IE Magazine 2018 Issue 1 by Melbourne Girls Grammar

INFORMATION EXCHANGE 2018 | issue 1

empowering tomorrowâ&#x20AC;&#x2122;s women

INFORMATION EXCHANGE 2018 | issue 1

our community

school activity feature news

contents 4

Chairman of Council

From the Principal

Press For Progress

Year 12 Results 2017

10 Early Learning 12 Junior Years 16 Middle Years 18 Senior Years 22 Boarding

26 Community Events 28 Philanthropy 30 From the President 31 Old Grammarian Q&A 32 School Reunions 34 Community News

INFORMATION EXCHANGE Editorial Co-ordinator: Ashleigh Day, Marketing Published by: Melbourne Girls Grammar 86 Anderson Street, South Yarra 3141 Victoria, Australia For the latest Melbourne Girls Grammar News, please visit: www.mggs.vic.edu.au/news

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A one degree shift - to take a small but influential action â&#x20AC;&#x201C; thatâ&#x20AC;&#x2122;s a challenge our girls are practising in their lives today, so that as the women of tomorrow they will influence the issues that matter to them. Catherine Misson, Principal

chairman of council I’ll never forget the joy of a newborn baby. Holding that tiny bundle I had an overwhelming sense of love and purpose. But when it came time to leave the safe cocoon of the hospital and drive our new little family home I suddenly became consumed with an almost irrational fear that this precious gift we had been given could somehow break. Written by Katie Allen (Stephens, 1983) | Chairman of Council As a paediatrician I am reminded daily of that innate protective instinct as I help parents navigate the often stormy path of supporting their child’s health and wellbeing. I would love to be able to protect children from the downs of life – that they could just have all the ups - but ultimately I can only be there to guide and support them. They need to find their own path – and with that journey will come both momentous events and confronting challenges. My generation were the first to be told that the glass ceiling had been broken – that we could “do whatever we wanted”! I remember asking my father how I could choose the right path for me. His advice was simple – “do what you love doing, then you’ll be good at it and someone will always find you a job”. My parents understood that the greatest challenge for a person is to find purpose and meaning. And that values can’t be bestowed – they need to be discovered by the individual for themselves. Our search for meaning, to “find our passion”, can be lifelong. Some are lucky enough to find it early while others quest throughout their life. At Speech Night last year, Caroline Overington spoke inspirationally about the famous suffragette Vida Goldstein, who in 1900 was mocked and taunted in the same Melbourne Town Hall where we sat as she argued for a woman’s right to vote. Vida passionately believed that men and women are born equal in rights and dignity, and she became one of the first women in Australia ever to stand for election. She must have known that she could not win and yet she kept going. She was fighting for those who follow. Why did she rise above the accepted view of women and their place in the world to champion so passionately for what she knew to be right? Did she feel empowered by her family, her education, her peers or all three? I’m constantly amazed at the self-determination of our students. Council’s monthly report is filled to bursting with girls rolling up their sleeves and getting things done in ways never previously imagined. Their world is full of so much educational opportunity and the school works hard to provide the best environment to enable them to find their passion in life. Ultimately, it falls to the girls themselves to grasp opportunities with both hands. They must build resilience to navigate the ups and downs, and be empowered like Vida, to fight for the betterment not just of themselves but for those who follow. As Dolly Parton once famously and pragmatically said: “find out who you are and do it on purpose”.

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principal “So I want to propose something to you: when steering a boat, a captain can shift the wheel one degree and it drastically changes the course of the boat. I would like to challenge you to make a one-degree shift, because a small change can make a huge difference.” Emma Watson, UN Goodwill Ambassador Written by Catherine Misson | Principal On the final sunny day of Term 1 Principal Paul Burke, from Nightingale Bamford School, NYC, spent time with us to explore the student and staff perspectives on what matters and how we go about learning and life at Melbourne Girls Grammar. We sat on the balcony of the Artemis Centre, relaxed, informal and happy to share the DNA of our community experience. Four Senior Years girls had accepted the invitation to meet with Paul, and I sat on the periphery of their conversation. Right from the outset, it was clear the girls were confident to respond to far ranging questions. When asked what they might change about their education, one student called out the gap in philanthropic investment between boys and girls schools; when asked what their school does well, one student focused on the openness to value what the girl is passionate about. Later, Paul commented on this natural confidence of the girls, how empowered they seemed, and how much he enjoyed their company. Google will wash you away with the millions of references to empowerment. If you narrow your search to 2018 you will sweep up all the #MeToo and #ItsTime campaigns, as well as retrieve associated images of the women’s marches globally and the International Women’s Day celebrations. You will see the pattern that women’s empowerment is defined within discussion of issues, predominantly that of gender equality, and more specifically economic and political power. It’s a big statement to make that we “empower girls”. What do we really mean by this and how do we make it happen? The World Bank defines empowerment as “the process of increasing the capacity of individuals to make choices and to transform those choices into desired actions and outcomes.” So, it’s about growing the self-belief in girls that they can take action. How do we do this at Melbourne Girls Grammar? We start by acting on the two mantras we have used to guide our thinking,

design and delivery of learning experiences: “we start and finish with the girls in mind” and we offer “challenge and choice”. From Early Learning through to VCE we are constantly inviting our girls to explore who they are and what they are capable of through learning, in and out of classrooms, hosted locally and internationally. Incrementally, we raise the bar on challenge and we craft opportunities that push the girls to question the world around them, to be critical adventurers who can influence their journey and choose the destination. Threaded through we shine a light on empowerment issues, but that is not the catalyst for increasing the capacity of our girls to act – it is the experience of taking action, for their beliefs or to further their passions, that grows agency within the girl who becomes the empowered woman. Our girls are living and learning within a community that role models taking action. Every girl that has lived through the transformation of her schooling experience with us – our push for Learning Studios, our extensive enterprise program, our move to blended learning and wrap around wellbeing in the Senior Years – has observed her community being an agent for change, a community that says “we can” rather than passively continuing with status quo that is not fully fit for the educational purpose of the advancing 21st century. Our girls will be women who have it in their DNA to take action in their lives. They will draw on their inner sense of who they are and what matters to them, and they will have the agency to set a course of action. Some of our girls will step up and do this for others, they will lead with a mindset that relegates negativity to the side and embraces the “we can” attitude that transforms the world around them. Emma Watson challenged women on IWD 2018 to make a one degree shift, to take a small but influential action – that’s a challenge our girls are practising in their lives today, so that as the women of tomorrow they will influence the issues that matter to them.

#pressforprogress The Melbourne Girls Grammar community came together to celebrate International Women’s Day 2018 through several events.

It can be fashionable to be on the forefront of progressing human rights and feminism but if that is not what you are passionate about, it will be hard to remain determined, driven and positive. Issues worth fighting for can sometimes be held up by a façade of strength, and if you persevere, you may find built-up prejudice that needs to be dismantled. I encourage you to persist with integrity and challenge yourself and those around you to be accountable. It can be daunting and tiring to approach every challenge with unwavering force. That is why it is important to choose what you believe needs this attention, decide what you really want to change and be active in advocating for it. Remember that This privilege that we have a strong force is the sum of partial efforts and been gifted with means collective cooperation is the most effective tool for progress. nothing if we are not active in

On 5 March Principal Catherine Misson and Year 12 Student Leaders attended an International Women’s Day Breakfast at Parliament House. The guest speaker, Sally Capp, Victorian Executive Director of the Property Council of Australia, spoke about her gender equality and her life experiences as the first woman to hold the post of the Victorian Government’s Agent-General in London, as well as being the first female director of the Collingwood Football Club.

“Listening to Sally’s presentation encouraged and motivated me to forge my own path in life and to not only break the glass ceiling for women in the future but to become, in Sally’s own words, a job creator who would be inspiring for those aspiring after us.” - Yen Sim, Year 12 student Year 12 student Evangeline Mullins reflected on this year’s courageous theme for International Women’s Day, #PressforProgress.

pursuing change. MGGS has given us opportunities, has inspired us, has provoked us and has challenged us. It is now our responsibility to persevere against the barriers we encounter and press for progress.

I believe that Melbourne Girls Grammar (MGGS) provides girls a safe environment where we can challenge our ideas and ways of thinking. In this environment, we can be inspired and empowered to create change. We are in a privileged position, I am very aware of this. I started my school life at MGGS as a boarder and this school has made me see all the opportunities that I would otherwise have never known. However, this privilege that we have been gifted with means nothing if we are not active in pursuing change. MGGS has given us opportunities, has inspired us, has provoked us and has challenged us. It is now our responsibility to persevere against the barriers we encounter and press for progress.

I want to be clear and say that in pressing for change, it does not mean that we must all become human rights activists, or even extreme feminists. What I am suggesting is that you should all think about what you want to change in this world and how you want to leave your mark. Be assertive, and step forward, as Madeleine Albright once said, “it took quite a long time to develop a voice, and now that I have it, I am not going to be silent”.

MGGS is advocating for girls’ involvement in STEM: personally, I find this an area of interest and I am excited to be involved in subjects like Algorithmics because I think having more women in this field is an important initiative. However, this does not mean that you all must be involved in Algorithmics, maths and technology subjects. MGGS is not trying to make an entire cohort of students have identical interest, instead, our school is giving girls every opportunity to succeed in any area they want. I hope that you will pursue a passion, engage with the school to develop this and use your voice as a catalyst to demand the change that you see necessary. Our School is passionate about certain values that it has acquired over its long history, from the strong women who have led before us. Our School asks you to respect these values but also encourages you to form your own – remember that one of our School Values is courage, so press against the barricades and use this momentum to keep advancing forward.

Evangeline Mullins, Boarding House Captain, Year 12

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feature news

ABOVE: International Women’s Day Breakfast: Back (L-R) – Millie Perkins, Emma Beaumont, Kate Faragher, Yen Sim, Shaqina Shaziman. Front (L-R) – Isobel Nicholls, Principal Catherine Misson, Evangeline Mullins BELOW: Boarding House Captain Evangeline Mullins speaking at the APAC Blockchain Conference 2018

Old Grammarians As part of International Women’s Day, two Old Grammarians spoke to the girls about their philanthropic business collaboration, SEW (Supporting + Empowering Women), through a special assembly and breakfast event. Jessie Smith (2004), criminal defence lawyer and Founder of SEW, and Zoe Weir (2003), owner and fashion designer at Teeny Tiny Hut, reconnected at a MGGS reunion event some years ago and have since joined forces to develop an exciting and successful social enterprise supporting HIV positive women in Tanzania. Jessie and Zoe shared their learning journey since graduating from MGGS and the determination behind their commitment to empowering impoverished women and improving sustainability in the fashion industry. With a mission that spans the globe, these Old Grammarians are an inspiration and are truly defying the status quo. The SEW products were a huge hit with students and guests, with all items selling out immediately.

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year 12 results 2017 success A wonderfully diverse group of young women, the Class of 2017 has modelled inclusion, compassion and the ability to unite when most challenged. Their mantra “Better Together” has been lived by these girls throughout the experience of their final year of schooling. We are so very proud of them, young women with the substance to make a difference in the world. In acknowledging the Class of 2017, we look far beyond their results: an education for life is anchored on values, inspires the confidence to seize opportunities, and nurtures the emotional depth to connect with others. We celebrate the breadth of accomplishments of our 2017 graduates. May you go out into the world beyond our gates and seize the promises of the future, accomplishing your goals, finding personal happiness and enjoying each moment of your very bright future.

Catherine Misson, Principal

School Duces and 2018 Gilman Jones Scholarship Award Recipients

Alexandra Roger “The main thing I have taken away from my time at Melbourne Girls Grammar is believing that I can, and I will, make a difference in the world.”

Above: Our 2017 Scholars Below: Class of 2017

Alexandra is studying a double degree in Science and Politics, Philosophy and Economics at ANU Canberra.

Isabelle Stewart “Melbourne Girls Grammar has taught me the importance of seeking answers to questions beyond the study design, the power of knowledge, and above all the importance of relationships and being a loyal friend.” Isabelle is studying Science at the University of Melbourne and is on a Chancellor’s Scholarship. She has been accepted to subsequently study Medicine on completion of her Science degree.

MEDIAN ATAR SCORES

91.15

42%

GIRLS WHO RECEIVED AN OFFER IN A STEM RELATED FIELD

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better

feature news Offers by Career Field Society and Culture 30%

Other 4% Architecture and Building 4% Creative Arts 5%

Natural and Physical Sciences 22%

Engineering 6% Health 10%

Management and Commerce 19%

Offers by Institution University of Melbourne 37%

Other 10%

RMIT 12%

ANU 14%

Monash 27%

STUDY SCORES OF 45 OR HIGHER

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strong women are created from strong girls “Each child is viewed as infinitely capable, creative and intelligent. The job of the teacher is to support these qualities and to challenge students in an appropriate way.” Louise Boyd Cadwell, ‘Why Reggio Emilia Education Works’, Spielgaben Written by Nicole Stynes | Lead Teacher in the ELC

week when Amelia was leader, she was quick to take action and teach Mrs In a time where women are encouraged to take action, assume leadership Morgan how to make a poppy to wear to the Morris Hall ANZAC Assembly. positions, and take charge, we need to understand where these women come from. As our youngest learners transition from a home environment Student agency is, “being able to make choices and decisions to influence to our ELC, they are provided with opportunities to make choices, attempt events and have an impact on one’s world” (Early Years Learning tasks for themselves and take on increasing responsibilities. Throughout Framework, p45). In our learning studios materials are readily accessible to the early part of the year the girls learn to care and be responsible for their encourage the girls to make independent decisions and resource their own own belongings and their learning environment. We encourage the girls learning. Educators help children to explore options by responding to their to be responsible for their own physical needs and wellbeing by providing thoughts and ideas during discussion and collaborative play. The children’s flexibility during routine parts of the day. As the girls learn to complete interests are included in the planning process tasks independently they develop a stronger sense and development of the program. Democratic of self and a positive belief ‘that they can do it.’ processes such as voting demonstrate to the girls Believing they are competent members of the that their opinion is valued and gives them an community who are capable is an essential quality When the program was first insight into group decision making. to hold, enabling the girls to persevere through introduced the girls suggested difficult learning moments in the future. In the words of Loris Malaguzzi, “Our image of the leader needed to walk at children no longer considers them as isolated and The Ross Group Leadership program empowers a the front of the line and help egocentric, does not only see them as engaged single child for the day to take on the responsibility their friends to remember in action with objects, does not emphasise only to lead the class. When the program was first classroom routines. Providing the cognitive aspects, does not belittle feelings introduced the girls suggested the leader needed further insight the girls said or what is not logical… Instead our image of to walk at the front of the line and help their the child is rich in potential, strong, powerful, a leader also needs to speak classmates to remember classroom routines. competent and most of all, connected to adults gently and to be very kind. Providing further insight the girls said a leader also and children.” needs to speak gently and to be very kind. Last

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early learning

Amelia teaching Mrs Morgan how to make a poppy for her to wear to the Morris Hall ANZAC Assembly.

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Sisters Alexina (Year 4) and Adeena (Prep) at Social Service Day

Leaders must be kind and treat everyone nicely. Actually, the girls at Morris Hall are all like that. Adeena, Prep 12 | Melbourne Girls Grammar IE | 2018 Issue 1

junior years

the leader in me At Morris Hall our girls are discovering who they are and making sense of the world. They are learning a great deal about their identity and their capabilities, and where they belong in our community of learners. We encourage our curious girls to ask questions to build their understanding of the fast-paced world in which we live. Written by Kellie Morgan | Director of Early Learning and Junior Years

We know that in the future we will need to have different talents and abilities than we have had in the past. To enable girls to flourish, we aim to provide a broad and flexible education that enables our girls to explore, experiment and enhance their skills and passions. Sir Ken Robinson says education should “enable students to understand the world around them and the talents within them so that they can become fulfilled individuals and active, compassionate citizens.” (You, Your Child and School, 2018). At Morris Hall, we emphasise not only ‘what’ we learn, but ‘how’ we learn. We want our girls to be life-long learners who are creative, critical thinkers, committed, curious and collaborative. These dispositions, along with our School values of Integrity, Courage, Compassion and Self Discipline, sit at the heart of all we do, and help our girls to build a strong sense of identity so that they feel empowered and genuinely motivated to learn. Our aim is to enable the leader that is within each one of them to emerge. Our girls are stepping up and leading the way in many ways. Our Year 4 girls all wear their leadership badge with pride, and it is a constant reminder for them to lead with their head, their heart and their hands. They are role models for younger girls and they take this seriously. Alexina (Year 4) recently reflected on the impact being a leader has had on her. She says that in the past she felt worried and shy, but this year, she feels she has used her courage to overcome this, and now doesn’t feel concerned about sharing her feelings. She says she feels proud and knows that this has been a positive change. She knows her mum is really proud of her too.

the garden, helping Mrs Edwards and younger girls, but also having the wisdom to step back to give younger girls opportunities to carry out jobs. Imogen (Year 1) is respected for her compassionate, caring and understanding approach. Immy lives by the golden rule, ‘treat those how you wish to be treated.’ She leads by example, thoughtfully and selflessly acting to support her peers. Immy also works hard in the Kitchen Garden to create a beautiful environment for the Morris Hall community to take pride in. Casey loves music at Morris Hall and leads by example, always applying herself and modelling correct technique when she is playing violin. This inspires and encourages the other girls.

Our girls are stepping up and leading the way in many ways. Our Year 4 girls all wear their leadership badge with pride, and it is a constant reminder for them to lead with their head, their heart and their hands. They are role models for younger girls and they take this seriously.

Orla and Helen (Year 4) demonstrate an unparalleled commitment to doing their best at all times. They are both positive role models for their peers and lead by example. This willingness to help and go beyond what is expected was once again demonstrated by Orla and Helen on Social Service Day and during the preceding week. Both girls volunteered to assist with running stalls, counting money, reading announcements and recording event results. They carried out these tasks enthusiastically, responsibly and with a tremendous sense of pride. Like Orla and Helen, Mia (Year 4) also went above and beyond in organising, promoting and running stalls for Social Service Day. Mia is also a respectful and helpful presence in

When watching our big sisters rowing at Head of School Girls on the big screen in the Multi Purpose Room, a group of girls were overheard explaining what was happening to the younger girls. They explained the commitment needed to get to the finals, and discussing important leadership qualities such as being resilient and bouncing back from lost races, and mistakes the rowers must have learned from. The girls spoke of the importance of commitment and practice, about persevering, and not giving up.

From informal conversations like the ones in the Prep studio when the girls are trying to solve a problem during Investigation Time, and Elise says “I know, let’s take a vote” to our formal Year 4 leadership program, our girls are leading in so many ways. Nicola (Year 2) knows that she is a good leader because she is kind, honest and likes helping others at school and also at home. Jacqui (Year 4) believes that to be a good leader, you must always act with integrity. She says that without integrity, people can’t trust you, and trust is so important. Adeena (Prep) says that leaders must talk into microphones… like Mrs Misson, Mrs Morgan and our Year 4 buddies. Then she exclaimed with delight that actually, she is a leader too, because when the Preps recently hosted Assembly she spoke into the microphone! She also told me that leaders must be kind and treat everyone nicely. She says that actually, the girls at Morris Hall are all like that.

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1. Social Service Day 2. Music at Morris Hall 3. Morris Hall Pet Chapel 4. Activities in the ELC 5. House Athletics 6. Art at Morris Hall 7. Prep in the Jump Start Room 8. Swimming 9. The Royal Botanic Gardens

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elc & junior years 1

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future proof educator in action Education has the power to impact a person’s self-worth and wellbeing and create infinite opportunities for an individual’s future. Middle Years Science Coordinator and Teacher Ashanie Perera has always valued education and is a strong believer and advocate for life-long learning. Written by Chris McNamara | Deputy Principal

A very exciting project for Ashanie was the delivery of a brand-new unit of work focused on robotics called ‘Rise of the Machines’. Year 8 students explore aspects of Artificial Intelligence, robotics and bioethics through a STEM-rich unit of work and develop 21st century career skills through designing, building and testing a bionic hand controlled by wearable sensor technology (see image on opposite page). There is a blend of Science, Mathematics, Engineering and Algorithmics/Technology in this unit through the exploration of anatomy, data visualisation, In Mathematics, Ashanie’s class prototype development, electronics and coding.

In her previous career as an engineer, Ashanie realised that the best days she had at work were when she was able to facilitate change and help people learn, whilst still learning herself. It was a lightbulb moment when she realised that her passion and future career pathway undoubtedly lay in the field of education. Over her past 11 months at Melbourne Girls Grammar, Ashanie has had the opportunity to work within several exciting and innovative projects with a focus of improving student outcomes and developing future-ready young women. Ashanie has worked closely with colleagues to develop real world projects to facilitate student engagement in a blended learning model with a focus on student wellbeing. This included creating and curating online resources to support flipped learning and writing projects with true real world applications. For example, in Mathematics, the girls developed their knowledge on quadratic equations and functions through the exploration of The Sydney Harbour Bridge. The students utilised mathematics to model the shape of the bridge and had a genuine insight into the role of mathematics in industry.

developed their knowledge on quadratic equations and functions through the exploration of The Sydney Harbour Bridge. The students utilised mathematics to model the shape of the bridge and had a genuine insight into the role of mathematics in industry.

Her role as the Middle Years Science Coordinator sees her work with inspiring teachers every day to help shape the Middle Years Science Program into a hands-on, technology-rich learning environment. At the core, her aim is to facilitate the development of life long skills in her students.

As a co-facilitator for the Project-Based Learning Professional Learning Community, she regularly meets with a group of colleagues to share practice, continue to develop expertise, and improve pedagogy – all with the aim of positively impacting upon the student learning experience. She also continues to attend professional development opportunities to stay up to date with emerging technologies, network with teachers from other schools, and to continue to grow and develop her practice as an educator.

Ashanie is very excited at the prospect of leading a group of girls on the Operation Wallacea project to South Africa in June this year participating in a biodiversity data collection project and engaging with non-profit organisations working in the field in areas such as wildlife protection. Ashanie is confident that Melbourne Girls Grammar is forging an effective vision to engage girls in STEM and the greater links for life long learning.

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middle years

Middle Years Science Coordinator Ashanie Perera

We had to learn everything about the hand to first understand how it works, before we could build it into the robot. Annabelle, Year 8 17 | Melbourne Girls Grammar IE | 2018 Issue 1

In 2017, this group of students in Years 10 and 11 fundraised over $24,000 for their chosen charity Hagar and travelled to Cambodia to complete a half marathon. Our girls connected with students at the Liger Learning Centre, a boarding school for future change makers in Phnom Penh. 18 | Melbourne Girls Grammar IE | 2018 Issue 1

senior years

empowering our girls for the future of work As the workforce and traditional careers are rapidly evolving, we can no longer look to the past to solve future problems. CO-WRITTEN by Nikki Kirkup | Director of Senior Years & Renée Jackson | Student Enterprise Manager

According to The Foundation for Young Australians’ (FYA) and their New Work Order research, the automation, globalisation and flexibility of the future of work will ensure that a 15-year-old today will experience a ‘portfolio career’, potentially having 17 different jobs over 5 careers in their lifetime. They will be flexible, they might be self-employed, working for other people or doing both - whilst also collaborating with people on the other side of the world. This change within the workforce isn’t looming, it is here, it is happening. At Melbourne Girls Grammar we are approaching these changes with optimism and innovation, empowering our girls to rise to the challenge and prepare themselves to embrace the unknown. For our students to flourish in the highly complex, accelerating world our students must emerge from school confident in their identity, equipped with strategies to expand their capacity to apply themselves in challenging contexts, and optimistic that they can create their own future opportunities. Melbourne Girls Grammar is rising to the challenge of the future of work, by changing the traditional structure of schooling and providing opportunities for students to discover their passions and build their capacities for action and influence within their many life contexts. The structure of the Senior Years Program acknowledges the need for personalisation and the development of student agency within a defined structure and with clear expectations. Girls in the Senior Years have both fixed and flexible components to their week and have the capacity to shape their day according to the goals and priorities they have established with their teachers, Wellbeing Coaches and Fitness Coaches. Students are encouraged to develop solutions to problems that interest and engage them, harnessing their intellectual and creative potential both inside the classroom and outside of the red brick walls. A unique component of our Senior Years program is Student Enterprise. Throughout their four-year senior program, the girls engage with experiences offered under the auspices of our Centre for Educational Enterprise (CEE). These experiences are organised under four domains: Learning beyond school, Careers Inspiration, Student Philanthropy and Leadership. The girls choose from the suite of opportunities and document their capabilities and their learning in their Student Enterprise Profile.

to include extended experiences within a career field or a connection of workshop experiences that broaden their perspective of an industry or type of career. In rising to the challenge of preparing students for the future of work, we are committed to creating a diverse range of opportunities for students to build their understanding about their passions and talents and the types of skills, attributes and mindsets that will help them succeed and adapt to the future world of work, whatever that might look like. Through the Enterprise component, our girls are able to choose experiences which are pertinent to them and their future ambitions; the flexibility allows the girls to intentionally design a portfolio of proficiencies, choosing from a wider range of opportunities on offer through the duration of the year and incorporate them within their holistic program. “Working at Barwon Equine Hospital was a great experience which allowed me to gain an insider’s perspective on what being a vet really entails on a day to day basis. It was also an experience that challenged me. Being part of this environment for the week taught me what was expected and how to operate in a work environment. The helpful staff at the hospital were really great in showing me their roles and giving me a look at all the possible career options if I chose Veterinary Science and the placement was extremely beneficial by allowing me to create a network for the future.” – Rhianna Gallagher, Year 10

MGGS Graduate Profile The Senior Years Program at Melbourne Girls Grammar supports the development of ethical women who have the courage and skills to work and think independently and who possess an enterprising mindset. Our graduates are agents of their own future, they believe in their capacity to influence and shape their world and have confidence in their own identity.

As the girls construct their Enterprise Profile, they are also encouraged to develop broad understandings of their place in the world and grow their intercultural understanding through participating in one of the global opportunities on offer. Girls are able to work collaboratively with the Student Enterprise Manager, to create opportunities that help them investigate an area of interest and target their personal aspirations. The ‘Careers Aspiration’ component of the Student Enterprise Offerings encourages girls to experience the world of work and inspires them to create a pathway to future career opportunities. These experiences take many forms and include, but are not limited to, the traditional ‘work experience’ week. Careers Inspiration may include an online accreditation, an overseas experience or an internship. Our internship model has been developed 19 | Melbourne Girls Grammar IE | 2018 Issue 1

1. Year 12 Formal 2. Music Practise 3. GSV Sport Leaders Breakfast 4. House Drama 5. Indoor Cricket Team 6. House Athletics 7. Merton Hall High Tea 8. Morris Hall Social Service Day 9. 125th Anniversary Chapel Service 10. Blockchain Conference 2018 11. Wildfell Day 12. Boarders BBQ 13. Bubbles in Science

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middle & senior years 1

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our home away from home Assistant Director of Boarding, Jane Carolan interviews Melboune Girls Grammar boarders and sisters Henni (Year 12) and Anna Roxburgh (Year 10) from Hexam Victoria, on finding their feet and independence in the Boarding House.

You both started Boarding in the St Hilda’s program in Year 8. Since day one, you seemed to set your sights on making the very most of your time away from home. How did you find settling in? H&A: We have both made the most of all the opportunities that Melbourne Girls Grammar has offered us. We found our feet and formed strong friendships quickly through the rowing program in particular. As well as GSV and Saturday Netball, rowing has allowed us to form coach-player relationships that we both love and friendships with our peers that we maintain today. A: Because Henni had already been at the school for two years I was rather familiar with the Boarding House and how it ran. When I did move in, having Henni around helped a lot and meant that a familiar face was never far away. Although, now I feel as though most of the girls in the house are very familiar faces and the sisterhood we share is one very simular to Henni and mine.

how has the experience fostered your sense of independence and how has support of family nearby been beneficial? A: During my time boarding I have always spent a lot of time with my family and friends, as I do miss being at home and they are the closest thing to it. Although, I have had to mature a lot as being a boarder, you need to learn to be independent and look out for others. I am grateful the Boarding House has fostered these attributes as I am able to learn, and take care of myself, within a safe environment.

MGGS has taught me that you can personally change someone’s experience in any environment, however big or small your effort is. I now know that it is so important to give time to others, and treat people the way you want to be treated.

Henni, you’re so passionate about rowing and yet when you were a junior rower, you experienced a setback due to injury. You’ve recently competed at the National Rowing Championships in Sydney, what do you love about rowing that has sustained your dedication and motivation for the sport over the years? H: My experience in the rowing program has been so positive overall. Despite two ankle reconstructions in the four years I’ve been in the program, I was always in awe of the girls who completed their Year 12 Senior Rowing seasons and I think I always wanted to prove to myself that I could do it. The teamwork and dedication the sport requires has taught me so much and my crewmates and coaches motivated me constantly. Anna, your parents live in Hexham VIC, however your Grandparents and God-mother live nearby in Melbourne. During your time Boarding,

Henni and Anna, it would seem fair to say both your upbringing and the MGGS environment has fostered the sense of confidence and independence you both carry so well. How has the MGGS environment contributed to your sense of self belief? H&A: MGGS has allowed us to pursure the things we want and therefore made us more confident in those areas, contributing to this fostering of our self belief. The strong school values have also provided guidance on how to carry ourselves in our day to day lives.

Henni, as Clarke House Captain, what sort of action has been most important to you, and what will you take away from your leadership experiences whilst at MGGS? H: The most important action has been making everyone feel included, especially with the integration of the Junior Years girls into our Senior Houses this year. I have endeavoured to personalise the experience for the girls, working hard with my co-captain Ella. The key learnings that being a leader in the school has taught me is that you can personally really change someone’s experience in any environment, however big or small your effort is. I now know that it is so important to give time to others, and treat people the way you want to be treated.

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boarding house 1

1. The Roxburgh Family (L-R): Jen, Anna, Johnno, Henni and Jack 2. At the National Rowing Championships in Sydney (L-R): Jess, Charlotte and Henni 3. Roxburgh sisters: Anna and Henni 4. The Boarding House BBQ sisters and cousins (L-R top row): Stephanie, Evangeline, Mia, Lily, Henni, Sarah and Jemima (L-R bottom row): Fiona, Eleanor, Indy, Isabelle, Anna, Olivia and Sarah

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boarding house

1. In the Boarding House 2. Chinese New Year 2018 3. Boarding House BBQ 4. Dance Class in Artemis 5. Year 12 Formal 6. White Night 7. Volleyball, Middle Beach

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1. Morris Hall Breakfast 2. OGs in the Gourlay Pool 3. Whole School Cocktail Party 4. Year 5 Grandparents Day 5. Boarding House BBQ 6. Year 12 Father Daughter Breakfast 7. Morris Hall Pet Chapel

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community events 4

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sisters paved the way for women in STEM Written by THE DEVELOPMENT TEAM

Jean and Betty Laby graduated from Melbourne Girls Grammar (MGGS) in the 1930s. At a time when women were rare in the fields of physics and mathematics, each sister carved out a career for herself that would have been exceptional for a man, let alone a woman. Many years later, they would also make their mark in philanthropy, establishing their own foundation and supporting a number of educational causes. One of their enduring contributions to education at MGGS has been the Laby Family Scholarship. The sisters were lucky to have an unconventional upbringing, living on campus at the University of Melbourne and surrounded by academics. Their father, Professor Thomas H. Laby, was Head of Physics at the university and encouraged his daughters to pursue his passion. Jean was born in 1915 and attended MGGS from 1925–34. Although her School report card described her as merely ‘good’ at maths, she went on to study physics at the University of Melbourne, becoming the first woman to be awarded a PhD in physics by the university. Following a period working with her father in optical munitions during the second world war, she established herself as a respected atmospheric physicist.

Betty, born in 1920, attended the School from 1926–37. Betty’s teachers reported her to have ‘some maths ability’, and she followed her sister into the mathematical sciences, also studying at the University of Melbourne, and eventually running her own laboratory in the Department of Statistics. She also worked in optical munitions with Jean and their father during the war. She was awarded an honorary Masters in mathematics in 1985 by the university.

Contrary to the stereotype of physicists working alone in the lab, Jean’s research required her to spend a lot of time outdoors, lugging equipment around paddocks so she could send enormous high-altitude balloons into the atmosphere to collect readings. It was work that would take her to South Africa and lead to collaborations with climate researchers in the US.

Not only were Betty and Jean pioneers for women in physics and mathematics, they also paved the way for women in philanthropy, setting up the Laby Foundation in the 1980s. Clearly influenced by their love of education and a desire to help others, they supported many charitable causes through the foundation, including an award for physics at the University of Melbourne in their father’s name, and the Laby Family Scholarship at MGGS. Decades after Betty and Jean made their mark in male-dominated fields, many girls still give up science, technology, engineering and mathematics (STEM) subjects after leaving school. Understanding how important it had been to be encouraged as girls to study and work in science, the sisters set up the Laby Family Scholarship to allow senior students to undertake and further their studies in mathematics.

Not only are the sisters themselves an inspiration, their legacy of the Laby Family Scholarship (now known as the Laby Family Prize for Excellence in STEM) will continue to provide valuable encouragement to the next generation of women to make their own marks in the fields of science, technology, engineering and mathematics.

Melbourne Girls Grammar has a strong and proud culture of philanthropic giving. To discuss how you too can become involved please contact Kathryn Austin, Director of Development on 9862 9271 or email kathryn.austin@mggs.vic.edu.au.

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philanthropy

Old Grammarians Dr Jean Laby (1934) and Betty Laby (1937) Copyright permission granted by the photographer Norman Wodetzki and the University of Melbourne Archives

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from the president Trudie Horsfall (1976) | President Old Grammarians Society

In recent months, the Old Grammarians Committee has been reviewing our strategic priorities for 2018 and beyond. We aim to ensure that the OGs have a vibrant plan that brings past students together, keeps them connected, and engenders confidence that there will always be a community for them at Melbourne Girls Grammar. Building on this, our immediate focus as a committee includes; - A review of reunion events that are purposeful, innovative and fun - Strengthening communication channels with our OG community, leveraging our alumnae networking site, MGGS Connect - Improving data management so we can effectively reach more Old Grammarians - Updating our Operational Handbook to support the governance and reporting associated with recent and future change In particular, the review process has resulted in two new and exciting OG engagement programs which we look forward to sharing with you a little later in the year. This planning process has allowed us to work closely with the School Principal, Catherine Misson, members of Council and the Community Office. We thank them for their ongoing support and collaboration.

Late in 2017, we were saddened with the departure of Doris Morhrhardt, Director of Marketing and Community Engagement. We have been most grateful for her professional guidance and truly passionate support for the Old Grammarians Society, and we wish her all the very best for her return home to Canada. In her place, we are most pleased to welcome Reahn Aitchison, Alumni and Engagement Manager, who will continue Dorisâ&#x20AC;&#x2122; great work with the committee. In other committee news, Meredith Windust (Carison, 1964) and Robyn Fergusson (Jones, 1972), Honorary Treasurer and Secretary respectively, have stepped down from their roles. We thank them for their contribution in time and expertise and wish them well. We will share with you shortly the new appointments of these two vital committee roles. Further to expanding our committee, and in support of the new OG engagement programs on the horizon, we encourage new alumnae to join the committee. If you have an interest in volunteering, in any capacity, great or small, I encourage you to email me. Each year the committee works with the School to create various events and opportunities for celebration. Weâ&#x20AC;&#x2122;ve celebrated the reunions of 4 co-horts already this year, with another two later in the year. We are also planning towards a wonderful 125th Anniversary Chapel Service and Luncheon in September. I hope to see many of you there.

Judy Wilkinson and Trudie Horsfall at the International Womenâ&#x20AC;&#x2122;s Day Breakfast

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our community

q&a with old grammarian Georgie Howe (2012)

Can you tell us briefly about your journey since graduating? Since graduating Melbourne Girls Grammar (MGGS), I have been all over the world. I was lucky enough to be granted a rowing scholarship to Princeton University 2013 to 2017. I majored in Classics, and minored in Medieval Studies. I rowed in the first varsity eight for Princeton Women’s Rowing. We worked hard and managed to become Ivy Champions three times, break 3 course records, and formulate friendships to last a lifetime. I will treasure my time on that team always. During the summer breaks, I raced internationally and in various teams in Australia. You are 5 years out, what has been the most interesting or exciting experience in your professional career thus far?

That sounds like a great way to forge relationships with old and new friends from MGGS. How can others get informed or join the Club? Wellness is a huge part of the Merton Club, but also, it’s about reengaging friendships in a casual and fun setting. We hope to host social functions along with ‘wellness activities’. If Old Grammarians want to get involved or receive information, either as a member or as a volunteer, they can follow us on Facebook (The Merton Club) and join MGGS Connect to find out more. Ultimately, we want to build a longstanding legacy for the School, and foster an avenue of engagement for all underneath the banner of the Old Grammarian Society.

While I would not call rowing, or attending a foreign university a professional career, I can safely say that I have had transformative experiences in both areas. The most challenging experience was becoming Captain of the Princeton Rowing Team, and handling the differing ambitions and priorities of sixty strong and intelligent women – while also dealing with the bigger issue of disenchantment with the election of Donald Trump in the USA. It was exciting to lead at that time, and as a team, we all made sure to feed the ethos of strength in mind and body. You would have received much advice in your captaincy. What is the best professional advice you’ve received? When starting a new profession, or a new adventure, or a new task, spend eighty per cent of the time listening, and twenty per cent of the time talking. As I embark on a new career within the Elite Athlete Employment Scheme at Ernst & Young, this is something that I will most definitely employ! In what ways did your time at MGGS influence your decision to pursue rowing? The culture and ethos championed in the rowing program at MGGS was simple: to better the rower (or athlete), you have to first improve the person. The program always put character development at the forefront of any activity. We always felt supported, and we supported others, which in turn, allowed a training regime that led to huge success. Both MGGS and the rowing program constantly reminded us that what you learn in sport is true in life. It has almost taken to this point in my rowing career, a point where I have been challenged culturally, to truly appreciate that message. And how do you keep sport a part of your daily life whilst pursuing full time work? Are you a part of any clubs? My employment at Ernst & Young will allow for training either side of the workday. Balance is key! I currently train out of Melbourne University Boat Club and the Victorian Institute of Sport. However, myself and a few other OGs have recently launched a new sports and wellbeing club under MGGS Old Grammarians Society called the Merton Club, so I’ll be committing quite a bit of time to this. The Merton Club is a place old girls and friends can come together and partake in fun activities that re-engage them with the School and a bunch of other OGs. So I guess I am now a member of the Merton Club also!

Georgie Howe at Henley Women’s Regatta in England with fellow rower, Georgia Kanoe Shizuru

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reunions

10 years

20 years 32 | Melbourne Girls Grammar IE | 2018 Issue 1

our community

30 years

40 years 33 | Melbourne Girls Grammar IE | 2018 Issue 1

community news Births 1

Olivia Byron (Draudins, 2004) and her husband Chris Byron welcome Lachlan Charles Galvin Byron into the world. Born 18 January 2018.

Stephanie Hope-Johnstone (Farrer, 2005) and Tim Hope-Johnstone, welcome son Edward William Hope-Johnstone born 24th October 2017.

Weddings Olivia Vogelaar (Ashton, 1997) married her partner Ross Vogelaar at Christ Church, South Yarra on 10 February 2018. The wedding was attended by a number of Old Grammarians including Maid of Honour, Zoe Campbell (Fuller, 1997) Olivia’s sister, Chloe Ashton (1987) and her mother, Jane Ashton (Grace, 1964). Congratulations!

your news We acknowledge that there will have been many other births, marriages and OG’s who have passed in recent months. Unfortunately, as much as we’d like to, we don’t hear about all of them. Please, if you are an Old Grammarian we would love to share your milestones and celebrate your success. Email your news and a photo to community@mggs.vic.edu.au

2018 old grammarian events Monday 27 August

Old Grammarians Golf Day Sorrento Golf Club

Saturday 8 September

125th Anniversary Chapel Service and Luncheon 50 year reunion (Class of 1968) 60 year reunion (Class of 1958)

Friday 14 September 2018 Navy Blue Lunch

Invitations will be sent approximately four to six weeks prior to each occasion. Dates were correct at time of printing and may be subject to change.

Visit MGGS Connect at mggsconnect.com.au to stay in touch with Old Grammarians and their news, and for details on upcoming events.

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community news Deaths The School has learnt of the following deaths in our community. We extend our sincere condolences to their families and friends. Margaret Metcalfe (Fairburn 1956) – 17 August 2017 Fairlie Blair (Gordon 1936) – 30 September 2017 Lynn Brown (Dunoon 1944) – 6 October 2017 Bunty Laing (Hansen 1956) – 23 October 2017 Shirley Catchpole (Thomas 1949) – 30 October 2017 Greetham Alice (Collyer 1940) – 9 November 2017 Gwen Farrer (Franklin 1936) – 8 December 2017 Barbara Atkins (Jolley 1939) – 11 January 2018 Fay Macdonald (Webster 1964) – February 2018 Ann Montgomery (Schwartz 1948) – 18 March 2018 Margaret Grose (Clutterbuck 1939) – 7 April 2018 Patricia Dunk (Gwillim 1944) – 16 April 2018

Barbara enjoyed her childhood in Leeton prior to arriving with her sister, Elaine (1937) as a boarder in 1936. She loved her school days, following in the footsteps of her mother (Nell Bodycomb 1906). She kept in touch with the School and with her school friends, among them Nan Grainger (Laycock) and Margaret Spring (Colclough), for the rest of her life. Barbara studied nursing at the Royal Melbourne Hospital and became a caring and attentive nurse. Visiting her brothers at Geelong Grammar, she was offered the job as Matron of Barwon House and she really enjoyed her time there, looking after the young boys so far from home. Later, so many of her young charges spoke fondly of her care and warmth during those years. In August 1948, she married Richard Atkins and together they had four sons, John, Peter, Anthony and Nicholas. As well as caring for her family and friends, Barbara had many interests and pleasures in her life – the arts, reading, letter writing, gardening, flower arrangement and travel. She had great pride in all her family, and her grandchildren and great grandchildren were such a delight in later years. She had an enthusiastic zest for life and will be fondly remembered.

Fairlie Blair (Gordon 1936)

Fairlie and her sister, Ann, came to Merton Hall in 1932. It was the first time they had attended school, having only been taught at home at Ballangeich, the family property in the Western District. Fairlie described being quite interested in school, as it was such a new experience, and enjoying particularly swimming and diving . Her time at school was interrupted for several months when she had a burst appendix, aged fourteen, and then later by a case of polio which meant she went to live with her father at his property near Paynesville, where she said little attention was paid to correspondence lessons! She did return to school but, aged sixteen, chose

Gwen Farrer (Franklin 1936)

Barbara Atkins (Jolley 1939)

the option of going to Invergowrie Homecraft Hostel, where she enjoyed boarding with a lot of country girls. World War 2 started later that year and after leaving Invergowrie, Fairlie joined the Red Cross, and later the Army, and spent the next six years driving trucks until the end of the War. Fairlie married Donald Blair in 1947 and they had three daughters Kate, Robin and Jane, who all attended Merton Hall between 1963 and 1969.

Gwen started at Merton Hall in 1930. As an only child, Gwen loved school, although perhaps more the fun and friendship than the classroom. She did very much enjoy Geography and credited Miss Cousins with the love of travel she carried though life. In her final year, she became a boarder, relishing her experience of communal living. Gwen completed a three-year Diploma at Emily MacPherson College, a demanding course in dressmaking and home economics, which gave her a range of skills that were the envy of many. She taught at MCEGGS in 1941-2 and enjoyed working under Miss Ross. Gwen became engaged at the start of the Second World War in 1939 and when Frank returned from the Middle East in 1942, they were able to marry. They had four children and, during the school years of their two daughters, Barbara (1963) and Pip (1965), Gwen became very involved in the Parents Association and the Old Grammarians Committee and as a member of the School Council from 1960 – 1981. Gwen and Frank retired to their house at Mt Martha, creating a wonderful family life there with their adult children, grandchildren and eventually great grandchildren. She loved seeing her granddaughters, Poppy (2001) and Steph Farrer (2005) attend MGGS.

Margaret Metcalfe (Fairburn 1956)

Margaret loved being a boarder, arriving in 1953, she made strong friendships that lasted throughout her life. She had fond memories of boarding life, of playing the piano for the other boarders who would sing and dance around her. Unfortunately, after just two years at Merton Hall, her father suddenly passed away and she moved home to Bridgewater to be with her mother. In 1960, Margaret moved to Deniliquin and married John. They had three children, and her two daughters Mardi Chartres (1978) and Sarah Sealy (1981) were both boarders. It was at their property ‘Cumbagunda’ that Margaret’s talents were truly realized. The homestead and garden became the masterpiece of her life with countless hours planting and building the foundations for many fundraising events and family celebrations. Margaret’s garden was chosen to be included in the Australian Open Garden Scheme where thousands of visitors marvelled at her talent. An impeccable seamstress, Margaret could turn her hand to anything. She also became very involved with sport and community activities and worked passionately in countless voluntary roles. She never missed an opportunity to attend Old Grammarian events. One of her greatest pleasures was joining her granddaughter, Fiona Chartres (2009) at Merton Hall events and she took great pride in having all three generations present whenever possible.

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86 Anderson Street South Yarra Victoria 3141 Australia Telephone: +61 3 9862 9200 Facsimile: +61 3 9866 5768 Email: enrolments@mggs.vic.edu.au Website: www.mggs.vic.edu.au ABN 81 116 806 163 CRICOS Provider Code 00322D