr B Hu & Ms Y Zhao Mr Q Huang & Mrs C Zhou Mr & Mrs M Huynh Mr B Jackson-Lyng & Ms S McNamara Mr & Mrs P Janvier Mr K Jayaram & Mrs R Choudhury Mr L Jiang & Mrs H Zhang Mr D Johns Mr & Mrs A Johnston Mr & Mrs P Jorgovic Mr & Mrs B Kennedy Kilvington Parents and Friends Association

Mr P Kiosoglous & Ms S Simpson Mr I Klarin & Ms K Kloeden Mr & Mrs P Kokosoulis Mr S Krischock & Ms N Pope Dr & Ms O Kwon Mr C Laughton & Ms A Hatz Mr N Le & Mrs T Dang Mr & Mrs P Leicester Mr B Li & Mrs C Zhu Mr Y Li & Ms J Zhao Ms H Li & Mr Q Yang Mr Y Lian & Mrs X Zhang Mr Q Lin & Ms Y Shi Mr J Lin & Ms H Lay Mr L Lin & Ms F Song Mr & Mrs N Linklater Mr H Liu & Ms H Gu Mr H Liu & Ms L Xin Mr H Liu & Ms N Ding Mr Y Long & Ms L Guo Mr W Luo & Ms F Liu Mr & Mrs T Lyng Mr & Mrs M Lyons Mr & Mrs D MacSweeney Dr M Mammen & Dr V Lal Dr M Thomas & Dr B George Mrs V Marinis & Mr A Marinis Mr & Mrs A Martin Dr J Mathew & Dr S Thomas Mr C McCulloch & Ms L Adamson Mrs L McDonald & Mr A McDonald Mr & Mrs A McGregor Mr & Mrs A McKenzie Mr S McKinnon & Ms N White Mr & Mrs T McLean Dr & Mrs P McManamny Mr & Mrs P Middleton

Mr & Mrs M Moffat Mr & Mrs J Moy Mr J Naffine Mr & Mrs M Nazaretian Ms T Nguyen Mr & Mrs S Nuth Mr & Mrs J O’Leary Mr C Oon & Ms Y Loo Mr V Ostojic & Mrs E Catherina Mr & Mrs P Owen Mr H Paddle & Ms J Borenstein Mr X Pan & Ms Y Xue Mr P Papadopoulos & Ms A Van der Geest Dr M Pearce Mr & Mrs C Penfold Ms E Pezzaniti & Mr D Abbott Mr D Pougher & Ms J Moore Mr D Prakoso & Ms C Sundoko Dr M Preston Mr & Mrs B Prosser Mr G Prowse & Ms M White Ms O Pun & Dr B Chen REA Group Mr J Rocks & Ms S Stephenson Mr & Mrs A Russell Mr & Mrs S Sanderson Mr & Mrs C Sanos Mr & Mrs R Scambler Mr P Scott & Mrs G Redgwell Mr L Shao & Ms L Sun Mr & Mrs D Sherman Ms J Shi Mr W Shi & Ms M Mao Mr & Mrs D Simmons Mr & Mrs D Simonfi Mr V Singh & Dr F Rahman Mr & Mrs A Singh Mr K Smith & Ms E Matthew

Mr W Song & Mrs Q Fang Mr J Song & Ms L Ma Ms G Spokes & Ms K Underwood Mr & Mrs A Stamenos Mr & Mrs J Steiner Mr & Mrs M Stevens Mr & Mrs W Strachan Mr A Taddei & Mrs S Hunt Mrs Y Tang Mr & Ms S Tighe Dr & Mrs D Turner Mr & Mrs C Twyford Ms A Umanskaya & Mr V Volpert Mr & Mrs W Vella Mr G Vinton & Ms S Heng Mr & Mrs I Volakakis Mrs Q Wang & Mr H Gu Mr Q Wang & Mrs R Mochizuki Mr & Mrs S Ward Mr & Mrs T Warden Mr & Mrs D Williamson Mr & Mrs E Witte Mr D Wong & Ms R Wan Mr & Mrs S Wotherspoon Mr N Wright Mr R Wrightson & Ms M Chan Mr C Wu & Ms J Shao Mr B Xu & Ms Y Huang Mr J Xu & Mrs Y Han Mr & Mrs J Yamada Mr B Yan & Mrs Y Li Mr Y Yang & Mrs L Liu Mr & Mrs Y Yatsuzuka Ms K Yu & Mr M Wei Mr Z Yu & Ms Z Deng Ms P Yu Mrs Y Zhang & Mr J Wang Mr X Zhu & Ms Y Xia Mr L Zhu & Ms Q Zhang Mr M Zikic & Ms D Johnson

Thank you to the following generous individuals and organisations for their time and donations of goods and services to support our fundraising efforts and community events: All Stars Artist Photographer Brimlea Aged Care Cetrola Legal Chobani Yoghurt Diamond Blinds Dingley Village Adventure Golf Drainpro East Bentleigh Veterinary Clinic Enchanted Adventure Garden Kilvington Parents and Friends Association Kirsty McIntyre Lollipops M&M’s Rug Shop Melbourne Museum Mornington Golf Club Nova Oriental Grocery Ormond Dental Piccoli Portraits Quality Café Quinces Rosstown Hotel The Age The Luo Family

The Mendiratta Family The Sun Family Vellisaris Photography Yarra Yarra Golf Club Zucci Hair Anu Basra Sruti Bhattacharya Justine Bradley Kirsten & Cameron Brooks Kylie & Don Brown June Cai Amy Chan Yao Chen Esther Chen Emma Cheng Rowan Cole Julie Connolly Cassie De Nardis Zeying Deng Ning Ding Fanny Feng Carrie Fowler Lillian Gu Shruthi Hatti Vijay Kumar Chunman He Cecilia Hedley

Yongmei Huang Scarlett Huang Meredith Kain Sam Kirkham Trisha Lee Lin Li Jennifer Li Cathy Li Bing Li Jingjing Liu Jana Liu Tracy Liu Jiawei Liu Lili Liu Jing Luo Ellen Luy Li Ma Mingliang Mao Mandy McDonald Janine Mitchell Andrew Morrow Tony O’Reilly Kylie Owen Nadine & Adam Power Anna Pummeroy Josh Rocks

Sarah Russell Gauri Sanjanwala Julie Scott Alan Shanks Jun Shao Anju Sharma Ada Shi Karen Shi Jin Shi Eve Shi Priyanka Singh Kathy Siqi Wang Sophie Song Susie Stephenson Helen Tang Lijun Tang Huifang Tang Phoenix Tang Lucy Thompson Tania Tiernan Jaslyn Truong Helen & James Vouros Qian Wang Lijuan Wang Qingwen Wang Steven Wang

Susan Wang Jiao Wang Ying Wei Xuelian Wei Christina Welsford Limin Wu Lifang Wu Karen Wynter Chloe Xia Rachel Xiang Wei Yunxia Xue Kunmi Yu Pianpian Yu Li Zhang Xiaohua Zhang Sunny Zhang Dan Zhang Haihong Zhang Ying Zhang Jojo Zhao Yunyan Zheng Tina Zhou Victor Zhu Rebecca Zolotareva W inter 2019

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> Key Dates for Your Diary August Tuesday 20

PEP Talk 2 – Parent Information Evening (Impacting Student Wellbeing Series)

Wednesday 21

ELC – Y12 Art Show

Thursday 22

ELC – Y12 Art Show

Friday 23

ELC – Y12 Art Show

Friday 23

30 and 35 Year Reunion

Wednesday 28

Father’s Day Stall

Friday 30

Father’s Day Breakfast

September Wednesday 4

Year 7 to Year 12 Cross Country

Thursday 5

Prep to Year 12 String Concert

Thursday 12

Open Morning

Friday 13

20 and 25 Year Reunion

Tuesday 17

Years 5 and 6 Production

Thursday 19

Years 5 and 6 Production

Friday 20

Term 3 Concludes

October Monday 7

Term 4 Commences

Thursday 10

PEP Talk 3 – Parent Information Evening (Impacting Student Wellbeing Series)

Monday 14 – Friday 18

VCE Art Exhibition

Wednesday 23

Valedictory Dinner

Monday 28

Senior School Leaders Induction Assembly

Tuesday 29

Open Morning

Tuesday 29

Spring Concert

November Monday 4

Mid-Term Break

Tuesday 5

Melbourne Cup Holiday

Friday 8

Walsh Club Reunion

Wednesday 13

Alumni All-Peer Evening

Friday 22

Celebration Night

Tuesday 26

PFA AGM and Volunteer Thank You Evening

December Tuesday 3

Year 6 Graduation Ceremony

Tuesday 10

Junior School Christmas Assembly

Tuesday 10

Term 4 Concludes

46 Kilvington News

2 Leila Road, Ormond Victoria 3204 T (03) 9578 6231 | F (03) 9578 3378 | E enquiries@kilvington.vic.edu.au kilvington.vic.edu.au