Issuu

Painting a Legacy: Old Michaelian Chris Watts on Capturing Terry Bux

Chris works in a distinctive, minimalist style, drawing inspiration from pop art and Andy Warhol bold blocks of colour, simplified features, striking contrast. It's a style that leaves little room to hide, which made capturing something as specific as Terry's expression a genuine challenge "It's pretty limiting," Chris explains "It's trying to find someone's features and stick to my simple style, so there's a bit of sketching, a bit of trial and error at the beginning"

For most students who passed through St Michael's gates over the last three decades, Terry Bux was more than a familiar face he was a fixture of the dailywalk to school, the man with the cheeky grin who was there for every crossing, every high five, every "good morning," for students from the littlest right through to the ones about to graduate.

Following Terry's passing, this Giving Day, the community is remembering that grin in a lasting way, captured on canvas

Old Michaelian Chris Watts (OM 2010) has painted a vibrant portrait of Terry in tribute, created especially to support the launch of the Terry Bux Scholarship, ensuring Terry's legacy of generosity continues within the school community.

A Familiar Face, Painted by One of His Own

Chris arrived at St Michael's in 2000,

"I remember him from being a little boy up until I finished school when I was eighteen," Chris says It's a relationship built on small, everyday kindnesses the kind that stick with you.

Chris recalls regularly detouring to the shops on his way to school just to bring something back for Terry, a tradition he remembers fondly: "He looks after us, you know we look after him."

The colour choices were just as deliberate. Chris wanted the portrait to be colourful, cheerful and upbeat a direct reflection of Terry's own personality "It's very colourful, it's very positive," he says of the finished piece, hoping it captures Terry in the way the school has always known him, and perhaps inspires a few students of their own artistic pursuits along the way

That instinct for colour traces back to his own time in the Visual Communication classroom at St Michael's, under teacher Mr Cork, who Chris credits as a lasting influence "He was always wanting to push me to be colourful don't always stay black and white," Chris recalls "I was encouraged to try different mediums, and that's stuck with me"

That connection endured well beyond graduation Terry attended Chris's ten-year reunion, an occasion Chris still remembers as a highlight: "I was fortunate enough to see Terry at my reunion, which was amazing"

So when the opportunity came to paint Terry for Giving Day, Chris didn't hesitate "Giving back to the school, and being asked to paint Terry that's easy," he says.

growing up alongside Terry at the school crossing

Chris pictured with painting of Terry, roughly 75% completed and at a reunion below

Doing Justice to Terry

For Chris, the stakes of the painting were personal. "As I was painting it some late nights I was thinking, wow, it's a bit surreal sometimes You know someone your whole life as a kid, and then you're the one painting them," he reflects

"Every stroke, every little detail I want to make sure I capture it perfectly, and that it gives Terry justice for everything he gave to the school."

Since leaving St Michael's, Chris has built a career as a graphic designer, musician and painter, and was recently selected as a finalist in this year's Archibald Prize for his portrait of Mitch Brown

His journey from the school's VisCom classroom to one of Australia's most prestigious art prizes is, in many ways, a testament to the same encouragement and mentorship that shaped his time at St Michael's the same spirit he now hopes to pass on through this painting.

Terry's portrait will be displayed near the library, a fitting spot for students to pause each day and remember the man who greeted them at the crossing for so many years

This Giving Day, the community is being asked to support the Terry Bux Scholarship, which will give a Year 9 student the chance to receive a St Michael's education they might not otherwise have access to

Over 50% of the way to our total goal

Chris Watts (L) and Mitch Brown (R)

The name draws directly on the values our community already knows well St Michael is a symbol of protection, justice, courage, faith, integrity and victory, qualities that have shaped this School since its founding.

The name is the result of twelve months of consultation across the St Michael's community. More than 200 students took part, with prefects and student leaders consulted directly on the direction and the shortlist Thirty Old Michaelians contributed, alongside staff and parents, a deliberate effort to hear from the people who have worn the school's colours across generations.

The Saints carries that same spirit onto the field, the court and the pool deck, giving our co-curricular sporting program an identity that is unmistakably ours.

More than a name, The Saints is a statement of how we play. It stands for integrity, courage and the drive to be our best, on and off the field It's about pursuing excellence through humility, respect and strength of character, playing with passion, supporting one another, and striving for success with honour and purpose.

Introducing The Saints: SMGS Sport's New Identity

This term, St Michael's sport has a new name and a new spirit to match it: The Saints.

I’ve been part of this school for 20 years, and in that time I’ve seen thousands of students proudly pull on our colours to compete. The Saints name reflects who we’ve always been as a school a community built on pride, excellence and belonging

It’s not a new idea; it’s the first time we’ve had a name that truly captures our identity. I’m proud to see that spirit carried onto the field, the court and the pool deck by the next generation of Saints

Geoffrey Ryan cup

Entry is free of charge

PCA BBQ, along with coffee, will be available.

Around the School

Donor Impact Launch

10-19 Years of Service presentation

5-9 Years of Service presentation

Congratulations Adam Lane (R) on 25 Years of Service

Years 3-6 House Athletics

ACS Athletics

The Writing Revolution: Strengthening Writing Across the Curriculum

In 2026, our school introduced The Writing Revolution (TWR), an evidence-based approach to teaching writing that explicitly builds students' skills in sentence structure, grammar, and clear expression.

Rather than treating grammar as a stand-alone subject, TWR embeds grammar instruction directly into everyday writing tasks This means students learn grammatical concepts in context, applying them meaningfully as they write, rather than practising rules in isolation The result is a more natural and lasting understanding of how language works

Building Confidence Across Text Types

TWR supports students in planning and writing across a range of text types, helping them develop both confidence and consistency in their writing Importantly, writing topics are drawn directly from our current Transdisciplinary Learning units, creating strong connections between what students are writing about and what they are learning across the curriculum.

Because TWR strategies are applied across all curriculum areas, not just in English lessons Students are given repeated opportunities to practise and refine their writing skills in authentic, subject-specific contexts This consistent, cross-curricular approach promotes deep learning, helping students strengthen their writing while deepening their understanding of the content itself.

Writing as a Tool for Organising Thinking

While TWR is often associated with sentence-level structure, its real strength lies in how it helps students organise their thinking before and during the writing process Rather than jumping straight from a blank page to a finished piece, students are taught to plan and build their ideas step by step. From notes, to sentences, to structured paragraphs, and finally to extended pieces of writing.

Structures like Single and Multiple Paragraph Outlines don't just support better writing; they give students a visible framework for organising complex ideas, which in turn strengthens comprehension and critical thinking across every subject.

Underpinning all of this is a consistent teaching approach modelling, then guided practice, then independent application so that students are never asked to produce polished writing without first seeing how strong thinking and structure come together.

Extending Students Through Enrichment

While TWR is often associated with sentence-level structure, its real strength lies in how it helps students organise their thinking before and during the writing process Rather than jumping straight from a blank page to a finished piece, students are taught to plan and build their ideas step by step From notes, to sentences, to structured paragraphs, and finally to extended pieces of writing

This scaffolded approach gives students the tools to clarify their thinking, explore relationships between ideas, and synthesise information, skills that matter as much in science and humanities as they do in English Structures like Single and Multiple Paragraph Outlines don't just support better writing; they give students a visible framework for organising complex ideas, which in turn strengthens comprehension and critical thinking across every subject.

Each year, St Michael's Grammar School's Years 7 – 12 annual dance production 'Dance Project' brings a flurry of excitement and anticipation of what is often a highlighted performance season, and Dance Project 2026: Unbound, is no exception.

With an impressive variety of styles presented throughout the evening, the dynamic, exciting and engaging program showcased the extraordinary talent and versatility of our St Michael's Grammar School dancers, keeping audiences captivated from beginning to end

The show opened with Unmasked, a vibrant jazz work by Manni Carella that took audiences on an energetic journey through musical eras, seamlessly transforming from the world of Andrew Lloyd Webber to the iconic sounds of Lady Gaga. As the dancers gradually 'unmasked' and explored their individual, authentic selves, the piece set the tone for an Unbound evening.

Contemporary works Ripples and Sliding Doors, choreographed by director of the showYvette Sauvage, highlighted the students' versatility and ability to transition into a softer, more fluid movement quality These thoughtful and expressive pieces showcased the dancers' artistry, control and emotional maturity

A striking contrast came with Anxiety by Jade Kempton, a punchy and hard-hitting hip hop work that challenged the performers both physically and emotionally The students rose to the occasion, delivering the choreography with commitment, precision and intensity

Throughout the performance, the students danced beautifully, demonstrating exceptional talent, dedication and professionalism The outstanding choreography from a range of industry professionals was executed with precision, complemented by the impressive visuals created byAdam Donaldson and lighting design by Billy (12M). A celebration of artistic excellence, the power and freedom of authenticity, Dance Project Unbound will certainly leave a lasting impression on all who attended.

Watch the Dance Project Wrap Up Video here

The evening concluded with Flourish, created by talented Dance Project alumni Rose Tainsh and Daisy Gillam Bursting with energy and excitement, the work provided the perfect finale, leaving audiences inspired and ready to dance in their seats

Liz L, Year 12 Mitre

As we concluded another remarkable term at St Michael's Grammar School, our 2026 Virtuoso Solo Performance Concert provided a fitting celebration of the extraordinary talent, dedication and artistry within our music community. Every accomplished performer can trace their success back to countless unseen moments: the extra rehearsal, the timely encouragement of a teacher, and the unwavering support of family and mentors.

Those moments came to life on stage as fourteen outstanding students - Soleil, River, Harry, Celeste, Archie, Riley, Sarah, Sam, Olivia, Holly, Lucas, Fred, Maisy and Alexander - shared performances that reflected years of commitment, growth and musical excellence

Congratulations to this year's Virtuoso recipients: Olivia (12S), awarded the Instrumental Virtuoso for her commanding performance of Concerto No 2 for Piano and Orchestra in C Minor, Op. 18: I. Moderato by Sergei Rachmaninov, and Maisy (11B), awarded the Vocal Virtuoso for her captivating performance of Girl in 14G by Jeanine Tesori and Dick Scanlan

A special congratulations also to Fred Fisher (11B), whose performance of Beastly byVulfpeck on bass guitar earned special recognition Our sincere thanks go to our distinguished adjudicators, Dr Kenji Fujimura and Ms Sally Bourne, whose expertise, generosity and thoughtful feedback made the evening even more meaningful for our students Kenji and Sally were both equally impressed by the exceptional musicianship, technical mastery and expressive artistry presented on stage

We also extend our heartfelt appreciation to Mr Tyler Hess and Ms Frances Walker, for continuing to cultivate a culture of excellence and inspire every young musician to strive for their personal best. It was an extraordinary evening that celebrated not only outstanding performances, but the enduring power of music to shape confident, creative and compassionate young people

Nominations are now open and closing 18 August 2026

Do you know an Old Michaelian who is making a meaningful difference in their community, profession, or the wider world? These awards recognise and celebrate outstanding Old Michaelians whose contributions are creating positive impact locally, nationally and globally

The Old Michaelian Contributing Citizen Awards Evening will be held on Thursday 29 October 2026, where we will celebrate the remarkable achievements of our award recipients

Nominate here

Virtuoso recipients collecting their awards

Understanding the Terry Bux Scholarship

This Giving Day, the St Michael's community is coming together to continue funding a scholarship in memory ofTerry Bux one designed to open doors for a student who might not otherwise have access to a St Michael's education.

Terry Bux served as St Michael's school crossing supervisor for 33 years, from 1991 until his passing in 2024 Dearly loved and remembered by three generations of St Michael's students, staff and families, his passing led to an outpouring of heartfelt reflection from the community and gave rise to a scholarship established entirely through community donations, honouring his commitment to the School's values of Dignity, Respect, Care and Compassion.

What does it fund?

The Terry Bux Scholarship provides 100% coverage of school fees, levies, an immersion experience and related expenses including uniforms, books and devices for a new Year 9 student, continuing through to the completion ofYear 12 It also includes full coverage of one interstate or international Immersion tour in Year 9 orYear 10, and ongoing mentorship with the Head of School throughout the recipient's time at St Michael's.

Who is it for?

The scholarship is reserved for a newYear 9 student who would otherwise be unable to attend St Michael's As a compulsory, means-tested award, it considers financial need, sound academic results, and a demonstrated commitment to community service and leadership reflecting the values Terry held dear during his 33 years at the School gate.

Why does it matter?

Every scholarship changes the trajectory of a young person's life and often their family's too This one carries something extra: it's a living tribute to a man who quietly showed up for the St Michael's community every single day for over three decades It's one of the most direct, tangible ways our community's generosity translates into real opportunity and real remembrance.

How is it funded?

Giving Day donations will directly fund the scholarship Scholarship applications are expected to open in August this year once we achieve our target of $800,000

Annual 2026 Staff Professional Dinner

Professor Judith Whitworth AC (OM 1961) is one of Australia's most distinguished medical researchers, internationally recognised for her groundbreaking work in kidney function and high blood pressure Her career includes serving as Australia's first female Chief Medical Officer and Director of the John Curtin School of Medical Research. Professor Judith Whitworth received the AC (Companion of the Order of Australia) in 2001 for her contributions to medical science, including research policy, medical research administration, and her studies on blood pressure and kidney function

With more than 500 scientific publications, Professor Whitworth has shaped medical research and policy in Australia and globally In 2025, she received an Old Michaelian Contributing Citizen Award recognising this impact Staff heard her reflect on her career and the lessons it holds for anyone committed to lifelong learning and service.

Professor Judith Whitworth pictured in red

Small Changes, Big Impacts

The Year 11 Student Conference provided an opportunity for our students to pause and take stock at the end of their first full semester of VCE, following the completion of the Semester 1 examinations

Students experienced a rich program during the 2 days, including a tour of the Monash Caulfield Campus, a lecturestyle address on the conference theme by a keynote speaker, and practical workshop options including exam reflection, study skills and job interview preparation from Old Michaelian Academic Coaches

Together with our other signature VCE Summit Series programs, including the Year 12 Retreat, 100 Days to Success, and Valedictory Programs, this year’s Small Changes, Big Impacts Conference will contribute to a cohesive VCE journey for our Class of 2027

Junior School Homework: Creating Consistency, Strengthening Learning

As part of our commitment to strengthening learning and home–school partnerships, St Michael's is introducing two changes to Junior School homework from Semester 2, 2026: an Oxford Mathematics homework textbook and a new St Michael's branded homework book

The Oxford Mathematics resource will be trialled across Years 1–6, chosen for its evidence-based approach to building fluency and consolidating classroom learning. Each topic offers three levels of difficulty, allowing teachers to set work suited to each student's point of need

Teachers will clearly communicate which pages to complete, and may supplement the textbook with additional or enrichment tasks Prep classrooms will trial selected Oxford resources differently, with students continuing to use an ageappropriate 'scrap' book for drawing, modelling and recording their thinking.

The St Michael's branded homework book will sit alongside this, containing each year level's homework policy, bookwork guidelines and expectations, plus space for English homework and mathematical working out

Together, these changes aim to bring greater consistency, visibility and clarity to homework across year levels, while ensuring it remains purposeful and achievable.

Families are encouraged to check the homework book regularly, set aside dedicated homework time, and support their child's independence and effort rather than providing answers

Feedback from families, students and staff during the trial will help guide our approach from 2027. Questions can be directed to your child's classroom teacher or relevant Director

Walk into Junior School Teacher

Sinead Corduff's Year Five classroom and you'll spot something on the wall that isn't decoration: fixed mindset phrases like "I'm just not a maths person" rewritten alongside their growth mindset counterparts. It's instruction hiding in plain sight.

For Sinead, how a child talks to themselves about Maths matters as much as any algorithm she teaches By upper primary, many children have already started writing a story about themselves and Maths one that gets harder to rewrite the longer it goes unchallenged

After sixteen years in Catholic primary education, Sinead was drawn to St Michael's by its willingness to hold both explicit instruction and open-ended problem solving together, rather than choosing one over the other Her classroom reflects that balance: consistent routines that free up mental energy for learning, mental strategies taught before the vertical method, and concrete materials that stay in play well into the upper years.

She's equally candid about her own journey, Maths felt like meaningless steps to follow until she learned to teach it, at which point understanding replaced procedure and passion followed. We've also introduced homework books for Maths across K-9, developed after working with the Maths Association of Victoria and Head of Faculty TommyAllott

The goal isn't just competence It's making sure students leave Junior School still curious, still confident, and convinced Maths belongs in their lives because, as Sinead puts it, the way Maths feels in Primary school shapes how it feels for years afterwards.

Part-Time 3-Year-Old Kindergarten has Arrived at Our ELC

Our Early Learning Centre now offers part-time enrolment in 3-Year-Old Kindergarten for the first time giving families more ways to be part of the SMGS ELC community from 2027.

What's changed

From 2027 families will now choose from a 3-day program (Mon–Wed), a 4-day program (Mon–Thu), or our existing full-time, 5-day program, all running 8:40am–3:15pm The 3-day and 4-day options run in the Floris Room, with full-time continuing in the Botanica Room.

Whywe made the change

It came straight from our families A survey of current ELC parents, backed up by conversations at Open Mornings throughout the year, told us the same thing: people love what we offer, and they want more flexibility in how they access it This change is a direct response to that feedback

What hasn't changed

Everything that makes our program what it is strong relationships with educators, a real sense of belonging, growing independence, and our Signature Programs continues across every attendance pattern, not just the full-time option Pre-Preparatory (4-Year-Old Kindergarten) remains a full-time, five-day program

Fees and subsidies

Fees are pro-rated by attendance days, and families remain eligible for the Child Care Subsidy and Free Kinder, subject to individual eligibility. The full 2027 Fees and Charges schedule will be published in early Term 4, 2026

Your feedback matters

Share your thoughts and feedback on our latest edition. Let us know your thoughts here

Year 10 Immersions

Indigenous Cultural Practices in the Northern Territory

Yoga session during our Sports Experience on the Gold Coast

Fish identification in the Great Barrier Reef

Beyond the Classroom: The Pedagogy Behind Our French Exchange

A group of St Michael's Years 10 and 11 students of French are seeing their language studies come to life. They are part of the revival of our French-Australian student exchange program, the first re-iteration since 2020. To make it happen, St Michael's has partnered with a new French school, Lycée Le Grand Lebrun in Bordeaux.

Nine SMGS students are hosting their French correspondent until the end of July. They will then spend their summer holidays in wintery Bordeaux. It's easy, and true, of course, to talk about a student exchange in terms of adventure But according to Head of Languages Isabelle Mangeot-Hewison, the real story is in the design of the program itself, and the deliberate thinking that sits behind it

Why exchange works as pedagogy

Language exchange sits on a simple educational premise: that language is learned by using it, not just studying it. Immersion shifts a student from recalling vocabulary to reaching for it under real time pressure, in a real context, with a real person waiting on the other side of the sentence That shift, from rehearsed to lived language, is difficult to replicate in a classroom, however well-resourced

It also asks more of a student than fluency. Living with another family, attending another school and navigating another culture builds the kind of adaptability, independence and empathy that sit alongside academic outcomes on any measure of a well-rounded education which is precisely why exchange has long been regarded as one of the more effective, if demanding, forms of experiential learning.

Built on relationships, not logistics

The exchange isn't run as a transaction of dates and destinations It's relationship-driven, built on the school-to-school, teacher-to-teacher and department-to-department connections that keep developing between SMGS and our partner schools over time. Those relationships are what make the logistics work and what make the experience trustworthy for families on both sides.

Matching individual students and families

Rather than a generic group placement, students are matched individually with a partner student in Bordeaux. Over two five-and-a-half-week periods, each pair takes turns hosting the other first welcoming their partner to Melbourne and SMGS, then travelling to live as part of their partner's family and attend school in Bordeaux

That reciprocity is deliberate: every student experiences the exchange from both sides, as host and as guest.

We are grateful to partner with three wonderful schools for our biennial exchanges: Keio High School (Yokohama, Japan)

Liceo Mario Cutelli (Catania, Sicily, Italy)

Le Grand Lebrun (Bordeaux, France)