St Michael’s acknowledges the Boonwurrung people of the Kulin Nation as the Traditional Custodians of the land on which the School stands. We pay respect to their ancestors, Elders and emerging leaders, and are committed to reconciliation.
Contents
WELCOME
1 A Reflection from Gerard Houlihan, Head of the School
STUDENT ACHIEVEMENTS
2 Celebrating young innovators: EcoSmart Kids competition
4 Success in cross country
4 Making serious waves in sailing
5 St Michael’s students shine in Ethics Olympiad
6 Embracing information technology and artificial intelligence
7 A future in physics: work experience at UniMelb
TEACHING AND LEARNING
8 Leading the way: St Michael’s recognised as a Microsoft Lighthouse School
13 St Michael’s presents: Antigone in the land of the dead at Melbourne Fringe
14 VCE Mathematics choices: understanding the path to success
FEATURE STORIES
16 National Reconciliation Week 2024: Now More than Ever
17 Opening our doors to architectural enthusiasts
18 Our award-winning year
20 J.D. DuBois visits St Michael’s
SCHOOL EVENTS
21 Geoffrey Ryan Cup: a hard-fought contest
22 Celebrating science at our School
23 Reading is magic!
24 Igniting curiosity beyond the classroom
26 ACS Athletics: best showing in eight years
27 House Aerobics
28 Developing a love of physical activity in our youngest students
29 Snowsports championships
30 Music at the Centre: The Michaelian Rhapsody
31 A magical concert
31 Lion King kids!
32 Scenes from the climate era
33 Dance Project 2024: Synesthesia
PCA UPDATES
34 The PCA – Bringing us together
35 Celebrating our volunteers
OM UPDATES
36 Old Michaelian Contributing Citizen Awards
38 Ongoing Connections with the Old Michaelian Community
39 Reunions
40 Beyond the School gates
42 Making a gift and making a difference
43 Our donors
44 Bereavements and Vale
the Year 3 Strings at the 2024 Spring Concert.
Front cover: Georgios and Emily (both 3E) performing with
A Reflection from Gerard Houlihan, Head of the School
Our lives are so busy that perhaps we don’t sufficiently pause and prioritise taking time to enjoy and celebrate our successes. For that reason, I always look forward to reading each edition of The Crest as it allows me the opportunity to revisit and marvel at the many highlights of the School year.
In the previous edition of The Crest in Semester 1, we celebrated the VCE achievements of our Class of 2023, and in this edition we celebrate our younger students. In the Junior School our young innovators made an impact in the EcoSmart Kids competition. Also, our Junior and Senior School teams were both awarded silver medals in the Ethics Olympiad, and our Middle Years students received a bronze medal –quite extraordinary!
Our students’ participation in the Ethics Olympiad is in accord with our commitment to learning that integrates philosophy, ethics, and epistemology. However, this is just one aspect of the programs we offer to develop well-rounded individuals who are prepared to meet the challenges of the modern world. In this issue you can also read about our students’ involvement in responsibly understanding the application of artificial intelligence and robotics.
Of course, to be ready for the wider world, our students must have the opportunity to learn outside the boundaries of the School. They are doing just that through the Signature Programs that have now been introduced at every level in the Junior School and through an exciting new range of
Immersion Programs in the Senior School. Be sure to read all about the rich offering of Immersions for Year 10 students.
Students from Years 7 to 12 also collaborated on a wonderful project for the Melbourne Fringe Festival. Antigone in the land of the dead reimagined an ancient tale to capture the pressing issues of today from climate change to autocracy. The issue of climate change was also the focus of the Years 10 to 12 Play, Scenes from the climate Era, which was just one of the many impressive productions in Semester 2.
I am also incredibly proud that St Michael’s has received an extraordinary number of external awards this year that recognise our commitment to excellence in education, sustainability, facilities, and innovative learning. This external recognition, based as it is on the measurable outcomes of our initiatives, is affirmation of the impact we have: not just doing things but making a difference.
Amidst the joy and celebration our community has also experienced deep sadness. We mourned the passing of two long-serving staff members this year. Ms Michelle Bourillon, our Payroll Office for 11 years, died in July after a short illness. In September our whole School community was impacted by the sudden death of Mr Terry Bux, our muchloved Crossing Supervisor. We are grateful for the contribution of both Michelle and Terry to our School and will ensure that they are always remembered.
As you hopefully have the time to relax a little in the coming holidays, I urge you to take the time to read about the broad range of opportunities enjoyed by our students this year and their many successes.
Gerard Houlihan Head of the School
Celebrating young innovators: EcoSmart Kids competition
St Michael’s Grammar School has long been committed to nurturing a sense of responsibility and environmental consciousness in our students. This philosophy was reflected in our Year 5 students’ participation in the EcoSmart Kids competition earlier this year, an initiative developed by GoodWe in collaboration with EdTech Innovation Hub to engage young minds in the pursuit of sustainable energy solutions.
The competition, part of the Year 5 inquiry into sustainable energy, allowed students to express their ideas about climate change and sustainable energy in various creative formats. Some students crafted 3D models while others produced videos or designed posters. These projects were not limited to the competition, however: they also included fascinating class-based designs tailored to the needs of our School environment.
During the program, our students also collaborated closely with the contractors who installed our School’s solar panels, exemplifying how our curriculum integrates with broader environmental goals.
As Vio (5S) would recall: ‘They taught us about the solarcharged battery packs and how solar energy is stored in the batteries, and how this energy can be used if there are clouds or a big storm [blocking the sun] to power the lights.’
A significant highlight was the visit from the EcoSmart van on Monday, 13 May. This sparked creativity and innovation among Year 5 and 6 students, who were invited by GoodWe representatives John Wright and Anie Kapadia to enter the competition by presenting their sustainable energy ideas. The competition culminated in a vibrant assembly where all entrants were celebrated. The GoodWe representatives were particularly impressed by the quality of the entries, which were judged by a panel of industry experts. Honourable mentions and bonus prize packs were awarded to several students, highlighting the impressive efforts of all participants.
Among the standout performers were:
• Vio (5S) – 1st place
• Jacinta (5S) – 2nd place
• Fergus (5S) – 3rd place.
The journey for Vio did not end there. Invited to the next round of the competition at the Melbourne Home Show, she was over the moon when, on 23 August, she received the EcoSmart Overall Champion award. Reflecting on her project, Vio shared insights into her learning journey: ‘The main thing was how the solar energy works and how renewable energy works. For my project, I showed how wind turbines and solar panels make the energy, and in that, I had a solar panel with a light connected to it.’
Yet, despite her outstanding work, Vio faced challenges, one being that the solar panel didn’t initially work because it was so small.
‘I had to connect the light bulb to a solar-charged battery pack that then made it work. The light bulb was so mini that I had to put wires around it to connect it,’ she explained.
Offering advice to others, Vio emphasised the importance of flexibility. ‘When you’re going in, you don’t have to think of an idea straight away. I found that just sitting there and thinking about the whole thing kind of made me get ideas. I didn’t have a plan of what I was going to do; I just went with the flow.’
She spoke also about her feelings after winning. While thrilled, she also felt a bit sad because she no longer had an excuse to go home and work on it every day, sometimes late into the evening.
When asked about her future career aspirations, she mentioned her interest in architecture, inspired by her dad’s friend who works in the modelling industry.
’He makes models with balsa wood, and we’ve been working on a project where we’re making houses, mini models of houses, and I think that’s probably what I’ll want to do.’
The judges praised her creativity and emphasised the important role that she, and all the runners-up, play in designing positive solutions for our future. The $2,000 prize pack, which included an Apple Watch and a Nintendo Switch, was a delightful bonus.
We are so proud of all the projects created by our students. This experience not only highlighted the students’ achievements but also underscored St Michael’s commitment to fostering a generation of environmentally conscious citizens.
Through creating this project, Vio’s passion and pride in her work were clearly evident. She would go home and engage with her project in her own time, putting in tremendous effort. Vio is clearly very aware of the world around her, and seeing her take such an active approach to the project was incredibly exciting. It was not only thrilling for Vio but also something we, as a School, were immensely proud of, seeing the connection to our learning.
— Mrs Amanda Binion,
Year 5 Teacher
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2. Vio (5S) with her renewable energy project that won her the EcoSmart Overall Champion award.
3. Vio with friend Lisa (both 5S) at the GoodWe Melbourne Home Show.
EcoSmart competition honourable mentions: Fergus (5S), Luca (5P), Zoe (5S), Vio (5S), Lisa Li (5S), Kirsten (5S), Chloe (5P), and Nola (5P), with Mr Daniel Zito and Goodwe representative Mr John Wright.
Success in cross country
Throughout the year, Felix (6A) consistently demonstrated exceptional talent, dedication, and perseverance in cross country.
His journey began with a stellar performance at the Regional Cross Country at Hastings Foreshore, where he braved challenging weather conditions to secure 3rd place over a 3km course. This qualified him for the State Cross Country Championships where, in a highly competitive field, he was placed fifth, earning him the honour of representing Victoria at the School Sport Australia (SSA) Cross Country Championships. Only the top six runners in the state are selected for this prestigious event.
The SSA event kicked off with teams walking the track and participating in a vibrant opening ceremony, complete with flag bearers. The weather added to the excitement, with the typical Victorian blend of rain and sunshine. Despite some pre-race nerves, Felix soon found his rhythm and ran an impressive race, to finish 19th.
The following day, he and his team participated in the 5 x 1,500m relay race. All five runners performed exceptionally well and secured a silver medal. Additionally, the Victorian team was placed third in the composite relay.
Felix then went on to qualify for the Australian Cross Country Championships and the Australian Cross Country Mixed Relay Championships, held over the same weekend from 31 August to 1 September, 2024. He finished 15th in the U13 3km Cross Country event, and his composite Victorian team (consisting of athletes from Ruyton, Trinity, and St Michael’s Grammar) finished 6th in the U14 4 x 2,000m Mixed Team Cross Country event.
It has been truly inspiring to witness Felix’s incredible journey. His relentless hard work and unwavering dedication have already led him to great success. I can’t wait to see what the future holds for him, and I am confident that he will continue to achieve extraordinary things.
— Ms Sarah Cockerell, Physical Education Teacher
Making serious waves in sailing
From the age of five, Philip (12H) has been navigating the waters with a passion and skill belie his years. His sailing journey has seen him master multiple classes, including the Optimist, 420 and iQFoiL, with a dedication and versatility that have now propelled him onto the international scene.
Earlier this year, in Majorca, Philip competed in his first international World Cup Series. It was a significant milestone which marked his transition to the highly competitive Senior fleet, where he found himself pitted against some of the sport’s elite, including seasoned Olympians. Yet, despite being one of the youngest sailors, Philip finished mid-fleet and secured an impressive 3rd place among Australian competitors.
The iQFoiL class allows sailors to reach speeds exceeding 20 knots (37kph), demanding both technical prowess and strategic acumen. Philip’s exceptional achievements in this class include clinching the title of 1st Youth at the 2022 Wind Foiling National Championships (Sail Melbourne) and securing 21st place at the 2023 Youth U19 European Championships.
From 28 November to 1 December, Philip competed in the National Championships at Sail Melbourne 2024. This regatta encompassed the 470 Oceania, Australian Para Sailing, iQFoiL Australian, and RS100 Victorian Championships. Here, Philip finished 3rd overall in the iQFoiL Open Men 9m. Later in the year, he will head to the Sail Sydney and Sail Brisbane events (both in December), before embarking on the European circuit in 2025. This will include the prestigious World Sailing Princess Sofia Regatta in Palma, Spain, as well as the French Olympic Week in France. He will then take part in the 2025 iQFoiL World Championships, to be held in Aarhus, Denmark.
Looking ahead, Philip is focused on the Summer Olympics 2028 (Los Angeles) and 2032 (Brisbane). His rigorous training regimen, including gym sessions, cardio workouts, and extensive on-water practice, showcases his determination.
As a member of the Victorian Institute of Sport and the Australian Sailing Futures Team, he is well-supported in his quest for excellence.
1. Felix (6A) with his silver medal at the School Sport National Cross-Country Championships in the Yarra Valley, held in July 2024.
2. Philip (12H) competing in the international World Cup Series Regatta in Majorca (2024), where he finished third among Australian competitors.
St Michael’s students shine in Ethics Olympiad
At St Michael’s, we pride ourselves on a rigorous learning program that seamlessly integrates philosophy, ethics, and epistemology. This commitment to intellectual excellence was showcased in the success of both our Junior and Senior School Ethics Olympiad teams.
Our Senior team, comprising four exceptional students from Years 9 and 10, competed against over 50 schools statewide in the 2024 Senior Ethics Olympiad held in May, where they clinched the silver medal. Additionally, towards the end of Term 3, Year 5 students at St Michael’s participated in the Junior School Ethics Olympiad Australasia and took home the silver medal.
These remarkable achievements underscore the dedication and prowess of both our students and staff.
The Ethics Olympiad goes beyond being a mere competition, for it celebrates critical thinking, respectful dialogue, and ethical consciousness. Unlike conventional debates, this Olympiad encourages students to delve into and advocate for their own perspectives on ethical issues, fostering a deeper comprehension of the topics discussed. This method aligns with our educational philosophy, aiming to cultivate well-rounded individuals who are prepared to handle the complexities of today’s world and beyond.
Our Senior School team, consisting of Amos (9S), Molly I. (10B), Molly T. (10B), and Ezra (9S), began their Ethics Olympiad experience at St Leonard’s where they attended a training session. Students and teachers from various Victorian schools unpacked case studies, and the guest speakers who presented at the event included the MP for Goldstein, Zoe Daniels, who recognised the importance of young people participating in leadership.
Following this, our team demonstrated outstanding critical thinking and ethical reasoning, earning them success at the state level and the prestigious opportunity to represent Victoria at the Ethics Olympiad International Finals in July. This online competition brought together top-performing teams from around the globe, providing a platform for our students to engage in thoughtful discourse on complex ethical issues.
The International Finals further highlighted the calibre of our students. Competing against teams that included Year 11 and 12 students, our St Michael’s ‘eth-letes’ received an honourable mention. This accolade acknowledged their ability to articulate and defend their positions on various ethical case studies while showcasing their depth of understanding and respect for diverse perspectives.
Our Junior School team, comprised of five Year 5 students, Thomas (5K), Richard (5K), Jacinta (5S), Ella (5P), and Amy (5P), studied six ethical cases and competed in three heats against schools from across Australasia. Coached by Junior School Literature and Research teachers Dr Rebecca Lucas and Ms Fiona Spellman, they demonstrated exceptional skills in clear, concise, and respectful discourse. Their hard work and dedication paid off as they won the silver medal.
In Term 4, these Junior School ‘eth-letes’ were presented with their very own Ethics Olympiad silver medals by Head of the School, Mr Gerard Houlihan.
These achievements are not just a reflection of the students’ hard work but also of the unwavering support and guidance from our dedicated staff, particularly Learning Services Teacher, Ms Geraldine Nicholas, and Ms Spellman and Dr Lucas. Their commitment to fostering an environment where students can thrive intellectually and ethically has been instrumental in our students’ success.
Congratulations to our Senior and Junior School Ethics Olympiad teams for their exemplary performance and dedication. Their success is a shining example of what can be achieved through a commitment to excellence in education, ethical reasoning, and teamwork
1. Junior School Ethics Olympiad team, Thomas (5K), Richard (5K), Jacinta (5S), Ella (5P), and Amy (5P) with their Ethics Olympiad silver medals, along with Mr Houlihan, Ms Spellman and Dr Lucas.
2. Senior School Ethics Olympiad team, Amos (9S), Molly I. (10B), Molly T. (10B), and Ezra (9S) with their Ethics Olympiad silver medals.
Embracing information technology and artificial intelligence
At St Michael’s, we’ve aimed to develop a clear, strategic and sustainable approach to artificial intelligence (AI) that aligns and unifies our learning community at a measured pace. The perspective and reflections from both staff and students have underpinned ongoing professional learning opportunities for our teachers (and educational support staff) on use within and beyond the classroom. — Mr Matt Heinrich, Director of Learning Technologies and ICT
Our students are at the heart of our exploration and decisionmaking regarding the use of technologies for teaching, learning, and caring. To be truly student-centred, we focus on fostering our teachers’ curiosity to embrace the complexity of new technologies such as AI while supporting their ability to scaffold effective and ethical uses with their students.
In alignment with the Australian Framework for Generative AI in Schools, our students are already moving beyond ubiquitous tools like ChatGPT. For instance, robotics students have built custom bots using vision computing AI models to simulate disaster rescues, while others created AI-powered chatbot prototypes within our secure digital environments.
This innovative approach ensures that both students and teachers are equipped to collectively navigate the implications of AI on learning and assessment design. Its effectiveness is highlighted by various student achievements in information technology and AI, showcasing our commitment to integrating these fields in meaningful ways. Two notable events from this year demonstrate how both our teachers and students are embracing these advancements and the positive impact they are having on the broader community: The Hatchery’s Integrating AI in Education Conference and the Victorian RoboCup event.
Integrating AI in Education Conference
St Michael’s student focus regarding the use of AI for teaching, learning, and caring was no better evidenced than when our students Yuma (12M) and Hannah (11B), along with Director of Learning Technologies and ICT, Mr Matt Heinrich, presented at the Integrating AI in Education Conference held in May. Their session, titled ‘Co-design to inform the use of AI in teaching, learning and caring’, highlighted the shared journey between
St Michael’s students and teachers of navigating technological change, underpinned by an understanding of the cognitive, social, and psychological needs of our learning community.
Key takeaways from the conference included the importance of harnessing the student voice and creating a framework based on trust. Attendees appreciated the insights shared by our students, recognising their capability to discern the difference between learning and merely completing work. The bravery and honesty of our students in discussing their relationship with AI were particularly commended, showcasing their intellectual engagement and potential for the future.
Victorian RoboCup Event
St Michael’s has a rich history in robotics, with regular success at RoboCup Junior events. On 14 September, nine teams from our Robotics Club, comprising students from Years 7 to 12, competed against 25 other schools and clubs, where our students’ robots scored points by navigating and detecting objects and simulating disaster rescues.
Ashton (12M) and Yuma (12M) leveraged an AI camera and vision computing to make a custom-built bot, which secured them 2nd place in the Open division. Chester (9B) and Oscar (9B) won the inaugural RMIT University Engineering Award for their transition from LEGO™ robotics to constructing a custom robot using Arduino™ hardware and software. These achievements were supported by School mentors Mr Matt Heinrich, Ms Lucy Jones, and Ms Ghada Fahmi, reflecting our commitment to fostering creativity and technical skills in our students.
As AI and other digital tools continue to evolve, we strive to maintain a balance between innovation and safety, ensuring our students are prepared to be positive contributors to society. This philosophy underpins our ongoing efforts to cultivate a learning environment that embraces technological advancements while prioritising the wellbeing and development of our students. Mr Heinrich aptly summarised our approach as follows:
With ubiquitous access to generative AI technologies now emerging, we remain committed to unifying staff, student and parent mindsets, encouraging a discerning balance of both effective and ethical engagement with such tools.
A future in physics: work experience at The University of Melbourne
In a remarkable achievement, Brigette (10S) secured a coveted spot in The University of Melbourne’s 2024 Year 10 Work Experience Program (Physics stream). Out of 1,000 nationwide applicants, she stood out in the fiercely competitive selection process, ably demonstrating her passion and dedication to the field of science.
From 23–28 June, Brigette immersed herself in the world of physics, guided by Stephanie Bernard (a PhD student and learning facilitator in the university’s School of Physics) and her team. Brigette engaged in a variety of activities that deepened her understanding of physics, attended lectures from PhD students, worked closely with the university’s School of Physics staff on lab and research experiments, and even enjoyed a live viewing of the atmosphere at the Melbourne Planetarium at Scienceworks.
One of her highlights was a project using satellite photos of galaxies to mathematically calculate the number of galaxies in the universe.
This unique opportunity allowed Brigette to gain firsthand experience of life as a physicist.
Brigette’s fascination with science, particularly space science and astronomy, has been a constant in her life, yet her journey began with a serendipitous discovery. ‘I came across the program application whilst online and, after doing some research about it, it struck my interest and seemed like something I would really enjoy,’ she recalls.
The selection process was intense, and Brigette’s path to success was anything but straightforward.
‘Honestly, I never would’ve thought I would be selected for the program as I found the application the night before it was due!’ she admits.
Despite the last-minute rush, her passion shone through in her essay on her interests in science and her desire to partake in the work experience program. Months later, she received the thrilling news of her acceptance.
‘It was an extremely surreal experience to be accepted, knowing that they only took on less than half of the people who applied,’ she says.
The camaraderie with fellow students who shared her interests also made the experience memorable and allowed her to forge new friendships.
Reflecting on what was her favourite part of the program, she highlights the learning environment and the people she met. ‘It was just being able to learn and retain so much information from everyone at Melbourne University,’ she says. ‘It was such a great environment, and all the staff were very friendly and amazing mentors.’
This experience has had a profound impact on Brigette’s future aspirations. ‘This program really allowed me to immerse myself into STEM in general. My passion for science has grown from this experience, making me even more excited for what the future holds.’
The program broadened her perception of how physics and science can be applied to various careers, inspiring her to envision a future where she too can have a flourishing career in science.
Brigette’s week at The University of Melbourne was more than just an educational experience: it was a glimpse into a future filled with possibilities. Her story confirms the power of passion and perseverance, and is a reminder that, sometimes, the most unexpected opportunities can lead to the most extraordinary journeys.
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3. Brigette’s (10S) photograph of The University of Melbourne’s campus taken during her work experience.
4. Brigette (10S)
Chester (9B) and Oscar (9B) with their RMIT University Engineering Award.
Yuma (12M) and Hannah (11B) with Mr Matt Heinrich at the Integrating AI in Education Conference.
Leading the way: St Michael’s recognised as a Microsoft Lighthouse School
St Michael’s is a Microsoft Lighthouse School, recognised for ‘using Surface technology in innovative ways and displaying a truly future-focused commitment to teaching and learning.’ (Microsoft)
We are pleased to share that our School has recently been distinguished as a Microsoft Lighthouse School. This prestigious recognition, held by only 22 schools in Australia, acknowledges our focus on enabling inclusive learning experiences that nurture creativity and provide students with safe and equitable access to technologies.
Our innovative practices are supported by Microsoft 365 tools, our approach to the Years 7 to 9 Surface Pro program, and our recent transition to Surface laptops for all staff. This followed an extensive collaborative review to determine the best fit for our School’s needs.
Mr Matt Heinrich, Director of Learning Technologies and ICT, worked with his team to transform digital access and productivity, via a strategic shift underpinned by co-design and a focus on enabling all learners.
At the beginning of this year, the team seamlessly rolled out new devices to 250 staff and over 150 students. This was a highly personalised experience and significant undertaking that reaffirmed our commitment to ensuring all members of our School community have access to the tools they need for effective learning, teaching and working.
As a School, we pride ourselves on being progressive, where creativity, flexible problem-solving and empowerment are valued, and where students are nurtured to become positive, contributing citizens. In the wake of the COVID pandemic, we have continued to reimagine our collective relationship
with technologies and increased our investment in device management, productivity and security.
Microsoft captured and celebrated this story, recognising the diligence in our approach to leveraging technology while demonstrating a visible commitment to the collective wellbeing of our staff, students and parents: St Michael’s device strategy has culture at its heart.
Looking towards 2030, we will continue to make technology decisions and embrace emerging technologies using a constructive and purposeful approach co-designed with our students.
Access to technology is, and should be, ubiquitous, but there’s a really important distinction to this, which is around it being used with purpose. For us, that means being in alignment with our Framework for Teaching, Learning and Caring. It’s about students having the opportunity to co-design, collaborate, communicate and develop critical literacy and citizenship with flexibility and a sense of autonomy — while recognising we’re doing students a real disservice if we’re amplifying their voice without giving them the right tools and knowledge that provide the guardrails, so they are safe and secure.
— Mr Matt Heinrich, Director of Learning Technologies and ICT
1. Sophie (9S) and Chloe (9H) with their Microsoft Surface Pro laptops. 2. Mr Heinrich with Year 9 students using their Microsoft Surface Pro laptops.
A symphony of blue: National Simultaneous Storytime 2024
In a vibrant celebration of creativity and community, this year’s National Simultaneous Storytime (NSS) saw junior school students across Australia dive into the enchanting world of Aura Parker’s picture book Bowerbird blues. The event, held annually by the Australian Library and Information Association (ALIA), aims to foster a love of reading among children by having them read the same book simultaneously across the nation.
This year, the story of the satin bowerbird, known for its unique habit of collecting blue items to decorate its nest, inspired a flurry of artistic activity. Our students took this inspiration to heart, constructing a stunning bowerbird’s nest as part of a community art project. The project began with students gathering and weaving materials to create the nest’s structure. This hands-on activity not only engaged their creativity but also taught them the value of collaboration and community spirit. The nest, initially a simple framework, soon began to take on a life of its own as students and families were invited to contribute.
In the spirit of the bowerbird’s penchant for blue, a treasure hunt was organised. Junior School students scoured their surroundings for blue items to add to the nest. Each found item was carefully attached to the nest using string, nestled between the weaves or placed as a decorative touch. As the contributions poured in, the nest transformed into a dazzling display of blue, reflecting the collective effort and creativity of the community.
The event was more than just a reading session: it was a celebration of storytelling, creativity, and community. The
sight of the growing nest, adorned with blue treasures, served as a powerful visual metaphor for the impact of collective effort and the beauty of shared experiences. It was a reminder that, much like the bowerbird’s nest, our community is enriched by the contributions of each individual.
National Simultaneous Storytime 2024 was a resounding success, in terms of participation and also in the way it brought people together. The shared experience of reading Bowerbird blues and contributing to the nest project created a sense of unity and pride among students and their families. It highlighted the importance of community involvement in education and the joy that comes from working together towards a common goal.
As the event drew to a close, Junior School students were given a very special reading of Bowerbird blues by our Head of the School, Mr Gerard Houlihan, who encouraged students to engage in discussions around the meaning of the story.
At the end of the week, the completed nest, the culmination of their collective effort, was a symphony of blue proudly displayed outside our Centre for Inquiry and Innovation. The nest was a testament to the creativity and collaborative spirit of our Junior School students. It was a fitting tribute to the satin bowerbird’s story and a wonderful example of how literature can inspire and unite us.
1. Eddie (1R), Aisha (1R), Sebastian (1B), Zoe (1B), Ruby (1R), and Zidane (1B) with Dr Rebecca Lucas (Junior School Literature and Research Teacher) and Mr Gerard Houlihan, Head of the School, with the bowerbird nest created outside the CII for National Simultaneous Storytime.
St Michael’s Signature Programs affirm our commitment to nurturing well-rounded individuals. Grounded in evidencebased practices and tailored to the developmental stages of our learners, these programs equip students with the skills and dispositions necessary to navigate the future with confidence and creativity.
At the heart of our educational philosophy is the development of responsible citizens, prepared to assist and uplift community members in need. Additionally, our dedication to environmentally sustainable practices is a cornerstone of our Strategic Direction: Towards 2030.
Among the Signature Programs in our Junior School are the Year 3 ‘Penguin Squad’, Year 5 ‘Leading the Future’, and the newly introduced Prep Signature Program ‘Little Farmers’. These programs are wonderful examples of our commitment to creating contributing citizens. These programs are developed on the premise that schools must understand the unique local context in which they operate, including history, community expectations, and geographic location. By incorporating these factors into our programs, we are able to more adequately prepare our students for the world they live in, while fostering a sense of belonging and improving community wellbeing.
Exploring the wonders of the St Kilda penguins
As part of their Signature Program ‘Penguin Squad’, our Year 3 students embarked on an exciting journey to observe the St Kilda penguin colony up close. Setting sail from the St Kilda Pier on a ferry, they ventured beyond the rock wall into the marina. As the sun set over Port Phillip Bay, the students watched in awe as the penguins returned home, a sight that has left a lasting impression.
Accompanied by a local expert, the students delved deeper into the penguins’ activities. They engaged in brainstorming sessions, hypothesising about the treasures the penguins might be bringing back to their nests, and listened attentively to the penguins’ unique vocalisations. This unforgettable adventure offered them a special opportunity to learn and explore outside the classroom, fostering a deeper connection with nature and a deeper understanding of environmental stewardship.
During the visit, the Year 3 students were captivated, asked insightful questions, and utilised the collected data to enhance their personal research back at school.
— Mrs Belinda Klose, Director (P–3)
St Kilda penguin spotted during their ferry trip for the Year 3 Signature program Penguin Squad.
Leading the future through philanthropy
In June this year, our Year 5 students embarked on a journey of philanthropy as part of this Signature Program ‘Leading the Future’.
Their Signature program sees our Year 5 students meet regularly over the course of the year to learn about and practise leadership skills at three levels: Leadership of Self, Leadership of Groups, and Leadership of Community. As active citizens, they meet leaders in their local community by taking trips to local council chambers and Port Melbourne Football Club.
This year, our students worked with Australian Ironman Sean de Morton, from the Australian Council for Health, Physical Education and Recreation (ACHPER), to develop a toolkit of leadership skills. Sean also introduced them to the Listening, Encouraging, Acting and Delegating (LEAD) framework.
A key component of our Signature Programs is learning by doing, and in June we were fortunate to have Kids in Philanthropy (KiP) on campus to enlighten our young minds about Service Leadership. KiP is a not-for-profit organisation that runs volunteering programs for school children and their families that support disadvantaged young people around Australia. The day of KiP’s visit was filled with lessons on charity work and the impact each individual can make. Our students rolled up their sleeves and prepared breakfast packs to be distributed to people in need by the Father Bob Maguire Foundation. Each pack was made extra special with a personal, positive note from our students, adding a heartfelt touch to their efforts.
These experiences are not just about learning: they are about instilling values of empathy, responsibility, and community service. By engaging in these hands-on activities, our students learn the importance of giving back and the difference they can make in the lives of others.
Our students have an innate desire to do good for others. It was a joy to see them take the leadership skills they learned from community leaders at Port Phillip Council and Port Melbourne Football Club and put them to practical use in service of others. Understanding they can have a positive impact for their community makes learning much more meaningful for our Year 5 students. — Mr Daniel Zito, Head of Curriculum (K–6)
Introducing Little Farmers
This year we were delighted to launch the Prep Signature Program ‘Little Farmers’, made possible through our connection with Collingwood Children’s Farm. During the year, the students learned about the cycles of nature while investigating living things, noticing changes, identifying specific features, and reflecting on the necessities of life. This outdoor experiential opportunity provided significant benefits, enhancing the learning for all children while in the outdoors and further developing the classroom learning experiences. It also fostered an appreciation for the relationship between animals, people, and the community.
As part of this program, in Term 3 our Prep students took part in a two-day offsite program where they were introduced to farm life and what it takes to run a farm. They learnt about and observed farm work, investigated the lifecycle of different farm animals, and learnt about the important relationship that exists between farm animals and people. Students observed and engaged with the animals and identified their needs. They also classified a range of animals and identified those that live on farms.
Back in the classroom and between visits, the students further reflected on their learning.
These experiences were an important precursor to the further experiences they will undertake as they move through the various Signature Programs. It was truly delightful to witness the Prep students engage with such curiosity, ask profound questions, and exhibit genuine kindness, care, and respect for all living things.
The journeys undertaken by our Year 3 and 5 students, along with the introduction of the Prep Signature Program, in addition to our other Signature Programs, reflect our dedication to holistic education. By equipping our students with the skills and values necessary to navigate an everchanging world, we ensure they are prepared to make meaningful contributions to society and lead with empathy and integrity.
Through our Signature Programs, we are cultivating future leaders who excel academically, demonstrate social responsibility, and are committed to environmental stewardship. — Mrs Belinda Klose,
Director (P–3)
1. Year 3s accompanied by Mrs Belinda Klose, Director (P-3); Mr Gerard Houlihan, Head of the School; and Year 3 teachers Miss Jacqueline Pagnani and Ms Natalie Morgan on board the St Kilda ferry.
2. Anneliese and Kerry (both 5K) with their teacher, Mrs Anne Niere, preparing breakfast packs for people in need for the Father Bob Maguire Foundation.
3. Arlo and Elroy (both 5K) packing finished breakfast packs for the Father Bob Maguire Foundation.
4. Rose, Juliette, and Kerry (all 5K) making breakfast packs for the Father Bob Maguire Foundation.
Staff spotlight
Neil van Herk: cultivating curiosity and innovation in Science
This year, we welcomed Neil van Herk as the Head of Science at our School. Neil was previously Head of Science at Trinity Grammar School, where his tenure was distinguished by his innovative approach to integrating Biology and STEAM.
Neil grew up in the South West of Western Australia, during which time he developed a love for the outdoors and an interest in the practical applications of science. ‘I was fascinated by how science answers life’s big questions and reveals the intricate beauty of the natural world,’ he says, adding that he wanted to share that sense of wonder and inspire students to pursue science beyond the classroom.
Since joining St Michael’s, Neil has embraced the chance to develop a Science program that is both rigorous and relevant, while fostering a culture that values inquiry and exploration.
His leadership during National Science Week was particularly noteworthy where, together with our Science staff and students, he brought science out of the classrooms and into the communal spaces of our School. This included fun activities like powering a blender with an exercise bike, virtual reality balance challenges, and liquid nitrogen shows, engaging students and highlighting practical applications of scientific principles.
Another stand-out initiative was the hands-on zebrafish development experiment (introduced by Neil, in collaboration with Bioeyes Australia and Monash University Outreach). The experiment seamlessly integrated into our Science curriculum as our students directly observed cell division, differentiation, and growth.
Neil envisions the Science Department at St Michael’s as one that inspires students to become thoughtful, innovative, and ethically aware individuals. He aims to expand hands-on and inquiry-based learning opportunities, integrate emerging scientific topics such as biotechnology and environmental science, and strengthen partnerships with local universities and research institutions. Additionally, he plans to implement a more robust support system for differentiated learning, empowering all students, regardless of background or ability, to succeed in Science.
Teaching allows me to ignite curiosity, foster critical thinking, and empower students to explore the science that shapes their lives.
— Neil Van Herk, Head of Science
Judy Quin: building connections and strengthening community
At the end of Term 3, we welcomed Judy Quin as our new Director of Advancement. With an impressive 14-year track record in the independent school sector, Judy brings a wealth of experience, expertise and a deep commitment to fostering engagement within our School community.
Judy’s career within education is driven by her passion and belief in the power of education to change lives. Her previous roles include that of Director of Engagement at Loreto Mandeville Hall and Alumnae Relations Manager at Genazzano FCJ College, where she successfully managed Community Engagement, Annual Giving, Bequests, Major Gifts, Scholarships, and Capital Fundraising campaigns.
Deeply aligned with our core values of Dignity, Respect, Care, and Compassion, Judy shares our commitment to nurturing a supportive and inclusive environment. Her approach to community building and engagement promises to enhance our efforts and strengthen the bonds between all members of the St Michael’s community. This dedication to nurturing alumni connections and cultivating community pride will be invaluable as we approach our 130th year.
Judy has already made a significant impact and has also supported two new events for our School, the Inaugural Old Michaelian Contributing Citizen Awards and the Past Staff Reunion. Both are instrumental in bringing our community closer together across the generations and celebrating the contributions of our members.
Outside of work, Judy enjoys catching up with family and friends, as well as spending time outdoors, particularly around Port Philip Bay.
I’m delighted to have joined St Michael’s on the eve of our 130th anniversary and see this as a wonderful opportunity to celebrate the strength of our community and share our exciting vision for future developments. I look forward to connecting with many members of our School family and hope they will attend the various 130th celebrations that have been planned throughout the year.
– Judy Quin, Director of Advancement.
St Michael’s presents: Antigone in the land of the dead at Melbourne Fringe
Antigone in the land of the dead was a bold reimagining of an ancient tale to capture the pressing issues of today, from climate change to the perils of autocracy.
Written and performed by Years 7 to 12 students, including Marcus (11K), Iris (10S), Ethan (7H), Fred (9B), Jin (12K), Harvey (7B) and Gee (11S), this dramatic podcast was a thematic jam on how people survive when systems start to fall apart. Bringing together the voices and talents of our students who met every Friday lunchtime over the course of its development it breathed new life into the Sophocles classic tragedy. Our students also consulted with the Bloomshed theatre collective, who provided valuable input in the early and final stages of the project.
Developed over eight months as part of the Co-curricular Club, The Antigone Workshops, the Antigone podcast was launched in October as part of the 2024 Melbourne Fringe Festival, in the Digital Fringe Program.
Set in a dystopian version of the city of Thebes (in Egypt) which becomes increasingly hotter and wetter, the podcast blends ancient tragedy with pulp crime and talkback radio. Antigone in the land of the dead unfolds through multiple short episodes, featuring characters including Ismene and her prison gang, Haemon with his pirate radio broadcasts, and the reluctant Messenger.
As well as writing the podcast, the students also did the voice acting and did an exceptional job of differentiating the characters throughout. Their commitment to excellence was reflected in every aspect of the production. Voice actors included:
• Marcus (11K)
• Ethan (7H)
• Eleanor (11M)
• Anna (11K)
• Fred (9B
• Jin (12K)
• Bella (7M)
• Dari (11B)
• Annalyse (11M)
• Harvey (7B)
• Angus (11K)
• Gee (11S)
• Xavier (7S)
• Edward (11S)
• Didi (11S)
• Mr Matt Heinrich, Director of Learning Technologies and ICT, in special guest appearances.
Olivia (10S), an exceptionally talented pianist, also created an original composition which features at the start of Episode 3.
Her composition evokes the dramatic and emotional landscapes of the story, blending traditional elements with contemporary sounds to create a unique auditory experience. Both the music and soundscapes, created throughout the podcast with help from Mr Heinrich, further underscored the tension and urgency of the plot. Using a mix of orchestral and electronic elements, the score reflected the chaotic setting of Thebes while supporting transitions between scenes, heightening the impact of key moments while adding depth to the characters’ journeys.
As part of Melbourne Fringe’s Digital Festival, Antigone in the land of the dead received enthusiastic feedback for its modernday translation of the ancient tale. Listeners appreciated the humour, music, and diverse voices, as well as the podcast’s ability to push boundaries and explore critical issues through storytelling. The adaptation to reflect contemporary issues resonated well, with the radio hosts, music selection, and humorous poetry being standout elements. The youthful energy and fun, combined with moments of pathos, made the reinterpretation through a climate war lens impressive.
The podcast was described as clever, funny, and thoughtprovoking, with the story and voice acting receiving high praise for their quality and engagement. It was awarded a ‘Judge’s pick’ by the Melbourne Fringe judges panel and subsequently shortlisted for the Best in Category Award in the Words and Ideas section. This was an outstanding result for the students, as the Best in Category Awards were judged by a panel of over 30 industry practitioners from diverse fields and backgrounds. The judges praised the podcast for its modern take, strong storytelling, voice acting, and comedy. One judge highlighted their favourite part as the satirical take on capitalism and the economy, noting the impressive production level and witty writing.
The project was really exciting. It confirms that young people are capable both of serious, sophisticated political and ethical thinking and, at the same time, funny, excoriating satirical writing. The level of insight on display from the students is at once remarkable and happily unsurprising.
– Mr Luke Matthews, Director (10–12)
VCE Mathematics choices: understanding the path to success
Mr Tommy Allott, Head of Mathematics
As students approach their VCE, a significant decision awaits: the choice between Mathematical Methods (‘Methods’) and General Mathematics. Students often perceive Methods to be the ‘hard’ option and General Mathematics the ‘easy’, yet this overlooks key factors that can significantly impact their long-term success.
The World Economic Forum’s ‘top 10 job skills of tomorrow’ clearly emphasises critical thinking, problem-solving, and analytical thinking. Studying mathematics directly enhances these skills, making it highly relevant for future job markets.
Let’s take a closer look at the realities of both subjects.
Mathematical Methods: the standard path for most students
Although challenging, Methods should be viewed as the standard course for those who have studied mainstream Mathematics up to and including Year 10. From 2025, however, only students in the 10A Advanced Mathematics course will be fully prepared for the demands of VCE Methods.
While the time commitment and determination required for Methods is undeniable, embracing these challenges
can lead to greater rewards. The satisfaction of mastering concepts that initially seem ‘too hard’ is something many students come to appreciate. This process not only builds mathematical skills but also fosters resilience and problemsolving abilities traits that are crucial for success in both academic and professional contexts.
The advantages of Mathematical Methods
1. Preparation for future studies: Methods can be a prerequisite for many tertiary courses, particularly in STEM, and possibly Commerce and Economics fields. Choosing Methods keeps future academic and career pathways open, while opting for General Mathematics may limit tertiary institution options in these areas.
2. A rewarding challenge: While Methods is undoubtedly challenging, students are well-prepared through their prior learning. The process of grappling with difficult concepts and ultimately mastering them is rewarding, both intellectually and emotionally. Many students who initially worry about the difficulty of Methods often end up enjoying the sense of achievement that comes with overcoming these challenges.
3. Results: When choosing VCE subjects, St Michael’s advice is always based on three considerations:
• Choose subjects you enjoy
• Choose subjects you are good at
• Choose subjects which are needed as prerequisites for tertiary courses.
Choosing subjects due to scaling should not be a key consideration, however. Choosing a study that you are not very good at, or engaged in, simply because it may be scaled up would be a mistake. VCE Mathematics studies are designed to cater for students of differing abilities and interests.
To ensure students undertaking the more difficult Mathematics studies are not disadvantaged by the level of difficulty, all four Mathematics studies are scaled against each other as well as being scaled against all other studies. Specialists Mathematics and Methods are scaled up, whilst General Mathematics and Foundation Mathematics are scaled down.
In 2023, students at our School who took Methods achieved strong results, with an average study score of 33.36 (scaled to approximately 37) and a standard deviation of 5.2. This is particularly encouraging, as it indicates that most of our students were able to push through the challenges of Methods and benefit from the scaling, which further boosted their final scores.
General Mathematics: accessible, but not easy
While General Mathematics is generally seen as more accessible, it is important not to mistake ‘accessible’ for ‘easy’. This subject permits the use of notes and a calculator in examinations, which can create a false sense of security. Students often assume they can get by with a surfacelevel understanding of the content, but this can lead to disappointing results when they realise how much depth is required for a high score.
Moreover, General Mathematics is taken by a large cohort of students, including those who are also studying Methods and Specialist Mathematics. These students, already proficient in higher-level mathematics, contribute to a more competitive environment, making it harder to achieve a high study score.
In 2023, the average study score for all General Mathematics students at our School was 32.88 (with a standard deviation of 6.27), yet the average score of those who also studied Methods rose to 41.13. This highlights the advantages for students with a stronger mathematical background, for they are better equipped to handle the more complex aspects of General Mathematics. Notably, students who studied both General Mathematics and Methods comprised 10% of this cohort, and I anticipate this number will grow as more highachieving students take on two or more Mathematics courses at VCE.
Avoiding the pitfalls of the ‘easy’ route
Unfortunately, we often see capable mathematicians opt for General Mathematics because they perceive it as the easier option. They sometimes fail to fully apply themselves during their VCE, believing the subject requires less effort. This decision, however, can lead to a complacent attitude, resulting in lower scores than they would likely have achieved had they taken Methods and fully committed to the challenge.
The truth is to succeed in General Mathematics students need to dedicate significant time and effort to mastering the content. It’s not enough to simply understand the general idea of a concept: students must be able to apply that understanding in unfamiliar contexts, which requires thorough practice and commitment.
A final word of advice
When choosing between Methods and General Mathematics, it’s important to look beyond the surface. While Methods is challenging, it offers substantial rewards in terms of scaling, future study options, and personal growth. General Mathematics, while more accessible, requires a strong commitment to achieve high results.
Additionally, students who study General Mathematics alongside Methods are clearly advantaged. With significant topic overlap, they usually find themselves better equipped and should aim for higher scores in General Mathematics. Highachieving Year 10 students should also seriously consider undertaking Units 3 and 4 General Mathematics in Year 11, as this provides an excellent opportunity to challenge themselves and capitalise on the overlapping content between courses, positioning them for greater success in their VCE studies.
Our advice is simple: choose the course that aligns with future goals and be prepared to work hard. Both courses demand dedication, but the rewards whether in terms of scaling, tertiary options, or personal satisfaction are well worth the effort.
Generated based off VCAA data from St Michael’s Grammar School 2023 Study Scores.
National Reconciliation Week 2024: Now More than Ever
This year, during the annual National Reconciliation Week (NRW), held from 27 May–3 June, our School community was deeply engaged in learning and reflecting on the path towards a more just, equitable, and reconciled nation.
The theme for NRW 2024, Now More than Ever, served as a potent reminder of the ongoing struggle for justice and the rights of Aboriginal and Torres Strait Islander peoples. It underscores the urgency of addressing the unfinished business of reconciliation, including treaty-making, truthtelling, and combating racism. It is a call to action, urging us to stand up for the rights of First Nations peoples and amplify their voices.
Our School is committed to fostering a sense of belonging and building a robust internal community while also contributing to the broader community. The myriads of activities across the School throughout NRW 2024 demonstrated this commitment.
At the start of the week, staff from both the Senior and Junior Schools led a professional development session, showcasing the integration of Aboriginal and Torres Strait Islander histories and cultures into our curriculum. These presentations highlighted creative initiatives across various areas, providing rich learning opportunities for both students and staff.
One of the standout projects was an art initiative led by the Reconciliation Action Plan (RAP) Club. Junior School students from Kindergarten to Year 6 collaborated on an artwork featuring Bundjil, the wedge-tailed eagle, using cutouts of their hands to create beautiful feathers. This project immersed the students in art while educating them about the cultural significance of Bundjil for the Boonwurrung people.
In the week prior to NRW, our Senior School Reconciliation Action Committee (RAC) took part in organising the penultimate week of Merry Month of May, where proceeds went to the Ngwala Willumbong Aboriginal Corporation. They reached out to Miss Monique Warwick (Head of Visual Arts and Designs) and Ms Jade Turner (Junior School Visual Arts Teacher) to ask if they could get in touch with a First Nations artist to enable students in the Junior School to understand more about reconciliation and what it means.
As a result, students in the Junior School, along with some Senior School students, had the opportunity to learn from and create art with First Nations artist Bronwyn David. Bronwyn, a proud Palawa-Trawlwoolway woman born and raised in Naarm (Melbourne), worked with students in ELC, Prep, Year 1, and Year 3 to create three beautiful collaborative artworks.
As mentioned by RAC member Oscar (12M), ‘When we were organising Merry Month of May and knew that we would be supporting an Aboriginal charity, I thought it was really important to us that we do have some experience, and especially for the Junior School, that focused on Reconciliation.’
Felix (12B) echoed this sentiment, highlighting the importance of engaging younger students: ‘Engaging younger kids is almost that tertiary step after sharing knowledge about history and personal experiences. It’s really important to involve them in this process.’
Students from both the Junior School and Senior School were very engaged and interested in creating the collaborative artworks. Emily (12B) shared, ‘For me, the weaving activity that we did was the most enjoyable and I found it to be a natural way to educate the kids about reconciliation. Bronwyn talked about how weaving was traditionally an opportunity to disconnect from the world and contemplate culture. It was a really nice mindfulness activity and an organic way to teach the values of Aboriginal culture to the younger generation.’
Lulu (12B) reflected on Bronwyn’s impact: ‘She talked a lot about her experience, her identity, feeling disconnected, and using art as a way to connect and express her feelings. It was really interesting to hear her perspective and see how she uses art as a meditative process to think and contemplate.’
In Term 3, Independent Schools Victoria (ISV) notified the School that they were seeking submissions of student artwork and initiatives to feature in their Reconciliation Action Plan. Subsequently, the 'Identity' art project created during Bronwyn’s visit was selected by Mr David Burton and his team from ISV to feature on the front cover of their Reflect: Reconciliation Action Plan (July 2024–July 2025). This recognition involved students from across the Early Learning Centre, Junior, and Senior Schools.
It was edifying to see how our students throughout both the Junior and Senior Schools participated in meaningful conversations about identity and cultural education while embracing this NRW’s Now More than Ever theme. This initiative exemplifies how creative expression can help cultivate an environment of inclusivity and mutual respect.
Bronwyn David and Ms Jade Turner with Year 3s working on the collaborative artwork created for National Reconciliation Week.
Opening our doors to architectural enthusiasts
Open House Melbourne is a global initiative that celebrates the unique architecture of cities and regions, drawing tens of thousands of people to explore diverse built spaces and attend public talks on design, architecture, and the environment. The overarching goal of Open House Melbourne is to ensure Victoria remains a liveable and vibrant place now and into the future.
This year, our School was delighted to be invited by Open House Melbourne for the second year to showcase our award-winning Performing Arts Centre, St George’s. Hundreds of Open House enthusiasts ensured St George’s was on their weekend itinerary, stopping off to marvel at the architectural and historical wonder of our School’s reimagined Performing Arts hub.
Our Open House team, led by Mrs Kaycee Ferreira, St Michael’s Events Manager, and Mr Tyler Hess, Director of Performing Arts, were thrilled by the turnout on both days for the midday presentations. Local, interstate, and international visitors were welcomed to St George’s by Mr Hess, who provided insights into the creative and educational intent of the St George’s transformation. St Michael’s students Max (12S) and Alexander (10M) displayed their piano prowess with stunning performances, while Senior School performers Tia (12K) and Cam (12K) delivered remarkable previews from the highly successful Dance Project: Synesthesia
The architectural discussions were led by Robert Bienvenu, Managing Director of Kneeler Design, our St George’s design partners. His engaging session on the history and transformation of St George’s captivated the audience,
highlighting the meticulous planning and innovative design that went into creating our state-of-the-art Performing Arts Centre.
Visitors were treated to guided tours of St George’s, conducted by knowledgeable staff and students. These tours provided an in-depth look at the architectural features and historical significance of the building, as well as the modern enhancements that make it a premier venue for performing arts. Guests were able to see firsthand the blend of old and new, with original architectural elements seamlessly integrated with contemporary design.
Feedback from guests confirmed what we already knew – that our Performing Arts Centre, St George’s, is truly unique and inspirational. Many visitors expressed their admiration for the building’s design and the quality of the student performances.
The success of our involvement in Open House Melbourne underscores our School’s reputation as a leader in the creative and performing arts. Our participation in this prestigious event not only showcased our facilities and talented students but also reinforced our commitment to fostering a vibrant and liveable community through the arts.
As we look forward to the future, we hope to engage in other opportunities where we can showcase our dedication to providing exceptional educational experiences and maintaining our status as a school of excellence in the creative and performing arts.
1. Performing Arts Centre, St George’s.
Our award-winning year
Our School has had an extraordinary year, marked by numerous accolades that highlight our commitment to excellence in education, sustainability, and innovative learning environments. We are immensely proud of the achievements that have set our School apart, evidencing the dedication of our staff, students, and community.
A key component of our School’s approach to learning is understanding how the physical environment plays a crucial role in the education of our students. Our commitment to creating inspiring and functional spaces has been recognised through several prestigious awards.
Innovation in Learning Environment Design Award: The Centre for Inquiry and Innovation
When a small Victorian house on the edge of the campus became available, St Michael’s seized the opportunity to create a dedicated space, the Centre for Inquiry and Innovation (CII) for our Junior School students. Opened in March 2023, the CII was designed to foster a culture of curiosity, problem-solving, and inquiry-based learning while embodying our School’s policy of using learning environments as an intentional ‘third teacher’. In August this year, St Michael’s won the Innovation in Learning Environment Design category at the 2024 Australian Education Awards, in recognition of the CII. This award highlights how our School, through a deep appreciation of St Kilda’s local heritage, environmental design, and inquiry-based learning methods, created an environment that supports a multifaceted approach to learning design.
The CII celebrates our School’s commitment to student-led, research-based learning while also integrating sustainable practices and honouring the community’s historical context. It is a transformative space that integrates flexible, light-filled zones to support collaborative and individual learning.
The adaptation of the existing Victorian house not only provided a cost-effective solution but also celebrated the heritage of the local community. The design minimised material waste and utilised energy-efficient methods, with new openings carefully formed to maintain privacy while enhancing connectivity. Features including acoustically sealed, glazed pocket doors and a vertical garden contribute to a sustainable and flexible learning environment.
The development of the CII was a collaborative effort involving the Executive Team, the Junior School Leadership Group, students, and Sally Draper Architects. Workshops and visioning site walks ensured that the facility met the diverse needs of the School community. The result is a multifunctional centre that supports autonomous, enquiry-based learning from Early Learning Centre (ELC) through to Year 6.
The CII is designed around five modes of active learning: Provoke, Focus, Explore, Create, and Present. These zones support different phases of research-based learning, from initial ideation to hands-on experimentation and presentation. By blending heritage with modern educational needs, the CII provides a dynamic, student-centred space that epitomises St Michael’s educational philosophy and prepares learners for the future. The Innovation in Learning Environment Design Award recognises the School’s dedication to creating an environment where students can thrive both academically and personally.
Excellence in heritage architecture: our Performing Arts Centre, St George’s
The redevelopment of the former St George’s Church into our state-of-the-art Performing Arts Centre has received further accolades this year.
Opened in May 2023, this facility boasts high-quality sound and lighting systems, a sprung floor for dance, and flexible seating arrangements. Designed by Kneeler Design Architects, in 2023 it received an Excellence in Construction of Commercial Buildings Award from the Master Builders Association as well as the Learning Environments Australasia Design Award for Victoria and Tasmania.
In 2024, the Performing Arts Centre, St George’s received the Jury’s Award for Excellence in Heritage along with a commendation in the Port Phillip Council Design and Development Awards, as well as a National Commendation for Heritage in the 2024 National Architecture Awards.
These were followed by international recognition when the Performing Arts Centre, St George’s received the bronze award in the World Interior News 2024 Awards (Historic category).
The judges praised the project’s ‘respectful repurposing’ and the way in which it ‘beautifully highlights the heritage detail to be celebrated’.
The architects Kneeler Design Architects also received the Australian Institute of Architects (Victorian Chapter) John George Knight Award for Heritage and the Learning Environments Australasia Design Modernisation of a Large Building Award, for their work on the project.
These awards and commendations recognise the careful attention given to preserving the historical features of the building while providing our students with a world-class performance space.
Triumphs in sustainability
In September, St Michael’s was named the ResourceSmart Campus Infrastructure and Operations School of the Year. This award celebrates the school that best demonstrates its commitment to environmental sustainability.
In the same month, St Michael’s was included in The Educator’s list of Most Sustainable Schools in Australia (5-Star Sustainable Programs). St Michael’s was one of 25 nationally that The Educator found ‘stood out from the rest as shining examples of effective sustainability education in action’.
This journey began with a transition to renewable energy and evolved into a comprehensive waste management system that treats waste as a valuable resource. Purpose-designed waste stations with colour-coded bins, regular audits, and a strict emptying schedule significantly boosted recycling rates from 13% to 35% by the end of Semester 1, 2024. The School community is now aiming for a 50% recycling rate by the end of 2024.
Beyond waste management, St Michael’s is reducing nonrecyclable waste through initiatives, many of them studentled, that include biodegradable alternatives and reusable containers in the School café.
The School has also made strides in renewable energy, with solar panels generating over 250kW of power and a virtual energy network ensuring efficient distribution. Partnerships with suppliers help offset carbon emissions. Meanwhile, our water conservation efforts include water-efficient irrigation systems and careful plant selection.
Each of these initiatives reflect St Michael’s dedicated focus on sustainability. They are meticulously designed to reduce our environmental footprint and enhance resource efficiency, and collectively contribute to the School’s commitment to sustainability.
1. Performing Arts Centre, St George’s
2. Mrs Belinda Klose, Director (P-3); Mr Gerard Houlihan, Head of the School; Mrs Nicole Armatas, Deputy Head, Head of Junior School; Ms Emma Phillips, Director (4-6); and Mr Daniel Zito, Director of Curriculum (P-6), with the award for Innovation in Learning Environment Design at The Educator’s Australian Education Awards in August 2024.
J.D. DuBois visits St Michael’s
Mr Adam Sicinski, Head Basketball Coach
St Michael’s students had the remarkable opportunity to host renowned National Basketball Association [NBA] coach
J.D. DuBois for a series of intensive basketball training sessions. Formerly an assistant coach for the Los Angeles Lakers, J.D. brought with him his expertise and passion for basketball to our School and provided an invaluable learning experience for our students.
In addition to his NBA coaching career, J.D. is the founder of Everyone Has a Story, a US-based not-for-profit entity dedicated to normalising the conversation around mental health for inner-city youth through service, outreach, and education. He stays busy in the off-season, visiting youth basketballers worldwide to develop their skills and impart practical tips for mental health, teamwork, and leadership.
Training sessions and drills
J.D.’s sessions were characterised by a competitive and engaging approach. Beginning each session by setting a positive tone, he encouraged students to visualise success and channel their enthusiasm and then he guided our students through a holistic skills-improvement program, which included gruelling drills and group meditation sessions. The drills were designed to challenge players’ decisionmaking, ball handling, finishing, and rebounding skills. As the sessions progressed, J.D. added layers of complexity to keep students engaged and continually improving. Students were motivated with pep talks and encouraged to reflect on their learnings at the end of each session.
Feedback, encouragement and guidance
J.D.’s coaching style was marked by his enthusiasm, encouragement, and guidance. He offered personalised feedback and praise to each student, fostering a supportive and motivating atmosphere. His genuine passion for the sport was infectious, inspiring students to strive for excellence.
Impact on students
Our students were captivated by J.D.’s engaging personality and the opportunity to learn from a coach with such an impressive background. The sessions not only improved their basketball skills but also instilled a greater appreciation for the sport and the dedication required to reach the highest levels.
J.D.’s visit to St Michael’s was as part of our Sports Development program, which brings the world’s greatest athletes, coaches, and motivational leaders to our School. This program ensures our young athletes are inspired to reach their potential and become contributing citizens within and beyond the sporting arena.
We are all immensely grateful to J.D. for providing this unparalleled experience for our students, which was undoubtedly a highlight of their year.
1. J.D. DuBois with students during his visit in the Semester 2 holidays.
Geoffrey Ryan Cup: a hard-fought contest
We are extremely proud of our School’s 1st footballers for their display of grit, courage, and spirit against Westbourne Grammar School at the annual Geoffrey Ryan Cup (GRC), held on Wednesday, 31 July.
This annual 1st XVIII football match is a highlight of the school year. Named in 2013 in honour of Mr Geoffrey Ryan, former Deputy Headmaster and Head of Senior School at St Michael’s (1983–89) and former Principal of Westbourne Grammar School (1990–2010), the event brings together players, their families, friends, fellow students, and special guests for a day of spirited competition and camaraderie.
In 2021, the Girls 1st XVIII joined the Boys in competing for the Geoffrey Ryan Cup for the first time, marking a significant milestone in the event’s history. Both St Michael’s teams emerged victorious that year, setting a high standard for future matches.
This year’s matches were as thrilling as ever. Hosted at North Port Oval in Port Melbourne, the event benefitted from the strategic partnership between St Michael’s and Port Melbourne Football Club, established in 2020. Built on shared values and a commitment to community engagement, this partnership provides St Michael’s students with unique development opportunities, including training sessions and meet-and-greet experiences with Port Melbourne players and coaches.
The event was supported by the Parent Community Association (PCA), whose efforts added a festive atmosphere and a variety of delicious barbecue food and beverages.
The competition began with the 1st Girls team, led by Coach Melissa Kuys whose experience with Collingwood and St Kilda football clubs in the AFLW inspires our players. Despite our team’s strong first half, Westbourne pulled ahead in the second half, winning by 43 points.
The 1st Boys team, coached by Mr Nicholas Mellington (who has played over 100 games in the VFL), faced equally challenging conditions. Both teams fought hard until the final siren, with the match coming down to the last four minutes. In a nail-biting finish, Westbourne clinched a 5-point victory.
The Geoffrey Ryan Cup is always a wonderful event, showcasing friendly competition and community support. We congratulate Westbourne Grammar School on its team’s success and look forward to meeting them again in 2025.
1-2. St
and Westbourne Grammar
competing at the 2024 Geoffrey Ryan Cup.
3-4. St Michael’s Grammar and Westbourne Grammar 1st Boys teams competing at the 2024 Geoffrey Ryan Cup.
Michael’s Grammar
1st Girls teams
Celebrating science at our School
National Science Week is Australia’s annual celebration of science and technology. This year’s theme, Species Survival: More than Just Sustainability, highlighted the crucial role of science and innovation in ensuring the survival and thriving of various species in our ever-changing world. Our School was thrilled to be part of the festivities, which took place from 10–18 August, with our Head of Science, Mr Neil van Herk, spearheading the week’s events.
Throughout the week, our students enjoyed a series of engaging lunchtime activities, demonstrations and experiments, while also having the opportunity to meet with scientists and discuss the latest developments in various fields.
On Monday, Dolly’s Café was abuzz as students lined up to hop on an exercise bike to power a blender and make their own smoothie creations. Organised by Bike n’ Blend (a popup events company that promotes cycling, sustainability, health and happiness), this activity was an exciting and engaging way for students to combine physical exercise with a lesson in energy conversion, resulting in a tasty and educational experience.
Tuesday saw nerves and perception put to the test in an exciting virtual reality experience. Students were challenged to keep their balance as they ventured across a virtual highrise plank in the Atrium, exploring the science of balance and spatial awareness.
Wednesday turned our School oval into a science lab with mindblowing chemical reactions in a captivating liquid nitrogen show full of smoky surprises and icy wonders. Students were mesmerised by the dramatic demonstrations, which illustrated the principles of chemistry in a visually stunning way. While activities and experiments were deeply engaging for our students, Thursday offered them the opportunity to
connect with marine biologist Aaron Hasenei as he discussed his groundbreaking work on the conservation physiology of epaulette sharks. Students discovered how his research could enhance conservation management and help protect these vulnerable, yet critical, species in our changing oceans. This enlightening presentation provided invaluable insights into the latest scientific advancements and the real-world applications of research.
Finally, Friday’s Eureka Explosion, staged by the Cosmos Club outside Dolly’s Café, featured impressive experiments and surprising reactions. This event worked towards unravelling the mysteries of the universe, leaving students in awe of the wonders of science.
National Science Week is not only about the science itself but also celebrating its cultural and economic impact on society. Last year, about 2.7 million people participated in more than 1,860 events and activities across Australia.
At St Michael’s, the week was a resounding success, thanks to the enthusiasm and dedication of our students and staff. Mr Neil van Herk’s leadership and passion for science were evident throughout the week, inspiring our community to embrace the wonders of science and its potential to make a difference in the world.
We look forward to continuing this tradition of celebrating science and fostering a love of learning and discovery in our students. National Science Week 2024 was a testament to the power of science education in shaping curious minds and future innovators.
1. Junior School students using bikes to blend smoothies with Bike n’ Blend. 2-3. Junior School students dressed as their favourite book character for the Junior School Book Parade.
Reading is magic!
National Book Week is an annual celebration of children’s literature and a highlight in the School’s calendar, providing an opportunity for students to deeply engage in creative writing and reading. This year’s Book Week theme was Reading Is Magic. Held from 17–23 August, Book Week saw our School engage in a collection of exciting presentations, events, and activities for both Junior and Senior students.
Author visits
Throughout the week, we were very fortunate to have four authors visit our School to speak to both Junior and Senior students. Our Years 3 to 6 students met George Ivanoff, and those in Kindergarten to Year 2 met Zanni Louise. These visits were truly stimulating for our students, sparking their imaginations and inspiring them as young writers. Students even took to writing during their break times, eager to put pen to paper and explore their creativity.
In the Senior School, students met with Lili Wilkinson, who delivered a fun and engaging presentation as she drew our students into her creative world and writing process.
The Great Book Swap
Another key event on the Book Week calendar was the Great Book Swap (an Indigenous Literacy Foundation fundraiser), held on Tuesday, 20 August. This initiative is a great way to celebrate reading and raise funds for an important cause. This year’s event saw our community of readers come together to support a charity focused on improving literacy levels in very remote Aboriginal and Torres Strait Islander communities.
Kindergarten to Year 6 Book Parade
Every year, a highlight of the Children’s Book Council of Australia Book Week is our Kindergarten to Year 6 Book Parade, where students and staff are inspired to bring their favourite book characters to life by creating costumes. This year’s parade, which took place on Wednesday, 21 August, saw our School transform into a literary wonderland; from Little Red Riding Hood through to Wednesday Addams and Wally (we think we saw him!), it was remarkable to see the creative outfits and the array of costumes showcased by our avid young readers. They truly brought home the Book Week theme, Reading Is Magic. We extend a special shout out to our amazing compere, Director of Learning Technologies and ICT, Mr Matt Heinrich, for making the students, staff, and families smile.
We also congratulate the following students for receiving a special award for their costumes:
• Most Original Costume: Evie (3D), as the Whomping Willow, from the Harry Potter series (J.K. Rowling)
• Best Group Design: Milly, Luna, Eleanor, Coco, Zara, Sadie, and Lucy (all 6F), and Maci, Lucy and Sadie (all 6A), as Snow White and the seven dwarves (the Brothers Grimm)
• Head of the School Award: Kate (5S) and Kerry (5K), as Vegemite and toast, from All Right, Vegemite! (June Factor)
• Best Staff Costume: Mrs Anne Niere as the snail in The snail and the whale (Julia Donaldson).
Write a Book in a Day event
Organised by Ms Sarah Merat, this event challenged our students to write and illustrate a book in a day with their teams, to raise vital funds for childhood cancer research through The Kids’ Cancer Project. Held on the last day of Book Week, it was a great success, with three wonderful books being written and $1,000 donated to The Kids’ Cancer Project.
Competitions
More fun came to Book Week by way of many literary-based competitions held throughout the week. These included one that asked students to guess how many books were in our Senior School Library collection, and Jo (9K) won with a guess that was within 100 books of the actual number. Redesign a Book Cover was another exciting competition that encouraged our students to think about a book that perhaps they did judge by its cover and then pour their creativity into creating a new version. Congratulations go to Halliday (7B), who took home the win for this competition.
Other initiatives
Other exciting events included a screen-based display of books throughout the School which our teachers enjoyed when they were children and which they found to be the most magical. Students were also encouraged to visit the Library Commons to borrow one of these books to read for themselves. There was also a cosy nook in the library where a selection of children’s classics was set up in front of the graphic novels, encouraging students to sit and read with their friends and bask in the nostalgia and magic of these children’s books. Our 2024 Book Week was a resounding success thanks to our Literature and Research team, particularly Dr Rebecca Lucas, Ms Fiona Spellman and Ms Evette Cray, for the many and varied activities that were offered. This week truly showed how reading can indeed be magic!
Igniting curiosity beyond the classroom
At St Michael’s, we firmly believe that education should transcend the boundaries of the classroom. In Semester 2 this year, we witnessed our students become intrepid explorers throughout Australia in three key Outdoor Education Programs: the Northern Territory and the Great Barrier Reef Immersions in Year 10, and Mt Kosciuszko to Coast in Year 11.
Northern Territory Year 10 Immersion
In Term 3, Year 10 students began their Immersion programs, with some choosing to embark on an epic adventure in the Northern Territory. They immersed themselves in a sevenday program that combined geography and Australian First Nation’s culture in a region rich with natural abundance and human history.
This off-grid, boots-on-the-ground experience took them deep into some of Australia’s most iconic national parks, including Kakadu, Litchfield, and Darin, where they explored the intricate interplay of history, geography, science, and society.
The journey began with an authentic Australian First Nations experience with the Pudakul Community, where students participated in a traditional Welcome to Country ceremony. They cruised down the Adelaide River, coming face to face with crocodiles, and ventured into the ancient lands of Kakadu National Park. Here, they engaged in a community service project, building orchards and vegetable gardens to promote healthy and sustainable living within local communities.
Equipped with hiking boots, students climbed to the lookout at Nawurlandja, marvelling at the 1.8-billion-year-old rock
outliers, billabongs, and savannah woodland. Their adventure continued with visits to Litchfield National Park, Florence Falls, and the Territory Wildlife Park, where they experienced the Northern Territory’s stunning landscapes and diverse wildlife.
This immersive program not only challenged and inspired the students but also helped them forge a deeper connection between humanity and nature, highlighting the importance of conservation and cultural understanding in the real world.
Great Barrier Reef Year 10 Immersion
The Great Barrier Reef (GBR) Project is an experiential learning program that takes students out of the traditional classroom and into the real-life environment of Heron Island. Over approximately seven days, students engage in practical marine biology experiences, studying the reef ecosystem through snorkelling, and various hands-on activities. This immersive experience enriches our students’ understanding of adaptation, Australian ecosystems, keystone species, and symbiotic relationships within the world’s largest coral reef.
This year’s GBR Immersion began with an early morning departure and a boat trip to Heron Island, where students were immediately immersed in the vibrant marine environment. Each day was packed with activities designed to deepen their understanding of the reef’s complex ecosystem.
Mornings often started with early snorkelling sessions, where students encountered a variety of marine life, including eagle rays, loggerhead turtles, and black tip sharks. These snorkelling adventures involved data collection and species identification, providing a hands-on approach to learning.
Lectures by marine biologist Aaron Hasenei were a cornerstone of the program, bringing the subject to life with insights on coral reefs, climate change, and conservation. Students also had the unique opportunity to witness Aaron’s work with Epaulette sharks, offering a glimpse into real-world scientific research.
Afternoons were filled with more snorkelling, beach walks, and low tide explorations, enhancing practical skills and knowledge. One of the highlights was the sunset snorkels, offering peaceful moments for reflection. The final day included a special snorkel session and a group reflection under the stars, allowing students to share their experiences and the knowledge they had gained.
The GBR Immersion was a transformative experience, providing students with a deeper appreciation of marine
ecosystems while fostering a sense of responsibility and passion for conservation. The lessons learned on Heron Island will stay with the students for years to come.
Mt Kosciuszko to the Coast
The Mt Kosciuszko to the Coast expedition, affectionately known as ‘Kosi,’ has been a cornerstone of the St Michael’s Outdoor Education Program for over 30 years. This unique expedition demands strong outdoor skills, organisation, and endurance, and blends these with the intangible senses of anticipation, confidence, and exhilaration that come from conquering challenges.
For over 10 months, a dedicated group of 30 Year 11 students and staff prepared for this life-changing 21-day journey. Their preparation was exceptional, involving pre-trip sessions and practice camps at Eildon and Mt Stirling.
The expedition began near the Perisher alpine resort in New South Wales, where students donned snowshoes and ski poles to attempt the summit of Mt Kosciuszko. From there, the group descended through the Ram’s Head Range to Dead Horse Gap and the snowline, continuing overland via the Cobberas Wilderness to link up with the Snowy River. They then rafted the Snowy River to Bete Belong, where rafts were exchanged for canoes. The final stage followed the lower reaches of the Snowy River to the coast at Marlo.
This journey demanded resilience, grit, and unwavering determination. We are immensely proud of all our students who participated in this adventure, demonstrating their strength and spirit throughout the expedition.
Each of these three immersive programs is designed to foster a passion for learning and a deep appreciation for the world around them. The experiences and lessons gained from these adventures will continue to influence our students long after they return to their daily routines, shaping their perspectives and inspiring their future endeavours.
1. Students learn about ancient cave paintings in Kakadu National Park.
2. Students during a dusk snorkel session during their Great Barrier Reef Immersion project.
3. Students hike in snow-covered Mt Kosciuszko during Kosi to Coast.
ACS Athletics: best showing in eight years
The 2024 Association of Coeducational Schools (ACS) Athletics Championships were held on 20 May at Lakeside Stadium, where our ACS Athletics Team delivered an outstanding performance. Despite the cold and wet weather, the enthusiasm of our athletes remained high.
In preparation for the event, the team underwent a rigorous 4-week training program, with sessions on Saturday mornings and Monday afternoons, attracting 50–60 students on average. The unwavering support from St Michael’s parent community was crucial, ensuring their children could attend these valuable training sessions.
We extend a huge congratulations to our ACS Athletics Boys’ Team, who clinched 1st place on the day. This victory is particularly noteworthy as it is St Michael’s first major trophy since 2016. Despite being the smallest school in the ACS, our Boys’ Team managed to surpass St Leonard’s by 12 points to win the overall aggregate.
The Girls’ ACS Athletics Team showcased their talent, finishing 5th, just shy of 4th and 3rd, with very close final scores. Their performance was commendable, especially given the last-minute substitutions due to injuries and illnesses.
The overall 3rd place finish for St Michael’s highlights our athletes’ resilience and team spirit. Special recognition goes
to Cooper (9H), who was honoured with the Male Athlete of the Meet award for his exceptional performance throughout the carnival.
Heartfelt thanks are due to our ACS Athletics Coordinator, Miss Emma Cowan; Director of Sport, Mr Tyren Montebruno; Head Coach Mr Jackson Bennett; and the other specialist athletics coaches. Their collaborative efforts and dedication to building the squad, supporting training sessions, and ensuring a successful day at the carnival were instrumental to its success. Their commitment to training, regardless of the weather, enabled our students to perform with confidence. It was truly inspiring to see students actively seeking feedback from the coaches, improving their techniques during training, and successfully implementing these improvements during the event. All athletes deeply appreciate and value the coaching staff’s dedication to optimally preparing the team.
We are immensely proud of our students’ performances at the ACS Athletics Championship. These achievements reflect the commitment to excellence and the outstanding athletic abilities of our students.
1. ACS Sports Captains and ACS Athletic competitors with the ACS Athletics Boys’ Premiers flags and trophy.
A spirited competition: Senior and Junior School House Aerobics
In what may be the most anticipated event on the St Michael’s sporting calendar, our students once again delivered memorable House Aerobics events in both our Junior and Senior Schools.
Years 7–9 House Aerobics
Term 3 ended on a joyful note with the keenly anticipated House Aerobics competition on Tuesday, 17 September, when our school community gathered in our Performing Arts Centre, St George’s to witness the astounding athleticism of our Senior students.
After weeks of planned and impromptu practice around the School (thanks to the House Aerobics Captains and other students who led the teams, developed the music and choreography, and oversaw rehearsals), the anticipation was palpable and the energy electric.
The hard work, dedication, and team spirit of our students shone brightly on stage, making it a memorable evening for all. For the third consecutive year, Hughes went on to claim victory. The energy and passion our students bring to the stage for House Aerobics is always remarkable, and this year was no exception. With energetic beats and precise execution, it was incredible to see weeks of hard work and dedication culminating in just a few minutes of jumps, push-ups, high knees, and impressive lifts. Each House participated with enthusiasm, and the audience roared with applause to cheer on their House.
A highlight was the show-stopping performance by our staff team, led by Miss Chloe Handbook (Head of Kilburn House/ Head of the Staff Association Committee), together with the invaluable support of dancer extraordinaire Ms Yvette Sauvage (Performing Arts Teacher). The staff team met early
in the morning once or twice a week throughout Term 3 in preparation for the event.
A huge thank you is due to all students, parents, staff, and supporters who contributed to the event’s success, as well as a special shout-out to Max (12B) and Lizzie (12H). As the event hosts, they demonstrated their remarkable wit and ability to capture a crowd, bringing great energy to their introduction to each performance.
Years 5–6 House Aerobics Carnival
A few weeks later, on Thursday, 17 October, it was time for our Year 5 and 6 students to demonstrate their impressive aerobic routines.
This year saw the largest team entries in its history and was attended by a large audience of staff, students, and families, all eager to support our talented performers.
The four Junior School House teams, Cintra, Marlton, Moss, and Woods, competed after weeks of dedicated training throughout Term 3. Their effort and creativity were evident, enthralling the audience and displaying their exhilarating skill, teamwork, and enthusiasm.
The students choreographed their routines, and their hard work truly paid off as this Aerobics Carnival was of the highest quality we’ve seen in some time. We couldn’t be prouder of each team’s achievements.
The competition was intense, with only one point separating 1st and 2nd place, as well as 3rd and 4th. Woods clinched victory, and Cintra, Moss, and Marlton all followed closely behind, securing 2nd, 3rd, and 4th place respectively.
1. Sarum’s Years 7–9 House Aerobics A team.
2. Cintra’s Year 5–6 House Aerobics team.
Developing a love of physical activity in our youngest students
Our Junior School’s sporting curriculum is dedicated to fostering a holistic love of physical activity that our students can carry with them long after they leave our School.
Our Kindergarten to Year 2 students consistently display determination, enthusiasm and House spirit. These early years are crucial for introducing our younger students to competitive sports in a non-competitive environment, preparing them for the Years 3 to 6 House carnivals and more. This year, the Kindergarten to Year 2 House Sports carnivals showcased the spirit and enthusiasm of our young athletes through two exciting events: the Cross Country Fun Run and Athletics Day.
Cross Country Fun Run
Held on Tuesday, 4 June, the Cross Country Fun Run saw our Kindergarten to Year 2 students brave the cold weather to run for an allocated time around our School oval. Before each race, our Year 6 Captains, Vice-Captains, and House Captains led the students in a warm-up.
The energy was palpable as each race commenced. Our students excitedly raced past cheering spectators, exchanging high fives with parents, guardians, House Captains, and teachers, while creating a vibrant atmosphere that celebrated their efforts. This event serves as an introduction to cross country running, fostering confidence and engagement in a non-competitive sporting environment. We are very proud of the students for giving their best effort.
Athletics Day
On Tuesday, 10 September, our Junior School Athletics Day was another highlight for our young students. Held on the School oval, students participated in a variety of modified events, introducing them to athletics activities and preparing them for more challenging House Carnivals in the older Junior years. Activities included high-flying jumps into the sandpit, egg and spoon races, mini hurdles, sprints, and fun challenges like vortex throwing and bean bag tossing. The excitement was infectious as students cheered each other on, fully immersing themselves in the competitive yet supportive environment.
These events are successful thanks to the staff who organise them and support our young students on the day. Special thanks are due to our Junior School House Captains who help facilitate each activity. The Kindergarten to Year 2 House Sports Carnivals not only foster athletic skills but also build community spirit and camaraderie among our students. It was a memorable celebration of teamwork and perseverance.
1. Sebastian (1B), Luca (1B) and Gualti (1B) running in the ELC–Year 2 Cross Country Fun Run
2. Sophie (Prep A) competing in the obstacle course during the ELC–Year 2 Athletics Day.
3. Aisha (1R) and Eddie (1R) at ELC–Year 2 Athletics Day.
Snowsports championships
Georgia (12H) and Oscar (12M), Snowsports Co-Captains
The Victorian Interschools Snowsport Competition held at Mount Buller (19–25 August) showcased some of the remarkable talent we have here at St Michael’s. Featuring 41 competitors from both the Junior and Senior Schools, our skiers and snowboarders competed in a range of events. With 35 families in attendance, the competition highlighted the individual skills of our students and the collective support of our Snowsports community. It also helped foster bonds, not only between the participating students but also between the families who attended to cheer them on.
The event was also a celebration of team excellence, with gold and silver medals awarded in various categories, including the Disabled Wintersport Australia Multiclass division.
The competition was a chance for students to shine, with seven of our athletes qualifying for the Nationals Snowsports Competition (held at Perisher on 3–8 September). Of these seven students, three participated: our 2025 Snowsports Captains, Aaron (11B) and Violet (10H), along with Luca (8H).
Despite the challenging conditions, the students, supported by their parents, delivered an outstanding performance. Although our students did not place, their participation and effort were commendable.
We were thrilled to share the exhilarating highlights from both events. Yet, they were more than just competitions: they were fantastic opportunities for students from different year levels to come together, form new friendships, and strengthen their connection with the School. The shared experiences on the slopes fostered a great sense of unity and School spirit.
1. Noah (10M) competing in Division 2 Ski Slopestyle at the Victoria Interschools Snowsport Championships.
2. Gina (9M), Ezra (9S), and Jessica (9H) at the Victoria Interschools Snowsport Championships.
3. Luca (8H) and Eli (8S) with their gold medals at the Victoria Interschools Snowsport Championships.
Music at the Centre: The Michaelian Rhapsody
On Friday, 16 August, the Elisabeth Murdoch Hall at the Melbourne Recital Centre resonated with the sounds of St Michael’s finest musicians during the annual Music at the Centre concert. Aptly titled The Michaelian Rhapsody, this year’s performance reaffirmed the central role music plays in the lives of St Michael’s students and staff. The concert showcased the remarkable talents nurtured within the School, while highlighting the agency, creativity, artistic expression, and excellence that define St Michael’s Junior and Senior Music programs.
A musical rhapsody is characterised by its episodic yet integrated structure and consists of a wide range of contrasting moods, colours, and tonalities. It was the perfect way to capture St Michael’s vibrant music culture, which was reflected so beautifully in the repertoire performed throughout the evening.
The concert featured a diverse array of performances from students in Years 3 to 12, including The Harrison Choir (3–6), Harrison Choir (7–12), Chamber Choir (7–12), World Choir Games Tour Choir (7–12), Junior Band, Scholastica Band, Stage Band, Big Band, Chamber Brass, Chamber Flutes, Percussion Ensemble, Senior Saxophone Ensemble, Senior Guitar Ensemble, Grigoryan Strings, Cello Choir, and Grigoryan Quartet.
The evening was not just a display of musical prowess but also a celebration of the lifelong journey of music education. Each performance was a testament to the hard work and
dedication of the students and their mentors, providing a window into the musical community at St Michael’s.
A highlight of the night was the appearance of Jack Earle (OM 2013), this year’s Special Guest Old Michaelian. Jack, as an exceptional musician, has made a name for himself both locally and internationally. He has performed as a soloist and with his bands, The Jack Earle Trio and The Jack Earle Big Band, releasing albums of original music. Beyond jazz and original compositions, Jack has also contributed his talents to professional musical theatre productions such as The Lion King and Dream lover His breathtaking performance at this year’s concert left the audience in awe, adding both to the brilliance of the music on display and also giving a glimpse into the life of a St Michael’s musician beyond our School gates.
Music at the Centre 2024 was more than just a concert: it was a celebration of the transformative power of music, bringing together the St Michael’s community to witness the culmination of a year’s worth of hard work, creativity, and passion. The Michaelian Rhapsody truly highlighted the centrality of music in the heart of St Michael’s, leaving everyone eagerly anticipating next year’s concert!
1. Years 7–12 Chamber Choir performing in Music at the Centre.
2. Olivia (10S) and Andre (11B) performing in the Grigoryan Strings Ensemble in Music at the Centre.
3. Thomas (7M) and Hugo (7H) performing in the Scholastica Band in Music at the Centre.
A magical concert
Grace Nicastro Hall, Head of Music (K–6)
Throughout the weeks leading up to the Spring Concert, the Junior School was buzzing. The excitement and joy floated in and around Emily Hall, Wilma Hannah Hall and the Music Pods as students ran enthusiastically to their ensemble and choir rehearsals with the goal of polishing their pieces ready of the performance. For some time now, the Spring Concert has both defined and celebrated a deep love for music and our commitment to developing young musicians within the Junior School.
Held in the Performing Arts Centre, St George’s, and beautifully hosted by the Junior School Music Co-Captains, Benjamin (6A) and Leo (6F), the concert opened with our youngest instrumentalists, the Year 3 Band and Year 3 Strings. With only two terms of instrumental tuition behind them, the students showed great tenacity and enthusiasm for being on stage.
Our chamber groups impressed the audience with their high technical standard and musicality and provided a sense of tranquillity and reflection to the evening’s concert. Our older instrumentalists shone in the Year 5 Band, Marlton Strings and Junior Band. Their achievements throughout the year once again were on full display through the performances of some challenging repertoire. The choirs graced the stage for the second half of the concert, which opened with the Harrison Choir (P–2) who provided their own accompaniment on a range of tuned and un-tuned percussion instruments.
Lion King kids!
Belinda Klose, Director (P–3)
Today we share with you our favourite story about one young lion who becomes king. Now imagine, right here the great African savannah where a wise, old mandrill announces wonderful news… (Rafiki, The Lion King)
Directing Lion King kids! (adapted from the Disney Musical The Lion King) was an incredibly enjoyable experience. From the talented cast and the heart-warming storyline to the captivating music and the dedicated staff, every aspect has contributed to making this production unforgettable. The Year 6 students have been exceptional, showcasing their energy, dedication, and enthusiasm from the very beginning.
From our initial rehearsals in the music room to our vibrant singing and dance sessions, production meetings, and meticulous stage blocking, it has been an absolute privilege to bring this musical drama to life. Throughout the process, the students showed remarkable commitment, persistence, and teamwork. They should all be proud of their accomplishments.
To our amazing production crew, thank you, thank you! You are an amazing and instrumental team of experts. Your ability to capture the essence and balance needed to bring Pride
A special highlight of the event was the moment Grace (6A) conducted the Harrison Choir’s performance of Katy Perry’s ‘Roar’. Grace approached this new learning challenge with curiosity, motivation, agility and confidence and we congratulate her for this impressive musical achievement. The concert concluded with the Chamber Choir’s vigorous performance of ‘Storm’ by James Desjardins and with the thunder inspired claps echoing throughout the auditorium, it proved to be a remarkable end to the evening.
We express our thanks to the dedicated team of ensemble directors, piano accompanists and support staff whose commitment to nurturing the youngest musicians of the School was so visible across the evening’s program.
Rock, the African savannah, the elephant’s graveyard, the gorge, and the grasslands to life was truly remarkable.
The magic of The Lion King lies in its timeless story of honour, love, friendship and bravery. As Mufasa nurtures and prepares Simba for his future, he imparts the essential values of being a true king. Mufasa teaches Simba that ‘There is a lot more to being king than getting your own way all the time.’ He emphasises that a king must ‘respect all creatures, from the crawling ant to the leaping antelope’ and that ‘everything is connected in the great circle of life’.
1. Year 6 Musical – Lion King kids!
1. Phoebe (3E), Eliana (3D) and Evie (3D) performing with the Year 3 Strings.
Young voices deliver urgent messages in Scenes from the climate era
Semester 2 opened with the Years 10–12 play Scenes from the climate era Our young actors and technicians presented a powerful piece of theatre with urgency and authenticity, reminding older generations of the climate legacy we are leaving behind for our children to resolve.
Staged in the McLellan Hall Drama Studio, the play immediately drew the audience in with a powerful cold opening. A couple, played by Oliver (10M) and Anna (11K), are engaged in a heated discussion about the ethics of bringing a child into a world facing severe climate challenges.
This opening scene sets a poignant tone, quickly introducing the audience to the play’s structure of vignettes that explore various reactions and perspectives on the climate crisis.
The play uses a mix of formats to convey its message, creating a dynamic and engaging narrative that captures the urgency and complexity of the climate era. Written by acclaimed playwright David Finnigan from Ngunnawal country, Australia, Scenes from the climate era is a bold new play that premiered at Sydney’s prestigious Belvoir St Theatre Company last year.
St Michael’s production was a kaleidoscopic, rapid-fire journey through the climate era, spanning from 1983–2043 and beyond. The rapid pacing creates a sense of urgency, mirroring the real-world urgency of the climate crisis. The scenes are a mix of speculative vignettes, each offering a different perspective on the climate era. From guerrilla activism to the everyday struggles of rural Australians, the play covers a broad spectrum of experiences and viewpoints.
The ensemble cast of 16 actors delivered stellar performances, seamlessly transitioning between characters, continents, and decades. Their ability to convey complex emotions and ideas in such a short amount of time is a
testament to their skill and dedication. The student actors and technicians involved in this production have shown that they are not just passive observers but active participants in the fight against climate change.
One of the later scenes, ‘New reef’, offers a glimpse of hope. In this scene, a scientist, played by Charlotte (11H), successfully bioengineers a new coral reef to combat ocean acidification. This scene showcases human ingenuity and the potential for scientific solutions to address environmental challenges. It provides a strong contrast to the opening scene, conveying that while the climate crisis is severe, there are reasons to be hopeful and proactive.
The play’s message is clear: the climate crisis is a present reality and requires immediate action. It challenges the audience to reflect on their own actions and the legacy they are leaving behind.
Having students as part of the ensemble acts as a theatrical device, symbolising the direct impact of climate change on the younger generation and their role in addressing it. Student involvement also highlights the importance of empowering the next generation to take action and be part of the solution.
Scenes from the climate era is not just a play: it’s a crucial call to action. The production is a reminder of the power of theatre to inspire change. Congratulations to all the young actors and technicians, and to our Director Mr Godbold and Assistant Director Madame Mangeot-Hewison, who brought this important story to life. Your work has not only entertained but also inspired and challenged us to do better for the generations to come.
Above: Years 10–12 play, Scenes from the climate era
Dance Project 2024: Synesthesia
Ms Yvette Sauvage, Performing Arts Teacher and Director of Dance Project 2024
Each year, St Michael’s Dance Project provides an opportunity for students to engage with current industry choreographers to further their skills, culminating in a unique production surrounding a theme. Dance Project 2024: Synesthesia also branched out to include some of our finest musicians, challenging and extending their musical expertise to navigate the quirks of a live dance production.
Synesthesia is a perceptual phenomenon in which stimulation of one sensory or cognitive pathway leads to involuntary experiences in a second sensory or cognitive pathway. For instance, people with synesthesia may experience colours when listening to music, see shapes when smelling certain scents, or perceive tastes when looking at words. Dance Project: Synesthesia guided the audience through the stimulating sounds and actions of the live musicians and the beautiful shapes, patterns, and movements of the dancers, while using colour to accentuate and define each piece.
Tasked with creating a dance based on and strongly inspired by an assigned musical instrument, the six industry choreographers created unique and dynamic pieces, tied together with a throughline of live music.
The show opened with a solo dancer performing ‘Vision’, accompanied by a live pianist; the scene was set with dark tones, perhaps reflecting the visions that the dancer no longer wishes to see. Transitioning to recorded piano music, choreographer Robyn Begg’s ‘Vulnerability’ treated the audience to the beautiful swirling and entrancing contemporary choreography.
After the quiet piano introduction, the audience continued to be treated by the variety of sounds produced by a cello duet, live organist, strings quartet, and a drumming solo, and finally an explosive number from the percussion ensemble. I was able to choreograph the solos, duos, trios and quartet to the various live instruments, to weave together the many themes that each of the industry choreographers developed.
One of the guest choreographers, Jack May, created an upbeat cello medley, ‘Connections’, to go alongside his punchy, quirky and high intensity choreography, performed
with zest by our Years 7 to 12 dancers. Dance captains Tia and Cam (both 12K) continued Jack’s energetic theme with their electric guitar-inspired ‘Kinetic’, highlighting the exceptional talent of our Years 10 to 12 dancers.
From orange tones to blue, cello to organ, the mesmerising piece ‘Cumulus’ was inspired by the collaborative nature of contemporary dance. Created by Harrison Ritchie-Jones (OM 2011), it empowered the students to take ownership and pride in their own ways of moving. Next came a wash of purple, alongside the lively strings tracks that accompanied choreographer Paul Knobloch’s ‘Six breaths ’. With a neoclassical flare, this piece demonstrated the aesthetic brilliance of clean lines, precision-focused group work and complex patterns.
At the end of the night, it was multitalented dancer and musician Poppy (12S) striking her first note on a drumkit that opened the epic ‘Fortissimo’ piece by guest choreographer Ashtyn Gloury. Encompassing all the colours from throughout Synesthesia, the 10-minute, high-octane hip hop and commercial dance certainly had the audience captivated. Brought together by an epic finale of ‘Jai Ho’, performed by the percussion ensemble, Synesthesia concluded with a myriad of colours, dancers and sounds, leaving the audience on a high as they continued the buzz while exiting the Performing Arts Centre, St George’s.
This year’s Dance Project cast demonstrated an outstanding level of teamwork, growth, and resilience to bring together this wonderful production. I would like to thank the dancers, their parents and carers, Performing Arts staff as well as the broader staff for supporting this fantastic project.
1. Edie (10K), Jessica (9H), Poppy (12S), Alice (12B), Zara (12S), James (10H), Freya (8H), Lucy (9S), Giada (9S), Lucy (10H), Emma (9S), Ivy (9S) and Zadie (9K) performing in the dance ‘Cumulus’ in Synesthesia
2. Main dancer Daisy (12H), together with Liz (10M), Molly (10B), Indigo (10M), Emma (9S), Zara (12S), Emily (12S) and Rose (12H) performing the dance ‘Vulnerability’ in Synesthesia
The PCA – Bringing us together
The Parent Community Association (PCA) has continued on its mission to build a constructive and positive relationship between families and the School by fostering a vibrant St Michael’s community through fundraising, events, support and friendship. There were many events held throughout the latter part of 2024, and the highlights included some favourite events on the PCA calendar.
Geoffrey Ryan Cup Football Night Match: PCA Barbecue
The PCA continued its strong support of the Geoffrey Ryan Cup, held on 31 July, when St Michaels 1st XVIII Boys and Girls Football teams played Westbourne under lights at our impressive home ground, the North Port Oval. Music and fairy lights adorning the PCA stall created a festive atmosphere, and supporters were treated to an array of delicious barbecue food and beverages. A dedicated group of volunteers prepped and cooked the food, and a very healthy level of sales resulted in substantial fundraising on the night.
Trivia Night
One of the favourite events on the PCA calendar is Trivia Night, held this year on 2 August. Our impressive venue, The Timber Yard, sparkled with the theme Winter Wonderland as parents embraced the theme wholeheartedly with amazing costumes and decorated tables. The silent auction was hotly contested, and host Aaron Campbell kept everyone guessing with varied and entertaining questions. Musician Carla Troiano had everyone jumping out of their seats to dance the night away. A great night was had by all.
Father’s Day Golf Classic
The St Michael’s Father’s Day Golf Classic was held at the Woodlands Golf Club on 30 August and provided a day of fun and camaraderie. The putting competition, the closest to pin, and the longest drive contests added an extra element of interest and enjoyment. The club house provided a holiday vibe, and the delicious food was a drawcard for those who had attended just for lunch. The Head of the School, Mr Gerard Houlihan, made a wonderful heartfelt speech, and the video of our students’ messages about
Father’s Day cemented the feeling of being part of a caring and celebratory community.
Octavius Brown Community Garden Working Bee
On Saturday 7 September the final working bee of the year was held in the Octavius Brown Community Garden. The weather was perfect, and the garden was prepared for all to enjoy in Term 4. This was a wonderful opportunity to re-connect again in this wonderful space, and the jobs completed included cleaning the fishpond, weeding, preparing a new garden bed, planting seedlings across all beds and spring cleaning the chicken coop. A special thanks go to all those parents, staff and keen students who volunteered on the day.
Teachers and Staff Appreciation Day
On World Teachers’ Day, which fell on 25 October, the PCA acknowledged the work all of St Michael’s staff and teachers do to educate and nurture the children in our School. The PCA provided teachers and staff with a lovely gift voucher for a beverage at Dolly’s Café and a jar of Chillax tea, with the message to take some time out and relax. PCA President Claudia Correa-Walton read out a beautiful poem,’ Head vs heart’ (by Alan Catanese), and spoke from her own heart when she sincerely thanked all of the staff and reinforced the message to regularly take the time to relax and reset.
We are very grateful to and thank all of our wonderful PCA Year Level Representatives and Volunteers who are the glue that build the connections within our School community. The team has continued to organise various coffee mornings and parent events throughout the year, to ensure those strong bonds are forged across year levels as well as more broadly. Please put your hand up if you would like to offer your volunteer support with our PCA team in 2025.
1. Mr Murray Phyland (Head of Community Service) with Miss Jordan Ivey (Head of Physical Education, K-6) at the PCA’s World Teachers’ Day morning tea.
2. 2024 PCA Trivia Night held at the Timber Yard in Port Melbourne.
Celebrating our volunteers
Barbara de Brouwer
Barbara de Brouwer, a dedicated member of our PCA, has been an asset to our community through her various volunteering roles. Currently, Barbara serves as the Parent Representative for Year 12 and volunteers at the Second Hand Uniform Shop on Saturdays, typically once per term. Additionally, she has participated in Open Mornings and the Community Garden Working Bees, showcasing her commitment to enhancing the School environment.
Barbara finds immense joy in meeting other parents from different year levels and sharing their St Michael’s journey, and her favourite volunteering memories are from the Community Garden Working Bees. Despite the small group of volunteers, the sessions are well-organised and highly productive, leaving Barbara with a sense of satisfaction as she watches the garden flourish over time.
Outside of her volunteering efforts, Barbara is a litigation lawyer, a role that demands meticulous time management and the ability to handle stress. Balancing her professional life with her personal commitments, Barbara ensures her household runs smoothly and also enjoys walking the dog, gardening, and visiting vintage warehouses to find items she can upcycle.
Barbara believes the key to fitting volunteering into a busy schedule is to choose one or two activities to which you can commit and enjoy. Her motivation to volunteer at St Michael’s stemmed from a desire to meet people and become part of the larger School community, especially after transitioning from a smaller school environment.
Volunteering comes with its challenges, particularly in engaging others to participate in events. Barbara understands that everyone is busy and often time-poor, which was especially evident during the COVID years. She welcomes and is deeply appreciative of the support she receives. Barbara encourages other parents to volunteer, highlighting the sense of community and the opportunity to meet others on the St Michael’s journey. She emphasises that even a few hours of volunteering can significantly contribute to the PCA’s goals.
Barbara believes that different volunteering roles require different skills, but a willingness to help, time management, passion, patience, and reliability are essential. Her 25 years of experience as a lawyer have honed these skills, making her an effective and dependable volunteer.
Reflecting on her own school years, Barbara recalls the occasional presence of parent volunteers during primary school excursions and sports events. Although her parents were unable to volunteer due largely to their work commitments, as a parent Barbara found joy in helping her son Oscar’s classroom during his early school years. This experience influenced her decision to become actively involved in the St Michael’s community through the PCA.
As Barbara and Oscar’s journey at St Michael’s comes to an end this year, she reflects on the lasting connections and sense of belonging they have found within the School community. Barbara’s contributions have made a significant impact, and we are deeply grateful for her dedication and passion.
Old Michaelian Contributing Citizen Awards
Nurturing our students and equipping them with the life skills and knowledge to make a positive difference in the world are fundamental elements of our Strategic Direction. We want all our students to be ‘contributing citizens’ and, indeed, our students do go on to make a difference. This was highlighted at the recent presentation of our inaugural Old Michaelian Contributing Citizen Awards.
Launched in June, we received nominations for a diverse list of impressive nominees, and the judging panel deliberated for some time before choosing our eight inaugural recipients, as listed below. These were announced at a special presentation on 24 October in the company of their friends, family and members of our community.
The evening was further enhanced by evocative musical performances by our students. It was inspiring to witness the extraordinary performance of three of our talented string ensembles on centre stage, and also vocalist Sarah (9K), accompanied on piano by Olivia (10S), for their rendition of ‘Journey to the past’ (by lyricist Lynn Ahrens and composer Stephen Flaherty).
The idea for these awards came about as a way to recognise and celebrate the outstanding contributions of our many distinguished alumni. We wanted to create a platform to acknowledge their efforts and inspire our current students to strive for similar accomplishments. By highlighting their outstanding work, we want to inspire our current and future students to understand the impact they too can have on their families, their community, and the world.
The images and citations of the Award recipients will be integrated into the walls of the School, making visible their stories and evidencing our promise of nurturing contributing citizens who graduate to become role models of learning from, with and, importantly, for, the world.
Congratulations to all those who were nominated and our very worthy inaugural recipients. If you know someone who you believe is worthy of this award in the future, please visit the St Michael’s Grammar School website and nominate them here https://www.stmichaels.vic.edu.au/community/omawards/
RECIPIENTS
Old Michaelian Contributing Citizen Award
Slava Grigoryan (OM 1994)
For his inspiration as an internationally renowned virtuoso guitarist; his contribution to the performing arts through his promotion of the guitar as an instrument, including as Artistic Director of the Adelaide Guitar Festival; and his significant and longtime support of the Hush Foundation, an organisation which aims to transform the culture of healthcare through kindness and the arts.
Mandy McCracken (OM 1991)
For her extensive volunteer work advocating and seeking social change for people living with disabilities. As a quadruple amputee, Mandy volunteers for a number of organisations and is on the Board of Yooralla and also TOM Melbourne, which partners people with a disability with a diverse group of professionals who design and build products to assist them. Most recently she has established Get Started Disability Support Australia.
Professor Jo Salmon (OM 1980)
For her globally recognised work and expertise in the field of physical activity and sedentary behaviour. She is a past president and fellow of the International Society for Behavioural Nutrition and Physical Activity and was a member of the Strategic Advisory Network for the Development of the Global Action Plan on Physical Activity, World Health Organization (WHO). She developed the world-first, awardwinning evidence-based program, TransformUs, designed to promote children’s physical activity and reduce prolonged sitting in school classrooms.
1. Olivia (10S) performing piano during the Old Michaelian Contributing Citizen Awards.
2. St Michael’s Chair of the Board, Mr Andrew Eddy, and Head of the School, Mr Gerard Houlihan, presenting the Archive Volunteers, Sue Loughlin, Kim Crane and Carolann Thomson with her Shirley’s Old Michaelian Contributing Citizen Legacy Award.
Old Michaelian Contributing Citizen Young Achiever Award
Isabel Huntington (OM 2017)
For her extensive leadership and advocacy in the field of women’s sport, most notably with the AFLW, where she has been a Board member of the AFL Players’ Association since 2022 and a driving force in negotiating better conditions for AFLW players. She also volunteers with a range of organisations, including Footy for Climate, and participates in mentoring, working action groups and coaching, and is also involved in cutting-edge research in the development of new robotic surgical techniques.
Old Michaelian Contributing Citizen Legacy Award
Shirley Andrews (OM 1933)
For her work as a biochemist, researcher and First Nations people’s rights activist. As a senior biochemist she played a significant role researching lithium as a treatment for manic depression. She was a founding member of the Council for Aboriginal Rights in Victoria, which was instrumental in establishing a national body to seek economic and civil rights for Indigenous Australians and played a key role in leading the National Petition Campaign, which led to a successful push for a ‘Yes’ vote in the 1967 referendum.
Dame Marie Breen DBE (OM 1919)
For her significant contribution to Australian society throughout her adult life including her distinguished service in the Senate from 1962 until 1968. She was an active campaigner for women’s and family rights and was a state delegate to the National Council of Women of Australia Federal conferences in 1948, 1954 and 1957. Her sustained and wide-ranging advocacy for family welfare (including infant health, civil rights, family payments and the care of overseas students) was demonstrated through her many official and voluntary roles.
Dr Jan Gordon-Clark (OM 1952)
For her significant contribution to St Michael’s Grammar School over a period of 81 years, including as a student, a parent, foundation member of the School Council (now the Board of Directors), membership of the Old Michaelians Association Committee for 23 years (as President from 1969 to 1981), and member of the Facilities, Infrastructure and Technology (FIAT) Sub Committee of the Board of Directors, up until May 2021.
Faith Leech (OM 1958)
For her determination and courage in overcoming significant health challenges to win a gold and a bronze medal in swimming at the 1956 Olympic Games (held in Melbourne); her sustained work in teaching disabled children to swim; and her volunteering with the Victorian Paralympics and the Special Olympics (now the Paralympic Games), along with her role as an active volunteer for the Cancer Council.
Nominations must be submitted by 11.59pm Friday 11 July 2025
Nominate an Old Michaelian now!
Following the success of our inaugural Old Michaelian Contributing Citizen Awards, we are pleased to invite you to nominate an Old Michaelian to be considered for our 2025 Awards. For 130 years Old Michaelians have been making a difference to the world and we want to celebrate and acknowledge their work. These Awards formally recognise their outstanding contributions, congratulate our alumni for
all that they are doing and showcase their achievements to our wider community. We know that current students are inspired by these stories of accomplishment, and we hope that they, in turn, will go on to make their own significant contribution to the world.
www.stmichaels.vic.edu.au/community/omawards/
Ongoing Connections with the Old Michaelian Community
Our Old Michaelian (OM) community continues to contribute to the students’ experience across the curriculum and co-curricular program at St Michael’s. Their presence and engagement in life at the School provides support and inspiration for our current students.
Monique De Jong (OM 1990) was invited to the inaugural Careers and Cake lunchtime session initiated by the Year 12 Leaders, who were keen for more opportunities to hear from a range of people about their careers. They were interested in a breadth of careers, tertiary education, TAFE pathways and trades, as well as different disciplines. Monique was joined by current staff members Ms Judy Beaumont, VCE Coordinator, and Mr Rodney Bloom, Head Gardener.
With a background in visual arts and graphic design, Monique has had extensive and varied opportunities to work all around the world. In fact, all speakers had a broad and interesting range of occupations and transitions which highlighted that careers are not always linear and that opportunities may present themselves in different and unexpected ways.
Architect Michael Roper (OM 1997) was a guest presenter at the St Michael’s Design and Technologies Exhibition in October. He spoke about his time at St Michael’s and reflected on the generous range of opportunities that catered to a diverse student population. His perception was that at St Michael’s you didn’t have to be a certain type of student. He described his career journey including starting his own practice called Architecture Architecture, his design process, and how deeply understanding the needs of users is vital for a project’s success.
Our School welcomed back Emily Lynagh (OM 2016), Gisele Forsyth (OM 2022) and Alannah Duffy (OM 2022) as Academic and Operational Coaches, to support students throughout the day with supervision and academic coaching in The Gipson Commons before and after School. Many other OMs are working as coaches and provide inspiration and motivation for our St Michael’s sporting teams. Nikki Galanos (OM 2023) and Layne Bergman (OM 2023) coached Girls Soccer. Justin Bond (OM 2019) coached Basketball, and Tom Birks and Maxwell Prezens (both OM 2022) coached Boys Basketball. Zoe Caine (OM 2023) coached Girls Volleyball and Harry Townsend (OM 2021) coached Volleyball. Hugo Williams (OM 2023) and Georgia Byrne (OM 2020) coached Girls Tennis and Tom
Hill (OM 2020) coached Cricket. Jasmine Sayce (OM 2023), Grace Symons (OM 2023) and Max Thompson (OM 2019) all coached Swimming.
Camille Letts (OM 2023, and Dux of the School), Eliza MacDonnell (OM 2023), Freya Haggren (OM 2023) and Rosie Sherman (OM 2023) were all fully engaged in our 2024 VCE Enrichment Program. They provided workshops, lectures and individualised feedback to Literature and English students and their involvement was highly engaging and well received. At the very start of Semester 2, Camille Letts also attended our 100 Days to Success day for the Year 12s, along with Angus Watson and Minna Leahey (both OM 2023). They attended and participated in a question-and-answer panel for our Class of 2024 about the end of year journey, exams, how to balance study and wellbeing, and also life post school. They then led the Class of 2024 on a tour of key RMIT city campus facilities.
In September, the Year 12 Class of 2024, soon to be Old Michaelians, were treated by the Old Michaelian’s Association Committee (OMAC) to a morning tea to wish them well for their exams. Luke Matthews, Director of Years 10–12 (OM 1993) made an inspiring speech, and former 2023 Co-Captains of the School Nick Nezis and Tassie Nicol also spoke and provided some words of advice and encouragement for the final weeks of School and the exams ahead.
Louisa Keck (OM 2011), CEO of the Reach Foundation 2023–24, made a speech at the valedictory dinner to welcome the Class of 2024 to the Old Michaelian Association, during which she reflected on her sense of freedom and excitement upon finishing Year 12 and the many steps she took in pursuit of her goals. Louisa worked at the Reach Foundation for 11 years, after being encouraged by her teachers and the broader School to be curious and open-minded about what was important to her. She also thanked her teachers, who first suggested she volunteer at Reach in Year 12 and helped her to set her path. The students were gifted an Old Michaelian badge, and the text printed inside the badge, from our School song, reads:
Though far from thee we wander, Thy badge we’ll not forget.
1. Louisa Keck presenting at the 2024 Valedictory Dinner.
2. Louisa Keck (OM 2011) being presented with flowers by the Head of Senior School, Emma McDonald, at the 2024 Valedictory Dinner.
Reunions
St Michael’s continues to welcome back Old Michaelians (OMs) through our reunion program, which provides the opportunity for all to rekindle friendships, reminisce about days gone by, witness the extraordinary evolution of the campus, and to find out more about what’s happening at the School today.
In July, the Class of 1999 returned for their 25 Year Reunion. They shared happy memories as they enjoyed a tour of the School and spent a wonderful evening reminiscing about their school days.
The 30 Year Reunion for the Class of 1994, held in October, was a great success with over 60 OMs present, including our recent inaugural Old Michaelian Contributing Citizen Award recipient Slava Grigoryan (OM 1994). A number of guests travelled from around the globe to attend, including one from Canada, one from Singapore and two from London. Much to the delight of their former students, an additional four past staff members also attended. A great night was had by all. In November, more than 120 past staff returned to the School for the inaugural Past Staff Reunion, involving a remembrance service and reception. Attended by current long serving staff, the remembrance service, led by Father Kenyon McKie, was an opportunity for them to reflect on former colleagues who are no longer with us. These included Michelle Bourrillon who passed away in July this year, and her family also attended the service. We also remembered our crossing guard, Terry Bux, whose death in September impacted on us all. It was an opportunity to give thanks for their contribution to our School.
The rendition of the School Hymn was especially rousing as everyone joined in with great enthusiasm.
Following the service, there was time to catch up with old friends and reminisce. It was a sign of their deep affection for the School that many of those in attendance had taught at St Michael’s more than twenty years ago, and an honour for St Michael’s to see that we have ‘graduated’ so many superb educators and highly regarded educational leaders.
An invitation to the 40 Year+ Reunion was extended to all OMs from the decades of the 1940s through to the 1970s, and the 1980s up to 1984. The event, also held in November, saw over 50 OMs in attendance. The OMs attended a service led by Father Kenyon McKie and then enjoyed catching up and reminiscing about their school days over lunch while marvelling at the changes and evolution of the School campus.
CONNECT
The Old Michaelians Facebook group is a lively group where past staff, students and parents can keep in touch and stay up to date with Old Michaelian news and events. We also encourage you to visit our website to keep up with events and stay abreast of news at St Michael’s.
St Michael’s Old Michaelians https://www.stmichaels.vic.edu.au/community/ old-michaelians-2/
UPCOMING REUNIONS
In 2025 we are hosting a number of reunions over the year and we invite past staff and Old Michaelians from the following peer years to join us as we renew old friendships, develop community networks, learn about the changes that have taken place at St Michael’s, reminisce about days gone by and share in life experiences.
Friday 30 May 2025 5 Year Reunion Class of 2020
Friday 1 August 2025 10 Year Reunion Class of 2015
Friday 7 February 2025 15 Year Reunion Class of 2010
Friday 14 March 2025 20 Year Reunion Class of 2005
Friday 16 May 2025 25 Year Reunion Class of 2000
Friday 20 June 2025 30 Year Reunion Class of 1995
Friday 10 October 2025 40 Year Reunion Class of 1990
Saturday 22 November 2025 50+ Years Reunion – Classes of 1975 and prior
Saturday 26 July 2025 Boarders Reunion
Old Michaelians will be sent an invitation by email and are encouraged to update their details to ensure they receive these (go to stmichaels.vic.edu.au/update-your-details/).
Please note that the dates published were correct at the time of print but are subject to change, so please check https://www.stmichaels.vic.edu.au/community/events/ for final dates and booking details. We also ask that Old Michaelians share the details with past classmates to ensure the success of the reunion program.
We value all ideas, input and assistance from Old Michaelians to help us make your reunions special and memorable. If you have social media skills, a flare for events, or would just like to be involved, then we would love to hear from you.
Email: engagement@stmichaels.vic.edu.au
Phone: +61 3 8350 3292
Beyond the School gates
Emily Kloss: a journey of compassion and impact
Since graduating from St Michael’s in 2021, Emily Kloss has embarked on a path marked by dedication, compassion, and a drive to make a meaningful difference in the world. Her journey, filled with diverse volunteer experiences, reflects her commitment to social change and community empowerment.
Emily’s gap year after VCE was a transformative period. She volunteered for three months in Alice Springs with Children’s Ground, a national First Nations organisation focused on early childhood education, health, and local employment. Emily’s role involved assisting with daily program operations and spending time on-Country with local communities, as well as driving groups to remote locations for cultural teaching and connection. These camps, which included children, youth, adults, and Elders, fostered family and community bonds, enriching Emily’s understanding of First Nations cultures.
Upon returning to Melbourne, Emily’s determination to support the Atitjere community, where she had spent considerable time, led her to identify a critical need: the lack of a vehicle for community activities. She successfully raised $80,000 to purchase a 4-wheel drive, enabling the community to spend time on-Country and attend important events. Additionally, noticing the popularity of AFL among young First Nations children who often played in bare feet, Emily organised a football boot drive, collecting and purchasing boots to send to Children’s Ground.
Emily’s commitment to global issues continued with her university studies. In early 2024, she completed a Global Immersion fieldwork elective in Samoa, working on projects related to food and water security, conservation, and environmental sustainability. This experience not only broadened her intercultural competency skills but also deepened her understanding of global challenges.
During her mid-year university break, Emily interned in Nepal with Global Vision International (GVI), an international
volunteering organisation. She participated in the Women’s Empowerment Project in Pokhara, working with SASANE, an organisation supporting survivors of human trafficking. Emily taught conversational English to local women and initiated a preventative healthcare project, focusing on heart disease. She purchased blood pressure monitors, translated instructions into Nepali, and facilitated health training sessions, significantly impacting the community’s awareness and management of heart health.
Emily’s volunteerism is driven by a desire to make a difference, give more than she receives, and gain a deeper understanding of the issues faced by the communities she serves. Her proactive engagement and genuine interest in learning from those around her have been key to her impactful contributions. Whether it’s raising funds for a vehicle in Alice Springs or teaching health workshops in Nepal, Emily’s actions are guided by empathy, respect, and a commitment to ethical standards.
Looking ahead, Emily aims to complete her biomedicine degree at Monash University, followed by a medical degree specialising in paediatrics. Her long-term goal is to return to Alice Springs as a qualified paediatrician, working to improve and prevent the health issues she witnessed among First Nation children.
Her journey evidences the power of compassion and dedication, and the impact one individual can have on communities both locally and globally. Her story inspires current students at St Michael’s to pursue their passions, embrace diverse experiences, and strive to make a positive difference in the world. We congratulate Emily on her achievements and look forward to continuing to follow her journey beyond the School gates.
Above: Emily Kloss with two children from Atitjere learning to catch fish on a camping trip.
Oli Pizzey-Stratford: a story of resilience and excellence
Since graduating from St Michael’s in 2020, Oliver, or Oli as he prefers, has carved out a remarkable path, excelling in acting, modelling, and sports. Yet his story is one of triumph over adversity, as he sustained a spinal cord injury during birth and his early prognosis seemed grim.
Oli, who has represented Victoria in basketball and athletics, and Australia in tennis and table tennis, now has his sights set on the Olympics. ‘I’m training and competing within Australia and internationally in table tennis,’ he says, ‘with the goal to be at the 2028 Olympics in Los Angeles.’
In his capacity as an actor, Oli’s screen credits include starring roles in the ABC Kids show The legend of Burnout Barry and the acclaimed series The newsreader He has also appeared in Safe home and the short film Don’t come in… yet, which was featured at several prestigious film festivals.
One of his most notable roles was on the long-running drama Neighbours, where he made history as the first actor with a disability in a wheelchair to appear on the show. His commitment to accurate representation is a source of pride for him, and he hopes to inspire others by being a visible role model. ‘Everyone should have the opportunity to see someone like themselves represented in every kind of industry,’ he says. ‘One in five people has a disability and there needs to be a more accurate representation of the community.’
Oli counts his recent role in Martyna Majok’s Cost of living, in which he portrays John, a wealthy PhD student with a disability, to be his most memorable far. The play explores themes of privilege, connection and what it means to be human, and Oli received critical acclaim for his nuanced and compelling performance. ‘It was an honour to be part of such a prestigious company as The Melbourne Theatre Company,’ he says, noting also that the play was challenging in the best possible way.
Into the future, Oli aims to keep enjoying life and fulfilling his goals, which include acting in Australia and branching out abroad, as well as training hard for, and competing in, the Olympics.
Oli’s determination and resilience is an inspiration to the St Michael’s community and beyond, and for current students his story is a powerful reminder to pursue their passions and remain open to the diverse paths their futures may hold.
We congratulate Oli on his outstanding achievements and look forward to seeing where his journey takes him next.
Making a gift and making a difference
Ms Judy Quin, Director of Advancement
For nearly 130 years, St Michael’s Grammar School has been making a difference in the lives of the thousands of students who have walked the corridors. Imbued with the values of Dignity, Respect, Care and Compassion, our graduates leave St Michael’s as contributing citizens who will continue to make a positive impact in the world.
The extensive educational opportunities offered at St Michael’s would not be possible, however, without the generous support of our donors, who have continued to support our Scholarship Fund and Building Fund or who have left a Bequest to St Michael’s in their will.
Scholarship Fund
Our Giving Day, held in August this year, was our most successful yet, raising just over $206,000 for the Scholarship Fund. The success of this and past Giving Days have given the School the confidence to expand our Scholarship program and, in 2025, around 110 students will be in receipt of a Scholarship. For many, receiving a Scholarship is truly lifechanging, enabling them to receive a St Michael’s Grammar School education when they otherwise may not have had this chance.
Building Fund
Donors to our Building Fund have appreciated the opportunity to support a seat or window in our magnificent Performing Arts Centre, St George’s. It has now been 18 months since the redevelopment of this facility was completed, and the positive impact it has had on our School has exceeded all expectations, not just those of the Performing Arts Students but of the whole community. Its heritage features combined with the state-of-the art facilities inspire our students to new levels of performance and achievement.
If you would like to support a seat or window in the Performing Arts Centre, and by doing so, have your name or that of a family member recognised with an engraved plaque attached to a seat of your choosing or adjacent to a window, please visit takeyourseatorwindow.stmichaels.vic.edu.au
Alternatively, you may wish to consider a general donation to our Building Fund to assist the School in developing high quality facilities to improve teaching and learning.
Gifts in will
We have been gratified to see several members of our community coming forward to mention they have included St Michael’s Grammar School in their wills. After making provision for your family and other beneficiaries, a bequest to St Michael’s is one of the most meaningful and enduring gifts to give. We welcome people letting us know of these intentions so that we may acknowledge their support and invite them to join The Seven Sisters Society. The society is named to honour the original seven Sisters of the Community of the Sisters of the Church who came to Australia in the 1890s to establish schools, including St Michael’s. If you would like a confidential discussion about leaving a bequest to St Michael’s in your will, please contact the Director of Advancement, Ms Judy Quin, at jquin@stmichaels.vic.edu.au or on 03 8530 3270.
If you would like to make a tax-deductible donation to our Scholarship Fund or Building Fund, please follow the links on the next page.
1. Head of the School, Mr Gerard Houlihan, with School Co-Captains, Eva (12B) and Oscar (12K), collecting gold-coin donations outside the School gate on Giving Day.
Our donors
We are most grateful to all those listed below who have supported St Michael’s Grammar School this year with a donation to either the Scholarship Fund or Building Fund.
Geoff Adcock
Daniel and Tanya Allison
Aquastar Swim School
Nicole Armatas
Vasha Azoor
Mirko Bagaric
Bank of Melbourne
Antony and Bae Bastian
Olivia Beamish
Brian Bentley
Jemima Bentley
Bob Stewart Pty Ltd
Michael and Joanne Bradburn
Marian Brancatisano
Steve and Mary Brett
Brickell Family
Lisa Briggs
Brocor Group Pty Ltd
Jennifer Burgess
Chris and Jo Burke
Cafra and Duffy Family
Campion Education (Aust) Pty Ltd
Donna Capp
Ros Casey
Cerno Management Pty Ltd
Cerra Griffiths Family
Chambers Family
Alex Clifford
Cole-Sinclair
Computers Now Pty Ltd
Conterno Family
Kris Cooney
Peter Cowling
Michelle Cross
Renetia Davadoss
Emily Debney
Paul Dempsey
Andrew and Shelley Deszcz
Tully Devlin
Drivers Bus Lines
Ben Dunscombe
Andrew Eddy
Sandra and Raoul Endres
Robert Erlenwein
Fortis Security Pty Ltd
F and M Galotta
Andrew and Debbie Gee
Agnieszka Goode
Grant-Batchelor Family
Hanlon Foundation
Michael Harris
Melinda Harrison
Miche Hartigan
Craig and Kathy Hemer
Darren Hose
Gerard Houlihan
Esme Hunter and Family
Hunter Industrials Pty Ltd
Jenni Hurst
The Ibbott Family
Terrie Jones
Elizabeth and Guy King
Kisvarda Family
Erin Laracy
Capree Lawyers
Leventer Family
Lockyer Family
Jose Angel Andres Lopez
MG Waste Management
Clinton Markwell
Nola Martin
Mattioli Bros Coating
Management
Emma McDonald
Shannon McGrath
Ben and Bron McHarg
Diane and Gregory McNamara
Moray & Agnew Lawyers
MPS Integrated
Farai Mufuka
Richard and Amanda Nixon
Lucy Noutsis
The O’Sullivan Family
Obradovic Family
Megan Otto
Rob Paterson
Chin and Sujanie Peiris
Ross Phillips
Christopher Piesse
Pinkney Park Pty Ltd
Greg Plum
Susan Powell
Carolyn Pradun
Judy Quin
Ricoh Australia Pty Ltd
Geoff Rose and Rebecca Lucas
Martyn Rose
Rebecca Rumbelow
Tom and Darcy Ryan
Ronnie Sayag
Bonnie Schiavello
Lila Sideropoulos
Claire and Allister Sime
SMGS Parents Community
Association
Fran and Graham Snell
Helen Souness
Penelope Spry
Mary Stephens
Stacey and Michael Sullivan
Carolyn Sykes
Penelope Szatmary
Henry Tarbett-Smith
Scarlett Taylor
The Dorothy and May Vicars-Foote Trust
The Outdoor Education Group
Thompson Family
Kenise Tong
Natasha Toohey
Patrick Tyrrell
Jacqui Walker
Tony White and Alicia Darvall
Michelle White
Whiteson Group
Sarah Whiting
Megan Wilkins
Sunny Xia
Melanie Xin
Liam Yates
Young Family
Trish Yurcina
Lyn Zarifis
anonymous x 77
Should you wish to make a tax-deductible donation to the St Michael’s Grammar School Scholarship Fund or Building Fund, please contact Ms Judy Quin, Director of Advancement, on 03 8530 3270 or by visiting the links below.
Bereavements
Vale Michelle Bourrillon
(29 October 1964 – 17 July 2024)
With heavy hearts, we remember Michelle Bourrillon, our much-esteemed Payroll Officer, who passed away in July after a short illness.
Michelle joined St Michael’s in April 2013 as a People and Strategy Officer (Payroll) on a fixed-term, part-time basis. By 2014, she had become a permanent, full-time member of our team, taking on the crucial role of Payroll Officer. Over her 11 years at St Michael’s, she provided invaluable advice and support to staff members across the School, always with a smile. Her many acts of kindness, commitment to caring for others, and mischievous sense of humour were much appreciated by her colleagues in Hewison House and across the School and are fondly remembered by all.
One of Michelle’s most cherished contributions was her ‘butterfly walls’ hundreds of beautiful paper butterflies made with love and great creativity. This feature of her office lifted the spirits of all who visited and was just one of her many contributions to the ‘small things matter’ wellbeing initiative at the School.
Michelle was an integral part of the St Michael’s community, and we recently celebrated her 11-year anniversary with the School. She was a smiling, kind, and deeply caring team member who supported all of us in matters of leave and payroll.
As we reflect on Michelle’s contributions and the joy she brought to our community, we feel her absence deeply. She will be greatly missed, and we mourn her loss together.
Vale Terry Bux
(20 November 1960 – 5 September 2024)
An inspiration to us all.
In September, our whole School community was shocked and saddened by the sudden death of Mr Terry Bux, our muchloved Crossing Supervisor.
Terry was a central figure in the St Michael’s community for more than 30 years. A friendly and constant presence at our front gates, he kept us safe as we crossed Chapel Street. He commenced working at the School in 1991 as a crossing guard for the local Council but soon became a crucial member of our community in assisting us to uphold the safety of our students. The School therefore engaged him so that he would remain onsite throughout the day.
His banter with students lifted spirits throughout the day and students would often bring him treats as he stood outside at the crossing in all weathers to ensure everyone crossed safely. We all knew of his passion for the Richmond Football Club and for Elvis Presley.
Such was his place in the hearts of all at the School that we celebrated his 60th birthday with a special event and he was honoured with a feature in The art of being different, the illustrated history of the School published on the occasion of our 125th anniversary.
He was held in great affection by students, staff and parents and is fondly remembered by generations of Old Michaelians, past staff, past parents and, indeed, the broader Port Phillip community. All at St Michael’s will remember Terry for the quiet dignity he brought to his work, his genuine care, his respect for others and the environment, and his compassion for those he saw in need.
The impact he made on generations of students, staff and families was profound as was evident by the overwhelming number of messages we received following his death. These messages tell of acts of kindness done by Terry, of the gratitude for his work, and of the affection so many people felt for him. One person can make a difference.
His family were deeply touched by the very many messages of support and hundreds of people attended his funeral service at All Saints Church at which the Most Reverend Dr Philip Freir, the Archbishop of Melbourne, presided. The Archbishop then joined Terry’s family at a small reception at the School.
Terry provided a wonderful example of a person who lived our values and made a difference a contributing citizen. He is an inspiration to all of us.
Vale
St Michael’s pays tribute to Old Michaelians, Staff and members of our community who are no longer with us and offer our condolences to their family and friends who are in our thoughts and prayers.
Margaret McCarthy (past staff member) 29 August 1983
Christine Pappas (past staff member)
1 July 2020
Margot Welsh (OM) 24 April 2023
Richard Lumb (past parent) 3 July 2023
Carole Hiscock (OM) 4 October 2023
Beryl Adcock, née McHugh (OM 1947) 1 November 2023
Sally Salter (past staff member) 29 December 2023
Eleanor Pugsley, née Humphris (OM 1956) 22 February 2024
Stephen Obee (OM 1986) 4 March 2024
Jan Payne, née Conners (OM 1947) 23 March 2024
Carolyn Hooper, née Steele (OM 1961) 14 May 2024
Roderick Harrison (past staff member) 15 June 2024
Frances Zadow, née Mills (OM 1957) 3 July 2024
Honi Keller (parent) 14 July 2024
Michelle Bourrillon (staff member) 17 July 2024
Kenneth Crosby (past parent) 8 August 2024
Holly Armstrong (OM 2018) 12 August 2024
Terry Bux (staff member) 5 September 2024
Margaret Tassie, née Woolf (OM 1952) 7 September 2024
Heather Lloyd, née McKenzie (past staff member) 14 September 2024
Ashleigh Hignett, née McMillan (past staff member) 24 September 2024
Lindsay Maddison (OM 2006) 15 October 2024
St Michael’s thanks the community for advising us of the passing of their loved ones. This information is correct at the time of publication. To respect the family of the deceased, names will only be published where the family has advised the School or there has been a public notice advising of the death. These names have been added to the School’s Year’s Mind Book, which records anniversaries of significance to the School community. This will ensure that they will be remembered in prayer at a Eucharist held in the School’s Chapel of St Michael and All Angels at the appropriate time each year and that their memory will be honoured by St Michael’s Grammar School in perpetuity.
If you are an Old Michaelian or member of the St Michael’s community who would like to share a story or community notice, please contact us at engagement@stmichaels.vic.edu.au
