Incorporating the Old Girls’ Bulletin | AUTUMN 2025
The Mural of the Arts
Painted in 1956 by Sulman Prizewinning artist Miss Elaine Haxton AM, this mural was commissioned by architects Mockridge Stahle & Mitchell for the east wall of the thennew Assembly Hall (now the Ruth Langley Research and Learning Centre, formerly the Nicholas Library).
Photographed midwinter atop scaffolding, Haxton braved the cold in layers as she brought to life a celebration of the arts – music, song, dance, comedy and tragedy. The original bright yellow background was later softened at the request of the School Executive, who asked for a "non-demanding colour."
A member of the Merioola Group, known for its poetic, lighthearted approach to art, Haxton remained a prominent figure in Australian mural, theatre and visual arts throughout her life.
Design Ms Ruth Gavin
Cover Photo The Mural of the Arts: Painted in 1956 by Sulman Prize-winning artist Miss Elaine Haxton AM
Contributors Thank you to all Early Learning Centre, Junior School and Senior School staff and SCOGA (St Catherine’s Old Girls’ Association)
Editorial Mr Sam Barson
“If education is essentially about transformation; about the slow movement towards becoming, then we all have a part to play in bringing each generation of St Catherine’s girls into an authentic human community that ultimately serves to enrich the very fabric of society. ”
MS NATALIE CHARLES, PRINCIPAL
In a world marked by uncertainty, rising global tensions, economic pressures and rapid change, it has never been more important to cultivate ethical leaders. At St Catherine’s, we see leadership not only as a position, but as a way of being. From the ELC through to Year 12, our students are encouraged to lead with
From the Chair of Council
integrity, compassion, and purpose; on the sports field, in classrooms, in performance spaces, and within our wider community.
We believe every girl should have the opportunity to lead, not only through formal positions of responsibility, but in the way she chooses to conduct herself each day -thoughtfully, courageously, and with an enduring commitment to others. Leadership at St Catherine’s is not defined by titles, but by action. It is a lived experience – inclusive, relational, and deeply rooted in values that reflect the best of who we are as a School.
To strengthen this commitment, we are proud to be co-creating with the Cranlana Centre for Ethical Leadership, Eudaimonia, an Ethical Leadership Program with a group of our Year 9 students. Officially launching
in 2026, this program will take place at the exceptional ‘Narmbool’ property, offering immersive, live-in educational experiences that invite students to explore the ethical dimensions of leadership in a setting purpose-built for reflection, dialogue and growth. The program will encourage our girls to consider how their choices impact others, to understand the responsibilities that come with influence, and to reflect on the kind of leaders they aspire to become – both within the School gates and beyond them.
Importantly, this is not a one-off initiative but part of a broader, long-term vision. Over time, we will expand ethical leadership learning opportunities across all year levels, in a thoughtful and iterative way.
From the Principal
In sitting down to write my first St Catherine’s News article as Principal, it is perhaps inevitable that my thoughts return to our Founder, Miss Jeanie Hood whose school in Templeton Street, Castlemaine, went on to become St Catherine’s. By her own admission, her first year passed “quietly and uneventfully and although we have as yet no great successes to report, we can conscientiously say that the work throughout the school has been thorough and, in some cases, even brilliant”.
She goes on to write, “we aim at turning out, not only students, but girls fitted mentally, morally, and physically to be the women of the future… we make it a rule not to award a prize unless the marks obtained average 75 per cent, so that every girl whose name
appears on the prize-list has worked for it –not-merely for the prize, we hope, but, true to our motto, Finis Coronot Opus,” she has learnt not for school only, but for life.”
Her vision, embodied as it was in that motto, whispers down to us through the decades to this day. Jeanie Hood could never have envisioned the world that her graduates, our girls, would one day inherit, but perhaps she did not need to. After all, the truth of what it means to prepare a young person for a meaningful life remains an enduring constant as does the true purpose of education. Whatever the decade and whatever the era, St Catherine’s is charged with work that has great moral depth to it, as Amitai Etzioni reminds us:
Ms Natalie Charles delivers an address at her Induction Service, marking the beginning of a new chapter in the story of St Catherine’s.
These experiences will be tailored to the developmental stages of our students and embedded into academic, co-curricular and wellbeing programs. We want every student to feel empowered to lead, regardless of age or experience, in a way that aligns with their values and strengths.
Our goal is simple but ambitious: to prepare young women who are not only intellectually capable, but who are also deeply grounded in what it means to lead well – in service of others and in alignment with our School motto, Nil Magnum Nisi Bonum: Nothing is Great Unless it is Good.
Thank you for your ongoing support of this important and inspiring work.
Ms Jane Hodder Chair of Council
LEADERSHIP
“We aspire to a society that is not merely civil but is good. A good society is one in which people treat one another as ends in themselves. And not merely instruments; as whole persons rather than as fragments; as members of a community, rather than only as employees, traders, consumers or even as fellow citizens. The Good society is an ideal. While we may never quite reach it, it guides our endeavours, and we measure our progress by it.”
Ms Natalie Charles Principal
THE GOOD, THE
The quest for an ideal is a key component of the human condition and it has consumed our collective imagination since childhood. For JR Tolkien, it took the form of Middle Earth –a human-inhabited world, that was the central continent in his imagined mythological past.
Tolkien's stories, as you know, chronicle the struggle between the serene, forest dwelling Elves and the demonic Sauron and his minions, mostly Orcs on the other. And this is where it gets interesting because for all their bestial, grunting, ugly, otherness, the first Orcs after all, were elves. Tolkien knew then (in the horrific aftermath of WWII) that it does not take much to transition from something beautiful to something bestial or worse still, to devolve from an I to an it as a dear friend once described it to me.
The life that Jeanie Hood could not see with its emphasis on automation and algorithms, augmented reality and artificial intelligence; unchecked celebrity and rampant consumerism; might increasingly have us interacting more frequently with the face of our iPhone than the faces around us, but Nil Magnum Nisi Bonum or Nothing is Great unless it is Good, flies defiantly in the face of a world that has
somehow managed to divest the good from the great, to demand from us, at least, a greater accountability.
The inherent tensions between greatness and goodness; between learning to earn and learning to be, are very real, especially when the latter is visible; measurable; Insta-worthy and enviable whilst the former takes shape in its own time beyond the glare of public scrutiny, extrinsic metrics and technological transparency. Given the conditions, it’s easy for our young women to mistakenly believe that they are the sum total of their fit-bits, Instagram likes and Snapchat notifications.
But they are not – they are so much more…
If education is essentially about transformation; about the slow movement towards becoming, then we all have a part to play in bringing each generation of St Catherine’s girls into an authentic human community that ultimately serves to enrich the very fabric of society. To this end, the construction you see on Heyington Place, is about much more than just bricks and mortar; it is about creating dedicated spaces for the Arts and Music and about making space through our groundbreaking partnership with Cranlana Centre for Ethical
GREAT & the True Purpose of Education
Leadership at Narmbool, for the young women of St Catherine’s to engage with fundamental questions of individual and collective goodness, moving beyond external pressures to explore deeper truths about themselves and their place in the world.
Ultimately, it affirms our commitment to honouring our School motto, Nil Magnum Nisi Bonum – Nothing is Great Unless it is Good –at a time when the pursuit of truth, beauty and goodness has never been more pressing.
Ms Natalie Charles Principal
Foundations of Character, Virtue & Leadership toGoodGreat
The launch of a pioneering Ethical
The launch of the St Catherine’s School Year 9 Ethical Leadership Program on Thursday 27 March, was an evening of reflection, engagement, and meaningful discussion.
In partnership with the Cranlana Centre for Ethical Leadership, the event brought together students, staff, and distinguished guests to explore the fundamental questions that shape leadership and responsibility. Lady Marigold Southey AC shared the program’s origins, first hosted in the grounds of her family home at
Cranlana, while Ms Moya Mills, Executive Director of the Cranlana Programme Foundation, spoke about the “social contract” that binds people across generations. The discussions throughout the evening reinforced the importance of ethical leadership in today’s world and the need to foster it in young people.
St Catherine’s School is proud to introduce the Year 9 Ethical Leadership Program –an initiative designed to encourage students to move beyond external pressures and connect with deeper truths about themselves and their role in society.
Developed in collaboration with the Cranlana Centre for Ethical Leadership, the program provides a space for students to explore individual and collective responsibility, equipping them with the confidence and courage to lead with integrity.
Grounded in the philosophical traditions that have shaped leadership for centuries, the program blends intellectual inquiry with real-world application. A key feature is a two-week immersive residential experience at the pastoral property ‘Narmbool’ near Ballarat, where students will engage in thought-provoking discussions, interactive
We want our girls to be active participants and engaged citizens. We know they will graduate from our school to sit in C-suites, board rooms and surgery theatres. That’s where their academic results will get them, but it’s their character that will ensure they can make a positive contribution in those environments. That’s what we’re focusing on at St Catherine’s.”
MS NATALIE CHARLES, PRINCIPAL
Leadership Program for Year 9
workshops, and reflective practices. Capstone elements throughout the year will ensure that these lessons extend beyond the residential experience, fostering an ongoing commitment to ethical leadership in daily life. The program draws upon the expertise of the Cranlana Centre for Ethical Leadership, with contributions from leading thinkers who challenge students to consider ethical dilemmas and the broader responsibilities of leadership. By engaging with timeless wisdom and contemporary challenges, students will develop the clarity and confidence to navigate complex issues with purpose.
A pilot program will take place in June this year, offering an opportunity to refine and enrich the experience before its full implementation in 2026. The enthusiasm and engagement already shown by St Catherine’s students reflect their eagerness to embrace this opportunity, and we look forward to seeing the lasting impact of this program on their leadership journeys.
A heartfelt thank you to Lady Southey AC, Ms Moya Mills – Executive Director of the Cranlana Programme Foundation,
Mr Matt Finnis – CEO of the Cranlana Centre for Ethical Leadership, Ms Lisa Hanlon –St Catherine’s Deputy Principal | Teaching and Learning, Ms Natalie Charles –Principal, as well as the parents, staff, and special guests who contributed to such a meaningful evening.
As we look ahead, we are excited for the conversations and discoveries this program will inspire – helping our students shape not only their own futures but also the world they will lead.
We are delighted to introduce Ms Lisa Hanlon, our new Deputy Principal –Teaching & Learning, who brings a wealth of experience and a deep passion for education.
With a background in public policy and a strong commitment to fostering a dynamic learning environment, she is dedicated to ensuring that students thrive academically and personally. In this interview, she shares insights into her journey, her approach to teaching, and her vision for the future of education at St Catherine’s School.
Inspiring Minds
A conversation with our new Deputy Principal – Teaching & Learning
What inspired you to pursue a career in education, and how has your journey led you to this new role at our school?
I initially studied politics and literature at the University of Melbourne and began my career in public policy roles, working in government and the not-for-profit sector across justice, domestic violence, and mental health. These experiences equipped me with a broad perspective on societal challenges and an appreciation for the role education plays beyond the classroom. Coming from a family of educators, I initially avoided teaching but later realised that it offered a life of meaning and purpose. Teaching is truly a privilege, and I am excited to bring my experiences into this new role.
What about working in an all-girls school environment excites you most, and how do you see it shaping the way we teach and learn?
Girls thrive in all-girls schools – they are more focused, collegial, and encouraging of one another. St Catherine’s fosters a culture of achievement and camaraderie where students celebrate each other’s successes. Research has shown that when girls are not interrupted or competing for space, they are more likely to excel. Girls’
schools also encourage higher participation in STEM subjects, as seen in our strong VCE enrolments. Teaching in this environment allows us to extend, challenge, and inspire students to reach their full potential.
As a graduate of an all-girls school, I understand firsthand the power of female role models in leadership. Marion Wright Elderman’s quote, ‘You cannot be what you cannot see,’ resonates deeply with me. Research indicates that girls in single-sex schools are more likely to aspire to leadership roles, which is reflected in the accomplishments of St Catherine’s alumnae.
If you had to describe your approach to teaching and learning in three words, what would they be and why?
Passion, meaning, and reflection. Great teachers are passionate about their subjects and about sharing knowledge. Education should help students understand their potential impact on the world. Lastly, teaching requires continuous reflection and adaptation to ensure we provide the best possible learning experiences.
What is one piece of advice you would give to students about how to make the most of their education?
Education is more than mastering subjects – it is about self-awareness, resilience, and learning from failure. Girls can be self-critical, so we encourage them to be kind to themselves and approach learning with curiosity and compassion. Self-regulation and adaptability are lifelong skills that extend far beyond the classroom. By the time they graduate, we want our students to have a
strong sense of who they are and how they can contribute to society.
Outside of work, what are some hobbies or interests that help you recharge and stay inspired?
I enjoy spending time with family and friends, reading voraciously, and staying engaged with politics and current affairs. I also appreciate good food and wine – a perfect way to unwind and connect with others.
Ms Lisa Hanlon Deputy Principal – Teaching & Learning
A Bright Future
As a school we are thrilled to recognise the outstanding academic achievements of our Class of 2024 across a broad range of subjects. In 2024, the Median ATAR for the School was an exemplary 95.25; the highest Median ATAR in the School’s records.
We are incredibly proud of our graduating Year 12 students and all they have accomplished. Their dedication, resilience, and growth have been truly inspiring.
Our graduating students will be represented in institutes both nationally and internationally. Australian institutes include The University of Melbourne, Monash University, RMIT, Deakin University, La Trobe University, Australian Catholic University, Swinburne University, and internationally at Harvard University, University of Oxford, University of Miami and University of Washington.
TOP 2% in the state
Study Scores of 45+ were achieved in these subjects:
F
E
MILLIE NILSEN 2024 DUX
“From my first day at St Catherine’s in Prep I have felt supported, encouraged and inspired. It’s an absolute honour to be named the School Dux and to represent such an incredible and hardworking cohort of girls.”
RHEA WERNER 2024 PRIXIME
ACCESSIT TO THE DUX
“I am so grateful for all the teachers and staff at St Catherine’s. All the late night emails and hallway chats or pre-exam pep talks truly made this possible, and I couldn’t be more grateful to have spent my formative years here!”
SCARLETT PRINGLE 2024 GRADUATE
“I recently signed with the University of Miami on a full rowing scholarship and will be studying medicine at UMiami for four years alongside rowing. The unwavering support and encouragement I received from not only my teachers but staff at the school was incredible and helped me get through Year 12.”
ANNA NGUYEN DIEP 2024 GRADUATE
“My teachers are amongst the most passionate and knowledgeable people I’ve ever met. The students and staff have made my experience wonderful. As a small school we have the benefit of a very tight-knit community where everyone knows and cares for each other.”
Learning Paths SHAPING
Early childhood education plays a crucial role in shaping a child's cognitive, social, and emotional development.
A well-structured early learning program equips children with the fundamental skills and experiences necessary for success in both their academic and personal lives. Research consistently demonstrates that children who benefit from high-quality early education are more likely to excel in school and beyond.
One of the many benefits of our Early Learning Centre (ELC) program at St Catherine’s is the development of
cognitive skills that prepare children for future academic endeavours. Our inquirybased programs immerse young learners in experiences designed to enhance critical thinking, problem-solving, language development, and mathematical reasoning. By engaging in structured play and projects, children cultivate a natural curiosity for learning that extends into their later schooling. Studies indicate that children who attend quality early childhood programs achieve higher proficiency in reading, maths, and science compared to those without a quality early education.
In addition to academic preparation, our ELC programs play a vital role in fostering
social and emotional development. Children learn essential interpersonal skills such as cooperation, sharing, empathy, and self-regulation. These abilities help them build strong relationships with peers and adults while also equipping them to handle challenges and conflicts in a positive manner. Emotional intelligence developed during early childhood significantly enhances a child's ability to navigate social situations effectively throughout their life.
Language development is another key component of our ELC programs, providing children with rich communication experiences. Educators incorporate storytelling, music, discussions, debate
and pre-literacy experiences to strengthen vocabulary and comprehension skills. Early exposure to language in a structured and engaging environment supports literacy development, laying the groundwork for their future education. Research confirms that children who participate in early literacy activities are more likely to become skilled readers and articulate communicators.
Experience gained in the ELC programs helps children acquire essential life skills such as problem-solving, adaptability, independence, and resilience. Activities that encourage exploration, decisionmaking, and teamwork foster creativity and prepare children to face new challenges
with confidence. These foundational skills empower them to approach both their learning and real-world situations with a strong sense of capability.
At St Catherine’s ELC, our exceptional programs are designed to nurture a child’s lifelong learning journey. By fostering cognitive growth, social and emotional intelligence, communication abilities, and essential life competencies, we help children build a solid foundation for future success.
Ms Sarah Bethune Head of ELC
TO SHINE Strategies
At St Catherine’s School, we are committed to ensuring every girl thrives academically and personally. Research shows that key strategies implemented in junior schools can significantly improve learning outcomes for students.
Building Positive Connections
The relationship between teacher and student is a critical factor in improving learning. Positive connections foster trust and create a safe learning environment where students feel comfortable taking risks. At St Catherine’s, we prioritise getting to know each girl and their family individually. Teachers take time to understand the girls’ interests, strengths, and areas for growth, fostering a nurturing atmosphere. These relationships help students develop confidence and a sense of belonging,
which enhances engagement and academic success. We also focus on building trust between the girls to ensure they feel a sense of connection with their peers.
High-Quality Teaching
Effective learning is the outcome of highquality teaching. Teachers who use diverse and engaging methods reach a wide range of learning styles, keeping students motivated. At St Catherine’s, we use a variety of strategies, including direct instruction, group collaboration, hands-on activities, and technology to ensure high quality
teaching is the focus in the classroom. Our teachers are trained in evidence-based practices and continually seek innovative ways to make learning both challenging and enjoyable. This diverse approach helps keep students actively engaged in their education.
High Expectations
Sitting alongside high quality teaching is setting high expectations for students. When students are encouraged to aim for their best, they push beyond their limits and achieve more. At St Catherine’s, we set ambitious yet achievable goals, tracking progress and celebrating successes. This creates a culture of achievement where students understand the value of effort and perseverance. By maintaining high expectations, we foster a growth mindset, where students believe they can improve through hard work.
Timely Feedback
Feedback is one of the most effective tools for helping students understand their strengths and next steps in their development. Research shows that timely, specific feedback enhances learning by enabling students to adjust their strategies. At St Catherine’s, we provide feedback that is both immediate and actionable. Whether verbal, written, or peer-reviewed, our
feedback empowers students to continue progressing, keeping them motivated and on track.
Differentiation
Every student learns differently, so effective teaching must reflect these differences. Differentiation allows teachers to tailor lessons to meet diverse needs, ensuring each child is appropriately challenged. At St Catherine’s, we use strategies like adjusting task difficulty, providing additional resources, small group work and offering one-on-one support when needed. We also have an extensive extension program across the Junior School to further meet the needs of the girls. This ensures all students can make progress and reach their full potential.
Physical Environment
The physical environment plays a key role in learning. A well-organised, stimulating classroom can enhance focus and creativity. At St Catherine’s, we create classrooms that are both welcoming and functional. Our spaces are designed to support individual work and group collaboration, equipped with modern resources and technology. Comfortable seating, natural light, and displays of student work contribute to an atmosphere where students feel inspired to learn.
At St Catherine’s, we are dedicated to providing an environment where every child can succeed. By focusing on building positive connections, delivering high-quality instruction with high expectations, optimising the physical environment, offering timely feedback, and ensuring differentiation, we create exceptional learning experiences that helps students grow academically, socially, and emotionally.
Dr Brendan Kean Head of Junior School
Lifelong Learning AMBASSADOR PROGRAM
Years 5 & 6
At Barbreck, we are deeply committed to ensuring every girl leaves Junior School not only with a strong academic foundation, but with the confidence, curiosity and character to thrive as a lifelong learner.
The Organisation for Economic Co-operation and Development’s Learning Compass 2030 highlights the essential competencies young people need in a fast-changing world – skills such as self-regulation, critical and creative
thinking, empathy, collaboration, and a strong sense of responsibility. One of the ways we help nurture these future-ready skills is through our dynamic Year 5 and 6 Ambassador Program.
Offered to students in their final years at Barbreck, the Ambassador Program is designed to ignite leadership potential while strengthening teamwork, communication, and project management. Through meaningful, hands-on experiences and collaborative challenges, students are encouraged to explore ideas, take initiative and grow both as individuals and as valued members of a team.
BARBRECK AMBASSADOR PROGRAM
A key focus of the program is building the skills needed for effective collaboration.
Students are supported to problem-solve together, share their thinking with confidence, and listen respectfully to diverse perspectives.
Each term, the girls work towards a core project. In Term 1 this year, for example,
our Year 5 Ambassadors designed and delivered a series of Easter-themed events for Prep to Year 4 students. From egg and spoon races to basket weaving, obstacle courses and Easter egg hunts, the girls worked with enthusiasm and heart to create a joyful experience for their younger peers. They showed genuine care, adapted quickly when plans needed changing, and
communicated with warmth across year levels. We look forward to watching all our Year 5 and 6 students continue to flourish through the opportunities the Ambassador Program provides.
