Mentor Magazine: Issue 1, 2025

MENTOR THE MAGAZINE OF MENTONE GRAMMAR ISSUE 1, 2025

IT’S GREAT TO BE BACK!

INSIDE:

04

FROM THE PRINCIPAL

06

STRATEGIC VISION

16

NEWS FROM THE CAMPUSES

48

NEWS FROM THE MENTONIANS

WELCOME FROM THE

REGISTRAR

TOURS AND OPEN DAYS The best way to experience Mentone Grammar is to visit our vibrant campus and speak with our students, staff and community. You can do this by attending a School Tour or Open Day event, or by booking a private tour with our enrolments team.

ENROL TODAY We will be delighted to answer any questions you have and support you in making the right decision for your family.

Mentone Grammar is experiencing unprecedented demand with extensive wait lists.

Please ensure your child is registered on our wait lists, including siblings of current students or children of alumni.

To register your child on our ELC to Year 10 enrolment wait lists, please visit our website: www.mentonegrammar.net/apply-now We look forward to welcoming you to our community.

OPEN DAY & TOUR BOOKINGS For more information and online bookings (essential) please visit our website.

CLICK OR SCAN

APPLY NOW Register your child on our wait list.

PERNILLA EKLUND ALLAN REGISTRAR

CLICK OR SCAN

Phone: +61 3 9584 4211 Email: enrol@mentonegrammar.net Website: www.mentonegrammar.net Foundation student Molly enjoying her first days in Eblana!

CONTENTS 02 04 08 10 12 16 18 20

FROM THE CHAIR

FROM THE PRINCIPAL

FROM THE DEPUTY PRINCIPAL

LEARNING & TEACHING

LEADERSHIP

MARY JONES EARLY LEARNING CENTRE

EBLANA CAMPUS

RIVIERA CAMPUS

22 24 26 30 36 38 42 48

BAYVIEW CAMPUS

GREENWAYS CAMPUS

FROGMORE CAMPUS

NEWS FROM THE CREATIVITY CENTRE

S.M.A.R.T SUMMER SHOWCASE

SUMMER SPORT

OUR COMMUNITY

THE MENTONIANS ASSOCIATION

We acknowledge the Bunurong people of the Kulin Nation as the Traditional Custodians of the lands where Mentone Grammar now stands and recognise that these have always been places of teaching and learning.

We pay respect to their Elders past and present and acknowledge the important role Aboriginal and Torres Strait Islander people have played and will continue to play in our country.

01

FROM THE CHAIR Our Founders’ Day celebration on 3 March was a powerful reminder that Mentone Grammar continues to thrive, guided by the bold vision of our Founders to create an outstanding place of education. Our history of resilience and determination has shaped the School of today and continues to drive us forward into this exciting new chapter which includes the implementation of our latest Strategic Vision 2025 – 2030.

Led by Andy and the Executive team, this carefully considered Vision has been developed through a thorough, thoughtful, and inclusive process to build on our strengths while preparing us for the future.

As a Board, we have welcomed the dedication and collaboration that have shaped this strategy and are committed to supporting its implementation as we continue to serve this outstanding community.

This Vision is about evolution, not revolution, reinforcing our School Values and our core purpose to provide the best possible learning and teaching environment where students and staff can thrive. It is structured around five key strategic outcomes (outlined on pages 6 & 7): • • • • •

Engaged and Empowered Learners Healthy & Holistic Development Compassionate & Connected Community Aligned & Integrated Operations Responsible & Sustainable Futures

Just as the educational landscape continues to evolve, so too does the governance and strategic oversight of the Board. We are committed to ensuring the School is financially sustainable enabling continued investment in people, facilities, infrastructure, and operational efficiencies, as well as resilient in the face of future challenges. We are focused not on endless growth but on considered student enrolment and prudent resource management, ensuring that every decision promotes the long-term viability of our School. We also stand behind the School’s commitment to environmental responsibility, embedding sustainability across policies and practices.

I commend the dedication of our staff who continue to review, consolidate, and innovate to deliver on our Vision and empower every student to find their own definition of Happy, Healthy & High Achieving.

I am also grateful to our extended community of parents and alumni who, in growing numbers, are connecting and contributing greatly to the culture and spirit of our School.

As we reflect on the vision and determination of our Founders, it is clear their legacy lives on – not just in our history but in the bold and ambitious future we continue to build together.

Thank you for your continued support and commitment to our shared vision.

ROSS JOBLIN

These outcomes define what it means to be a high-quality school, ensuring lifelong learning, individual and collective success, and most importantly, the development of ‘good humans’ within a caring and supportive community.

CHAIR

By focusing on the core principles of learning, fundamentally grounded in literacy, which you can read more about in Andy’s message overleaf, our students will have the right tools and opportunities to develop important life skills such as strong communication, critical thinking and adaptability, all essential in today’s rapidly changing world.

MENTONE GRAMMAR SCHOOL BOARD OF DIRECTORS Ross Joblin (CHAIR) Rev. Kevin Pedersen Amanda Codila Sally Buckley Natalie Burrows Tony Sheumack Attendees Andy Müller – Principal Jarrod O’Neill – Deputy Principal Scott Butler – Director of Business 02

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RISK AUDIT & FINANCE COMMITTEE

PROPERTY COMMITTEE

Ross Joblin (ACTING CHAIR) Natalie Burrows

Rev. Kevin Pedersen (CHAIR) Ross Joblin Tony Sheumack

Attendees Andy Müller – Principal Jarrod O’Neill – Deputy Principal Scott Butler – Director of Business Julie Aarons – Head of Finance and Business Performance Yana Hall – Director of Risk and Compliance Tim Baker – Director of ICT

Attendees Andy Müller – Principal Jarrod O’Neill – Deputy Principal Scott Butler – Director of Business Andrew Baillie – Property Manager

LABORE ET HONORE OUR 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.

OUR MISSION Our Mission is to provide our students with a dynamic learning environment in which wellresourced and committed staff lead engaging academic, wellbeing and cocurricular programs.

OUR VALUES Mentone Grammar is an Anglican school, and we welcome students of all backgrounds and religious beliefs. We are committed to our strong Values of Caring, Discipline, Endeavour, Integrity, Resilience, Respect, and Service which are embedded in the life of our School every day.

INCLUSIVITY STATEMENT We strive to be inclusive, and welcome and respect all people. We acknowledge the diversity of our School community and care for the safety of all within it; for it is through our differences, that we learn and grow together.

BOARD NOMINATIONS COMMITTEE

MENTONE GRAMMAR SCHOOL FOUNDATION BOARD OF DIRECTORS

Amanda Codila (CHAIR) Ross Joblin

Established in 1987, the Mentone Grammar School Foundation is the organisation through which the School seeks philanthropic support from the School community.

The funds raised by the Foundation ensure Mentone Grammar remains a leading school by maintaining, updating and expanding our facilities and educational programs.

Geoff Ryan AM (CHAIR) Natalie Burrows Rev. Kevin Pedersen Attendees Andy Müller – Principal Jarrod O’Neill – Deputy Principal Scott Butler – Director of Business

03

FROM THE PRINCIPAL THE POWER OF LITERACY IN A DIGITAL WORLD In an increasingly digitised world, where the sheer volume of information at our fingertips is astonishing, the foundational skill of literacy has never been more important.

Literacy is fundamental to learning; it is the currency of learning. Being able to understand information, connect it to existing knowledge, express thoughts and ideas, and engage with others in discussion and debate, is how people, communities and societies evolve.

Increased knowledge reduces ignorance, promotes tolerance of others and enhances the ability to be intellectually agile and adaptable in our dynamic world.

In today’s hyper-connected society, the amount of information is overwhelmingly fuelled by the internet, global connectivity and AI, but we are currently witnessing the watering down of that information as the staggering quantity and access is being undermined by an equally staggering lack of depth and balance in its quality. The media cycle is one of minutes or hours and the collective readers’ capacity for focus is often hijacked by clickbait. Authorship ranges from novice to expert. The motivation for publication ranges from dubious to honourable. The algorithms we are exposed to range from useful to manipulative.

Ultimately there is too much information to sift through and little time or inclination to do so.

INFORMATION IS NOT TRUTH In our digital world, we must not confuse information with truth. Much of the information on the internet is, at best, opinion. The truth is a sort of sub-set of information, which is costly and precious. It takes time, effort, research and fact checking… very little of which is applied to a lot of the information that appears on the internet. Fiction, on the other hand, is easy and opinions are overly abundant; sadly, lies spread far more readily than the truth.

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DRIVERS OF UNCONSCIOUS BIAS To exacerbate the situation, the machinations of social media and AI create a high probability of the user unintentionally being led down a path of unconscious bias. Algorithms identify an individual’s interests from their browser habits, site visits and conversations, and then channels more of what it believes they want.

The information the algorithm directs to an individual’s device is sourced from everywhere on the internet…there is no checking of the validity of sources or voracity of the information. The information could be from a reliable source, it could be opinion, it could be propaganda, or it could be intentionally misleading or destructive. There is no fact filter or media ownership filter on the internet unless you have specifically directed your AI or newsfeed in such a manner. The receiver of this bombardment of information can be guided along a pathway of (mis)information that naturally reinforces their incumbent thoughts until they believe there is only a single perspective on a topic. Hence, unconsciously, the receiver develops a biased belief.

BAD NEWS TRAVELS FAST Human nature is wired to prioritise interest, we will engage more with the bizarre and shocking than with simple, everyday (factual) occurrences. The more outlandish the information, the more it garners attention and is shared across platforms. Bad news travels up to six times faster than good news, snowballing in its impact.

In this way, popular opinion, lies, propaganda and extremist information can become normalised by the undiscerning. Internet ‘influencers’ (think at the most extreme, Andrew Tate) gain traction because of the number of times they are viewed and so the unconscious bias (brainwashing of sorts) lives on to propagate untruths and inevitably, cultural shifts. Our young people are suffering the consequences, either directly or indirectly: there is pressure to conform to unrealistic standards, to look a certain way, to acquire the latest ‘must-haves’; there is encouragement to behave misogynistically, accept unworthy relationships, engage in selfdestructive behaviours; in some spaces, there is a normalisation of sexualisation, violence, and even radicalisation. We have seen that the unchecked and uncritical digestion of digital content has the ability to shape our young people whose limited life experience and increasingly online lives potentially make them more vulnerable.

DISCERNING INTELLIGENCE Intelligence can be defined as the ability to hold two opposing ideas in the mind at the same time. Psychologists call it ‘cognitive dissonance’. In contrast, the binary belief system fuelled by the internet’s algorithms and perpetuated by the unconscious bias of the public, ultimately leads to a world of binary beliefs, (the “I’m right and you’re wrong” argument) where there is no room for debate because the individual doesn’t just hold a certain belief but rather wholly identifies with the belief and thus disagreement becomes an inherent personal threat.

This is why, more than ever, our young people need to have the knowledge and skills to ascertain whether the unfiltered and unverified information they read and see online is factual and from a reliable source, rather than an opinion, misrepresentation or outright lie with possibly egregious motivations.

This ability to interrogate and challenge information can only be mastered with the foundational skill of literacy, of being literate, and of being a life-long-learner who, rather than being threatened by another’s view, is empowered to discuss it and even willing to embrace it, should the true facts indicate that is warranted.

LITERACY IS THE KEY TO UNDERSTANDING AND SUCCESS Mentone Grammar’s own research has highlighted the direct correlation between our students’ literacy standards at Year 9 and their ultimate academic outcome as indicated by their Year 12 English result and Australian Tertiary Admission Rank (ATAR). Literacy skills are developed over time, through a coherent and consistent approach in all learning and subjects. That’s why the School’s intentional, long-term focus is on developing literacy skills from an early age.

While the School-wide literacy framework is being developed, there are some endeavours in place to foster literacy, concentration and critical thinking so that our students can make sound judgements on what they read, watch and contribute online. The alignment of the Eblana and Riviera timetables has allowed for a 90 minute Literacy block first thing in the morning, when minds are at their freshest.

Being phone-free has seen a significant increase in concentration on learning across all year levels. The acceptance of literacy being everyone’s responsibility is highlighting its importance in all learning and subject areas. These structural changes and curriculum focus align with our Strategic Vision’s Outcomes of Engaged and Empowered Learners, and Healthy and Holistic Development.

Strong literacy skills provide the best opportunity for our students to achieve to their academic and personal potential, not only in the immediate but as a life-altering pathway that leads to greater equity for society and a higher quality of life. Literacy is the cornerstone that supports humans to tackle major issues affecting our world, such as the climate crisis and biodiversity collapse, to minimise the negative impacts of technology on our lives and to bring about peaceful resolutions where there is violence and conflict.

Ultimately students don't go to school merely to pass tests. The true purpose of education is to foster literacy and lifelong learning, and this has never been more important for humanity and the future of our world than it is today as the digital highway feeds a steady stream of information into our classrooms, workplaces and homes.

ANDY MÜLLER PRINCIPAL

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STRATEGIC VISION 2025-2030 THE NEXT FIVE YEARS… Our Strategic Vision is designed to provide a holistic approach to education, fostering student wellbeing and achievement through positive relationships, together with challenging and enriching experiences.

As we continually evolve our connected community-focused and aspirational school, we are inspired by a future of innovation, excellence, and sustainable development, underpinned by our enduring School Vision, Mission and Values. In summary, our five Strategic Outcomes are:

ENGAGED & EMPOWERED LEARNERS

HEALTHY & HOLISTIC DEVELOPMENT

As an inclusive learning community, our students, staff, and families engage in an ongoing learning process, guided by our Learning and Teaching Framework.

We foster the healthy and holistic development of our people by creating a nurturing environment that supports the academic, emotional, social, spiritual, and physical growth of our students, together with the wellbeing and professional growth of our staff.

PRIORITIES LEARNING GROWTH Through appropriate support, guidance and opportunities, all students will master foundational skills, gain knowledge and be appropriately challenged, experiencing individual success in and beyond the classroom.

CHARACTER DEVELOPMENT The importance of students’ development of character, skills and attributes in the capacity to live a ‘successful life’ will be recognised through the introduction of a Learner Credential that measures complex competencies.

CURRICULUM DEVELOPMENT Through the continual evolution and improvement of the curriculum we will ensure the delivery of a contemporary coherent and agile whole school curriculum that integrates a variety of teaching practices with a diverse range of learning modalities, together with a focus on student voice and agency.

EXPERIENTIAL LEARNING By utilising experiential learning (including in-class activities, Learning Journeys and Service Learning), we will deliver a comprehensive, sequential age and stage-based program of experiences and opportunities to empower students to develop practical life skills, including teamwork, problem solving and critical thinking.

STAFF PROFESSIONAL LEARNING Through Professional Learning together with a staged and individualised staff learning program and equitable processes, we will support the professional growth, career progression, and satisfaction of all staff, aligned to our Strategic Vision.

HAPPY HEALTHY HIGH ACHIEVING

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PRIORITIES ENGAGEMENT We will support the holistic development of our people by offering a wealth of opportunities for positive engagement in the School curriculum, programs, offerings and activities to create a deep sense of belonging for all individuals.

STUDENT WELLBEING The development and implementation of an integrated wellbeing program, services and organisational structure, will enable the delivery of a holistic program that gives students the tools to navigate their own wellbeing and learning, creating a sense of belonging and purpose, and leading to positive social and emotional outcomes.

STAFF WELLBEING All staff play a part in creating a collegial and supportive professional workplace culture. The ongoing development of a holistic staff wellbeing program will support a positive work environment and school leaders will continue to role model behaviours that promote physical and mental wellness amongst their colleagues.

I invite you to ‘think big’ as you review this Strategic Vision and imagine what a ‘school of the future’ will offer our students, alumni, and community and I look forward to working together to bring this Vision to life.

ANDY MÜLLER PRINCIPAL

COMPASSIONATE & CONNECTED COMMUNITY We are shaping a compassionate, inclusive and connected community built on empathy, mutual respect, and open communication, with a shared commitment to engagement and service that will positively impact our School and the wider community.

PRIORITIES PARENT ENGAGEMENT Through collaborative partnerships with our parent groups, we will continue to develop a range of opportunities that enable parents to engage with each other and in the life of the School and that offer support to navigate the many complexities of parenting today.

STUDENT LEADERSHIP A comprehensive leadership program and aligned roles across our campuses will provide vehicles for student voice, within and across age groups. Whole-School committees will enable cross-age mentoring and provide more meaningful leadership experiences for all.

ORGANISATIONAL STRUCTURE The effective and efficient delivery of our Strategic Vision will be enabled by having the appropriate allocation of staff capabilities and skillsets within our staffing structure.

INTEGRATED IT PLATFORMS The development and implementation of an integrated and streamlined school data management system will support all aspects of our School operations and create efficiencies for all staff in their day-to-day operations.

ALUMNI ENGAGEMENT By developing meaningful alumni engagement opportunities that provide enriching experiences and networks for our Mentonians, we will foster a culture of giving and lifelong connection to our School.

RESPONSIBLE & SUSTAINABLE FUTURES

COMMUNITY PARTNERSHIPS Through the establishment of strong relationships with defined local and national industry and community partners linked to our experiential learning programs, we will build a stronger culture of social service across our School.

Our sustainable future will be underpinned by our financial security, achieved through considered student enrolment and prudent resource management enabling long-term investment in our School, and in our prioritisation of environmental sustainability across our policies and practices.

INDIGENOUS UNDERSTANDING We strive to create an inclusive community and are committed to being culturally safe for all people, especially for Indigenous peoples; locally with the Bunurong community and nationally. Meaningful, immersive learning opportunities for staff, students and our wider community will support the development of a deep and lasting connection with Indigenous culture built on a positive representation of First Nations history and contemporary life.

ALIGNED & INTEGRATED OPERATIONS We strive for an efficient and adaptive operational environment that focuses on continual improvement and innovation, empowering our community to thrive and excel in an ever-evolving educational and societal landscape.

PRIORITIES STRUCTURES, SYSTEMS AND PROCESSES Through the synergy of intelligent organisational structures, systems, and processes, we will maximise the efficient use of our resources and ensure coherent expectations and operations for all students and staff.

PRIORITIES SUSTAINABLE ENROLMENTS The implementation of a defined enrolment model and coordinated processes, including ideal capacity and a focus on gender parity, will allow for confident future program and facility planning.

FINANCIAL SECURITY Continual assessment, review and prudent financial modelling enables long-term quality improvement in human, environmental and physical resources to ensure the School is well-prepared for an everchanging environment and a prosperous future.

ENVIRONMENTAL IMPACT Environmentally sustainable practices will sit at the heart of our thinking, decision-making and actions in all aspects of our programs and operations, including the development of a Sustainability Plan and formation of an Environmental Sustainability Working Group featuring representation from student leaders across the School.

GOVERNANCE AND SAFETY CULTURE We will continue to apply a strong governance and safety culture of robust oversight, accountability and resilience within the School community to ensure compliance with all relevant regulations and standards.

PLANNING FOR THE FUTURE Investment in a Facilities Masterplan for our campuses will allow for the intelligent consideration of the current and future needs of our community and the efficient use of our finite resources.

07

FROM THE DEPUTY PRINCIPAL DESIGNING OUR FUTURE

They are:

Late in 2024, our staff were invited to volunteer for a range of in-house Action Research Projects that were identified as being areas of great importance and worthy of development. These projects are now well underway.

DESIGN THINKING

The purpose of each project is to ultimately improve the educational and holistic practices of the School. The benefits for our staff undertaking this action research extend well beyond school improvement, encompassing empowerment and the development of skills to effectively inform and drive processes of change and transformation. We are grateful for the enthusiastic expertise of our teachers to help define the future trends of the School.

FIVE INTERCONNECTING OUTCOMES OF OUR STRATEGIC VISION 2025 – 2030 • Engaged & Empowered Learners • Healthy & Holistic Development • Compassionate & Connected Community • Aligned & Integrated Operations • Responsible & Sustainable Futures In line with the strategic outcomes listed above, a total of seven foundational concepts have been selected for this thought-provoking and challenging research summit.

The benefits of undertaking action research include not only school improvement, but also an empowerment and upskilling of staff in informing processes of change and transformation.

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Strategic Alignment: Engaged and Empowered Learners Our researchers are currently collaborating in the development of an innovative new project-based Years 7 – 9 program, underpinned by the Design Thinking process, that will encourage student creativity, collaboration and problem-solving skills. This Years 7 – 9 project is a unique opportunity to create explicit learning opportunities that have tangible real-world outcomes and develop complex competencies.

DIVERSITY AND INCLUSION Strategic Alignment: Compassionate and Connected Community After extensive research and recommendations provided to the School by way of a commissioned Cultural Safety Framework Report, a group is currently overseeing the creation, monitoring and ongoing review of the Reconciliation Action Plan (RAP) and other current inclusivity initiatives. The group is building on this work with a focus on three key pillars of inclusion: • Indigenous Understanding & Cultural Safety • Pride • Social Inclusion

The Science of Reading and Learning approach is underpinned by evidence and the knowledge that reading and writing and vocabulary acquisition must be explicitly taught across a student’s education in all years and all subjects. The purpose of this project is to upskill teacher knowledge and practice and to develop ways to embed this within the Learning and Teaching Framework.

EXPERIENTIAL LEARNING Strategic Alignment: Engaged and Empowered Learners

The group will present whole-school strategies to ensure Mentone Grammar is a safe and welcoming place for all.

The group is currently conducting an audit of all Learning Journeys offered across the School to assess their purpose, progressive skill and character development, relationship with the curriculum and the School’s vision. Further, this project will provide recommendations for future Learning Journeys across the School.

TOGETHER APART TOGETHER

SUSTAINABILITY

Strategic Alignment: Engaged and Empowered Learners

Strategic Alignment: Responsible and Sustainable Futures

This project is investigating pedagogical strategies and bespoke programs that will enhance the delivery of specific curriculum suited to the needs of each gender within the School’s unique TogetherApart-Together model.

This project aims to strengthen environmental sustainability within the School by researching best practice in schools, identifying current and future opportunities for whole-school sustainability education across the curriculum, and providing recommendations for a more cohesive student leadership program, to drive positive long-term environmental engagement and impact.

WHOLE SCHOOL WELLBEING Strategic Alignment: Healthy and Holistic Development This project is building on the preliminary work already undertaken in 2024, by reviewing and auditing the current school-wide wellbeing program and putting forward research-based recommendations to enable Mentone Grammar to deliver a holistic program that provides students the tools to navigate their own wellbeing and learning, leading to positive social and emotional outcomes.

To date, these passionate teacher research groups, each supported by Executive team sponsors, has completed the initial planning and research phase and groups are now at various stages of reviewing and analysing their findings. We look forward to supporting them as they complete their work and develop recommendations for future development.

SCIENCE OF READING LEARNING

My congratulations to all involved for their professionalism and commitment to progressing these seven vital educational projects.

Strategic Alignment: Engaged and Empowered Learners The group’s focus is on the improvement of student achievement in reading comprehension, vocabulary acquisition and writing across the secondary school curriculum.

JARROD O’NEILL DEPUTY PRINCIPAL

09

LEARNING TEACHING AND

A DAY IN How our Learning and Teaching THE LIFE… Framework lives in our classrooms.

It’s the International Day of Happiness and smiley face stickers are everywhere.

I’m following Deus, a Year 9 student, for the day to see our Learning and Teaching Framework in action and the impact it has on our students’ experience in the classroom.

My goal is to see how the key principles in our Framework translate into real smiles and meaningful learning experiences for our students.

We have Music first, one of Deus’ electives and a favourite subject. The importance of relationships, a cornerstone of our Learning and Teaching Framework, is immediately reinforced as his teacher takes a moment to greet him warmly at the door. Once inside, the task for today is collaborative and builds on prior learning. Deus, embracing his passion for music, is working on his band task and takes on the role of singer. The group is performing Sunshine of your Love and has been able to select the genre of the performance, delivering a jazz version of the song.

As they learn their parts, the teacher observes closely, visiting each band member, gathering evidence of understanding and teaching/correcting them at their level. The violin player is already an accomplished musician and is challenged to ‘go crazy’ and take risks by improvising within the given key. As the band gets ready to bring their learning together and play the whole song, the teacher reassures them, ‘if it doesn’t work this time, it doesn’t matter’, creating a safe environment for them to continue learning. The song performance at the end of the lesson is decidedly different from the beginning – they’re not quite ready for the stage, but they’re getting there and, before they leave, the students are encouraged to journal their experience so they can review it when they re-engage at the start of the next lesson.

After Music, we head to Science. It’s the same story at the beginning of the lesson with the teacher greeting Deus and the other Year 9s as they enter the room.

The learnings for the lesson are clearly articulated – students will build a circuit that turns a light on or off, depending on the level of light it is receiving. The teacher invites the students to the front of the room and models the experiment before they are released to their own stations to replicate it for themselves. The instruction sheet that the students take with them is scaffolded with two different entry points depending on each student’s confidence with the topic, the teacher

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looking to apply the ‘Goldilocks principle of challenge’.

As they work, the teacher moves around the room identifying the stage each group is at and questioning or supporting as needed. It’s fair to say there are more than a few ‘light bulb moments’.

Following recess, we have Maths. The teacher begins with explicit instruction of an approach to worded questions, completing a ‘think aloud’ as she works through each step of a process she wants them to apply. She addresses some misunderstandings as they arise when checking for understanding then challenges the students to have a go at the next question which is ‘a little spicier’, before then reassuring them, ‘I think you’ve got it!’ The question challenges the students, and Deus is soon called to share his answer. The teacher employs high-impact teaching strategies by using formative assessment techniques, deliberately selecting random students to answer questions. This method effectively gauges the understanding of the entire group, ensuring all students, including Deus, are engaged and allowing the teacher to tailor her instruction based on real-time feedback. Deus answers correctly, so on this occasion the teacher moves on.

The final lesson before lunch and sport training (which I’ve already decided is best left to Deus), is PE. The boys begin the session with a warm-up, inviting a healthy amount of competition and camaraderie as they race each other across the oval under the guise of different soccer teams. This leads into the soccer focus of the session, where the teacher outlines the two skills-based learning intentions before enlisting some volunteers to model this in practice. As the demonstration progresses, the teacher interjects to identify another key learning opportunity before they all join in. There are a range of skills on show, but every student is able to engage and, once again, there are plenty of smiles and no red cards.

Evident in each of Deus’ lessons was the relationship that each teacher has formed with him and his group. They all took the time to greet the students and balanced high expectations with demonstrated care, often through something as simple as a smile or joke. Students like Deus are also at the centre of their learning in each lesson with each teacher encouraging them to take risks at their level of challenge, providing feedback on their efforts and helping students see their next steps. Depending on the phase of learning, it was also clear that staff were gradually releasing learning to the student with some lessons providing explicit instruction of new knowledge and skills then doing it together, and others providing the space and time for students to independently practice and refine these ideas.

Thanks to Deus, his class, and the dedicated teachers, I witnessed a day where our Learning and Teaching Framework truly came to life. This experience reaffirmed how our principles of relationships, student-centred learning, personalisation, and high-impact teaching strategies create a nurturing and dynamic learning environment for every student.

JAMES WALTON DIRECTOR OF LEARNING & TEACHING

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MEET OUR SENIOR LEADERS 2025

L-R Darcy HM, Helena S, Ruby A and Julian L, Head Prefects 2025

Our 2025 senior leaders have already shown the way, planning and creating opportunities to inspire and motivate students from across all our campuses. They have been impressive in their enthusiasm and leadership of a number of School events and initiatives during Term 1, and we look forward to seeing the positive changes they bring and the lifelong skills they develop for life beyond school. Congratulations to all.

The School’s campus leadership programs all illustrate the School’s vision to ‘create countless opportunities for students to explore and develop their talents and potential and to find their own definition of Happy, Healthy and High Achieving.’

JASON MANN HEAD OF FROGMORE

FROM OUR HEAD PREFECTS “After being appointed as Head Prefects we met and discussed our plans for the year ahead. We quickly and collectively agreed that our main goals were to make school as enjoyable as it could possibly be for everyone, and to pass on learnings from senior members of the School to the younger year levels. To do this we decided on key areas that we would devote our energy towards.

Firstly, we agreed to strive to create a friendly and supportive environment at our School, where we would check up on our peers and support them through the stressful time, we all know school can be. We agreed on the importance of ‘student voice’ and seeking feedback from students to better our School environment, and the importance of encouraging everyone to get involved and make the most of the plethora of opportunities the School offers us. To better unite the School across the year levels, we plan to create initiatives where senior students could role-model study habits, behaviours and the culture of our School to the younger year levels, through study help sessions, speeches and engagement from senior school students in junior campus activities such as House Athletics and on fundraising days.”

Darcy, Helena, Ruby and Julian

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Our Cocurricular Captains 2025 pictured with Jason Mann, Head of Frogmore

FROM OUR ACADEMIC CAPTAINS

FROM OUR VCE-VM APPLIED LEARNING CAPTAIN

“We are both very excited to be Mentone Grammar’s Academic Captains for 2025, with the hope to continue fostering a flourishing academic environment. We believe that everyone, regardless of their academic inclinations, should be motivated and supported to achieve their personal best. In alignment with this, we are working with various staff to enhance the outside-ofclass academic support options.

“As our Applied Learning Captain for 2025, my vision is to unify the VCE and VCE-VM pathways by fostering a stronger sense of community and inclusivity. To achieve this, I’ve collaborated closely with our VM teachers to implement meaningful changes that bring us closer together. A key improvement we've made is adjusting the timetable to shift our work placement day to Thursdays. This change allows VCE-VM students to participate in the Friday mentor program alongside their peers. Additionally, this adjustment integrates the program more deeply into school life, enabling greater involvement in House events like Tug of War, House Arts, House Athletics, and much more. These changes aim to break down barriers, encouraging shared experiences and a collective School spirit. By creating opportunities for connection and collaboration, we’re building a community where every pathway is valued, celebrated, and united.”

While the library is available for study during lunchtimes, we hope to provide regular updates about library closures, and alternative study venues for when it is closed. Additionally, a new initiative we are trialling is having senior students attend the Year 8 mathematics support sessions before school and during lunchtimes, both to role-model study and to help with any questions. We hope that this will be a first step in connecting senior and junior students. Greater inter-campus collaboration is an important focus for us this year, because there is so much to be gained, including mentoring experience for senior students, and as a point of inspiration for younger students.

Later in the year, we will help run a study skills seminar during Year 8 assembly, another way we hope to encourage efficient organisation and a strong work ethic, early on. Over in our senior campus, we will continue to promote a positive study culture in study sessions and in the study centre, prioritising a balance of efficient study and self-care. With the increasing importance of elective selection in the lead up to VCE, we are contemplating making a video that shares the experiences of students in various subjects, providing greater insight. Ultimately, it is through initiatives such as these that we hope to offer opportunities and empower the student voice and to develop a community where we uplift each other and aspire to fulfil our individual potential.”

Will D

Priithika S and Jessica C 13

FROM OUR DEBATING CAPTAINS “As Debating Captains 2025, our primary objective is to foster greater confidence when public speaking and developing students’ presentation skills, helping them to articulate their ideas effectively.

Our goal is to create a supportive and inclusive environment where students can develop their communication abilities and grow into confident speakers.

Together, we are dedicated to inspiring students from Years 5 to 12 to discover their passion for public speaking and debating, encouraging them to explore the intellectual benefits, critical thinking and collaborative spirit that our program offers. We are also keen to represent our team at every public speaking and debating competition or events that are available to us. This term’s debating has been in full swing, with two successful nights already completed and our teams are all feeling hopeful for the next upcoming debate in May.” Natalie N and Tiffany G

FROM OUR INCLUSIVITY CAPTAINS “As Captains of Inclusivity, we strive to provide a friendly atmosphere where each person is treated with respect and feels appreciated.

Several events that honour diversity, promote involvement, and bolster our School's dedication to inclusiveness are planned for this year.

To acknowledge International Women's Day in March, we invited well-known speaker, Fiori Giovanni (pictured above), to tell her courageous story. In addition to highlighting the significance of gender equality and celebrating women's accomplishments, this inspirational event promoted thought-provoking conversations on leadership, empowerment and accelerating action. By showcasing Indigenous culture with Firsts sports, the Reconciliation Sports Round will foster unity, respect, and understanding. By honouring Indigenous communities' experiences and contributions, we will reinforce our dedication to inclusiveness and healing.

FROM OUR PERFORMING ARTS CAPTAINS “As Performing Arts Captains, we want to make this year an exciting and inclusive one for everyone involved in the arts. Our focus is to strengthen the performing arts community by encouraging more students to get involved – whether on stage, behind the scenes, or in creative production. We would especially like to encourage greater collaboration between year levels, to further create a platform for students to make connections with others and to add to the familial atmosphere performing arts offers. As a result, we’ve begun implementing a ‘buddy’ system, whereupon students in different year levels are paired together so connections can be fostered.

We’re also excited to continue and support Mentone Grammar traditions such as House Arts and the annual School productions, while hoping to bring in fresh ideas to make the arts more engaging and accessible. In doing so, we aim to build engagement in performing arts with the rest of the school by encouraging students to actively participate, whether it be through supporting performances, contributing ideas, or simply spreading the word about upcoming events. Most importantly, we want to foster an environment where students feel supported to express themselves, take creative risks, and be part of something special.”

Hugo B, Lucy R and Emma E

FROM OUR SOCIAL SERVICE CAPTAINS

A lively celebration of gender diversity, the Pride Cross Country event will be organised in partnership with our Wellbeing Captains, emphasising the importance of visibility, support, and inclusivity. It’s an opportunity for all students to participate and show their solidarity.

As we continue to work to establish a culture of belonging, we have more projects scheduled for Term 3. These events will offer chances for educational opportunities and community involvement. Everyone is welcome to participate, provide support to one another, and uphold the principles of inclusion and diversity.”

“As Social Service Captains for 2025, our goal is to foster a culture of compassion, action, and meaningful impact not only within our School, but also in the wider community. This year, we aspire to educate and raise awareness on both global and community issues that inspire students to engage in hands-on volunteering, advocacy for positive social change and fundraising. We also aim to collaborate with local organisations and create opportunities for every student to dedicate their time and effort towards serving our community.

Ultimately, we want to leave behind a legacy of kindness and spirit that extends beyond our time in this role.”

Merna M and Aashi K

Sophie G and Jacinta L

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FROM OUR VISUAL ARTS CAPTAINS

FROM OUR SPORT CAPTAINS “As Sport Captains of Mentone Grammar, our goal this year is to foster an environment where all sports are treated with equal respect and have a high standard of culture and spirit. We aim to increase participation in both Saturday sport and in House events. Our hope is that every student, regardless of the sport they participate in, feels valued and included. By encouraging cross-sport collaboration, creating more opportunities for athletes to engage with one another, and promoting inclusivity in all our activities. This year we plan to run fun-filled House events, put on gala days to build positive culture environments across all teams and hopefully a fundraising event!”

“As Visual Arts Captains for 2025, we aim to foster a vibrant and inclusive creative community where students feel inspired to explore and express themselves through art. We want to highlight that creative thinking and innovative problem-solving are valuable skills beyond the visual arts classroom. Additionally, we hope to collaborate with other campus leaders and art students on projects such as murals and showcases, fostering artistic growth and visual appreciation across all campuses. Most importantly, we want to leave a legacy by giving back to Mentone Grammar, a goal we have already begun working towards. One example of this is our collaborative mural in the Frogmore staff room, where Year 12 visual arts students have created a wave mural to thank our teachers for their hard work and support.”

Mats P and Daisy H

Poppy S, Ollie S and Makayla L

FROM OUR WELLBEING CAPTAINS

FROM OUR SUSTAINABILITY CAPTAIN “As Sustainability Captain for this year, I am committed to creating meaningful and lasting environmental change within our School community. My current focus is on promoting responsible waste management, reducing our ecological footprint and fostering a culture where sustainability becomes second nature in our Mentone community. I plan to work closely with students and staff to improve recycling initiatives, encourage energy conservation, and introduce new programs that make sustainable choices more accessible.

Beyond just raising awareness, I want to inspire real action - small, everyday changes that collectively make a significant impact. By the end of the year, I hope to leave behind a stronger foundation for sustainability, ensuring that our efforts continue to benefit the School and the environment for years to come.”

“In 2025, the Wellbeing leadership team aspires to create a welcoming environment where all students can learn and grow freely. We are involved in a range of awareness programs and strive to get everyone involved in our fortnightly wellbeing meetings in the Wellbeing Centre. At Mentone Grammar, we want all students, staff and those involved to be as healthy as possible in every way. We acknowledge how busy many students and teachers are and want to consistently encourage everyone to take a moment to unwind and focus on their own state of mind. In March, we celebrated International Day of Happiness by handing out stickers and conducting Gate Greetings. It was awesome to see all our staff and students smile and react to being greeted by our student leaders and friends who gave up their morning to help the Wellbeing team.

For the year ahead of us, we hope to raise awareness for multiple causes (such as Mindful in May, Pyjama Day to promote sleep health, and R U OK? Day), have a positive impact and promote our School’s wellbeing in all ways possible. We want to introduce several changes, with each one enabling our community to be the best it can be.”

Nic Z and Zahra J

Atahan Y 15

MARY JONES

EARLY LEARNING CENTRE We have been delighted by the warm welcome our families have extended to new families as they join the vibrant Mentone Grammar ELC community. It’s heartening to see connections forming as we all deepen our understanding of what it means to be part of Mentone Grammar.

PETA STUBBS

A FUN START TO THE YEAR! In our wonderful Early Learning Centre (ELC), our three and four-year olds have embraced the Centre’s nurturing environment that is specifically designed to inspire them to learn, play, explore, and discover.

This year we have a strong focus on curiosity and investigation, setting our children up for many rich and meaningful experiences.

Play-based learning and teacher-led experiences are at the heart of our educational approach, fostering the growth of developing brains. Through sensory activities and free play, children immerse themselves in learning while unleashing their creativity. Our colourful outdoor environment further enhances these experiences, providing opportunities for safe risk-taking, exploration, and an appreciation of nature. We like our children to be active and engaged, where they can make their own choices in their play, as they strengthen fine and gross motor skills, challenge physical boundaries and revel in getting messy!

Inside our classrooms, our teachers and support staff guide the children through a mix of carefully planned and spontaneous activities, creating an enriching space for engagement, learning, and development. Although early in the year, we have already seen friendships flourish as children explore themes such as Rainbow Fish, self-portraits, numeracy, colours and shapes, identity, and family. Their enthusiasm and motivation to try new activities have been a pleasure to see.

Being a part of a bigger community certainly has its benefits! Our broader special sessions have added to the excitement, including campus library visits, utilising the great sports spaces, and our Buddies program with our Year 4 students in Eblana. In February, our ELC Welcome BBQ was another highlight, with our families, old and new, coming together to relax, connect, and build relationships in a wonderful community atmosphere. We were thrilled to have our Parents & Friends volunteers support us with a BBQ and to have older students from across the campuses, provide fun games and activities for the children.

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One of the most memorable experiences during Term 1 was our first excursion to our much-loved Shoreham beach campsite! Our classes enthusiastically explored rock pools, built sandcastles, and observed marine life such as crabs and sea sponges, while also gaining insights into Indigenous culture. The focus of our Shoreham visits was to prompt thoughtful discussions about environmental impact, sustainable practices within the Centre, and the influence of everyday choices, such as lunchbox waste on ocean ecosystems, fostering early environmental consciousness among our young learners.

We finished Term 1 by wearing orange for Harmony Day to celebrate Australia's cultural diversity and inclusiveness. This special celebration is shared with our Eblana Campus. This year we collaborated to create an art instillation for our ELC breezeway.

As the year unfolds, we eagerly anticipate more learning, more play, and many more memorable moments shared within our ELC classrooms and the wider community.

PETA STUBBS DIRECTOR OF THE MARY JONES EARLY LEARNING CENTRE

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EBLANA FOUNDATION - YEAR 4 WELCOME BACK! Eblana students continue to squeeze a lot in to every week and this is what makes our campus such a dynamic learning space.

Term 1 saw the celebrations of badging our new Eblana leaders, Founders’ Day and Harmony Day, and, on all occasions, our students reflected on their experiences and themselves as both students in our School and of citizens in the world. The children were encouraged to consider the world they live in and how they as individuals can make a difference.

CONGRATULATIONS TO OUR EBLANA LEADERS FOR 2025: Eblana Captains 2025: Gemma H & Jayden P (pictured below with Jess Richards, Head of Eblana) Eblana House Captains 2025: Anderson House: Chloe D & Aaron S Deighton House: Lucine B & Evelyn R Drinan House: William D & Eliza S Finlay Anderson House: Billy F & James W Jones House: Caleb K & Jacqueline Z Lionel Large House: Riley M & Yusheng Z Were House: Leo E White House: Costa C (NB: No captains required for Clark and Johnston Houses in 2025)

Social Service Captains 2025: Frieda C, Lucas J & William L Sustainability Captains 2025: Cristian BG, Josh R, Remy S, Neil S & Sidharth S Singers’ Captain 2025: Sofia C Strings Captains 2025: Frieda C & Jacqueline Z

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Eblana students’ knowledge of sustainability continues to grow as they investigate and explore the positive impact they can have on their environment, no matter how small. Through their lessons with ‘Mrs Mac’, students now have a more solid understanding of whether something is sustainable; they can explain that this means we could keep using items or keep doing things for a long time. They are learning that sustainable living is trying to live in a way that reduces, or lessens our use of resources, using less where we can and recycling what we can no longer use, reusing items where we can, or reducing our use of items we don’t need.

In our classrooms in Term 1, Eblana students have been busy learning about phonics, settlement and explorers, timelines, themselves, changes in food, Mentone Grammar in ‘the olden days’, family structure and celebration, narrative story writing, Chinese New Year, measurement, addition, place value, location and data and so much more.

Eblana students are fortunate to have a rich array of specialist lessons each week, from swimming lessons with specialist instructors, to music lessons that include instrumental instruction in Years 2 to 4, to Art, Chinese language and PE and this year, the introduction of technology and science as specialist lessons for our youngest students.

In technology classes our students have been learning to code, starting in Foundation. It is impressive to see how quickly they can pick up this tricky skill. Our technology teacher, Ms Young, uses hands-on and online resources to introduce this concept and to practise the skill before moving in to coding challenges on the iPad. These skills will be used to program robots later in the year!

Ms Young has also brought wonderment and curiosity to the classrooms through the lens of science this term. Our students began the year by exploring what a scientist does. They moved on to investigating changes in food, experimenting with everyday kitchen substances and learning to record predictions and observations, all within their classroom environment.

It has been a busy time in the art room too. Dr Hayes and Ms Marshall are busily churning out masterpieces with our students, ready for our bi-annual art show later this year. The children have been using a number of mediums including paint, clay and papier mâché. While our theme is under wraps, I think the children could guess which direction it is headed and have enjoyed the opportunity to refine their skills. We all await the big show later in the year.

We truly are blessed here in Eblana!

JESS RICHARDS HEAD OF EBLANA

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RIVIERA YEARS 5 & 6

In Riviera, we continue to focus on the power of collaboration between students, teachers, and families. It is our aim to foster strong relationships, by promoting student wellbeing, innovative learning, and building students who are creative and critical thinkers. We welcomed a number of staff to the Riviera team this year: Julie Morgan (6A and Deputy Head), Kayri Shanahan (Head of Learning & Teaching F-6 and working with 6A and 5B), Elizabeth Earney (5A) and Angie Thomas (6D) as well as many new students who bring with them individual strengths and talents.

Recognising the impact strong connections have on student success, Riviera class teachers once again had the opportunity to build on these connections with our face-to-face Meet & Greet interviews before the school year started. Invaluable insights were shared, fostering understanding and collaboration between home and school, getting to know each student and their family personally. These interactions provided a platform for open dialogue, enabling teachers to gain a deeper understanding of students' individual needs, interests, and aspirations. It was also a positive way to start the school year, connecting with our Riviera families, and we thank our parents for being part of these interviews.

On 17 February our Year 5 students ventured to Cave Hill Creek for their first Learning Journey as part of Riviera. With a focus on class connections, we took advantage of this experience to facilitate team building and collaboration activities. Students

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participated in a range activities that saw them support each other to step outside their comfort zone with physical activities and sharing of spaces for community living, problem-solving challenges, and group initiatives that promoted unity and cooperation. As they navigated the surrounds of Cave Hill Creek and undertook adventurous pursuits, such as rope climbing and raft building, students developed resilience, learning to overcome obstacles and persevere through challenging problem-solving opportunities. There was much laughter and lots of smiles, as students worked their way through various activities within their groups. It was a wonderful way for students to get to know both their classmates and other students within the cohort. It is our hope that through these shared experiences our Year 5 students have developed strong bonds among their peers, and teachers, laying the groundwork for a strengthened sense of community within the School and campus.

B

The beginning of 2025 has seen our Year 6 students also commence with a positive start. They have embarked on their journey as confident learners, building on the many successes of Year 5. We welcomed a few new Year 6 students to the cohort who have settled in smoothly, making many connections already. From the first day of school, these students actively sought opportunities to build relationships with others and strive to achieve their best.

Linking our wellbeing and social and emotional learning to the Strategic commitment of Healthy and Holistic Development, in Riviera we are focusing on the lifelong skills of building positive relationships through the activities as part of the URStrong program, sitting alongside the RULER framework. As part of RULER, each class group has developed a Class Charter.

Our final Term 1 assembly focused on Celebrating Diversity, and we were able to hear from a range of our students who shared their family stories of celebrations such as Ramadan and Lent.

With links to our RE curriculum, we were able to learn so much from the sharing of experiences allowing our Riviera community to strengthen their understanding of cultures.

As we move into Term 2, we are very much looking forward to a variety of activities including the Year 6 Learning Journey to Canberra that is much anticipated by the year level and staff alike.

We look to build on the collaboration that has been so evident in Term 1 for our staff, students and families.

MARY CRAVEN HEAD OF RIVIERA

WELCOME TO JULIE MORGAN After five years at an international school in Singapore, I returned to Melbourne looking for a school that shared my values and commitment to nurturing lifelong learners. I was drawn to Mentone Grammar because of its strong alignment with my vision of fostering students who are not only academically successful but who genuinely care about positively impacting the world around them. The School’s vision resonates deeply with me.

I believe that children learn best when they are in a supportive and caring environment, and Mentone Grammar’s focus on respect, integrity, caring, and resilience strongly aligns with my own educational philosophy.

As Deputy Head of Riviera, my focus is on collaborating with the dedicated teachers and staff to ensure that every child feels seen, heard, supported and celebrated. I am excited to work alongside colleagues to empower students to better understand themselves, build healthy relationships, and navigate an everchanging world with confidence. By fostering a culture of trust and continuous improvement, we endeavour to inspire every member of the community to grow and thrive, both academically and personally.

I have appreciated being so warmly welcomed by the entire School community, and I look forward to continuing to work alongside such passionate and dedicated individuals who share the vision of nurturing the best in every child.

WELCOME TO KAYRI SHANAHAN I chose to join Mentone Grammar because its mission and values deeply resonate with my own beliefs about education. Mentone Grammar's values reflect the foundation of an inclusive and supportive learning environment where every student can thrive.

I am passionate about creating learning experiences and teaching programs that support the holistic development of each child.

Collaborating with the dedicated staff of Mentone Grammar, who truly embody these values, reinforces my dedication to our shared goals. By catering to the diverse needs of our students, we ensure that every learner has the opportunity to thrive.

As Head of Learning & Teaching (F-6), I am excited to work with my peers to design and implement dynamic learning opportunities that empower our students and inspire them to reach their full potential, both academically and personally.

Working alongside such passionate professionals, who share and actively support these aspirations, further strengthens my commitment. I have been grateful to have been so warmly welcomed into a community that values the integrity and wellbeing of all members. I am looking forward to supporting our staff to continue to provide an innovative educational environment that challenges, motivates, and cares for each student, enabling them to contribute meaningfully in our ever-changing world.

KAYRI SHANAHAN HEAD OF TEACHING & LEARNING (F-6) LITERACY & NUMERACY COORDINATOR (F-6)

JULIE MORGAN DEPUTY HEAD OF RIVIERA

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BAYVIEW YEARS 7 & 8

Adolescence is a big time for growth. These years within Bayview play a key role in shaping students’ academic, social, and emotional development. We know how important they are for setting up a strong foundation for the future. One of the things we’re focusing on in our new Strategic Vision is creating Engaged, Empowered Learners, and we’re fully aware that these early teenage years are crucial to making that happen. By focusing on Healthy and Holistic Development, we want to help students become well-rounded individuals who are ready to thrive in a constantly changing world.

For Year 7 students, transitioning into secondary school can be tough. They’re adjusting to a new environment, facing more challenging academics, and expanding their social circles. To help them along the way, we’ve once again engaged with the Think Set Go program, which runs workshops that focus on character development. These workshops help students work on selfawareness, decision-making, and resilience. Our classroom mentors also play a big role, helping students learn strategies for managing stress, setting goals, and building positive relationships. These skills are super important, not just for school success, but for personal growth, helping students feel confident as they face challenges.

For Year 8 students, we offer Toolbox Education workshops that focus on mental and emotional wellbeing. These workshops dive into things like emotional regulation, understanding personal strengths, and the importance of community. The idea is to give students practical tools to manage their emotions, build resilience, and boost their overall mental health. By working on these areas, we aim to equip them with the skills they’ll need for both current and future challenges.

On top of these workshops, the ongoing support from mentors and teachers is essential in guiding students through life in Bayview.

Along with academic and personal support, the wide variety of cocurricular activities and Learning Journeys at Mentone Grammar gives students the chance to explore their passions, develop leadership skills, and take part in activities that promote teamwork.

Whether it’s sports, music, drama, debating, chess or community service, these activities also help us work toward another key strategic goal: creating a Compassionate and Connected Community.

Though the teenage years can be a bumpy ride, with the combined efforts of such workshops, mentorship, teacher support, and cocurricular opportunities, we’re confident that our Year 7 and Year 8 students will be well-prepared for the challenges that await throughout 2025 and beyond. Through all these experiences, we’re not just creating engaged learners, but also nurturing compassionate individuals who are connected to their community and ready to thrive in all parts of life.

DAN NEWTON HEAD OF BAYVIEW

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Bayview Captains 2025 Willow Bridge and Josh Orlowski pictured with Dan Newton, Head of Bayview

WELCOME TO BAYVIEW – YEAR 7 The Year 7 transition process began in August last year with the much-anticipated Pinning Ceremony, marking the official welcome of the Class of 2030. This ceremony was followed by a series of activities designed to ease new students into the secondary school environment and assist with understanding expectations. A ‘Greet and Games’ afternoon provided a fun and engaging way to get to know peers, while several transition days helped students get acquainted with the routine and structure of a typical day in Year 7.

These pre-preparation activities proved effective in ensuring that the 2025 Year 7 cohort transitioned smoothly into Bayview. Now with a full term under their belt they are now confidently managing their 10-day timetable, and they have become adept at using lockers and navigating their way between classes with growing independence.

As is always the case, one of the highlights to start the year is the three-day, two-night Learning Journey to Mentone Grammar’s Shoreham Property. This experience not only offers exciting activities such as snorkelling, surfing, cultural talks, and tree surfing, but also provides invaluable opportunities for students to bond with their peers and get to know their mentors outside the classroom.

Overall, our Year 7 students are settling in well to the Bayview Campus, and are adapting to their new environment, while fostering strong connections with their classmates. It is evident that the combination of Mentor activities and immersive experiences has helped the class of 2030 feel at home as they embark on their secondary school journey.

JACQUI CARTWRIGHT YEAR 7 COORDINATOR

YEAR 8S LEADING THE WAY After already completing the biggest transition of their schooling last year, our Year 8s have evidently enjoyed a much smoother start to their second year in Bayview. Already knowing the facilities, their peers, and some of their teachers, has created a real sense of confidence within the cohort. It has been pleasing to see so many students hit the ground running with a lot of the standards and behaviours they learnt last year, now embedded, allowing them to get into their learning with little fuss.

Term 1 progressed with a significant number of special events filling the calendar. Students have enjoyed Medieval Day which reinforced and extended all the learning they had done in their humanities classes. Students learnt about medieval fashion, entertainment and weaponry and were even able to replicate defending themselves with a shield wall in a mock battle.

As mentioned, Year 8 students also engaged in a wellbeing program run by Toolbox Education, designed to address negative self-talk and anxieties. This, coupled with the existing Mentor program, has allowed students to further their skills in emotional identification and regulation. Establishing a positive academic and social culture has been the focus for Mentor classes in Term 1. Students have quickly adapted to their new class and, through the Mentor program, are finding new ways to practise the key school values of Respect and Caring.

The newly badged Year 8 Student Leadership Team have also participated in a range of activities such as meetings, running assemblies, organising fundraising days, and furthering their theoretical understanding of leadership through a whole day incursion from leadership consultants Yellow Arrow. We are all very excited to see what amazing initiatives our Bayview Leaders plan and action this year.

ANGUS TODD YEAR 8 COORDINATOR

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GREENWAYS YEAR 9

The Greenways Campus is designed to provide Year 9 students with unique learning experiences that extend beyond the traditional classroom settings. Students undertake various learning opportunities in settings such as Melbourne’s CBD, interstate locations, Puckapunyal Army base and our award-winning Greenways Café program.

With the launch of the School’s Strategic Vision 2025 – 2030, the programs within the Campus integrate with the five pillars outlined within the vision. Key features of the Greenways program include:

1. ENGAGED & EMPOWERED LEARNERS: • Foundational Literacies: Through the experiential learning opportunities offered within the Greenways program, including this term’s Community Connections Week, students strengthen their foundational skills through the provision of practical contexts for their application.

• Critical Skills: Activities designed around real-world problems enhance critical thinking, creativity, and adaptability. The Greenways Café program provides our students opportunities to apply these skills in a real-world, business model, which requires students to demonstrate these skills as they work together to manage the daily café operations.

• Character Development: Through service-based learning and various community projects, students develop empathy, resilience, and leadership qualities.

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2. HEALTHY & HOLISTIC DEVELOPMENT: • Emotional and Social Growth: Opportunities offered throughout the program promotes emotional intelligence and social skills through collaborative projects and reflective practices. In Term 2, all students will undertake an eight-day interstate immersion experience, providing the platform for community living whereby students work on their social skills as well as collaboration and a chance of group and personal reflection.

3. COMPASSIONATE & CONNECTED COMMUNITY: • Sense of Belonging: Group activities both in and outside of the classroom, as well as community projects foster a strong sense of belonging and community spirit for all members of the Greenways community.

• Service Learning: Students engage in service learning, building connections with local and interstate communities and understanding the importance of giving back to a cause greater than oneself.

4. ALIGNED & INTEGRATED OPERATIONS: • Innovative Practices: The strategic plan emphasises continuous improvement and innovation, which are core to the Greenways Campus and it’s learning program.

• Adaptive Environment: A flexible and adaptive operational environment supports the dynamic nature of student learning.

5. RESPONSIBLE & SUSTAINABLE FUTURES: • Environmental Awareness: Experiences offered for students includes sustainability projects, aligning with the School's increasing commitment to environmental stewardship.

• Financial Literacy: Real-world financial projects help students understand and manage financial resources responsibly.

Teachers within Greenways play a crucial role in creating an engaging and supportive learning environment, helping students develop a wide range of skills and attributes that align with the School’s Strategic Vision. Through implementation of an interdisciplinary approach to real-world learning, staff create handson projects and encourage students to reflect on their experiences throughout the year, allowing students to gain a deeper insight and nurture personal growth and individual success.

By integrating a range of experiential learning opportunities throughout the year, the program ensures that students are not only academically proficient but also emotionally intelligent, socially responsible, and prepared for the challenges of the future. This holistic approach to education fosters a compassionate and connected community, ready to make a positive impact on the world.

JULIE JAMES HEAD OF GREENWAYS

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FROGMORE YEARS 10 - 12

The Class of 2024 achieved so much, and we are immensely proud of all of their accomplishments.

VCE RESULTS 2024 It was only fitting to celebrate the year with the outstanding VCE achievements of the Class of 2024. Warmest congratulations to this remarkable cohort of Year 12 students. Their unwavering determination and ability to rise above unexpected challenges have been central to their success. Their contributions to School life were extraordinary, and the energy, joy, and camaraderie they shared left an unforgettable mark on our community.

This success story would not have been possible without the unwavering dedication and support of our incredible staff across all campuses. Their commitment, genuine care, and tireless efforts played a fundamental role in nurturing both the academic and personal growth of these students throughout their journey at Mentone.

Now that these graduates have stepped beyond our gates and have embarked on the next stages of their lives, we eagerly anticipate hearing about their inspiring journeys. We are confident their futures will be of boundless opportunities and exciting possibilities. Congratulations to the Class of 2024 – here’s to the adventures that await!

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Together, the Class of 2024 achieved the following: Median ATAR – 84.3 37% of ATARs over 90 61% of ATARs over 80 Median Study Score – 35 21.5% Study Scores of 40+ 8 Perfect Study Scores of 50 Dux – James Wu (99.90) Duces Secundi – Ella Michell & Justin Li (99.85) 100% VCE-VM Completion Congratulations to Mentone Grammar Dux 2024: James Wu (99.90) and Dux Secondus: Ella Michell and Justin Li who achieved extraordinary academic success throughout their school years.

2024 DUX

A WORD FROM JAMES WU… What have you chosen to study in 2025?

I am currently studying a Bachelor of Biomedicine at The University of Melbourne.

Which accomplishments during your time in school are you most proud of?

Being the Dux of Mentone Grammar in 2024 was a great achievement for me. However, I must admit that having the privilege of being Were House Captain in 2024 is definitely the achievement I am most proud of. The experiences I had and the memories I made with everyone are truly irreplaceable and gave rise to friendships that I wouldn't otherwise have.

How did Mentone Grammar contribute to your success in achieving your goals?

Mentone Grammar’s support has played a crucial role in my success. The unwavering support from my teachers in all subjects, and other staff has been of paramount importance to me, especially during times when I felt hopeless and lost. The vast amount of resources readily available to students allows for manageable self-studying and noticeable improvement even without the help of teachers or peers. In addition, the range of extracurriculars that Mentone Grammar offers also helped me create a healthy balance outside of academics. I particularly enjoyed the cadet program which felt like a week-long holiday before a stressful exam period, the various debating and public speaking competitions, and the unforgettable bus rides with friends.

What message would you like to convey to your teachers?

Thank you! There is no clearer way to explain this, but I would not be writing this reflection today without your help. I owe all of you so much for the care and support you have given me in my final years at school. I vividly remember the early morning sessions, after school tutorials, and even your responses to my questions late at night, taking time out of your day (and night) to help me improve. Looking back, I took this all for granted. I am deeply grateful and forever indebted for all that you have done in guiding me through the year, especially during times of great hardship.

A WORD FROM ELLA MICHELL…

2024 DUCES SECUNDI

What have you chosen to study in 2025?

In 2025 I’ve chosen to study a Bachelor of Biomedicine at The University of Melbourne.

Which accomplishments during your time in school are you most proud of?

Some of my proudest moments during my time at school include securing consecutive cross country premierships – particularly in my final year. The team culture we were able to build made Saturday mornings really special and all of the early starts worth it. I was also really proud of achieving two VCE Premier’s Awards in Year 11 – proof that the hours of study, practice exams and hard work had paid off, as well as boosting my confidence as I tackled Year 12. I was grateful that this enabled me to be a good academic role model for younger students as an Academic Captain last year. This School fostered my love for learning from an early age, and being able to give back and inspire others to embrace their academic potential was an opportunity I was very grateful for.

How did Mentone Grammar contribute to your success in achieving your goals?

Mentone provided me with all of the resources, support and encouragement to grow both as a student and an individual. The unwavering support of my teachers, who believed in me even when I doubted myself, pushed me to achieve more than I thought was possible. Beyond my studies, the School’s strong sense of community helped keep me motivated and made even the most challenging moments seem manageable. Whether it was early mornings or late nights in the study centre, there were always others going through it with you and someone to chat to if things became overwhelming.

What message would you like to convey to your teachers?

I’d like to say the world’s biggest thank you to all of my teachers! There is no way I would have made it through VCE without your unwavering support and guidance. Your passion and expertise always shone through and made us all feel so much more confident in what was such an uncertain and often scary time. All of your hard work and genuine care is so appreciated by myself and everyone at Mentone.

A WORD FROM JUSTIN LI… What have you chosen to study in 2025?

I'm currently studying a Bachelor of Commerce at The University of Melbourne.

Which accomplishments during your time in school are you most proud of?

I'm most proud of my participation in many of the cocurricular programs offered by the School.

Whether that be sport, leadership, or debating, I'm glad to have stepped outside my comfort zone to take advantage of the opportunities given to me.

How did Mentone Grammar contribute to your success in achieving your goals?

The school and staff worked hard to provide academic support beyond just the classroom.

I was grateful to have access to tutors, help sessions and study resources, especially during VCE. What message would you like to convey to your teachers?

Thank you so much for supporting me in reaching my academic goals. I appreciate all you do in ensuring we achieve our personal best.

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CLASS OF 2024

PERFECT SCORES The School congratulates seven students who, between them, achieved 8 perfect scores:

A aron Britter: Business Management 50 Jessica Chaplin: Economics 50

William McGlone: Physical Education 50

Ella Michell: Biology 50 Jack O’Connor: Economics 50

A idan Rankin: Economics 50, Physics 50

Our Year 12s also enjoyed many other celebrations…

Involvement in drama, dance, music, art, technologies, sustainability, public speaking, debating and social service programs.

Army Cadets leadership rank and promotions.

2 x AGSV Girls’ Sport premierships: touch football and swimming … and many, many more personal achievements across a broad range of areas.

Our academic high achievers of 2024 also achieved success in so many cocurricular fields throughout the year.

Noemi Sniezek: Business Management 50

ACADEMIC FULL COLOURS 2024 CERTIFICATES OF EXCELLENCE Mayukh Bera Phillippa Davies Amelie Davis Samuel Ferguson Austin Hall Nimra Haseeb Leo Hennessy Aurora Hogios Emily Holmes McKenzie Hood Blake Lamble Amelia Lea Justin Li Ella Michell Holly Nish Aidan Rankin Kiyomi Rossborough Bridget Scott Noemi Sniezek Reva Thaker Rohaan Thilak-Mathew Hannah Wagner Lucy Wloszczak James Wu

SCHOOL COLOURS – LAUREATE AWARDS Designed to recognise the outstanding achievements of Year 12 students across a myriad of academic and cocurricular endeavours. The Laureate Award is seen as the pinnacle of student achievement across their time at Mentone Grammar and is therefore only awarded to a select group of students.

Louise Coquerel Phillippa Davies Samuel Ferguson Aurora Hogios McKenzie Hood Amelia Lea Bridget Scott Noemi Sniezek Reva Thaker Hannah Wagner James Wu

We extend our best wishes to the graduating Class of 2024 for their future pursuits and express our heartfelt gratitude for their outstanding leadership and remarkable achievements throughout 2024.

JASON MANN HEAD OF FROGMORE

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ACKNOWLEDGING OUR WONDERFUL STAFF At the end of 2024, our staff enjoyed time together to acknowledge staff successes, awards and to recognise those who have reached significant milestones in their careers at Mentone Grammar.

Ongoing, the Executive will now formally acknowledge those who reach the significant milestones of 10, 20, 25 and 30 plus years of committed service to our community.

Libby Chislett (ELC Teacher) Kris Little (Eblana Teacher) Aaron Richard (Head of Languages) 25 YEARS Gavin Cornish (Music Teacher) Troy Drinan (PE & Sport Teacher) Jillian Watkins (Careers)

In 2024, the following staff members were acknowledged for their contributions and collegiality in their milestone years.

Congratulations and thank you to:

30 YEARS Cameron Lancaster (Director of School Operations)

10 YEARS (HONORARY MENTONIANS) Kristie Beames (Mathematics Teacher) Vicki Beaumont (ELC Teacher) Jacqui Cartwright (Year 7 Coordinator, Teacher) Mandy Chamberlain (Eblana Teacher) Stuart Cleeve (HPE Teacher) Pernilla Eklund Allan (Registrar) Julliet Eksiyan (Finance) Yana Hall (Director of Risk & Compliance) Vanessa Johnston (Deighton House Coordinator, Teacher) Alana Leahy (ELC Teacher) Yan Ma (Language Teacher) Lidia Mancini (Music Teacher) Bernadette McGill (Mathematics Teacher) Arena Nilsson (Science Teacher) Jarrod O'Neill (Deputy Principal) Bridgitte Roberts (Head of Student Wellbeing, Psychologist) Laura Savage (Eblana Teacher) Fiona Slocombe (Cross-campus Administration) Sheree Smith (Eblana Teacher) Mark Stembridge (Greenways Café Manager) Andrew Stewart (Chaplain) James Walton (Director of Learning & Teaching) Kate Wright (Head of Enrichment, Teacher)

Now in its third year, the Mentone Grammar staff Heart and Soul Awards celebrated four much-loved staff members. Once again, we asked our staff to nominate outstanding peers who exemplify our School values of Caring, Discipline, Endeavour, Integrity, Resilience, Respect and Service – people who are the ‘heart and soul’ of Mentone Grammar. After months of secret applications, our recipients were announced. Joined by their families, Stuart Bainbridge (Timetabler, Teacher) Belinda McNeil (Learning Support Teacher), Stacey Gwilym (Assistant Head of Science, Science Teacher) and Cameron Riley (Jones House Coordinator, Teacher) all received the gift of a travel voucher in recognition of their ability to go ‘above and beyond’ at Mentone Grammar.

20 YEARS Kate Friend (Music Teacher) Ursula Erdelyi-Götz (Language Teacher) Jaki Atwell (ELC Coeducator) Rohan Murphy (HPE Teacher) Natalie Morgenstern (Music Teacher)

HEART AND SOUL AWARDS 2024

L-R Stuart Bainbridge (Class of 1997), Belinda McNeil, Stacey Gwilym and Cameron Riley (Class of 1998) enjoying the peer-award celebration JARROD O’NEILL DEPUTY PRINCIPAL

CADET SERVICE RECOGNITION In March 2025, staff member Stuart Bainbridge also received The Australian Cadet Forces Service Medal for his time in the Mentone Grammar Army Cadet Unit, completing 15 years of service. He was also awarded his ‘first clasp’ for this medal, which is awarded for an additional five-year period of service.

CAPTAIN CAMERON WILSON

“Cadets has been a constant in my life for over 30 years, teaching me many practical skills and providing an opportunity to teach others about support, connection and leadership. I’ve made lifelong friendships and shared my journey with some exceptional people. Cadets continues to provide our students with real leadership opportunities and challenges individuals to contribute to group needs ahead of their own, serving one another.” Stuart Bainbridge (Class of 1997)

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NOTES FROM

THE CREATIVITY CENTRE

It’s been a dynamic start to the year for our technical and creative arts students following some great highlights and awards in 2024.

TECHNOLOGIES Celebrating Excellence: Our Talented Designers Shine at the 2025 Top Design Exhibition We are thrilled to acknowledge that two of our exceptional Year 12 Product Design & Technologies students from 2024 were shortlisted for the prestigious 2025 Top Design Exhibition at the Melbourne Museum, part of the VCE Season of Excellence. This recognition highlights their remarkable creativity, technical skills, and commitment to ethical design principles.

Brendan Sheppard (Class of 2024), impressed with his meticulously crafted valet stand. Brendan combined traditional woodworking techniques with modern CAD/CAM technology to produce a stunning piece from hardwood. His design process showcased a sophisticated blend of manual skills and digital precision, resulting in a functional and aesthetically pleasing product. Brendan’s valet stand not only serves as a practical piece of furniture in our busy lives but also embodies sustainability by using responsibly sourced materials and promoting longevity through its durable construction.

On the other hand, Loke Edege-Poulsen’s (Class of 2024) highly innovative flat-packed children's balance bike primarily utilised CAD/CAM skills to create a product that is both easy to assemble and environmentally friendly. His design folio demonstrated an exceptional range of creative, critical, and speculative thinking skills, reflecting his dedication to improving the quality of life for young users. The balance bike, designed with sustainability in mind, uses eco-friendly materials and aims to encourage physical activity among children whilst moving away from the alure of technological entertainment.

We are proud to share that Loke’s balance bike has been accepted into the final Top Design exhibition, a testament to his outstanding work and vision. Both Brendan and Loke have set a high standard for future designers at Mentone Grammar, and their achievements inspire us all to strive for excellence in our creative endeavours.

Congratulations to both students for their incredible accomplishments!

ANTHONY BACON HEAD OF TECHNOLOGIES

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FOOD STUDIES We are delighted to welcome Danielle Lamb, food studies specialist to our Technologies faculty in 2025.

I grew up in Mentone and still live bayside, so Mentone Grammar already feels like home. I have been warmly welcomed to the faculty by staff members Melanie Nimorakiotakis and Tracy Sheppard, along with all the members of the Technologies team. Their support has been invaluable as I have transitioned into this new role.

I am looking forward to continuing to work closely with Melanie and Tracy to further develop the food studies programs to help our young people learn not only essential life skills such as cooking, but also health and safety in the kitchen and good nutrition. I relish the opportunity to widen our students’ food experiences and hope to help broaden their tastes.

From Danielle…

“I come to Mentone Grammar as a Years 8 to 11 food studies teacher after eight years at Haileybury College, teaching VCE food studies and VCE VET hospitality. My teaching career commenced after working in the hospitality industry and VET training for many years, which allows me to bring a unique perspective to the kitchen and classroom.

The program has seen significant growth in student numbers under Melanie’s guidance, and incredible VCE results are being achieved. I aim to build on this success by enhancing our students’ experiences and results, nurturing their passion for food and learning, and helping them develop their existing skills.

I am thrilled to be part of this vibrant community and look forward to contributing to the continued success and innovation in food studies.”

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VISUAL ARTS Following on from a spectacular Art & Design Exhibition late in 2024, our visual arts team, led by Michele Gill, has planned an inspirational program for our visual arts, design and media students and have been busy both on and off campus.

FINDING INSPIRATION AT THE NGV During March, our Years 11 & 12 Art Creative Practice students embarked on an enriching excursion to the National Gallery of Victoria (NGV), where they explored the highly anticipated Top Arts exhibition and the mesmerising Kusama exhibition. This visit provided a unique opportunity for these budding artists to immerse themselves in the world of contemporary art and gain valuable insights into the creative processes of their peers.

The Top Arts exhibition showcased the exceptional work of VCE Art students from across Victoria. Our students were captivated by the diverse range of artworks on display, which included paintings, sculptures, digital media, and installations. Each piece reflected the individual artist's journey, offering a glimpse into their creative minds and the themes that inspired their work.

The exhibition served as a powerful reminder of the talent and dedication required to excel in the arts.

In addition to viewing the artworks, our students participated in a folio viewing session, where they had the chance to examine the folios of Top Arts students. This session was particularly enlightening, as it allowed the students to see the detailed planning, research, and experimentation that went into creating the final pieces. The folios provided a comprehensive overview of the artistic process, from initial concept development to the execution of the finished work. This experience was invaluable for the students, as it offered practical insights and inspiration for their own creative projects.

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The highlight of the visit was undoubtedly the Kusama exhibition, featuring the iconic works of Japanese artist Yayoi Kusama.

Known for her immersive installations and bold use of colour and pattern, Kusama's art left a lasting impression on the students.

They were particularly fascinated by her Infinity Mirror Rooms, which created an otherworldly experience through the use of mirrors and lights. The exhibition encouraged the students to think beyond traditional boundaries and explore new possibilities in their own artistic practice.

THE MAGIC OF TELEVISON Our Year 11 VCE media students had an unforgettable experience visiting Channel 10’s The Project, gaining firsthand insight into the fast-paced world of live news broadcasting. Stepping onto the working production set, they observed the intricate processes behind a live show, from camera operations to real-time editing and scripting.

A highlight of the excursion was the opportunity to engage with the show’s staff, including its news presenters. Students asked thought-provoking questions, exploring everything from the technical aspects of the live broadcast system to the personal career journeys of industry professionals. This behind-the-scenes visit provided invaluable inspiration and a deeper understanding of media production in action!

MICHELE GILL HEAD OF VISUAL ARTS

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PERFORMING ARTS After the beautiful Service of Lessons and Carols held at St Paul’s Cathedral at the end of 2024, the Music Department rode this wave of success right into 2025!

With all our ensembles up and running, our staff and students have had a busy start to the year. Auditions for the muchanticipated Heathers senior production finished in early March, with the rehearsal season well underway. Students have risen to the challenge of varied repertoire and difficult ranges, spending time with accompanists during the week to ensure they are well prepared for rehearsals.

Our VCE classes headed out to Top Class Music, listening to the highest ranked musical performances of the 2024 VCE Music assessment period. Everyone walked away from this experience not only inspired, but with a plan to ensure they were giving themselves every opportunity for success within their performance assessments.

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During March, we hosted our first ever Twilight Sessions, preshow music for the Senior Play. This event featured our Jazz Combo from Bayview, performances from VCE soloists and two of our rock bands, Rush Hour and No Food Upstairs. It was wonderful to see so many of our parents and friends gather round to enjoy some light refreshments, whilst listening to what our students have already been able to achieve in such a short period of time.

Term 1 finished on a high, with our VCE students having their Outcome 1 performance assessment on 31 March. This was a wonderful display of sheer skill and a testament to the amount of work students have been putting in since late last year.

We are all very much looking forward to a busy Term 2, with the Singers Soiree, Junior Play, Winter Concert, Cre8tive Dance and Eblana Instrumental Music Concert. Looking forward to seeing you all there!

SACHA POLLARD DIRECTOR OF MUSIC

SENIOR PLAY Our first foray into theatre for 2025 was our senior production of the hilarious stage play, Clue.

Based on the popular board game of the same name (Cluedo in Australia), our senior performers put on an absolutely brilliant show. This was a very challenging piece of theatre, especially as it was to be rehearsed largely over a six-week period and many of the lead roles had literally hundreds of lines to learn.

Well, they pulled it off in the most wonderful and spectacular way imaginable and as Director, I am immensely proud of every one of these talented performers. We had so many hilariously funny moments, physical comedy, pure farce, hideous murders, unexpected twists and some brilliant opportunities for dead bodies to steal the scene!

It took some really exceptional acting and performance skills, comic timing, focus and energy to bring classic characters such as Professor Plum, Miss Scarlet, Colonel Mustard, Mrs Peacock and Mrs White to life! And Skye M (Year 10) as Wadsworth the butler was quite brilliant in pulling the entire show together. Congratulations to every cast member and to our fabulous backstage and production crew on their role in this highly entertaining and professional production. As always, the production values were amazing – from the awesome sets and costumes to the lighting, props, sound and program. Another outstanding Mentone Grammar production.

To all who attended, I thank you and hope you enjoyed the show as much as we enjoyed performing for you.

ADAM PALMER DIRECTOR

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SUMMER The S.M.A.R.T. Program is a cocurricular program which provides students in Years 8-12 with the opportunity to participate annually in one season of a cocurricular pursuit in lieu of a Saturday sport. Each season, the preferences of students determine which S.M.A.R.T. courses run. Within the Summer 2025 season, students nominated to enhance their skills in Dance, Food Technology, and Visual Arts.

Throughout this season, students worked diligently with their facilitators; rehearsing, developing, and creating, in the lead-up to their Summer 2025 S.M.A.R.T. Program Showcase on Saturday 1 March. The Showcase provides an opportunity for the School community to recognise and celebrate the hard work and output of the S.M.A.R.T. Program and its students.

After welcoming a record number of students, staff, parents, and members of the Mentone Grammar community, our S.M.A.R.T. Visual Arts students hosted an exhibition showcasing the artworks they had developed over the course of the season. This included monochromatic self-portraits that explored their sense of identity, a series of mini canvases and a sculpture incorporating mixed media.

During this time, the S.M.A.R.T. Food Technology students circulated and offered guests various sweet and savory hors d'oeuvres.

Impressively, the copious and delicious food was created by the students, using recipes from the S.M.A.R.T. Program Community Cookbook – a cookbook produced by the students. This task saw each student utilise family recipes to develop various culinary skills, such as recipe writing and development, recipe testing, food styling and photography, and food blogging. The cookbook was proudly on display for guests to read and take home at the end of the event.

The Showcase concluded with jaw-dropping performances by S.M.A.R.T. Dance. First, the students participated in a technique showcase that gave guests an insight into how the students progressively refine their skills. Next, donning Barbie costumes and pink bows, the Year 8 students amazed with a high energy jazz number to Speed Drive by Charlie XCX. This was then juxtaposed by the senior group performing an emotion-filled contemporary dance to Take Me to Church by Hozier. The event concluded with a commercial dance to Feels Like a Different Thing by Confidence Man. This high energy number involved all the students, and the smiles on stage were reflected on the faces of all the guests, who were astonished by the incredible talents of the students.

With the Winter 2025 season commencing mid-March, we are excited to welcome a new cohort of students and look forward to seeing their talents exhibited at the Winter 2025 S.M.A.R.T. Program Showcase in late July.

Any students interested in discovering more about the S.M.A.R.T. Program are encouraged to email smart@mentonegrammar.net, or touch base with their Head of Campus to learn more.

Lachlan Howard Head of S.M.A.R.T. Program

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SHOWCASE

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HIGHLIGHTS FROM

SUMMER

SPORT TWO PREMIERSHIPS!

The 2024/25 summer sport season was another proud chapter in Mentone Grammar’s evolving sporting history, headlined by two outstanding premierships and the successful addition of new trial sports including golf, lifesaving, boys’ touch football and body balance.

TOUCH FOOTBALL PREMIERS

TOUCH FOOTBALL PREMIERS! AGAIN! Our Girls’ Touch Football team reaffirmed their dynasty, securing their 10th premiership in 11 years with an undefeated season! Their cohesion and elite standards set the tone in the competition. Coached once again by Elies El Chaar and captained by Ruby A, the hardworking squad showed great skill and determination to dominate the APS/AGSV season. Special mentions also go to three players, Yvie D (3rd), Sophie McM (Runner-Up), and Chiara P, who was named MVP for her consistent brilliance throughout the campaign.

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TENNIS PREMIERS TENNIS

Our boys’ premiership came courtesy of our Firsts Tennis team, whose title win was years in the making. This young, determined squad—many still in the junior year levels—clinched a historic first premiership in nine years with a memorable win over Camberwell Grammar in the grand final. Coached by Brad Crosher and led

by Captain Lachlan C, the team saw standouts in Diesel R (3rd), Hudson C (Runner-Up), and Ray LC, the squad’s deserving MVP. The Girls’ Tennis team, under the guidance of Coach Beti Siuklovski and Captain Naima L, demonstrated outstanding growth throughout the season. Their improvement and team spirit grew week to week, laying a strong foundation for next year. Amelia S (3rd), Mia D (RunnerUp), and Naima L (MVP) were among the team’s top contributors.

CRICKET In a sport that continues to grow in the AGSV, our Girls’ Cricket team – one of only two in the association – was proudly coached by former Head Prefect Evie Stansby (Class of 2022) and Lucy Page (Class of 2023), both of whom brought great passion and knowledge to the role. Anna B was named Runner-Up, and the ever-reliable Siena L took home MVP honours.

Our Boys’ Cricket team, led by experienced coach Peter Buchanan, had a season defined by resilience. Despite a string of narrow losses, their commitment never wavered. Luke McG (3rd), Dylan W (Runner-Up), and Jake O’B (MVP) embodied the team’s fighting spirit.

TABLE TENNIS Making their AGSV debut this season, our Table Tennis team showed great promise. While this was a development year, there were courageous efforts against strong opposition. Captained

by Alan J and coached by Chau, the team’s inaugural MVP was Erik L, with Alan J (Runner-Up) and Matthew S (3rd) also impressing.

SAILING Our Sailing team continued their strong tradition, finishing 5th in the State Championships. With no team members graduating, expectations are high for next season. James A earned MVP honours, while Lucas D (Runner-Up) and Thomas B (3rd) made valuable contributions. The team benefitted from the strong leadership of James A and Lucas D, while conducting their training out of Sandringham Yacht Club.

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VOLLEYBALL The Girls’ Volleyball program took great strides forward this season, recording significant wins under coaches Jamieson V and Minja Z, and Captain Bailey DeF. Standouts included Bailey DeF (3rd), Isabella B (Runner-Up), and MVP Eve O. The team showed great determination to improve and trained extremely hard to compete with the top APS and AGSV Volleyball programs.

Our Boys’ Volleyball team narrowly missed the premiership, losing just once during the season—to Ivanhoe Grammar, who again proved their toughest rival in the grand final. Coached by Luke Campbell and captained by Daniel G (MVP), the boys should be incredibly proud of their work rate. Riley W (3rd) and Saby D (Runner-Up) were also key players.

BASKETBALL In Boys’ Basketball, led by Coach Nathan Crosswell and Captain Thomas H, the team delivered a gritty season filled with close contests. Max McG was named MVP for his standout season, with Blake D (Runner-Up) and Thomas H (3rd) also influential.

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SWIMMING On an energetic Friday night at MSAC, heartbreak struck for our Girls’ Swim team, as the team missed back-to-back premierships by just 0.5 points to Ivanhoe Grammar. Under coaches Andrew Lauterstein and Lex Sendikas, and captains Ashley D and Makayla L, the team showed tremendous heart.

Highlights included Ashley D’s brilliant 200m freestyle and the U17 4x50m Freestyle Relay, which set a new AGSV record of 1:56.44.

(Kiara F, Alana Mc, Olivia S, Zoe B). Ashley was also named MVP.

The boys’ team was also excellent, ultimately finishing in 5th place, despite swimming personal best times all night.

Best Individual Swim went to Lachlan B, in the U13 Breaststroke, who broke the AGSV Record in a time of 33.92s. Lachlan is the first U13 boy to break 34 seconds in 102 years. Best Relay Swim went to the Open 4x50m Freestyle Relay Team (Cooper G, Ashley W, Jake R, Julian L). The boys swam the second fastest Mentone Grammar Open Freestyle Relay time in Mentone Grammar history.

MVP went to Ashley W.

It was pleasing to see the interest and enthusiasm for both our Boys' Senior Touch Football team and for introducing Body Balance (below) as new inclusions in our summer season of sport.

Congratulations to all our summer teams, on a season that gave us endless highlights, overall improvement and some great memories.

Thank you to all our captains, coaches and to family and friends who supported our young athletes.

BRENTON SANDERSON DIRECTOR OF SPORT

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WELCOME BACK! Adding to the excitement of our new school year, has been a number of memorable gatherings and celebrations, all designed to bring people together and to create lasting connections for our Mentone Grammar students and families.

Here are just a few highlights from Term 1 …

COMMUNITY WELCOME

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YEAR 12 FORMAL THE PULLMAN

ACADEMIC HONOURS ASSEMBLY HONOURING OUR HIGH ACHIEVERS OF 2024

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FOUNDERS’ DAY 3 MARCH

INTERNATIONAL WOMEN’S DAY SPECIAL GUEST FIORI GIOVANNI

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YEARS 5 & 7 PARENT WELCOME

ANZAC SERVICE

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PARENTS AND FRIENDS WELCOME! This year the goal of the Parents & Friends (P&F) group is to help Mentone Grammar parents build stronger connections with each other and the School community.

We are a volunteer group that values collaboration and community engagement, working together to foster a sense of belonging – and we have fun doing it! Through our initiatives, we aim to create a supportive network where parents can connect, share experiences, and look out for one another.

In response to feedback we received in 2024, we are concentrating on the needs of parents across different stages of their school journey. This means our 2025 program centres on holding smaller, local events for more targeted audiences.

The Parent Reps are the foundation of achieving this and we are looking forward to working more closely with them throughout 2025. We are also working hard at expanding our involvement with School initiatives and programs. This includes utilising the new Mentone Grammar Mobile Café (coffee van) that will be arriving in Term 2. We have also designed two great roles for students who are completing the Duke of Edinburgh's program with opportunities to meaningfully support P&F Events and the P&F Shop, commencing in Term 2.

During Term 1 we have enjoyed getting to know more parents and members of the School community through several events.

2025 EVENT HIGHLIGHTS • Welcome Morning Teas: during the first week of Term 1 we held multiple welcome events under the shade of the lovely gum tree in Bayview (Gumtree Courtyard). It was wonderful to see parents and students coming together with a mix of excitement, anticipation, and a little nervousness. The best part was seeing the smiles and conversations as parents began meeting others from their child’s year level.

• ELC BBQ: A fun and relaxed event for ELC parents and their children in the ELC play area, featuring delicious sausages, fruit boxes, and of course Zooper Doopers! Greenways students Gia E, Riley E, Astrud R, Ella B, Maddi H and Lexi B helped the P&F volunteers with the BBQ and ensured there were plenty of bubbles and fun times for the ELC students to enjoy.

• Year 5 & Year 7 Welcome Drinks: With perfect weather, we enjoyed seeing parents chat and unwind, while Principal Andy Müller and campus heads Dan Newton (Bayview) and Mary Craven (Riviera) spent time chatting with parents.

• Dads@MG Drinks: MG Dads held their first event of 2025 at 2 Brothers Brewery in Moorabbin. With over 70 dads in attendance, these events are proving very popular.

• Mentone Grammar Community Golf Day: Read about this wonderful community event on pages 55 – 57.

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Dads@MG We have several new members who have stepped into key roles, including Trent Granger and Nick Lund (Class of 1998) who took over as the new Dads@MG convenors from Hayden McNamara, who held the role for the previous four years. We want to thank Hayden for the enormous contribution he has made to the P&F and supporting our community of dads. The strong attendance at the Term 1 event was a great sign that new ideas and approaches are resonating with the group, helping to strengthen connections among dads. Watching the footy together, sharing stories, and reconnecting all reinforced the group’s core purpose to build a sense of community within the School.

Mon Ami The Mon Ami (French for ‘My Friend’) group will continue to foster friendships among Mentone Grammar parents, carers, and families throughout 2025, with a special focus on families who are new to Melbourne, or the extended bayside area. The Mon Ami group has appointed the following individuals to lead their initiatives: • Rohini Budhraja has stepped into the role as Mon Ami Convenor.

• Jodi Helliwell and Julia Stevenson organise social engagements for the Mon Ami group, including small group dinners.

• Eynav Grossinger-Binstok and Rohini will focus on fitness/walk & talk sessions, with group walks occurring a few times a month.

These great initiatives promote discussion and conversation and reinforce the idea that community support is essential for everyone’s wellbeing. We are incredibly grateful for the work and dedication of the Mon Ami team.

Get Involved If you'd like to learn more about the P&F or get involved, we’d love to hear from you! Whether you want to join our events, lend a hand, or simply learn more, please visit the P&F section of the School website which includes details of forthcoming events, our committee members as well as information about our meetings which all are invited to attend, or feel free to email us with any questions.

W: www.mentonegrammar.net/community/parents-and-friends E: pandf@mentonegrammar.net On behalf of the P&F Committee, we thank you for your support throughout Term 1 and look forward to a fantastic year ahead.

P&F COMMITTEE

P&F Shop The P&F Shop is an integral part of the P&F group as it helps raise funds to support our events and initiatives, as well as School resources that benefit students. We are starting to see some of the new ‘Centenary Collection’ items in The Shop as the final phase of transition to the new academic uniform ends this year. There are some great bargains with the ‘old’ uniform especially for those ‘back-up’ items to have on hand this year when pieces invariably go missing!

W: www.mentonegrammar.net/merchandise W: www.mentonegrammar.net/enrolment/uniform/secondhand-uniform-shop We are also super excited about our P&F merchandise which is flying off the shelves. Deck yourself out in our supporter gear to cheer on our teams, with warm beanies and scarves ready for the winter season of sport. These items can be purchased directly from The Shop or through the P&F Online Store.

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THE MENTONIANS

TMA COMMITTEE FROM THE PRESIDENT As we move into winter, it’s a great time to reflect on some of our recent events and successes from across our Mentonians community.

March was a memorable month for the School community and for TMA, highlighted by the presentation of our inaugural Young Mentonian of the Year Award. At the annual Founders’ Day Service, TMA Secretary Tahlah Woods proudly presented the award to Daniel Maitland (Class of 2010) in recognition of his outstanding fundraising efforts. (Read more about Daniel’s inspiring work on page 52.)

TMA also proudly partnered with the Parents & Friends group to co-host a powerful International Women’s Day event, featuring special guest speaker Fiori Giovanni.

Fiori captivated the audience with her extraordinary story of courage, resilience, and determination, from a child soldier in war-torn Eritrea and facing an arranged marriage to rebuilding her life as a refugee and ultimately thriving as a speaker, author, and businesswoman in Australia.

TMA COMMITTEE PRESIDENT Jonathan Ponnusamy (2010) VICE PRESIDENT Georgia Ahern (2011) SECRETARY Taylah Woods (2011) TREASURER Gavin Lindsay (1982) COMMITTEE MEMBERS Joshua Burt (1989) James Commerford (2022) Cameron Dunkerley (1986) Mike Durack (1967) Ivan Eaves (1966) Jono Ling (2008) Katherine Sawford (2013) Gustaf von Zweigbergk (2020) ALUMNI & DEVELOPMENT MANAGER Dorianne Spiteri

In another successful collaboration with the Parents & Friends team and the School, it was fantastic to see so many Mentonians, current and past parents, staff, and community supporters come together for our annual Community Golf Day held at the beautiful Spring Valley Golf Club. The venue provided excellent facilities and the perfect backdrop for a great day on the green, complete with some spectacular sights in the sky that made the experience even more memorable. (Read all about the successes from the day on pages 56 & 57.)

Our sporting clubs continue to thrive and enjoy success on the field, with strong participation and results. A big shout out to the OMCC Panthers (Old Mentonians Cricket Club) who played a solid season with unfortunately one too many drawn matches and narrowly missed out on a finals birth (full details overleaf).

It was a joy to see so many Mentonians from the Class of 2020 come together in April to celebrate their five-year reunion at the Hotel Brighton Sky Bar. For this cohort, whose final year was largely spent connecting online through the COVID lockdowns, the energy in the room was especially heartening, filled with laughter, lively conversation, and genuine reconnection (full details on page 57).

Late in 2024, several of our committee members attended the School’s Remembrance Day Service (see page 53) and I had the pleasure of attending the Art & Design Exhibition to select and present the annual TMA Emerging Artist Award and TMA Emerging Designer Award. From an impressive gallery of student works, we were thrilled to congratulate 2025 Visual Arts Captain, Mats P for his exceptional Year 11 VCE photographic artwork, Architectural Forms. Not only was Mats awarded the TMA Emerging Artist prize, but his stunning work was also selected for Top Arts 2025, part of the prestigious VCE Season of Excellence. His artwork is currently on display at The Ian Potter Centre: NGV Australia, Federation Square, until 20 July 2025.

Mats shared the story of his artwork.

“Architectural Forms is a bold and vibrant exploration of built design within Melbourne’s CBD. My artwork prioritises aesthetics over storytelling, employing formalism and minimalism to create visually pleasing and balanced compositions. By focusing on the visual weight of the subject and harmonising it with negative space, I manipulate the colour palette to achieve a playful yet structured equilibrium. The three-dimensional quality of the raised prints forms a visual bridge between the artwork and the architectural world, inviting viewers to explore the intersections of design, art, and space.”

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I was also delighted to present 2024 Visual Arts Captain, Sophie Frost (Class of 2024) with the Association’s Emerging Designer Award for her innovative architectural model, Frostbite Music Store Design. This was a standout piece, showcasing a clever and highly considered approach, combining aesthetic flair with practical design thinking.

Congratulations to Mats and Sophie. We look forward to seeing their continued creative successes in the future.

Mentone Grammar recently launched a new, fully funded Community Scholarship that will offer two exceptional students who would otherwise be unable to access a Mentone Grammar education, with the chance to join our School from Year 9. Made possible by the generosity of a current School family with deep, multi-generational ties to our community, this initiative reflects our long-standing tradition of giving, one that dates back to the original Old Mentonians’ Society scholarship that was created in 1927 and funded by the alumni community until the 1950s.

This new Community Scholarship reflects that culture of giving and an invitation for our alumni community to once again lead with generosity and continue building a legacy of positive impact for future Mentonians.

Sophie Frost (Class of 2024) TMA President, Jono Ponnusamy (Class of 2010), Art & Design Exhibition Opening and Award ceremony 23 October 2024

As we honour this renewed spirit of philanthropy, the School will introduce an Annual Giving Day later this year to help support this scholarship in perpetuity, as well as future facilities developments, with an immediate focus on Keysborough.

TMA is proud to support this exciting initiative and will provide more information in the coming months about how you can get involved in shaping the next chapter of our shared legacy.

Find out more and if you know someone who may be eligible, please help us spread the word: www. mentonegrammar.net/enrolment/community-scholarship.

In more sombre news, I would like to take a moment to acknowledge and honour the passing of Professor Glenn Bowes AO (Class of 1966), whose loss has been deeply felt across our community (read Glenn’s story on pages 62 & 63). We extend our heartfelt condolences to his family, and to all who are grieving the loss of loved ones.

Finally, please SAVE THE DATE for our upcoming Mentonians Association AGM on Wednesday 23 July 2025. We warmly welcome all alumni to attend, and this is a great opportunity to connect, contribute, and have your say in shaping the future of our alumni community.

As always, I encourage you to stay connected with the School and our community of Mentonians and I look forward to reconnecting with many of you at our upcoming events.

Mats (Year 11) and TMA President, Jono Ponnusamy (Class of 2010), with Mats’ prodigious work, Architectural Forms

JONATHAN PONNUSAMY (CLASS OF 2010) PRESIDENT

DATES TO NOTE …

Friday 30 May 2025

Class of 1975 – Golden Reunion

Wednesday 23 July 2025

TMA Annual General Meeting

Thursday 30 October 2025

10 | 20 | 30 | 40 Years Reunions

Tuesday 11 November 2025

Remembrance Day Service CLICK OR SCAN

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CLUB NEWS OMCC PANTHERS OLD MENTONIANS CRICKET CLUB SEASON WRAP After winning the Southern Bayside Sunday Division 2 Premiership in the 2023-24 season, (which, by the way, was the Club’s 36th premiership), we were promoted to Division 1 for the 2024-25 season.

This looked to be a daunting task when our Premiership Captain, Scott Berger, decided to play in one of the senior grades of the Dandenong District Cricket Association Saturday competition.

This, unfortunately, meant he was ineligible to play with us in the CSB Sunday competition.

Nevertheless, we were very competitive in the higher grade, being in contention for a finals position until the penultimate match of the season. Ultimately, we fell just short, in fifth position.

In some respects, the season was somewhat frustrating. There were 18 rounds fixtured but due to the Division 1 grade having nine teams, two of those rounds were byes. Moreover, another four matches were washed out, leaving a season in which only 12 matches were actually played. Of the four washouts, three were against teams that finished the season below us on the ladder.

In those matches, the points were shared and this proved very costly at the end of the season.

None of the washouts was more frustrating than our Round 11 match against Bonbeach at their ground. With opening batters padded up and bowlers warming up, the heavens opened, and a huge storm ended play 10 minutes before it was due to start.

Samild contributing 20 runs apiece. When Hampton had reached 5 for 86, the match looked all but over. Even when Hampton lost two wickets, while scoring their next five runs, a Hampton win still looked inevitable. After all, they had three wickets in hand and needed only one run. However, cometh the hour, cometh the man, as Kavinda took the ball and dismissed the last three batters without conceding a run. Result – the match ended as a tie.

This wasn’t the only close match for the season. In Round 5, we chased down Brighton’s 135 with two balls to spare. This was especially pleasing given that we had recovered from 6 for 82, losing only one more wicket in the run chase. Leader of the run chase was Harvey Samild who finished 32 not out.

Then, in Round 15, our return match with Hampton, Harvey Samild’s father, Heath, scored the winning runs from the last ball of the match.

So, the 2024-25 season came to a close with some exciting wins and a few disappointing losses. Our leading batter was Brandon Cabral who scored 170 runs at an average of 34.00. The leading bowler was Leroy D’Souza who took 13 wickets at 14.00. One of the highlights of the season was that Kavinda Kottege became the Club’s first Sunday player to reach the 100-game milestone.

The Club would like to take this opportunity to thank Mentone Grammar for making the Keysborough Playing Fields available to us. Our special thanks are due to Tom Donnell and his ground staff for preparing excellent wickets and a superb outfield. We may be biased, but in our view the grounds are the best in Cricket Southern Bayside.

IVAN EVES (CLASS OF 1966)

(NB: Off season – no Club reports available for Mentone Panthers Football Club, Mentone Soccer Club and Mentone Hockey Club)

The team’s Captain was Kavinda Kottege (Class of 2010), who also took on the role of Club President. Kavinda led from the front, none more so than in our Round 4 match against Hampton.

We batted first on a difficult wicket and scored a very modest 91 from 35 overs, with Jono Ponnusamy (Class of 2010) and Heath

Kav Kottege (Class of 2010) 100th game celebration

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Leroy D’Souza leaving ground after scoring 50

Team warm-up

Minura Gunasinghe preparing to play a shot. Heath Samild at nonstriker’s end

Connor Ramm playing straight drive. Leroy D’Souza at non-striker’s end

Kav Kottege playing off drive

Harvey Samild bowling

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SPECIAL EVENTS YOUNG MENTONIAN OF THE YEAR AWARD 2024 Congratulations to Daniel Maitland (Class of 2010) on being announced as our inaugural Young Mentonian of the Year Award recipient.

Since graduating from Mentone Grammar, Daniel has exemplified dedication and leadership within the bayside community. Not only has he remained closely involved with the School, through his own business Training with Mates (TMW), working as a coach and personal trainer for both staff and students, but Daniel’s impact extends far beyond this.

In 2016, his life was profoundly affected when his oldest sister, Bec, experienced a life-changing stroke at just 28 years of age. Miraculously, she survived, and Daniel’s experience fuelled a deep passion for raising awareness and funds for stroke survivors.

In 2019, Daniel founded the TWM Stride for Stroke event, a yearly fundraising run that has become a cornerstone of his efforts. Thanks to his hard work and unwavering commitment, this event has raised tens of thousands of dollars each year.

In 2024, the Stride for Stroke event raised an incredible $80,000, bringing the total funds raised to nearly $300,000 over five years. This money has gone toward supporting stroke survivors, funding research, and providing vital resources to those affected by stroke.

Daniel’s dedication to this cause is truly inspiring. He has transformed his personal experience into a force for good, showing immense leadership and empathy in the process. Beyond his fundraising efforts, Daniel is a tireless advocate for stroke survivors, and his work has made a tangible difference in the lives of many people.

Daniel’s efforts have earned him well-deserved recognition, including: • Kingston Citizen of the Year (2020) • Stroke Foundation Fundraiser of the Year (2021, 2022, 2023 & 2024) • Mentone Grammar Sportsperson of the Year (2018) Reflecting on his time at Mentone Grammar, Daniel shared: “The school instilled in me essential skills and values like communication, integrity, and teamwork, which have been invaluable in building a small business. I had incredible teachers who served as role models, and I’m grateful for everything the School provided.”

The Mentonians Association and the School are incredibly proud of his achievements, and we are inspired by his passion, resilience, and commitment. His work in the Mentone community and stroke recovery space exemplifies what it means to be a Young Mentonian.

Founders’ Day Service 2025 – TMA Secretary Taylah Woods (Class of 2011) congratulates Daniel

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Daniel celebrates with partner Madi and baby Tia

REMEMBRANCE DAY NOVEMBER 2024

A fitting service to commemorate our fallen

On a sunny and bright day on campus, our community came together to honour Remembrance Day, a day of reflection and gratitude. This solemn occasion was marked by the heartfelt participation of our Year 6 students, who demonstrated exemplary commitment by laying crosses in remembrance of our 12 Mentonians who served and died for their country during World War II. The service was attended by alumni and community members, all gathering to pay their respects alongside our Principal, Andy Müller. With Frogmore House as a backdrop, the atmosphere was one of unity and reverence as families, including parents of the Year 6 students, shared in the experience.

It was the School’s great honour that Paul Weir and Caroline Weir, the son and daughter of Mentone Grammar luminaries Col. Charles Weir and Marion Weir, both great stalwarts of the School’s early development, were also able to join us to mark this significant day.

Caroline and Paul Weir (Class of 1964)

Following the memorial activities, a delightful morning tea was hosted in our Greenways Café. This gathering allowed attendees to connect, share stories, and reflect on the significance of the day, fostering a strong sense of community spirit.

In celebrating Remembrance Day together, we honoured the past while strengthening our bonds for the future.

Thank you to TMA committee members Mike Durack (Class of 1967), Ivan Eaves (Class of 1966) and Jono Ling (Class of 2008) along with P&F Vice President, Vandra Harris Agisilaou and committee members Kate Edwards and Lisa Kirwan for joining us on the day.

Phil Hutson (Class of 1971) in attendance

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FOUNDATION PHD SCHOLARSHIP The Mentone Grammar Foundation provides the opportunity for Mentonians to apply for a grant of up to $15,000 to assist with the pursuit of Doctoral studies. The Mentonians Association and broader Mentone Grammar community proudly support our students to continue to ‘dream big’ long after they leave school.

Congratulations to our 2024 recipients, Alex Harris (Class of 2017) and Elyssa Osianlis (Class of 2019) who both exemplify what it takes to pursue Doctoral studies

ALEX HARRIS (CLASS OF 2017) Alex’s area of study: Determinants of suboptimal immunity induced by current malaria vaccines.

Alex is pursuing a Doctor of Medicine, Dentistry & Health Science and his research focuses on identifying the determinants of suboptimal immunity induced by current malaria vaccines.

Malaria remains a major global health burden, with particularly devastating effects in Africa and among young children, who account for approximately 75% of deaths. The first-ever vaccine shown to protect at-risk children from malaria, known as RTS,S, was approved for use in Africa in 2021. While promising, the RTS,S vaccine only provides modest protection and for a limited duration of time.

Many thanks to Geoff Ryan AM (Class of 1965), Chair of the Mentone Grammar Foundation Board, for presenting these scholarships

Alex’s research aims to better understand the immune response to RTS,S and identify any host or environmental factors that may be limiting the efficacy of this vaccine. To achieve this, he will evaluate antibody responses using plasma samples collected from young African children as part of a recently completed RTS,S clinical trial. This new knowledge will help guide any strategic modifications of RTS,S or the design of next-generation vaccines, thereby maximising the potential of vaccines to contribute to malaria elimination.

Alex says that he is grateful and honoured to receive this Foundation PhD Scholarship to support his research.

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ELYSSA OSIANLIS (CLASS OF 2019) Elyssa’s area of study: Investigating ADHD in women and people assigned female at birth across the lifespan.

After finishing school at Mentone Grammar, Elyssa went on to complete a Bachelor of Biomedical Science at Monash University and progressed into the Honours course. Her Honours project investigated ADHD in women and people assigned female at birth across hormonal life phases.

Following this project, Elyssa’s continued interest in her research topic led to her commencing a PhD with supervisors A/Prof Caroline Gurvich, Dr Elizabeth Thomas, and Dr Lisanne Jenkins in the Department of Psychiatry within the School of Translational Medicine at Monash University, and part of the Alfred Research Alliance. Elyssa also works as a research assistant at the Multidisciplinary Alfred Psychiatry research centre across various clinical trials.

2025 FOUNDATION SCHOLARSHIP APPLICATIONS OPENING SOON The applications for the 2025 Foundation Scholarship award open on 2 June 2025 and to find out about our past recipients, eligibility criteria and all the key dates please visit our website: https://mentonians.mentonegrammar.net/celebratingmentonians/mentonian-awards/foundation-phd-scholarship/

Elyssa aims to explore relationships between ADHD symptoms and sex hormones in females, throughout life phases like menopause, and across the menstrual cycle. She will be investigating cognition and emotional regulation symptoms using neuropsychological assessments, as well as measuring attentional responses through eye-tracking. Elyssa also plans to utilise neuroimaging to examine associations between functional brain networks and hormones in females with ADHD. Through her research, Elyssa hopes to improve understandings of ADHD in females, which will be further supported by this Foundation PhD Scholarship.

COMMUNITY GOLF DAY A BIG HIT! The 2025 Mentone Grammar Community Golf Day held on Friday 28 March at Spring Valley Golf Club, was a resounding success. The course was in excellent condition and the weather perfect, providing an ideal setting for golf enthusiasts.

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A total of 30 teams, consisting of 120 players, participated in the four Ball Ambrose Competition. Teams representing the various groups within the Mentone Grammar community, including current parents, members of The Mentonians Association, our alumni sporting groups, and current staff.

The RB Johnston Perpetual Cup, recognising the best-performing team of Mentonians and community, was won by William Nish (Class of 2023), Scott Nish (Class of 1995), Peter O'Gorman (Honorary Mentonian) and Liam O'Donnell (current parent), who secured second place with a combined score of 57.25.

It was an early start, with the day commencing at 7am for breakfast.

With a flotilla of hot air balloons providing some additional atmosphere, it wasn’t long before teams headed out to their respective tee boxes for the 8am shotgun start.

As the day progressed, the course came alive with laughter and cheers as teams combined their skills to par and birdie holes. The friendly competition and shared enjoyment of the game created a vibrant and positive atmosphere throughout the day.

After 18 holes, everyone gathered at the clubhouse for lunch and the awards ceremony. Linda Smith from the Mentone Hockey Club won the QuayClean Nearest to the Pin female on the 5th Hole, while Max Gibb (Class of 2021) claimed the QuayClean Nearest to the Pin male on the 10th hole. Jacky Jacob from Mentone Hockey won the GrasSports longest drive female on the 7th Hole, and Steve White, a current parent, took home the GrasSports longest drive male with an impressive 304-metre drive on the 17th hole.

The Sporting Club Community Perpetual Cup, awarded to the bestperforming team representing a TMA sports collective, was presented to the Mentone Hockey Club team of Cameron Cook (Class of 1989), Mark Evans (Class of 1990), Tim Cocks and Joshua Burt (Class of 1989), who finished in third place with a score of 57.375.

Blitzing the field to win the Parents & Friends Golf Trophy was current school parents Rowan Ball, Chris Bull, Charles Craig, and Jarrod Poole, who achieved the overall best score of the day with 53.875. Their exceptional teamwork and skill across all 18 holes securing them victory.

Although no holes-in-one were recorded, a team of current parents, Marcus Toovey, Kym Barron, Mark Griffen, and Stephen White, managed to score an eagle on the 17th hole, adding to the excitement of the day.

The Community Golf Day organising committee would like to extend their compliments and gratitude to the Spring Valley Golf Course and their staff for the excellent presentation of the course and their hospitality throughout the day. They would also like to extend their appreciation to the volunteers and staff from the Parents & Friends group, The Mentonians Association and the School, for their collaborative efforts in making the day a resounding success.

A special note of appreciation goes to our event sponsors: QuayClean, GrasSports, St Ali, Hunter Industries, JBS, LOD, MMR, Chartwells and True South for their invaluable support, which significantly contributed to making the event a triumph.

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The Mentone Grammar Community Golf Day is all about bringing together members of the Mentone Grammar community for a day of friendly competition, enjoyment, and community spirit and maybe a gentle reminder to have a golf lesson or two!

JOSHUA BURT (CLASS OF 1989) CONVENOR, MENTONE GRAMMAR COMMUNITY GOLF DAY

AN EPIC NIGHT: CELEBRATING MOMENTS THAT DEFINE US FIVE YEAR REUNION CLASS OF 2020 On Thursday 3 April, the Sky Bar at Hotel Brighton was buzzing with excitement as the Class of 2020 reunited for their long-awaited five-year celebration. Picture this: around 50 Mentonians, eager to reconnect and reminisce about the rollercoaster ride of their senior school experience.

As guests arrived, the atmosphere was electric. Warm smiles and enthusiastic hugs were exchanged, instantly bridging the gap of time. Friends who once shared lockers and lunch tables were now sharing stories, laughter, and a few heartfelt memories.

The energy in the room was infectious, and animated conversations flowed effortlessly, bringing everyone back to the good old days.

The festivities kicked off with a warm welcome from TMA President, Jonathan Ponnusamy (Class of 2010). His enthusiasm set the tone for the evening, making everyone feel right at home. As part of the celebration, he announced a thrilling prize draw where five lucky alumni would receive one of five $50 gift cards and a stylish Mentone Grammar Frank Green keep cup! The anticipation was palpable, adding an extra layer of excitement to the evening's festivities.

TMA Committee members Cam Dunkerley (Class of 1986) and Gustaf von Zweigbergk (Class of 2020) lent a helping hand, ensuring that everything ran smoothly while sporting their best smiles. The alumni were delighted to mingle and share fond memories with their former teachers, Ms Kym Willett and Rev. Michael Prabaharan. It was a true team effort, reflecting the spirit of collaboration that has always defined the Mentonian community.

In one corner, a lively group exchanged tales about their most memorable moments from School. They laughed about the challenges of navigating their final year online, thanks to COVID, and the impact this had during those formative years. Recalling virtual group projects and the many hours spent online to engage with peers and the friendships that blossomed, despite the circumstances. It was clear that Mentone Grammar had laid the groundwork for their success, even in the face of adversity.

It felt like a reunion of not just friends, but a family that had weathered the storm together. As the night drew to a close, the ‘old friends’ exchanged contacts with renewed enthusiasm. The warmth of the evening wrapped around them like a cozy blanket, reinforcing the special connections that had endured even through the toughest times.

After all, life is too precious not to celebrate the bonds that matter most!

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FROM THE ARCHIVES THE EVOLUTION OF OUR SCHOOL VALUES: A CENTURY OF GROWTH AND CHANGE As our School continues into its second century, we reflect on the rich history and the evolution of the values that have shaped it. Since 1923, our School has undergone significant transformations, adapting to the changing times while staying true to our core mission of providing dynamic learning environments with committed staff leading quality academic, wellbeing, and cocurricular programs.

EARLY 20TH CENTURY: FOUNDATION AND TRADITION When Mentone Grammar was founded in the early 20th Century, it was rooted in traditional values of discipline, academic rigour, and quality supervision underpinned by strict codes of conduct and regulations.

The 1923 Prospectus highlighted this commitment, stating, “all the work of the School is under the direct supervision of the Headmaster who teaches in every class”. In addition, the school day was meticulously structured, with the infamous ‘school bell’ signalling transitions between classes to maintain order and discipline.

c1944: Students ringing the school bell

c1930s: Headmaster CC Thorold teaching a class about Shakespeare

To supplement academic teachings and reinforce the values of discipline, hard work and enterprise, during World War II, students played an active role in supporting the School out of a sense of duty. Tasks included rolling the oval, building fences or caring for five cows and several chickens that provided fresh milk and eggs.

The cows grazed contentedly on the oval while the chickens were housed in a makeshift coop. This era fostered a strong sense of community connection and service, with everyone ‘pitching in’ during the challenging war years.

1946: Students building a fence around the oval

MID 20TH CENTURY: EMBRACING RELIGION AND MORAL INTEGRITY In 1957, the School formed a significant partnership with the Anglican Diocese of Melbourne, further aligning its values with those of religious teachings and practices, symbolised by the visible introduction of a bishop’s mitre on the crest. This period saw a greater curriculum focus on spiritual growth, integrating religious education to emphasise faith, compassion, and ethics.

The 1957 Prospectus introduced these ideals stating, “School life is based on high Christian ideals, and each day commences with worship at school assembly. Due emphasis is given to moral training in all its aspects, and a high standard of conduct.”

The values of honesty, kindness, and community service became central to the School's mission, reflecting the teachings of the Anglican tradition, strengthening the sense of community by encouraging students to support one another and engage in acts of service.

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1957: First Chaplain Victor Maddick – Partnership with the Anglican Diocese of Melbourne

LATE 20TH CENTURY AND EARLY 21ST CENTURY: INNOVATION, ADAPTABILITY, AND INCLUSION As the world changed, so did our School. The late 20th Century brought about a shift towards embracing diversity, inclusion and Australia’s multicultural identity. One of the most significant decisions at this time was the bold move to a coeducational model. This period also saw a significant emphasis on cultural awareness and mutual respect among students.

The values of empathy, understanding, and inclusivity became central to the School's ethos.

In response to rapid technological and societal changes, Mentone Grammar embraced innovation and adaptability. New facilities, including the Jubilee Wing, Gregory Fish Library, Sports and Function Centre, and a Science and Environment Centre, provided state-of-theart learning spaces. Critical thinking, creativity, and lifelong learning became key values, and the Creativity Centre began a new era of innovation across technology and the arts, encouraging students to be curious and open-minded. These advances strengthened the sense of community creating an environment where every student felt valued and included.

1970: Chapel choir and service

21ST CENTURY AND BEYOND: GLOBAL CITIZENSHIP, COMMUNITY, AND SUSTAINABILITY As we head towards the mid 21st Century, Mentone Grammar continues to evolve, with a renewed strategic focus on engaged and empowered learners, supported by the healthy and holistic development of our people within a caring and connected community (see pages 6 & 7 for details). Recognising the interconnectedness of our world, students are encouraged to embrace environmental stewardship, social responsibility, and global awareness, preparing them to contribute meaningfully to their communities and beyond.

We also recognise the importance of ‘being human in a digital world’. As technology becomes increasingly integrated into our daily lives, we emphasise the need for students to develop digital literacy while maintaining their humanity. This includes fundamental literacy skills as discussed in the Principal’s message on pages 4 & 5, together with critical thinking, ethical use of technology, and the ability to form meaningful connections both online and offline. By balancing technological proficiency with empathy and interpersonal skills, we prepare our students to navigate the complexities of the digital age while staying grounded in their values.

Our School values of today, defined as Caring, Discipline, Endeavour, Integrity, Resilience, Respect and Service, have been shaped over the past century, balancing tradition with progress and societal changes. Fundamentally, we remain committed to nurturing well-rounded individuals with the skills to thrive and make meaningful contributions within a complex digital world.

2009: Year 8 student group from the Class of 2013

2017: Creativity Centre opening

CARING, DISCIPLINE, ENDEAVOUR, INTEGRITY, RESILIENCE, RESPECT, SERVICE A CENTURY OF TRANSFORMATION: SHAPING BRIGHT FUTURES For more than a century, Mentone Grammar has embraced change, growing into a dynamic learning community that balances tradition with progress. Our commitment to fostering excellence extends beyond the classroom, ensuring that all students have the opportunity to thrive.

This dedication to making a positive difference is exemplified by the newly established Mentone Grammar Community Scholarship offering the life-changing opportunity to access our world-class education from Year 9. This fully funded scholarship is generously supported by a current school family, who have an enduring connection to Mentone Grammar spanning three generations. This scholarship reflects our culture of giving and connectedness and is an invitation for our community of alumni, parents, staff and students to continue building a legacy of positive impact for future Mentonians.

We know many in our community share this same passion for education and the values of generosity and inclusion. To support this, the School will implement an Annual Giving Day later this year, that will support this scholarship in perpetuity, as well as the important development of our facilities, with an immediate focus on Keysborough.

Together, we can continue to shape bright futures.

KERRYN VAN DER MERWE RECORDS & ARCHIVES MANAGER

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MENTONE MEMORIES THE MOMENT THAT CHANGED A LIFE GREG WITHEROW (CLASS OF 1974)

Greg Witherow had his sights set on a career in engineering when Principal Keith Jones suggested that he consider studying medicine instead. “I hadn't even vaguely contemplated that,” muses the now orthopaedic surgeon. “And I thank him for that because it was a great career choice for me. So, that was by far the biggest influence on my life.”

Greg joined Mentone Grammar in 1969 and hit the ground running, quite literally. He was active in the sports program, playing football, cricket, tennis and athletics. He also played the flute, was dedicated to his studies and was well-respected among his peers, making him a natural choice for Head Boy in 1974.

WHICH TEACHERS WERE INFLUENTIAL FOR YOU? The biggest single influence was Keith Jones. But there was Mr Webster, my maths teacher, Alex Gusbeth, who I used to throw javelin with and was our physics teacher. There was Mr Hicks, who was the coach of the football team when I was the captain, and he was also the art teacher. And, of course, Bruce Lobb.

Bruce was the School Marshal, and he was very involved with football and cadets. Bruce had a big effect on me also.

WHAT WAS YOUR JOURNEY AFTER SCHOOL? Mentone Grammar had a big influence on my decision to study medicine after school. So, I did that at The University of Melbourne and eventually ended up specialising as an orthopaedic surgeon. I am based in Perth, Western Australia, and I've been there for 39 years. So yeah, the School had a big effect on my career choice, and had a big effect on me as an individual, just because I got involved in a lot of things.

WHAT ADVICE WOULD YOU GIVE STUDENTS?

Greg Witherow (1974 Head Prefect) Greg Witherow at Friends of Frogmore Lunch 2024

View Greg’s Mentone Memories video.

CLICK OR SCAN

1971 team photo

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Take every opportunity. Get involved in all the things that interest you. These days there is far more on offer than when I went through school, but it is an opportunity you only get once. I think probably the things that I regret are the few opportunities that I didn't take.

Steve Shorten 2024

1972 Firsts Tennis

1972 Prefects

MAKING MUSIC STEVE SHORTEN (CLASS OF 1972)

Steve Shorten joined Mentone Grammar in second form (Year 8) after being granted a music scholarship. He proudly donned the colours of ‘School House’ founding a family tradition that both his brother and son would become part of.

Walking into his former school, Steve marvels at how unrecognisable the campus is from his day…‘other than the fact that there’s still grass on the oval’. Like many Mentonians of his vintage he is orientated by the facade of the former science wing, now refurbished to become the Year 12 Study Centre. He reminisces about the ‘grey brick building’ which was seen as ‘très modern’ in his day.

WHO WERE SOME OF YOUR MOST INFLUENTIAL TEACHERS? The former Chair of the School Board, Geoff Ryan AM (Class of 1965), was one of my teachers back in his staff days. He was certainly a power in the commerce area. I learned a lot from him, and he was influential in channelling me towards a career in business. Mr Godsall was the music teacher, John Wyatt for maths and coach of the First VI tennis team, which I was part of for three years, and who could forget Austin Ivy who taught history.

WHAT CAREER DID YOU PURSUE? I actually ended up getting a junior traineeship after Year 12 at Ford Motor Company, and a place at The University of Melbourne.

Some 40-odd years later at a football match at Keysborough, I bumped into Geoff Ryan, and he said to me, “Where did you go after you were at Ford?” I was surprised that he could remember that from all the students that he would’ve taught over the years.

That certainly is something. I went on to spend 40+ years in the business software industry, working in a variety of roles, in a number of countries around the world, based for the most part in Melbourne.

WHAT ARE SOME OF YOUR FAVOURITE MEMORIES? There were a number, too many to mention here, sport, Shoreham, cadets, winning swimming for the umpteenth time, but one of my favourite memories, perhaps for the wrong reason, was from back in my early years learning Russian. We used to play charades, in Russian, and one of my mates used to do the same charade every time. He would walk up to the front of the class, open the window, jump out and not come back. The teacher was very confused while we’re all yelling out, “I’m going home,” (я иду домой, in Russian), because he never came back to class after he jumped out the window.

Sport was a big part of my life at Mentone Grammar, and in addition to being a member of the First VI tennis team, I was also a keen participant in both football and athletics. One of the features of the School was that enough teams were created to cater for everyone. This meant that students who probably would never have experienced playing a team sport in their lives, were given this opportunity, for what I believe is an important life experience.

And, of course, back in the days of Keith Jones where having short hair was of paramount importance, they actually set up a real barber shop with a proper barber chair. Our last day at the School in Year 12 was highlighted by our final assembly where we managed to move the barber's chair onto the stage in the old hall, where I sat in the chair at the piano to play the hymn for that day, whilst wearing Top Hat and Tails and a long-haired wig. Halfway through Morning has Broken, Mr Jones proceeded to cut the wig with a strategically placed pair of scissors in his desk. Laughter all around, except my sister whose wig was destroyed!

View Steve’s Mentone Memories video.

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SHARE YOUR STORY If you have a great story to tell about your time at Mentone Grammar as a student or staff member, special memories of classmates, teachers or colleagues, or want to keep us up to date with what’s going on in your career and special events in your life, we would love to hear from you. https://mentonians.mentonegrammar.net/memories

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THE MENTONIANS

VALE

The Mentonians Association records with sadness the passing of the following member of the Mentone Grammar community.

Our thoughts are with his family and friends.

GLENN BOWES AO (CLASS OF 1966)

2 NOVEMBER 1948 – 16 JANUARY 2025 It is with heartfelt sadness that we share the news of Glenn Bowes AO’s passing on Thursday 16 January 2025.

1966 Head Prefect

Glenn was a student at Mentone Grammar from 1958 to 1966, where he served as Head Boy in his final year and was awarded the WS Lesley Award in 1966 for outstanding scholarship, leadership, and sportsmanship. Alongside his classmate, Anthony ‘Tony’ Collins, Glenn was also one of the first two students nominated by the School to participate in the annual Lord Somers Camp and Power House (LSCPH) Big Camp in 1966. In a recent profile, he credited the School with providing an education that inspired his life and career.

He went on to complete both his medical degree and PhD at Monash University, followed by a postdoctoral fellowship at the University of Toronto, Canada. In 1991, Glenn became Australia’s first Professor of Adolescent Health at The University of Melbourne and Royal Children’s Hospital. As Professor Emeritus of Paediatrics at The University of Melbourne’s Faculty of Medicine, Dentistry, and Health Sciences, Glenn remained deeply committed to the health and wellbeing of children and young people throughout his life.

A dedicated member of the Mentone Grammar Board from 2006 until his retirement in 2011, Glenn’s profound understanding of the challenges faced by students and his contributions to the School community were invaluable. His remarkable career in health and academia earned him the inaugural Tony Drinan Medal in 2001, awarded to Mentonians who achieve outstanding success and bring honour to the School and service to the community.

Glenn Bowes AO

When delivering the 2009 Keith Jones Oration, which honoured his former Headmaster, Glenn shared how a sabbatical leave experience reinforced his belief that the health and wellbeing of young people are largely shaped by their connections with family, school, peers, and community. He also reflected on the lasting lessons from his school years, including a commitment to service and the development of life skills to contribute meaningfully to society.

In 2016, Glenn was appointed an Officer of the Order of Australia (AO) in recognition of his distinguished service to medical education, child health, welfare, and his contributions to government and professional organisations.

As a long-term supporter and former Director of Anglicare Victoria, Glenn's family encourages others to support this organisation's important work with vulnerable children and young people. Donations can be made via Working Together for Better (https://giving.anglicarevic.org.au/).

Glenn’s legacy will continue to inspire us all, and he will be greatly missed. We extend our deepest condolences to Glenn’s partner Professor Jo Douglass AO, his children William, Sarah, Matthew, Julia, and Charlie – and to many friends who will miss him greatly.

Labore et Honore

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Mentone Grammar ISSUE 1, 2025

1966 Prefects

1996 Founders’ Day

2009 Keith Jones Oration – Prof Glenn Bowes AO, Mal Cater (Class of 1981), Mary Jones, Simon Appel

2001 Inaugural Tony Drinan Award night – Don Ingram (Class of 1955), Jan Drinan, Glenn Bowes AO, Mary Jones

March 2023

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THE MENTONIANS

KEEP IN TOUCH There are many ways that you can stay connected with fellow alumni through The Mentonians Association, as well as the broader School community.

We welcome your comments, suggestions, stories, and active participation. Attend one of our reunions or special events, join a sporting club, become a tutor for current students, join the School’s coaching team, or attend one of the incredible student performances. We would also be more than happy to organise a private tour of the School or discuss other ways for you to get involved with The Association or the School.

THE MENTONIANS CONTACTS ALUMNI & DEVELOPMENT MANAGER Dorianne Spiteri E: thementonians@mentonegrammar.net T: +61 3 9584 4211

thementonians Mentone Grammar

Visit our website for all the latest news and events and don’t forget to update your details and/or share your Mentone Memories with us!

@the_mentonians

https://mentonians.mentonegrammar.net

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There are many ways that Mentonians can stay involved with our community. Visit our website or contact the Alumni & Development Office for further information.

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Mentone Grammar ISSUE 1, 2025

Mentonians performing at St Paul’s Cathedral in the School's annual Service of Lessons and Carols, December 2024

COMMUNITY CONNECTIONS Mentone Grammar has a vibrant and welcoming community of parents, alumni, clubs, friends and partners who provide an extended network of opportunities and support to the School.

OPEN DAYS & SCHOOL TOURS

CAMPUSES & FACILITIES

PARENT GROUPS

A great opportunity to explore our School if you are interested in enrolling your child.

In addition to the School’s main campus in Mentone, we operate additional facilities that extend the educational offering of our School.

Parents & Friends (P&F) Being involved in P&F activities is a great way to connect with other Mentone families. The P&F also offers two special interest groups: Mon Ami for new families to Mentone/Australia and Dads@MG.

PLEASE NOTE: Places are limited so all prospective students must be registered on our waitlist. Apply early to avoid disappointment.

Open Day Saturday 9 August 2025 9.00am – 12.00noon All campuses School Tours Thursday 23 October 2025 9.30am – 11.00am (Years 5 & 7 entry only) For the latest information on our Open Day and School Tour dates please head to our website mentonegrammar.net/enrolment/ school-tours-and-open-days/

PRIVATE TOUR If you would like to arrange a Private Tour, please contact the Enrolments Team on: T: +61 3 9584 4211 E: enrol@mentonegrammar.net

R. M. Sykes Shoreham Camp Marine Parade, Shoreham Keysborough Playing Fields 756-768 Springvale Road, Keysborough

ARCHIVES CENTRE For all historic Mentonian donations please contact: Kerryn Van Der Merwe Records and Archives Manager T: +61 3 9584 4211 E: kerrynv@mentonegrammar.net

KEY CONTACTS For all School and campus contacts, please visit our website: www.mentonegrammar.net Mentone Grammar @mentonegrammar Mentone Grammar

P&F main contact E: pandf@mentonegrammar.net Mon Ami (New Families Convenor) Contact: Rohini Budhraja (via pandf@mentonegrammar.net) Dads@MG Trent Granger & Nick Lund (via pandf@mentonegrammar.net)

MENTONE AQUATIC Swimming programs are designed

by Olympians Toby Haenen and Andrew Lauterstein who share a love and passion for swimming focused on fairness, consistency and progression.

T: +61 3 9581 3288 E: info@mentoneaquatic.com Cnr Como Parade West & Lucerne St, Mentone Mentone Aquatic @mentoneaquatic

THE MENTOR PUBLISHED BY MENTONE GRAMMAR

CONTRIBUTORS

63 Venice Street, Mentone 3194

With special thanks to:

T +61 3 9584 4211

Ross Joblin Chair Andy Müller Principal Dorianne Spiteri TMA Editor

W www.mentonegrammar.net E enquiry@mentonegrammar.net ABN 87 616 069 977

EST. 1923 Editor Jen Blackburn Design Mark Hudson, Mosaic Studios Print Eastern Press

Anthony Bacon, Stuart Bainbridge, Peter Bratuskins, Jacqui Cartwright, Monica Clarke, Mary Craven, Kelli Dawes, Katya Dunham, Pernilla Eklund Allan, Michele Gill, Hunter Griffin, James Houghton, Lachlan Howard, Julie James, Steph Kinnear, Garrett Kinchington, Danielle Lamb, Cameron Lancaster, Jason Mann, Julie Morgan, Jarrod O’Neill, Adam Palmer, Justine Piper and P&F committee, Sacha Pollard, Jonathan Ponnusamy, Dan Newton, Jess Richards, Brenton Sanderson, Kayri Shanahan, Peta Stubbs, Angus Todd, Kerryn Van Der Merwe, James Walton, Cameron Wilson, Ben Wolstencroft, Danny Yardis, Years 11 & 12 student leaders.

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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

www.mentonegrammar.net