St Catherine's News - Autumn 2022

Incorporating the Old Girls’ Bulletin | AUTUMN 2022

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Editorial Mrs Jodie Naismith Design Ms Ruth Gavin Cover Photo St Catherine's First VIII Rowing Crew: Summer Balla Kellett, Bronte Cullen, Jemima Wilcox, Sarah Marriott, Chloe Nevins, Lucy Green, Zara Bongiorno, Zara Peele, Sienna Darcy.

Photo credit: Mr John Toulantas.

Contributors Thank you to all Early Learning Centre, Junior School and Senior School staff and SCOGA (St Catherine’s Old Girls’ Association) The Bulletin Editor Sarah O'Brien (’02) For editorial queries, feedback or change of address, please email marketing@stcatherines.net.au

Leadership VCE Results Wellbeing Senior School Science Early Learning Centre Junior School House Arts Harkness Rooms Black Box Theatre Year 6 Transition Emerging Leader Rowing Success School Captains Boarding Archives Staff Profiles Our Community Foundation Old Girls’ Bulletin

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“

The St Catherine’s story for every student begins the moment they walk through our Heyington Gates. This story tells of the shared passion for connecting, engaging, and participating.

An opportunity for every student to create their own chapter.”

MICHELLE CARROLL, PRINCIPAL

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St Catherine’s News Autumn 2022

From the Chair of Council These results are testament to the strength of a St Catherine’s education, and the deliberate and considered approach St Catherine’s applies to educating, nurturing and empowering young women for their futures, from the moment they step through the Heyington Gates.

As a School we continue to celebrate the remarkable achievements of our students.

In 2021, we had much to celebrate with the outstanding VCE results of our Class of 2021, placing St Catherine’s as the number one girls school in Victoria.

In our Early Learning Centre our youngest learners build lifelong thinking routines and social skills, connecting them to their learning and the world around them, developing a solid foundation to move into our Junior School, Barbreck, where our young girls discover their passions and talents, immersed in our Thinking Classrooms. This year, our Year 6 students will extend their knowledge in Mathematics,

Science, and English in preparation for the step into the Senior School, with our academic transition program.

In our Senior School, students begin to sharpen their skills, extend their capabilities, and challenge themselves through intellectual endeavour and experiential learning. In 2022, our Year 9 students commence a new Humanities program that lifts their leadership, independence, and critical thinking skills through a yearlong Critical Conversations program. This Program forms a platform for students to move into St Catherine’s innovative Senior Years Learning Model in Years 10 and 11, empowering students in their learning, and preparing them for life post-school,

From the Principal Inspired by the words of singer-song writer, Natasha Bedingfield, our 2022 School Co-Captains, Angela Yu, and Madeline Powell, encouraged our younger cohorts to ‘Emerge’ from the COVID years stronger, smarter, and wiser, and to seize the opportunity by embracing the blank page of every day.

“Your story is what you have, what you will always have.

It is something you own.”

— MICHELLE OBAMA

“Today is where your book begins. Your book, your story for 2022. At the start of the year, we emerge into the unwritten, staring at the blank page before us with confidence and anticipation. No one else can speak the words on your lips. We all write our individual, unique stories. So, embrace the blank page that is 2022 with this in mind: follow your passions, express your opinions, be around people who make you happy, who lift you up.”

As we embrace this post-pandemic period, the St Catherine’s story for every student begins the moment they walk through our

Heyington Gates; a time when they are encouraged to be courageous, to inquire, to question, to learn and contribute. This story tells of the shared passion for connecting, engaging, and participating, an opportunity for every student to create their own chapter.

As we step forward this year, we celebrate the stories of the Class of 2021, and their outstanding VCE results that led to St Catherine’s being ranked the top performing girls school in Victoria. These extraordinary results were not achieved by one, single reason, rather a deliberate combination of factors summarised by two simple words: Academic Care. Throughout Term One of 2022, we continue to witness repeatedly, our model of academic care in action, and combined with a culture of participation, the story of every St Catherine’s student is written.

LEADERSHIP

through self-paced Independent Learning Tutorials and subject Masterclasses.

Across the spectrum of a St Catherine’s education – a St Catherine’s girl has experienced 15 years of purposeful and deliberate learning. Building her unique capacities to reach her individual goals.

When she graduates, she is known well by her peers and her teachers, but most importantly, she knows herself.

She is equipped with a comprehensive tool kit of transferable thinking skills, fully prepared for her future.

We have much to celebrate as St Catherine’s continues to deliver its vision of graduating well rounded, intellectually, and emotionally agile young women.

Ms Jane Hodder Chair of Council

We enjoy the story of remarkable resilience in our musicians, reflecting the hours of music rehearsals conducted online for the past two years. Our Term One Concerto Concert was the first of what will be many musical and performing arts events in our new Black Box Theatre. It was a privilege to attend this Concert and to provide our musicians a new performance space, and an exciting home for Music and the Performing Arts at St Catherine’s School.

We rejoice in the story of bold and courageous goals set by our Senior rowers achieving back-to back wins at the prestigious Head of the Schoolgirls (HOSG) Rowing Regatta, in addition to their striking win at the Australian Rowing Championships this year.

An historical year for our rowers, reaching new heights for St Catherine’s Sport.

We acknowledge a story of independence, as Year 9 students embark on a new

Harkness inspired learning model in their Humanities program, which aims to further enhance our open and academic thinking culture. To be successful in Harkness, students must refine their listening skills, be empathetic thinkers, articulate, and unashamedly intellectual. This program requires independence and critical thinking from our students, along with the ability to collaborate and construct a discussion, all essential skills for them as they emerge into their senior years of education.

Finally, we cherish a story of creativity and innovation as our teachers also emerge from COVID confidently seeking the fresh innovative design of a learning framework that encapsulates the needs of every graduating girl at St Catherine’s, building their capacities to be bold, creative, independent, and resilient. Our Teaching and Learning Framework harnesses the character dispositions and culture of thinking

required in every St Catherine’s classroom, every day.

Having fully emerged from the shadows of COVID lockdowns, our School community is now enjoying the opportunity to embrace the fullness of life once again on campus.

Together, with educators across the globe, we remain curious about the impact of COVID interruptions and how they may alter the learning trajectories and behaviours of children today.

As you unfold this edition of St Catherine’s News, you will understand the impact of our Towards 2025 Strategic Plan; our blueprint detailing how we inspire every St Catherine’s girl to be creative, independent, resilient, and bold in all that they pursue in the post-COVID world.

Michelle Carroll Principal

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St Catherine’s News Autumn 2022

Transforming TEACHING & LEARNING

St Catherine’s is a unique school, founded on core Values that drive our School’s Towards 2025 Strategic Plan.

We align these Values with innovative programs that develop 21st Century skills and dispositions in all students.

We do this extremely well, as our recent academic learning models have forged ahead with the development of our Senior Years Learning Model, Independent Learning Tutorials and this year, our Learning Framework, focusing on academic care and wellness.

Our Senior Years Learning Model for Years 10 to 12 was developed to empower students in their learning and equip and prepare them for life after school. PostCOVID, educational reform and disrupting the traditional view of learning is a necessary step for schools to stay relevant.

St Catherine’s is known for its personalised academic care, providing every student with the strongest foundation possible to reach their individual aspirations in learning and in life. A testament to this was our outstanding VCE results in 2021.

As part of our Senior Years learning Model, we introduced the Independent Learning Tutorials in 2021. Years 10 and 11 students step into a hybrid learning model with face-to-face classes and online delivery of Masterclass lectures and tutorials.

To ensure every student continues to be engaged, resilient, intellectually curious and independent in their studies, St Catherine’s must continue to develop creative and rigorous academic programs.

The students have relished the opportunity for a self-paced and independent learning model. As we move into 2022 this model will continue to be developed and refined.

LEADERSHIP

Teaching & Learning Framework

To develop 21st century skills in our students, we recognise St Catherine’s must offer innovative strategies and programs that align learning and wellness, mapping connectedness of a ‘whole education for character, competency and wellness’.

(OECD, 2021) This vision led St Catherine’s to once again review our academic programs and develop our Teaching and Learning Framework that seeks to provide every student with the strongest foundation possible to reach their aspirations. A key focus is our view that teaching and learning, and the development of wellbeing, are complementary processes. In short, students learn best when their wellbeing is optimised.

The Framework aligns to our School Values, our Teaching for Thinking culture, and our vision of learning and wellbeing integrated within a framework for improving student outcomes. Within the Framework we have prioritised eight learner competencies, differentiated for each Year level. At Year 7, we model, at Years 8 and 9, we scaffold and at Years 10, 11 and 12, we coach.

that our Learning Framework will be linked to both wellbeing and learning in academic care.

A key academic priority for 2022 is that teachers model, scaffold and coach students, focusing on the learner competencies in order to build independence, boldness, resilience and creative capacity. Teachers will purposefully plan to teach for knowledge, thinking and dispositions. I am excited

Mrs Ceri Lloyd Director of Teaching and Learning

I look forward with great optimism as I work with our teachers to continue to foster our teaching and learning programs, to innovate and to care, as we do this so well.

Reference: OECD (2021), Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills, OECD Publishing, Paris, https://doi.org/10.1787/92a11084-en

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St Catherine’s News Autumn 2022

A Bright Future We are thrilled to acknowledge the outstanding academic achievements of our Class of 2021 and St Catherine’s School’s position as the number one girls school in Victoria.

The success of the 2021 Cohort is testament to the fortitude, effort and commitment shown by each student in the most extraordinary of circumstances. As an open entry School, we are proud of the achievements of all our students.

#1 Girls School Victoria

Median Study Score 37 TOP 5%

in the state

26% Arts/ Creative Arts 6% Environment 1% Law/Society and Culture

Health and Medicine

17%

/Teaching 5% Education

2022 Tertiary Places

STEM

and Commerce 25% Management

TOP 5%

in the state

TOP 10%

33% ATAR 95+

58% ATAR 90+

TOP 10%

TOP 15%

20% STEM

in the state

Our graduating students will be represented in institutes including The University of Melbourne, Monash University, RMIT, The Australian Catholic University and Swinburne University. Seventeen graduates 58% 33% ATAR received early university offers from six tertiary institutions and ATAR 90+ three students were offered scholarships from the95+ University of Texas (Rowing Scholarship), University of Melbourne (Elite Athlete Program Scholarship) and Hansen Scholarship.

i

33% ATAR 95+

TOP 5%

in the state

T

in the state

in the state

68% ATAR 85+

T

T

i

V C E R E S U LT S 2 0 2 1

TOP 2% in the state Study Scores of 45+ were achieved in these subjects:

History Revolutions

Health & Human Development

CH

Literature

Geography

EMILY RYAN 2021 DUCE “It was so unexpected to be named as equal Dux of St Catherine’s School.

Our entire Year 12 Cohort was so hardworking, so this achievement means so much. I set my sights on achieving an ATAR of 90+ and then committed to trying my best. I really believe that if you try your hardest, and have good friends and family around you, you really can achieve anything.”

Legal

Physics

Chinese Second Language Advanced

JESSICA YANG 2021 DUCE “The teachers at St Catherine’s are so supportive. They will always help you to achieve your absolute best, which for me was my VCE studies.

My best is all I can do, and this is what my teachers and I set out to achieve. I love the community we have at St Catherine’s, full of support, no matter what you try, or do.”

Psychology

F

French

Biology

English

Studio Arts

Maths Methods

PE

Chemistry

ALEXANDRA DEMETRIOU PROXIME ACCESSIT TO DUCES “I always knew our Year would do amazing. We are such a resilient and determined group. I believe our small Year level allowed us to foster close relationships with each other and, as a result, we all worked together to achieve the best we could as a Year level, instead of focusing individually on ourselves. I am so proud of the Class of 2021.”

TINGQUAN (GLORIA) MENG 2021 GRADUATE “Over the past two years I have felt grateful and lucky to have my family, friends and St Catherine’s School to support me. Despite all the lockdowns they all made me feel connected with others despite being separated. Year 12 is not as scary as it sounds.

Keep your faith and work hard, and things will eventually work out.”

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St Catherine’s News Autumn 2022

“Ultimately, hardships don’t define us. It’s the fact that we manage to emerge out of them, it’s how we help each other to emerge, that does.”

Angela Yu, School Co-Captain

“To emerge is to take action.

It feels powerful. It feels determined.”

Maddie Powell, School Co-Captain

No Mud, No Lotus Since 2015, each consecutive Year 12 Cohort has chosen a single word to encapsulate their theme or focus for the year ahead.

Acknowledging the power of a common goal, the 2022 Year 12 Cohort have chosen the inspirational word Emerge, to encapsulate their focus for the year ahead. This follows the themes of previous years: Dare, Vision, One, Fearless, Beyond, Golden and Absolutely. These annual mottos serve to bind our School community together and catalyse a clearly articulated vision and purpose. This choice is one that is both looked forward to as a rite of passage, but also as a significant leadership responsibility.

In their first address to the Senior School the School Co-Captains, Angela Yu and Madeline (Maddie) Powell, introduced their expectant audience to this year’s word.

Keeping their audience in suspense, Angela and Maddie shared a metaphor of the daily emergence of the lotus flower to symbolise

how beauty and joy can come from struggle and challenge. The Captains described how the lotus flower emerges from mud every day to bloom into a beautiful flower.

Tying this story to one of human resilience and perseverance, Angela said, “without mud, you cannot grow a lotus. The beautiful flower will not emerge.” She went on to encourage the audience to consider how this metaphor could symbolise a “reflection on our times,” noting that “we’ve all struggled through a multitude of things these few years... but the lotus reminds us that we can all come out of this together... even more beautiful, not just aesthetically, but on a deeper, more intricate level… no mud, no lotus.”

Angela inspired the girls to see the worth of persisting through challenges saying, “What’s more, the process of coming up from the water and re-blooming every day requires consistency and persistence. There will be times when it will take so much effort to come up for air, to get on top of things, to float above the muddy water. But the lotus manages to do it every day, it doesn’t get easier, but every time you do is a chance

for you to emerge as a better version of yourself.” Angela explained, “the word ‘Emerge’ captures the process of things, the long, sometimes disheartening, but always worthwhile, process of reaching your goals, your dreams, your future.”

Linking to the School Values, Maddie explained “we are all our own, unique lotuses capable of emerging towards our visions and goals, and in control of the way in which we emerge – with Gratitude, Empathy, Integrity, Curiosity and Perseverance. In this way, we are mindful that we are in the same pond – metaphorically – as all of the other lotuses.

Acting with kindness at the forefront of our minds, and providing support if one day someone is finding it a bit harder to emerge out of the muddy water.”

The ‘Emerge’ theme and the lotus metaphor typifies the traits St Catherine’s girls aspire to – to be bold, independent, creative and resilient. As Maddie said of the lotus flower in assembly, “It reminds me of a St Cath’s girl.”

Ms Merran O’Connor Deputy Principal Student Wellbeing

LEADERSHIP

Women in Science In 2022, over one-third of St Catherine’s Year 12 graduates commenced university degrees in Science-based courses.

Thirty-seven percent of Class of 2021 alumnae accepted first-round offers to study University degrees including Science, Biomedical Science, Engineering, Veterinary Science, Speech Pathology, Agriculture, Psychology, Midwifery and Physiotherapy.

alumnae, Emily Dziedzic, Jessica Yang and Gloria Meng, received High Distinction results, placing them in the top 10% of Chemistry students in Victoria. Ruby Moir received a Distinction and Alicia Livolti and Clementine (Cece) Newton-Brown were awarded Credits.

Across all Year levels, Science staff encourage students to embrace the wonders of Science through experimental exploration and problem solving. Students engage in external opportunities provided by the Science community from National Youth Science Forum, Brain Bee to Olympiad examinations and more.

Creating an engaged Science community was further bolstered in 2021 with the inception of the STEM Captain position, ably led by Ruby Moir. “My enthusiasm for this captaincy stemmed from my interests in the field and belief in academic role models for adolescent women. I sought to foster a sense of excitement, encouraging girls to test their limits and indulge in their science curiosity,” explains Ruby.

Class of 2021 alumnae, Tingquan (Gloria) Meng is undertaking a Science/Engineering Degree at The University of Melbourne, with the hope to “become an engineer and collaborate with others to solve problems.”

Along with an outstanding ATAR result, Gloria also achieved first place in four subjects, including Physics.

“I have a strong interest in Science, which provided me with momentum to continue learning through the COVID interruptions. My teachers not only taught me all I needed to know for my subjects, but gave me courage and support throughout VCE. It was this

confidence that pushed me during Year 12, and keeps me going when I am challenged. I could not have achieved these results without their care, and the School’s support,” Gloria shares.

Despite COVID, Science students were able to dive into the virtual world of experimentation through the use of ondemand laboratory investigations and virtual high-risk experiments, providing them opportunities to more deeply understand the scientific concepts they were studying.

Throughout 2021, St Catherine’s Year 12 students competed in the RACI International Chemistry Quiz, where Class of 2021

For Ruby, the opportunity to attend the Go Girls – Superstars of STEM lecture in 2021 was “indispensable in terms of what was learned about university, workforce life and pathways.

My interest was sparked when hearing the stories of Dr Jennifer Fan Gaskin and aerospace engineer, Crystal Forrester. Ms Forrester’s reflection on her journey through the significantly male-dominated realm of engineering was inspiring, and she provided steadfast advice on following our passions and using the doubt of others as fuel, rather than be dragged down by negativity.”

Ms Vanessa Jackson-McRae Head of Science

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Children with a strong sense of self-worth feel competent to cope with the basic challenges of life and feel worthy of success and happiness. It is for these reasons that a child’s learning must be underpinned by positive self-esteem and a sense of self-confidence.

For children, self-esteem comes from knowing they belong to a family and community that values them. It is important that they are connected to people, as this gives them a sense of place. It also gives them the opportunity to relate to others.

DEVELOPING CONFIDENCE & SELF-ESTEEM IN YOUNG CHILDREN

A child’s self-esteem can be nurtured through their relationships.

Educators in St Catherine’s Early Learning Centre work towards developing children’s self-confidence and self-esteem. This is done by encouraging the children to have a go and try new experiences, and by celebrating their successes. We believe the children are competent and capable, and therefore provide them with the scope to become independent, have their own experiences, think for themselves, take considered risks and make their own decisions. By encouraging the children with their independence, and empowering them to make their own decisions, their confidence will begin to grow.

ELC

“When children try new things, face challenges and bounce back, they learn and grow. This is why self-esteem can be an important part of child development.”

RAISING CHILDREN 2022

Developing a positive attitude to learning and thinking is essential. Children need to develop a ‘can do’ attitude where they are willing to have a go and try new experiences.

This is how they learn. Participation is about effort, persistence and improvement.

Persistence will help them to develop ideas about their own capabilities while creating a strong self-concept. It is also important for children to celebrate the experience purely for the enjoyment that it brings.

Coping with upset and disappointment is a part of life. This is something young children must develop the strategies to cope with.

As educators, we do this by prompting the

children to think about other ways of doing things, or encouraging them to try again.

The children begin to understand that their upsets and disappointments can be used as a learning opportunity. This positive mindset helps to build up the child’s confidence and develops resilience.

It is important to acknowledge and celebrate children’s achievements.

This can be done by recognising the effort and determination they have put into a particular task or learning a new skill.

This positive feedback helps the child to feel good about themselves. It is also important to acknowledge qualities

such as kindness, tolerance and empathy as this reinforces to the child how important such character traits are.

The importance of self-esteem cannot be underestimated. It affects a child’s behaviour and their thoughts. It changes how they feel about themselves and affects their confidence. If we want to develop happy and successful young learners then we must first start with their self-esteem, as this sets the foundation for a lifetime of successful learning.

Ms Sarah Bethune Head of ELC

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Learners T O D AY ’ S

The children of today are learning so much more, and at a higher level than generations past.

As both a student and an educator, I feel I am in a good position to critically compare today’s learners to that of my time, roughly 50 years ago – a time people often reflect back to as the benchmark of a ‘good education’.

Whilst critics may cite spelling mistakes, poor handwriting and incorrect change given by a teenager at the local shop as examples of a failing school system, I contend that today’s learners are far better thinkers and seekers of information than any generation before them.

School in my primary years focussed on Maths, English, Social Studies, some Science, Music and Physical Education.

The focus was rote learning of content.

Yes, we knew our times tables because we spent a huge amount of time chanting them each day, and we were good at spelling, grammar and punctuation because again, so much time was spent teaching them.

My education was based on knowing things for immediate recall, writing and spelling well and ‘doing’ Maths. Very little was based on understanding. In fact, asking why or how was pretty much discouraged. I can remember asking a question and being told, “Don’t ask questions, it works – just do it!”

In contrast, today’s Barbreck Year 6 students study English, Mathematics, History, Geography, Civics and Citizenship, Art, Music, Physical Education, Health, Wellbeing, French, STEM, Band and leadership skills as part of our Ambassador

JUNIOR SCHOOL

Leadership Program. They are also active in an array of Co-curricular activities and are proficient at using technology.

Today’s curriculum is not based on learning a series of facts, but understanding concepts and applying complex reasoning skills, such as comparing, analysing, interpreting, classifying, deducting, and making generalisations. Not only do students have to apply these skills, they also have to explain and provide justifications for their answers.

At Barbreck we focus on Thinking Routines which further support our students’ abilities to think deeply and critically. Our girls develop their discernment of knowledge – learning how to refine their searches, narrow their field of focus and select the best sources for credible information amongst the staggering offerings available on search engines.

Our students are taught concepts once reserved for high school – determining an author’s intent when writing a text, exploring points of view, justifying answers, coding, robotics and environmental conservation.

The minds of today’s learners have been unlocked from the curriculums of the past – no longer required to be a filing cabinet of stored information, young minds are now moulded to think critically, to solve problems, to explore ideas, to create and to make informed decisions.

Today’s learners are learning how to learn for their futures, not to recite on demand.

Ms Karen McArdle Head of Junior School

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St Catherine’s News Autumn 2022 2018

STEM

IN BARBRECK

In Australian schools, STEM has been a bit of a buzz word for some years now, however it is a fundamental part of the Barbreck Classroom.

STEM includes the learning areas of Science, Design and Technologies, Digital Technologies, as well as Mathematics and cross-curricular capabilities such as ethical, critical, and creative thinking.

The Australian Government’s Advancing Women in STEM Strategy (2019)

discusses, “girls’ perceptions of, and engagement in STEM, are strongly influenced by both parents and teachers.” Therefore, our curriculum has a strong “emphasis on developing STEM skills in the early years so that children feel positive and enthusiastic about STEM, leading to increased interest and achievement later in life.”

JUNIOR SCHOOL

But what does STEM look like in a Barbreck classroom? What do all these fancy (but important) words mean for our girls?

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Barbreck

Broadly, it means they can engage with a relevant, exciting, and hands-on Science program. Day to day in Barbreck this means: Girls in Prep are learning about the role of shelter in survival, investigating the shapes and materials used in shelters, and then building their own.

Girls in Year 1 are learning about the features of living creatures, creating algorithms for building a worm house and then building one.

Girls in Year 2 are learning about mixtures and how to separate them. Recreating an oil

spill and devising a method to remove the oil from the water and affected bird feathers.

Girls in Year 3 are learning how heat energy is produced and how it moves. They are also designing and making something to put on a water bottle to keep the contents super cool, using recycled or repurposed materials.

Girls in Year 4 are learning how landscapes change over time. They are creating a landform scene and filming a video showing how the landforms weather away and erode with water.

Girls in Year 5 are extending their inquiry skills in both Science and Engineering, designing food packaging and designing experiments looking at the development of mould in sandwiches.

Ms Vanessa Jackson-McRae, Head of Science in St Catherine’s Senior School, teaches STEM to our Year 6 students in the Ruth Langley Research and Learning Science Labs in the Senior School, providing a wonderful extension of their STEM skills as they transition into their senior learning.

I feel so honoured to be working at a school that is helping to build a workforce of women who will be “empowered to make scientifically informed decisions and take advantage of the opportunities of the jobs of the future.”

Ms Tori Shaw Barbreck STEM Specialist

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St Catherine’s News Autumn 2022

Dog Days

Every fortnight Barbreck students and staff alike wait with joyous anticipation for the Junior School’s most adored staff member – Bella the therapy dog.

Bella, along with her owner, St Catherine’s Junior School Psychologist, Ms Lena Wintermantel, provide wellbeing care to Barbreck and ELC students. Lena shares the benefits Bella is providing to our students below: Therapy dogs are specifically trained to be reliably nonaggressive, calm, and obedient.

They are used to provide support and comfort to individuals by helping to reduce stress, improve engagement and enhance social interactions and relationships.

Commencing in Term 4, 2021, Bella works alongside me once a fortnight during individual and group sessions with students.

Having Bella in the room reduces the anxiety students may be feeling and encourages them to more freely engage in the sessions. Often students feel calmer while interacting with Bella and it helps to build rapport and start conversations.

Within sessions, Bella is used to provide behavioural cues and feelings for the students to focus on, encouraging them to connect these to themselves, and recognise how their behaviour may be impacting on those around them, and how to notice the cues of others. These sessions include emotional regulation, managing anxious feelings, improving social skills and enhancing self-esteem.

There is mounting research supporting the benefits of therapy dogs working with children and adolescents with mental health concerns and in enhancing positive feelings during stressful or anxious situations.

Research has shown the effectiveness of therapy dogs to decrease anxiety, improve social skills, promote attention, concentration and motivation towards learning and encourage school engagement.

Therapy dogs also act as social facilitators for children – enhancing peer relationships, as well as building trust in the studentteacher relationship. A trained therapy dog in a school environment promotes a sense of belonging and can increase positive attitudes and attendance at school.

Ms Lena Wintermantel Junior School Psychologist

JUNIOR SCHOOL

WHAT IS A THERAPY DOG? Therapy dogs are specifically trained to provide support and comfort to individuals.

Therapy dogs complete training to ensure they are reliably nonaggressive, calm, and obedient. Their role is to respond to people and the environment, under the guidance of their owner.

Assistance dogs, on the other hand, are trained to meet the specific needs of an individual with a disability, such as visual or hearing difficulties, seizure disorders, mobility challenges or diabetes.

THERAPY DOGS IN SCHOOLS Mental Health Benefits Research supports the benefits therapy dogs have with children and adolescents with mental health concerns and in enhancing positive emotions during stressful situations.

Social Skills Studies have found interactions with a therapy dog can have a positive impact on social behaviours and communication. Dogs have been found to act as social facilitators by enhancing the relationship between the student, peer and teacher, and improving social cohesion in the classroom.

Self-regulation and Behaviour Interactions with therapy dogs also have the potential to promote attention, concentration and motivation in learning, as well contributing to students’ overall ability to control their emotions and behaviours. Students can use the therapy dog for support to help calm their minds and bodies and decrease aggressive behaviours and hyperactivity.

Student Attendance and Engagement in Learning Tasks A trained dog in a school environment also promotes a sense of belonging in the school and contributes to a positive school culture, as well as an improvement in attitude towards school and their learning. An increase in overall attendance has also been found when the children knew a therapy dog would be present.

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St Catherine’s News Autumn 2022

Greater THAN THE SUM OF ITS PARTS At the beginning of 2021, each Year 11 House group randomly selected an envelope that contained a secret stimulus, which were all milestone Australian events from the 1890s; an acknowledgment of the decade in which the School was founded.

HOUSE ARTS

These social and cultural moments had a distinctly Australian backdrop – a drought-stricken sheep farm, bushland along the Snowy River, flashback scenes to Dagworth Station, and the streets of Adelaide during the Women’s Suffrage movement.

House Arts’ performance night is the culmination of a year’s worth of preparation for the Year 11 leaders, and a week of rehearsal and collaboration for every member of each House.

The audience – both in person and live streaming at home – showed immense appreciation for the effort, passion and talent on display, with every aspect of the performance led and run entirely by the students.

The judges across the five areas of Dance, Drama, Media, Music and Visual Art were full of superlative praise

for the cohesiveness and creativity of the performances by the four Houses.

After yet another close battle, Beaulieu Blair were announced overall winners.

House Co-Captains, Emma Froomes and Summer Balla-Kellett, graciously received the Michael Bond House Arts Trophy, awarded in memory of Mr Bond’s legacy as the Head of Drama from 1997-2015, and for pioneering the House Arts competition 17 years ago.

There is much to be admired about the way the Year 11s step into their leadership roles during House Arts, having observed their peers as stewards of the process in previous years. Every year they reflect on the challenges and intricacies of managing such a large project; not just establishing a shared creative vision and teaching the various elements of the production to other Senior students, but the amount of organisation, planning, scheduling and delegation for which they are responsible.

Year 11 House Arts meetings commence as a Year level or House group, then soon divide into smaller teams to refine a plot point, map out the blocking of a scene, sketch a backdrop, add to a musical score, decide upon a costume design, liaise with a staff member about using the drone camera, plan the next 16 beats of choreography, or consider the lighting plot.

The quality and pride in the final presentation of their work is a testament to the collaboration, creativity and dedication of the students, and their willingness to create something greater than the sum of its parts.

Mr James Brown Head of Performing Arts & VOICES – Student Leadership, Project Leader

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St Catherine’s News Autumn 2022

Critical Approach Shapes Confident Learners Returning to school in 2022, Year 9 students commenced their Humanities classes being asked to lead discussions themselves. This was their immediate introduction to St Catherine’s new Year 9 Critical Conversations Program.

The excitement amongst the students was clear from the very first class.

The idea to develop the Program grew from a visit our Principal, Michelle Carroll, made to Eton College in the UK in 2019, where the use of the Harkness-inspired model of teaching was observed in many classrooms.

A Harkness approach is an alternative methodology of teaching and learning in which students lead critical conversations.

The central purpose of the approach is to develop student capacity to use questioning and dialogue to direct their own learning. Students observe the learning process in order to develop academic confidence and resilience as life-long learners and to appreciate the value of having every voice being heard.

Within St Catherine’s, our Harknessinspired approach not only changes the classroom patterns of teaching and learning, but the architecture and design of the rooms. Class sizes have been reduced to 12, increasing the capacity of students to be confident in their contributions, and active and supportive listeners during discussions.

These changes are already taking shape in two specialised spaces that centre on the large oval shaped ‘Harkness’ table, rather than usual student desks.

Harkness-inspired discussions revolve around students engaging in challenging aspects of Geography and History.

Students read and prepare in advance

of the discussions, including viewing videos, reading texts and interpreting graphics, maps and other data. Students then conduct the critical conversations and conversations are mapped to monitor the balance of contributions.

HARKNESS ROOMS

Some of the topics Year 9 students are discussing this semester include: • Can we stop biomes being destroyed?

• Can our need for clothing be met without harm to people and the environment?

CRITICAL CONVERSATION DYNAMICS Dynamics are mapped to monitor the balance of contributions during the conversation. Tracking data includes when questions are asked, further comments added, evidence used and collaboration shown.

This Program cultivates our Thinking Agenda across Year 9, placing the onus for learning on our students to undertake independent research, apply critical thinking, work collaboratively, and be confident in rigorous discussion. We are excited to follow the progress of our students as they take these Harkness skills into the senior years of school.

Finally, a note on naming the Program.

We are working with Indigenous Elders to respectfully use an appropriate Indigenous word that means to ‘learn by listening and understanding others.’ One word from Central Australian Aboriginal languages is Kulila.

We hope to have approval for this word, or one similar to capture the central idea of our new model, and to further our School’s commitment to the Reconciliation process.

Mr Paul Gilby Head of Humanities

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St Catherine’s News Autumn 2022

B L AC K B OX

THEATRE student insights Reflecting the outstanding talent of St Catherine’s Performing Arts students and our expert teachers, our new Black Box Theatre is providing a specialised and professional performing space for students to showcase their talents and passions.

“After performing at St Catherine’s for over six years, I am beyond excited to perform in the new Black Box Theatre this year.

“The Black Box Theatre is a learning space where students will be able to pursue all forms of performance, whether it be vocal, instrumental, or dramatic.

It is such an intimate theatre and allows for an incredible actor-audience relationship and environment! The Black Box Theatre will be a wonderful space to stage professional performing arts events, like the senior musical this year. It provides great insights into working in a professional theatre, and will allow us all to flourish both in confidence when performing and experience. I think this is an amazing step for the Performing Arts community at St Catherine’s.”

It will be a place where the passion and love of performance can be fully expressed. I have performed many times at St Catherine’s and have enjoyed the stage of the Dorothy Pizzey Hall, however being able to perform in the new Black Box Theatre will be next level and feel so much closer to performing in a truly professional environment. I am excited to see the teaching staff and students make the Theatre come to life! I am so excited about the opening of the Black Box Theatre and its benefits for St Catherine’s girls.”

CHARLOTTE ASTON 2022 DRAMA CAPTAIN, YEAR 12

MIA UPTON YEAR 8

B L A C K B O X T H E AT R E

“Having been part of the Performing Arts at St Catherine’s for almost six years, I am so excited for the completion of the Black Box Theatre.

To have a space dedicated to performance is a really special thing, and I am grateful that I will have the opportunity to use it.

The Black Box Theatre will create a unique experience for both audience and performer due to its intimacy and the accompanying technology and facilities. I think the sense of professionalism that accompanies the new space will instill more confidence in the girls and is a fantastic step foward for the Performing Arts community at St Catherine’s. I really appreciate all the hard work and dedication of everyone who has made this Theatre a possibility for all St Catherine’s girls for years to come. Thank you so much!”

CIARA JENKINS YEAR 12

“I am so excited to be using the Black Box Theatre! I feel it is a great skill to go onto a big stage and perform, as it takes a lot of courage.

The more practice we get on a big stage the better we are at performing on one. The Years 7 and 8 production in the Black Box will make a big impact on the overall feeling of the production. The lights and sound will be amazing, and the sets will look great on stage.

Thank you to everyone who was involved in building the Black Box. It is highly appreciated.”

ANNA SHEARS YEAR 7

“The creation of the Black Box Theatre ensures many students can further their passion for theatre.

It creates a new outlook on devising and performing amongst fellow theatre students at St Catherine’s School, creating a more collaborative space. The new space provides a sense of professionalism and creates a sense of belonging and community. I am thrilled to see how the Black Box will expand the opportunities for Performing Arts.”

MIRANDA WARE YEAR 11

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St Catherine’s News Autumn 2022

The Importance OF TRANSITION

and STEM, and Health. The program aims to support students as they move from the upper primary years, through to the middle years of schooling in Years 7 and 8 in the Senior School.

For STEM classes, Ms Tori Shaw, Barbreck STEM Specialist and Ms Vanessa Jackson McRae, Head of Science in the Senior School, guide our Junior School students. It is quite unique to have a Senior School Head of Faculty conducting classes with Junior School students. Ms Jackson-McRae’s classes are held in the Senior School Science Laboratories for our Year 6 students, which also assists and readies them for their transition to Year 7.

Like many in football mad Melbourne, I watch with keen interest the rise and rise of the AFLW competition. Daisy Pearce, the Captain of Melbourne is probably the number one high profile player in the game. It has been interesting to watch the role Daisy has played in not only leading the team but assisting Tayla Harris since her move from Carlton.

Tayla, a bright young talent, burst into the spotlight beyond football after a photograph of her was published. The image of ‘That kick’ was a defining moment in women’s sport pushing back against the sexism which followed the photographs publication.

Since moving to Melbourne, Daisy has assisted Tayla in her transition from a good, but inconsistent player, to the number one player for contested marks in 2022.

A child’s educational journey also needs effective transition at important times. The move from Year 6 to Year 7 is arguably the most important. At St Catherine’s, commencing in 2022, Barbreck Year 6 students will be involved in an Academic Transition Program within the core subjects of English, Mathematics, Science

In addition to Science, our Year 6 teachers will specialise in their passion teaching areas, with Ms Sandra Ching teaching Mathematics across both classes, along with Senior School teachers working with our Years 5 and 6 Extension Groups, providing specialist expertise. In English, Mrs Jodie Bacon will teach across the two classes and in Health, Senior School Health and Physical Education teacher, Ms Samantha Basford, will teach the Barbreck Health program to both classes.

This Transition Program introduces the girls to Senior School facilities, engages them with expert staff in specialist fields of study and introduces Senior School practices prior to Year 7, ensuring they experience a smooth journey and strong academic bridge to Year 7 and beyond.

Just as Daisy Pearce made the transition of new players into the Club a priority, St Catherine’s transition program from Barbreck to the Senior School also needs to be one where the girls continue to thrive and grow – she who is well prepared, transitions well!

Mr Robert Marshall Deputy Principal Strategy and Culture

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Emerging LEADER

“INEQUITY IS WHEN WOMEN LIKE ME ARE SILENCED… LET’S BREAK THE SILENCE.” St Catherine’s Year 12 student, Lan Tian Yen-West, powerfully delivered this statement to the Menzies Foundation Emerging Leaders Program in 2021.

Her message, along with a determined vision to create “global connections with female leaders to dismantle a patriarchal system forcing women and minority groups to be silenced,” secured Lan-Tian with one of only 11 Menzies Fellowships in Australia, recognising her as an emerging leader in our nation.

Lan-Tian’s powerful statement recognises that in Australian history, far too many women have been silenced, especially those from a minority background. As an Asian-Australian woman, Lan-Tian has been raised within both cultures, providing her with a first-hand appreciation for the value global citizenship plays in building personal leadership skills.

“I have a strong desire to have an impact on the world. I want to be bold and challenge popular thoughts and

ideas when necessary. I want to be unapologetically independent – staying true to my own beliefs and learning from others around me. I want to accept I am a constantly evolving creature – growing and improving through failures and resilience, and I want to express myself with creativity in all that I do, seeing things from different perspectives.”

Inspired by Alexandria Ocasio-Cortez, known for boldly and passionately addressing inequity at the 2021 MET Gala, wearing a dress emblazoned with ‘Tax the Rich’, Lan-Tian aims to model her own leadership project, utilising the $1,000 fellowship endowment from the Menzies Foundation.

“I want to address inequity globally.

My aim is to use the financial assistance I received from my Fellowship to create real-world value through a global coalition of young female leaders, dedicated to creating a better tomorrow.”

With a strong sense of social responsibility, Lan-Tian wants to maximise the opportunities and experiences she has been provided to benefit, “my generation and those who have not been given the same tools as I have, such as my St Catherine’s education and opportunities such as the Menzies Fellowship.”

“St Catherine’s has developed an ethical depth within me. I believe you demonstrate who you are when nobody is watching, doing good because it is right, rather than to be seen, this guides my leadership approach.”

Discussing the emerging challenges for her generation, Lan Tian comments that climate change, social isolation as a consequence of social media, and fake news and censorship are pressing issues. There is no doubt Lan-Tian is emerging into her leadership potential and has an exciting future ahead.

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St Catherine’s News Autumn 2022

MMXXI

The 2022 Rowing season has been one to remember. It has certainly had its challenges; however, the St Catherine’s students have demonstrated resilience, determination, and persistence throughout.

BACK-TO-BACK

head of the schoolgirls The Fearless Girl

The final race of the season had everyone on the edge of their seats, the crew demonstrated great determination and grit, only taking the lead within the last 100m of the race. This is the first time in St Catherine’s history that the School has won both the Head of Schoolgirls Regatta and the National Championships in the same year, a phenomenal effort, and a remarkable achievement.

This is a back-to-back victory for the First VIII at the Head of Schoolgirls Regatta, and only the second time in history the School has ever won this event. Summer Balla-Kellett, Bronte Cullen, Sarah Marriott and Zara Bongiorno have now won this event two years in a row.

The 2022 Rowing Season was another one to go down in the history books, with the MMXXI, the St Catherine’s First VIII winning the Schoolgirl Eight Division 1 at the Head of Schoolgirls Regatta, and two weeks later crossing the line first at the Australian Rowing Championships to take out the National title in the Schoolgirl Eight.

The St Catherine’s Second VIII, The Fearless Girl, showed their fearlessness in their approach to racing, attacking every race with great determination and courage, taking out a silver medal in the Schoolgirl Eight Division 2. At the Australian Rowing Championships, the Fearless Girl raced against and beat a number of first eights from across the country, placing 11th overall out of 22 crews, a truly fantastic effort.

R OW I N G

Gunn

HOSG WINNERS AND AUSTRALIAN NATIONAL CHAMPIONS First VIII MMXXI: Zara Peele, Sienna Darcy, Lucy Green, Zara Bongiorno, Chloe Nevins, Sarah Marriott, Jemima Wilcox, Bronte Cullen, Summer Balla-Kellett Coaches: Mr John Saunders & Miss Brigette Carlile

HOSG MEDAL WINNING CREWS Second VIII The Fearless Girl: Jemima McLennan, Georgia Szer, Olivia (Liv) Howitt, Mietta Passon, Rosie Oxley, Freya Cantwell, Zoe Hall, Charlotte Rodgers, Arabella Hall Coach: Miss Isabelle Ferrali

rowing regatta Our Year 9 students have worked hard developing their technique and ability to push themselves. They have built a strong sense of camaraderie and each crew raced with strength and fortitude. The Year 10 students should be commended on their efforts. They have continued to challenge themselves and each other to work harder. They raced with confidence and grit. The Year 10 Gunn crew raced exceptionally well throughout the Regatta, earning themselves a bronze medal in the Year 10 Quad Scull Division 2 A Final, as did Rhea Werner who also won a bronze medal in the year 10 Single Scull Division 1.

The St Catherine’s Rowing Program may be small, but it certainly is mighty.

The strength and determination of our students are admired by many other schools. We congratulate all the St Catherine’s crews on their hard work and a fantastic season.

Miss Brigette Carlile Head of Rowing

Year 10 Division 2 Quad Gunn: Scarlett Pringle, Amelie Snell-Bliss, Millie Nilsen, Georgia Hennessy, Olivia Hargrave Coach: Mr Richard Greene Year 10 Sculler Rhea Werner

Rhea Werner

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St Catherine’s News Autumn 2022

Meet Our School Captains

Senior School Captains

Madeline (Maddie) Powell and Angela Yu

Junior School Captains Clara Barry and Holly Farrer

Senior School Captains WHAT DO YOU HOPE TO ACCOMPLISH IN YOUR ROLE AS SCHOOL CAPTAIN THIS YEAR? Angela: This year, I hope to lead the school with Maddie in a way that helps people find some stability and hope. I want to ensure everyone feels they have the ability and willingness to speak up and contribute their ideas.

As School Co-Captain I would like to motivate all St Catherine’s girls to unfold themselves from timidity or passivity and give voice to their thoughts.

DESCRIBE THE MOST ENJOYABLE ASPECT OF BEING PART OF ST CATHERINE’S SCHOOL? Angela: I must admit, I do get nervous when talking to new people, so I would say the most enjoyable part of being at St Catherine’s is the people here.

St Catherine’s really gives you a family to open up to, even for someone like me who started out as a very shy person.

Madeline: St Catherine’s is like a big family that always supports, comforts, and challenges me. It is small gestures and seemingly insignificant moments that make up the most enjoyable aspect of being part of St Catherine’s. This fosters the incredibly strong community here that I am so grateful to be a part of.

Madeline: Coming out of such a difficult couple of years I hope I can cultivate a sense of belonging amongst all students.

I really want to strive to ensure each girl knows they genuinely belong. Each day I walk through the Heyington Gates, I am overcome with a sense of connection and belonging, and every girl deserves this.

WHAT IS ONE QUALITY A GOOD LEADER NEEDS TO HAVE?

WHAT IS ONE WORD THAT BEST DESCRIBES THE KIND OF SCHOOL CAPTAIN YOU WOULD LIKE TO BE?

Madeline: The ability to be authentic.

This trait enables leaders to genuinely connect with people and consequently has countless positive outcomes.

A person can most effectively lead when they understand and connect with those who they are leading.

Angela: Cheerful!

Madeline: Inclusive.

Angela: An important quality is resilience. There will always be things that go wrong or turn out in an unexpected way; resilience allows people to keep pushing forward despite these obstacles.

WHAT IS ONE THING YOU WOULD LIKE TO TAKE FROM THE EXPERIENCE OF BEING SCHOOL CAPTAIN ONCE YOU LEAVE ST CATHERINE’S? Angela: There are lots of things I think I will learn from being School Co-Captain, including improving my communication and organisational skills.

But in the end, for me, the one thing I would like to take from this experience is a feeling that I have given my best in the role and in bringing the School together as much as I can. I want to leave with no regrets, and with more strength and initiative than I have now.

Madeline: I know that over the next year I will learn many lessons and continue to develop as a person and a leader. I am so grateful to be in such a position that will enable me to do this. So, once I leave the Heyington Gates, I hope I can use the myriad of lessons I will learn as School Captain to effectively enter life after School, equipped with the experiences, knowledge, and confidence to connect with people and pursue my chosen pathway.

S C H O O L C A P TA I N S

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SENIOR SCHOOL YEAR 12 CAPTAINS Senior School Co-Captains

Junior School Captains HOW DID YOU FEEL WHEN YOU FOUND OUT THAT YOU HAD BEEN ELECTED AS CO-CAPTAIN?

Holly: I will be running assemblies, giving awards, but most importantly being a good role model.

Clara: I was very pleased and happy for myself. I was delighted to know that I would be representing St Catherine’s Junior School, Barbreck.

WHAT WOULD YOU LIKE TO ACHIEVE, IN YOUR ROLE AS JUNIOR SCHOOL CO-CAPTAIN?

Holly: I felt very excited for the year ahead. I also felt very accomplished.

WHY DID YOU CHOOSE TO NOMINATE FOR THE POSITION OF JUNIOR SCHOOL CO-CAPTAIN? Clara: I chose to nominate for the position because I wanted to have the honour of being one of the role models for the younger children. I enjoy helping and supporting my community.

Holly: I thought it would be better to give it a try and if I missed out be sad, rather than be sad that I didn’t try at all.

TELL US SOME OF THE THINGS YOU WILL BE DOING AS JUNIOR SCHOOL CO-CAPTAIN. Clara: I’d like to organise more fun raising for people who aren’t as lucky as us and put in a new theme for positive thinking, because I think it is a really important skill you should have.

Clara: I’d like to achieve a sense of confidence in each girl at Barbreck, because it is important that you believe you can challenge yourself.

Holly: I want to do a great job and be relied on to keep high standards during daily activities. I also wish to ensure that every voice is heard.

WHAT DOES BEING A ST CATHERINE’S GIRL MEAN TO YOU? Clara: That you are surrounded by kind and loving people who take an interest in your thoughts and actions.

Holly: Being a St Catherine’s student means you are always respectful of our School and you are always included.

Madeline Powell Angela Yu Senior School Student Executive Summer Balla-Kellett Ciara Jenkins Arabella Llewelyn Madeline Powell Eloise Rudge Angela Yu Art & Design Scarlett Davis Claudia Bryant Boarding Jasmine Glass Annabelle Green Community Service Sarah Pratt Cultural Diversity Haneen Ashmeel Debating & Public Speaking Eloise Rudge Lan Tian Yen-West Drama Charlotte Aston Duke of Edinburgh Mikayla Lee Environment Arabella Llewelyn GSA Valerie Plastow Human Rights Lara Thorn Music Choral Charlotte Myer Music Instrumental Catherine Chen Spirit & Wellbeing Holly Landrigan Sport Lilli Holmes Adelaide Mitchell STEM Cecilia Lau Sport: Track & Field Sarah Marriott Olivia Nigido-Scott Sport: Cross Country Mikayla Lee Sport: Rowing Zara Bongiorno Bronte Cullen Sport: Snowsports Arabella (Bella) Hall Pippi Shergold Sport: Aquatics Lan-Tian Yen-West Sport: Waterpolo Georgia Stoupas Lily McNeill Sport: Softball Olivia Nigido-Scott Sport: Netball India Marner Abbie Bond Sport: Hockey Scarlett Davis Sport: AFL Ruby Wake Music: School Pianist Catherine Chen Music: Leader – Orchestra Olivia (Rosie) Bogdan Music: Leader – Concert Band Eloise Rudge House: Beaulieu Blair Summer Balla-Kellett Emma Froomes House: Davis Madeleine Farrer Sarah Marriott House: Holmes Kilbride Maggie Dryden Ciara Jenkins House: Langley Templeton Olivia (Rosie) Bogdan Olivia Cunningham

BARBRECK LEADERSHIP POSITIONS Barbreck School Co-Captains Music House: Beaulieu Blair House: Davis House: Holmes Kilbride House: Langley Templeton Library Swimming Snowsports

Clara Barry Holly Farrer Annika Gill Liana Lam Ellie Rodski Arabella Foote Berry Roberts Carla Martuccio Amelia Hyams Jemima Gray Tara Pattinson Camilla Aberdeen Alexia Chatfield Olivia Batt Coco Lutz Arabella Foote Camilla Aberdeen Annika Gill

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St Catherine’s News Autumn 2022

B OA R D I N G | I L L AWA R R A

Open Doors & OPEN ARMS

Illawarra, St Catherine’s School’s Boarding House has welcomed many residents during its 133 year history. Today, it is the home to boarders ranging in age from 12 to 19 years old, from both within mainland Australia, as well as internationally from Hong Kong, Malaysia and China.

This year, with the international borders reopening, we were thrilled to welcome back our students who have been studying remotely. It was a very emotional reunion at the end of January when they finally arrived back at Illawarra (after 21 months away), or for some seeing it for the first time.

The start of the boarding year begins with an afternoon tea on the east lawn of Illawarra. This event is attended by both new, and returning boarding families. After

limited parental visits to Illawarra over the past two years it was wonderful to be able to host the event. The mothers of both our Boarding Captains were in attendance and loved having the opportunity to meet all the families and share their experiences.

Our two Boarding Captains – Annabelle Green from Albury, New South Wales, who has been a boarder since Year 8, and Jasmine Glass, who commenced in Year 7, from Katherine in the Northern Territory

have already been outstanding leaders.

Their leadership style is selfless, with both girls forgetting about themselves as leaders and focussing on the needs and goals of their group. Both Annabelle and Jasmine understand what it is like to leave home and attend boarding school in another state, and the empathy and support they have shown to all the boarders has resulted in a smooth and successful start to the year.

This year all the boarders were so excited to finally participate in Closed Weekend activities, after two years of cancelling the event. The major aim of the Closed Weekend is for everyone to get to know each other.

The night commenced with crafting special nametags and introducing each other.

The Captains then randomly divided the group into teams of four to participate in a Fashion Runway competition. There were four themes; celebrity, monster, animal and formal, and in a set time one member of the group had to be attired in the theme and choose a song for their runway appearance.

Three judges scored each performance and everyone had a chance to dress up.

This made for a fun and inclusive night, topped off with homemade dessert pizzas.

A fabulous beginning to the boarding year!

Mrs Sue Collister Head of Boarding Services

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FIRST OF HER KIND St Catherine’s Jorgensen Orchestra is the School’s premier, flagship instrumental ensemble.

Membership is via invitation only and extended to string, woodwind, brass and percussion musicians of the highest calibre. The ensemble explores orchestral works in a variety of genres, from Baroque music to contemporary works.

FROM THE ARCHIVES

The Orchestra is named after Bertha Jorgensen MBE (’19), a student at St Catherine’s School from 1910 to 1919, when St Catherine’s was still located in Castlemaine.

Bertha was Dux of the School in 1919.

A collector of miniature violins, Bertha’s favourite instrument was the 160 year old Fent that was given to her by French violinist and teacher at the Melbourne Conservatorium, Jeanne Gautier.

A talented violinist, Bertha commenced playing in public at five years of age, and at six, she would travel 160 miles a day, once a week, to Melbourne for lessons. The Mount Alexander Mail in 1909 reported on a social and dance held by the Borough Band at the Mechanics Institute where, “little Miss Bertha Jorgenson played a violin solo.” The first time Bertha received a fee of five pounds for playing at a wedding she rushed off to buy a scooter.

Bertha Jorgensen retired from the MSO in 1969 giving her final performance on 8 May 1969.

In 1923, Bertha Jorgensen became the first female leader of a professional orchestra in Australia, playing with the Albert Street Conservatorium. She went on to play with the orchestra for 50 years and became the longest-serving female leader of an orchestra on an international scale.

In 1927, the Orchestra combined with the Melbourne University Symphony Orchestra to form the Melbourne Symphony Orchestra (MSO).

In an article published in The Argus on 23 April 1955, Bertha recalled moving to Melbourne at the age of 15 and beginning her orchestral work “in the back of the 2nd violins where everyone should start.”

Bertha played 19 concerts on a tour with Dame Nellie Melba GBE, who used to pull Bertha’s long pigtails at the end of each performance.

“Except for the few professionals who received a fee, the rest of us played because we loved music and were glad of the chance to play with her [Nellie],” Bertha once shared.

The University of Melbourne awards the Bertha Jorgensen Exhibition and St Catherine’s School awards The Bertha Jorgensen Prize for Leader of the Orchestra each year.

Ms Melissa Campbell Archivist Photos courtesy of the State Library of Victoria.

Below: Bertha Jorgensen, 1912.

Left: Bertha Jorgensen circa 1917, photographer: Spencer Shier.

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St Catherine’s News Autumn 2022

Mrs Kim Waters ENGLISH TEACHER & TOURNAMENT OF THE MINDS COORDINATOR

As the recipient of the 2021 Excellence in Teaching and Learning Award, Mrs Kim Waters epitomises our School Motto – Nil Magnum Nisi Bonum – Nothing is Great, Unless it is Good.

Her kindness to students and staff, her generosity in sharing classroom practice within Professional Learning Teams, her support of students and their learning needs, both in and beyond the classroom, is most significant, and makes her a worthy recipient of this Award. Though she is a quiet achiever, the integrity and empathy Mrs Waters demonstrates in her everyday actions, big and small, do not go unnoticed.

“I feel privileged to have had my work and efforts recognised by my peers at St Catherine’s,” shares Kim about her Teaching and Learning Award. “I have worked at St Catherine’s for 13 years now and I truly enjoy the collegial nature of our English Faculty.”

With a passion for writing and reading, Kim found teaching was the perfect career choice for her as it allowed her to share her interests with the younger generation, “when a student becomes excited by an aspect of literature, such as

poetic devices, historical context, literary theory or an author’s background, that I have introduced them to, this is the biggest reward I get from teaching.”

Across her career Kim has worked in primary, secondary and tertiary institutions in both city and regional settings, along with a teaching stint in London. Working at St Catherine’s since 2009, Kim believes the School’s strength lies in its, “genuine care and concern for students’ development as independent young women.”

An avid reader, piano player, artist and sudoku whizz, Kim channels her creativity into her teaching, finding the challenge of connecting students to the curriculum as the most interesting aspect of her job, “finding ways to provide interesting and relevant learning experiences for students keeps me motivated and engaged,” Kim says.

Congratulations to Kim for being a St Catherine’s exemplary educator.

S TA F F P R O F I L E S

MS TORI SHAW STEM SPECIALIST, BARBRECK Puddles, mud and snails have all been part of Barbreck’s new STEM Specialist, Ms Tori Shaw’s, first few weeks at St Catherine’s.

However, retrieving Mollusca is all part of the fun of STEM learning according to Tori.

“Sharing my love of STEM with the girls will allow us to create a positive learning environment, where genuine excitement and interest in learning guides our classes.

By being hands-on, their learning will be authentic and accessible,” explains Tori.

“I love seeing my students make connections with their learning and it is my hope that they will enjoy and develop their passion for Science/STEM that will match my own.

This is what motivated me to become a teacher 22 years ago.”

Tori holds a Bachelor of Science (Honours) and a Graduate Diploma of Education, and has extensive experience teaching Science and Mathematics, VCE Biology and Psychology and has written various STEM resources for Cambridge University Press, including Dynamic Science and the award-winning Cambridge Science for the Victorian Curriculum resources, Years 7 to 10.

With experience in enrichment and transition programs in the primary years, Tori is excited to work with Barbreck students to “build a foundation for understanding the world around them. St Catherine’s has a great culture, where the learning environment is so supportive but also challenges the girls to take risks with their learning in order to be their best.”

Along with snail extraction and teaching, Tori also volunteers with Wildlife Victoria providing school education and previously assisting with wildlife rescues.

MS GEORGINA SPEAK CLINICAL PSYCHOLOGIST, SENIOR SCHOOL In her new role as Clinical Psychologist in St Catherine’s Senior School, Ms Georgina Speak hopes to promote emotional wellbeing and resilience.

“I aim to provide a high-quality psychology service to students that supports and strengthens their resilience and wellbeing, particularly following on from the past two years of COVID and the ongoing impacts of the pandemic on daily life,” Georgina shares.

“I have worked extensively with adolescents and their families during the past two years of COVID, assisting them to build healthy coping mechanisms, interpersonal and problem-solving skills, communication skills and resilience training.”

Georgina holds a Master of Psychology (Clinical) and Bachelor of Psychology (Honours), is an endorsed Clinical Psychologist and Board Approved Supervisor.

With experience working across several schools and in private practice, providing child and adolescent mental health interventions with a range of presentations including special learning needs, anxiety, depression, ASD, ADHD, grief and self-harm, Georgina has a special interest in working with students.

“I am passionate about providing counselling to support the wellbeing of students, but also their families as a whole. Working in a school environment will provide a collaborative approach to assisting students, teachers and families, which is essential for optimal outcomes. St Catherine’s has such a supportive environment for students, both in terms of wellbeing and academics.”

Georgina is a dog-lover, owning a beautiful cavoodle called Ruby.

MS ZOE POULSON CAREERS PRACTITIONER Commencing at St Catherine’s School this year, working alongside Miss Kristy Tine as a Careers Practitioner, Zoe says this role is a career highlight for her.

“I have worked as an educator for 17 years, and time really has flown. I love teaching.

My new role at St Catherine’s is a career highlight for me, as it provides the opportunity to work closely with students to help them realise their strengths and potential,” Zoe says.

“I want every student I work with to feel hopeful and excited about their future career pathway and to see the scope for an amazing and satisfying career.

Aligning their values with their career path is something I feel very strongly about.

“I love working directly with people. A short stint in Public Relations made me realise that I needed a career which was ultimately about helping people. I had always loved reading and social issues, so teaching gave me the opportunity to talk about my passions and help people. It was the perfect combination,” Zoe shares about her decision to become a teacher.

Zoe has an Arts Degree from Melbourne University, majoring in Literature & Politics, a Graduate Diploma in Teaching (Secondary) and after many years as a VCE teacher and Year Level Coordinator, she completed a Graduate Certificate in Careers Practice. Zoe has worked in girls education for over 16 years.

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St Catherine’s News Autumn 2022

MEET THE PRESIDENT WHAT DO YOU HOPE TO ACHIEVE IN YOUR PRESIDENCY? More gender balance representation on the PFA. I would like to see a few dads join the PFA. WHAT MOTIVATED YOU TO STEP INTO THE PFA PRESIDENCY ROLE? To use some of my professional experience in finance, marketing and general business and relationship skills in a manner that can add value to the PFA and the St Catherine’s community.

WHY DO YOU THINK VOLUNTEERING IS IMPORTANT?

In 2022, St Catherine’s School’s Parents’ and Friends’ Association is thrilled to welcome Mr Kevin D’Souza to the Auxiliary in his role as PFA President.

Kevin is the first father to be appointed President of the PFA in the Auxiliary’s history. Hear more about Kevin and the PFA’s goals for the year below.

WHAT ARE THE MAIN OBJECTIVES OF THE PFA IN 2022?

To foster a sense of community and grow the relationship between families across all Year levels by initiating, implementing, and driving functions like the Mother’s Day and Father’s Day breakfasts and stalls and the Christmas Fair to name a few.

WHAT ARE THE KEY EVENTS TAKING PLACE (COVID DEPENDENT) IN THE COMING 12 MONTHS? Key events include, but are not limited to, the Ruth Langley Luncheon, Mother’s Day and Father’s Day Breakfasts and Stalls, parent coffee mornings, social evenings and outdoor dinners, a Father/ Daughter dinner, Father’s social night out and the annual Christmas Fair.

It is a fantastic opportunity to meet new people and learn new skills, but most importantly it is an opportunity to give back to St Catherine’s. The School goes over and beyond to do the best for our daughters so it is nice to give back.

FATHERS ARE INTEGRAL TO NURTURING AND EMPOWERING THEIR DAUGHTERS. CAN YOU SHARE YOUR THOUGHTS ON THIS? By empowering and nurturing our daughters they can develop a sense of self confidence and gain independence. By interacting with the wider community, they are also able to learn and develop new skills and see new opportunities where they can express their ideas, all of which will assist them in managing the challenges ahead.

IN YOUR OPINION, WHAT MAKES ST CATHERINE’S THE SCHOOL OF CHOICE FOR YOUR DAUGHTER? Besides having a strong academic focus, St Catherine’s provides a wellrounded approach across Sport and the Arts which contributes towards the physical, emotional, and mental development of my daughter. She thrives at St Catherine’s because the School provides a more personal and tailored approach to academia.

CAN YOU TELL US A LITTLE BIT ABOUT YOURSELF AND YOUR BACKGROUND? I am a CPA by profession but started a hospitality company a few decades ago that focuses on servicing 5-star hotels and resorts in Australia and across the Pacific. I am married with two children, Asha and Nate. Family and my faith are extremely important to me, and I believe that whatever you dream you can do if you never give up.

TELL US SOMETHING OUR COMMUNITY DOES NOT KNOW ABOUT YOU. My favourite movie is Top Gun and I have watched it so many times I think I may know the entire script. I have also named my Samoyed, Maverick as a result. I love to entertain, and my favourite cuisine is Greek as I enjoy cooking over coal, especially in summer.

Auxiliary Presidents 2022 Parents’ and Friends’ Association Mr Kevin D’Souza The Heyington Club Mrs Felicity Bongiorno (Miller ’87) Snowsports Mrs Julia Soutter and Mr Adam Gill, Co-Presidents Sport Dr Lee Naylor Creative Arts Mrs Irene Karas Past Parents’ and Families’ Network Mr Scott Reinke, Chair

OUR COMMUNITY

TOGETHER AT LAST After numerous cancellations and postponements due to the COVID pandemic, we were finally able to h ost our 21st Ruth Langley Luncheon last year on Wednesday 1 December at Leonda By The Yarra.

It was indeed a time for joy, despite the late withdrawal of our guest speaker, owing to a slow return time of a COVID test. Not to be disillusioned, our very own St Catherine’s parent, journalist, presenter and author, Ms Mimi Kwa, stepped up to the plate brilliantly with only a few hours’ notice.

Mimi regaled the audience with her uplifting early career highlights as a

young journalist working for the ABC, and later Channel 9. Her Keynote Address provided laughter, smiles and was truly inspirational as she shared moments of vulnerability that are familiar to us all.

It was wonderful to see so many current and past parents and Old Girls joining together to enjoy each other’s company over delicious food and wine.

All attendees at the Luncheon were provided with a goody bag filled with a beauty product and facial voucher from Liberty Belle, plus a soap and voucher from Husk. The support of our generous sponsors is so greatly appreciated and valued.

Our Penny Raffle prizes were donated from members of our School community, and we wish to also thank the following businesses for their generous support: • • • • • • • • • • • • •

Blinged Chanel Dainty Sichuan Gaudions Grace Willow the Label Habbot Husk Living Pure Milano Rising Embers Rose St Trading Smile Solutions Yogi

Our net profit from the Ruth Langley Luncheon was just over $10,426, which is fantastic! This money will go towards our PFA commitment to provide $25,000 over two years to help fund the construction of the Black Box Theatre, a home for performing arts in our School.

Mrs Samantha Wood 2021 President, Parents’ and Friends’ Association

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St Catherine’s News Autumn 2022

THANK YOU TO OUR 2021 DONORS 1 January – 31 December 2021

The St Catherine’s School Foundation warmly thank and acknowledge the enduring commitment of our generous donor community in 2021. Your gifts are helping to shape the future of St Catherine’s School and make positive differences for our students. THANK YOU for your remarkable generosity supporting the ongoing priorities of the St Catherine’s School Foundation, and its vital philanthropic programs. We also acknowledge the donors who have chosen to remain anonymous, we appreciate your generous support.

Anna (Nieuwenhuysen ’91) & Ian Abbott Kirsty Roberts & Steve a’Beckett Nina (Kirby ’94) & Paul Aberdeen Sally (Watson ’74) & Stephen Ahern Shruthi & Kayick Amar Emma Antonopoulos Rebekah & Lachlan Armstrong (’95) Joanne (Carter ’68) & Richard Ashton Jo Atkins Helen Mutimer & Timothy Aumann Alba & Nick Bernardo Sarah Bethune Nikki & Timothy Bindley Felicity (Miller ’87) & Gerard Bongiorno Julie Bongiorno-Millar (Bongiorno ’97) Caroline (Purves ’63) & Stephen Brain Diana Brélaz (Deutgen ’44) Anne Brooks AM (’70) Gabrielle & Jonathon Broome Elizabeth Burman (Harley ’55) Skye & Ross Burney Ann Butement (’52) Gail & Jim Butler Sarah Butler (’12) Noel Calvert (Davidson ’55) Fleur (McKay ’94) & Ronald Calvert Amelia (Osborn ’86) & Richard Campbell Clare (Darling ’77) & Andrew Cannon AM Meng (Sherrie) Zeng & Yi (Gary) Cao Michelle Carroll Diana Tran & Walter Chang Toula & Brett Chatfield Yi Cai & Yao Chen Ada Shu & Bright Chen May & James Chen Jian & Yulin Chen Katherine & Peng Chen Joan Tan & Ke Chen Emily Gao & Yi Chen Catherine Chen (’22) Elaine Tan & David Chiang Alindawati Simanjuntak & Lester Chumbley Olivia Cody (’14) Sue & Marc Collister

Anne Connellan Axi Cooper (’05) The Hon. Andrea Coote Nicola (Foley ’83) & David Court Anne Court (Lowry ’58) Mineesh & Shaloo Datta Lamei & Andrew Davenport Symone & Andrew Demetriou Alison & Shaun Dennison Sally & Phil Dreaver Theresa & Norman Du Narda Edmondson Sally & Mark Elstoft Suzie (Davies ’91) & Cameron Esposito Julia Fellows (’68) Anna & John Field Mardi & Andrew Foreman Lucy (King ’90) & Andrew Fortey Sarah & Lachie Fraser-Smith The Rev. Dr Robyn Whitaker & The Rev. Dr Peter French Sarah Fulford (’70) Mary Luo & Geoffrey Gao Sophie & Tim Gardiner Rosie (Waite ’78) & Tony Garrisson Lyra & Marco Gattino Melissa Ghadir Razuki Abigail & Adam Gill Julia Sher & Ian Glaspole Sandie (Court ’84) & David Gorton Jaci & Joe Grasso Jen Briggs & Damien Gray Rebecca & Jamie Gray Helen Rofe QC & Rowan Gregory Georgina (McConnell ’88) & Philip Grey Tanya Margetts & Damien Grinsell Amy Xu & Andrew Gu Tim Gullifer Barbara Guzzardi Debra & Paul Guzzardi Tahlia Guzzardi Mary Haughton (Jotham ’44) Wen Wen Li & Wei He Fleur & Lars Heidenreich Lisa & Jack Hennessy

Monique McCutchan & Matthew Hibbins Steven Hoban Karen McKendrick & Sean Hogan Bill Hogg Sophie & Simon Holloway Rebecca & Charles Hornor Noelene Horton AM Sam Howes Helen Chen & Jack Hu Jia Lu & Tingting Hu Vanessa Wong & Hilton Huang Kate Barber (’96) & Anthony Hunter Crisoula & Naji Imam Gina (Shackell ’76) & Peter Israel Pamela Jacobson (Sallman ’44) Anna & Brad Jenkins Rose Yu & John Jing Susannah (Chapman ’86) & Michael Johns Sally & Richard Joubert Sophie Joubert (’15) Annabel Joubert (’18) Chloe Joubert (’21) Mandy Coupe & Peter Jurcevic Sonia & Wayne Kent Merron Kirby OAM & Robert Kirby AO Janene & Damon Krongold Anita Wong & Wilson Lai Lisa (Tarascio ’95) & Christopher Lane Tamara & Wayne Lasky Vivian Le Leila (Anderson ’03) & Christopher Lee Kristine & William Lempriere Guibing Chen & Hong Li Yu Deng & Ping Li Liqiang Ding & Xuexiu Li Kelly Clemenger (’80) & Richard Lie Lisa & David Lightfoot Jiang Lihong Marita (Batty ’96) & Julian Lincoln Elizabeth Loane (Hayes ’56) Anne & Kevin Lock Kim & Ziggy Lovegrove Sarah & George Low Adrienne Lussu (Andrews ’57) Bec (Paranthoiene ’97) & Chris Lutz Kayt (Riches ’88) & James Macdonald

Margaret (de Steiger ’58) Mackie Patrick Manenti Sara & Stuart Marner Erica & Peter Marriott Elizabeth Marshall (’65) Robert Marshall Judy Matear (Spry ’49) Alexandra Mayes (’80) Caroline & Cameron McAllister Gina & Michael McCann Catherine McDowall (’76) Kate (Correll ’87) & Bruce McIntosh Harriet Edquist (’65) & Roderick McIvor Patricia McKenzie Melissa Wang & Yu Meng Fiona Menzies (’87) Alice Menzies-King (’20) Gioia Merlatti (’15) Wendy Miller Carlie & Paul Mitsikas Farah (Pasha ’91) & Matheen Mohamed Paula & Stuart Moir Annabel (Darling ’76) & James Montgomery Jakki McKenzie & Brian Morris Renee (McNamara ’87) & Jeremy Morton Kate & Roger Motteram Fiona & Peter Musson Annabel (Plummer ’82) & Rupert Myer AO Jodie Naismith Caroline & Gary Nattrass Jane (Forsyth ’88) & Clem Newton-Brown Lisa Nicoll-Cooke (Nicoll ’63) Sue & John Nieuwenhuysen AM Kate & Mark Nilsen Phoebe (Olsen ’95) & Stuart Norman Di Kirby & Steve O’Brien Crystal Gao & Biao Ouyang Betty Alexopoulos & Bill Papastergiadis Leanne & Christopher Parfit Tiffany & Ben Pascoe Claudette Passon Sophie (Nicholas ’89) & Andrew Paterson

F O U N DAT I O N James Paterson Annie & John Paterson Jill Paterson (’61) Pamela Paton (Jamieson ’60) Shierly Patterson Robyn Argus & Simon Pearce Higgins Jan Peele Gina & Stuart Peele Sharon Seoud & Emile Pierides Emma & Ian Pratt Carmen & Phillip Prendergast Sallie & David Prior Linda Miao & Ruihua Qin Eve Rayner (’19) Fiona & Scott Reinke Yinghua Shi & Mingxing Ren Nerida & Graeme Rigg Becky Hyde & Dale Rodgers Catherine & Maarten Roosenburg Caroline & Stuart Rose Carolyn & Christopher Ryan Chrissy (Graham ’79) & Paul Ryan Eliza Ryan (’11) Alpa Parekh & Jonathan Scheele Fiona Winzar & Robert Sdraulig Penny (Roysmith ’81) & Richard Shears Lindy Shelmerdine (’80) Letitia (Cole ’58) & William Shelton Simone & Thomas Shelton Ammy Huang & Hua Shen Lan Ding & Leon Shen Ying Gao & Wei Shen Alex Shergold (’20) Nathalie & David Shergold Ning Lv & Jingyuan Shi Brianna Zhou & Tony Shu Sylvia Sidharta (’72) Weili Shang & Surjantoro Siswanto Jackie (Barnes ’77) & Greg Sitch Anne Smith Linda (Brand ’81) Solomon Guofang Liao & Jianhua Song Lady Southey AC (Myer ’45) Claire & Andrew Sowerby Catherine & Jonathon Sprott Lee & Bill Spyrou Melissa & Peter Stafford Mary & John Stekelenburg Lisa & John Steven Amanda (Trumble ’69) & Bruce Stewart Xiaoyan Ma & Jian Sun Rowena & Cameron Syme Natalie & John Tabbagh Jasmine Taylor Melissa Sweetland (’86) & Nicholas Taylor Meredith Taylor (’79) Monique Rosshandler & Ion Teska

Amanda & Warren Thompson Xiaoyan Gu & Wanliang Tian Lisa Van Order-Tokatlidis & Paul Tokatlidis John Toulantas Jillian & Andrew Tulloch Rebecca & Nick Turnbull Rowena Phillips & David Vote Merran O’Connor & Brent Walters Yao Xue & Dasheng Wang Lili Liu & Jian Wang Dan Yu & Ludong Wang Qiuwen Li & Wei Wang Juan Xu & Yong Qiang Wang Jane Hodder & Murray Ware Hualu (Lulu) Dai & Li Wei Megan Cassidy-Welch (Cassidy ’85) & Steven Welch Peter White Melissa & Stephen Whitelaw Kirsty Manning-Wilcox & Alexander Wilcox Jane & Graham Williams Jacqueline Williams Amber (Hourigan ’98) & Thomas Williams Samantha & Stuart Wood AM QC Jenny Woods O’Donnell Wenhua Chen & Xuedong Wu Rosey He & Yang Wu Xiuling Huang & Zhihua Wu Liqin Chen & Xiangnan Xia Hong Chen & Chun Yang Ju Yoo & Sun Yang Chunxin (Tracy) Li & Xiaoqing Yao Ying Xu & Wing Yeung Emma & Nick Young Gillian Ruan & Paul Yu Juhong Lu & Yiming Yu Mike Zammit Zhi Heng & Wanxia Zhang Da-Peng Liao & Jing Zhang Bin Liu & Hua Zhang Hanchu Hong & Daniel Zhang Xueping Sun & Wei Zhang Hua Bai & Weidong Zhang Katherine Zhao (’16) Michelle Jiang & Jason Zhou Juan Xu & Li Zhou Rico Feng & James Zhu Anonymous 40 If you would like to join the St Catherine’s Foundation by supporting a current capital building campaign or our Scholarship program, please contact Ms Kathy Hines, Advancement Manager at foundation@stcatherines.net.au or phone +61 3 9828 3032.

THANK YOU The St Catherine’s community continues to demonstrate strength and resilience with their commitment to our wonderful School, through their generous support and vision.

The remarkable transformation of The Black Box Theatre is a jewel of cultural sophistication within our School campus and reflects the professional standard of performances at St Catherine’s. This most recent capital building project is another successful St Catherine’s Foundation fundraising project, delivering a dynamic and specialised performing space for our students.

More than $676,700.00 was raised in support of the Performing Arts program and our students.

On behalf of the St Catherine’s Foundation Board, we extend grateful thanks to all our donors who contributed towards the Black Box Theatre Campaign, and the other areas of philanthropic endeavour.

We look forward to installing and celebrating the Black Box Theatre ‘Brava Donor Wall’ upon completion of the next building phase in our Strategic Plan; the new Sports Precinct Project within the Dorothy Pizzey Centre, another exciting opportunity to support and showcase the talent of our St Catherine’s girls.

Earlier this year we also welcomed, Ms Kathy Hines as St Catherine’s new Advancement Manager, and look forward to working with Kathy to launch our Sports Precinct Project in the coming months.

Mrs Sally Joubert Chair of St Catherine’s Foundation If you would like to discuss making a gift to support one of the St Catherine’s Foundation Funds or hear more about the upcoming Sports Precinct Project, please contact: Ms Kathy Hines, Advancement Manager Ph +61 3 9822 3032 kahines@stcatherines.net.au or visit stcatherines.net.au

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St Catherine’s News Autumn 2022

A Word from the President The entire SCOGA committee would like to thank Chrissy Ryan (Graham ’79) for her dedication and remarkable service to our Old Girls and St Catherine's School during her term as SCOGA President.

With large and stylish shoes to fill, we are fortunate to have Chrissy continue on our Committee as a Past President to support us in our next chapter.

I am excited to be surrounded by, and work with, a fabulous Committee of strong and successful St Catherine’s women.

Together we look forward to connecting and supporting our community:

After an amazing planning day at School in February we are looking to work together to deliver an incredible program throughout 2022.

We would love your input, if you have any suggestions and feedback please reach out.

President Sarah O'Brien (’02)

Our reunions continue to underpin SCOGA’s event calendar, as we hope to host 16 reunions across nine evenings while we work to catch up on the reunions missed over the past two years.

Past-President Chrissy Ryan (Graham ’79) Honorary Treasurer / School Council Melissa Sweetland (’86) Honorary Secretary Manon Dennison (’15) General Committee Brooke Maat (’16), Deb Berry (Manos ’77), Fiona Dobbin (Goldstraw ’90), Harriet Edquist (’65), Megan Cassidy-Welch (Cassidy ’85), Nikhi Wagstaff (’07), Persephone Holdenson (’16), Prue Dobson (Cameron ’69), Prue Pisani (Gerritsen ’97) and Sonja Sasse (’84).

We are working through some exciting social moments throughout the year including a casual social and networking drinks for all Old Girls, and for the second time, a joint event with the Past Parents’ Association.

Keep an eye on your emails and our social media for more details.

The SCOGA Committee congratulate our newest Old Girls on their 2021 success.

Your amazing hard work through a challenging couple of years, to become the top performing girls school, is incredible.

It was an honour to kick off 2022 with the first

event of the year hosting this cohort with an educational Leavers' Panel. Keep reading to hear and see more from this event.

Now that we can get out and about a little more, the Mentor Program is something we want to continue to grow in 2022 by picking up second sessions from the past two years, and continuing to grow into new industries.

The SCOGA Fellowship was offered again in 2021, and we are thrilled to advise that the recipient was Serena Mathews ('92). Keep reading to learn all about the incredible work Serena has undertaken since finishing at St Catherine’s. Fellowship applications for 2022 will open in the second half of the year.

This and so much more is coming up in 2022, keep across all our latest updates, news and events by following along on social media.

Sarah O’Brien (’02) SCOGA President scoga@stcatherines.net.au

St Catherine’s Old Girls’ Association

THE BULLETIN

Fellowship SCOGA 2021

The SCOGA Fellowship was once again offered to graduates of St Catherine’s School in 2021. A $5,000 prize, to be awarded to an Old Girl who wishes to advance their career for the betterment of themselves, and as a result their work will benefit the wider community.

Our past recipients have all been extraordinary women. Old Girls who have become leaders in their field and women who are making a difference.

Last year, SCOGA was so proud to award the Fellowship to Serena Mathews (’92).

Serena completed school in 1992, a boarder and a girl who said that she was never an academic but clear in her direction. She has a passion to make change and to educate herself and others through her social work.

She has specialised her career in trauma counselling, providing services to victims of sexual assault, domestic violence and child abuse. Serena noted that without workforce sustainability of Social Workers located in rural and regional communities, children, women and vulnerable community members could not access trauma counselling services. As a result, Serena enrolled in a university Doctoral program with the objective to research how to support Social Workers in their roles.

Her thesis will be completed this year.

It is hoped that this research and recommendations will inform the future long-term opportunities to advocate for regional and remote communities to continue to access trauma services in the same geographical setting, without having to travel to metropolitan locations or only via telehealth services.

The SCOGA Fellowship will support her to complete her Doctorate. Her thesis will contribute to the body of knowledge domestically and internationally, and will inform the future workforce how to sustain the Social Work practitioners who are employed in interpersonal trauma settings in remote and regional Australia.

We look forward to Serena being formally introduced to the Old Girls and wider School community following the fuller relaxation of COVID restrictions.

Chrissy Ryan (Graham ’79) Past SCOGA President

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St Catherine’s News Autumn 2022

Connecting our Community Stay up to date with SCOGA events, programs, opportunities and Old Girl success and stories at: Facebook scoga.au Instagram @scoga.au Instagram @stcatherinesschool Make sure you have added St Catherine’s School under education on your profile so you are listed as an Alumnae.

Join the SCOGA International, Interstate and Regional Chapters Connect with Old Girls in your region.

Over 250 Old Girls have joined these groups. Please join and share these Chapters with other Old Girls you know.

Locations include: St Catherine’s Old Girls’ Association (SCOGA) – London, Singapore, New York, Hong Kong, New Zealand, Shanghai, New South Wales, Queensland, Regional Victoria, ACT , Tasmania, South Australia and Western Australia Chapter Groups can be found on Facebook 1 Log into Facebook 2 Search the Chapter location Eg St Catherine’s Old Girls’ Association (SCOGA) – London 3 Click ‘Join Group’ Don't have Facebook?

Email us at scoga@stcatherines.net.au and join our mailing list to be informed of any functions organised by the Chapter Groups, and to share your own stories, videos and photos.

LEAVERS’ PANEL Following such an extraordinary 24 months for our successful 2021 Cohort, it was lovely to be able to bring them back to School for our annual Leavers’ Panel.

Our fabulous panelists included: • Ali Krause (’19) Bachelor Nursing and Clinical Leadership Deakin University • Sophie Boyce (’20) Double Degree International Relations and Politics, Philosophy, and Economics, Australian National University • Emma Robertson (’20) Bachelor of Design at University of Melbourne • Kate Zwar (’13) Bachelor of Design (Communication Design) RMIT, Certificate IV Interior Decoration Mercer School of Interior Design, Painting, The University of Edinburgh, Metal and Jewellery Arts, Silverhub Studios Edinburgh, Gem Setting, Melbourne Polytechnic and Diploma Visual Merchandising, RMIT The girls shared their tips, tricks and wisdom on the journey from finishing school to starting their next chapter.

Sarah O’Brien (’02) SCOGA President

Heyington Hubs SCOGA launched Heyington Hubs in late 2021, virtual interactive sessions held over Zoom. We covered a diverse range of topics including Egg Freezing with Sarah O’Brien (’02), Zoom Make Up with Skye Stuart (’02) and Yoga and Mediation with Flip Shelton (’83). We look forward to bringing a new program during the first half of 2022.

St Catherine’s Old Girls’ Association

THE BULLETIN

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Class of 2012 Reunion 2012 Year Group – 10 Year Reunion, Year Rep: Philippa Sutherland

2022 Events & Reunions Monday 7 February 9.00am 2021 Leavers’ Panel & Assembly Sherren House Ballroom

Friday 18 March 5.45pm – 8.00pm 15 Year Reunion – 2007 Sherren House Drawing Room

Friday 18 February 5.45pm – 8.00pm 10 Year Reunion – 2012 Sherren House Drawing Room

Saturday 30 April 10.00am – 12.00pm 30 Year Reunion – 1992 Sherren House Drawing Room

Wednesday 9 March 6.30pm – 8.30pm Year Group Reps Cocktail Party Sherren House Drawing Room

Friday 6 May 5.45pm – 8.00pm 40 Year Reunion – 1982 Sherren House Drawing Room Friday 5 August 5.45pm – 8.00pm 20 Year Reunion – 2000, 2001, 2002

Friday 9 September 5.45pm – 8.00pm 50 Year Reunion – 1971 & 1972 Friday 7 October 5.45pm – 8.00pm 5 Year Reunion – 2015, 2016, 2017 Friday 14 October 5.45pm – 8.00pm 60 Year Reunion – 1962 Sherren House Drawing Room Friday 21 October 11.30am – 3.00pm Pre-1963 Reunion Luncheon 80th Anniversary of Warburton Sherren House Ballroom

Thursday 27 October 6.00pm – 8.00pm SCOGA and Past Parents' Function Cranlana Friday 11 November 5.30pm – 8.00pm 25 Year Reunion – 1995, 1996, 1997 Saturday 26 November 9.45am – 11.15am SCOGA AGM Sherren House Ballroom

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St Catherine’s News Autumn 2022

Weddings

Mimi Permezel (‘11) to Hugo Steinfort

Hayley van den Berg-Pitt (’13) to Eric van den Berg-Katsnelson

Hayley van den Berg-Pitt (’13) to Eric van den Berg-Katsnelson with bridesmaids Em Drew (’13) Hannah Roberts (’13) and Ella van den Berg-Pitt (’15) Also Olivia Lawn (’13) via FaceTime as she was stuck in New Zealand.

S t C a t h e r i n e ’s O l d G i r l s ’ A s s o c i a t i o n

THE BULLETIN

Babies 1. Sybilla Genevieve Nolan, a daughter for Greta (Bowyer ’04) and Andrea Nolan. A sister for Sam. 2. Poppy Sophia Mitchell, a daughter for Sophie Ahern (’04) and Nick Mitchell. A sister for Miles.

3. James Dickinson, a son for Natasha Dickinson (Wilson ’07) and Tony Dickinson. A brother for Adelaide.

4. Eva Malaspina, a daughter for Ruth Malaspina (Ellis ’98) and David Malaspina.

5. Clementine Fazio, a daughter for Lexie Fazio (Wilson ’05) and Angelo Fazio. A sister for Freddy and Giuliana.

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St Catherine’s News Autumn 2022

Obituaries

Leith Russell (Sutherland ’63) Leith started as a border at St Catherine’s School in February 1958 – and like many of us country children was very homesick and found the adjustment rather difficult.

Leith accepted all this and made many lasting friendships and we have enjoyed many reunions ever since. Leith was always herself, her beautiful smile and wonderful sense of humour which would bring out the infectious laughter in us all. She was always interested in other people and their points of view, but unwavering about what she thought was right in a respectful way.

After leaving school she attended The Gordon Institute in Geelong and then RMIT in Melbourne where she did art courses of which she excelled and enjoyed.

Leith married and had three sons who provided her with grandchildren all of whom were very special to her. (Jack her eldest son died in an aeroplane accident in 2019). They moved from Inverleigh to Cootamundra in 1979 when the boys were quite young, where Leith partook in the running of the property with (former) husband Andy Russell. Leith became involved in the district and could turn her hand to anything from gardening, house renovating, art exhibitions, running a coffee shop and in recent times running the outback mobile pre-school in the Northern Territory with husband David Bussenschutt.

She thrived on this challenge (despite the thousands of kilometres travelled over rough roads in the heat to stations and indigenous communities). Camping under the stars was her number one choice. Her artistic ability was a winner with the children as was evident in her book Top End Story.

Leith and David often became caretakers of rural properties while the owners were away. She also enjoyed travel and had many overseas trips where she would love exploring new places, art galleries and buildings and visiting her sister Merrin Molesworth (Sutherland ’62) in England.

Leith accepted her illness vey bravely and always retained her interest in what was going on around her and beyond.

She will be very sadly missed by everyone, especially the Class of ’63.

12 May 1946 – 19 November 2021 Marg Pincott (Smith ’63)

S t C a t h e r i n e ’s O l d G i r l s ’ A s s o c i a t i o n

Angie Carlisle (Coate ’62) Angela Jane Carlisle (Coate ’62) was born 14 October 1944 and started boarding with her older sister Katherine (Kay) Heath (’59).

Angie’s piano talent allowed her to escape study prep early to play for prayers, and it was always Angie’s boyfriends who managed to get through on the phone in the half hour allowed – no mobiles in those days.

We enjoyed magical holidays on Angie’s family boat on the Gippsland Lakes with water-skiing and flounder fishing in the shallows at night. Angie enjoyed unsophisticated picnics in the paddocks on my family property too – during school holidays and later when her then husband Ian Carlisle was practising in Ballarat. They had two lovely children, Hamish and Belinda Beecham (Carlisle ’92).

Angie and Elly Cox (Johnson ’62) took the obligatory overseas tour in the Oriana, it was exciting to see them off and watch streamers tear as the ship slowly pulled away.

THE BULLETIN

Angie’s successful mustard and shortbread business won a contract with Ansett Airlines.

Her Station Street shop welcomed young friends to help fill or label jars. If you employed her to cater, Angie enlivened the event more than some of the guests!

Angie’s own carols round the piano heralded Christmas every year, following her annual cake and goodies sale.

Angie loved children and her original training as a kindergarten teacher served her well in her role as a grandmother. Her four grandchildren are a delight and I’m glad she finally divulged her secret shortbread recipe to them.

Angie was kind and thoughtful. She brought and played her portable trench organ for my father’s non-church funeral. The only reason Angie wasn’t my bridesmaid was her advanced pregnancy – in those days you didn’t flaunt it.

Angie found her soulmate when she met Mike Knowles (Professor MC Knowles, Psychologist at Monash University) and they married in 2014.

I loved Angie’s common-sense perceptive wisdom. As the newspaper obituary said “Angie enriched the lives of all who knew her.

She shared her love generously and lived every moment to the full.”

Her smile and kindness are in our hearts.

Merrin Molesworth (Sutherland ’62)

Vale Rosemary Barrett (’69)

June Vose (Mackay ’46)

Brenda McIntosh (Pulling ’49)

Robin Brownlow (’54)

Elizabeth Haines (Hall ’49)

Penny Stott (Mackey ’48)

Leith Bussenschutt (Sutherland ’63)

Wendy Hampel (Macdonald ’51)

Janet McDonald (’66)

Angela Carlisle (Coate ’62)

Jeanette Hirst (Scott ’49)

Janet Morrison (Dunlop ’52)

Gwen Carey (Trescowthick ’45)

Julie Johns (Past Staff 1978 – 1999)

Leith Russell (Sutherland ’63)

Elizabeth Charlton (Marwick ’45)

Elizabeth Macindoe (Richards ’48)

Sarah Terrill (Pitt ’91)

Patricia Cox (Wilson ’43)

Karin Mackinnon (Allen ’39)

Lady Judith Thomson (Ogden ’57)

Virginia Edwards AM (Smith ’56)

Janet McBeth (Willis ’69)

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www.stcatherines.net.au 17 Heyington Place, Toorak

www.facebook.com/stcatherinesschooltoorak

Victoria, Australia 3142

@stcatherinesschool

T +61 3 9822 1285 E info@stcatherines.net.au CRICOS 00574F ABN 90 004 251 816

www.linkedin.com/company/st-catherines-school Join the St Catherine’s Old Girls’ Association (SCOGA) closed group page on LinkedIn. This page is set up for Old Girls to communicate, network and hear about upcoming alumnae events. Once you are a member you can then share with other Old Girls in your LinkedIn network.