Issuu

The Magazine of the MLC School Family

Autumn/Winter Edition 2025

REFINING LEARNING OUR OLD GIRLS IN THE JUNIOR SCHOOL IN ACADEMIA

MLC School’s goal for each girl when she graduates is to be: – Compassionate to herself, interacting with others with kindness and celebrating diversity – Courageous in her pursuits, expressing herself honestly and with integrity to live a life with purpose – Capable of navigating change, showing leadership in adapting to the multiple paths that her future will take

S T R AT EG Y 2025 -2027

– Connected to the legacy of MLC School, using it to inspire her to be an agent of change in her world

EDITORIAL Michele Dunn Barbara Hoffman Amelia Morgano

PHOTOGRAPHERS Nicole Anderson Wendy Chung Tracy Mock Amelia Morgano Maria Rulloda MLC School community

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Office Hours MLC School hours are 8am to 4pm weekdays

MLC School acknowledges the Traditional Custodians of the land on which the School is located, the Wangal of the Eora Nation, and pays respect to Elders past and present.

S T R I N G I N G TO G E T H ER SU CCE S S

Cover photo: Year 3 student enjoying reading during English class

ALSO INSIDE THIS ISSUE

Y E A R 10 T R A N SI T I O N P RO G R A M 2024

R E SI L I EN T A N D D E T ER M I N ED, CL A S S O F 2024

NURTURING FE A RL ESS THIN K ER S

OUR OL D GIRL S IN AC A DEMI A

EM P O W ER I N G YO U N G W O M EN

A H E A R T WA R M I N G SU CCE S S

A N E V EN I N G O F CO N N EC T I O N

T H E T H R E A D ACRO S S G EN ER AT I O N S

MLC SCHOOL

FROM THE PRINCIPAL

LUCIS AUTUMN/ WINTER 2025

We begin 2025 guided by our new strategic plan, which retains our single intent – the MLC School girl is at the heart of everything we do, and sets the direction for the School for the next three years. The Strategy 2025 - 2027 builds on our legacy of almost 140 years of providing outstanding education for young women, and is the culmination of consultation with staff, students and parents over 2024. We are clear that MLC School is an accepting, diverse community reflecting the nature of modern society and the variety of cultural and faith backgrounds that are evident in our global city. Our Uniting Church history and connection steers our values and approach. I warmly welcome Melissa McMahon to MLC School as Head of Learning and Teaching. As a Senior HSC English Marker and educational leader grounded by research expertise, she offers insight into the implementation of new syllabus changes across the School. Keeping our eye on learning, we open the doors to the Junior School, as our educators refine and deliver the new syllabus for NSW English and Mathematics. In tandem, we continue to nurture cognitive development through the power of music in learning and look at the impact the compulsory Strings Program for Year 1 and Year 2 has on developing young minds.

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Also in this edition of Lucis, there is a focus on the countless fearless thinkers in our history – this time we look at our Old Girls in academia, those who have and do make an enduring impact on education. They are inspiring role models and pave the way for current and future students to follow their passions in teaching and research. Her Majesty Queen Nanasipau'u of Tonga recently honoured us with a visit to mark a new partnership where we will work closely with Tonga’s only all-girls school, to help Queen Salote College with initiatives to empower the lives of young women through education. Our events bring the community together, be they formal occasions such as Speech Day or the Assembly for Academic Excellence, or more casual get-togethers like the Parent Welcome or Intergenerational High Tea. I am sure you will enjoy reading about these stories and many more in this edition of Lucis.

When the girls find their groove, their joy is palpable, and it does wonders for their social-emotional skills too.

LISA MOLONEY | PRINCIPAL

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MLC SCHOOL

STRATEGY 2025-2027 Building on our 140-year legacy of excellence in girls' education. As we approach 2027, we are dedicated to equipping girls with the knowledge and skills to shine as daughters of the light. The plan is the culmination of consultation with staff, students and parents over 2024. This strategy is guided by our single intent – the MLC School girl is at the heart of everything we do.

SCAN

This intent will be guided by:

1 Our expertise in girls’ education 2 Data insights 3 Research and innovation These goals inform our seven focus areas detailed in the following pages. The enabling initiatives of each focus area, paired with our goals, Mission, and Values, will help achieve our Vision of being renowned as a school where every girl is known, challenged, and supported to achieve her personal best.

TO VIEW THE FULL STRATEGIC PLAN EXPERIENCE

LUCIS AUTUMN/ WINTER 2025

FOCUS AREA 1 LEARNING AND TEACHING GOAL: To engender an academic environment that empowers and motivates every girl to achieve her personal best.

FOCUS AREA 2 SPIRITUAL LIFE

ENABLING INITIATIVES: • Work with teaching staff to define and embed the agreed MLC School approaches to Learning and Teaching to ensure that there is consistent, high quality classroom practice across the school. • Where appropriate, continue to integrate new technologies into our classrooms, using current research to determine where technologies can enhance learning. • Foster and extend our partnerships with universities, businesses, alumnae networks, and others to create a wide range of learning opportunities for our students. • Enhance and extend our range of programs for high potential and opportunities for learning enrichment across all stages of learning. • Continue to invest in personalised learning interventions so that every girl is supported to strive for her personal best. • Continue to lift the quality and range of student involvement and performance in STEM subjects.

GOAL: To cultivate the spiritual life of each girl, underpinned by Christian values and a commitment to service, justice and compassion towards others. ENABLING INITIATIVES: • Review and enhance our pastoral care and wellbeing initiatives using evidence-based programs and regular evaluation. • Explore and pilot ways of using student data to provide deep insights into student opportunities and needs, leading to the seamless provision of enhanced learning, wellbeing, and pastoral support. • Further refine our pastoral care structures, including daily routines, staff responsibilities and areas of focus and encouraging positive and trusting relationships between students and staff so that all students feel known and cared for. • Develop systems and practices to encourage and support each girl to reflect on how she is developing in her expression of the School’s Graduate Attributes.

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FOCUS AREA 3 PASTORAL CARE AND WELLBEING GOAL: To provide a supportive, caring environment where every girl is known and feels a sense of belonging and connection throughout her MLC School journey.

FOCUS AREA 4 CO-CURRICULAR AND SERVICE

ENABLING INITIATIVES:

GOAL:

• Review and enhance our pastoral care and wellbeing initiatives using evidence-based programs and regular evaluation.

To provide rich co-curricular and service opportunities that challenge and inspire girls while fostering a sense of belonging and connectedness.

• Explore and pilot ways of using student data to provide deep insights into student opportunities and needs, leading to the seamless provision of enhanced learning, wellbeing, and pastoral support. • Further refine our pastoral care structures, including daily routines, staff responsibilities and areas of focus and encouraging positive and trusting relationships between students and staff so that all students feel known and cared for. • Develop systems and practices to encourage and support each girl to reflect on how she is developing in her expression of the School’s Graduate Attributes.

ENABLING INITIATIVES: • Further develop our rich array of co-curricular activities aimed at developing a feeling of belonging and a range of personal qualities such as confidence, communication, teamwork, and leadership. • Celebrate our renowned Music program and further promote our other co-curricular activities including Drama, Dance, Debating, STEM, and Public Speaking, capitalising on the planned 2027 opening of the new Performing Arts and Sports Centre (PASC). • Improve our Sports program to ensure that it best meets the needs and aspirations of our students, encouraging participation by all, while also providing high level competition for those who strive to excel. • Ensure every MLC School student has the opportunity to develop resilience and grow through deliberately designed, developmentally appropriate experiences. • Continue to build our Service Learning program, partnering with Uniting Church and other agencies to offer a compelling range of opportunities, aligned to our values as a school.

STRATEGY 2025-2027

LUCIS AUTUMN/ WINTER 2025

FOCUS AREA 5 STAFF GOAL: To ensure all staff have opportunities and support to flourish professionally, inspired by their passion for the education of girls. ENABLING INITIATIVES: • Provide all staff with the development, recognition, and employee experience that supports them to achieve their professional best. • Intentionally attract and retain excellent teachers by providing tailored programs, mentoring, and diverse leadership training within a rich professional learning setting. • Intentionally attract and retain excellent Professional, Operational and Support Staff (PAOS) by providing tailored programs, mentoring, and diverse leadership training within a rich professional learning setting. • Actively support a culture and practice of research and innovation, across the staff team, to explore new ideas for the benefit of students, staff, and the School. • Continue to maintain and improve our safe and healthy workplace.

FOCUS AREA 7 STEWARDSHIP GOAL: To ensure the ongoing success of the School through wise use of resources and thoughtful planning which meets the needs of current students while securing a strong, enduring future.

FOCUS AREA 6 COMMUNITY GOAL: To build genuine relationships based on the pride, sense of belonging, and connection within the MLC School community, thereby advancing the School’s Mission and Vision. ENABLING INITIATIVES: • Maintain and celebrate our strong links and partnerships with parents and carers. • Develop a vibrant and well-supported philanthropic program, giving community members the opportunity to create a legacy benefiting current and future generations of students.

ENABLING INITIATIVES: • Continue to develop the School’s physical and digital infrastructure to provide the environment that ensures MLC School remains a great place to learn and work. • Operate efficiently to underpin school fee value. • Ensure strong risk and compliance frameworks are in place, governing important areas such as student and staff safety, financial outcomes, data and privacy. • Enhance our environmental sustainability frameworks, ensuring students, staff and community are actively engaged in our sustainability journey. • Ensure our students, staff, and reputation are protected from digital threats.

• Further develop meaningful links with our alumnae network, celebrating their connection to the story of the School and creating opportunities for alumnae to involve themselves in the School in ways that are mutually beneficial. • Continue our commitment to Indigenous education and fostering mutual understanding and reconciliation with First Nations communities.

STRATEGY 2025-2027

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BEHIND THE SCENES OF M LC S C H O O L' S FAC I L I T Y UPGR ADES

Collaborative Efforts Over the past year, MLC School has embarked on a series of significant upgrades and refurbishments across campus, enhancing both functionality and aesthetics. These improvements reflect the School's commitment to providing a positive and welcoming environment for students, staff and visitors.

LUCIS AUTUMN/ WINTER 2025

MLC School's collaborative Facilities team

One of the major projects completed was the restoration of the Schofield Tower and Chapel. This extensive nine-month endeavour finished in September 2024, and included a new slate roof, timber windows, brickwork and sandstone restoration, new gutters, fascia, and a fresh coat of paint. The meticulous work has revitalised these historic structures, preserving their charm and ensuring their longevity. In the Aquatic Centre, the diving boards have been sandblasted and repainted ahead of a busy calendar of diving events. This essential maintenance ensures the safety and longevity of the equipment, allowing students to continue enjoying the facility safely. ‘The recent upgrade of the MLC School diving boards has definitely made for a smoother take off experience, which is critical when performing rotations and twists as part of more technical dives. The changes to the boards have seen improvements to diving take offs which also improved the dive entries across the entire MLC School dive team.’ – Ada Savage (Year 9) The most highly anticipated work to the Aquatic Centre’s bathrooms have been completely refurbished for all to enjoy. New additional changerooms were created, including unisex and compliant disabled facilities, enhancing accessibility and comfort for all users. ‘The new bathroom facilities are a bright, open and modern space with an extended changing area making a big difference in transitioning from sport to school. It's wonderful to see the school listening to parents and student's feedback and investing into these new facilities.’ – Zoe Pollard (Year 11) ‘The MLC School Aquatic Centre sometimes feels like my home away from home, with the number of hours spent there over the years between swimming and diving. The recent renovations of the bathrooms and changing facilities has made for a much faster transition between school and training, with plenty of storage for the girls’ bags while maintaining access to showers and toilets when needed. The built-in change tables are a fantastic addition for our families and community with younger children.’ – Kacie Tulliani, Junior School Parents and Friends (JSP&F) President Similarly, the ground floor toilets on the Grantham Street side of the School and on Level 3 of the Independent Learning Centre underwent transformation, modernising the spaces, improving functionality and brightness.

New stair lighting brightens the Drama Theatre experience

The current Drama Theatre has had a makeover, ready for a full calendar of productions. Parents and carers will be excited to enjoy new theatre chairs accompanied by stair lighting, new carpet, and a fresh coat of paint. These enhancements have significantly improved the theatre's ambiance and usability for decades to come. The Senior Centre also benefited from several upgrades. On the ground floor, new office space was created for the Head of Senior School, along with a new dedicated staffroom facility. Level 1 saw the addition of a new IT help desk and office space, complete with new furniture. These improvements provide better support for students and enhanced private collaboration opportunities for staff. Level 3 of the Senior Centre has transformed into a proper student rooftop oasis, with new outdoor furniture that creates a more inviting space for students to relax and socialise. Significant landscaping work has been nurtured from the ground up. Enhancements have been made to the Senior School Reception entrance, the Music Centre’s garden, across Junior School and around the Bird Bath Quad. These serve to beautify the campus and create a more welcoming natural environment. Additional landscaping work is planned throughout 2025, ensuring the campus evolves across the seasons. ‘Enhancing the School’s gardens and facilities, directly creates a more engaging and inspiring environment. We know that green spaces offer a calming atmosphere which boosts focus and creativity. Having wellequipped facilities ensures that the girls have the resources to thrive. Investing in these improvements for learning and wellbeing fosters a sense of pride and motivation, empowering students to reach their full potential.’ – Martin Homola, Facilities Manager These extensive investments in MLC School's facilities are a testament to the School's dedication to continual improvement. The successful completion of these projects often requires collaboration among several behind-the-scenes teams, including Facilities, Finance, and Marketing and Community Relations. Together, they work tirelessly to ensure the campus remains a vibrant and supportive environment for all.

MLC SCHOOL

Nurturing

F E A R L ESS THINKERS

LUCIS AUTUMN/ WINTER 2025

Melissa McMahon is the new Head of Learning and Teaching at MLC School. As an educational leader, she has held a range of roles at independent and systemic schools such as Pymble Ladies’ College, Trinity Grammar School and Oakhill College. Melissa is currently studying a Master of Research at Macquarie University in the teaching of writing, and is a Senior HSC English Marker. She is passionate about the growth of teachers, developing student agency and fostering cultures of thinking. She shares her hopes, dreams and pedagogical insights with the MLC School community below.

It’s an honour to be the new Head of Learning and Teaching at MLC School, a school that proudly embraces diversity and strives to influence girls to be fearless thinkers who dare to challenge prevailing paradigms and contribute positively to the world. Indeed, it was MLC School’s mission for education that attracted me to the gates. The world desperately needs young women of courage, intellect and compassion who can think critically and design creative solutions to pressing problems. I am excited by the opportunity to support this team of teachers who design learning experiences for our girls that set them up with the dispositions and knowledge needed for them to thrive.

MLC SCHOOL

My best hopes for this role… WHEN I START OUT ON A NEW CHALLENGE OR ADVENTURE, I ALWAYS LIKE TO CONSIDER WHAT MY BEST HOPES ARE FOR THE ROLE.

BEST HOPE #1 – FOSTERING TEACHER EXPERTISE

Expert teachers have a strong impact on student outcomes. Such teachers are disciplined experts who are well-equipped with a great arsenal of pedagogical practices to design rigorous learning experiences for students. MLC School already has a high number of teachers who are HSC and IB Diploma markers and examiners. In my role, I will be looking to encourage as many teachers as possible to take on further study in their discipline, participate in their professional association and get involved in HSC/IB Diploma exam committees and marking. MLC School has fabulous teachers, many of whom are already contributing to the profession broadly, and this is something I want to encourage in the majority of our teaching staff.

I am an accredited growth coach, and I hope to bring instructional coaching to MLC School so that teachers can leverage the strengths of one another. With this best hope in mind, the classroom is the key focus of my attention. I have spent the last ten years in classrooms observing teachers; working shoulder to shoulder with teachers to enhance classroom practice. Getting as close as possible to what Elmore calls the instructional core, is vital for educational leaders. Across MLC Junior School and Senior School, the girls will see a greater frequency of teachers observing one another and engaging in collegial conversation about pedagogies that work for MLC School girls.

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BEST HOPE #2 – STUDENT AGENCY AND RESILIENCE My hope for all MLC School girls is that they will walk through the gates at the end of their schooling with a deep understanding of how they best learn, with the feeling of being hungry to learn more. Content is very important, however, we know that a significant amount of that content will be forgotten. So what will be the residue? My hope is that the residue will be the desire to continue learning, coupled with the ability for all learners to plan, self-monitor, reflect and self-regulate. Metacognition is something that we need to explicitly teach girls, and once in possession of it, they can be agents of their own learning. To achieve this, teachers need to design learning experiences that encourages girls to see learning as a process. Much of what I see in classrooms in this modern era is short-term, designed for students to retain just for an exam. After the exam is over, students often park that knowledge and many even throw

away their notes (which is a potent symbol of an attitude that knowledge is valuable only in so far as it helps one achieve success in an exam). We need to challenge this view and value learning for learning’s sake. Projects that we see in the more practical hands-on subjects such as Visual Arts, Design and Technology and Music give us a blueprint for quality learning design that gives students the opportunity to ideate, plan, self-monitor and reflect on progress. Importantly, this kind of process-oriented learning allows girls the opportunities to experience mistakes and failure. Learning is a messy process that involves undertaking hard things and often involves dealing with failure. Mistakes are necessary for growth; we cannot and should not shelter MLC School students from doing difficult things, otherwise they will not grow in their learning. Greater academic resilience is something I really want to work on at MLC School. If girls fear failure, they won’t take important academic risks that will give them the dispositions, skills and preparedness for lifelong learning.

MLC SCHOOL

BEST HOPE #3 – FOSTERING A THRIVING RESEARCH CULTURE

Innovation is part of the lifeblood of MLC School. I am excited to join a school that has been a pioneer of girls’ education. The School already has some excellent partnerships running with organisations such as Australian Education Research Organisation and the Association of Independent Schools NSW; current focuses are on the teaching of reading, and multiple teachers are engaging in robust research action into areas of girls’ education such as STEM. At MLC School, my best hopes for building a research culture revolve around creating an environment where inquiry, exploration and evidence-based practices are at the heart of our educational approach. I envision a school where support systems are in place to promote collaboration and open discussions among staff and students. I aim to encourage teachers to share their research findings and integrate them into their

teaching practices, fostering a community of continuous learning. Providing professional development opportunities focused on research methodologies and best practices is a priority. I also want to create platforms for students to engage in research projects and present their findings, empowering them to develop what Ritchhart calls “intellectual character”, which manifests in dispositions such as curiosity, perseverance and open-mindedness. Armed with intellectual character and compassion, we know that MLC School students can and do make significant contributions to society. Continued partnerships with universities and research organisations will provide valuable resources and mentorship, further enriching a culture of research. By embedding research integrity and celebrating both successes and failures, I believe we can model and cultivate a culture that values continuous improvement and innovation focused on the needs of the whole girl.

LUCIS AUTUMN/ WINTER 2025

Refining Learning in the Junior School IMPLEMENTING THE NEW NSW ENGLISH AND MATHEMATICS SYLLABUS IN PRE-KINDERGARTEN TO YEAR 6 – PAGE 18

STRINGING TOGETHER SUCCESS: THE ROLE OF MUSIC IN COGNITIVE DEVELOPMENT – PAGE 20

MLC SCHOOL

Implementing the New NSW English and Mathematics Syllabus in Pre-Kindergarten to Year 6 By Sonia Weston, Deputy Head of Junior School – Curriculum

At MLC Junior School, the introduction of the updated NSW English and Mathematics syllabus documents has provided an exciting opportunity to refine teaching and learning, ensuring that programs align with the latest research and best practices in education. These enhancements allow staff to further strengthen the foundational skills that students need for academic success, equipping them with essential knowledge and strategies for the future.

Mathematics: Strengthening Numeracy for the Future

English: A Renewed Focus on Literacy and Text Analysis

The revised Mathematics syllabus emphasises fluency, reasoning, and problem-solving, fostering confident and capable mathematicians. MLC School’s approach carefully sequences learning experiences, guiding students from hands-on, concrete exploration to abstract mathematical thinking.

The revised English syllabus underscores the importance of explicit, structured instruction in reading and writing. MLC School’s programs ensure students develop the literacy skills they need to articulate their ideas clearly across all subjects.

For the youngest learners, developing number sense is a key focus. This begins with hands-on activities, using counters and visual models to explore numbers, before transitioning to symbolic representations and written equations. For example, when investigating factors of 15, students may first group objects to form arrays, then sketch their findings, and finally express their understanding using number sentences. As students’ progress, their proficiency with number operations is systematically built up. From mental strategies for addition and subtraction, to written algorithms involving decimals and fractions, the key approach ensures deep conceptual understanding. By Stage 3, students confidently apply a range of strategies to solve real-world mathematical problems, preparing them for the increasing complexity of secondary Mathematics.

In the early years, a strong emphasis on structured literacy ensures firm foundations in reading and spelling. Through systematic phonics instruction, guided reading, and repeated practice, the girls build their skills which are necessary for fluent, confident reading. Writing instruction follows a carefully sequenced pathway, progressing from sentence construction to paragraph development and, ultimately, extended text creation. This approach equips junior school girls with the tools to craft well-structured, engaging and purposeful writing. The new syllabus also highlights multimodal literacy, preparing students to navigate an increasingly digital world.

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How Can You Support Your Daughter at Home? Parents play an essential role in reinforcing classroom learning. Here are some simple yet effective ways to support your daughter’s development in English and Mathematics:

Encourage mathematical discussions: Talk about numbers, patterns, and measurements in everyday activities such as cooking, shopping or travel.

Read together daily: Sharing the experience of reading books, newspapers and magazines helps foster a love of reading and expands vocabulary.

Play mathematical games: Board and card games that involve strategy and number manipulation help develop problemsolving skills.

Discuss stories and texts: Ask open-ended questions such as “What do you think will happen next?” or “Why did the character make that choice?”

Practice mental maths: Encourage quick calculations, such as estimating costs while shopping or practising times tables.

Encourage writing: Provide opportunities for journalling, letter writing or creative storytelling to build confidence and fluency.

Explore real-world math applications: Engage in budgeting pocket money, measuring ingredients or interpreting sports statistics.

Model rich language use: Engage in meaningful conversations, introduce new words and encourage clear articulation of ideas. Use technology wisely: Audiobooks, podcasts and educational apps can enhance literacy experiences.

By working in partnership, MLC Junior School can ensure that every student not only meets but exceeds the expectations of the new syllabus, laying the foundation for a lifelong love of learning.

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Stringing Together Success: The Role of Music in Cognitive Development It is no secret that MLC School’s renowned music program sets the benchmark for music education in schools. Here Principal, Lisa Moloney and Head of Strings, James Larsen delve more deeply into the philosophy and practical implementation of key aspects of the Music program.

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According to Principal Lisa Moloney, one of the hallmarks of the MLC School music program is the early introduction to playing strings. Girls are taught to play their very first note as part of the curriculum in Year 1 (though some students may have already had musical experiences through tutoring or at home). All girls embark on a musical journey throughout their school years, through participation in impressive Sydney Town Hall concerts and Sydney Opera House concerts.

Learning to play a string instrument requires the memorisation of complex pieces of music, finger positions, and bowing techniques; enhancing overall spatial-temporal skills. This rigorous exercise of memory can translate into improved academic performance, particularly in subjects that demand strong memorisation skills, such as mathematics, science and engineering or the visualisation and manipulation of objects in space and time.

MLC School owes a debt of gratitude to Principal Rev Charles Prescott who first emphasised the importance of music education, as well as to subsequent leaders including Rev Ken Cornwell and Barbara Stone. For Principal Lisa Moloney, ‘each of these educators was firm in their belief that Music education is more than just playing an instrument; it sets girls on a path for success in learning and life.’ While this is partly because girls should have the opportunity to become outstanding musicians, numerous studies show that learning a string instrument and participating in an ensemble also significantly contribute to children's academic and social development.

Playing a string instrument also demands a high level of concentration and attention to detail. Students must focus on pitch, rhythm and dynamics while coordinating their hand movements. This intense focus can enhance their overall concentration span, making it easier for them to pay attention in class and absorb information efficiently.

The Cognitive and Academic Benefits of Music Education Beyond its artistic merits, music education has been extensively linked to cognitive and academic development. Neuroscientists have found that engaging in musical activities strengthens neural connections, improving problem-solving, spatial reasoning and verbal comprehension skills.

Studies undertaken at Harvard University, The University of Sydney, Northwestern University and The University of Auckland found that children participating in instrumental music programs demonstrate higher literacy and numeracy skills than their peers. Similarly, research published in the Journal of Educational Psychology suggests that students with sustained musical training outperform their non-musical counterparts in standardised testing and general academic performance. By incorporating a compulsory String Program in the early years of education, MLC School ensures that all students can experience these cognitive benefits.

If children hear fine music from the day of their birth and learn to play it, they develop sensitivity, discipline and endurance. They get a beautiful heart. – Shinichi Suzuki

MLC SCHOOL

Inspired by Musical Legends: Kodály and Orff Head of Strings, James Larsen says the Program is deeply influenced by the philosophies of two renowned music educators: Zoltán Kodály and Carl Orff. Their methodologies emphasise active engagement, creativity and a strong foundation in musical literacy. The Kodály approach focuses on developing aural skills through singing and movement, ensuring students internalise rhythm and melody before touching an instrument. Through the integration of this method into MLC School’s String Program, young learners develop a natural sense of pitch, rhythm and musicality. This flips a dry lesson of converting dots on a page to sounds, into an exercise encouraging creativity, problem-solving, knowledge transfer and play. The Orff approach also prioritises learning through play, with emphasis on encouraging students to explore music by actually making music. Activities based on improvisation and collaboration become more creative and social, which fosters greater appreciation for music.

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The Journey Begins: Year 1 and Year 2 String Program The curriculum-based musical adventure starts in Year 1 with the introduction of a six-year String Program, where students learn to play the violin, viola, cello and double bass. It never ceases to amaze; a class of excited, chatty Year 1 or Year 2 students can, with the expert teaching provided by James Larsen (Head of Strings), Trevor Mee (Director of Music) and the instrumental tutors, focus beautifully for extended periods to play. Their enjoyment is palpable, but many of the other benefits are less visible. We know that this early exposure to instrumental learning lays the foundation for a lifetime of musical appreciation and academic success. Supported by research linking music to cognitive development, the program ensures that students gain essential skills that extend well beyond the classroom.

Next time you witness MLC School musicians, be sure to celebrate their dedication and rising talents. Together, we are all shaping a harmonious future, one note at a time.

Building Essential Life Skills Music education also provides numerous personal and social benefits. Playing in an ensemble teaches children the importance of collaboration and teamwork. Each member of the ensemble must listen to others, adjust their playing and work together to create harmonious music. These skills are transferable to group projects and cooperative learning activities in academic settings. Fostering a collaborative spirit enhances non-verbal communication skills, as children learn to read cues from the conductor and their fellow musicians. This ability to interpret and respond to non-verbal signals can improve their overall communication skills, making them more effective in group discussions and presentations. Participating in an ensemble also provides children with opportunities to build lasting relationships with their peers. This sense of belonging and community can boost their confidence and motivation, positively impacting their academic engagement and performance. Young musicians rehearsing together must learn to not only articulate their opinions and artistic decisions while managing conflict resolution, but also learn to support their peers through attentive listening, responding to others and working towards a common goal when playing in a group setting. Learning an instrument requires consistent practice and dedication. Children develop self-discipline as they allocate time for regular practice sessions and set personal goals. Mastering a string instrument and performing in front of an audience can significantly boost a child's self-esteem. This increased confidence can translate into a more positive attitude towards academics, encouraging them to tackle difficult subjects with determination and resilience. This sense of responsibility can extend to their academic life, where they learn to manage their time effectively and take ownership of their studies. This boost to their responsibility and self-esteem will be with them for life.

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Playing music can be a powerful outlet for emotional expression, helping children manage stress and anxiety. The act of creating music allows them to channel their emotions in a constructive manner, leading to improved mental health and a more balanced approach to academic challenges.

An Inclusive Approach

Not all children will go on to be expert musicians, although many MLC School graduates including Emily Sun (2009) and Rachel Siu (2015) are internationally renowned concert musicians, there are many outstanding musicians currently throughout the School. However, by providing all Junior School students with the opportunity to play while they are young, we are providing them the opportunity to develop the dispositions needed for future success. The compulsory Year 1 and Year 2 String Program ensures that every child at MLC School (regardless of background, prior experience or natural ability), has the chance to develop musical literacy and appreciation. The structured and disciplined nature of learning a string instrument fosters patience and perseverance – skills essential for success in all areas. This inclusive learning approach allows students to discover their potential, develop lifelong skills and cultivate a love for music that may inspire them to continue their musical journey in later years.

Shaping Well-Rounded Individuals While MLC School is well renowned for producing fantastic musicians, the real focus is to shape well-rounded individuals who are creative, disciplined and equipped with cognitive and social tools. Regardless of whether a student continues with strings beyond Year 2, the benefits of early exposure to quality instrumental learning will remain with them for life.

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PIONEERING THE PATH AHEAD: YEAR 10 TRANSITION PROGRAM 2024

Introduced in Term 4, 2024, the Year 10 Transition Program is a pivotal initiative designed to equip students with the essential skills and knowledge needed for their final two years of schooling. By stepping away from traditional timetabled classes and offering a dynamic selection of future-focused learning experiences, this program provides a meaningful bridge between Year 10 and the senior years. It encourages students to embrace autonomy, explore new perspectives and develop critical skills that are vital for success in their academic journey and beyond. By collapsing the timetable, the program allows students to opt into a variety of bespoke sessions tailored to their interests, academic goals and skill development needs. Among the offerings were a series of engaging and practical workshops, including: • English | Master the Art of Creativity Under Pressure: Unlock your imagination and master quick creative thinking with practical strategies to turn ideas into action. • Mathematics HSC and IB Diploma Getting a jump start in the key skills necessary for Year 11 mathematics courses. • HSIE and Careers | CEOs of the Future Explore what it takes to become a future CEO by blending entrepreneurship with leadership models. Investigate success stories of start-ups, routines of leaders and leadership profiles. • TAS and Art Master Classes: Tailored workshop series for students completing TAS or Art-based subjects in 2024 where they can refine their skills.

In addition to these specialised workshops, the program included mandatory core sessions such as: • Introduction to HSC/IB Diploma: An essential orientation to the demands and opportunities of the Senior Years. • All My Own Work: Ensuring academic integrity and understanding its significance. • Background into Scaling: Insights into how scaling works and its implications for academic planning. • ICT session Let’s plan for 2025! A master course in how to make ICT applications work best for the rigour of Year 11 and Year 12. The program also provides an excellent platform for innovation in teaching. It encourages educators to bring their ‘out-of-thebox' ideas to life, experimenting with concepts they have always wanted to trial. Imagine a schedule where students can choose their path: a workshop on the psychology of studying, a crash course in viva voces, or a deep dive into real-world applications of science and mathematics. Alternatively, students might engage in a creative writing series, learning how to invest skills masterclass or collaborative design challenges modeled on workplace scenarios. At its core, the Year 10 Transition Program is about readiness. By stepping outside the traditional classroom structure, students are encouraged to embrace autonomy, explore new perspectives and develop skills that are essential for success in the senior years. This program would not have been possible without the support of 2024 Head of Teaching and Learning – Linda Emms, Deputy Head of Senior School – Elisa Scala, Heads of Department, 2024 Head of Year 10 – Angela Renwick, Academic Care Coordinator – David Posker-Hill and all the Year 10 Teachers. Danielle Rodrigues Head of Department – Human Society and Its Environment

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The [Year 10 Transition] Program also provides an excellent platform for innovation in teaching. It encourages educators to bring their ‘out-of-the-box' ideas to life, experimenting with concepts they have always wanted to trial.

”

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ACADEMIC

PURSUITS OUR OLD GIRLS IN ACADEMIA Since its earliest years, MLC School has inspired a remarkable number of its graduates to pursue careers in academia. For 139 years, the School has encouraged our students to explore their artistic, sporting and intellectual curiosity and deepen their understanding of complex ideas; developing the skills necessary to thrive in the academic world.

The following Old Girls, a small selection of the whole, are recent exemplars of how our unique learning environment has nurtured future educators, and why MLC School stands as a beacon for young women interested in inspiring future generations to dare to be more.

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Dr Robin Burns (1960) In Robyn’s final year at MLC School, she was a Senior Prefect, part of the Wearne Library Committee, a member of the School’s Camera Club, and the author of an extensive review for Excelsior of the Fifth Year’s trip to Central Australia.

Prof Barbara Watson Andaya (Watson, 1959) Barbara Watson Andaya is a Professor in the Asian Studies Program at the University of Hawai’i and former Director of the Center for Southeast Asian Studies. In 2005–06 she was President of the American Association of Asian Studies. Barbara is the granddaughter of former MLC School Principal (1940–1948), Rev Wallace Dean. Her sister, mother, four aunts and grandmother—Rev Deane’s wife Elsie Deane (Danks,1900)—were all students at the School. In her final year at MLC School, Barbara was a Prefect, the Captain of Churunga, and won the Excelsior award for best Senior prose of the year. Barbara received a BA, DipEd from the University of Sydney, and after winning an East West Center grant in 1966, she obtained her MA in History at the University of Hawai’i. In 1975 she received a PhD from Cornell University (New York) specialising in Southeast Asian history. Her career has involved teaching and researching in Malaysia, Australia, New Zealand, Indonesia, the Netherlands, and since 1994, Hawai’i. She maintains an active teaching and research interest across all Southeast Asia, but her specific area of expertise is the western Malay-Indonesia archipelago. In 2000 Barbara received a John Simon Guggenheim Award, which resulted in The Flaming Womb: Repositioning Women in Southeast Asian History, 1500-1800. She is currently working on a book tentatively entitled Gender and Sexuality in Southeast Asia and is also General Editor of the new Cambridge History of Southeast Asia.

Robin graduated from the University of Sydney (USyd) with a BA (Hons) in Psychology. During her time at USyd she was also the Secretary of the World University Service Committee. After USyd, Robin was a post-graduate student and tutor at Monash University. She then worked around the world, and was for a brief time at the Department of External Affairs in Bonn, as a member of the Australian Diplomatic Service. Robyn went on to complete a MSc, MPH (Masters of Public Health) and a PhD. In 1972, she joined La Trobe University where she is an Adjunct Assoc. Professor. Robyn has taught across the areas of development, peace, multiculturalism, women’s and health education, and has considerable experience in development and peace through her associations with international NGOs. She is the author of almost 100 articles and the book “Just tell them I survived!” Women in Antarctica. Additionally, she co-edited Three Decades of Peace Education around the World and Contemporary Perspectives on Comparative Education. Robyn has supervised many post-graduate students, and, although officially ‘retired’, she still enjoys mentoring young researchers though her continued role as Adjunct Assoc Professor at La Trobe University.

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Carol Edds (Hamilton, 1968) When Carol was at MLC School she dreamed of following in her father’s footsteps into the building industry as a Quantity Surveyor. Other girls at MLC School shared their dreams with her of following in their parent’s footsteps into Architecture, Medicine and Law, and she couldn’t see any reason why she couldn’t do so through Building and Quantity Surveying. Unusual for schools at the time, MLC School offered girls education in Physics and Chemistry, as well as History, Geography, Music, Languages, Maths and English, preparing them to enter any course they desired at university. Carol went on to complete a BBuild (Hons) and a MBuiltEnv (Building Conservation). In 1973, when Carol graduated from the the University of New South Wales (UNSW) with a BBuild (Hons) and a double major in Building and Quantity Surveying, as well as the University Prize for the top Quantity Surveying student, she became the first female graduate with a building degree in Australia. Despite her achievements she struggled to find employment in this male-dominated industry – especially when she was asked about her marital/motherhood status. After receiving countless job application rejections (“They were not ready for a female to join their ranks. One QS firm’s director advised me that they only employ women as secretaries!”) Carol became a tutor in the School of Building at UNSW. In the late 1970s, Carol joined the new Bachelor of Environment Health academic team at Hawkesbury Agricultural College, now Western Sydney University (WSU) as a Building lecturer. She developed numerous courses, including Introduction of the Bachelor of Land Economy, Graduate Diploma in Environmental Health and Land Economy and the Master of Applied Science (Fire Safety Design). In 1986, Carol was elected by her peers for the position of Head of School of Environmental Health. By 1990 the demand for places in a Building degree was increasing and UNSW and University of Technology Sydney in conjunction with the Australian Institute of Building, identified the need for another University to offer the Building degree. The Centre for Building Studies was created at WSU and in 1992 Carol and her team enrolled their first students. The Centre transitioned to a Department then a School, and by the time Carol left, the School of Building at WSU offered undergraduate, Graduate Diploma options, coursework Masters and research Master level courses. For the last 25 years Carol has worked with her conservation architect husband on preparing grant applications, Conservation Management Plans, Heritage Impact Statements for private groups and government departments for the care, conservation and/or restoration of many of the State’s heritage items. These include: Elizabeth Farm, Australia’s oldest remaining residence; and historic icons such as St Matthew’s Anglican Church in Windsor. In 2022, at the annual National Trust Honours Awards, the Trust’s highest honour Honorary Life Member was presented to Carol for 'over 20 years of distinguished voluntary service'. Carol established the National Trust’s Hawkesbury Branch in 2000 to raise community awareness about the need to protect the region’s heritage. It is her outstanding advocacy and heritage expertise that has given the Hawkesbury Branch a strong voice in campaigning for the preservation and conservation of built, cultural and natural heritage in the local area.

Prof Marion Maddox (1982) Prof Maddox is an academic (Hon Professor at Macquarie University), author and political commentator who is considered the leading authority on the confluence of religion and politics in Australia. After MLC School, Prof Maddox completed a BA (Hons) at the University of Sydney (1988), following which were two PhDs: in Theology at Flinders University (1992) and in Philosophy at the University of NSW (2000). Prof Maddox has taught Australian politics and religious studies in universities in Australia and New Zealand. In 1999–2000 she was appointed the Australian Parliamentary Fellow. During this time she interviewed around fifty serving and retired federal Members and Senators about their views on faith and public life which led to the publication For God and Country: Religious Dynamics in Australian Federal Politics (2001). Prof Maddox’s most well-known work is the outstanding God Under Howard: The Rise of The Religious Right in Australian Politics (2005). The Times Literary Supplement described it as ‘an exemplary case study of the interaction between religion and politics in Australia today’. Prof Maddox following work Taking God to School: The End of Australia’s Egalitarian Education was published in 2014 and has received acclaim as another brilliantly conceived, must-read ‘for all who believe that education is about teaching children how to think, not what to think’.

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Prof Hsu-Ming Teo (1987) After the HSC at MLC School in 1987, Hsu-Ming Teo completed a BA (Hons Class 1) and won the University of Sydney Medal in 1994. Within four years she had completed her PhD (1998) at the Department of History, University of Sydney. Hsu-Ming Teo is currently a Professor at Macquarie University’s School of Humanities. She teaches creative writing and literature in the Department of Media, Communications, Creative Arts, Language, and Literature. She is a cultural historian and novelist who works in the area of historical romance, romantic love, Orientalism, imperialism, fiction, travel writing, and popular culture. She is an editorial board member of the Journal of Popular Romance Studies. Prof Teo is the author of the academic publication Desert Passions: Orientalism and Romance Novels (2012), and co-editor of Conflict and Colonialism in 21st Century Romantic Historical Fiction (2024), The Routledge Research Companion to Popular Romance Fiction (2020), The Popular Culture of Romantic Love in Australia (2017) and Cultural History in Australia (2003). In 1999 Hsu-Ming won The Australian/Vogel Literary Award for her first novel Love and Vertigo, which was also short-listed for the inaugural Tasmania Pacific Region Literary Prize and the Dobbie Award for women’s fiction. It has been translated into German, Italian, Chinese and Thai. Her second novel, Behind the Moon, was published in 2005 and shortlisted for the NSW Premier’s Literary Awards.

Dr Tania Tsang (1992) While at MLC School, Tania was an outstanding Fencer, part of the MLC Eisteddfod Committee, and one of MLC School’s high achieving HSC students. Tania then went on to the University of Sydney (USyd), where she completed a BSc (Hons) in biochemistry and phylogenetics, moving straight to a PhD on developmental biology through the School of Medicine. After the completion of her PhD, Tania won the 2002 Peter Doherty Post Doctoral Research Fellowship from the National Health and Medical Research Council for her work in embryology at the Children’s Medical Research Unit. The Fellowship, named after the Australian Immunologist and 1996 Nobel Laureate, provides the opportunity for outstanding young Australian scientists to undertake further training in Australia and supports this with four years of research funding. In praise of Tania and her colleague Dr Simon Kinder, Dr Patrick Tam said that ‘they were worthy recipients of the Fellowships. ...They often worked as a pair, complementing each other’s expertise ...working together harmoniously and productively. They have indeed set an excellent example of how science may flourish through sharing and collaboration.’ Tania has conducted research through the Victor Chang Cardiac Research Institute and the Children’s Medical Research Institute and has been a Sessional Academic at USyd. Currently, Tania is an Sessional Academic at the Australian Catholic University’s School of Behavioural and Health Sciences teaching Foundations in Human Biology. She is also a Clinical Trials Coordinator with Retina Associates.

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Prof Elizabeth (Liz) New OAM (2000) Liz enrolled into Year 5 at MLC School in 1994 and for her whole schooling she was consistently ranked ‘Highest Achiever’ at school. After school, Liz undertook her BSc (Adv, Hons 1 and University Medal) and MSc at the University of Sydney (USyd) before completing her PhD studies at the University of Durham (UK). She then worked for two years at the University of California, Berkeley as a Research Fellow, before returning to Sydney. In 2021 she was a Fellow at USyd and later a Senior Lecturer and Research Fellow. In 2021 Liz became a Professor in the School of Chemistry at USyd. Liz and her team of researchers are currently studying light-emitting molecules and their applications, including the fluorescent tracking of molecules in the body, to better understand health and disease. In furthering her research she pioneered the development of new molecular imaging tools to study the activity of anti-cancer drugs and to understand how oxidative stress is related to the diseases associated with aging. Passionate about university teaching, Liz has served on a number of national committees that aim to improve opportunities for future generations of scientists. She has had a major role in helping to shape the scientific leaders of tomorrow by establishing networks that promote development and support for scientists and academics. She is dedicated to fostering diversity and inclusion within the scientific community. Through her advocacy and mentorship initiatives, she has worked tirelessly to dismantle barriers and create pathways of opportunity for underrepresented groups, ensuring that the scientific community reflects the humanity it serves. Professor New was a recipient of an inaugural MLC School Young Alumnae Award in 2020. When asked how her MLC School education play a role in her life she said: “The skills in writing and in oral presentations that I use every day are skills that I learned and developed at MLC School. At MLC School we were also taught that we could make an impact in any area in which we chose to work, and I think that mindset (which is unfortunately rare) was important in my decision to pursue studies in science and a career in academia, rather than other careers commonly seen as more lucrative.” In 2024, MLC School again celebrated the achievements of Professor New when she was awarded an OAM at the Australia Day Honours for her “service to science as a researcher in chemical biology and molecular imaging”. MLC School released a congratulatory statement saying “one of our eminent alumnae, whose ground-breaking contributions in the fields of chemistry and academic research, and commitment to nurturing the next generation of scientists, have earned her this prestigious award.”

Discover articles on many MLC School Old Girls who have made their mark in academia on our website mlcsyd.nsw.edu.au/news-publications/eminent-alumnae Under ‘View by Profession’, you can select ‘Academia and Education’, or explore any of the multitude of categories.

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EMPOWERING YOUNG WOMEN JOINT LEADERSHIP INITIATIVES ACROSS THE PACIFIC

MLC School was honoured by Her Majesty Queen Nanasipau'u of Tonga’s visit on Friday 28 March 2025.

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A Queen’s Visit At the end of March, the Queen visited Australia to mark the 99th anniversary of Queen Salote College with past students and supporters. A visit to MLC School was also included in her itinerary. MLC School girls across the School played a part in the big day, starting with a guard of honour along the gates. Both Junior School Captain, Hayley Lam, and School Captain, Mairirose Giann presented Her Majesty with flowers before an official welcome in Potts Hall. MLC School musicians learnt the Tongan National Anthem, and raised their voices to share a beautiful rendition of the School Song. Her Majesty enjoyed visiting our refurbished Chapel for a service, and her tour of the campus was heralded by our renowned taiko drummers.

How did the visit come to be? MLC School’s Deputy Principal Melissa Boyd, former Council Chair Dr Eve Tsironis (1988), Council Member Dr David Mulford and Principal Lisa Moloney visited Tonga in March 2024 to explore the possibilities of a partnership with Queen Salote College, as well as attending the College’s 98th Anniversary Service. It was an opportunity to meet the Principal, students and staff, the Australian High Commissioner and have an audience with Queen Nanasipau’u. MLC School’s first official record of our Tongan relationship, cited in the 1935 edition of Excelsior, reports that in August 1935, Her Majesty the Queen of Tonga, Queen Sālote Tupou III visited MLC School and addressed the student body who showed their appreciation, through ‘a great storm of enthusiastic clapping’ and singing the School Song for her. The Excelsior article refers to the fact that in the years prior, there had been several Tongan girls attending MLC School, many of whom were now ‘conspicuous in Tonga’. MLC School Old Girl Jeanette Loy (Maddox, 1960) a former staff member and

former member of the School Council was appointed Headmistress of Queen Salote School from 1971-1973. Her appointment led to further connection between the School and College, with the MLC School 5th Form girls of 1972 supporting the education of a Tongan girl at Queen Salote School and through her university years.

An exciting partnership In forming this new partnership, both schools aim to foster and then sustain strong relationships that will benefit both communities. Today, Queen Salote College is run by the Free Wesleyan Church of Tonga and has approximately 1000 students aged 11 to 18. They teach Form 1 to Form 7, which equates to our NSW’s Year 6 to Year 12. The collaboration is designed to improve educational outcomes for girls through the sharing of resources, expertise and best practices, so that the College can introduce an accredited pathway to complete the NSW Higher School Certificate. By working closely with Queen Salote College and their international class. This partnership aligns with MLC School’s commitment to global education, cultural exchange and reciprocal relationships in girls’ education.

Enhancing HSC NESA Teaching MLC School’s committed role in the partnership is to codesign teaching and learning experiences through the integration of NSW Education Standards Authority (NESA) curriculum and teaching standards within Queen Salote School’s International Class stream. Educators will collaborate with their counterparts to share program developments, subject insights and teaching strategies that align NESA guidelines. This collaboration will ensure that Tongan students receive a high-quality education that meets rigorous academic standards, preparing them for the NSW Higher School Certificate

and affording them opportunities for further university studies. By working together, we aim to elevate collaborative teaching practices at both institutions, fostering a culture of excellence and continuous improvement.

Mentorship and Professional Development A key component is the mentorship program, where MLC School’s dedicated staff volunteers work closely with the teachers at Queen Salote School to help them set up, understand and teach the NESA Curriculum. Cathryn Moore, MLC School’s Strategic Projects Leader was overwhelmed by staff wanting to volunteer as mentors, which demonstrates just how passionate staff members are about making a difference through sharing their knowledge and experience. ‘When I heard about this program, I was interested in the opportunity to broaden my own experience as well as give back to the global teaching community. I am conscious of how lucky I have been to receive excellent training and experience here at MLC School and am keen to share this with others.’ – Michelle Wyatt, Year 3 teacher (previously Year 6 teacher). This mentorship initiative is a testament to MLC School’s commitment to professional development and the belief and importance of collaboration in education. ‘As a strong advocate for empowering girls through education, particularly in STEM subjects, I am greatly looking forward to working with the students and staff of Queen Salote College. I believe this is a special opportunity to actively contribute to global efforts in promoting academic equity and excellence for students of all backgrounds.’ – Julia Lindblom, Science Teacher and STEM Coach. MLC School is proud to be playing a part to improve opportunities for generations of women to come.

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S P E EC H

day

In December, the International Convention Centre (ICC Sydney) buzzed with excitement for the annual celebration of academic achievement. The morning Speech Day event shone a spotlight on the incredible girls from Year 3 to Year 6. Mooramoora's reign as House Champions continues, and the very special Year 6 group photo captured cherished memories.

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Speech Night was a dazzling celebration of student achievements across Year 7 to Year 12 2024. The evening was filled with heartfelt moments, including a fond farewell to Annie Conway, a beloved teacher who wore many Head of House hats over her nearly 25 years at the School. We also extended our best wishes to Linda Emms, who is stepping into her well-deserved new role as Principal at Emmanuel School. Linda's leadership at MLC School, especially through the challenges of COVID-19, has been unwavering. She served as Head of Learning and Teaching from 2019, and previously as Head of the Technology and Applied Studies Faculty (TAS) from 2006 to 2009. The Class of 2024 eagerly made memories with their supporters, family and friends as the sun set beautifully over Darling Harbour.

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RESILIENT AND DETERMINED CLASS OF 2024 The Academic Excellence Assembly in February is a special evening dedicated to celebrating the broad academic and creative accomplishments of our newest Old Girls. A highlight of the evening was the formal acknowledgment of three exceptional students: Cara Britton, Jody Feng, and Esther Kim. These young women were awarded the prestigious Reverend Dr Charles J. Prescott Medal for achieving the highest ATAR of their year, 99.05. Surrounded by proud family, friends and supportive staff, many students were recognised onstage for their HSC Showcase Selections and Nominations, as well as Excellence in Academic Achievement Awards for placing first in the MLC School cohort course following final HSC and IB examinations.

Scan to learn more about their success

*Please note: the School received HSC students’ ATARs, but we rely on students providing permission for this information to be shared.

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T H E I N AU G U R A L M L C S C H O O L S O N Y F O U N DAT I O N C H I L D R E N ’ S H O L I DAY C A M P :

A HEARTWARMING SUCCESS By Melissa Boyd, Deputy Principal

The inaugural MLC School Sony Foundation Camp was held on Saturday 7 December to Tuesday 10 December 2024 at Land’s Edge in beautiful Chowder Bay. MLC School invited 17 ‘Campers’ with additional needs aged 7-14 years to enjoy a variety of engaging activities in a supportive and nurturing environment for four days and three nights. Bringing together students, parents/ carers, alumni, Council members, community volunteers and staff in a shared mission to bring Joy, the unofficial fifth MLC School Value, it was a unique and special experience to be a part of.

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The primary objective of Sony Camp was to create a fun and inclusive environment to foster a sense of belonging; providing campers with opportunities to make new friends, try new things and enjoy a few days of activities and relaxation. The Camp also offered the parents of the campers a chance to rest and recharge, knowing their children were in safe hands. And finally, the hidden curriculum of Sony Camp was to help MLC School students raise their disability awareness by challenging stereotypes, replacing preconceived ideas with understanding, empathy and first-hand experience. The amazing student volunteers left the Sony Camp as wiser and kinder champions of inclusivity. ‘Though I already knew this, the concept that disability is only such a small part of a person was really solidified in me during this Camp. Each of the campers had such vivid personalities, interests and quirks and really their disability became the least interesting thing about them.’ – Anonymous student volunteer The Camp was packed with a diverse range of activities designed to engage the children’s interests and abilities. From arts and crafts to sports and games, there was something for everyone. Under the guidance of trained students and volunteers, the campers participated in, creative sessions where children could express themselves through painting, drawing and crafting, as well as inclusive sports activities, adapted to the needs of the campers. This promoted physical activity and teamwork, including rafting, swimming, kite flying and blowfly cricket. A Camp favourite was joyful music sessions and dance parties that encouraged self-expression and movement, from music therapy to yoga and a fancy dress disco. We even managed an excursion to SEA

LIFE Sydney Aquarium and WILD LIFE Sydney Zoo, a fete and so much more! A highlight of the camp was watching our very own Principal, Lisa Moloney sprinting through Darling Harbour after a cheeky 8-year-old camper, who had decided to ‘explore the area’ at pace. Each activity was thoughtfully planned to ensure that every child could participate and enjoy the experience to the fullest. The camp's inclusive approach meant that children of all abilities were able to join in the fun, fostering a sense of community and friendship among the campers. Two of the campers who shared a room together left as ‘new best friends,’ with their parents exchanging details to remain in touch. The success of the Camp was made possible by the dedication and enthusiasm of everyone involved. A total of 62 students from MLC School, along with 16 student guests from Newington College, in addition to 36 volunteer staff and 23 community members, all volunteered their time and energy to serve in a variety of roles. Some students were Companions, providing direct support and companionship to the campers. Other students supported as Relief Companions, assisting with the needs of all campers and providing breaks for the Companions. Our Media Team, prepared videos and took photographs to document the Camp, whilst the Scrapbooking Team, prepared a beautiful, deeply personal photobook for every camper as a memento of their experience. All of this happened with the logistical support of the student Operations Team, setting and packing up activities and entertaining all campers. The Camp also saw the involvement of staff members, including teachers, nurses, counsellors and support staff, who worked tirelessly to prepare for, and support everyone

at camp. Their expertise and commitment were instrumental in creating a safe and enjoyable environment for all the children. It’s clear that Sony Camp had a profound impact on everyone who took part. For the children, it was an unforgettable experience filled with laughter, new friendships, independence and a sense of accomplishment. The following quote from one of the Campers speaks volumes about the success of the Camp's mission:

‘I feel yellow…. like Joy… from Inside Out.’

For the student volunteers, the Camp was an eye-opening experience. They gained valuable insights into the lives of the families and children with additional needs, and developed empathy, patience and a sense of responsibility. MLC School students demonstrated grit during challenging times, showing their resilience whilst maintaining a positive environment for the campers in their charge. Many remarked that the Camp had changed their perspective and inspired them to continue volunteering and advocating for inclusivity. ‘I learnt so much about myself during this Camp. I realised I can be way more patient than I ever thought, and that being resilient and tenacious really helps me push through challenges without giving up.' – Anonymous student volunteer

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'I found out that I can adapt to things I didn’t expect and keep going even when something feels tough or frustrating. It showed me that sticking with it, even when progress felt slow, can make a huge difference. I also noticed that when I stay determined, it doesn’t just help me - it can encourage others to keep going too.’ – Anonymous student volunteer Parents of the campers were deeply grateful for the much-needed chance to take a break and look after their own needs, knowing their children were being well cared for. Armed with a gift hamper full of donated goodies, the camp provided a rare respite opportunity that allowed parents to relax and recharge, whether through rest, socialising, or attending to personal matters. One parent wrote: ‘I am writing to express my deepest gratitude to you and everyone at MLC School for organising the recent Sony Camp. My son had the absolute time of his life, and the memories he created during the Camp will stay with him forever. A special thanks to the students, who cared for my son with such compassion and kindness. Their efforts made him feel valued and helped him realise that he can make friends, and that the world is filled with kind-hearted people. This experience has been transformative for him, and as a parent, I cannot thank you enough for that. I couldn’t hold back my tears—not tears of sadness, but of overwhelming happiness.’ She finished by enquiring about enrolling her newborn daughter at MLC School, so she can be ‘…just like the students who cared for her son’ …. I couldn’t be prouder. The staff members involved also found the experience deeply fulfilling. Staff from all areas of the school had the chance to connect with

each other, building strong connections and making lasting memories. Working alongside the students and watching their compassion and personal growth was so special. This Camp was all about relationships. ‘I also discovered that truly strong friendships are forged through discomfort and hard times.’ – Anonymous student volunteer The success of the inaugural MLC School Sony Camp has laid a solid foundation for future camps. With the ongoing support of our community, plans are already underway to make this an annual event, with the hope of reaching even more children and families in the coming years. As the MLC School Sony Camp Program continues to grow, it will undoubtedly bring joy and respite to many more families, creating lasting memories and fostering a spirit of kindness and support. My sincere thanks to the amazing MLC School Sony Camp Staff Committee who worked tirelessly throughout the year to make the camp possible: Lisa Moloney for her enthusiastic support, the Sony Foundation for their financial and practical assistance, the Land’s Edge Foundation for their wonderful partnership and donation of accommodation and activities, the Old Girls’ Union for their generous contribution and all other donors and volunteers. Finally, a huge thank you to the whole MLC School community for their donations through the Colour Run. Our first ever Sony Camp was a resounding success, and stands as a shining example of what can be achieved when a community comes together with a shared purpose and a commitment to making a difference. Mahatma Gandhi once said, '…the true measure of any society can be found in how it treats its most vulnerable members.'... MLC School community, you really measured up!

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Old Girls' News From Students to Mentors MLC School Old Girls’ journeys are quite varied, spanning industries both locally and internationally. Sometimes, their journeys circle back to the very gates of their alma mater, often as tutors, teachers, educators, leaders, and guest speakers. After promising to return as a teacher during her Year 12 days, Celine Kang (2018) now guides and mentors some of the next generation of MLC School musicians. She shares some of her most memorable experiences, career aspirations, and the pivotal influence MLC School has had on her life in the interview below:

Another highlight was the biennial Sydney Opera House concerts, especially in 2017 when I had my concerto debut; performing with the MLC School Symphony in front of what was (then) the biggest audience of my life. I was part of about 10 ensembles, which meant I was involved in almost every act at the Opera House concerts!

Can you share some of your most memorable experiences as a student at MLC School?

The 2013 MLC School USA Music Tour was an incredible opportunity, as I started my first year at MLC School by joining both the Chamber Choir and Chamber Orchestra for the tour. We performed at prestigious venues and received masterclasses at institutions like The Juilliard School and Curtis Institute of Music — forming connections that would later shape my career. The tour had such a lasting impact that when I competed in the New York Piano Competition, I already felt at home. I even confidently walked alone to Carnegie Hall because I was familiar with the roads from the tour!

One of the most unforgettable experiences of my life was the Broken Hill Camp (Year 9). It strengthened friendships, deepened my bonds with teachers, and taught me essential life skills—from survival and leadership to grocery shopping at Woolworths! During the camp, I also composed a piece inspired by the Australian outback, blending real sounds of nature and animals with instrumental music—a pivotal creative moment in my journey.

How did your time at MLC School shape your musical journey and career aspirations? The skills, values and connections I gained from MLC School have been instrumental in shaping my career. Winning the Australian Small Business Champion Award for Music Tuition, being a finalist for Influential Woman of the Year in Business, and receiving the Inner West Council Local Business Award in Education in 2024, being the undergraduate student representative of the Faculty of Arts, Design and Architecture in my time at UNSW, a student ambassador and peer counsellor and mentor, are all reflections of the strong leadership and ambition I developed at MLC School. Through the MLC School network, I established global connections with Old Girls, music teachers, and inspiring mentors I met during masterclasses, tours and performances. My experiences at MLC School provided the foundation for my success in international music competitions, including New York music competitions, the Canadian International Music Competition, and performances at prestigious venues like Carnegie Hall, Wiener Musikverein in Vienna, and other locations in Europe, Korea and Australia. These experiences also opened doors to prestigious universities, including receiving offers from the Royal College of Music and even my Advanced Entry Scheme and Scholarship offer at UNSW.

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How do you balance your roles as a performer, educator and student? It’s become second nature to me. I juggle being a performer, educator, director, businesswoman, adjudicator for public speaking competitions, a Peaceful Unification Advisory Council member, and a full-time student. Sometimes, I feel like a chameleon, constantly adapting to different responsibilities. Despite the challenges, I feel blessed and privileged to have these opportunities across various fields. One of my guiding mottos is, ‘Do it when you get the chance and opportunity.’ And what I also learned in the ‘real world’ outside of school is that opportunities don’t just wait for you. My ability to manage everything comes from believing and trying to make the most of every moment, embracing new experiences and pushing forward with passion.

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ANNUAL SAPPHIRES' LUNCHEON Sapphires are MLC School's most cherished Old Girls, those who graduated over 51 years ago. In October, our Sapphires enjoyed a dedicated Chapel Service and then gathered for lunch in the Senior Centre. Old Girls from 1949, Elaine Gribble (Stradbrook) and Margaret Carmichel (Morrison), had the joint honour of cutting the celebratory cake. Voices were raised for the School Song and the MLC School Senior Choir performed Will The Circle Be Unbroken; continuing the chain of connection across generations.

21 SAVE OCT THE 2025 DATE TUESDAY

FOR REUNIONS

SAPPHIRES CHAPEL SERVICE AND LUNCH

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MLC SCHOOL

D A E R H T E TH

across O N S

G E N E R AT I An Afternoon Tea Honouring Heritage

In March, families gathered for afternoon tea, celebrating the intergenerational bonds that connect current students directly with Old Girls. Women across generations came together to share their heritage. New attendees were thrilled to see visual displays of their family lineages alongside those of their community members. These connections form a continuous thread that weaves through the School, highlighting the enduring legacy of its community.

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VALE

MLC SCHOOL

It is with great sadness that we learn of the passing of members from our community. Vale to all those in the MLC School community who have gone from our lives. As daughters of the light, they are in our thoughts and prayers.

granddaughters Kate (1999) and Sarah (2001) were all students, as were many aunts and cousins. Gloria loved her time at MLC School, frequently telling friends that the School gave girls the opportunity to explore their interests and to develop their sense of self-worth and individual character.

Joy Bee (Cunynghame, 1942) We were saddened to hear that Joy passed away on 2 November 2024 at the age of 98. Joy enrolled at MLC School in February 1937 at the age of 11, and graduated in 1942 with the Leaving Certificate. At School, Joy was renowned for her beautiful singing and her leadership of the Dramatic Society. Joy married her ‘treasured sweetheart’ Robert in 1947 and they were married for 77 years. All three of Joy’s daughters were MLC School girls, Judith (1964), Louise (1972) and Susan (1974), and later, Susan’s daughter, Elizabeth (2004). Joy also had a son, four other grandchildren and six great-grandchildren. Tragically, daughter Louise was lost at sea near the Marianas Islands on 28 June 1982, aged 27. The stunning fountain in MLC School’s ‘Bird Bath Quad’ was commissioned by Joy and Robert and donated to the School in 2007. It is a memorial and tribute to Louise from her loving family.

She married her “handsome young sergeant” Stan in 1950 and settled in Eastwood where they raised their family. During the Sydney winter months, her family would holiday in the Sunshine Coast and in 1989, on one of these trips, they purchased a house in Montville, moving there permanently in 1991. Gloria had two children, five grandchildren and 11 great-grandchildren. Her family and friends will remember how she was able to embrace each moment, find joy in the little things and express gratitude to those she held dear. She will be missed and remembered with deep affection.

Beverley Coutie (Matterson, 1946) Beverley Coutie (Matterson, 1946) died peacefully on 20 April 2023 at the age of 93 ‘wonderful’ years. Beverley’s extended MLC School family included sister Gwen Woods (Matterson, 1939) and the many cousins who also attended the School. She was one of the first women to join the Golf Society of Australia (GSA), and was a long-time active member who assisted in the development of the GSA archival collection. Beverley and had three children, eight grandchildren and nine great-grandchildren and led a life “overflowing with joy and laughter”.

GET IN TOUCH We value being able to recognise Old Girls who are no longer with us. To get in touch, please contact Barbara Hoffman, MLC School Archivist, on +61 2 8741 3214, or email bhoffman@mlcsyd.nsw.edu.au.

Scan to read about the lives of our late Old Girls online

Gloria Brown (Marshall, 1945) Gloria, a beloved Montville, QLD resident for 33 years, passed away on 4 December 2024. Gloria enrolled at MLC School in June 1942 at the age of 13. She was part of a multigenerational MLC School family: sister Dawn (1948), daughter Judith (1971) and

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Joan boarded at MLC School from the age of 12. In her final year at the School, she was Captain of the A Hockey team, Churunga House Captain, a member of the Sports Committee, a (Boarding) House Prefect and a Senior Prefect. At School she was known as a keen pianist and was excellent at sports, in particular, hockey, athletics, tennis and skiing.

Ivy May Smith (1947) Ivy May Smith (1947) passed away on 20 January 2025 at the age of 96. Ivy enrolled into MLC School as a Day Girl in February 1943 aged 14. In her final year, Ivy was a Senior Prefect, the Churunga Sports Officer, a member of the Sports Committee, on the ‘A’ Basketball Team and the Athletics Team. She was a much-loved aunty and was an exceptional golfer. Ivy’s life was celebrated by her family and many friends at the Strathfield Golf Club.

In 1953, Joan and sister Helen traveled together to England on the ‘Orcades’. On this voyage they met two New Zealand friends, Noel Cashmore and Harvey Alison, who they would later marry. After retiring from kindergarten teaching, Joan dived into her passions for gardening and golfing. She was an excellent golfer who became the Captain of the Auckland Golf Club. Joan had five children, eight grandchildren and three great-grandchildren. She is remembered as a loving wife and an extraordinary mother who nurtured her family and made a joyous loving home. She is sadly missed, but her legacy is celebrated.

Eleanor Symons (Hunt, 1953) Judith Dewhurst (White, 1953) has sent us a beautiful tribute to her friend of 88 years who passed away on 1 October 2024: Eleanor was at MLC School from Year 6 in 1948 to the Leaving Certificate in 1953. She enjoyed her years at the School, engaging in many activities. She was the Secretary of Pen-Friends Club, a member of the Tildesley Tennis Team, a member of the Sports Committee and a Wearne Librarian. In her final year at MLC School, Eleanor was the Mooramoora House Captain, a Senior Prefect and the winner of the Old Girls’ Union Prize. Eleanor was part of a multi-generational MLC School family: sister Edith Crowe (Hunt, 1955), mother Helene Hunt (Henry, 1924), aunt, the renowned crustaceologist Marguerite Cooper (Henry, 1913), as well as many cousins were all students.

Coral Miller (Carr, 1952) Joan Cashmore (Sutherland, 1948) Joan’s youngest sister, Janet Walker (Sutherland, 1956), has written to let us know that her dear sister passed away peacefully on 4 January 2025 at the age of 94. Joan was one of the four Sutherland sisters who attended MLC School in the 1940s and 1950s. They were part of the extensive MatchettSutherland-Peterson MLC School family. Their mother, Willa Sutherland (Matchett, 1920) was the daughter of Lilla Matchett (Dent, 1897). Their father’s sister, Sheila Sutherland (1932), went on to become a much-loved Geography teacher at MLC School.

Coral’s sister, Evangelyn Carr (1951), called us to share the very sad news that her beloved sister had passed away on 27 January 2025 at the age of 88. Coral enrolled into MLC School in 1948 into 2nd Form and completed the Leaving Certificate in 1952. In 1952, she was also a Senior Prefect. Coral married Lindsay and they had a long and very happy union. They had two children and many grandchildren. In late January this year, the Gosford Uniting Church was overflowing with friends and family who came to celebrate Coral’s memory at her Thanksgiving Service. She was a kind, loving and good-natured wife, mother, sister and friend. We will miss her but are thankful that she was in our lives.

Eleanor was a kind and charitable person, with a great determination and was never daunted by a challenge. This led to multiple positions that involved fundraising and caring for others. Her most significant contribution was to the Illawarra Cancer Carers, many of whom attended her funeral. Eleanor had three children, eight grandchildren, and seven great-grandchildren and was proud of them all and always interested in everything each of them did. Eleanor has left us all with great memories and love. She will be missed and remembered by so many.

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Rowan was looking forward to her 50th Reunion on Saturday 3 May. Her 1975 friends will gather prior to the Reunion at the MLC School Chapel for a Thanksgiving Service to honour her life.

Janet Bilinsky (Thicknesse, 1953)

Rowan Shaw (Peterson, 1975)

Janet’s daughter contacted us to let us know the sad news that her mum passed away peacefully at home in Bowral on 21 December 2024 aged 88.

Jocelyn Bode (Armstrong, 1975) contacted us to let us know that her dear friend, Rowan, died aged 66 on 18 December 2024, after a three month battle with cancer. Rowan was laid to rest on Norfolk Island which was her beloved home for the last 23 years.

Janet and her sisters Valerie (1955) and Pamela (1958) all attended MLC School and they spent their whole schooling at the School. Janet enrolled at the age of 4 on 10 February 1941. At School, she was a talented swimmer and diver. She secured a place in the finals at the All Schools’ Sports Swimming Carnival in 1951, and won the Junior Diving championship at 1949’s All School’s Swimming Sports event. Janet had three children and many grandchildren and great-grandchildren who miss her love, kindness and support.

Wilga Clarke (Starr, 1953) Del Clinton (Tregoning, 1953) has written to let us know that her dear, life-long friend, Wilga, passed away peacefully on 5 October 2024 at the age of 87. Wilga was a devoted wife to Ralph and loving mother to their four children. Wilga and Del, along with their husbands, were close friends for over 70 years.

Rowan enrolled as a Day Girl at MLC School. After her family moved to Gove, NT, she returned to board at the School. Rowan often talked about how much she loved boarding at MLC School. After the initial homesickness, she realised how special it was for her to be a Boarder with her beloved big sister, Jane (1974). Like Joan Cashmore (Sutherland, 1948), whose tribute appears above, Rowan was part of the extensive Matchett-Sutherland-Peterson MLC School family. As well as her sister, her mother Helen Peterson (Barbour, 1951), aunts, cousins, and great aunts were all students at the School. After school, Rowan studied at UNSW, where she realised her calling and passion was for teaching. For 23 years, Rowan was a social science teacher and careers advisor at the Norfolk Island Central School (NICS). She was a gifted teacher who loved her students without reserve. After hearing of her death, one of Rowan’s ex-students posted that Rowan “not only believed in me to actually get into uni, but helped me get there. Thank you for all of your encouragement and support, the kids at NICS were so lucky to be guided by you!” Rowan was a loving and vivacious person with a great laugh, who lived her life to the full. She often said her children were her greatest achievement. In the past few years, she also found great joy in being a Granny and going on adventures with her grandchildren. Her tribute in The Norfolk Islander concluded with: “love each other with the same loyalty, generosity and joy all of us have experienced because we had Ro in our lives.”

Rev Maurine Redenbach (Attwell, 1955) Rev Maurine Redenbach passed away peacefully on 12 July 2024 at the age of 85. Maurine enrolled at MLC School in 1954 to complete the Leaving Certificate. Her cousin, Deirdre (1955) was already at the School and the two were pleased to be together. From 1973 to 1992, Maurine and her husband owned a grocery store in Peak Hill, NSW. Nearing the end of their time there, Maurine completed a Bachelor of Theology at the United Theological College, North Parramatta, after which, in February 1992, she took her first placement in The Uniting Church as a Minister in the Parish of Coleambally / Darlington Point. Six years later, she took a new placement in the Dungog / Myall River Parish. She retired in February 2004 and returned to Peak Hill. Maurine was a singer and a longtime member of the local choir. She was also an enthusiastic volunteer across many roles in Peak Hill. She was described by her many friends as a beautiful, kind and interesting person with a genuine caring nature. Maurine had three children, 14 grandchildren and 16 great-grandchildren. She is remembered and missed by her family, as well as the all the people whose lives she touched in so many wonderful ways.

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Congratulations to 12 extraordinary women who are recipients of the 2025 MLC School Alumnae Awards. Each has demonstrated exceptional achievement and we are honoured to call these women MLC School Old Girls.

Dr Jan Milburn OAM (1954) Professional Achievement Renowned and inspirational educator of young women, specialist in strategic planning, educational financial management and longterm volunteer with the Australian Veterans’ Children Assistance Trust.

Cynthia (Cindy) Gunn (1960) Contribution to MLC School Cindy has an enduring love for MLC School and all it gave her. In 2019, her generous gift helped to establish the School's Indigenous Education program.

Carol Edds (Hamilton, 1968) Professional Achievement and Academia In 1973, Carol became the first woman in Australia to graduate with a building degree, then moved into academia and was integral in establishing the School of Building at UWS.

Dr Emma Jones (1995) Emma has a gift for poetry. She won the UK’s prestigious Forward Prize and is the second Australian to be published by Faber and Faber, a company co-founded by T. S. Eliot.

Anirudha (Ani) Satchcroft (Satchithananda, 1998) Professional Achievement Ani has built an international career in infrastructure investment, is the Head of Infrastructure Investment at Macquarie Asset Management (Australian Real Assets division) and is the mother of triplets!

Sporting Achievement and Philanthropic Endeavours

Tara’s career has contributed to diversity, gender and racial equity in workplaces. She is a Director at PwC and previously worked for the Australian Human Rights Commission and the UN.

Professional Achievement, Sporting Achievement and Philanthropic Endeavours Anne was instrumental in the conception and growth of the Cycling Anti-Doping Foundation. Her work in the fight against doping has contributed to cultural changes in cycling and sport internationally.

Assoc Professor Dr Vivien Chen (1989) Professional Achievement Vivien is a highly regarded haemotologist with a focus in coagulation disorders. Her research aims to reduce the harmful effects that lead to heart disease, stroke, blood cancers and sepsis.

Scan to read each winner's full bio online

Dr Jan Milburn OAM

Cynthia Gunn

Carol Edds

Jane Noake

Anne Gripper

Assoc Professor Dr Vivien Chen

Dr Emma Jones

Anirudha Satchcroft

Tara Sarathy

Amanda Shalala

Alice Chance

Cynthia Farah

Tara Sarathy (2001) Social Welfare and Impact

Anne Gripper (1982)

AWA R D WINNERS

Cultural Contribution

Jane Noake (1974)

Through decades-long involvement with Masters Swimming NSW and Masters Swimming Australia, Jane has demonstrated exemplary leadership and sportsmanship. She has had lasting impact on swimming at all levels.

2025 Alumnae

Amanda Shalala (2003) Professional Achievement Amanda is an experienced sports broadcaster, journalist and leader in equity and inclusion. She is passionate about greater diversity in sports coverage and the sports media workforce.

Alice Chance (2011) Cultural Contribution Alice is a multiple award-winning composer, conductor, singer, artist, arranger, writer, educator and content creator who has worked with musicians and artists internationally, spanning contemporary classical music, musical theatre, music for screens and more.

Cynthia Farah (2012) Professional Achievement Cynthia is a passionate mechanical engineer with experience across healthcare, retail, commercial, hotel, aged care, childcare and residential. She is an Associate at LCI, a building, engineering and design company.

MLC SCHOOL

AN EVENING OF CONNECTION The much-anticipated Principal’s Welcome was held in balmy weather and provided a relaxed and friendly atmosphere for parents and carers to connect with one another, make new friends and mingle with teachers and staff.

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MLC SCHOOL

A Global Celebration:

MLC SCHOOL'S INTERNATIONAL NIGHT If you’ve never experienced an International Night, it’s a vibrant celebration of respect for cultural diversity. Many in the MLC School community love its delicious food stalls and the captivating performances by MLC Junior School. A heartfelt thank you to the Junior School Parents and Friends (JSP&F) for their meticulous planning, dedication and execution of this enjoyable fundraiser.

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We are grateful for the contribution to the School of the following Old Girls who left a Gift in their Will Ì Marjorie Adams (Brian, 1937) Ì Nancy Anderson (Penman, 1938) Ì Joan Bradley (Davidson, 1933) Ì Jocelyn Brian (1940) Ì Edna Curtis (1922) Ì Joyce Denning Ì Daphne Harrington (Line, 1943) Ì Meryl Hinchliffe (Wright, 1927) Ì Margaret Pryor (Greenwell, 1938) Ì Alice Rishworth (Channon, 1894) Ì Ellen Schofield Ì Marjorie Stewart (Dixon, 1928) Ì Elizabeth Walker (Davidson, 1947)

PROTECTORS OF THE LIGHT Recognition through joining the Ellen Schofield Society honours those who have decided to support MLC School through a Gift in their Will. Through several very generous gifts and benefactions during the 1890s, Ellen Schofield enabled the construction of the Boarder’s Dormitory Hall and Dining Room (now the Chapel) along with Tower Wing. As a widely recognised and generous supporter of girls’ education, her

Edna Curtis (1922) exemplified servant leadership through her generous benefaction in the 1980s, which established the Edna Curtis Scholarship. Her act continues to be a shining example of walking as a 'daughter of the light', having enabled many daughters of Old Girls to benefit from an MLC School education. We are grateful for all bequests, no matter the size, and are proud to acknowledge previous benefactors. All care has been taken to ensure accuracy of this list. However, if any error has occurred, please accept our sincere apologies and notify the Development Manager so we can amend our records.

legacy was instrumental in the School’s growth and will be forever intertwined with the MLC School story. MLC School and future generations of students are grateful for all Gifts in Will, no matter the size.

If MLC School is in your estate plan or you would like it to be, please contact the School’s Development Manager, David Osborne for a confidential discussion. dosborne@mlcsyd.nsw.edu.au +61 2 8741 3161 You will be invited to become a custodian of the Ellen Schofield Society, just like Edna Curtis, allowing us to acknowledge and thank you during your lifetime.

2025 Dates to Note

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Term 2 Sydney Opera House Concert

Monday 19 May

Junior School Grandparents Day

Friday 6 June

Colour Run

Friday 27 June

To get in touch, please contact Barbara Hoffman, MLC School Archivist, on 02 8741 3214, or email bhoffman@mlcsyd.nsw.edu.au

Term 3 100 Days of Kindergarten

Friday 25 July

Father’s Day Breakfast and Paper Planes Valedictory Week

Friday 5 September

Monday 15 to Thursday 18 September

Term 4 Sapphires’ Chapel Service and Lunch Speech Day/Speech Night

Tuesday 21 October

2025 SCHOOL TOUR DATES Thursday 29 May 10.30am

Thursday Tuesday 19 August 13 November 10.30am 10.30am

Thursday 4 December

Old Girls Events OGU Meeting

Wednesday 21 May

OGU Meeting

Wednesday 13 August

Sapphires’ Chapel Service and Lunch OGU Meeting

Tuesday 21 October Wednesday 5 November

Scan to register for a tour or email enrol@mlcsyd.nsw.edu.au. BOOKINGS ARE ESSENTIAL AS TOUR DAYS REACH CAPACITY MANY WEEKS BEFOREHAND.

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MLC School respects the environment. The sleeve that is used to protect LUCIS is 100% compostable (made from corn starch). Please dispose of it via your recycling bin or a compost bin.

Scan for a virtual fly-through tour or visit https://mlcsyd.youtour.com.au/

MLC SCHOOL A UNITING CHURCH DAY SCHOOL FOR GIRLS, PRE-KINDERGARTEN TO YEAR 12 Wangal Country Rowley Street, Burwood NSW 2134 Australia PO Box 643 Burwood 1805 Ph +61 2 9747 1266 Fax +61 2 9745 3254 enquiries@mlcsyd.nsw.edu.au ABN 84 645 102 325 | CRICOS No. 02328D

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