Mentone Grammar Community Report 2021

CONTENTS 03 05 06 10 12

14 16 24 35 36 38

FROM THE PRINCIPAL

WELLBEING

GOVERNANCE

VCE RESULTS CLASS OF 2021

STRATEGIC PLAN

EDUCATION DATA & ANALYTICS

STAFF

FINANCE

STUDENTS

FACILITIES

STAFF REGISTER

02

Mentone Grammar COMMUNITY REPORT 2021

FROM

THE PRINCIPAL We have so much to be grateful for!

In amongst the lockdowns we learned to value going to school even more than ever before. We learned to value parents and teachers to a higher level and to respect students for the incredible resilience they have demonstrated. Within the uncertainty, we learned to be even more grateful for each other.

We learned that when we had the opportunities to be engaged in our broad range of cocurricular activities we should be grateful for these and to make the most of them, to enjoy playing sport, performing on stage, singing in choirs, participating in debates and public speaking and enjoying the multitude of programs that did enable us to come together.

So, whilst we have been challenged by the circumstances surrounding our School’s 98th year we have risen to the challenges put before us and come out of it even stronger as people and as a community.

This may seem an unusual statement to summarise the 2021 School year given the ongoing impact of the global pandemic, but when you weigh everything up, we really do have so much to be grateful for.

We were fortunate to have lengthy periods of time on Campus which enabled lots of face-to-face learning to take place, for students to engage in a vast array of sporting opportunities, House activities, Drama, Dance, Music, Debating, Chess and, whilst we did not get all the Learning Journey experiences completed, we have planned to add these into our 2022 calendar to catch up on these great adventures that intertwine so completely with our Learning and Teaching objectives.

Our Year 12 students encountered their second year of the VCE program with online learning but, once again, they took up the challenge and I commend them for their efforts and the leadership they have shown both last year and this year.

It was pleasing to have so much encouraging data coming into the School which affirmed the strong online learning platform we have adopted over the last two years, showing that our students continued to progress at, if not ahead of, the expected rate.

Again, it showed us that we must envisage a future with technology at

the forefront of Learning and Teaching.

I have encouraged our Community to think about the workplaces our current students will go into and the importance of them being capable and prepared for a greater technological future. It is critically important that we capitalise on this unique global change and embrace the unexpected consequences and continually work towards enhancing the way we deliver education that is both relevant and holistic.

Alongside all the operational elements of the School, the strategic development of our wonderful School also continued with announcements surrounding the development of new facilities, starting in 2022, with the redevelopment of the Middle School Precinct, and the opening of a new Campus for our Years 5 and 6 students, commencing in 2022. We are fortunate to have both a very strong operational base and a clear focus on an exciting future. When these two things combine you can be confident that Mentone Grammar will continue to thrive and not just survive.

I thank the Board for its strong support over the last year along with the incredible staff who, at the end of the day, underpin the operation of the School and make the experience what it is for students. I thank parents for their ongoing support and, finally, I thank the students themselves for being the fine young people they are.

We have so much to be proud of!

This Community Report also summarises the strategic and business decisions that helped us successfully navigate the challenges of 2021 whilst planning for an exciting future beyond our Centenary in 2023.

LABORE ET HONORE

MAL CATER PRINCIPAL

03

HEADING TOWARDS

OUR. CENTENARY

VISION Our vision is to develop resilient young people with a wide range of skills, interests and attributes to find their place in an ever-changing world, through a leading educational environment which challenges and motivates within a caring community.

MISSION Our mission is to provide our students with a dynamic learning environment in which well-resourced and committed staff lead engaging academic, wellbeing and cocurricular programs.

VALUES Mentone Grammar is an Anglican School that welcomes students of all backgrounds and religious beliefs. Our Values are: Caring, Respect, Integrity, Endeavour, Service, Discipline and Resilience.

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Mentone Grammar COMMUNITY REPORT 2021

GOVERNANCE Management of Mentone Grammar School is directed from the Board of Directors which provides overall governance and strategic direction. Operational matters are delegated to the Principal.

MENTONE GRAMMAR BOARD OF DIRECTORS 2021 Mentone Grammar is fortunate to be served by a voluntary Board of professionals and business leaders who are committed to the advancement of education and passionate about our School.

Geoff Ryan AM (CHAIR)

B Com, B Ed, Grad Dip Curriculum, Dip Ed, FACE, FACEL, AAIM, MAICD Educational Consultant Ross Joblin (DEPUTY CHAIR)

LLB (Hons), Dip Corp Mgmt, FAICD, FCIS Company Executive

Rev. Kevin Pedersen B. Theol, B. Marketing, Dip Min Minister of Religion Troy Riley BA (Politics/History), GAICD General Manager Amanda Codila BA (Psych), MA (Psych) Human Resources Manager

Simon Appel OAM PhC, FAIM, FAICD Pharmacist

Kylie Watson-Wheeler BA (Politics and English Literature), Grad Dip (Communications, Marketing and PR) Managing Director

Sally Buckley BA (Criminology/French), JD, GDLP Barrister

Darren Murphy B Comm LLB (Hons) Lawyer

Malcolm Cater

Chris Hewison MBA, Grad Dip Management, B Bus (Property) Executive Director Property & Chief Procurement Officer

Attendees (PRINCIPAL)

B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed Nicole Bradshaw (DIRECTOR OF BUSINESS)

B Bus (Acc), CPA, GAICD

MENTONE GRAMMAR SCHOOL FOUNDATION LIMITED Established in 1987, the Mentone Grammar School Foundation is the organisation through which the School seeks philanthropic support from the School Community. The Foundation panel also generously presides over the coveted Mentonians Association Foundation Award providing a grant/grants in support of past student PhD studies and the annual Foundation Awards for current students, across all Campuses, who wish to pursue an area of passionate interest.

Simon Appel OAM PhC, FAIM, FAICD Pharmacist

Troy Riley BA (Politics/History), GAICD General Manager

Attendees

Ian Larsen Company Director

Peter Royston B Juris LLB

B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed

Malcolm Cater (PRINCIPAL)

Nicole Bradshaw (SECRETARY)

B Bus (Acc), CPA, GAICD Director of Business

CORPORATE STRUCTURE The operations of the School are managed by the Executive Committee, which comprised the following leaders for the year of 2021: Malcolm J. Cater B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed, MAICD Principal

Nicole Bradshaw MBA (Exec), B Bus (Acc), CPA, Grad Cert PsychRisk, GAICD Director of Business

Jarrod O’Neill M Ed (School Leadership), B App Sc, Grad Dip Sports Sc Deputy Principal

James Walton M Ed (Leadership and Management), BA (Hons) English Studies, PGCE Secondary English Head of Learning & Teaching Cameron Lancaster M Ed (Leadership and Management), B ASc (Digital Technology), Dip Ed Head of School Operations

Jason Mann M Ed (Management), B App Sci, (Mathematics), Grad Dip Ed Head of Frogmore Julie James B App Sport Sc (Hons) Head of Greenways Terry Matthew B Ed (Hons) B Primary Ed English Teacher English Language Teacher Head of Bayview

Jess Richards B Ed, B (Teach) Head of Eblana Yana Hall BA (Business Administration) MA (Ergonomics, Health and Safety), GAICD Risk and Compliance Manager Katya Dunham (FROM TERM 4)

BSc BioMedSci (Hons) Director of Advancement

05

STRATEGIC PLAN 2020-2023

HEADING TOWARDS

OUR.

In consultation with our extensive School Community, the School Executive has delivered a well-considered, significant roadmap that will be completed in the School’s Centenary year of 2023.

CENTENARY

QUALITY TEACHING

EMPOWERING LEARNERS

Underpinned by Visible Learning, Formative Assessment and with a particular focus on Differentiation, we will continue to develop more effective teaching practices in line with the latest research.

We will continue to develop learners who have a genuine desire to gain more skills and knowledge.

Our increasing focus will be on developing independent learners in a student-centred environment. We will ensure that our students are prepared for the digital world into which they will enter after School.

PERSONAL AND ORGANISATIONAL WELLBEING Mentone Grammar remains committed to the concept that ‘It Takes a Village to Raise a Child’ and that the wellbeing of all of its community is paramount.

Ensuring that our people are in a good place and so too is the organisation is the key to this pillar.

DIGITAL TRANSFORMATION The Foundation for Young Australians has identified that ‘the’ critical literacy all school leavers need to possess is that of being digitally competent.

We will ensure that our School is reflective of the world into which our students will transition i.e. highly digitally literate citizens.

We will also undertake a review of all of our operations to ensure that they are digitally based, increasingly efficient and easy to manage for all stakeholders.

There are six core pillars that underpin this Strategic Plan:

1 2 3 4 06

Mentone Grammar COMMUNITY REPORT 2021

This Plan was formulated knowing that the educational environment is one of change, that our learners are now more empowered and that the future our students will be entering will be one that is far more dynamic than ever before.

Fortuitously, the Plan has ensured that the School is stable enough to provide strong foundations for the future but agile enough to accommodate change. Despite the Global Pandemic, the Plan is well on course and has stood the test of time.

Significant research has been undertaken in the formulation of this Plan including:

Staff, student and parent forums

Literature reviews

Scanning of the educational environment through the lens of other schools and professional associations

Reviews of internal data and survey results

Discussions with leading educational experts

Market research

CELEBRATING OUR CENTENARY

THE NEXT 100 YEARS

The School’s Centenary represents a ‘coming of age’ for a school that has come from humble beginnings in a seaside suburb to the great school we know and love today!

There is a real movement underway to develop ‘Schools of the Future’.

Our School has modernised its programs over the last 15 years but further change is not only anticipated, it is upon us.

As a result a full review of our structures and strategies for programs across all levels of the School will be undertaken.

This should be seen as an audit process designed to ensure the School is offering the most appropriate programs in the most effective manner.

This will be a macro, high level audit as opposed to the usual review of individual elements of the School.

Celebrating this milestone represents an opportunity to acknowledge all who have come before, all who are presently in the organisation and all who will come in the future.

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IT TAKES A VILLAGE TO RAISE A CHILD. 07

BUILDING FOR THE FUTURE

Early in 2021, the Mentone Grammar Board and Executive announced the latest phase in the School’s development. Based on continued high enrolment numbers now and into the future, Mentone Grammar will undertake a major building redesign of its Mentone Campus. Integral to the School’s vision and Strategic Plan 2020-2023, the completion of this impressive project will align with the School’s Centenary in 2023.

Our new state-of-the-art facilities, alongside greater use of our much-loved properties at Keysborough and Shoreham, will create a more diverse educational platform. The facilities combined will enhance the student experience, create an even greater sense of community and offer an even more engaging workplace for our quality staff.

Each new facility will be developed in an environmentally sustainable manner with the latest in learning and teaching and ICT resources as we further progress the digital transformation of our School.

Our strategic goals of enhanced teaching practice alongside the development of more independent learners will be fundamental to further improving our facilities and resources. All will be based on appropriate, educational research.

Outcomes will also include: broader electives program from a Years 7 to 10 greater choice in VCE offerings more Sport offerings

a wider range of cocurricular offerings

more professional opportunities for staff an expansion of the ‘village’ offerings

more expert staff members on site to support teaching practice and learner engagement.

Importantly, whilst this expansion will give more students the opportunity to attend the School, the communal culture, values and care that Mentone Grammar is well known for will remain unchanged.

BAYVIEW CAMPUS The first stage has commenced in our Bayview Campus. On the site, which currently houses our Years 4 and 8 students along with the Bayview Administration, exceptional new facilities including 18 new classrooms and staff workrooms will soon be built.

Key features will include: a science laboratory

a multipurpose room to accommodate primary Physical Education, Dance and Drama meeting rooms and learning lounges l earning enhancement and learning enrichment facilities

wellbeing resources to accommodate specialist first aid and counselling facilities a new Bayview Administration Centre bathrooms and changing facilities a fully landscaped rooftop deck.

08

Mentone Grammar COMMUNITY REPORT 2021

The building will be environmentally friendly, highly energy efficient and will incorporate the latest in ICT resources.

A new bike compound will house the increasing number of cyclists in our Community.

As part of this development, the current Bayview quadrangle will be relandscaped into a more welcoming, usable space.

Linking into this building will be exciting new play spaces which will be developed over the top of a substantial new carpark on the ground floor where the current Bayview Oval is located. On the land the School has purchased in Warrigal and Naples Roads, additional new play spaces will also be added.

Another ‘kiss and go’ drive through area will be established to enhance the safety of our precinct.

As part of this redevelopment we plan to move our bus zone to Naples Road to be adjacent to the properties we now own, in order to alleviate the congestion created by the current bus parking zone in Venice Street.

SUMMARY OF FUTURE DEVELOPMENTS

BAYVIEW/EBLANA Implementation have now commenced in the Bayview/Eblana precinct. Our (2022) Year 7s have relocated to the Frogmore Campus adjacent to St Augustine’s Church.

Whilst this construction will provide short term inconvenience to day-to-day school life, the outcome will be spectacular.

The Executive will closely monitor the environment for impact and will respond accordingly to minimise disruption for students and staff.

A NEW CAMPUS FOR 2022 - RIVIERA This new specialist Years 5 & 6 Campus within the Keith Jones Learning Centre gives these year levels their own unique Campus.

Years 7 & 8 students only will make up the modified Bayview Campus from 2022.

This will allow staff to concentrate even more sensitively and specifically on the learning and wellbeing needs of students at each age and stage.

INVESTING IN GROWTH As future enrolments flow through the School, investment in further developments is also planned: The Greenways Campus - already under construction, the Greenways footprint will expand into the adjacent rooms, giving Year 9 staff and students total ownership of that building, retaining the integrity of the Year 9 Campus.

The Frogmore Campus - a second level will be added above the Greg Fish Library and will include a roof top deck for passive recreation. This expansion will allow for the development of a new Languages Centre.

Common rooms - the Frogmore common room will be extended to accommodate and provide enhanced amenities for our increasing number of staff and the Eblana/Bayview common room will be refurbished.

Frogmore House - will be refurbished to accommodate our School Archivist, the administration of The Mentonians’ Association, a meeting place for visitors, along with the Principal’s administration centre.

The Centenary Building - a new contemporary building, will be developed on the site of the current Year 12 Study.

This will house our School Archive in the basement, a Year 12 Study on one level and administration offices and a Staff Professional Learning Lounge on the second level. This building will link with Frogmore House to highlight our School’s journey from a traditional boys-only School to a contemporary coeducational School.

As all of these developments are taking place our increased size will allow for even more specialised staff to be employed, more engaging programs to be developed and more overall opportunities to be presented to our staff and students. As part of these developments we will review our curriculum options to expand them further.

GEOFF RYAN AM

MAL CATER

CHAIR

PRINCIPAL

09

STAFF IN 2021, 240 STAFF MEMBERS CONTRIBUTED TO AND ACTIVELY SUPPORTED MENTONE GRAMMAR’S DIVERSE RANGE OF EDUCATIONAL AND WELLBEING PROGRAMS WHICH, IN 2021, WERE PARTLY CONDUCTED ONLINE.

STAFF PROFILE

STAFF ATTENDANCE & RETENTION

The School employed 169 academic staff members, 20 academic support staff and 51 operations staff.

There were 190 academic days in the 2021 school year with academic staff attending an amount commensurate to their full-time or part-time fraction. In total, academic staff were absent for an average of 4.35 days in 2021. Absences included Personal Leave (Sick and Carer’s Leave) including some extended Personal Leave, Bereavement and Compassionate Leave. Long Service Leave is not considered an absence, but rather planned leave, therefore it has not been included in the aforementioned calculations. This equated to a 2.34 per cent absentee rate per academic and academic support staff member.

Mentone Grammar staff comprised:

per cent teaching staff 71

8 per cent teaching support staff 21 per cent operations staff.

In 2021, no staff members, who identify as Indigenous, worked at the School.

In 2021, 20 per cent of the academic staff worked part-time.

This enabled staff the opportunity to blend their professional and family responsibilities. For other staff, working part-time enabled them to assist with the care of their parents, return to work after extended leave or facilitate specific transition to retirement plans.

This created some job-share opportunities.

The Mentone Grammar 2021 Staff Register comprised 67 per cent female and 33 per cent male staff members with the gender composition varying significantly between the different campuses, year levels, faculties and operational departments.

10

Mentone Grammar COMMUNITY REPORT 2021

Long Service Leave may be taken by long-term staff members after 7.5 years of service to our School Community.

The turnover rate of academic staff in 2021 was 8 per cent, which equates to 92 per cent retention rate.

ACADEMIC STAFF QUALIFICATIONS All teachers at Mentone Grammar are registered with the Victorian Institute of Teaching (VIT). A full register of Teaching staff and their qualifications are listed as an addendum to this Community Report. Staff are invited annually to advise of any additional formal qualifications they have successfully completed. Formal qualifications of all staff members are also listed annually in our School yearbook, The Mentonian.

SUPERVISING PRE-SERVICE TEACHERS Due to remote learning, Mentone Grammar paused its program of hosting and supervising Pre-Service Teachers in 2021. This program is normally an opportunity for our teachers to give back and enrich the education sector by guiding, coaching and shadowing the next generation of teachers. We recognise the reciprocal benefits, that learning runs both ways from the teacher to the student and vice versa, as the students expose our teachers to new methodologies, research and technology.

Hosting university students also provides the School with the opportunity to identify high quality graduates for future vacancies. We look forward to its return in 2022.

PROFESSIONAL LEARNING Where possible in 2021, relevant Professional Learning continued to be available for all staff, both academic and operational. This included facilitating onsite or online workshops, conferences, updates and skills training. The School invested $75,700 in Professional Learning for staff in 2021, which equates to an average of $340.99 per staff member.

Staff were still encouraged to identify and attend targeted external Professional Learning activities which addressed their specific learning priorities, including skill development, updates on curriculum development and study designs, access to new technology and online conferences.

Examples of formal and informal Professional Learning undertaken in 2021 included:

LEARNING AND TEACHING FOCUS Professional Learning undertaken: Postgraduate, Graduate and Certificate IV qualifications Visible Learning: formative assessment and feedback Peer classroom observations and feedback Learning walks VCE curriculum updates: Examiners’ Reports and Study Designs Data interpretation Curriculum development

VIT Mentor Program in support of graduate teachers (online) Literacy and Reading Numeracy Coaching Early Childhood Education Team Building Internal conferences (online): including guest speakers and workshops on curriculum development and skill enhancement Subjects or Year Level workshops: facilitated by internal staff or by relevant professional associations Local, interstate and international educational leadership and development conferences (online).

WELLBEING FOCUS (INCLUDING ONLINE) Student Health, Pastoral Care and Wellbeing RULER Program The Resilience Project R U OK? Day Adolescent Mental Health Students with Additional Needs.

GOVERNANCE FOCUS (INCLUDING ONLINE) Induction Program for New Staff

Mentone Grammar Executive Team and Middle Management conferences

Educational Leadership and Management forums

Child Safe Standards training sessions

Occupational Health and Safety updates

School Law, Governance and Compliance

MG Policies and Procedures.

All staff members were expected to prepare a report or presentation to share their Professional Learning with relevant colleagues so that the benefit of attending and the return on investment on the training is maximised, across the School.

Staff continued to attend ongoing First Aid and health related training sessions facilitated by our accredited School Nurses and agencies.

In total: 86 staff completed Apply First Aid (Level II) 202 staff completed CPR training

98 staff completed Emergency Management of Allergy and Anaphylaxis training.

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STUDENTS THE MAJORITY OF OUR STUDENTS RESIDE IN THE BAYSIDE SUBURBS OF MENTONE, PARKDALE, BEAUMARIS, MORDIALLOC AND CHELTENHAM.

Each year Mentone Grammar welcomes International Students, mostly into Years 10 & 11. Due to COVID 19 travel restrictions we have been unable to welcome any new International Students onshore.

Only 16 students, who were already in Australia prior to the border closures, stayed on to complete their school year. We are looking forward to welcoming new arrivals from the middle of 2022. otal student number who began Year 9 T in 2018: 191

At the end of 2018, six Year 9 students had left the School.

At the end of 2019, four Year 10 students had left the School.

At the end of 2020, four Year 11 students had left the School.

At the end of Year 12, 176 of the 191 students who had attended Mentone Grammar in Year 9 completed their VCE at the School.

In 2021, another 33 students had joined the School as 209 students completed Year 12.

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Mentone Grammar COMMUNITY REPORT 2021

STUDENT POPULATION 2021 Girls

654

Boys

1004

Total

1658

STUDENT ATTENDANCE Despite the transitions between onsite and offsite learning, Mentone Grammar student attendance levels were consistent across all year levels in 2021.

Whole School average attendance: 97.56%.

Both onsite and offsite, attendance at Mentone Grammar is managed by House/Mentor roll call each morning and an electronic classroom roll is marked at the beginning of each class. Classroom teachers reconcile their class attendance with the School absentee list daily. This process continued during remote learning, offsite. Discrepancies are addressed by the Campus administrators, on a daily basis, in Eblana, Bayview, Greenways and Frogmore.

MENTONE GRAMMAR STUDENT ATTENDANCE RATES 2021

Year Number

Students Days

School Days

Total School Days

Total Attendance Days

Total Absent Rate

% Attendance Rate

% Absentee Rate

F

46

189

8694

8604

90

98.97

1.03

1

46

189

8694

8479

215

97.53

2.47

2

45

189

8505

8417

88

98.96

1.04

3

50

189

9450

9297

153

98.38

1.62

4

50

189

9450

9249

201

97.87

2.13

5

76

189

14364

14146

218

98.48

1.52

6

89

189

16821

16263

558

96.68

3.32

7

222

189

41958

40666

1292

96.92

3.08

8

188

189

35532

34864

668

98.12

1.88

9

212

189

40068

39130

938

97.66

2.34

10

212

189

40068

38934

1134

97.17

2.83

11

213

189

40257

38043

2214

94.5

5.5

12

209

189

39501

36973

2528

93.6

6.4

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WELLBEING IN 2021, WITH THE PANDEMIC STILL IMPACTING US, CONVERSATIONS ABOUT WELLBEING BECOME OUR PRIORITY, REDUCING THE STIGMA AROUND MENTAL HEALTH AND FACILITATING POSITIVE AND NON-JUDGEMENTAL DISCUSSIONS BETWEEN STUDENTS, PEERS, FAMILIES, AND STAFF.

As a Community, we have sought solace in the ideologies of empathy, mindfulness and gratitude, to get through the challenging days and to stay hopeful and connected with each other.

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Mentone Grammar COMMUNITY REPORT 2021

to get through the challenging days and to stay hopeful and connected with each other.

We are proud of the way our School Community adapted to the changing environment over the past two years.

It has become part of our general, daily conversations to check in with a mate, focusing on the importance of mental health and all other facets aligning with it, such as good physical, spiritual and emotional health. Research suggests that young people, who are growing up with COVID-19, will be resilient, adaptive and successful adults, as was seen in the generations following war. They have learnt to adapt, be flexible and search for new and effective ways to achieve and accomplish their goals.

This year saw us, unexpectedly, spending a significant time within our homes. We adjusted and we have had to ‘choose our battles’. We worked together and in isolation, we had to renegotiate family agreements, we ate more meals together, we needed our own space more, we learnt to laugh at the uncontrollables (animals joining meetings, lessons being interrupted by children, crying babies, lunch/cups of tea deliveries, or ‘hey look at this Mum/Dad’ in the middle of a meeting) and while these were challenging moments, we have learnt to laugh and share stories of the pandemic.

In 2021, the School experienced a tragic loss within our Community. Mentone Grammar came together to mourn, support, heal and reflect during these times. Our Community demonstrated incredible resilience, strength and care throughout, and we continue to provide support to one another. Our current student body, and the families and friends behind them, endeavoured to succeed academically and personally whilst providing ongoing support and care to those affected.

Our School welcomed four new members to our Wellbeing team: Lenny (a spoodle), Scout (an American cocker spaniel), Darcy (a toy poodle), and Scout (a dalmatian).

Bringing great joy, our therapy dogs visit the Wellbeing Centre and assist in providing comfort and care to our students and staff.

Thanks to our Student Wellbeing Captains and Committee who all continued to provide education and support to our student body, and to our Mentone Grammar Community for its care, support and kindness shared over the past 12 months.

BRIDGITTE ROBERTS HEAD OF STUDENT WELLBEING/PSYCHOLOGIST

Our RULER (Yale Emotional Regulation Program) and Resilience Project programs have become even more essential, both in the home and during offsite learning.

A student recently said to me, ‘I feel like I fit into most colours everyday’. They were referring to the Mood Meter colour chart and were feeling a range of emotions throughout each day. The ability to selfregulate during challenging times and implement the RULER principles and Resilience Project strategies, kept our students in good stead. As a Community, we have sought solace in the ideologies of empathy, mindfulness and gratitude,

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VCE RESULTS 2021

In another unpredictable year, the Class of 2021 worked with extraordinary diligence to achieve impressive success in academic, sporting, creative and personal pursuits. Each students’ dedication and determination throughout the year has been well reflected in both VCE results and VCAL outcomes.

TOGETHER, THE CLASS OF 2021 ACHIEVED OUTSTANDING RESULTS: Median ATAR 85 59% ATARs over 80 37% ATARs over 90 15% ATARs over 95 Six Study Scores over 50 Median Study Score 34 Dux – Joseph Shim (99.75) 100% VCAL Completion

OUR YEAR 12s ALSO CELEBRATED: impressive performances in streamed Drama, Dance and Music events a gallery showcase of Visual Arts, Design

We are incredibly proud of what they have achieved, despite all they have been through with the pandemic. Not only did they adapt to a constantly changing landscape, they also banded together in the most incredible show of solidarity to support one another and become stronger in the face of adversity. I commend our wonderful staff for their sincere commitment and unwavering determination to provide the very best for our students.

and Technologies a successful season of online Public Speaking and Debating shared Social Service and Wellbeing programs a Bond University Vice Chancellor Scholarship a Melbourne University Principals’ Scholarship a successful year of Cadets leadership continued commitment to Sport training with two students being recruited to teams in the Australian Football League: Jacob Edwards (North Melbourne Football Club) and Mitch Owens (St Kilda Football Club).

We wish our Class of 2021 every success beyond School and remind them that they will always be a special part of our Community.

MAL CATER PRINCIPAL

SO MANY REASO 16

Mentone Grammar COMMUNITY REPORT 2021

A SUCCESSFUL YEAR Mentone Grammar Dux 2021, Joseph Shim, and successful Academic Captain, Caitlin Burke, celebrate with Principal, Mal Cater, on results day.

CONGRATULATIONS TO JOSEPH AND CAITLIN… The School Community congratulates Joseph and Caitlin on extraordinary results in extraordinary times.

‘Despite the restrictions and changes to school life in 2020 and 2021, VCE was still largely a positive experience for me which no doubt helped me to become Dux of my year.

Apart from the immense knowledge I gained from each of my subject areas, I believe that my success also came from realising and increasing my capacity for hard work but, more so, discovering how I work best to obtain maximum results.

I am very grateful to all my teachers for helping me realise these great life skills, that I will take into uni life.

I have chosen to study a Bachelor of Science degree at Melbourne University, and am looking to major in Computer Science so I can do a Master’s degree in Software Engineering afterwards. I am hoping to work in the IT area, most likely programming, but that could change along the way as I continue to learn and explore new options.

‘Looking back on my VCE years, I am proud of myself and glad I put in the effort to try my very best. It allowed me to discover what I was passionate about so that I could continue to work towards achieving my goals. Thank you to my teachers for all their support.

This year I am studying a Bachelor of Biomedical Engineering at Monash University. I’m not sure exactly where this will lead me, but it may be a career in researching and developing medical technology, whether it be prosthetic limbs or implantable devices. This is a four-year course in which I am doing a common Engineering first year and then specialising into the Biomedical stream.’

CAITLIN

During my time at School I enjoyed playing Hockey and hope to return as a coach and, of course, I would like to continue with my tutoring role, as having access to great tutors during the last two years, helped me so much. It’s great to give back.’

JOSEPH

SONS TO BE PROUD 17

CLASS OF 2021

VALEDICTORIAN AWARDS 2021 T he Good Samaritan Prize Danielle Pedersen The Principal’s Award for Art Marcus Silove

T he Spirit of Mentone Grammar Award Daniel Pate T he Gibson-Roberts Memorial Prize

T he Mentonians Art & Design Acquisitive Prize Keenan Haagen Excellence in Applied Learning Awarded to the Year 12 student who has demonstrated ongoing commitment to

Declan McComb Cassandra Newman Acknowledgement of the 2021 Head Prefects Harrison Huber Livinia Stockdale

vocational training, academic endeavour and personal growth within the VCAL program.

The Simon Appel OAM Medal

Chanel Kilpady

Sophie Porter

ACADEMIC EXCELLENCE AWARDS Academic Excellence Awards are based on the ranking of student’s academic results across all classes as judged by their various subject teachers.

Caitlin Burke

Sophie Porter

Ella Wearne

Elliott Carruthers

Matthew Leembruggen

Tianbo Qu

Xiaojun Xue

Samuel Chaplin

Jack Littleford

Aidan Scott

Jiaqi Yu

Jacob Farrow

Ebony McCarthy

Joseph Shim

William Frost

Brayden Miller

Evie Sorrenson

Katie Goakes

Angus Newman

Livinia Stockdale

Dylan Hinton

Elysee Nitschke

Maya Thilak-Mathew

MARK DREYFUS COMMUNITY SPIRIT & LEADERSHIP AWARD 2021 Brayden Miller

ADF LONG TAN AWARDS The Australian Defence Force Long Tan Leadership Awards recognise students in Years 10 and 12 who demonstrate leadership and teamwork within both the School and wider community and who display strong values such as ‘doing one’s best’, ‘respect for others’ and ‘mateship’, that are integral to Australian society.

Year 10 - Patrick Riley Year 12 - Thomas Riley Stuart Bainbridge with

Cadet Leader, Thomas Riley,

The Ken Smith Perpetual Trophy

was the 2021 recipient of The

recipiient, Jeremy Campbell.

Ken Smith Perpetual Trophy for Exceptional Leadership of Peers.

SO MANY REASO

18

Mentone Grammar COMMUNITY REPORT 2021

‘My ATAR guaranteed me a place in Commerce at Melbourne University where I will follow in the footsteps of my parents.

I hope to practice Accounting and start my own business in the future.

The last two years were definitely tough, but the experience was also unique and rewarding, and I was tested in many ways.

I was forced to work harder than ever, be diligent and persistent and always seek the help of my teachers. This was especially true in a couple of subjects that I found really difficult, but in doing this, the results were definitely worth it. My advice is to never give up, and to always keep your eye on the prize.

I would really like to thank Mr Mann, my Mentors and Teachers, for guiding and supporting me, particularly toward the end of the year when it was getting really tough.

I’m really excited for what the future holds.

And I hope to return to support my old Cross Country teammates this winter, in their fight for the AGSV Premiership.’

Jordan Michell The Mentonians Acquisitive Art Prize 2021 was won by Year 12 artist, Keenan Haagen, for his work, Arborize. The Award is supported

by The Mentonians Association who purchase the work on behalf of the School. The work becomes part of the School’s permanent art collection and is displayed for students, teachers and community members to enjoy.

Head Prefect, Harrison Huber, had another successful year of Public Speaking and Debating, being a grand finalist in the prized Ainger Peck Award.

… and so when I think back on my time at Mentone Grammar, it is not my ATAR or the fact that I got Dux which stands out. Rather, it is what I learnt and experienced, whether it was academics, sport, friendships made, music, or about myself.

And for that, I can only thank my teachers, coaches, friends and family. If it weren’t for you, my time at Mentone Grammar would not have been so successful.

JOSEPH SHIM YEAR 12 CELEBRATION, MARCH 2022

SONS TO BE PROUD 19

CLASS OF 2021

CLASS OF 2021 DESTINATIONS CLASS OF 2021 Victorian Universities (81.5%) DESTINATIONS TAFE (7%) Employment (3%) Victorian Universities (81.5%) Apprenticeships (3%) TAFE (7%) Independent Institutions (3%) Employment (3%) Interstate Study (2%) Apprenticeships (3%) Overseas (0.5%) Independent Institutions (3%) Interstate Study (2%) Overseas (0.5%)

CLASS OF 2021 CLASS OF 2021 VICTORIAN UNIVERSITY VICTORIAN UNIVERSITY DESTINATIONS DESTINATIONS Monash University (34%) Monash University (34%) RMIT University (18%) RMIT University (18%) (12%) University of Melbourne University of Melbourne Deakin University (11%) (12%) Deakin University (11%) Swinburne University (7%) Swinburne TAFE (7%) University (7%) TAFE (7%) Institutions (3.5%) Independent Independent Institutions Victoria University (3%) (3.5%) Victoria La TrobeUniversity University(3%) (2%) La Trobe University (2%) Australian Catholic University (2%) Australian Catholic University Federation University (0.5%) (2%) Federation University (0.5%)

CLASS CLASS OF OF 2021 2021 COURSE DESTINATIONS COURSE DESTINATIONS

20

Commerce/Business (21%) Commerce/Business (21%) Natural & Physical Sciences (18%) Natural & Physical Sciences (18%) Health /Health Sciences/Sports Science (17%) Health /Health Sciences/Sports Science (17%) Society & Culture (12%) Society & Culture (12%) Engineering & Related Studies (7%) Engineering & Related Studies (7%) Design (7%) Design (7%) Creative Arts (5%) Creative Arts (5%) IT/Computer Science/Data Science (5%) IT/Computer Science/Data Science (5%) Architecture/Property/Building & Construction (5%) Architecture/Property/Building & Construction (5%) Education (2%) Education (2%) Agricultural, Environment and Related Studies (1%) Agricultural, Environment and Related Studies (1%)

Mentone Grammar COMMUNITY REPORT 2021

A DESTINATIONS SNAPSHOT A PATH SHARED XIAOJUN (ALEX) XUE XIAOMIN (AARON) XUE (2021) TELL US ABOUT YOURSELF? We are international students from Shanghai, China.

When we were in Year 9, our family moved to Melbourne, and we began our studies at Mentone Grammar. Of course, it was challenging at first to navigate a new country and to speak a second language, but we have received a lot of support during our years at this School.

As twin brothers, we have a very close relationship and we have encouraged each other throughout our schooling, and especially in our last year.

PLANS BEYOND SCHOOL? We both have the same goal to pursue a medical career, ideally as a Surgeon or General Practitioner.

As twins, we have a very close relationship, so we are thrilled to be studying a Bachelor of Medical Science and Doctor of Medicine, together, at the University of Newcastle.

Becoming a doctor has always been our dream career, so we look forward to working in the hospitals and saving lives. We hope to explore the frontier of medicine and find cures for diseases.

HOW WOULD YOU DESCRIBE YOUR VCE EXPERIENCE? At first, it was nerve-wracking entering our VCE years as international students, and we wondered whether this was a disadvantage. However, we had a lot of support from our teachers who taught us about facing our fears head-on and believing that you can succeed. We learned that you don’t need to be scared of failure or question whether you ‘can do it’; you just need to constantly challenge yourself and strive for your personal best.

Throughout Year 12, we definitely had some healthy competition between one another, because we were experiencing the same classes and exams. But ultimately, we were each other’s best support. Year 12 is all about using your resources wisely. Look to your teachers and peers for guidance. Ask lots of questions, listen, and be willing to learn from others.

We set up lots of study sessions with our friends, online and in-person, and were constantly sharing our ideas in order to grow.

HOW HAS YOUR JOURNEY AT MENTONE GRAMMAR ENABLED YOU TO GET INTO YOUR CHOSEN PATHWAY? Mentone Grammar provided us with a lot of support, both academically and emotionally, which helped us fulfil our dreams. We are extremely grateful for the sessions with the Careers Counsellor Sue Carey, and the ‘high-achieving student sessions’ with Mark Smith. Both Mentors continued to motivate us and encouraged us to reach our full potential.

We are also thankful for our friends who are there for us when we meet obstacles. Our House Coordinator Mrs Sally Smith’s kindness and daily greetings inspired us to be optimistic. We could not have achieved our goals without Mentone Grammar.

WHAT STRATEGIES WORKED BEST FOR YOU? We believe that in order to succeed during Year 12, it is crucial to have great time management skills, continuous goal setting, and peer support.

In preparation for your final year of school, it is great to experiment with different study techniques to understand what works best for you. It will be different for everyone.

HOW DID YOU MAINTAIN A BALANCE THROUGHOUT COVID-19 AND VCE? Balance is everything. We made sure to stay on top of our assignments and studies so that we could also pursue our hobbies. We played a lot of basketball, tennis and went swimming.

DO YOU HAVE ANY ADVICE FOR FUTURE VCE STUDENTS? No matter how hard you think it is to achieve your goals, never give up. Challenge yourself every day, and you will see progress. Sometimes life can throw curveballs, like a global pandemic, but with the right mindset, you can still reach your target.

WHAT ARE YOU MOST LOOKING FORWARD TO IN 2022?

We are looking forward to university life, such as joining student clubs and creating new friendships.

Additionally, we are very excited to start the next chapter of our schooling and begin tailoring our knowledge for a career in medicine.

ALEX AND AARON [INTERVIEW BY STEPHANIE KINNEAR JANUARY 2022]

21

REMOTE LEARNING IN 2021 AFTER ESTABLISHING A STRONG BASE OF DIGITAL SKILLS IN 2020, MENTONE GRAMMAR’S STAFF AND STUDENTS CONTINUED TO LOOK FOR WAYS TO BEST NAVIGATE CONTENT IN AN ENGAGING AND ORGANISED FASHION IN A REMOTE LEARNING SETTING. THROUGHOUT THE YEAR, THEY EPITOMISED THE SCHOOL’S VALUE OF ENDEAVOUR AS THEY EXPLORED HOW TO TEACH, COLLABORATE AND LEARN REMOTELY.

22

Mentone Grammar COMMUNITY REPORT 2021

Students across the School showed great familiarity with Teams and Office 365 applications as well as several other online teaching tools. This meant that classes could be focused more on thinking and learning rather than the training around technology. Students were able to submit work in a number of ways and teaching staff were better placed to provide constructive and meaningful feedback.

The IT team continued to improve the digital foundations and platforms used by staff and students as they worked tirelessly to maintain and advance systems that were in high demand. While often working in the background, their efforts proved to be critical to the success of the year both on Campus and when working remotely.

As we returned to School in staggered stages in Term 4 we, like all industries, began to reflect on some of the positives of learning and working remotely. While certainly challenging at times, there is no doubt that the School made significant progress in its digital transformation. The combination of educational literature and the experiences of our staff and students will continue to inform the pedagogy of the School moving forwards, with 21st Century skills at the forefront of our efforts as we continue to look for opportunities to innovate in a purposeful and practical manner.

TOM CHRISTIANSEN HEAD OF DIGITAL LEARNING & INNOVATION

23

EDUCATION DATA AND ANALYTICS AT MENTONE GRAMMAR

MENTONE GRAMMAR MEASURES AND SUPPORTS STUDENT PROGRESS THROUGH AGGREGATION AND ANALYSIS OF INTERNAL AND EXTERNAL ASSESSMENT DATA. Comprehensive data collection and reporting systems, including data-based visualisations provide evidence on student outcomes. These analytics inform Learning and Teaching and assist in developing customised instructional strategies for individual learners.

The results from internal assessments and the external assessments (ESPT and NAPLAN), are available through our Student Performance System (SPS), a key resource used to track student progress and reveal insights into student learning behaviours and academic outcomes. The SPS allows the School to monitor an individual’s progress over time, as well as identify areas of strength and areas of opportunity for improvement in our subject-based planning and delivery.

Parents and students, have access to a Dashboard on the SPS, providing a detailed view of a student’s current Learning Profile. This includes full Learning Behaviour reporting as well as academic progress for all subjects and details on individual assessments, including written feedback. The SPS updates nightly to provide an up-to-date reference point for all stakeholders to view the student data as needed and inform constructive and forward-looking conversations between staff, parents and students.

24

Mentone Grammar COMMUNITY REPORT 2021

EDUCATIONAL TESTING Each year, all students in Years 4, 6, 8 and 10 undertake an externally conducted Education Skills Profile Test (ESPT).

Students undergo testing in reasoning (verbal and non-verbal), mathematical performance, reading comprehension, spelling and written expression.

Each of these areas is measured using a Stanine scale. The Stanine scale is divided into nine categories, for which digits 1 to 9 are used. A Stanine of 9 indicates a very high performance relative to the reference group (Victorian students of same age), while a Stanine of 1 indicates a very low relative performance. The results from our testing process are made available to parents and have been particularly informative for our Teaching Staff. Students who achieve high Stanine results in specific areas are identified, and then through communication with the family, are invited to participate in our Enrichment Programs. The Enrichment Programs sometimes involve students in this category being withdrawn from class to work with the Talent Development Team or on occasions attend out of class sessions. Students with low Stanine scores are also identified and participate in our Support Program designed by the Learning Enhancement Team. Ongoing support is usually developed in consultation with an educational psychologist and at times involves further detailed testing.

The following chart displays the mean Stanine values in each of the tested areas for our 2021 Years 4, 6, 8 and 10 cohorts along with the State benchmark.

Individual performance, growth and trend data is analysed to determine contributing factors and develop action plans based on the outcomes.

2021 EDUCATIONAL SKILLS PROFILE TESTING 7.0 6.0

Mean Stanine

5.0 4.0 3.0 2.0 1.0 0.0 Tested Domain

Maths Performance

Reading Comprehension

Spelling

Year 4 cohort (incl. new 2022 Year 5 students)

Year 8 cohort

Year 6 cohort (incl. new 2022 Year 7 students)

Year 10 cohort

Written Expression

State Benchmark

25

STUDENT PROGRESSION Comparison of multiple data sets can give evidence of effective Learning and Teaching as data points for matched cohorts are measured and analysed on three levels: Program, Cohort and Individual.

Included, is the ESPT progression data for our 2021 Year 6, Year 8 and Year 9 cohorts.

Predicted effective learning would result in similar Stanine means from test to test.

Given the blended model of onsite and offsite learning required through 2020 and 2021, to continue to perform at a level comparable to that achieved through face-to face learning in these areas is pleasing.

2021 YEAR 6 STUDENT PROGRESSION SUMMARY

% of Students n=72

Maths Performance

Reading

Written Expression

Below Expected Rate

17%

9%

9%

7%

At or Above Expected Rate

84%

90%

91%

93%

Over 90 per cent of Year 6 students demonstrated growth at or above the expected rate across the literacy domains.

2021 YEAR 6 COHORT STUDENT PROGRESSION (YEAR LEVELS 5 AND 6)

26

Spelling

n=72

2019

2021

Test

Mean Stanine

Mean Stanine

Maths Performance

5.1

4.5

Reading Comprehension

5.1

5.1

Spelling

5.1

5.1

Written Expression

4.7

4.4

Mentone Grammar COMMUNITY REPORT 2021

2021 YEAR 8 STUDENT PROGRESSION SUMMARY

% of Students n=166

Maths Performance

Reading

Written Expression

Spelling

Below Expected Rate

8%

6%

10%

10%

At or Above Expected Rate

92%

94%

90%

90%

2021 YEAR 8 COHORT STUDENT PROGRESSION (YEAR LEVELS 7 AND 8)

n=166

2019

2021

Mean Stanine

Mean Stanine

Maths Performance

5.7

5.6

Reading Comprehension

6.0

5.8

Spelling

5.6

5.7

Written Expression

5.6

5.4

Test

Over 90 per cent of Year 8 students demonstrated growth at or above the expected rate across all tested domains.

27

2021 YEAR 9 STUDENT PROGRESSION SUMMARY Maths Performance

% of Students n=175

Reading

Spelling

Below Expected Rate

11%

3%

5%

3%

At or Above Expected Rate

89%

97%

94%

97%

Over 94 per cent of students demonstrated growth at or above the expected rate across the literacy domains.

The below table shows Year 9 ESPT progression data over the past three years.

2021 YEAR 9 ACADEMIC ACHIEVEMENT (ESPT) TABLE

Test (n=175)

2019

2020*

2021*

Year 8

5.9

6.0

5.9

Year 10

5.8

5.5

5.5

Year 8

6.0

6.1

6.2

Year 10

6.1

5.9

6.0

Year 8

5.7

5.5

5.7

Year 10

5.7

5.5

5.8

Year 8

5.9

5.9

5.9

Year 10

6.0

6.2

5.9

Maths Performance

Reading Comprehension

Spelling

Written Expression

28

Written Expression

Mentone Grammar COMMUNITY REPORT 2021

*Due to COVID-19 restrictions and the remote learning environment throughout 2020 and 2021, the Year 9 Greenways program did not run in the usual format.

NAPLAN AT MENTONE GRAMMAR The National Assessment Program – Literacy and Numeracy (NAPLAN) was conducted in May 2021 for all students across the country in Years 3, 5, 7 and 9 with results reported back to parents in regards to national standards and where students are ranked in terms of national averages.

NAPLAN results provide us with valuable data in each of the five key assessment areas of: Reading, Writing, Spelling, Grammar and Punctuation and Numeracy to analyse and develop action plans based on the outcomes.

Mentone Grammar continues to achieve positive results in NAPLAN as illustrated in Tables 1 and 2, with all tested cohorts performing above or well above the national average across all tested areas.

TABLE 1: 2021 NAPLAN RESULTS MENTONE GRAMMAR COMPARED TO ALL AUSTRALIAN SCHOOLS Year Level

3

5

7

9

Schools

Reading

Writing

Spelling

Grammar & Punctuation

Numeracy

Mentone Grammar

489

452

464

476

458

All schools

438

425

421

433

403

Mentone Grammar

564

501

537

542

542

All schools

511

480

504

503

495

Mentone Grammar

574

541

572

557

586

All schools

542

522

548

533

550

Mentone Grammar

598

570

606

598

616

All schools

577

551

580

573

588

TABLE 2: PROPORTIONS OF YEAR 3, 5, 7 AND 9 STUDENTS ABOVE THE NATIONAL MINIMUM STANDARD IN 2021 Year Level

3

5

7

9

Schools

Reading

Writing

Spelling

Grammar & Punctuation

Numeracy

Mentone Grammar

100

100

100

100

100

All schools

95.9

96.7

93.1

94.4

95.4

Mentone Grammar

100

100

100

100

100

All schools

95.1

93.3

94.1

93.9

95.0

Mentone Grammar

99.1

96.0

99.1

96.4

99.5

All schools

93.8

89.7

93.8

89.9

93.2

Mentone Grammar

96.2

93.3

98.1

96.6

99.5

All schools

89.7

82.2

91.1

87.7

94.7

29

LEAD SCHOOL EFFECTIVENESS SURVEYS CONDUCTED BY INDEPENDENT SCHOOLS VICTORIA (ISV) THE LEAD SCHOOL EFFECTIVENESS SURVEYS PROVIDE INDEPENDENT SCHOOLS A BENCHMARK TO THEIR EFFECTIVENESS AND INSIGHTS INTO HOW THEY ARE PERFORMING IN THE EYES OF THEIR STUDENTS, FAMILIES AND SCHOOL COMMUNITY. Since 2010, Mentone Grammar has participated in the full range of surveys conducted by Independent Schools Victoria (ISV). These include Student Satisfaction, Parent Satisfaction, Staff Satisfaction and Year 12 Exit Surveys.

The Listen, Evaluate, Act, Delivery (LEAD) surveys benchmark Mentone Grammar against other independent schools.

The data obtained is used throughout the School as an important measure of community success and contributes to improvement planning. Longitudinally, the results allow the School to identify trends and evaluate initiatives.

30

Mentone Grammar COMMUNITY REPORT 2021

2021 PARENT SATISFACTION SURVEY The ISV LEAD Parent Satisfaction Survey measures parent satisfaction levels with important aspects of schooling. Responding to statements using a scale of 0 to 10, parents evaluated their perceptions of Mentone Grammar regarding the quality of their child’s educational experience in 2021.

Despite the challenges and disruptions faced by schools over the past two years due to COVID-19, the 2021 LEAD survey’s results at Mentone Grammar are among the strongest in the 11-year history of the surveys and are well above the ISV benchmark across all surveyed areas.

The top-rated domains are: Overall Satisfaction (8.71/10), Recommend to Others (8.67/10), Resources (8.93/10) and Academic Program (8.54/10).

LEAD PARENT SATISFACTION SURVEY 10.0 9.0 8.0

Mean Rating

7.0 6.0 5.0 4.0 3.0 2.0 1.0 Academic Program

Quality of Teaching

Learning Outcomes

Pastoral Care

Discipline and Safety

Mentone Grammar - 2021

Parental Resources Involvement

Year Transitions

Overall Recommend Satisfaction to Others

ISV Benchmark

31

32

Mentone Grammar COMMUNITY REPORT 2021

EARLY LEARNING MODULE Parents with a child in the Early Learning program at Mentone Grammar were asked questions around the Early Learning environment.

Parent satisfaction with Early Learning program at Mentone Grammar in 2021 is overwhelmingly positive with mean ratings given by parents at the School well above the ISV benchmark.

The figures shown in the table below are the School’s mean rating (out of 10) for each of the statements, ranked highest to lowest in 2021, alongside the ISV benchmark.

Mentone Grammar 2021

ISV Benchmark

Children from different backgrounds and cultures are treated equally at the ELC.

9.77

9.58

Overall, I am satisfied with my decision to send my child to this ELC.

9.67

9.42

I am happy to recommend this ELC to other parents.

9.67

9.40

This ELC is a safe place in which to learn.

9.60

9.49

The ELC provides plenty of opportunities for self-exploration and discovery.

9.60

9.34

My child is happy to go to this ELC.

9.60

9.28

The range of learning activities offered at this ELC is excellent.

9.60

9.13

Children are well prepared for the next stages of learning.

9.57

9.07

The ELC encourages my child to learn to be persistent.

9.53

9.19

Children have access to high quality materials and resources that help them learn.

9.36

9.15

There are good opportunities for parental involvement in the ELC.

9.29

8.23

The ELC uses a broad range of communication types to keep parents informed.

8.80

8.71

STATEMENT

33

2021 STUDENT SATISFACTION SURVEY The ISV LEAD Student Satisfaction Survey measures satisfaction levels of Years 5 to 11 students. Responding to statements using a scale of 0 to 10, students evaluated their perceptions of Mentone Grammar school practices in 2021.

Student Satisfaction at Mentone Grammar is well above the ISV benchmark across all 16 domains, achieving mean results in the top 20 per cent of all schools surveyed across all Quality of Teaching related domains.

Top rated domains include: Quality of Teaching (8.39/10), Resources (8.67/10), School Ethos and Values and Overall Satisfaction (8.13/10).

Headline Indicators are considered to be the 15 most important questions in this survey.

The top 5 Headline Indicators for Mentone Grammar in 2021 are: I have access to high quality technology and resources that help me learn. (8.82/10) My teachers expect high standards of learning from me. (8.69/10) I am happy to be at this school. (8.62/10) My school is a safe place in which to learn. (8.48/10) My teachers encourage me to improve the standard of my learning. (8.41/10)

LEAD STUDENT SATISFACTION SURVEY RESULTS 10.0 9.0 8.0 7.0 Mean Rating

6.0 5.0 4.0 3.0 2.0 1.0

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Mentone Grammar COMMUNITY REPORT 2021

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34

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FINANCE MENTONE GRAMMAR SCHOOL IS A COMPANY LIMITED

BY GUARANTEE. THE INFORMATION BELOW SUMMARISES THE SCHOOL’S 2021 INCOME AND EXPENSES, BROKEN DOWN BY FUNDING SOURCES.

INCOME 2021 Fees an Levies - including local and international students (76.2%) Goverment Grants (21.8%) Other (2%) Fees and Levies - including local and international students

$41,663,278

Government Grants

$11,942,768

Other

$1,094,932 $54,700,978

EXPENSES - CONSOLIDATED Salaries and employee benefits (64.4%) Education and general costs (31.8%) Property and maintenance (3.3%) Finance - including interest and bank charges (0.5%) Salaries and employee benefits

$30,341,062

Education and general costs

$14,985,035

Property and maintenance Finance (including interest and bank charges)

$1,566,694 $243,899 $47,136,690

Net surplus for reinvestment

$7,564,288

35

FACILITIES IN 2021 THE SCHOOL COMMUNITY CONTINUED TO ENJOY THE RESULTS OF A LONG-TERM BUILDING PLAN THAT SAW CONTINUED IMPROVEMENTS TO BOAST A WELL-BALANCED CAMPUS WITH IMPRESSIVE SPECIALISED BUILDINGS ACROSS ALL AREAS OF THE SCHOOL. The School’s structure begins with an inviting Early Learning Centre offering 3YO and 4YO Kinder programs. Students in Foundation (Prep) to Year 4 are part of our special Eblana Campus.

Our Middle Years will be divided into the Riviera Campus for Years 5 & 6 (from 2022) and closely linked with the Bayview Campus for Years 7 & 8 (from 2022), with separate classes for both boys and girls from Years 5 - 8. Each of our age and stage Campuses have been designed with a creative balance of quiet areas and communal hubs.

Within the Senior School, the Greenways Campus is home to Year 9 students exclusively and offers a student-run café, casual break out areas and a lecture theatre. Built on the site of the former Thorold Hall, the Centre maintains many features of the original space but with a colourful twist.

The Frogmore Senior Campus for Years 10 - 12, is complete with contemporary facilities for the Arts, Sports, Languages, a specialist Environmental and Science wing, Year 12 private study and extensive communal study areas.

STUDIOS

CONTEMP

GR HISTORY

SUSTAINABILITY 36

Mentone Grammar COMMUNITY REPORT 2021

AQUATICS

The grounds of all campuses provide generous play, sports options and shaded seating areas. Mentone Grammar also owns 17 hectares of Playing Fields at Keysborough, providing facilities for many community events and sports including Tennis, Hockey, Rugby, Soccer, Football and Cricket.

The School also owns a spacious beachside property at Shoreham on the Mornington Peninsula. The Shoreham site operates as an ‘extended classroom’ for experiential learning programs that include the marine environment, conservation and exploration and places of local geographical and historical significance.

Mentone Grammar is committed to ongoing improvement of all facilities and grounds with respect to maintaining and planning for a safe and sustainable future.

SCIENCES

TECHNOLOGIES

PORARY

CAFES

ROUNDS

SHOREHAM CAMP

SHARED THE CULTURES ARTS

37

STAFF REGISTER 2021 EXECUTIVE Malcolm J. Cater B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed, MAICD Principal Jarrod O’Neill M Ed (School Leadership), B App Sc, Grad Dip Sports Sc Deputy Principal Nicole Bradshaw MBA (Exec), B Bus (Acc), CPA, Grad Cert PsychRisk GAICD Director of Business James Walton M Ed (Leadership and Management), BA (Hons) English Studies, PGCE Secondary English Head of Learning & Teaching Cameron Lancaster M Ed Leadership and Management), B ASc (Digital Technology), Dip Ed Head of School Operations Jason Mann M Ed (Management), B App Sci, (Mathematics), Grad Dip Ed Head of Frogmore Julie James B App Sport Sc (Hons) Head of Greenways Terry Matthew B Ed (Hons) B Primary Ed English Teacher English Language Teacher Head of Bayview Jessica Richards B Ed, B (Teach) Head of Eblana Yana Hall BA (Business Administration) MA (Ergonomics, Health and Safety), GAICD Risk and Compliance Manager Katya Dunham BSc BioMedSci (Hons) Director of Advancement

TEACHING AND SUPPORT STAFF Nizam Abdallah Grad Dip (Business Management & Accounting) B. Bus Comm (Accounting) Business Management & Commerce Teacher Head of Humanities and Commerce (shared) Anderson House Mentor Melinda Allsop B Ed (Language and Literature) English Teacher Anderson House Mentor Christina Altidis B (Mgt), Grad Dip (Education), CPE, Cert IV (Workplace Training and Assessment) Business Management Teacher Head of Teaching Practice White House Mentor Anastasia Antoniadis B Ed (Primary) Eblana Teacher - Year 2 Madeline Armstrong M Psych (Ed & Dev); Grad Dip (Psych); BA (Psych) Counsellor/Ed Psychologist Anita Atkinson M Ed (Special Educational Needs), Grad Dip Ed (Primary), M (Project Management), Grad Dip (Midwifery), Dip App Sci (Nursing) Learning Enhancement – Eblana Jaki Atwell Cert III (Children’s Services) ELC Co-educator Anthony Bacon BA Design (Industrial Design), Dip Ed Head of Technologies Greenways Mentor Jones House Mentor Rachel Bainbridge BA Visual Arts, B Ed Bayview Visual Arts Teacher Stuart Bainbridge MLM Ed, BA, B Ed Director of Sport - Summer Officer Commanding - Cadets Linda Barnard B Sc (Applied Mathematics), M Teach (Secondary) Mathematics Teacher Bayview Mentor – Year 7 Amanda Barnhoorn B Comm, Grad Dip (Education) MLM Ed Commerce Teacher Daily Organiser Anderson House Mentor

38

Mentone Grammar COMMUNITY REPORT 2021

Vicki Baron BA (Business Studies), Dip Ed Expert Observer/ Commerce Teacher Assistant Head of Humanities and Commerce Marina Basin Certificate III (Children’s Services) ELC Co-educator Liam Bassett (Sem 1) B Ed (P–12) English Teacher Greenways Mentor Head of Digital Learning & Innovation Foundation – Year 12 Leanne Bayliss B App Sci (Environmental Science) Science Laboratory Technician Kristie Beames B Eng (Electronic) (Hons), B Ed (Secondary) M Sc (Maths Education) Frogmore Mathematics Teacher Assistant Head of Mathematics Vicki Beaumont BA (Early Childhood Education), Grad Cert (Business) ELC Teacher Debra Bernasconi Dip (Early Childhood), Cert III (Children’s Services) ELC Co-educator Craig Best BSc Dip Ed, Grad Dip (Outdoor Education) Mathematics Teacher Lionel Large House Coordinator Nick Booth Grad Dip (Secondary Ed), BA (Film) Greenways Mentor English/Media Teacher Joanne Boyd Food Technology Technician Angus Brown Design Technology Technician Sarah Byrne BA (Early Childhood Studies), BTEC Higher National Dip (Early Childhood Studies) ELC Co-educator Veronica Byrnes Cert III (Children’s Services) ELC Co-educator Sue Carey BA, Dip Ed, Grad Cert Careers Education Careers Counsellor

Jacqueline Cartwright Dip Teach (Primary), Grad Dip Special Education (Hearing Impairment), Grad Dip Deaf studies (Auslan) Years 5 & 6 Coordinator Bayview Mentor – Year 5 Mandy Chamberlain Dip Teach (Primary), Grad Dip (Information and Communication Technology) Eblana Teacher – Year 4 Sharon Chance BSc (Hons), PGCE Science Teacher Finlay Anderson House Mentor Olive Cheong (Sem 2) PhD (Research), B Biotech (Hons) Science Laboratory Technician Leigh Chislett BSc (Education), Grad Dip Bus (Comp), Grad Dip SpSc, FHR Bayview Mentor Libby Chislett M Ed (Special Ed), Dip Early Childhood Ed, B Ed ELC Teacher Head of ELC Thomas Christiansen BA (English and Mathematics), BA (Teach) Mathematics Teacher Bayview Mentor – Year 7 Head of Digital Learning & Innovation Foundation – Year 12 Stuart Cleeve B Ed (Secondary), M Teach Bayview Mentor – Year 7 Sarah Connell B Arts, Dip Ed (Secondary) English an Humanities Teacher SMART Program Coordinator Lionel Large House Mentor Aaron Cook BA (Hons), Post Grad Ed, M Ed (Lit Ed), M Ed (Hons) Humanities teacher Head of Humanities and Commerce (shared) Jones House Mentor Gavin Cornish B Mus, Grad Dip Ed, Cert IV (Assessment and Workplace Training) Head of Performing Arts Director of Music Officer of Cadets Nigel Coutts B Ed, BA (Hon Sociology & Anthropology) Grad Cert (Gifted Ed) Grad Dip (Special Ed) MEd Head of Teaching & Learning F-6 Bayview Mentor – Year 5

Sonja Cowell G Dip Ed (Primary), B Bus Eblana Teacher - Year 1 Joshua Cukierman B Arts (Hons), M Teaching Frogmore Mentor VCE Global Politics, History Revolutions and Humanities Teacher Bayview Mentor – Year 8 Samantha Cunnington Dip (Children’s Services) Cert III (Children’s Services) Integration Aide ELC Co-educator Louise Daly B Ed (Drama Dance Sociology) Senior Drama Teacher Deputy Head of Frogmore Were House Mentor Jen de Longville Dip (Outdoor Recreation), B Ed (Sport and Outdoor Education) Outdoor Education Teacher John Dermott B. Commerce, B Arts (Psychology), Dip Ed Frogmore Mentor VCE Economics and Humanities Teacher Drinan House Mentor Tayeesha Despotellis B (Communication Design) Master Teach (Primary and Secondary) VCD and Visual Arts Teacher Finlay Anderson Mentor Greenways Mentor Melanie Di Rosato Cert III (Children’s Services) ELC Co-educator Cassandra Dixon B Ed Primary (Hons) Eblana Teacher - Year 1

Umut Ersezer B Sc (Biology Major) Science Teacher Bayview Mentor – Year 8 Wayne Essing B Ed (Primary) Bayview Mentor – Year 6 Ruth Evans M Ed, BA (Hons), Grad Dip Ed, Grad Dip Arts Enrichment Programs Facilitator Foundation to Year 12 Brooke Fielke M Psych (Ed & Dev); B Sci (Psych); Grad Dip (Psych) Counsellor/Psychologist Miriam Floyd B (Early Childhood Studies), Dip Soc Sc (Child Care Services), Cert (Applied Social Sciences – Child Care Studies) ELC Teacher Tammy Frankland Dip (Children’s Services) Cert III (Children’s Services) ELC Co-educator Rachel Fraser B (Psychological Science), M Teach (Secondary) Psychology and Humanities Teacher Deighton House Mentor Kate Frazer M Teach (Primary/Leadership), B Comm (Journalism) Health & PE Teacher Deighton House Coordinator Catherine Friend B Mus (piano/singing), A Mus A (piano/singing theory), MIMT, Grad Dip Ed VCE Music Teacher School Pianist/Accompanist Instrumental Music Teacher

Troy Drinan B App Sci (Hons), Dip Ed Eblana PE & Sport Teacher Bayview PE Teacher

Robyn Fuerst MA, Dip (Art & Design-Ceramics), Grad Dip Ed, Grad Dip (Visual Arts) Visual Arts Teacher Jones House Mentor

Michelle Edmondson BA (Hons) English and Psychology, PGCE English and Drama (Post Grad Cert – Education), MA (Contemporary English Literature) English Teacher English Language Teacher

Gracie Gao (to Term 2) M Teach, B Arts (App Linguistic: Teaching Chinese as a Second Language) Chinese Teacher Eblana/Bayview/Frogmore Assistant Head of Languages

Bridget Elliot M Teach (Prim/Sec), BA English, Mathematics and Humanities Teacher Bayview Mentor -Year 5

Wendy Gardner B App Sci (IT), M Teach (Prim Sec Ed) Technologies Teacher Drinan House Mentor

Ursula Erdelyi-Götz LLB, BA, Grad Dip Ed Teacher of Languages Lionel Large House Mentor

Michele Gill B Ed (Design) Visual Arts Teacher Frogmore and Bayview Assistant Head of Visual Arts Were House Mentor

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STAFF REGISTER 2021 Stacey Gwilym M Teach (Secondary), B SC Hons (Biology), Grad Dip (Clinical Embryol) Science and Biology Teacher Were House Mentor

Dimity Hughes BA – Writing/English Grad Dip Ed - English M Ed (TESOL) EAL and English Teacher Finlay Anderson House Mentor

Justine Hamilton BA, B Teach M Ed (Assessment & Pedagogy) Bayview Mentor Year 8 Coordinator

Nadia Janetzki B Sci, B Teach (Secondary) Mathematics Teacher (Acting) Assistant Head of Mathematics (Term 1) White House Mentor

Matthew Hardie B Ed (Primary) Bayview Mentor – Year 6 Emma Harty M Learning Intervention (SLD), B Ed, BA (Psychology) Learning Enhancement Teacher

Vanessa Johnston BA (Music Theatre), MA (Teach), Grad Cert (Ed Research), Cert III (Community Recreation) Drama and Dance Teacher Deighton House Coordinator (Term 2)

Meg Hayes PhD (Research), M Ed (Research), B Ed, Dip Modern Languages (Advanced Indonesian) Eblana Teacher - Year 2

Joanne Kamp B Ed (Science) Biology Science Teacher Were House Coordinator Mentonian Editor

Olivia Haynes B Ed (Primary) B Mus (Hons) (Violoncello) Bayview Mentor – Year 6

Karen Kennedy BA, Dip Ed Senior English Teacher

Caroline Hegarty (to Term 3) Dip (Children’s Services) Cert III (Children’s Services) ELC Co-educator

Dana Killmister B Sc (Mathematical Sciences) B Ed Learning Enhancement Teacher – Frogmore

Emma Heine B Ec, Grad Dip (Education) Frogmore Teacher Lionel Large House Mentor

Oliver King BA (Communication Design) Visual Arts Technician

Danielle Henshall BA Library Technician Finlay Anderson Library Wendy Hong M Teach (Secondary), B (Medical Science) Science/Biology Teacher Greenways Mentor John Horler B Ed Frogmore Teacher Darragh Howard BA, Grad Dip Ed (History & Humanities) Greenways Mentor English/Humanities Teacher Mary Howard Cert III Education, Cert IV Disability (ACRACS), Cert IV Ed Support Education Support Officer Administrative Assistant Learning Enhancement Jo Huang M Teach (Secondary), BA Language Teacher - Chinese Greenways Mentor Assistant Head of Languages

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Mentone Grammar COMMUNITY REPORT 2021

Henry Kiss M Ed (Experiential Learning), BA (Rec Management), Dip Ed, Cert IV (Workplace Training & Assessment) Duke of Edinburgh Program Coordinator (Award Leader) Humanities and VCAL Teacher Anderson House Mentor President – Staff Association Kirsty Klimas BA (Visual & Media), Grad Dip Ed (Secondary) Cert IV (Training and Assessment) Visual Arts Teacher Finlay Anderson House Coordinator Melanie Lane BSc, Dip Ed Lionel Large Mentor VCE Physics and Science Teacher Lionel Large House Mentor Alana Leahy B Ed (Early Childhood) ELC Teacher Geraldine Lennon B Ed (PE and Social Science), M Ed (Special Ed) Cert IV Workplace Training and Assessment Learning Enhancement Teacher / Case Manager

Zoe Levey Cert III in Early Childhood Education and Care ELC Co-educator Kuan Li (to Term 2) B (Electronic Engineering), M (Numeracy) Mathematics Teacher White House Mentor Siew Pyng Lim BA, Dip Ed Frogmore/Bayview EAL, Humanities/VCAL Teacher Frogmore Mentor Lionel Large House Mentor Michael Linahan BSc (Hons), PGCE, Cert IV (Workplace Assessment) Senior Physics/Mathematics/ IT Teacher Jackie Liepa B Ed (Primary & Secondary) Eblana Teacher – Year 2 Emma Lindsay B Sci, Dip Ed Science Teacher Bayview Mentor – Year 8 Assistant Head of Science Kris Little M ED (Wellbeing), B Ed (Primary), B App Sc (Human Movement) Eblana Teacher – Year 3 Julie Littlechild Higher Dip of Secondary Teaching (Art) VCD Teacher Juan Lizcano Bachelor (Industrial Design) Master Teach (Secondary) Design & Digital Technology Technician Yan Ma BA, Dip Ed Chinese Language Teacher Finlay Anderson House Mentor Lynda MacMillan Grad Dip Ed (Early Childhood) Eblana Learning Support Pip Madden B App Sc (Speech Pathology), M Teach (Primary) Primary Educator Bayview Mentor – Year 6 Lidia Mancini B Music (Hons) (Education) Classroom Music Teacher Jones House Mentor Cathy Martin M (Ed Psych), BA (Hons), BSc Counsellor/Psychologist Michael Martin Dip Teach, Grad Dip (Curric Admin) English and HPE Teacher Bayview Mentor – Year 8 Deputy Head of Bayview

Paul Matthew PhD, BSc (Hons), Grad Dip Ed, MACE Frogmore Mathematics Teacher Jamie McCarney M Teach (Senior), BPA Deighton Mentor Drama Teacher Assistant Head of Performing Arts Deighton House Mentor Bernadette McGill B Sc (Education) Mathematics Teacher Assistant Head of Mathematics Belinda McKindlay Grad Dip Ed (Teacher Librarianship) Eblana Teacher Librarian Sustainability Leader Debra McLeod B Ed (Secondary) A Mus A (Violoncello) STCA (Pri) (Suzuki Piano/Violoncello) Eblana Music Teacher Eblana Instrumental Music Coordinator Kevin McMenamin B Sc (Ed), GCMME, PDMME Head of Mathematics Gennie McNair B Ed (Sec Arts) Cert IV (Training and Assessment) English Teacher White House Coordinator Belinda McNeil M Ed (Special Education), BA, Dip Ed (Secondary) Learning Enhancement Teacher Tony McRae B Ed (Hons) Mathematics Mathematics Teacher Tess Monda Grad Dip (Tech Ed) Dip (Hotel Management and Catering), Cert IV (Workplace Training and Assessment) Head of Technologies - Food Jones House Mentor Elli Monro BA, PSYD, Grad Dip (History), Dip Ed (Secondary) Humanities Teacher Psychology Teacher Year 7 Coordinator RAP Committee Coordinator (shared) Joe Monro BSc, Grad Dip Ed Humanities Teacher Bayview Mentor – Year 8 Assistant Year 8 Coordinator Natalie Morgenstern Grad Dip Ed, BFA (Jazz Studies) Head of Woodwind Music Teacher White House Mentor

Ken Morrish B Ed, ECE ELC Teacher Shelley Muir BA, PG Dip Psych, Dip Ed (Secondary), Grad Cert (Career Education and Development), Cert IV (Workplace Training and Assessment Head of Pathways and Careers VCAL Coordinator Drinan House Mentor Barbara Muller B Sc (Education) Dip Financial Planning Mathematics Teacher Carly Mulvihill BA, B Ed Learning Enhancement Administrator James Murphy B Ed (Outdoor Ed & HPE) Outdoor Education Teacher Rohan Murphy B Health Sci (Human Movement), Grad Dip Ed Frogmore HPE Teacher Finlay Anderson House Mentor Liat Neuenschwander BA, Dip Teach Secondary English and Drama Teacher Anderson House Mentor Arena Nilsson B Ed (Hons) (Secondary), Graduate Dip Genetic Counselling Science and Chemistry Teacher Assistant Head of Science Melanie Nimorakiotakis B App Sci (Consumer Science), Dip Ed, Cert (Barista) Greenways Mentor Greenways Assistant Café Manager Katherine Nish B Ed (Secondary), B (Health Science) Cert IV (Training and Assessment) Greenways Café Program Coordinator Sports Coordinator Vikki Octigan BA (Early Childhood Studies), Assoc Dip Soc Sc (Childcare) ELC Teacher Peter O’Gorman M Ed (Leadership and Management) B Ed, B App Sci (Human Movement) Director of Sports Coaching – Winter Jenna Oliver B Teach (Physical and Health Education) HPE Teacher Head of HPE (shared) Drinan House Mentor Matt Oswald M Psych (Ed & Dev), Grad Dip (Prof Psych), B Psych Provisional Psychologist/Counsellor

Kate Padley B App Sc (Physical Education), Grad Dip Ed (Health, PE, Science) HPE Teacher Michelle Palfrey BA, Dip Ed, English/Humanities Teacher (CRT) Andrew Pate B Ed, Cert IV (Program Technologies) Technologies Teacher Timetabler Deighton House Mentor Officer of Cadets Tracey Pate M (Leadership), BA, Grad Dip Ed, Post Grad Dip (Psych) Literacy Coach English Teacher Head of English Drinan House Mentor Emma Phillips M Ed (Student Wellbeing), B Sci, Grad Dip Ed Psychology and Science Teacher Caitlyn Platt BA, M Teach (Secondary) English Teacher Assistant Head of English Catherine Poulton M Ed (Leadership and Management) B Teach (Primary and Secondary), BA (Criminology and Linguistics), TCRG: An Coimisiun Le Rinci Gaelacha (TCRG) Humanities and Physical Education Teacher Greenways Mentor Deputy Head of Greenways Rev. Michael Prabaharan B Th (Hons), Dip Min, M Ed (Counselling), Dip (Training & Assessment) Chaplain Religious Education Teacher Andrew Prakash BSc Adv (Hons), Grad Dip Ed (Secondary) Greenways Mentor Maths/Science Teacher Bernard Quay Post Grad Dip Ed (Secondary), BA (Social Science) Languages Teacher – Chinese Bayview Mentor – Year 7 Jessika Rabe 1st and 2nd State examination for Primary and Secondary School Teaching – Germany Teacher of Languages Frank Recchia BA (Mus), Grad Dip Ed, Grad Dip Hum, Grad Dip Arts (Mus), Cert IV (Training and Assessment) Music Teacher Were House Mentor

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STAFF REGISTER 2021 Leonie Redfern B Ed (Secondary) Bayview Mentor – Year 8 Maths/Science Teacher Vanessa Riach M Teach, BSc Humanities Teacher Assistant Head of Year 7 Bayview Mentor – Year 7 Aaron Richard BA, BSc, Grad Dip Ed French, Chinese and German Teacher Head of Languages White House Mentor Prue Richards BA, Grad Dip (Secondary) Senior English and Humanities Teacher Anderson House Coordinator

Sally Smith Cert III Early Childhood ELC Co-educator Sally Smith B App Sci (Psych), B Teach (Secondary), M (Counselling) Psychology Teacher Jones House Coordinator Sheree Smith B Teach (Primary) B Ed (Primary) Eblana Teacher – Foundation Literacy Coordinator F-4 Catherine Snell M (Teach), B Arts (Hons) English Teacher Deighton House Mentor

Cameron Riley B Ed (Primary) Bayview Mentor – Year 7 Bridgitte Roberts

Atsuko Spink Cert 3 (Commercial Cookery) Cert (Barista) BA (Japanese) Café Assistant - Greenways

M (Psych), Grad Dip (Adolescent & Child Psych), BA (Psych/Comm) Officer of Cadets Counsellor/Psychologist Head of Student Wellbeing

Mark Stembridge Grad Dip (Tech Ed) Cert IV (Professional Cookery), Cert IV (Training & Assessment) Assistant Cafe Manager Food & Technology Teacher

Scarlett Rodoreda M (Teach), B Sc (Psych), Grad Dip (Psych) ELC Teacher

Rebecca Stembridge BA, Grad Dip (Journalism), Grad Dip Ed (Middle Years), M Ed (Specific Learning Difficulties) Learning Enhancement and Humanities Teacher

Beverly Ross BA, Dip Ed (Secondary), M Ed (Teacher librarianship) Teacher Librarian – Bayview, Greenways and Frogmore Dominique Rowlands BA, Dip Ed French Language Teacher Anita Saavedra BA, Dip Ed Legal Studies Teacher Business Management Teacher Laura Savage (to Sem 2) B Ed (Primary) Eblana Teacher - Foundation Deb Sewell B Ed Eblana Teacher -Years 3 & 4 Karen Sheehy BA, B Ed (Primary and Secondary) Post Grad Cert Ed, (Numeracy Leadership) Eblana Teacher Yvonne Simmonds B Ed (Early Childhood) Eblana ELC Teacher (Music) Mark Smith M Ed, Grad Cert (Gifted Ed) B Ed, Dip (Teach) Head of Enrichment Programs K to Year 12

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Mentone Grammar COMMUNITY REPORT 2021

Trevor Stevens BSc, HEd Frogmore Science Teacher Officer of Cadets Were House Mentor Rev. Andrew Stewart BEc, MA, B Div, Adv Dip Theo, Dip Ed Chaplain Religious Education Teacher Paul Stockdale B Ed (Health & PE), M Ed (Leadership, Policy & Change) HPE Teacher White House Mentor Heather Stone Higher Dip Ed Bayview Mentor – Year 8 Mathematics Teacher Mingjia Su M (Teach) Eblana and ELC Teacher of Chinese Language Alicia Ning Si Tan BA (Chinese language and literature), Dip Ed Teacher of Chinese Language – Eblana

Danielle Taylor BA, B Teach (Secondary), Cert IV (Training & Assessment), Cert IV (Dance Training & Management) Drama Teacher Juby Thomas Dip Lab Tech, M Science (Biotechnology) Science Laboratory Technician Madeleine Thomas M Ed (Special Education), B App Sc, Grad Dip Ed, Grad Dip (Occ Health Practice) Learning Enhancement Bayview Facilitator Luke Thompson B Eng (Hons) (Ship Science Marine Engineering), M Teach (Secondary) Bayview Mentor – Year 8 Science and Mathematics Teacher Sarah Thompson Cert III (Early Childhood Education and Care) ELC Co-educator Angus Todd BA, M Teach (Primary and Secondary) Bayview Mentor – Year 5 Sam-Alyce Trchala BSc, B Ed (Hons) Mathematics & Science Teacher Bayview Mentor – Year 7 Lauren Trevis B Ed Primary, BA Policy Studies Eblana Teacher - Year 4 Lisa Turner BA (Psychology), B Ed (Primary & Secondary) English Teacher Drinan House Coordinator Jennie Valente Dip Teach B Ed (Primary) Learning Enhancement Teacher Bayview Enzo Vozzo B Tech (Computer Studies), Grad Dip (Secondary) Mathematics, Science and Technologies Teacher Briana Walker BA, B Teach Eblana Teacher – Year 2 Jillian Watkins B Teach, Grad Dip (Children’s Services) Eblana Visual Arts Teacher Amy Watts Bachelor App Sci (Health Sciences), B Teach (Secondary) VCAL Teacher Fiona Watts Dip Ed (Primary) B Ed, M Ed (Special Educational Needs) Head of Learning Enhancement Learning Enhancement Teacher Eblana Sarah Wells BSc (Mathematics/Statistics) Data Analyst

Jeff Welsh B Teach, B Sc (Earth), B Sc (Environment), M Ed (Info Tech Ed) Mathematics and Science Teacher Bayview Mentor – Year 7 Naomi White M Teach (Secondary), BA, Adv Dip Performing Arts Grad Dip Ed (English and EAL) English Teacher Bayview Mentor Lionel Large House Mentor Kym Willett MHRM (Training and Dev), B Ed HPE and English Teacher Jones House Mentor Cameron Wilson B A (Hons), Grad Dip (Teaching and Learning – Secondary) English Teacher Greenways Mentor Officer of Cadets - Quartermaster Mark Wilson Mathematics Teacher Michael Wilton BSc, Dip Ed, Grad Dip (Health Ed) Science Teacher Officer of Cadets Jones House Mentor Lisa Winding M (Teach), B Bus, Dip Ed Legal Studies Teacher Luke Wintle B App Sci, Grad Dip Ed (Secondary), Dip (Sports Development) HPE Teacher Amelia Wong B Ed (Secondary and Science) Mathematics Teacher Bayview Mentor – Year 7 Michael Woolhouse B App Sci (Human Movement), Grad Dip (Ed), HPE Teacher Head of HPE (shared) Deighton House Mentor Kim Wootton BA (Fine Art), Dip Ed (Secondary) Head of Visual Arts Kate Wright M Teach (Prim), BA (Media and Communication) Cert III (Sport and Recreation) Eblana Teacher - Year 3 Peter Wynne BSc ED, BSc (Hons) Head of Science Anderson House Mentor Peter Zerman BA, Grad Dip Ed, MMM, Cert IV (Assessment & Workplace Training) Design Technology Coordinator Finlay Anderson House Mentor

REPLACEMENT STAFF Sondra Clogstoun Performing Arts Sophia Edgecombe Foundation Teacher Catherine Ryan Science Teacher Christine Shanahan Learning Enhancement Vickie Wheelahan Year 6 Teacher

SESSIONAL MUSIC TUTORS Susan Batten (Oboe/Piano) Chris Bieniek (Guitar) Justine Clark B Teach (Pri) and B Ed (Suzuki Violin/Violin/Piano) Gavin Cornish (French Horn/Trumpet/Trombone) Stephen Coutts (Speech & Drama/Voice) Liam Cullen (Cello) Niran Dasika (Trumpet) Catherine Friend (Piano/Theory) Sally Haworth (Clarinet/Saxophone/Flute) Victoria Landy (Flute) Reave Maloney (Guitar/Bass Guitar/Double Bass/Electric Guitar/Cello/Harp) Lidia Mancini (Voice) Duane Manning (Drums) Debra McLeod (Cello/Piano) Natalie Morgenstern (Bassoon/Clarinet/Flute/Oboe/Saxophone) Catherine Narayan (Cello/Suzuki Violin/Viola/ Violin) Nicholas Pietsch (Trombone) Mia Quist (Bassoon) Frank Recchia (Drums/Guitar/Bass Guitar Unplugged/ Pop Piano/ Electric Guitar)

Samantha Robertson (Voice) Angela Wasley (Voice) Jason Wasley (Voice) Catherine Waugh (French Horn)

OPERATIONS Julie Aarons B Bus (Acc), CPA Finance Manager Ric Arnold Dip (Live Production and Events), Adv Dip (Audio Engineering) AV & Theatre Technician Suzanne Ashley BA (Legal), Dip (School Marketing), CMS Alumni Manager Andrew Baillie Dip Property Services Property Manager Tim Baker B (Info Systems) – BIS, MA (Info Systems Exec) - MISEXEC Head of Information Technology Sharon Bates Accounts Receivable Officer Ann Bingham (Sem 1) ICT Support Officer Jennifer Blackburn MA (Prof Comm), Grad Dip (Communications), Dip (Prof Writing and Editing) Publications Manager Officer of Cadets Deborah Callahan B Bus (Marketing), BA (Media & Communications) Marketing Manager Nick Christoforou OHS Assistant Jasmin Crawford Risk and Compliance Assistant Kelli Dawes Dip (Event Management and Public Relations) Events & Catering Manager Liz Dimitriadis (to Term 2) Cert (Accounting) Accounts Payable Payroll Officer Mike Durack B Eng (Mech) (Hons), B Teach (Primary), CPEng (Ret) TMA Volunteer Pernilla Eklund Allan Registrar

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STAFF REGISTER 2021 Julliet Eksiyan Grad Cert (Business Administration), Adv Dip Business (Acc) Management Accountant Claire Forbes Accounts Payable Assistant Navid Ghaghli (from Term 2) ICT Support Officer Nathaniel Guinan (from Term 2) ICT Support Officer Nichole Hargreaves PA to Head of Greenways EA to Director of Learning & Teaching EA to Head of School Operations VASS Coordinator Deborah Heath Cert IV (Frontline Management) Facilities Manager Officer of Cadets Brigid Hicks (to Term 4) PA to Head of Eblana Marisa Hughes B Secondary Education (Environmental Science) Enrolments Coordinator Erin Hunt BA (Sport and Recreation Management) Sports Administration Assistant Georgia Kenny Administration Trainee Laura Kenny Dip (Business) HR Assistant Stephanie Kinnear B Design & Comm (Hons) Marketing and Communications Officer Ksenija Krasova BBA, Grad Dip (ACC), CPA Financial Accountant Nicola Lester ICT Support Officer Michelle Lewis Cert IV (Business Administration) Assistant Registrar Alexandra Lindsay (to Term 2) B Com (Marketing and Commercial Law), Marketing and Communications Officer Denise Maggio (Sem 2) HR Coordinator Jessica Matthews BA (Film & Television) Performing Arts Coordinator

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Mentone Grammar COMMUNITY REPORT 2021

Robyn Mill EA to Director of Business Scott Miller (Term 1) B (Computing) Director of ICT Peter Newton TMA Volunteer Man-Chi Nguyen B App Sc Database Administrator Colette Russell BSc (Hons), MSc, PhD Records Manager and School Archivist Beck Russell Cert (Service Coordination) PA to Head of Frogmore Fiona Slocombe PA to Head of Bayview David Song BSc IT Administrator

MEDICAL EDGE Corey Bock Operations Manager Jane Williamson Div. 1 Registered Nurse Cert. Neonatal Intensive Care IBCLC School Nurse Eleanor Holland Div. 1 Registered Nurse Grad Dip (Emergency Nursing) Dani Begg First Responder

GROUNDS AND MAINTENANCE Chris Larson Maintenance Supervisor – Operations Tom Donnell Grounds Supervisor

Leanne Vallance Receptionist/Admin Assistant

Patrick McCarthy Grounds Supervisor

Paul Watson Cert III (Printing and Graphic Arts) Dip (Printing and Graphic Arts) (Digital Production) Ricoh Printing Services

Ben Still Wayne Fuller

Sam Williams IT Support

Tyler Emrose Grounds Apprentice

SECURITY

Amy Wilson Cert (Governance), Cert II (Office Administration) Executive Assistant to the Principal and Deputy Principal

Peter Francis Cert III (Security Operations)

Danny Yardis Dip (Art & Design - Graphic Design) Graphic Designer

Stephen Nespor Cert II (Security Operations)

‘Raj’ Gungeet Josan Cert II (Security Operations)

FUNDRAISING Tax deductible gifts can be made to the School via the Mentone Grammar Foundation Building Fund. The Mentone Grammar School Foundation Limited gratefully accepts donations or bequests from the Mentone Grammar Community.

For further details please visit: https://www.mentonegrammar.net/community/giving Sponsorship opportunities have been created through the opening of the Creativity Centre.

Patrons and groups are able to purchase a named theatre seat or arts space within the Centre, which are all fully tax deductible.

Enquiries to the Principal’s Office: nicholeh@mentonegrammar.net Customised fundraising opportunities are also available through The Mentonians Association: Suzanne Ashley, Alumni Manager: suzannea@mentonegrammar.net Parents & Friends Association: pandf@mentonegrammar.net Please visit www.mentonegrammar.net or email: enquiry@mentonegrammar.net for more information on how to support the future of education at Mentone Grammar.

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63 Venice Street Mentone Victoria Australia 3194 T: +61 3 9584 4211 E: enquiry@mentonegrammar.net MENTONE GRAMMAR SCHOOL EST. 1923 CRICOS 00323C

www.mentonegrammar.net