The Crest - Issue 3 2020

THE ST MICHAEL'S GRAMMAR SCHOOL MAGAZINE

ISSUE 3 2020

14

8

30

18

Contents WELCOME

14 Leading the way with online learning

1

16 K-6 Online Learning

A moment with Mrs Terrie Jones

18 Navigating Change in this Year of Wonders

STORIES FROM ACROSS THE SCHOOL

22 Our Story

2

Navigating Year 12 and beyond

28 ANZAC Day 2020

4

Delivering education differently – Meet Mrs Nicole Armatas, Associate Head (K–6)

30 Introducing Stories from the Crest

5

Showing real responsibility at Year 9 Exodus

COMMUNITY CONNECTIONS

6

Community Action: ‘Fill it in Feb’

31 PCA – Fostering a vibrant St Michael’s community

8

Abominable: Years 10 to 12 production

32 Celebrating our volunteers

10 Celebrating International Women’s Day 11 Yuma speaks about AI at the World Youth Forum 12 St Michael’s partners with Port Melbourne Football Club

In our ongoing quest to minimise the School’s environmental impact, hard copies of The Crest are printed on 99% FSC recycled paper.

34 Ongoing connections with our Old Michaelian Community 35 Beyond the School Gates

" Within our own School, and across Victoria, the willingness of our students, staff and parents to embrace their roles as partners in the learning journey is being tested again but I am confident we will not be found wanting."

A moment with Mrs Terrie Jones At this stage in the year 2020 there are no new or different ways to describe the upheaval and tumult the year has brought. I will, therefore, not attempt to do so. Instead, I think it is timely to reflect on where we have been and what we have learned at St Michael’s during the pandemic.

Inspired by the title of this publication, I have been considering the view from the crest of a hill, the panorama on offer to those who make the effort to walk to the top. The act of rising above the busyness of the moment for a different perspective provides an opportunity to simultaneously look forward and backward. The workman persona of Rosemary Dobson’s 1973 poem, ‘Over the Hill’ is an illustration of the value of rising above the present moment to withstand life’s challenges. A fragment of the poem has often come to mind during 2020 as we have worked as a collective to navigate the obstacles which we have faced as a community, ‘He crests the hill and fills the sky, His eyes’ lit windows facing west To take the lemon-coloured lights While the day slowly drains away Or strides from hill to hill and strikes a match against friendly stars, (Hanging his cap on the horn of the moon).

What we have learned, here and societally, ‘fills the sky’ but it takes the intentional and effortful ‘eye’ and a documenting mind to distil the lessons, expand the repertoire of experience and grow stronger for having taken the time to pause and reflect.

Our Strategic Direction: Towards 2030, articulates a vision for learning that places our students at the centre of a learning ecosystem, one that overlaps and interacts with other ecosystems in mutually reinforcing ways. In biological terms, an ecosystem’s resilience is defined by how well it responds to disruption or damage. There is no doubt that in 2020, with its bushfires, floods and pandemic, our resilience has been tested. But with the adverse circumstances has come a compelling need, and willingness, to think anew, problemsolve, challenge accepted wisdom, appreciate how connected we are to the Earth and to each other, and to find ways to manage a new reality.

When we first commenced work on the learning continuity plan in February, we had the School’s values and principles firmly in view in our problem-solving and decision making.

We asked questions about the many facets of our curriculum and co-curriculum, our use of time, our professional learning and our technological platforms. How could we ensure that learning continued for all students at home? How could we ensure that parents and students could navigate the reality of online learning should a closure be necessary? How could we manage the rich program of co-curricular activities and serve the wellbeing of our students? How could we fulfil the social purposes of schooling?

In an occasional paper from the Centre for Strategic Education entitled Leading for Social Cohesion: The key role of schools, Wilkinson et al. (2020) point to the myriad interactions in the physical environment of schools that build and sustain community. “It is the daily encounters in playgrounds, classrooms, corridors and assemblies that children and young people’s social values, attitudes, beliefs and stereotypes are shaped, reproduced and reinforced, or alternatively challenged and interrogated. In other words, it is our role as a community that really counts.” At St Michael’s, dignity matters, respect matters, care matters and compassion matters and we needed to remember that at every step of our planning and find intentional ways to ensure that we remained true to these values, even when we are working and learning in the virtual world.

The fact that the work of schools and educators is now more visible than ever, and that education has been changed in very positive ways so swiftly is testament to the resilience of our education systems. Within our own School, and across Victoria, the willingness of our students, staff and parents to embrace their roles as partners in the learning journey is being tested again but I am confident we will not be found wanting.

The articles in this edition of The Crest speak to our resilience, our learning orientation and the strength of our community connections. All of us, working together and caring for each other, our ‘friendly stars’ will ensure that this community continues to stride confidently ‘from hill to hill’ as we have done for the past 125 years.

The Crest Issue 3 2020

|

1

STORIES FROM ACROSS THE SCHOOL

Sara Hassoun

Navigating Year 12 and beyond Students at St Michael’s and across the world in 2020 have had novel obstacles and challenges placed in their path and many of the elements of their final year at school have been disrupted. In the Northern Hemisphere, we witnessed whole cohorts finish their year from home with examinations cancelled and rites of passage altered in ways we could not have imagined. At the end of last year we spoke to 2019 graduates, Sara Hassoun and Grace Colville to hear about their St Michael’s journeys and the ways in which they navigated their Year 12 year.

Both students invoked the importance of balance and that message is relevant to our current Year 12 students as well.

At the time Sara reflected, “Going into Year 12 and throughout the year, I tried to maintain the mindset that Year 12 is really just a small stepping stone, rather than a monumental event.

This perspective really helped me to find a balance between extra-curricular activities and study, as I was conscious of wanting to look back on more than just academic accomplishments when I completed Year 12.” Extra-curricular activities continue to be an important part of the 2020 Year 12 journey with our Student, House and Club leaders finding innovative ways to lead, manage and participate in a diverse range of activities in a mix of modes – online, onsite and in physically distanced but socially connected ways.

For Grace, striking a balance between her academic pursuits and hobbies, whilst also maintaining a strong community network, was key to her success. “Throughout the year when school was busy, I coped by taking time off to relax, as well as always staying connected with my friends and family, keeping my relationships as a major priority.” This focus on positive and supportive relationships is key to balancing the 2

|

The Crest Issue 3 2020

priorities of the here and now, as well as feeling confident to lift your eyes to look towards the horizon to all of the exciting possibilities that lie ahead beyond the VCE. When reflecting on a busy year, Sara’s advice to future VCE students is clear: get plenty of sleep, seek clarity and have fun. This is good advice for our current Year 12 students as all three contribute significantly to overall wellbeing and productivity.

“For me, it was imperative that I slept well. I never pulled an all-nighter, even if I hadn’t done much work that night or had a SAC the next day because I knew that I wouldn’t function on a small amount of sleep. I also made sure to hand in practice SACs and exams and I met with teachers frequently to go over things I was unsure about. Lastly, I just tried to have as much fun as I could during the year so that I could walk away from Year 12 with good memories.”

For current students, keeping active has been an important aspect of maintaining physical and emotional wellbeing during the remote learning phase. Grace also reflected on the importance of doing things you love and staying active.

“I believe playing sport had a major positive impact on my mental health and wellbeing during Year 12, as well as being beneficial to my learning. During exam periods, when I was most stressed, I took time to exercise, which I believe was essential in staying focused.”

After Year 12, Grace became so excited by the possibilities for study that she decided not to take a gap year, as she had originally planned. Grace is currently studying a Commerce Engineering degree with an accelerated Mathematics and Actuarial studies stream at the University of Melbourne. Sara is also enjoying her first year at the University of Melbourne, where she is studying Arts and relishing in the exploration of a range of subjects including Politics, Sociology and Media.

With the exception of one week, both Grace and Sara have

Grace Colville

completed all their learning in 2020 online. Sara feels empathy and compassion for the students at St Michael’s who have had to adapt quickly to a new way of learning online. Sara has observed the St Michael’s approach to online learning, including the Navigator program through her siblings, and recognises the devotion and support from teachers and the wider St Michael’s community.

“ To the class of 2020, you are such a compassionate, enthusiastic and spirited cohort, so if any year level could make it through this year, it’s all of you! Best of luck for the rest of the year” — Sara Hassoun (OM 2019)

The Crest Issue 3 2020

|

3

Delivering education differently – Meet Mrs Nicole Armatas, Associate Head (K–6) In Semester 2 2020, we are delighted to welcome Mrs Nicole Armatas to St Michael’s as Associate Head (K-6).

Nicole brings with her a wide range of experience and a strong focus on innovative, child-centred and evidence-based learning.

Nicole has held several senior positions in schools across Melbourne, most recently as Head of Campus at Westbourne Grammar School’s Verdon Centre (Years 3 to 6) and prior to that, Head of Campus at their Williamstown campus (Prep to Year 3).

Impressed by the School’s nurturing community and its innovative approaches to teaching and learning, Nicole was interested in joining St Michael’s for a number of reasons.

“One of the most compelling reasons I joined St Michael’s is that the students, both alumni and current, speak about the School with fondness and express such gratitude.”

“I also come from a school where the Reggio Emilia influence is interwoven within the philosophy and programs of the early years, and St Michael’s was a pioneer with adopting the tenets of the Reggio Emilia approach in Australia”.

Nicole’s cultural background is Greek, and while most of her family reside in Australia, her husband’s extended family live on one of the islands along the west coast of Greece. Her husband and children love to travel to Greece every few years to catch up with family and take the opportunity to explore the many smaller islands.

In joining St Michael’s at a time of widespread change and uncertainty in the broader community, Nicole is looking forward to new possibilities offered to her by the School.

“St Michael’s demonstrated great leadership and innovation with its SchoL-AR program during the first period of online learning. I believe that we are brave enough to continue to demonstrate such leadership in a way that allows us to redefine education. We have an opportunity, quite a unique one, to challenge the status quo and St Michael’s has a vision that allows us to do this.”

Nicole also saw an alignment with the School’s Strategic Vision: Towards 2030, which brings forward our priorities, and is underpinned by our values of Dignity, Care, Respect and Compassion.

“The Strategic Vision really piqued my interest. It was important for me to join a community where I feel there is an alignment of values, which embraces diversity, and seeks to serve the needs of its learners today and in the future.”

“The St Michael’s 2030 vision is a powerful one that honours the capacities of children, acknowledging that learning is multidimensional, rich and transcends the boundaries of School. The vision is an opportunity to reimagine education where students are put at the forefront and that really excites me.”

Building rapport and deeply understanding the individual requirements of each student – their learning strengths, gaps, and interests – Nicole views as critical to student achievement.

“Teaching is a deeply personal profession where you give so much of yourself, and where the relationships are critical to the success of the learning. The children, likewise, invest so much of themselves, and so our relationship is a profound one. It is a privilege and an enormous responsibility.”

Outside of the School campus, Nicole loves walking and enjoying brunches with her husband, two teenage children and their “rambunctious” white Labrador.

“I want St Michael’s to be a leading educational institution, not just locally, but globally, where innovation is the norm and our students and educators learn with excitement and courage.”

Nicole is an avid reader and likes listening to music to unwind.

As a Bombers fan, she is also a passionate supporter of the AFL.

Nicole is eager to meet our students, parents and staff and looks forward to working alongside our leadership team to continue to evolve and enhance the educational programs for our students.

4

|

The Crest Issue 3 2020

Showing real responsibility at Year 9 Exodus Outdoor Education at St Michael’s encourages students to be innovative and creative, it challenges their minds, and equips them with the skills and knowledge they need for their future.

In January, our Year 9 students embarked on a six-day adventure as part of St Michael’s Exodus program. For the first time, Year 9 students were given the opportunity to choose from three exciting programs: Paddle and Pedal, Raft and Walk, and Rock and Roll. Each trip offered a different scenic location, a range of activities, and multiple levels of challenge. Students were excited to participate in the Exodus program that best aligned with their goals.

The theme of the Exodus program for Year 9 was Real Responsibility. Students were encouraged to develop their leadership skills by taking on a greater degree of responsibility for themselves and their peers. The theme was integrated into every aspect of the trip, from menu planning and selfcatering, to reviewing maps, cycling routes, and time frames for activities like kayaking. Students developed their skills in goal setting and time management, while also identifying the strengths they can harness in further Outdoor Education, and in their lives beyond St Michael’s.

The three programs each provided a full week’s schedule.

“The Year 9 Exodus program and the theme of Real Responsibility allows our students to choose the expedition that best suits their goals. Students have the opportunity to provide their own food and create a meal plan, and enjoy the natural world with a group of their peers.” — Sam Roberts, Outdoor Education Coordinator

RAFT AND WALK Taking place in the Eildon region, the Raft and Walk program gave students the opportunity to participate in a three-day hike and three days of rafting on the Goulburn River. Some students chose the Raft and Walk program as they felt it would give them a foundation of knowledge and preparation for the Kosi to the Coast Exodus in Year 11.

In between all the activity, the Year 9 students had the opportunity to relax and get to know one another, outside of the School setting. At the end of a full week, the students returned from Exodus with greater confidence and stronger skills in Outdoor Education. The students are now looking forward to their Year 10 Exodus program: Journey in Simplicity.

PADDLE AND PEDAL The Paddle and Pedal program took place in the stunning Alpine region surrounding Lake Eildon. The students spent three days kayaking and exploring on the water. The other half of the program was spent cycling on the spectacular Great Victorian Rail Trail.

ROCK AND ROLL Located in the Grampians, the busy Rock and Roll program gave students the opportunity to partake in rock climbing, abseiling, cycling and hiking. The diversity of the Grampians landscape allowed students to challenge themselves by climbing and abseiling at different heights. Our Year 9s also learned new skills such as tying knots, and demonstrated leadership by leading yoga sessions.

The Crest Issue 3 2020

|

5

6

|

The Crest Issue 3 2020

Community Action: ‘Fill it in Feb’ Throughout February, our Community Action Team organised several events to raise much needed funds for the Vinnies Bushfire Appeal, with all funds directed to those affected by the fires.

To kick off the fundraiser, our Senior students filled Coleman Walk during lunchtime to participate in a friendly chess competition and BBQ lunch with friends.

On Community Action Day, our Junior students held a carnival and created cards with well wishes to those impacted by the fires.

1

2

Thanks to our wonderful community, the ‘Fill it in Feb’ money tower reached a total of $4,633 and much fun was had by all.

1.

2.

3.

4.

5.

6.

Gemma (6E) sold her koala cupcakes at the bake sale.

Jude (8H) participating in a friendly game of chess.

The ‘Fill it in Feb’ money tower.

The Community Action Team preparing a BBQ lunch.

Thomas (3E) raising money with his bean bag toss game.

The Coleman Walk packed with students playing chess.

3

4

5

6

The Crest Issue 3 2020

|

7

Abominable

8

|

The Crest Issue 3 2020

The Years 10 to 12 Student Production Abominable, by Michael T. Hesford was entirely produced by the talented Senior students of St Michael’s. Directed by students Sweeney Crabb, Ruby Knight and Alex Lightfoot, the annual student production is an opportunity for our Senior students to take the reins and demonstrate the range of skills they have mastered in their journey through the School’s Performing Arts program.

Abominable, based on the events of the 1888 ‘Children’s Blizzard’, told the story of a ferocious blizzard that hits a Midwestern town without warning, leaving a young teacher and her students trapped in a one-room schoolhouse. The students are forced to make a life-anddeath decision: should they risk freezing in the schoolhouse or venture out to find safety?

The Crest Issue 3 2020

|

9

Celebrating International Women’s Day at St Michael’s On Friday 6 March, the St Michael’s community came together to celebrate International Women’s Day. Students, parents and staff gathered in Dolly’s Café to enjoy a pastry and coffee, hear from keynote speaker Professor Kelly Phillips, and contribute to the Sacred Heart Mission by donating funds and much-needed toiletries to women experiencing homelessness or disadvantage.

“The St Michael’s International Women’s Day event made me feel really supported, and made me proud to attend a progressive, forward-thinking school.”

continue to be underrepresented in many medical specialties and senior leadership positions. For example, Kelly was the first female professor of Cancer Medicine in her institution as recently as 2013.

As a St Michael’s parent, Kelly is grateful for the School’s nurturing culture which fosters self-belief in all students.

Kelly’s speech pushed us to think about how we can continue striving to make the world a more equal place.

— Mairead O'Connell-Lacy (10S)

Professor Kelly Phillips is an oncologist and researcher at the Peter MacCallum Cancer Centre, Professor of Medicine at the University of Melbourne, and a St Michael’s parent. She has dedicated her career to the prevention and treatment of breast cancer, and her research and advocacy are strongly focused on equity in healthcare and improving health outcomes for women.

For Kelly, education was the key that unlocked her future. As the first in her family to complete secondary school, Kelly was encouraged to work hard to achieve her dreams.

Like many, Kelly initially thought working in Cancer medicine would be sad and difficult, but her experience has been quite the opposite.

When Kelly started practicing, fewer than 10% of cancer specialists in Australia were women. Now, that number is almost 50%. While this is an excellent achievement, women

10

|

The Crest Issue 3 2020

“It’s really important to try new things, even if you think you won’t like them, because sometimes you will surprise yourself”. — Professor Kelly Phillips

Yuma speaks about AI at the World Youth Forum Late last year, Year 8 student Yuma (8M) was invited to speak at the 3rd Annual World Youth Forum, held in Sinai, Egypt.

Hosted by the Egyptian government, the Forum connected students from around the world and provided them with a platform to discuss, debate and share ideas on different topics, such as technology, art and the environment. Students had the opportunity to engage top policy-makers and influential officials, to address issues and create change.

Speaking to over 8000 attendees, Yuma was included on a panel of speakers, which included a lawyer, futurist, neuroscientist and robot, to discuss and share ideas surrounding the ethics of artificial intelligence.

This isn’t the first time Yuma has been invited to speak at the World Youth Forum. In 2017, he talked about leadership and was presented with an award by the President of Egypt for his inspirational work.

The Forum also provided Yuma with the chance to explore Egypt with its rich culture, heritage and history. Yuma particularly enjoyed meeting and speaking with people from different parts of the world, to better understand the diversity in culture.

“I met so many interesting people and was able to hear some unbelievable stories. One of the attendees at the Forum is using artificial intelligence to detect the early stages of cancer, which is a great example of how technology can be used for good,” said Yuma.

From the age of six, Yuma had a strong interest in technology and was fascinated by how computers and phones worked.

With a strong desire to learn how to code, Yuma found as many online tutorials as possible and taught himself the skills required to build websites and more.

“Sometimes, if I need inspiration for my apps, I think about the small things that impact people every day; the annoyances, then I find solutions for that.

I’ve been making some small apps to solve small problems but hopefully, I can solve bigger problems once I finish school. Ultimately, I just want to help people, maybe people with disabilities or people who are blind. My goal is to make something that would help people and change the world.” – Yuma (8M) “I started off by building websites, then moved into games too. I heard about this new programming language called Swift, which is used to make apps for Apple, and so I decided to make apps. To date, I have nine apps in the App Store and one of the games ‘Let’s Stack AR’, once won ‘game of the day’.

With a strong social sense, Yuma is driven to make people’s lives easier and better.

We congratulate Yuma on all he has achieved and look forward to following his journey at St Michael’s and beyond.

The Crest Issue 3 2020

|

11

St Michael’s partners with Port Melbourne Football Club St Michael’s Grammar School is pleased to announce a new strategic partnership with Port Melbourne Football Club.

The partnership formalises a collaboration between two organisations who share a deep commitment to their values and engaging with the local community.

Fondly known as ‘The Borough’, Port Melbourne FC is dedicated to building meaningful connections that provide ongoing value to the community, through a raft of programs and charity affiliations.

Established in 1874, Port Melbourne FC is one of the oldest football clubs in Australia, and they have enjoyed a long history of success.

Former greats of the Club include triple Brownlow Medallist Bob Skilton, legendary player and coach Ron Barassi, and former player and coach turned radio commentator Tommy Lahiff, among many more.

will also provide opportunities for St Michael’s students to attend training sessions and other unique meet-and-greet experiences.

Port Melbourne FC will have use of the gym, swimming pool and other facilities at St Michael’s campus, outside of School hours and during term breaks.

Paul Malcolm, the Club’s Chief Executive Officer believes that the partnership will strengthen and complement both organisations ability to develop strong teams.

“We’re very happy to be partnering with St Michael’s. We will help develop capacity and capability of St Michael’s football players and in doing so, grow participation and develop a pathway for boys and girls,” said Mr Malcolm.

St Michael’s encourages and promotes the sport of Australian Football among students regardless of gender, culture or

The partnership will provide St Michael’s students with development opportunities with Port Melbourne players and coaches. Among other deliverables, Port Melbourne

2019 Premiership winners

12

|

The Crest Issue 3 2020

'The Borough' won their first premiership in 1897

physical ability. The School is proud of its football program and the recent introduction of a girls’ side.

“There is natural alignment between St Michael’s and Port Melbourne in the areas of youth mentoring, diversity, leadership and values, which provides many opportunities for engagement,” said Mrs Jones.

Port Melbourne FC currently has 33 registered female players and its Women’s team is coached by Harold Hetherton, assisted by Mat Waters, Paige Holt and Tony Ebeyer.

It’s Men’s team has 42 registered players and is coached

by AFL & VFL Legend Gary Ayres along with former AFL/ Port Melbourne Players Sam Dwyer, Shane Valenti along with Crackers Keenan, Trent McMicking and Chris Jansen.

Port Melbourne Football Club’s home ground is the historic North Port Oval.

Port Melbourne FC Women’s team

St Michael’s is looking forward to working with Port Melbourne FC and to strengthening the partnership in the years to come.

“ There is natural alignment between St Michael’s and Port Melbourne in the areas of youth mentoring, diversity, leadership and values, which provides many opportunities for engagement” – Mrs Terrie Jones

From left: Director of Sport (7-12) Tyren Montebruno, Football Captains Winnie, Joe and Thomas, Port Melbourne FC CEO Paul Malcolm, Port Melbourne FC players Guy, Tara and Maegan

The Crest Issue 3 2020

|

13

1

Leading the way with online learning In Term 1 2020, with the threat of COVID-19 looming, St Michael’s began preparing for the School’s potential transition to an online learning model.

As a result of feedback from students, parents and staff, St Michael’s introduced SchoL-AR (SchoL-Assisted Remote) Learning Program for all K-12 students. The program focussed on engaged and relational learning and the utilisation of new features in the School intranet and online platforms.

The School delivered asynchronous and synchronous learning via the new online learning platform and lessons were curated in an online learning framework.

“As a new family joining the School community this year, we have been nothing but impressed by the way in which the School, and particularly its leadership, have responded to the COVID-19 crisis” — Angela Hill, St Michael’s parent To ensure that meaningful learning continued for all students, it was a priority to ensure that the School’s rich programs in wellbeing and co-curricular activities were also fulfilled.

The timetable put a focus on student health and wellbeing.

Optional health, fitness and spirituality programs were introduced, with sessions such as boxing, hip hop, jazz ballet, home workouts, yoga, prayer group, and gratitude sessions.

Time was also set aside each day for students and parents to schedule appointments with teachers, and the Navigator mentor role was introduced. Every student was allocated a Navigator, who became central in helping review the student’s progress and providing pastoral care.

St Michael’s parent, Megan Quinn, felt that her daughter Missy in Year 12 greatly benefited from the personalised nature of the Navigator program.

14

|

The Crest Issue 3 2020

“The introduction of the Navigator system was inspired” — Megan and Missy Quinn St Michael’s vast array of clubs and commons continued online, with a focus on connection and belonging. There were competitions, House and School assemblies, broadcasts of student performances, and messages of encouragement from School Leaders.

Another key initiative was the Engagement and Wellbeing dashboard. Reviewed by Psychologists and additional learning needs staff, the dashboard included visual representations of engagement for each subject, ‘R U OK?’ flags, academic and attendance data, communication records and any additional needs strategies.

Throughout the online learning period, St Michael’s staff demonstrated dedication to their planning, professional development and pastoral care to ensure that student learning and wellbeing remained at the heart of their work.

“The School's proactive response to the pandemic and adaption to online learning was outstanding. The dedication, care and compassion shown by staff has been very comforting.”

— Gerry Mellas, Year 12 parent

In a staged process over May and June, students and staff enthusiastically returned to onsite learning and the School became filled with life and activity again. While the St Michael’s community was happy to be learning together once more, the online learning experience solidified the School’s knowledge of learning as a partnership between teachers and families.

Thanks to feedback from parents, students and staff, the best of the innovations, new practices and creative ways to remain connected are being carefully incorporated into the ongoing St Michael’s learning program.

2

3

4

5

6

7

“I am so proud to be a part of St Michael’s.

This time has really shown the school’s strengths” — Joiwind Lowe, Year 9 parent

8

Photo credit: Riverine Herald

1.

2.

3.

The Boys A Capella Choir perform a joyous rendition of Billy Joel's 'The Longest Time'.

Mr Jeacocke and his children wish our community a happy and safe Easter break.

Ms Gillan wrote a song so that her children could still sing with her mother, and know that she loves them. Ms Gillan's ‘Oma’s song’ was featured on SBS.

4.

5.

6.

Ms Martinez and Mrs Barklamb with Prep on the final day of Term 1.

Mia (10H) won the Hughes House cooking competition with her sensational rainbow cake. House cooking competitions were just one of the great initiatives that students introduced to stay connected.

Sam (2M) moved confidently into the new online learning program.

7.

8.

The Paralympics may be postponed, but that hasn’t stopped World Para Swimming medallist Col (11B) from training at his family's property in Echuca.

The School community wish St Michael's a Happy 125th Birthday.

The Crest Issue 3 2020

|

15

K-6 Online Learning Thus far, 2020 has presented us with unprecedented challenges, uncertainties as well as opportunities as educators and as human beings. When shifting to online learning we needed to ensure that the program we developed in our Junior Years was true to our beliefs and values about teaching, learning and caring. The Reggio Emilia educational approach is at the heart of our program in the Junior Years. Thus, when reframing our learning program to an online digital environment we did so based on our image of the child, as a strong, capable, curious and creative individual. We sought to ensure that the assisted remote learning program enabled our students to be active rather than passive participants, creators as well as consumers of learning, that they had opportunities to exercise voice and choice (over aspects of their learning), and finally that they had multiple opportunities to connect formally and informally with their teachers and peers.

The digital platforms and tools that are at our fingertips have become more pivotal than ever before. In Prep to Year 6, SeeSaw has been utilised as our learning exchange tool. Seesaw has created a powerful learning loop between students, teachers and families. It has also been an amazing platform for teachers to provide valuable, individualised feedback to students about their learning. MS Teams has allowed opportunities for real-time connections between teachers and students across year levels and between the School and families. These have included morning meetings, social catch-ups, targeted teaching and sharing of learning, as well as weekly individual family ‘Navigator’ consultations.

For Kindergarten to Year 6, SchoL, our Learning Management System, has been utilised to share our learning and daily learning plan. In Kindergarten, the educators have utilised SchoL to engage and connect with the children and their families during the remote learning periods. This also featured a combined ‘Daily Blog’ where all members of our community could share documentation of the children engaged in their 16

|

The Crest Issue 3 2020

learning. Educators were thus enabled to provide targeted feedback for growth and celebrate each child’s journey throughout the remote learning periods. The children’s wonderings were included in our ongoing projects and investigations, ensuring a strong sense of collaboration whilst making the children's learning visible.

One of the strengths of the St Michael’s community is our focus on developing strong, respectful relationships based on shared values. When designing our remote learning program, SchoL-AR, we established multiple opportunities for students to connect with their peers, across classes and across year levels. Morning meetings and social check-ins allowed students to connect on a formal and informal basis.

Our Community Connections and PERMAH programs offered multiple opportunities for students, staff and families to connect through shared experiences designed to promote health and wellbeing. Experiences such as live cooking classes, photo competitions, community and environmental initiatives, music performances, fitness classes, games, story-time and clubs featured as ways to continue to build and strengthen connections and a sense of belonging in and across the Junior and Senior Years.

Our Student Leaders have played an integral role in these programs, leading by example and initiating many creative and child-centred activities designed to provoke joy. Our educators supported our youngest children and developing adolescents to understand what is happening in their world and the role we can all play in working together for a safe and positive future.

This has included developmentally appropriate hygiene rituals, including the ‘hand-washing song’, and proactive strategies for developing and maintaining a positive growth mindset. To that end, our Prep to Year 6 Assemblies have focussed on ways we, as contributing citizens, can express gratitude and kindness within our School, family and wider communities.

Emma Phillips, Director (3-6)

The Crest Issue 3 2020

|

17

18

|

The Crest Issue 3 2020

Sisyphus (1548–49) by Titian, Prado Museum, Madrid, Spain.

F E AT U R E

A SPECIAL COVID REFLECTION FROM THE DEPUTY HEAD OF THE SCHOOL

Navigating Change in this Year of Wonders When I was a schoolboy, one tale that wholly captured my imagination was that of Sir Isaac Newton retreating to the family farm to escape the Great Plague and embarking upon a prolific sequence of projects, reflecting on the construct of the universe and, amongst other things, inventing the mathematics of calculus. Whilst this effort puts my own isolation projects of sourdough and gimlets to shame, I notice, however, that he shares common ground with many admirable people around me who are also experimenting and experiencing breakthroughs, precipitated under crisis. So, in the face of this terrible pandemic, and the losses inflicted, we are nevertheless witnessing some extraordinarily creative and resilient responses across the globe, marking another Annus Mirabilis, or Year of Wonders.

Newton also investigated the phenomena of inertia, whereby matter continues in its existing state unless acted on by an external force. As individuals we have our own tendency to inertia, not just the physical kind described by Newton, but also psychological. For most of us, it takes some form of crisis, such as a health or financial scare, to jolt us out of our daily routines. Usually it is accompanied by a fresh perspective, reappraising how we are holding to our values, and the formulation of new expectations and directions. And so we remain until the next shock. At a systems or societal level, economics coined the term ‘exogenous shock’ to describe the resultant paradigmatic shift - a new normal.

One of the reasons for our inertia is a typical human folly, a failure to lock in place the gains we make. When the pressure is off, we tend to take the status quo for granted, and if we do decide on a change, say at New Year, we allow these gains to peter out over time. Whether it be something as simple as a morning workout or as complex as adopting a new business model, when it comes to establishing new habits or routines on our own, the adage is true “old habits die hard”. The ancients recognised this aspect of the human condition and embodied it in the myth of the king Sisyphus, who was condemned by Zeus to forever push a huge boulder uphill only to have it roll back again once nearing the crest.

Although, described by Homer as "the most cunning of men"

I think Sisyphus would have benefited from a lesson or two in continuous improvement.

Improvement science is about making many small intentional and purposeful shifts in the right direction – but importantly it means creating and locking in some standards – a ‘chock’ if you will. A chock is a small triangular wedge you put under a wheel to stop it rolling backwards. In 2018, the Head of the School introduced the team to the PDSA framework, at the centre of the improvement science framework. We used this cycle to evolve the St Michael’s SchoL-AR Online Learning Program in response to the need for remote learning because of the pandemic. The PDSA Framework: Plan – Do – Study – Act allows for the rapid prototyping of pilot programs, with mechanisms for feedback, and an expectation of organisational agility to quickly change direction. The evidence gathered from the Do and Study or Check phase, inform the improvements made in the Act or Adjust phase.

And as this iterative process continues, standards are applied, and new norms established which ‘chock’ the whole system in place before taking stock and again advancing.

Nimble leadership is required here. The model of leaders at the pinnacle filtering plans to the coalface is inadequate.

St Michael’s acted early in inverting the leadership triangle, so that management at all levels could be truly responsive to the needs of the community at a time of stress.

The School Leadership Team was restructured accordingly – a COVID-19 Leadership Team, led by the Head of the School, and an Online Learning Steering Committee, led by the Associate Head Teaching and Learning, were formed at the outset of the crisis, to augment the capacity of the School Executive and the School Board. Membership of these teams extended beyond the traditional base of executive participants, to include representatives from Years K to 12, the Director of Sport, the Director of Performing Arts, the Risk and Compliance Manager, and the Health Services Manager.

This extended reach across K to 12 created a truly aligned and holistic response from the School to support the learning continuity of all our students.

The Crest Issue 3 2020

|

19

The PDSA Cycle used to evolve the SchoL-AR Online Learning.

Adapted from Moen, Nolan & Provost, 2012.

ACT

PLAN

STUDY

DO

RD NDA STA

ACT

PLAN

STUDY

DO

RD NDA A T S

n ck i s lo ts d r en nda Sta provem im

Learning and Improvement

t

Nex

n

atio r e t I

Time The same distributed leadership model is also required for the wellbeing of students. With an enrolment exceeding 1,200 students, each with their own unique persona and needs, the challenge was to ensure that no student went under the radar. The traditional structure of pastoral care and wellbeing in most schools relies on a tutor having direct responsibility for the general welfare of their homeroom students. This can be done effectively daily, by eyeballing and conversing with students in the homeroom. In the new environment of remote learning this became a Herculean task for the tutors, with the inherent risk of students disengaging or suffering from inertia.

In response to this challenge, with responsibility for wellbeing across K to 12, I designed the overarching framework for St Michael’s innovative SchoL-AR Online Learning Program, to negate social distancing by privileging connections and engagement through weekly family conferencing, class, sports, music, clubs and wellbeing.

The SchoL-AR Program deliberately uses the term physical distancing instead of social distancing because, at our core, humans are social beings and collaborative engagement between peers, parents and teachers is fundamental to the success of any learning community.

To further connection, the School’s sport, music lessons and student led co-curricular clubs were maintained in an extended and aligned lunch so that all students, primary and secondary, could participate. Families were also provided with an opportunity, each morning and afternoon, to come together in health, fitness and spiritual wellbeing exercises including yoga, boxing, home workouts, jazz ballet, hip-hop, and prayer and gratitude sessions – delivered by qualified professionals.

The key to ensuring continuous improvement in the SchoLAR Program, both at the student and School level, lay in the 20

|

The Crest Issue 3 2020

role of ‘Navigators’, a new role introduced for the duration of the Program. Navigators sit one below that of Tutor in the School’s Wellbeing Triage process. By engaging all teaching staff and select education support staff from the Head of the School down, the School’s reach was extended to ensure every child was individually mentored. Every student, and their parents or guardians, were able to conference weekly, focussing on the student's progress through the SchoL-AR Program.

The monitoring of progress includes staff, parent and students accessing a newly created online wellbeing dashboard with representations of personal engagement ratings for each subject by the students, effort, behaviour, attendance, punctuality, and academic progress data by staff, together with all records of communication and additional learning needs. For students, potentially at risk away from School, an R U OK? feature was added which, when activated by a student, prompted a pastoral carer to quickly be in contact and the School Psychologist alerted.

In considering the continuous improvement aspect of the role, the dispositions required for the role were decided as: Partnership People – Each Navigator mentors 8 students.

They meet weekly on MS Teams with each student and their guardian/parent to check on progress and identify issues.

They make a record of communication about the meeting, and partner with relevant staff according to the School’s Triage model for academic, social, emotional, and other supports.

Problem Solving People – Navigators use the data available from past Records of Communication, Additional Learning Needs notes, the Student Wellbeing Dashboard, and conversations with Teachers, Tutors and Heads of Houses, to identify issues and necessary actions for resolving them.

“ St Michael’s acted early in inverting the leadership triangle, so that management at all levels could be truly responsive to the needs of the community at a time of stress.”

Heart-dominant People – Navigators have the needs of each child paramount in their actions and decision making, and truly attend to the wellbeing, engagement, and learning success of each of their students.

Coaching People – Navigators guide each student by identifying relevant goals, issues and actions. They engage in a series of discussions framed by Harvard Zero Project’s Compass Points thinking tool but adapted for the purpose of exploring what’s working well, not so well, what support is needed, and what next steps are required to make progress.

Whilst Newton retreated to his farm, our enforced retreat to our own houses, has resulted in an opportunity for personal growth and discovery. No one is doubting the wretchedness of this pandemic, but the forces it has unleashed in its wake, have impacted our collective inertia, and in turn, we have countered with an equal and opposite reaction of creativity, and a different reckoning on how we learn, teach, and care for ourselves and each other. Our SchoL-AR Program, and the broader response of the St Michael’s school community, has shown us the best of humanity - how truly resilient we are, children and adults alike, and that we are all capable of so much more than we may have ever first imagined.

Mr Gerard Houlihan, Deputy Head of the School

COACHING PEOPLE Navigators guide each student by surfacing relevant goals, issues and actions: E – What are you Enthused about?

W – Is there anything you are Worried about?

S – How can the School Support you?

N – What are the Next Steps?

Authors note: After an immensely positive response to infographics I shared with my educator peers on social media about this, the SchoL-AR Program was amongst a select few school programs published by A School for Tomorrow’s in their ‘Continuous Learning Toolkits’. www.aschoolfortomorrow.com/toolkits-1 Adapted from Houlihan, G. (2021). Navigating Change in This Year of Wonders. International Studies in Educational Administration Volume, 49 (1), 43-49. http://cceam.net/ publications/isea/

With the guidance of the Navigators and the support of the School and their families, our students can emulate the PDSA Framework: Plan, Do, Study, Act. They consider their circumstances, set realistic goals, undertake the business of the week, analysing the results in rich discussions and data, and act to lock in standards or adjust their course.

The consequential growth I have witnessed in my own Navigator students, especially in terms of developing their resilience and habits of mind, is inspiring. There has been a discernible shift in their ability to focus and maintain attention, in autonomy and personal accountability, and in their ability to garner insights into, and articulate, their own needs regarding their fitness and health, positive emotions, engagement, maintaining relationships, searching for meaning, and finally in their accomplishments. They know that life is not always easy, that they will have to shoulder their share of life’s boulders. But I must say, with what education provides them today, they are already far in advance of poor old Sisyphus.

The Crest Issue 3 2020

|

21

Our Story From humble beginnings in 1895, St Michael’s Grammar School has grown to become a progressive, coeducational K–12 school respected for its exceptional education and wellbeing programs. The values and traditions imbued by the Sisters of the Church, who established the School, continue to guide the St Michael's and its holistic approach to education.

1892

1897

1906

1909

1914

Sisters arrive in Hobart

School expands to Secondary education

School becomes The Collegiate School for Girls

Bishop’s Hall built, now the Chapel

School uniform is introduced in colours of crimson and white

22

|

The Church of England Day School established at Marlton House

1895 The Crest Issue 3 2020

First boarders are admitted

Full registration as sub-primary, primary and secondary school ‘School 818’ registered

School song is composed and published

1905

1908

1914

ORIGINS Emily Ayckbowm, the eldest daughter of a clergyman, was an active member of her father’s parish in Chester, England.

After the death of her sister and father, Emily, who was welleducated, financially independent and with a strong sense of social justice, decided to establish the Church Extension Association (CEA) to help spread free churches among poor parishes. The CEA quickly attracted supporters which allowed Emily to expand activities beyond free churches to support Sunday Schools and missions for the poor.

In 1870, Emily founded the Anglo-Catholic Community of the Sisters of the Church and shortly after, proclaimed herself Reverend Mother.

The Sisters, focused on the religious and secular education of the disadvantaged, initially established primary schools and then secondary schools for girls. By 1890, the Community had more than ten schools and more than 7000 students.

It was not long before requests came to the Community from clergymen in the colonies, including Australia, pleading for the Sisters to work in schools abroad.

Reverend Mother eagerly responded and in August 1892, 15 members and associates of the Community set sail for Australia. The expedition was funded in part by Sister Faith who donated her ‘significant’ inheritance and an associate Mary Lang, who also travelled to Australia.

A SCHOOL OF THEIR OWN Soon after their arrival in Hobart, several Sisters travelled to Melbourne with some then departing for Adelaide.

The remaining Sisters investigated the nature of Schools in the east of Melbourne and learned that a ‘middle school’ would be most welcome. However, it was concluded that there was a greater need for the Community in Sydney than in Melbourne and two Sisters, Bridget and Rose set off for Sydney.

Sister Rose returned to Melbourne fifteen months later and the Sisters established a second-hand depot to assist the needy and promote the Community. After some delays, in 1894 the Department of Public Instruction granted them approval to provide religious instruction in state schools.

Hopes for a school of their own had not diminished and the Sisters looked for a suitable location, eventually settling on a rambling old house in Marlton Crescent, St Kilda. The Sisters first leased the property in 1895 and established the Church of England Day School, an advanced primary school, with Sister Rose as Headmistress. In 1896, the Sisters negotiated the purchase of Marlton House using a donated inheritance from Sister Bridget, giving the School a permanent home.

The CEA adopted as its patron St Michael – the warrior saint, and Pro Ecclesia Dei, ‘For the Church of God’ as its motto.

It remains St Michael’s motto and is preeminent on the School crest.

1916

1918

1922

1930

1932

First Scholarship offered

School becomes St Michael’s Church of England Girl’s Grammar School

House System introduced with 4 Houses – Hughes, Kilburn, Mitre and Sarum

First School Orchestra formed

Much loved Sister Bridget retires to Wandin

First Sports Day held

The Mothers’ Committee is established

The Fathers’ Committee is formed

State of the art Science Laboratory built

1917

1920

1923

1931 The Crest Issue 3 2020

|

23

A SENSE OF PLACE St Michael’s has always had strong links with the local St Kilda community. Through the second-hand depot and their early pastoral work, the Sisters had developed good relationships with local businesses and the majority of students were drawn from the ‘shop and clerk population of the neighbourhood’.

The Sisters received early encouragement and support from the Vicar of All Saints on Chapel Street. Since that time, almost every important milestone in the School’s history has been celebrated in some way at All Saints Church.

Over the years the School increased its presence along Marlton Crescent, Chapel Street and Redan Street. This

has resulted in the acquisition of a number of historically significant buildings: St George’s Church, Frank Woods House, Hewison House and Elmwood, in addition to Marlton House.

St Michael’s continues to care for these buildings, mindful of their place in the rich history of the region.

While the School has largely been contained, as it is today, within the borders of Chapel Street, Cintra Avenue, Marlton Crescent, Crimea Street and Redan Street, on occasion it has temporarily expanded to other locations. A large house on Barkly Street briefly became a junior boarding house and, from 1930 to 1935, the Sisters operated a junior school at ‘Oberwyl’ in Burnett Street. The Sisters' retreat, Wandin, in the Dandenong Ranges, was also used by the School. All of these properties were subsequently sold.

1936

1942

1952

1956

1965

Miss May Vicars Foote becomes first lay Headmistress

School occupied by Australian Electrical Mechanical Engineers; boarders evacuated

New Library opened

St Michael’s student Faith Leech wins a Gold medal in 100mtr freestyle relay at the Melbourne Olympics

Ms Wilks appointed Headmistress on death of Mrs Benson.

24

|

School purchases 2 new houses, to be called St Agnes and St Faith for boarders

1937 The Crest Issue 3 2020

Golden Jubilee Celebrations

School Choir broadcast on 3DB as a famous Victorian Choir

Sister Scholastica becomes Principal, Mrs Benson appointed as Headmistress

1945

1954

1963

CHANGE Just two years after the Church of England Day School was established as a primary school, matriculation classes were introduced. The School achieved full registration as a subprimary, primary and secondary school in 1908. By that time, the School was also operating a Boarding School for girls from rural areas.

Miss May Vicars Foote, a former pupil at the School was employed as the only registered secondary teacher in 1907 and she was eventually invited to ‘share in the government of the School’ in 1937 and became known as Headmistress.

In 1944, the Sisters employed the first male teacher at the School.

Arguably the biggest changes in the School’s history took place from the 1970s. In 1972, the Sister’s invited suitable people to form a Council to govern the School and by 1974 the Sisters announced their intention to withdraw completely, which occurred in 1975.

The Sisters introduced the idea of St Michael’s becoming coeducational and after considerable research and canvassing of different options, boys were admitted up to Grade 4. In 1977, Council approved the introduction of co-education in the Senior School with the School to become fully co-educational by 1984. In 1980, the new Headmaster, Tony Hewison, pushed for the more or less immediate introduction of co-education and the Council agreed.

Today, co-education underpins one of the most important aspects of the School, its focus on a holistic approach to education.

Without the shared experience of co-education this would be hard to achieve.

CREATIVITY St Michael’s has long been considered a creative school and while the School’s reputation in the performing arts is well justified, its creative approach extends more broadly.

St Michael’s co-curricular programs also encourage creativity.

They span a vast range of activities from international choir tours to cultural and language immersions to a CASE Space School.

The Visual Arts has also long been a part of St Michael’s.

From the earliest of times the Art teachers were regarded as especially dedicated. Acclaimed Australian artist Joy Hester was a St Michael’s student as well as Anne Joliffe, Australia’s first female animator, who went on to create animated cartoons for The Beatles.

Of course, the Performing Arts has been part of the School since it began. The Sisters purchased a piano within the first month of operations and the first concert was staged in November 1895. Dance classes were offered as early as 1898. Performances became virtually an annual fixture, and on many occasions, they were used for fundraising purposes. The School Orchestra gave its first performance in 1930 and the famed Bicycle and the Village Fantasy was staged in 1948.

In 1954 a performance by St Michael’s Choir was broadcast on 3DB as part of a series on famous Victorian Choirs.

The first drama teacher, Mr James Roberts, was appointed in 1981. In 2001, St Michael’s was the first school to stage a production at Melbourne’s Athenaeum Theatre with a performance of Les Misérables involving a cast of more than 140. Not surprisingly, many Old Michaelians have forged successful careers in the Performing Arts.

1967

1974

1977

1978

1980

Sister Scholastica leads the fundraising campaign, ‘Give for the Love of Mike’ to build a new Senior School building, the Quad.

Sisters announce their intention to withdraw from the School

Coeducation begins in the Junior School

First year there are no Sisters resident at the School

Co-education is extended to all year levels

First School Council established chaired by Archdeacon Stanley Moss

1972

Boarding House closes

School becomes St Michael’s Grammar School – an Anglican School for girls and boys

Mr Hewison commences as Headmaster

1975

1977

1980 The Crest Issue 3 2020

|

25

INNOVATION St Michael’s was an early adopter of the practice of teaching the ‘whole child’, an approach that has continued to the present day.

From the early 1900s, the Sisters embraced the importance of sport and healthy living and encouraged the girls to participate in a variety of sports, which they did with vigour.

Compulsory sport was introduced in the 1980s along with a comprehensive Outdoor Education Program, a program which many other schools have subsequently adopted. Sport remains an important part of life at St Michael’s.

In 1910, the Sisters introduced Typing and Shorthand courses, which at the time were considered ‘ultra-modern’. This was followed in 1914 with the introduction of Bookkeeping (Accounting) as part of a comprehensive commercial class.

After a call for a greater emphasis on the teaching of Science in 1914, Botany and Physiology were introduced at a Senior level and, in 1931, the School celebrated the opening of a fully equipped purpose-built Science laboratory, which was the envy of other schools.

St Michael’s was also quick to incorporate information technology into its teaching and learning. A Computer Club was founded in 1981, and in 1983 the School installed a Computer Laboratory. In 1994, the whole School connected to the Internet, the first school in Australia to do so via Ednet.

In the early 2000s, St Michael’s began to introduce the Reggio Emelia approach and, from 2002, it became a key part of learning in the K-6 area of the School. As part of this approach, the Allan Pizzey Building was designed by first asking K-6 students to describe their ‘dream school’. The building subsequently won a number of design awards.

COMMUNITY From its foundation, St Michael's participated in activities within the local community and took part in major civic occasions. The School hosted performances in St Kilda Town Hall as early as 1898 and took part in a combined physical education display at The Royal Exhibition Building in 1915.

When Queen Elizabeth II visited Australia in 1954, St Michael's students enthusiastically participated in the official welcome at the MCG. St Michael’s students continue to participate in major Melbourne events including Student Leaders proudly carrying the banner of the 14/32nd Battalion in the annual Anzac Day March through the streets of Melbourne.

The School also sought to develop a strong sense of community among its students (current and past), parents and staff. The St Michael's Old Girls Club was formed in 1911, the first Mothers' Committee in 1920 and the Fathers' Committee in 1923. All three associations were involved in helping the School to raise funds and played an important role in school activities as their successors do now.

A House system was introduced in 1922 and within the School, it provides a strong community focus for students throughout their time at St Michael's. The Junior School has four houses – Cintra, Marlton, Moss and Woods and in the Senior School – Breen, Hughes, Kilburn, Mitre and Sarum.

1984

1986

1993

1994

2000

School enrolment reaches 1100 with equal gender distribution for the first time

School buys 25 and 27 Chapel Street, Hewison House and Elmwood

Early Childhood Centre established

First international exchange

Mr Simon Gipson becomes Head of the School

26

|

A Junior School House system is established with Cintra, Marlton, Moss and Woods

Breen becomes the fifth House in the Senior School named in honour of Dame Marie Breen

School logs on to the internet for the first time

School celebrates its Centenary

1985

1987

1994

1995

The Crest Issue 3 2020

A hallmark of St Michael's spirit has been the way in which the whole School community has worked together to support those in need. In the early years, annual fetes and activities raised funds for School improvements and external causes.

In 1918, the girls competing in the Sports Day donated all their prize money to the Patriotic Fund while in 1934, in the depths of the Great Depression, the girls worked with the Brotherhood of St Lawrence to raise money for unemployed and homeless men.

The student-led Merry Month of May, where students undertake fundraising throughout the month for community causes is now a highlight of the year. Community Action Days are also held across the year to focus attention on social issues with associated fundraising. Staff are strong supporters of these and also undertake their own activities with the Sacred Heart Mission being a regular recipient of volunteer hours and donated funds.

FUTURE In our 125th Anniversary Year, the School released a new Strategic Direction: Towards 2030. This places students at the heart of a learning ecosystem designed to cultivate strong foundations in key areas of learning, creative and flexible problem-solving, independent thinking, effective collaboration and collective wellbeing.

Very early in the School’s history, Sister Rose established a Dog Shelter, which was the subject of extensive coverage in local newspapers. When a more formal Lost Dogs Home was opened by Lady Denman in North Melbourne in 1913, the pioneering work of Sister Rose was acknowledged.

At St Michael’s, powerful, transformative learning happens when creative, inquiring minds are learning from, with and for the world. Learning from an expert and passionate community of adults, the rapport between students and staff at St Michael’s is grounded in deep care and compassion, mutual respect, the lively exchange of ideas and an appreciation for the unique talents of each individual.

At the core of our strong, inclusive community are four values; Dignity, Respect, Care and Compassion. Our decisions are guided by these values and are expressed in our Respectful Community Code of Conduct. Engaging with and respecting a diverse range of perspectives is a central principle of our inclusive community and a vital component of our teaching and learning focus.

A St Michael’s education can be expressed in the diversity, creativity and community spirit of our graduates, who leave with the determination to follow their passions, the confidence to lead in their fields of endeavour, and the wisdom to live balanced and meaningful lives inspired by a commitment to making the world a better place.

2000

2006

2015

2016

2019

First Great Barrier Reef Immersion

First reunion of OMs from 1923 - 1959

The School leadership and operating model is restructured as a K-12 School

New Parent Community Association formed

Marlton House is refurbished

New School uniform launched – designed by fashion designer Jane Lamerton

Octavius Brown Kitchen Garden created

First Cambodia Immersion program

Mrs Terrie Jones becomes Head of the School

2005

2014

2015

2018 The Crest Issue 3 2020

|

27

ANZAC Day 2020 ANZAC Day is a day in our national calendar like no other.

We have commemorated ANZAC Day for more than one hundred years, from 25 April 1916 on the first anniversary of the Gallipoli landing, and it has always been a time for people from all walks of life to come together.

While our School has long held an ANZAC Day ceremony, since 2004 these ceremonies, and our involvement in the ANZAC Day March, have become even more meaningful.

In 2004, St Michael’s formalised its relationship with the 14th/32nd Australian Infantry Battalion AIF Association and became the custodian of the Battalion’s regimental banner.

In accepting that honour, we undertook to provide standard bearers to carry the banner in ANZAC Day Marches in

28

|

The Crest Issue 3 2020

perpetuity. It has since become a tradition at the School that our School Leaders carry the banner, and we take great pride in knowing that through our students the Battalion continues to take its place in the ANZAC Day March.

Sadly, this year there was no ANZAC Day March, but people across Australia came together in spirit to find innovative ways to pause and remember serving men and women whose sacrifices secured the freedoms of so many and whose efforts have striven to bring peace to the world.

At St Michael’s, our staff and students worked hard to engender that spirit of togetherness, producing a special video commemorating ANZAC Day and the School’s long association with the 14/32 Battalion.

Vale Mr George King It is with great sadness that the St Michael’s Grammar School community mourns the death of Mr Albert (George) King, who passed away on Saturday 18 April 2020 at the age of 98. Mr King was the last Secretary of the 14th/32nd Australian Infantry Battalion AIF Association and he had become a good friend of the School through our strong links with that Association. The School flag was flown at half-mast in Mr King’s honour.

Since 2004, St Michael’s has been custodian of the 14th/32nd Battalion’s regimental banner and in accepting that honour we undertook to provide standard bearers to carry the banner in ANZAC Day Marches in perpetuity. It has since become a tradition at the School and Mr King was very proud that the Battalion would continue to take its place in the Anzac Day March through the participation of St Michael’s students.

Although he was not able to visit the School, Mr King remained keenly interested in the School’s activities and, with the help of his sons Geoffrey and Ronald, he continued to be well informed about the recipients of the 14th/32nd Battalion AIF Award for Courage and Fortitude, the gift of the 14th/32nd Australian Infantry Battalion AIF Association to the School. This award was established initially by Mr Keith Bilney and Mr Basil Smith on behalf of the Association and first presented in 2005.

Mr King was generous in sharing information about his experiences and keen to preserve the history of the 14th/32nd

Battalion. He was a lively raconteur with a good memory and it was always educational to listen to his recollections of his time in New Guinea during the Second World War. Born in Williamstown, Mr King lived his whole life there, apart from his war service, becoming a highly respected member of the community. He was actively involved in Legacy and with Rotary and was a member of the Robbie Burns Phoenix Lodge. Happily married to his wife Marjorie for 67 years, as a couple they were much loved members of the Parish of St John’s Anglican Church in Footscray. Mr King served as both Vestry Treasurer and Church Warden.

The King family are a close and loving family and after the death of his wife Marjorie in 2012, Mr King took great comfort in the support of his three sons, Ronald, Geoffrey and Kenneth, and Kenneth’s wife Julia and their children and grandchildren.

Mr King’s name has been added to the St Michael’s Memory Book, so that he will be remembered in our prayers at Eucharist Services held in the School’s Chapel of St Michael and All Angels on the anniversary of his passing each year.

We offer our heartfelt condolences to Mr King’s family. Our thoughts are with you.

Lest We Forget.

The Crest Issue 3 2020

|

29

Introducing Stories from the Crest How do you determine the path to take in life, and what are the key decisions you have made or opportunities you have jumped at that have shaped who you are today?

Introducing Stories from the Crest, the new podcast series, that shares the stories of Old Michaelians from across the history of the School, created by TV producer, Claudia Nankervis (OM 2012), and emerging filmmaker, Fraser Pemberton (OM 2011). Fraser and Claudia explore the lives of Old Michaelians who share a common link through their school, but who have very different stories to tell.

Each episode features one or two inspiring Old Michaelians.

Our special guests are diverse in age, gender and fields of endeavour, capturing the rich and varied contributions our alumni make to the world beyond the School.

The name of the podcast reflects both the much revered School emblem, and the pinnacle of achievement each alumnus has reached. Through this podcast series, we can also reflect on the crest of life as a vantage point from which to see clearly the impact of one’s education and formative experiences.

It is our hope that the thoughtful, witty and wise reflections of these Old Michaelians will provide our current and former students, staff, parents and members of the wider community with insights and perspectives to inspire them into the future.

Our first series features the stories of Winter Olympian Brodie Summers (OM 2011), the first female chief medical officer in the Commonwealth Department of Health and Family Services Judith Whitworth (OM 1961), Hollywood film director Patrick Hughes (OM 1996), and AFLW star Izzy Huntington (OM 2017), just to name a few.

In the first episode, you can hear from disability advocate Mandy McCracken (OM 1991) and award-winning cinematographer Max Walter (OM 2012).

30

|

The Crest Issue 3 2020

Stories from the Crest is available on Apple Podcasts, Spotify, and most other popular podcast applications. New episodes are published every fortnight during school Term time for a limited series of episodes.

We encourage you to join Claudia and Fraser as they discover the unique (and sometimes challenging) stories of our inspiring Old Michaelians.

We would also like to specially thank current Year 12 students James and Jordan who wrote and recorded the wonderful music you hear throughout each episode.

Learn more about our fabulous hosts and creators of the podcast below: FRASER PEMBERTON (OM 2011) Fraser is a local Melbourne filmmaker who works primarily as a writer, director, and cinematographer. He loves to explore distinctly Australian stories that retain fundamentally human concerns, addressing the themes of time, memory, and loss.

His most recent film Hourglass has been the recipient of over 10 festival selections and won Best International Student Short at the Glendale International Film Festival in 2018. He is currently completing his master’s degree in Narrative Film at the Victorian College of the Arts and is a co-founder of production company Dogmilk Films.

CLAUDIA NANKERVIS (OM 2012) Claudia is an emerging producer with an impressive list of credits in film, television, radio and podcasts, including Production Assistant on Rockwiz for SBS and Assistant Television Producer at the Melbourne International Comedy Festival. Claudia has worked at production company Gristmill as production runner, executive assistant and is now producing several projects in development.

COMMUNITY CONNECTIONS

St Michael’s Parent Community Association – Fostering a vibrant St Michael’s community The Parent Community Association (PCA) has demonstrated a level of adaptability over the last few months, whilst remaining true to its purpose of nurturing a sense of belonging in the School community.

As the School community returned after the first phase of online learning, the PCA were able to mobilise quickly to arrange Second-hand Uniform Sales to help families prepare students' for their return. Demand for individual shopping appointment times was high and was acknowledged by Mark McGahan, PCA President; “it is a service that is clearly appreciated and needed given the response."

many years of volunteering. We are of course immensely appreciative of the work they have put in and acknowledge everything they have done for the School.

The election this year creates a wonderful opportunity for all parents to explore how they can become active members of this wonderful St Michael’s community association and to consider nominating for one of the many available roles including Year Level Representative.

Mark also explained: “We have taken our PCA General meetings virtual and have conducted our first online meeting.

Given the response and attendance, we will keep this going in some form as it allows for more parents and guardians to attend and stay informed of PCA and School business.”

The PCA were delighted to see that the Outdoor table tennis table, which was funded through the 2019 PCA Grants for $8,000, was delivered just in time for the students’ return to campus. This is a great example of a grant application put forward by a student, in this case Ned (9K), and supported by staff Andy Smith and Clinton Markwell and was approved on the basis that it will benefit all students from K-12.

Many School events have been cancelled or postponed and as Mark explained it has been no different for the PCA; “Unfortunately we have had to either cancel or postpone our events this year but we are hopeful to still hold Year Level Parent events, the Trivia Night, have an all Parent and Guardian luncheon and then finish the year with our Community Festival.”

An event that will be going ahead later this year is the PCA election, which is held every two years. The PCA Executive Committee comprises four Office Bearers: President, Vice President (Events and Programs), Vice President (Parent Representatives and Communications) and Treasurer. All these roles except for the Treasurer, will be decided by election for a two year term.

The office bearing positions of Treasurer and Leaders of the Parents Supporters of Second-hand Uniforms, Secondhand Books, the Arts, Events, Sport and Volunteers are then appointed by elected office bearers.

As their children are now entering their final years at St Michael’s, this year we will bid farewell to all four Office Bearers including Mark McGahan (President), Meredith Miles (VP Parent Representatives and Communication), Maria Pannozzo (VP Events and Programs), and Ruth Davis (Treasurer). Collectively, they have between them many,

Year Level Representatives have played an important role throughout the remote learning period by checking in with parents and offering support. Some have even held virtual coffee mornings online to ensure everyone has remained connected. Year Level Representatives were also instrumental in gathering expressions of thanks to be sent to St Michael’s teachers in appreciation of the enormous effort they have put in to implement the online learning program and the unwavering support they have provided to their students.

“I would like to highlight and commend all our Year Level Representatives for the work they have all done during the time off campus with staying connected with their respective year level groups and keeping our community engaged in some way” said Mark.

Mark also expressed his thanks to the entire parent community “for assisting the School in its implementation of the online learning platform and helping our children navigate a world none of us could have ever imagined or believed we would have to at the start of the year. What is always a juggle for parents anyway, trying to balance, work, family and children was made even more complicated, so I want to commend and thank you all. Stay safe and the PCA hopes to see you all again soon at one of our events once we are able to do so.”

The Crest Issue 3 2020

|

31

Celebrating our volunteers St Michael’s is greatly supported by volunteers from the School community who give their time and expertise to assist in many, varied ways. Volunteers play a valuable role in supporting student endeavours and we are grateful for their contributions.

We spoke to the four Executive members of the Parent Community Association (PCA), who between them have decades of volunteering experience with the School. Mark, Meredith, Maria and Ruth, we thank you for your contributions in building a sense of belonging within the School community.

If you would like to become involved, please contact community@stmichaels.vic.edu.au.

Meredith Miles Meredith has contributed significantly to the St Michael’s community over the past 18 years as a parent. Meredith’s eldest daughter Eleanor (OM 2017) began 3 Year Old Kindergarten in 2002, followed by Sophie (12H) in 2005.

Since the girls commenced at St Michael’s, Meredith has continually volunteered as a Year Level Representative, creating opportunities such as ‘speed dating’ coffee mornings for parents to come together and have the same great St Michael’s experience as their children.

Meredith was key in the formation of the new PCA in 2017. It was important to her that the PCA was inclusive, transparent, and became an integrated part of the School.

What Meredith loves about volunteering is that “you can do as little or as much as you want”.

She encourages all parents to get involved in volunteering opportunities.

“From cooking at a barbeque, to baking a cake for the PCA stall, reading in a classroom, or helping with costumes – we welcome all with open arms”.

“It’s all about giving back, getting the broader community involved, and getting people together”.

32

|

The Crest Issue 3 2020

Maria Pannozzo

Ruth Davis

Mark McGahan

Maria has been a strong part of the St Michael’s parent community for the past 14 years, since her children Jordan (12H) and Dahlia commenced at Margaret Thomas House.

Ruth has been volunteering with St Michael’s since her children Isabel and Piers (12S) started in the Junior Years at the School.

Mark, father of Max (12B) and Chloe (11H), has been volunteering with the School for many years.

The first time she toured St Michael’s, Maria knew “this is the place for our kids. The School was hands-on, creative, and was very different to all the other schools.”

Since then, Maria recalls “watching the School grow”, through changes such as the construction of the Alan Pizzey Building.

Maria consistently volunteered as a Year Level Representative before joining the PCA Executive.

Some highlights for Maria include organising the Gala Ball for the School’s 120th Anniversary in 2015, as well as the annual Twilight Festivals.

Maria enjoys the creative element of volunteering with the PCA. She loves working alongside students and staff to put an event together, then being able to “stand back and watch everyone enjoy it”.

“It’s about celebrating and giving back to the community. We are very much a community-oriented School and are fortunate to have the community we do”.

She has helped with Second-hand Uniform Sales, as a Year Level Representative, and most recently as Treasurer of the PCA. Ruth has been integral in the development of the PCA grant strategy which she diligently administers in her role as the PCA Treasurer to ensure the successful proposals put forward by parents, staff and students are fully financed by funds raised by the PCA. With Piers in Year 12 this year, Ruth credits the St Michael’s staff on “going above and beyond” to support the students through an uncertain time.

This year, Ruth has also been part of successfully adapting other School initiatives to ensure continuity under the current physical distancing restrictions, including the PCA Second-hand Uniform Sales.

Ruth enjoys volunteering as it allows her to meet new people and it creates a balance in her life. “It’s a change of scene from work and home, where you get to do things for other people”.

He volunteered as a Year Level Representative, before stepping into the roles of Vice President and President of the PCA over the past four years.

Mark’s achievements with the PCA include re-establishing events for Mother’s Day, Father’s Day and the Community Festival, as well as ensuring the continuity of the enormously popular Trivia Night.

The funds raised across these initiatives allowed the PCA to fund several proposals through the PCA Grant strategy. These include a new outdoor table tennis table, a digital embroidery machine, a pizza oven and a coffee cart, with which students can learn to make barista quality coffee.

Mark likes to be involved in the community and making long-lasting connections with other parents and staff.

“The St Michael’s community is unique.

It’s a very like minded parent group, welcoming and open.”

Mark is looking forward to his final year as a St Michael’s parent, after handing over the role of President following the next PCA Executive election later this year.

The Crest Issue 3 2020

|

33

Ongoing connections with our Old Michaelian Community Our vibrant community of Old Michaelians continues to provide valuable support to our students in their endeavours, participate in events, and nurture a sense of belonging within the wider School community.

Recently, students have been delighted to see the familiar faces of Old Michaelians who returned virtually to St Michael’s classes to share their knowledge and expertise with our students.

Daphne Keck (OM 2017) and Jasper Kloss (OM 2018) have been working with the Year 12 Literature students for the VCE unit on Literary Perspectives. Daphne and Jasper’s knowledge has been a valuable resource for the Year 12 students as they study Emile Zola’s The Ladies’ Paradise (Au Bonheurs des Dames). Also assisting with Literature, Ben Hughes (OM 2019) helped the Year 11 students by modelling his approach to passage analysis, a cornerstone of the Year 12 exam.

In Drama, Hunter Stanford (OM 2018) volunteered his time to help the Year 11 class, individually mentoring several students in creating a devised solo performance. Due to the lockdown restrictions preventing ensemble work, the students needed to tackle the challenging solo task earlier in the year than expected. Hunter’s expertise was greatly appreciated.

One Year 10 Humanities class was fortunate to speak virtually with Jan Gordon-Clark (OM 1952) about St Michael’s during the Second World War. The students were interested to hear Jan’s perspective on why men enlisted to serve in battle, the changing role of women as a result of the War, and the differing reactions to the dropping of the atomic bombs in Japan.

34

|

The Crest Issue 3 2020

Back on the St Michael’s campus, Cian Westall (OM 2017) has been working as a subcontractor theatre technician since he graduated in 2017. Cian has consistently provided technical support and expertise, lighting design for School productions, and has built theatre sets. Cian recently left the St Michael’s team for a new opportunity but continues to give his time when he can.

We also bid farewell to Jonathan Reece (OM 2008) from the St Michael’s staff. Almost ten years after Jonathan graduated from St Michael’s, he returned to the School in 2017 to take on the role of Marketing and Communications Manager. As an Old Michaelian, Jonathan had unique insight into developing innovative marketing and communications strategies in line with the School’s values and goals.

We would also like to acknowledge the Old Michaelians who presented awards at Speech Night late last year. Thanks to Ilana Miller (OM 1991), Assistant Commissioner at the Australian Tax Office, engineer Madeline Bedelis (OM 2008), cyclist Kristjan Snorrason (OM 1994), educator and author Diana Renner (OM 1990), and Jackie White, mother to Paul (OM 1988) and James White (OM 1989) for giving their time.

Our dedicated Old Michaelian Association Committee (OMAC) fulfils an important role in our School by representing our Old Michaelian community and providing opportunities for them to connect with the School and each other. If you are interested in learning more about the OMAC please contact oldmichaeliancommittee@stmichaels.vic.edu.au.

Beyond the School Gates St Michael’s students choose many different pathways when they finish school, remaining connected to one another through our vibrant Old Michaelian network.

It is with pleasure that we are able to share the stories of two Old Michaelians who have experienced unique journeys since leaving St Michael’s.

Theo Kipen (OM 2011)

Isabel Huntington (OM 2017)

Theo is a talented Game Developer who manages Not Dead Design, a Melbourne-based production company for educational games.

In 2017, Co-Captain of the School Isabel was selected by the Western Bulldogs as number one draft pick for the AFLW.

Theo studied Japanese at St Michael’s, and after finishing Year 12, he studied a Bachelor of Design (Games) at RMIT University with a vision of creating video games that teach language.

After graduating, Theo moved to Japan to work as an assistant language teacher in the Japan Exchange and Teaching Programme, an experience that broadened his perspective and improved his language skills.

Since then, Izzy has bounced back from multiple injuries and moved from the forward line into defence. She was one of five defenders to be named in the 2020 Team of the Year and became the Western Bulldogs’ first ever Rising Star award winner.

On top of her dazzling football career, Izzy is also completing a Bachelor of Science at the University of Melbourne, with the goal of working in medicine.

Upon his return to Melbourne, Theo founded Not Dead Design.

He saw a gap in the market for a high-quality Japanese language game and began working on Kana Quest. The aim of Kana Quest is to teach hiragana, one component of the Japanese writing system, in a fun and engaging way.

During the lockdown period, Izzy’s training commitments have helped her to maintain a balanced lifestyle. “I’m a big advocate for finding a balance to support your mental health.

To be able to get outdoors and do my program has been beneficial and a good outlet.”

In his design process, Theo recalled the way a good teacher interacts with their students. The game, like the teacher, can make learning fun, lets the student progress at their own pace, and challenges the student to understand why the topic is important. The result of this design philosophy was a game that involves solving fun, domino-style puzzles with Japanese letters.

More than her love of the game, what makes the AFLW special to Izzy is its societal and cultural impact. “I think we’ll be able to look back in 10 or 15 years’ time and see the significant impact in inviting women into the male-dominated world of sport”.

For students who are interested in game design, Theo’s advice is to “be curious about everything” and to have a plan.

“Let your passion and curiosity be your guide, even when it takes you to some very strange places.”

This year, as we saw online learning become the norm for our students, games like Kana Quest can provide a great opportunity for further education, outside of the classroom.

Izzy is spurred on by the encouragement she receives from young players who see her as a role model and star. “It’s very heart-warming when you receive letters from young girls and boys, and hear the things that they say at games. It shows their love of the game and just how much of an impact the AFLW is having”.

To any St Michael’s students looking to follow in Izzy’s footsteps, her advice is to “take every opportunity as it comes, follow your instincts, and if you love something, don’t let anyone tell you that you can’t do it”.

Connect with Old Michaelians on SMGS Generation, our exciting online platform designed to benefit students, past and present, by providing opportunities to link their learning to the career skills and experience of our extensive parent and Old Michaelian network. Find out more by signing up at smgsgeneration.com.

The Crest Issue 3 2020

|

35

Nurturing creative, inquiring minds Join us at our next Open Morning to see the School in action, talk to staff about our philosophy, programs, and curriculum, take a tour of the facilities, and meet with teachers and staff in a Q&A session to have your questions answered.

Register for the next Open Morning at www.stmichaels.vic.du.au/enrolments/open-morning-registration

CONTACT OUR STUDENT ENROLMENTS TEAM Phone +61 3 8530 3310 Email enrolments@stmichaels.vic.edu.au www.stmichaels.vic.edu.au/enrolments

36

|

The Crest Issue 3 2020

St Michael’s Grammar School 25 Chapel Street, St Kilda VIC 3182 Australia Telephone: +61 3 8530 3200 Facsimile: +61 3 9510 9392 community@stmichaels.vic.edu.au stmichaels.vic.edu.au CRICOS Provider 00345G

CONNECT WITH US