St Michael’s acknowledges the Boonwurrung people of the Kulin Nation as the Traditional Custodians of the land on which the School stands. We pay respect to their ancestors, Elders and emerging leaders, and are committed to reconciliation.
Contents
1 A Reflection from Gerard Houlihan, Head of the School
2 VCE Results 2024: excellence in diverse pathways
4 Tailored career guidance delivers outstanding tertiary outcomes
6 From passion to purpose: St Michael’s Careers Expo inspires next generation
7 Empowering student voice: St Michael’s recognised as national finalist
8 Parents as partners: how we build resilient students
10 Preparing for Prep: supporting your child’s first big step
12 Spotlight on leadership: Tommy Allott recognised as a rising star in education
13 National recognition for leadership and innovation
14 Building tomorrow’s learning spaces with today’s young visionaries
16 Pride at St Michael’s: inclusion, visibility and community
17 St Michael’s reclaims Night Netball Trophy in a thrilling one-goal win
18 Leading by example: Emma McDonald’s journey to educational leadership
20 Walking together: reflections on Reconciliation at St Michael’s
22 A legacy of service: 2025 Merry Month of May
24 54 floors. $26K raised. Students climb for Giant Steps
25 Grease: the musical – a bold reimagining lights up the stage
26 Celebrating 130 Years: highlights from our 2025 Community Festival
28 Yuma’s journey beyond the School Gates
30 Old Michaelian connections:a semester of giving back
32 Reunited and reminiscing: a joyful year of reunions
34 An evening of connection and reflection
35 A warm welcome: Head of the School’s Parent Reception 2025
36 Our stories through the Archives
37 Building community through volunteering
38 130 Years of giving
40 Bereavements and Vale
A Reflection from Gerard Houlihan, Head of the School
This edition of The Crest abounds with stories of student achievement spanning academic success, sport, the performing arts and contributions to the community. Reading stories that showcase the many ways students at St Michael’s thrive prompts me to reflect on what we all do, and must continue to do, to ensure that our children and young people fulfil their potential.
At the Parent Expo in June, Dr Michael Carr-Gregg presented and drew on Dr Emmy Werner’s international study exploring how young people build resilience. One of the key findings of the research was that young people need an adult in their life who ‘makes them feel safe, valued and listened to.’ This struck me as particularly relevant at St Michael’s.
Student safety and wellbeing has always been a high priority at the School, and we have led the way with many of our child safety initiatives. Empowering our students to have voice and agency is also important and embedded in our Strategic Direction: Towards 2030 This has a significant impact with students participating in decision-making and contributing to important initiatives across the School, reflecting our commitment to positioning students as co-designers, coresearchers and co-creators of their educational experience.
It is therefore gratifying that we were honoured to be named a national finalist in the 2025 Student Voice Impact Award, presented by the Australian Council for Student Voice—our second recognition in three years. As part of this, staff and I accompanied a contingent of 19 students from Years 5 to 12 to the national Student Voice Conference in Geelong, where educators and student leaders from across Australia gathered to explore student-led social action, curriculum reform and inclusive school design. Their presence and thoughtful contributions powerfully reflected the values we uphold at St Michael’s and were a source of immense pride for all involved.
The benefit of our approach to education is clearly demonstrated by the success of the Class of 2024. Their strong VCE results encompass a wide array of subjects from Maths Methods NHT to Literature, Philosophy and Visual Design. This is also reflected in the diversity of tertiary courses now being undertaken, which include the disciplines of Society and Culture, Management and Commerce, Architecture and Building and the Creative Arts. Two students were accepted into prestigious international universities, one to Oxford and one to Stanford. And without exception, our very top achievers advocated for experiencing the broad range of offerings provide by the School and contributed to the life of the School in a myriad of ways.
Another pillar of resilience mentioned by Dr Carr-Gregg at the Parent Expo is the importance of a sense of connectedness. Building community and generating a sense of belonging is at the core of our School. Not just among students but with our families. The Parent Expo itself is a demonstration of how we seek to strengthen our partnership with parents. This starts at the very beginning of a child’s journey, and you can read more about how we work with parents to prepare your child for Prep. It also includes providing opportunities for students, staff and parents to have fun together at events such as our wonderful Community Festival.
There is so much more to read in this edition; the recognition of the excellence of our staff and our teaching and learning programs, sporting success, theatrical triumphs and community action.
In our 130th year it is fitting that this edition of The Crest reflects the holistic and inclusive education we offer, and is a testament to the vibrant legacy we are building together: one shaped by excellence, resilience and community.
Gerard Houlihan Head of the School
2024
VCE Results 2024: excellence in diverse pathways
The Class of 2024 has exemplified the breadth and depth of a St Michael’s education, achieving outstanding results that reflect our commitment to nurturing individual potential within a supportive learning environment. With a median ATAR of 81.9 and 27% of students achieving ATARs above 90, this cohort reflects the strength of our Teaching, Learning and Caring Framework, shaped over 130 years.
These results represent more than academic success—they highlight how our comprehensive curriculum and learning environments foster both achievement and character. From Stanford and Oxford acceptances to state-level recognition in the arts, the Class of 2024 has shown that excellence takes many forms.
Notably, our top achievers included equal numbers of male and female students with ATARs above 98, reflecting our commitment to equity in a co-educational setting.
Excellence across the curriculum
Strong results were achieved across a wide range of subjects, with more than 20% of students earning study scores over 40 in:
• Accounting
• Art Creative Practice
• Art Making and Exhibiting
• Drama
• Literature
• Maths Methods NHT
• Philosophy
• Psychology
• Visual Communication Design
Top performers: leadership and academic excellence combined
Eva Dickson
ATAR: 99.6
Perfect Study Score (50) in Business Management
Dux and Co-Captain of the School
Eva is studying a Bachelor of Science at the University of Melbourne, with aspirations in medicine or veterinary science. ‘St Michael’s has had an instrumental impact on my journey to university,’ she reflects. ‘One of my favourite memories is studying Biology on Heron Island in Year 10—it sparked my passion for science.’
Advice for the Class of 2025: ‘Make the most of it—the year flies by. Stay involved and take every opportunity.’
Valedictory Eucharist
‘All members of our Class of 2024 are to be congratulated on their individual and collective achievements. I share in their relief and excitement as one door closes and limitless others begin to open. I am confident that each of our newest Old Michaelians will pursue exciting careers and lives, grounded in our School’s values of Dignity, Respect, Care and Compassion.’ Head of the School, Gerard Houlihan
Chloe Byrne
ATAR: 99.3 | Perfect Study Score (50) in Visual Communication Design | Premier’s VCE Award winner
Chloe is studying a Bachelor of Design and Master of Architecture at the University of Melbourne. As Co-Vice Captain and recipient of the 2024 Trophy for the Best All-Round Senior Girl in Sport, she exemplifies holistic achievement.
‘My aim is to design in ways that are environmentally friendly, socially responsible and circular,’ she says, reflecting our School’s values of Dignity, Respect, Care and Compassion.
Advice for the Class of 2025: ‘Take every opportunity and try new things—it helps you stay balanced and energised.’
Emily McPhee
ATAR: 99.05
Emily has chosen to study Philosophy and Italian Literature at the University of Oxford. She is passionate about responsible journalism and visual arts; in 2024, she was shortlisted for the Top Arts Exhibition.
‘I believe honest, unbiased reporting is essential to informing the public on the world’s biggest issues,’ she says, demonstrating the critical thinking that defines our graduates.
Beyond the numbers: the St Michael’s difference
These results reflect more than academic strength—they speak to the confidence, creativity and character our students develop. Our approach encourages intellectual risk-taking, deep exploration and the development of skills and dispositions needed to thrive in a complex world.
Yuma Soerianto
ATAR: 99.1
Yuma will commence a degree in Computer Science at Stanford University while continuing his work in app development and responsible AI.
‘I applied to Stanford because of its proximity to major tech companies. I hope to intern at Apple,’ he says. A five-time Apple scholarship recipient, Yuma is a standout example of innovation and ambition.
Advice for the Class of 2025: ‘Embrace every opportunity— you will be proud knowing you gave it your very best.’
Read more about Yuma’s journey beyond the School gates on page 28
Oscar Gillespie
ATAR: 98.3 | Co-Captain of the School
Oscar is studying a Bachelor of Science at The University of Melbourne while continuing his involvement in sport and seeking internships.
‘I aim for a rewarding career that benefits others,’ he says, reflecting the values-based education that shapes our students’ aspirations.
Student satisfaction: validation of our approach
In the 2024 Independent Schools Victoria Exit Survey, our students reported an overall satisfaction score of 8.25—well above the ISV benchmark of 7.84 and the similar school mean of 7.79. This affirms the strength of our educational model.
Tailored career guidance delivers outstanding tertiary outcomes
The diversity of pathways chosen by the Class of 2024 reflects our School’s commitment to nurturing individual interests and preparing students for success across a wide range of fields. From Stanford and Oxford to creative arts programs and emerging industries, our students have secured places that align with their passions and aspirations—a testament to both their achievements and the strength of our career education program.
A foundation built on personalised guidance
Career education at our School begins early and continues throughout the Senior years, guided by our experienced Careers Counsellor, Robyn McKenzie, and Belinda Geddes (from 2025). Their personalised approach has helped countless students explore their interests and discover meaningful pathways.
‘Career education at St Michael’s is a focus from Year 10, when students start investigating their interests, skills and what careers may suit them via the Morrisby Careers Report, awareness of career resources and one-on-one career interviews,’ explains Robyn McKenzie. ‘During Year 12 we continue to build on this foundation with whole year level presentations, resources and communications for students and parents, and individual career appointments. The
students are supported to find a path for a new journey, one full of promise and opportunity.’
This structured and student-centred approach ensures every student receives the guidance they need to make informed decisions about their future. ‘Working with each student is one of my favourite parts of the careers counsellor role and allows in-depth conversations about what might be one of many starting points for each student. Part of the enjoyment is being a puzzle-solver and also including some ideas “out of left field” which they may not be aware of.’
Every student secures a first-round tertiary place
The effectiveness of this approach is reflected in our outstanding results: every student from the Class of 2024 who applied for a tertiary course received a first-round offer. This remarkable achievement highlights not only our students’ academic strength but also the quality of guidance they receive in selecting courses that align with their goals.
‘This commitment is best demonstrated by the consistent tertiary offers our graduating classes receive,’ Robyn notes.
‘It gives me great pride to see the accomplishments of the Class of 2024 after the tertiary offers and to witness their excitement as they take their next steps. The next stage includes a wealth of exciting, interesting and varied tertiary courses and options such as apprenticeships.’
Careers Counsellor Robyn McKenzie with Luka (12S) and Harrison (10H)
As the Class of 2024 embarks on their tertiary studies, they carry with them not just academic qualifications, but the confidence, character and capability to make meaningful contributions to their chosen fields. Their diverse pathways reflect the strength of an education that recognises and nurtures individual potential while preparing students for success in an increasingly complex world.
Most importantly, these graduates are prepared not just to succeed in their careers, but to lead with our School Values of Dignity, Respect, Care and Compassion that define our School community.
Diverse destinations, diverse futures
The breadth of institutions our graduates have chosen reflects their varied interests and ambitions:
A spectrum of study areas
The variety of courses selected by our graduates demonstrates their readiness to contribute across all sectors of society:
Class of 2024 Tertiary Destinations
Graduate
Outcomes
RMIT University 29%
Monash University 21%
The University of Melbourne 20%
Deakin University 8%
Private providers 6%
Victoria University 5%
Swinburne University 5%
Other Institutions 6%
Offers represent a variety of single and double degrees.
Class of 2024 Chosen Fields of Study
Chosen fields of study
Society and Culture (47 offers)
Management and Commerce (31 offers)
Creative Arts (24 offers)
Natural and Physical Sciences (15 offers)
Engineering and Related Technologies (15 offers)
Health (13 offers)
Architecture and Building (9 offers)
Information Technology (8 offers)
Education (4 offers)
Agriculture & Environmental Studies (2 offers)
Food, Hospitality & Personal Services (1 offer)
Tim Marty, Creative Director from Koko Black, presenting to Year 12 VCD students
From passion to purpose: St Michael’s Careers Expo inspires next generation
The path from teenage uncertainty to professional fulfilment is rarely linear, but passion remains the constant thread that weaves through every successful career journey. This was the resounding message at our annual Tertiary and Careers Expo, where students and families gathered to explore the vast landscape of tertiary education and career possibilities.
‘Find what you’re passionate about, and work hard to become great at it,’ urged keynote speaker Blair Kuys, Executive Dean of Design and Architecture at Swinburne University, as he addressed the packed auditorium. His words set the tone for an evening that was both inspiring and reassuring for students navigating the often-overwhelming world of postschool options.
The evening’s centrepiece was undoubtedly the panel of Old Michaelians – a remarkable group of young professionals, all under the age of 25, who have already made significant strides in their chosen fields. Junior doctors, speech pathologists, nurses, app developers, defence personnel and scholars at some of the world’s most prestigious universities shared their stories with refreshing honesty and humility.
What struck audiences most was not just the diversity of paths these young alumni had taken, but their willingness to acknowledge that success does not require having everything figured out from day one. Their journeys during and since school have been varied, sometimes circuitous, but ultimately rewarding. The message was clear: it is perfectly acceptable – even normal – not to have all the answers at 17 or 18.
The panel discussions revealed a common thread among these high achievers: their time at our School equipped them
not just with academic knowledge, but with the confidence to explore, adapt and persevere. They spoke candidly about achieving personal best in VCE while maintaining perspective on what truly matters in the long term.
Beyond the inspiring testimonials, the Expo provided practical guidance through presentations from organisations including Crimson Education, Elite Admission and Swinburne University. These sessions offered concrete pathways for students considering a wide range of post-school options, ensuring that inspiration was balanced with actionable advice.
The success of the evening reflected our School’s broader commitment to career exploration that begins well before Year 12. Our Experiential Learning programs expose students to real-world applications of their studies through partnerships with environmental, creative, scientific, technological, civic and sporting organisations. By the time students reach the Senior years, they are already developing a clearer sense of their interests and aptitudes.
This holistic approach to career guidance recognises that meaningful work emerges from the intersection of passion, skill and opportunity. While students may not yet know their exact destination, they are being equipped with the tools and confidence to navigate whatever path they choose.
As students filed out of the auditorium, many carried with them not just information about universities and career paths, but something more valuable: the understanding that their futures are bright with possibility – and that with passion and hard work, they can achieve greatness in whatever field calls to them.
2025 Careers Expo
Empowering student voice: St Michael’s recognised as national finalist
St Michael’s has been recognised as a finalist in the 2025 Student Voice Impact Award, presented by the Australian Council for Student Voice. This national recognition reflects a systematic and sustained commitment to meaningful student agency and leadership—an approach deeply embedded in our School’s Strategic Direction: Towards 2030.
A foundation built on student agency
At our School, student voice is not an add-on to education—it is fundamental to the learning experience. Our Strategic Direction commits to knowing and valuing students by ‘recognising and supporting their individual strengths, voice and agency’. It also outlines our School’s goal to ‘develop mechanisms for student voice, participatory decision-making and feedback on their experience of classroom learning’. This vision has been realised through comprehensive structures that ensure students are genuine partners in shaping their school community.
Authentic partnership in action
From Year 5 to Year 12, students participate in decisionmaking through:
• Student Representative Council – Comprising students from Years 5 to 11, the Council meets twice per term to represent their year levels and address ideas and feedback across the School community.
• Prefect team and portfolio system – School and House leaders work within portfolios such as Environment and Sustainability, Student Facilities, Digital Campus, Peer Mentoring, Wellbeing, Academic Culture and Reconciliation. These portfolios evolve to reflect changing student priorities.
• Strategic advisory roles – Students serve on key School committees and meet regularly with School leadership, including fortnightly meetings between Co-Captains and the Head of the School.
Driving tangible change
The impact of student leadership extends far beyond symbolic representation. Students have been instrumental in:
• Transforming sustainability practices, including implementing a new waste management system and eliminating single-use plastics from the School café
• Leading a comprehensive uniform review, resulting in redesigned items that reflect student requests for genderneutral, comfortable and practical options
• Participating as active partners in campus redevelopment planning and classroom furniture selection
• Co-presenting at national conferences on artificial intelligence in education, demonstrating their role in navigating technological change
• Establishing the transformative Social Justice Program in collaboration with community partners
• Leading the annual Merry Month of May fundraising initiative for charities they selected.
As Asha (12B) shared: ‘Having a say in the School’s decisions and actions makes us feel valued and empowered as students … it really makes us feel like we’re contributing to something bigger than ourselves. Additionally, being able to provide input into key School initiatives fosters a sense of responsibility and leadership that we’ll carry beyond school.’
Celebrating student voice on the national stage
A delegation of 19 students from both Junior and Senior Schools attended the 2025 Student Voice Conference at Deakin University in Geelong, where finalists from across Australia gathered to share their work and insights. Representing St Michael’s as a finalist in the Student Voice Impact Award, our students engaged in workshops and discussions on studentled climate action, assessment reform, curriculum design and building inclusive, equitable and democratic schools. This experience was more than a celebration of past achievements—it was a powerful affirmation of our School’s belief that authentic student voice creates more engaged learners and stronger school communities. It reflected the values embedded in our Strategic Direction: students as co-designers, co-researchers and co-creators of their educational experience.
At St Michael’s, student voice is not just heard—it shapes the future.
Year 12 Leaders present during the Merry Month of May launch at the Astor Assembly
Parents as partners: how we build resilient students
On Thursday 12 June, we hosted our inaugural Parent Expo, bringing together families and wellbeing experts for an evening of learning, insight and connection. The event drew parents from both our School community and the wider public, all united by a common goal: understanding how to nurture resilient, confident children in today’s complex world.
The evening commenced with a keynote address by renowned adolescent psychologist Dr Michael Carr-Gregg, followed by parents selecting two sessions from six practical workshops covering everything from study support and emotion coaching to digital safety and friendship foundations.
The science of resilience: Carr-Gregg’s keynote insights
In his address, Carr-Gregg shared the groundbreaking research from Dr Emmy Werner’s longitudinal study on the Hawaiian island of Kauai. Werner followed 698 children born in 1955, many raised in environments marked by pervasive adversity—including parental substance abuse, poverty, mental illness, and domestic violence. Remarkably, one-third overcame their circumstances and went on to thrive not only in education but across multiple areas of life.
‘That begs the question, how did they do it?’ Carr-Gregg asked the assembled parents. ‘What were the characteristics of these resilient children and what can we at St Michael’s learn from that?’
Drawing from Werner’s globally replicated research, CarrGregg outlined five fundamental needs that enable young people to build resilience—principles that align naturally with St Michael’s educational approach and community culture.
Five pillars of resilience: how St Michael’s delivers
The charismatic adult connection
‘The first and most important thing is that resilient kids have found themselves what I call a charismatic adult,’ Carr-Gregg explained, ‘an adult in their life that makes them feel safe, valued and listened to.’ In Werner’s study, this connection was never a family member but rather someone in the community who taught these children ‘how to read a room, how to understand the way in which you can communicate’.
At St Michael’s, this principle is embedded through multiple touchpoints. Our House system ensures every student has additional caring adults through Heads of House and House Tutors, while the extensive Old Michaelian network provides mentorship and inspiration. The School’s Teaching, Learning and Caring Framework recognises every staff member as
an educator, creating multiple opportunities for meaningful adult–student relationships built on trust.
The evening’s Keep Calm and Parent On session, led by Lead Psychologist Zoe Ganim and Deputy Head and Head of Senior School Emma McDonald, reinforced how parents can strengthen these connections at home through emotion coaching techniques. Parents learned the five-step process of tuning in, connecting, listening empathetically, labelling emotions, and supporting problem-solving—strategies that help them become the trusted adults their children need during challenging moments.
Social and emotional
competencies
Resilient children possess strong social and emotional skills that help them navigate life’s challenges. St Michael’s approaches this through comprehensive programs rather than isolated lessons. The PERMAH wellbeing framework—focusing on positive emotions, engagement, relationships, meaning, accomplishment and health—is woven throughout daily school life as the foundation of the School’s Way of Wellbeing.
The Junior School’s U R Strong Program delivers structured friendship education through its Friendology curriculum, teaching students friendship facts, the Friend-o-Meter for gauging healthy versus unhealthy relationships, and conflict resolution strategies. Head of Positive Learning Tim Roberts and Director P–3 Belinda Klose demonstrated in their Friendship Foundations session how parents can become ‘friendship coaches’ rather than problem-solvers, empowering children to navigate social challenges independently.
The evening’s Building Resilience and Self-Regulation in the Early Years session provided parents with practical strategies to help children bounce back from setbacks, think flexibly, and manage big emotions—essential skills that support learning, behaviour, and wellbeing from the earliest years.
Dr Michael Carr-Gregg presents at the 2025 Parent Expo
Spiritual connection and meaning
Perhaps most surprisingly, Dr Werner’s research revealed that resilient children often possessed a sense of connectedness to something greater than themselves—a spiritual or relational anchor that transcended material hardship.
At St Michael’s, this is honoured through Anglican traditions emphasising service, compassion, and community care.
The Anam Cara Learning program spans Prep to Year 9, exploring biblical stories, the life and teachings of Jesus Christ, and world religions—ensuring all students can engage meaningfully regardless of their personal faith background. Community initiatives like the Merry Month of May, where students raise funds for selected charities, embody the School’s values in action and emphasise the importance of contributing citizenship by encouraging students to look beyond themselves to their broader context.
Islands of competence
Every child needs areas where they experience success and build confidence. At St Michael’s, this philosophy manifests through comprehensive offerings that develop global competencies: character, citizenship, collaboration, communication, creativity and critical thinking.
The evening’s Smart Study Support session, delivered by School Psychologist Nathan McNamara and Head of Hughes House (7–9) Esther Myles, demonstrated how parents can reinforce this at home by understanding what’s happening in the adolescent brain and why motivation can be inconsistent. Parents received evidence-based strategies and toolkits to create calm, structured environments that support productive habits without becoming ‘the homework police’.
Positive self-talk and inner strength
The final pillar focuses on developing internal strength and positive self-regard. For Senior students, our Personal Wellbeing curriculum builds essential life skills through the PERMAH framework, with focus on emotional regulation, mental health, respectful relationships, and digital wellbeing.
The evening’s digital safety sessions provided critical support in this area. Behind the Screens, presented by Heads of Health and Wellbeing Kelsey Fox and Emma Cowan alongside Health and Wellbeing Teacher Jade Domingo, tackled digital risks including sexting, sextortion, and image-based abuse. Parents learned about St Michael’s comprehensive digital literacy curriculum spanning Years 7–10, which teaches students to navigate online spaces with critical thinking and empathy. The session emphasised parents becoming calm, non-judgemental listeners—responding with ‘I’m glad you told me. I’m here to help’ rather than blame or punishment.
Meanwhile, the Video Games – Promoting Healthy Gaming Habits and Boundaries session, delivered by GameAware founder Andrew Kinch and Extended Tuition provider, demonstrated how families can reduce gaming conflict while helping young people develop sustainable habits. His approach focuses not just on reducing screen time but on increasing meaningful time and transferring gaming’s motivational systems into real-world pursuits.
A partnership in purpose
What distinguished the Parent Expo was its demonstration of genuine partnership between school and families. As Dr Carr-Gregg noted, building resilience isn’t about protecting children from life’s challenges but ‘equipping them with the skills, relationships and inner strength to navigate whatever comes their way’.
The research is unequivocal: children thrive when they feel safe, valued and listened to; when they have meaningful relationships with caring adults; when they discover their unique talents; and when they’re part of something bigger than themselves. At St Michael’s, these aren’t aspirations— they’re the daily reality experienced by students through intentionally designed programs, caring relationships and a community culture that puts child wellbeing at its heart.
2025 Parent Expo
Preparing for Prep: supporting your child’s first big step
Nicole Armatas, Head of Junior School and Deputy Head of the School
We have seen it all—tears, nerves, excitement and everything in between. Starting Prep is a significant milestone in a child’s life, and for many families, it can feel like stepping into the unknown. At St Michael’s, we understand that the transition from early learning to school is both exciting and daunting, and we recognise that this experience is different for every family. While our single-campus model means that many of our students are already familiar with the environment, we also welcome children from a wide range of early learning settings across Victoria. Over the past year, we have hosted ‘Preparing for School’ sessions at Early Learning Centres, and we have noticed that similar questions and concerns often arise. In this article, I will share some of the most common themes and how we address them at St Michael’s—and what parents can do at home to support a smoother transition.
Building confidence through familiarity
One of the most effective ways to ease the transition is to make school feel familiar. We encourage families to talk openly about what school will be like, visit the campus through group tours or Open Mornings (ideally with their child), and attend orientation sessions. Displaying photos of the school at home and discussing the daily routine can also help children visualise what to expect.
Sharing your own memories of starting school—both the challenges and the triumphs—can help normalise the experience and model resilience. Children look to the adults in their lives for cues on how to manage change. Demonstrating a problem-solving mindset and showing how you handle new situations can be incredibly powerful.
At St Michael’s, our approach to building confidence and autonomy is grounded in the Reggio Emilia philosophy, which underpins our Junior School programs. We view children as capable and curious learners, and we design environments and experiences that support them to explore, question and grow.
We encourage families to do the same at home. For instance, if your child is curious about what school might be like, you could invite them to help set up a small space that reflects their ideas of a classroom—perhaps including books, drawing materials or a lunchbox. Let them lead the play, ask questions, and explore what ‘school’ means to them. These kinds of open-ended, imaginative experiences can help children feel more confident and connected as they prepare for the transition to Prep.
Year 1 Physical Education (PE) class
Social and emotional readiness
Social and emotional development is a key focus in our Early Leaning and Junior School programs. Children who can regulate their emotions, take turns, ask questions and persist through challenges are better equipped to thrive in the classroom.
Before starting Prep, we recommend organising playdates with peers who may be attending the same school. Practising group activities that involve listening, sharing and cooperation helps children develop essential ‘soft skills’—communication, collaboration, adaptability and ethical decision-making. Encouraging independence in daily routines, such as packing their own bag or opening their lunchbox, also builds confidence and self-reliance.
These skills are not only helpful for the classroom but are also foundational for lifelong learning and wellbeing.
Laying the foundations for Literacy and Numeracy
Our Prep program is designed to build strong foundations in Literacy and Numeracy through explicit teaching and inquirybased learning. Families can support this at home in simple but meaningful ways.
For Literacy, reading stories together, singing songs, playing rhyming games, clapping syllables and chatting about
pictures all help build vocabulary and phonemic awareness. Encouraging children to recognise and write their name, and to use pencils, crayons and markers with the correct grip, supports early writing development.
For Numeracy, activities such as counting games, measuring objects, playing with money and using everyday language like ‘bigger’, ‘smaller’, ‘higher’ or ‘cheaper’ help children develop number sense and mathematical language.
Fine motor skills are also important. Cutting along lines, threading beads, building with blocks and completing puzzles all help children gain control and coordination, which are essential for writing and classroom tasks.
Even a few of these activities can help demystify school and build your child’s confidence in the lead-up to Prep.
Starting school is a big step, but it is also the beginning of a wonderful journey. At St Michael’s, we are committed to making that journey a joyful and empowering one. By working together, we can help your child develop the confidence, curiosity and resilience they need to thrive—not just in Prep, but for life.
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Head of the School, Gerard Houlihan, teaches Prep students about growing up on a farm
Head of Junior School and Deputy Head of the School, Nicole Armatas
Lulu (1B) in PE class
Nicole Armatas with ELC students during a language and culture workshop led by Boon Wurrung educator Jaeden Williams
Spotlight on leadership: Tommy Allott recognised as a rising star in education
Tommy Allott, Head of Mathematics
Recognition for excellence in education is always a proud moment for our School community, and this year we are delighted to celebrate Tommy Allott, Head of Mathematics, who has been named one of The Educator’s Rising Stars for 2025. This national award honours early-career educators under the age of 35 who are making a meaningful impact across the Early Learning Centre to Year 12 sector through innovation, leadership and a commitment to student growth. Tommy’s recognition reflects his ongoing work to strengthen mathematics education at St Michael’s. His leadership has fostered a culture of high expectations, continuous learning and student-centred practice across the Mathematics Faculty.
A focus on student growth
Throughout Semester 1, students across all year levels have continued to build their mathematical knowledge and skills with growing confidence. Under Tommy’s leadership, the Mathematics Faculty has expanded its support offerings, including morning Maths Help sessions, a vibrant Maths Enrichment Club, and the continuation of Senior students in Years 11 and 12 assisting at Maths Help with our younger students, further developing the sense of community amongst our students.
These initiatives are designed to meet students where they are—whether consolidating foundational skills or extending their learning through enrichment and competition. The result is a learning environment where students are encouraged to take ownership of their progress and engage with mathematics in meaningful ways.
A commitment to professional excellence
Tommy’s professional journey is marked by a deep commitment to growth. In 2024, he graduated from the Victorian Academy of Teaching and Leadership’s Teaching Excellence Program, a year-long initiative that supports highperforming educators to deepen their instructional expertise and leadership capacity.
He is currently undertaking a Master of Instructional Leadership at The University of Melbourne, further developing his ability to lead educational change and support staff development. This commitment to lifelong learning models the very mindset we aim to foster in our students: one of curiosity, reflection and continuous improvement.
Supporting learning beyond the classroom
A key focus of the Mathematics Faculty this year has been helping students understand that assessment is not the end of learning, but part of an ongoing cycle. Across all year levels, students are being supported to engage with feedback, reflect on their progress and identify next steps in their learning. This approach is particularly evident in the way students are preparing for assessments—from Year 7 students using checklists and being accountable for their practice through bookwork checks, to Year 12 students engaging in targeted revision and past paper practice. The message is consistent: learning happens through effort, feedback and persistence.
Tommy’s Rising Star award is a well-deserved acknowledgement of his leadership, innovation and impact. It also reflects the broader work of the Mathematics Faculty and our School’s commitment to fostering a culture of excellence, care and continuous growth.
‘Leading change in our School relies on a deep understanding of the students we teach and the environment in which they learn. Within the Mathematics Faculty, we have a dedicated team committed to ongoing reflection and fine-tuning of practice. At the heart of our work is the impact we have on our students, not only on academic outcomes but also on how they view themselves as learners of mathematics. Through intentional changes in practice, for example in how we assess learning, structure feedback or design support programs, we aim to build student agency and reinforce the belief that with effort and persistence, success in mathematics is within everyone’s reach.’ – Tommy Allott,
Head of Mathematics
National recognition for leadership and innovation
From visionary leadership in the Junior School to sectorleading innovation in digital learning, St Michael’s has once again been recognised on the national stage—this time with two Excellence Awards at the 2025 Australian Education Awards.
Now in their eighth year, the awards celebrate outstanding achievements across 29 categories. This year, our School was honoured in the categories of Primary School Principal of the Year (Non-Government) and Best Use of Technology.
Excellence in leadership: Nicole Armatas
Nicole Armatas, Head of Junior School and Deputy Head of School, was named an Excellence Awardee for Primary School Principal of the Year (Non-Government)—a recognition of her unwavering commitment to student growth, wellbeing and future-focused learning.
Under Nicole’s leadership, the Junior School has continued to evolve through the development of the Signature Programs (K–6), which empower students to apply their learning in real-world and natural contexts while building confidence and leadership skills.
She has also played a pivotal role in shaping the School’s learning environments, including the Centre for Inquiry and Innovation, the redevelopment of the Junior School playgrounds, and the refurbishment of the Allan Pizzey Building. These spaces reflect a culture of learning that is inclusive, imaginative and responsive to student needs. Informed by the Reggio Emilia philosophy, they embrace the idea of the environment as the ‘third teacher’—spaces intentionally designed to inspire inquiry, foster independence and support meaningful, student-led learning.
Nicole’s recognition is a testament to her ability to lead with clarity, care and purpose—qualities that continue to shape the Junior School’s success.
Innovation in technology: Learning Technologies and ICT team
The Excellence Award for Best Use of Technology celebrates the work of the Learning Technologies and ICT team, led by Matt Heinrich, Director of Learning Technologies and ICT, and Greg Plum, Information Communication Technologies Manager. Their leadership has positioned St Michael’s at the forefront of digital learning.
From pioneering robotics programs in the 1990s to the introduction of notebook devices in 1998, our School has long embraced educational technology. In 2024, a strategic shift saw the development of a comprehensive device management framework and the integration of artificial intelligence (AI) as a learning tool across classrooms.
This work has fostered a culture of digital excellence—one that balances innovation with responsibility and empowers both students and staff to engage meaningfully with technology.
These awards build on our School’s recognition at the 2024 Australian Education Awards – The Educator – having been named an Excellence Awardee in Primary School of the Year and winner in the Innovation in Learning Environment Design category for our Centre for Inquiry and Innovation, reinforcing a culture of excellence that is collaborative, future-focused, and grounded in care.
1. Matt Heinrich, Director of Learning Technologies and ICT, working with students on their School-issued Surface Pro devices
2. Head of the School, Gerard Houlihan, with Head of the Junior School and Deputy Head of the School, Nicole Armatas, with their 2024 Educator Award for Excellence in Learning Design Environments (The Educator)
Building tomorrow’s learning spaces with today’s young visionaries
The evolution of our campus is guided by those who matter most—our students. As we progress through our Strategic Direction: Towards 2030, every development reflects our commitment to positioning students as co-designers, co-researchers and co-creators of their educational experience.
Young architects of change
This commitment came to life through a series of workshops where Year 6 leaders met with the School Executive and architects to discuss the redevelopment of health and wellness resources. These young leaders did not just observe—they actively shaped ideas that will inform the next phase of our campus.
One idea raised frequently in these sessions was the expansion of wellness and health facilities to reduce reliance on external venues. This inspired the Court Sports Project—a temporary but purposeful solution that will support students while work continues towards a longer-term campus redevelopment.
Collaboration as cornerstone
Senior School students have also played a vital role in shaping future learning environments. Their insights into functionality, accessibility and sustainability continue to inform planning, ensuring that new spaces support both academic excellence and wellbeing.
This collaborative approach builds on the success of the Centre for Inquiry and Innovation (CII), which received the Innovation in Learning Environment Design award at the 2024 Australian Education Awards. The CII exemplifies how meaningful student consultation leads to award-winning outcomes.
Architecture rendering of new Sports Court Project on Redan Street
Past award-winning projects
Our campus transformation is grounded in a legacy of innovation and excellence. Recent projects have been recognised nationally for their impact on student learning and wellbeing:
The Gipson Commons
Australian Institute of Architects, National Interior Architecture Award – Commendation, 2017
Our centre of interdisciplinary excellence in research, science, technology and humanities, leveraged for learning and collaboration from Early Learning through to Year 12, and a study hub for our Senior students.
Performing Arts Centre, St George’s
George Knight (Heritage Excellence) Award, 2024 Victorian Architecture Awards
Our hub for music, dance, drama and production, setting a new standard in performing arts education built form across the sector.
Centre for Inquiry and Innovation (CII)
Winner: Innovation in Learning Environment Design, Australian Education Awards 2024
An interdisciplinary research centre for Junior School students, encouraging curiosity and problem-solving.
Junior School Allan Pizzey Building
Our most recent upgrade, the Allan Pizzey Building has been refurbished throughout, providing more open spaces, natural light and world-class learning facilities to further enhance the central hub for Prep to Year 6 students.
A shared vision for the future
Looking ahead, our Vision 2025–2050 outlines the development of new Centres of Excellence, beginning with a focus on Sport, Health and Wellbeing. These future-focused spaces will be shaped by student voice and designed to support the whole child—mind, body and spirit.
The transformation of our campus is only possible through the generosity of our community. We invite families, alumni and supporters to contribute to the Building Fund. Your support will help turn student-led ideas into inspiring, functional spaces that benefit generations to come.
Together, we are creating a campus where young people can truly learn from, with and for the world.
Pride at St Michael’s: inclusion, visibility and community
At St Michael’s, Pride Month is more than a celebration — it reflects our values in action. Guided by our commitment to Dignity, Respect, Care and Compassion, students and staff continue to foster a culture of inclusion and allyship for LGBTQIA+ people within and beyond our School community.
This year, more than 40 students, staff and Old Michaelians proudly marched down Fitzroy Street as part of the 2025 Midsumma Pride March. The contingent demonstrated what it means to stand together in support of gender and sexual diversity. The march was a joyful and visible expression of solidarity — a reminder that inclusion is not just a value, but a practice.
‘It meant so much to see all the lovely students and teachers marching,’ shared Pride Co-Captain Mia (12K). ‘We had lots of people who were part of the queer community, and even more who were allies. I couldn’t be prouder to attend as a Captain.’
Throughout June, the Equality Club (EQ) led a Pride Pin Drive, encouraging students and staff to wear pronoun and pride flag pins on their blazers or lanyards. The initiative aims to normalise diverse identities and create a visible culture of support. Proceeds from the drive are being donated to Minus18, a youth-led charity supporting LGBTQIA+ young people across Australia.
‘Visible acts of support like this help people become more knowledgeable,’ said Mia. ‘It can often make people in the community feel prouder and more confident about themselves and who they are.’
In June, EQ Club also featured a vibrant Pride Party, where students and staff came together for music, dancing, and connection. Events such as this, coupled with Kilburn’s Community Action Day — which occurred on the last day of Term 2 and raised funds for Minus18 — helped create a sense of celebration and purpose across campus.
‘To me, being Pride Co-Captain means helping everyone be seen and heard, regardless of who they are,’ Mia shared. ‘The world is forever changing and progressing, and I want
people to feel included while also standing out in their own unique ways.’
These efforts build on the strong foundations laid in 2024, when the School introduced Pride Captains for the first time. This initiative stemmed from an inter-school conference attended by our students, which explored ways schools can be more inclusive of LGBTQIA+ young people. The concept continues to grow within our School community, enabling the Equality Club to expand and offer a welcoming space for students to connect, advocate and lead.
‘Even though it’s a small group, I feel like it’s very important for the development of equality and inclusivity,’ said Mia. ‘It has the potential to do great things.’
While these events are important, the heart of Pride at St Michael’s lies in the everyday actions of students and staff who work to make the School a safe and affirming place for all. Whether through curriculum discussions, inclusive language, or simply showing up for one another, the community continues to model what it means to be a contributing citizen.
‘Some advice I’d give younger students is to be supportive of everyone, even if you don’t know them,’ Mia added. ‘Respect and understanding go a long way — and doing a bit of research helps too.’
The School’s celebration of Pride extends far beyond one month of the year. Our encouragement and support of initiatives is a testament to the leadership of students, the dedication of staff, and the strength of a community that believes in equity and belonging for all.
1. Students, Old Michaelians and staff march at the 2025 Midsumma Pride March.
2. Pride Co-Captain Mia (12K) and Equality (EQ) Club Coordinator Rory Godbold during the 2025 Pride Party hosted by the EQ Club
St Michael’s reclaims Night Netball Trophy in a thrilling one-goal win
All ten players contributed to the win, demonstrating perseverance, teamwork, and calmness under pressure. Playing in front of an enthusiastic crowd, it was rewarding to see our training translate into confident match play. Thank you to our supporters, the SMGS staff who made the night possible, and the players for leaving their mark on the legacy of netball at SMGS.
– Alex Fegan, 1st Team Netball Coach
‘Did we win by one goal!?’ That was the reaction from 1st Girls Netball Coach Alex Fegan, mic’d up on the sidelines, as our School secured a thrilling 27–26 victory over Westbourne Grammar in the 2025 Night Netball Match. It was a privilege to witness such a tightly contested match between Westbourne Grammar School and St Michael’s Grammar School’s Firsts Netball teams. In a thrilling game, St Michael’s Grammar School claimed a one-goal victory their first win since 2017.
First played in 2015, the annual fixture celebrates the spirited rivalry between St Michael’s and Westbourne. It is a highlight of the sporting calendar, offering the 1st VII Netball teams the opportunity to showcase their talent under lights, supported by students, staff, families and Old Michaelians.
This year, the match returned to our School, and the atmosphere was electric. The game was one of the closest in the event’s history, with the lead shifting throughout the final quarter. Our team held their nerve to secure the win—bringing the trophy home for the first time since 2017.
The team was coached by Alex Fegan, Director of the Early Learning Centre and a former Victorian Netball League player. Alex represented Australia as an under-21 goal shooter and was one of 15 players awarded a full-time scholarship to the Australian Institute of Sport in 1993.
She was supported by Jo Hockley, Head of Netball, whose leadership and strategic guidance contributed to the team’s success.
Our impressive gym facilities and strategic partnerships with sporting centres such as the Melbourne Sports and Aquatic Centre to ensure our teams are well-prepared for high-level competition.
We look forward to the completion of our new Courts Sport facility, due to be delivered in Term 3. The development will provide greater opportunities for our teams to hone their skills on campus, with a full-size undercover outdoor court adaptable for basketball, volleyball and netball, alongside a mini basketball and volleyball court.
The match was also a celebration of community, with a strong turnout and enthusiastic support from across the School. Congratulations to both teams for an outstanding performance. We look forward to taking on Westbourne again next year.
1–3: 2025 Night Netball match against Westbourne Grammar School
Leading by example: Emma McDonald’s journey to educational leadership
This International Women’s Day, Head of Senior School and Deputy Head of School, Emma McDonald, shared her experiences as a female leader in education—offering insights into the challenges, motivations and opportunities that have shaped her career.
From teacher to senior leader
Emma’s pathway to senior leadership has been characterised by a willingness to embrace opportunity, even when it felt outside her comfort zone.
‘It has been a mixture of taking up opportunities as they come and, at other times, being “convinced” to apply for roles, even when I have not necessarily felt 100 per cent prepared—which is a very common mindset of a lot of women when seeking out promotions or leadership roles,’ she explains.
Her career at St Michael’s has included roles such as Head of Breen House, Director of Years 7 to 9, Director of Curriculum, and now her current dual position. Alongside this progression, Emma has strategically pursued further education to align with her interests and address areas for growth.
As a passionate advocate for student wellbeing, she completed a Graduate Certificate in Youth Mental Health. To strengthen her leadership and governance capabilities, she
undertook a Master of Educational Leadership. This targeted approach to professional learning has underpinned her advancement through increasingly senior roles.
Navigating gender in educational leadership
Emma’s reflections on gender representation in educational leadership highlight persistent disparities.
‘It is interesting working in a coeducational, independent school where many senior leaders of like schools are male,’ she notes. ‘There are many female principals of independent girls’ schools, but appointments to senior leadership roles in coeducational schools in the independent sector are often male.’
This dynamic presents challenges for mentoring and rolemodelling female leadership in coeducational settings. National statistics reinforce the issue: according to the Workplace Gender Equality Agency, only 19 per cent of CEOs in Australia are female, and only 18 per cent of board chairs.
Balancing leadership and family
The most significant challenge Emma has faced relates to the full-time nature of senior educational roles.
Emma McDonald, Head of Senior School and Deputy Head of the School
‘When you have young children, it is not always an option to return to work full-time. It requires logistical acrobatics on the home front and a strong passion for your role,’ she explains.
She also points to the financial burden of childcare as a barrier to women returning to work, and questions the persistence of traditional gender assumptions, including that it will be “mum” who takes time off work when children become unwell’.
Motivation and role modelling
As a mother of two boys, Emma’s leadership is driven by more than professional ambition.
‘I really want them to be led by strong women and see women in leadership roles, so I have seen it as almost an obligation that I can be such a role model for them,’ she says.
This perspective shapes her commitment to visible female leadership—for the benefit of all students, regardless of gender.
Mentorship and institutional support
Emma credits strong mentorship and a supportive school culture as key to her development. She acknowledges former Head of English Lisa McNeice and former Head of the School Terrie Jones as ‘incredible educators and generous mentors’.
St Michael’s has actively supported her professional growth, encouraging further study and fostering mentoring programs for early-career female leaders.
Supporting student achievement
Emma’s leadership also extends to championing opportunities for female students. She highlights recent 2024 Old
Michaelians such as Eva Dickson, who served as Co-Captain and Dux before studying Science at the University of Melbourne, and Emily McPhee, who will commence a degree Philosophy and Italian at Oxford University this year.
Recognising that girls remain underrepresented in fields such as engineering and technology, the School has developed partnerships with organisations including VicPhysics and the University of Melbourne’s Faculty of Engineering and Information Technology. These partnerships provide enrichment and networking opportunities for young female scientists.
Creating change through example
Emma’s journey illustrates both the barriers women face in educational leadership and the strategies that can help overcome them. Her willingness to step into roles before feeling fully ready, combined with strategic professional development and strong institutional support, has enabled her progression to senior leadership.
The challenges she identifies—from childcare costs to ingrained gender assumptions—require both individual determination and broader societal change. Her success not only creates pathways for other women but also provides powerful role models for all students.
Emma’s story is both a celebration of progress and a reminder of the work still to be done. With courage, clarity and care, she continues to lead by example—creating space for others to follow.
Walking together: reflections on Reconciliation at St Michael’s
Reconciliation at our School is not confined to a single week or event — it is a living, evolving journey that shapes how we teach, learn and grow together. In 2025, this journey has continued to deepen through meaningful partnerships, student-led initiatives and a renewed commitment to embedding First Nations perspectives across all aspects of school life.
From our Early Learning Centre to Year 12, students and staff have engaged in powerful moments of cultural learning and reflection. These moments have not only honoured the past but also helped shape a shared vision for a more inclusive and connected future.
A year grounded in welcome
The school year began with a whole-School Welcome to Country and Smoking Ceremony, led by Willie Pepper, Community Relations Manager from the Boon Wurrung Land and Sea Council, and his son Harrison. Held on Boon Wurrung Country, the ceremony brought together students, staff and special guests in a moment of shared respect and reflection.
Willie offered a deeply informative explanation of the ceremony’s significance, the symbolism of the native branches used in the smoking ritual, and the environmental knowledge embedded in Boon Wurrung culture. Students from across the School listened intently, engaging with the ceremony in a spirit of openness and curiosity.
The presence of School leaders — The Reverend Sister Linda Mary CSC (representing the School’s founding provincial order) and Andrew Eddy, Chair of the School Board— underscored the School’s commitment to institutional reflection and cultural respect. Their participation was a
visible reminder that Reconciliation is not only a community responsibility, but also a leadership imperative.
Learning through art and story
In Term 2, the School unveiled a large-scale outdoor installation of Together We Walk, a striking artwork by Trawlwoolway artist Bronwyn David. Originally commissioned in 2024 through a PCA grant and led by our Senior Reconciliation Action Plan (RAP) Committee students, the artwork remains a proud feature inside the Gipson Commons. This new outdoor installation, displayed on the Allan Pizzey Building, brings the same powerful piece into daily view — reminding our community of the importance of cultural connection and shared stories.
The unveiling was a moment of reconnection and celebration. Former student and RAP Committee member Emily McPhee (OM 2024) returned to speak about the project’s origins and the enduring impact of student voice in shaping cultural understanding. Now preparing to begin her studies at Oxford University, Emily’s presence was a powerful reminder of the lasting influence of student-led initiatives.
As current student Loretta (11H) reflected during the ceremony:
‘Bronwyn David said of this piece, “You and I, our communities; together we walk. On and off Country, connecting cultures and stories, we walk forward together.” This artwork is a powerful testament to the resilience and creativity of Indigenous communities. May it inspire meaningful conversation, deepen understanding, and strengthen our commitment to honouring and learning from First Nations Peoples.’
Conversations that challenge and inspire
In Term 2, members of the School Executive and Senior Leadership Team met with Caroline Briggs-Martin, a Sovereign Boon Wurrung and Wemba Wemba woman and daughter of Boon Wurrung Elder Professor N’arwee’t Carolyn Briggs AM. Caroline, a former parent at the School, shared stories of her community’s history and resilience, and challenged leaders to reflect on what Reconciliation means at a personal level.
This conversation marked a shift — from viewing Reconciliation solely as a collective responsibility to embracing it as a personal commitment. Caroline’s question, ‘But what does Reconciliation mean to you, as individuals?’ prompted deep reflection and has since been shared with staff across the School as part of ongoing professional learning.
This dialogue has also informed the School’s renewal of its Reconciliation Action Plan and its partnerships with organisations such as Ngwala Willumbong Aboriginal Corporation and the Aboriginal Literacy Foundation.
Reconciliation in the early years
Even the youngest learners at our School are engaging with Reconciliation in age-appropriate and meaningful ways. In a joyful visit to the Early Learning Centre, Boon Wurrung educator Jaeden Williams led a language and culture workshop through his organisation Biik Bundjil. Through stories, songs and dance, students were introduced to Boon Wurrung words and encouraged to care for Country and community.
This early engagement with language and culture helps lay the foundation for lifelong respect and understanding. It also
reflects the School’s belief that Reconciliation begins with relationships — and that those relationships must be nurtured from the earliest years.
The 2025 National Reconciliation Week theme, Bridging Now to Next, calls on all Australians to learn from the past, act in the present and build a united future. At our School, this call is being answered through action, reflection and a shared commitment to walking together.
As the School continues to implement its Reconciliation Action Plan, it remains a guiding principle — one that shapes not only what students learn, but how they learn, and who they become.
Through partnerships with First Nations communities, student-led initiatives, and a culture of listening and learning, our School is building a future where every member of the community feels seen, heard and valued.
1–2. Early Learning Centre students engage in a language and culture workshop led by Boon Wurrung educator Jaeden Williams.
3. Willie Pepper, Community Relations Manager (Boon Wurrung Land and Sea Council), addresses the audience during the 2025 Welcome to Country Smoking Ceremony.
4. Chair of the St Michael’s Board, Andrew Eddy; Head of the School, Gerard Houlihan; Emily McPhee (OM 2024); with Indigenous artist Bronwyn David at the unveiling of the outdoor installation of her commissioned artwork Together We Walk
5. Loretta (11H), Molly (11B), Darcey (11B) and Emily McPhee (OM 2024) present flowers to Bronwyn David
A legacy of service: 2025 Merry Month of May
In a year marking our School’s 130th anniversary, the 2025 Merry Month of May (MMoM) offered a powerful reflection of the values that have shaped our School since 1895. What began with the Community of the Sisters of the Church’s commitment to helping, caring for, and supporting those in need has evolved into a vibrant tradition that saw students, staff and families unite around the principle of contributing citizenship.
The success of this year’s campaign—raising over $53,000 for four carefully selected charities—reflected far more than impressive fundraising figures. It demonstrated how 130 years of education have cultivated a culture where service is understood as central to character development and civic engagement.
Four weeks, four causes
Each week of the campaign focused on a different area of social need, inviting students to engage with real-world issues through creative and purposeful action.
Week one: Australian Wildlife Conservancy
Our students’ fundraising efforts began with the Australian Wildlife Conservancy (AWC), an organisation dedicated to protecting Australia’s unique biodiversity. Junior School students embraced a casual clothes day complete with a parade of wild animals, while a range of student-led activities across the School demonstrated our community’s commitment to environmental stewardship. The enthusiasm and heart shown in supporting the AWC’s vital work in conserving native species and habitats for future generations set the tone for the month ahead.
Week two: Aboriginal Literacy Foundation
The second week focused on the Aboriginal Literacy Foundation, an organisation dedicated to empowering Indigenous children through literacy and numeracy. Our School Book Donation Drive saw students and families contribute high-quality books suitable for readers up to 18 years of age. The Junior School Lap-a-thons brought energy and excitement as students sought sponsorship from family, friends and neighbours, then proudly ran or walked laps of the School Oval while parents cheered from the sidelines.
Jacinta (6M) bravely cuts her hair for the Leukaemia Foundation’s World’s Greatest Shave during MMoM.
Week three: Melbourne City Mission
The third week supported Melbourne City Mission (MCM), which has been working to create inclusive, fair and just communities across Victoria for over 165 years. MCM’s work focuses on advocacy and support services for people experiencing homelessness and children with additional needs and disabilities. A major driver of donations came from our Year 10 Business Market Stalls, which saw all proceeds go to the cause. Acting General Manager Sue Albert visited our Junior School Assembly, helping students understand MCM’s mission. These diverse activities encouraged students to engage with complex social issues while developing empathy and awareness.
Week four: Leukaemia Foundation
The campaign culminated with support for the Leukaemia Foundation through the World’s Greatest Shave. Students and staff who chose to shave or colour their hair raised nearly $30,000 to support Australians living with blood cancer. This contribution adds to the World’s Greatest Shave’s impressive 27-year record of raising more than $310 million for vital research and support services, working towards the goal of zero lives lost to blood cancer by 2035.
A whole-School effort
The success of MMoM 2025 reflected the strength of our School’s collaborative culture. Year 12 Leaders drove student engagement, teaching staff supported activities during a busy academic period, and many of our teaching and non-teaching staff played vital roles in bringing the campaign to life.
The Staff Association Silent Auction raised $2,250 through creative contributions and collegial bidding.
Honouring our past, shaping our future
The Sisters of the Church who founded our School in 1895 may not have imagined egg-catching championships or buzz cuts, but they would have recognised the spirit of care and service that underpinned these contemporary expressions. Their founding principle—supporting those in need—has evolved into what our Strategic Direction identifies as contributing citizenship: developing students who understand their responsibilities to community and nation.
The 2025 Merry Month of May showed that contributing citizenship is not taught—it is practised. Students learnt civic responsibility by exercising it, developed empathy through authentic engagement, and discovered that individual actions gain meaning through shared purpose.
With a total of $53,084.30 raised, this year’s MMoM celebrated our School community, united in purpose and committed to making a meaningful difference.
1–3. Fundraising activities during the 2025 MMoM 4. Hayden (12S), Marcus (12K) and Nicholas (12H) with Head of the School, Gerard Houlihan, and Head of Community Service, Murray Phyland, presenting a cheque to Andrew Filippopoulos from the Leukaemia Foundation
54 floors. $26K raised. Students climb for Giant Steps
In a powerful act of community spirit and compassion, a group of St Michael’s students, Old Michaelians and families took part in the 2025 Rialto Run Up, raising more than $26,000 for Giant Steps Melbourne—a school that supports children and young adults with autism and complex needs.
Led by Year 8 student Cleo (8S), the group climbed 54 floors of Melbourne’s Rialto Towers. The event was dedicated to Cleo’s younger brother, Xavier, who attends Giant Steps.
This year’s climb built on the success of a similar initiative in 2024, when Cleo led her friends through the Biggest Stair Climb at Australia 108, raising over $27,000. Their efforts last year laid the foundation for what has become a growing tradition of student-led fundraising and advocacy.
The 2025 event saw the initiative expand in both scale and impact, with 33 participants including current students, Old Michaelians, parents and carers—all united by a shared commitment to inclusion and community action.
The group’s efforts were recognised by event organisers, who praised the students for their enthusiasm, empathy and respectful conduct. Their presence was felt not only in the stairwell but also in the hearts of those around them.
The group included many of Cleo’s good friends in Year 8, and a special mention goes to Lucy (8M) and Mathilde (8H), who were unable to climb on the day but contributed through fundraising and on-the-day support.
This initiative is a living example of our School’s commitment to nurturing contributing citizens—young people who act with our School values of Dignity, Respect, Care and Compassion at their core.
Giant Steps Melbourne is part of a broader network of support services that provide tailored education and therapy programs for children and young adults with autism. Their work is grounded in evidence-based practice and a deep understanding of individual needs, helping students build communication, independence and confidence. The funds raised by our School community will help sustain these vital programs and expand access to more families across Victoria.
As our School celebrates its 130th year, initiatives like this remind us that our legacy is not only found in tradition, but in the everyday choices our students make to serve others. The Rialto Run Up stands as a testament to the power of student voice, community connection and the enduring impact of compassionate leadership.
Cleo (8S) and her friends before climbing 54 floors to raise funds for Giant Steps
Grease: the musical – a bold reimagining lights up the stage
In May, the Performing Arts department at St Michael’s brought the iconic world of Rydell High to life in a bold and reimagined production of Grease: the musical. With four soldout performances at The National Theatre, the show was a resounding success, showcasing the extraordinary talent, creativity and dedication of students in Years 10 to 12.
Directed by Tyler Hess, Director of Performing Arts, the production was more than a nostalgic tribute—it was a thoughtful reinterpretation. While retaining the musical’s signature energy and charm, this version of Grease invited audiences to reflect on deeper cultural themes. Sandy was portrayed as a modern woman navigating the social expectations of the 1950s, blending magic realism with a fresh perspective on gender roles, identity and ambition.
The cast, crew and orchestra worked tirelessly over several months to bring the production to life. Their efforts culminated in a joyful and polished performance that captivated more than 2,500 attendees. From the opening number to the final chorus of You’re the one that I want, the show was a celebration of student voice, collaboration and artistic excellence.
Opening night was marked by a special gala event, welcoming Year 12 families, performing arts Old Michaelians and community guests. The atmosphere was electric, and the pride in the students’ achievements was palpable. In a first for the School, four local primary schools were invited to attend a matinee performance, offering Year 5 and 6 students a glimpse into the vibrant world of senior performing arts.
The response was overwhelmingly positive, with many young audience members leaving inspired and excited about future opportunities.
The production also served as a platform for students to explore technical theatre, stage management, costume design and live music performance. Every element—from lighting and sound to choreography and set design—was executed with professionalism and care. The result was a cohesive and dynamic show that honoured the spirit of Grease while making it relevant for contemporary audiences.
The success of Grease reflects our School’s commitment to excellence in teaching and learning in the performing arts. It also highlights the importance of student-led creativity and the value of providing authentic opportunities for expression and growth. As one audience member shared, ‘It wasn’t just a school musical—it was a full-scale production that rivalled professional theatre.’
The cast’s chemistry and energy were matched by the orchestra’s vibrant score and the crew’s seamless transitions. Standout moments included the high-octane rendition of Greased Lightning, the heartfelt solo Hopelessly devoted to you, and the ensemble finale We go together, which had the audience clapping along in celebration.
For Semester 1, Grease: the musical stands out as a highlight of the School year—a testament to what can be achieved when students are empowered to lead, create and perform. Congratulations to everyone involved in this unforgettable production.
Grease: the musical
Celebrating 130 Years: highlights from our 2025 Community Festival
On Saturday 29 March, families, Old Michaelians, staff and friends of the School came together at St Michael’s for our 2025 Community Festival.
Held every two years, the Festival is a much-anticipated tradition. This year, it carried added meaning, taking place during our School’s 130 Year Anniversary. It offered a moment to reflect on the qualities that have shaped St Michael’s across generations—connection, creativity and a commitment to learning in context.
A celebration shaped by many
From the moment guests arrived, the sense of excitement was unmistakable. More than 250 volunteers—parents, staff and students—contributed their time and energy to create a day that was inclusive, joyful and distinctly St Michael’s. Their efforts reflected the collaborative spirit that continues to define our School.
Student ambassadors played a key role throughout the day, welcoming guests and supporting activities with warmth and professionalism. Their presence offered prospective families a meaningful introduction to the culture of our School—one grounded in respect, care and student voice.
Showcasing student creativity and confidence
The Performance Stage drew impressive crowds throughout the day, with a program that highlighted the breadth of talent among our students. A standout moment featured the ensemble cast from Years 10–12 performing musical numbers from their musical, Grease, offering a lively preview ahead of their opening night.
A space for connection and contribution
Beyond the stage, the Festival offered a wide range of experiences for all ages. Families explored thrilling rides, interactive games and hands-on learning activities.
A highlight for many was the Rescue Hub, where children met beloved Paw Patrol characters and explored a real fire truck, thanks to Fire Rescue Victoria. These moments of joy and discovery reflected the inclusive and imaginative spirit of the day.
Welcoming new families
For many visitors, the Festival was their first experience of St Michael’s. Guided tours, conversations with staff and informal interactions gave prospective families the opportunity to explore the campus and experience the inclusive culture that defines our School.
The event also brought together Old Michaelians, long-time supporters and local residents, reinforcing St Michael’s role as a place of connection within the broader St Kilda area.
A shared achievement
The Festival was the result of more than a year of planning and collaboration. Every element—from the layout of activities to the coordination of volunteers—reflected the care and dedication of those involved.
As we continue to celebrate our 130th year, the Festival stands as a reflection of the relationships and values that shape our School. It highlighted the many ways our students engage with the world around them.
For those who attended, it was a day of joy, reflection and shared experience—and a celebration that will be remembered for years to come.
Yuma’s journey beyond the School Gates
Yuma’s story of purpose, accessibility and entrepreneurial drive
In the Gipson Commons—just metres from the Robotics Lab where he once spent countless hours tinkering with code— Yuma Soerianto (OM 2024) reflects on a journey that began not with brilliance, but with struggle.
‘Before I even started programming, when I was in Prep, I was pretty bad at computers,’ Yuma says with a smile. ‘Everyone could use Microsoft Word. I just could not.’
It’s a disarming admission from someone who, by age six, was teaching himself to code. By seven, he had launched his first website. And by nine, frustrated by the lack of coding schools willing to accept someone his age, he started a YouTube channel—Anyone Can Code—to help others learn what he had taught himself.
A mind for making
Yuma’s early ventures into programming weren’t just about learning—they were about sharing knowledge. The Anyone Can Code channel was born out of personal experience.
‘Coding schools would turn me away, all saying, “Come back when you’re 15”,’ he explains. ‘So I turned to online tutorials and websites to learn what I could.’
Launched at age nine, the channel now has over 16,000 subscribers and offers tutorials on everything from basic programming languages to emerging technologies.
‘You never really understand something unless you’re able to teach it,’ he says. ‘Preparing tutorials makes me stop and
think—how does this library work? How does this app actually function?’
Anyone Can Code is more than a name—it’s a belief that underpins Yuma’s commitment to equity in technology. That same philosophy is at the heart of his most recent venture: Ro/Box.
Head of the School, Gerard Houlihan, interviews Yuma Soerianto (OM 2024) during his visit to the School.
Screenshot from Yuma Soerianto’s YouTube channel Anyone Can Code
Ro/Box: a toolkit for equity
Co-founded with fellow students Ashton Doughty (OM 2024) and Sebastien Taylor (OM 2023), Ro/Box is a robotics initiative designed to make STEM education more accessible.
‘We were lucky to have access to great resources at St Michael’s,’ Yuma says. ‘But some schools can’t afford robotics kits or dedicated programs. Ro/Box is about helping close that gap.’
Ro/Box kits are built using low-cost components and laser-cut plywood, allowing students to explore robotics using realworld tools. The team sources parts directly from suppliers to keep costs low. All proceeds are reinvested into expanding access—none are kept as profit.
‘It’s not about profit,’ Yuma explains. ‘It’s about providing a blank canvas for students to explore real-world robotics— using actual components, pins and wiring.’
The project aims to eventually distribute kits to schools in underfunded or developing regions, supporting students who may not otherwise have the opportunity to engage with STEM subjects.
The team has been developing resources to help integrate Ro/ Box into the classroom, such as assembly guides, interactive programming lessons, and curriculums. They have also created a beginner-friendly coding platform, designed to help students take their first steps into programming.
We’re just starting our journey in making robotics affordable, so receiving feedback and support from students, teachers, and the wider community has been incredibly helpful for us to grow and create the best possible learning experience.
– Yuma Soerianto
Enterprising Futures: inspiring the next generation
In early May, St Michael’s welcomed back Yuma for a special visit ahead of his departure to Stanford University. Treated like a superstar by students, his return was a highlight—especially for Year 6 students engaged in the Enterprising Futures Signature Program.
In a conversation with Head of the School, Gerard Houlihan, Yuma shared insights into his entrepreneurial journey, his passion for making technology more accessible, and the story behind Ro/Box.
He later demonstrated the Ro/Box kit in a Year 8 Digital Technologies class and joined a casual lunch with the Robotics Club, where he spoke with students interested in app development and coding.
A community that nurtures
Despite his international achievements, Yuma remains grounded and grateful to the people and community who supported him.
‘If I’m making an app, [my parents] are going to support it. If there’s anything I need, they’ll find a way to help.’
He also speaks warmly of his time at St Michael’s:
‘St Michael’s has always pushed me to try new things and do my best, and that’s all I can ask for.’
‘The School facilities, including the Design Technology area and its staff, have always been a highlight for me. They enabled me to further develop my technical skills, whether in Systems Engineering or robotics projects.’
‘I’ve had the pleasure of being involved in the Robotics Club. It’s been great to both push myself technically and help others out, which helped me consolidate my knowledge of electronics and STEM.’
In May 2024, he co-presented at the Integrating AI in Education Conference with student Hannah (12B in 2025) and Director of Learning Technologies and ICT, Matt Heinrich. Their session, ‘Co-design to inform the use of AI in teaching, learning and caring’, highlighted the importance of student voice in shaping inclusive and ethical AI frameworks.
Yuma perfectly shows how our students are at the heart of our exploration and decision-making regarding the use of technologies for teaching, learning and caring at our School.
Looking ahead
Yuma is preparing to begin a four-year undergraduate degree at Stanford University, where he plans to major in computer science, with a possible double major or minor in business.
‘I chose Stanford partly because it’s close to the tech companies I really admire,’ he says.
He hopes to continue his freelance app development work and secure an internship at Apple. Long term, he dreams of starting his own company and contributing to the next wave of socially responsible technology.
‘We just need to make sure AI is used in a way that’s good,’ he says. ‘Because, like anything, it can be used in good ways and bad ways.’
With an ATAR of 99.1, Yuma’s academic excellence reflects the same drive and curiosity that have defined his journey so far. But for him, success is about more than just scores.
‘Make the most of your final year at St Michael’s – embrace every opportunity that comes your way and take pride in giving it your very best.’
Learn more about Yuma and his work by following the links below: robox.com.au madebyyuma.com Anyone Can Code - YouTube
Yuma Soerianto demonstrates Ro/Box to Year 8s during their Digital Technologies class.
Old Michaelian connections: a semester of giving back
At St Michael’s, the bonds formed within our community do not end at graduation. This semester, we have been thrilled to witness a remarkable number of Old Michaelians (OM) returning to campus—sharing their time, talents and wisdom with current students and staff in a variety of meaningful ways.
Inspiring futures: Tertiary and Careers Expo
One of the standout events this semester was the Tertiary and Careers Expo, held on Wednesday 14 May in Dolly’s Café. This annual event provides Year 10–12 students and their families with valuable insights into post-school pathways, including university, TAFE, apprenticeships and volunteering opportunities.
A number of Old Michaelians joined a panel on the evening to share brief reflections on their study and career journeys so far. Their presence offered students a relatable and encouraging glimpse into life beyond school. After the panel, the Old Michaelians remained at the dedicated OM stall, where they generously continued conversations with students and parents, answering questions and offering guidance.
We extend our heartfelt thanks to the following OMs who supported the event:
Jack Pitcher (OM 2010)
Ethan Hunter (OM 2019)
Nicholas Allard (OM 2019)
Charli Matthews (OM 2024)
Austin Murphy (OM 2020)
Tilda Rintoul (OM 2024)
Emily McPhee (OM 2024)
Tim Holland (OM 2020)
Max Miller (OM 2024)
Maddy Hill (OM 2018)
Dylan Knight (OM 2020)
Lillian Knight (OM 2022)
Tom Hill (OM 2020)
Oscar Gillespie (OM 2024)
Eva Dickson (OM 2024)
Maya O'Connor (OM 2024)
Academic coaches: peer support in action
We were also thrilled to welcome back Eva Dickson, Oscar Gillespie and Oscar De Brouwer (all OM 2024) as Academic Coaches for 2025. These high-achieving Old Michaelians are now working with students across all year levels in the Gipson Commons, offering academic support and mentoring.
Eva, who was School Co-Captain and Dux of 2024 with an ATAR of 99.6, brings a wealth of knowledge and leadership to her role. Oscar Gillespie, also a 2024 School Co-Captain, achieved an ATAR of 98.3 and has returned to support students in a wide range of subjects. Oscar De Brouwer, with an ATAR of 99.2, adds deep expertise in mathematics and science. Their recent experience with the VCE, SACs and examinations makes them especially valuable mentors for our senior students.
Musical homecomings
Music has always been a cornerstone of life at St Michael’s, and this semester, several Old Michaelians returned to enrich our musical community.
Luna Verratti (OM 2022), Ben Hjorth (OM 2002) and Isaac Burgess (OM 2019) lent their voices to the Commencement Eucharist, helping to set a reflective and celebratory tone for the start of the school year.
A particularly special mention goes to Harrison McGrath (OM 2024), who began his musical journey on the tuba in Year 5 and is now studying at the Melbourne Conservatorium of Music. Since graduating, Harrison has returned regularly to rehearse with the Chamber Brass Group and Scholastica Band, even performing at the Community Festival in March. His commitment continues as he prepares to join our musicians at the Melbourne Recital Centre Concert in June. Harrison’s enthusiasm, humility and mentorship have made him a trusted role model for younger students.
Three generations of an Old Michaelian family visit the School
Innovation and leadership: welcoming back Shandor Biczok
We are especially proud to welcome back Shandor Biczok (OM 2016) in a newly created role at our School as our AI Learning Specialist. Shandor is working closely with our Learning Technologies team and student Leaders to integrate artificial intelligence into teaching and learning across the School. While completing his final year at Swinburne University of Technology, Shandor is curating resources, facilitating collaboration and helping to establish a community AI Network. His work ensures that St Michael’s remains at the forefront of educational innovation, and his return is a powerful example of alumni giving back in transformative ways.
Thought leadership: Journal Club launch
Our inaugural Journal Club on 19 March featured Associate Professor Daniela Acquaro, a past staff member and current Board member. Daniela shared her expertise in academic publishing with 16 staff members, offering guidance on writing, editing and contributing to educational journals. Her session was both practical and inspiring, and we are grateful for her continued involvement in the life of the School.
Coaching the next generation
Sporting life at St Michael’s has also been enriched by the return of several Old Michaelians who took on coaching roles during Term 1. Their leadership and experience have been
invaluable in guiding and inspiring our student athletes. We thank them for their contributions.
Three generations of an Old Michaelian family
We were delighted to welcome three generations of an Old Michaelian family back to St Michael’s for a special visit. Elizabeth Cam (OM 1952), her daughters Robyn-Anne Constable (OM 1975) and Heather Vincent-Constable Ebbinghaus (OM 1978), and her grandchildren Sigi Ebbinghaus (OM 2019) and Tyler Constable-Armstrong (OM 2018) joined us for a warm morning tea with Gerard Houlihan, Head of the School, Judy Quin, Director of Advancement, and members of the Advancement Team.
It was a privilege to hear their reflections and stories, capturing the spirit of St Michael’s across the decades. Their visit was a touching reminder of the enduring impact of a St Michael’s education and the strength of our community across generations. We are grateful to this very special family for sharing their memories with us.
A living legacy
The first semester of 2025 has been a powerful reminder that the St Michael’s journey does not end at graduation. Whether through mentoring, music, coaching or innovation, our Old Michaelians continue to shape and enrich our community. We are deeply grateful for their contributions and look forward to many more meaningful connections in the coming semesters.
Nominate an Old Michaelian now!
We are excited to announce that the nominations for the Old Michaelian Contributing Citizen Awards program, designed to recognise the outstanding achievements of our Old Michaelians and the contributions they make to the wider world, are open for 2025.
For 130 years, Old Michaelians have been making a difference, and we want to celebrate and acknowledge their work. Shine a light on an Old Michaelian you know by nominating them for an Award today. www.stmichaels.vic.edu.au/community/omawards/ Nominations must be submitted by 11.59pm Monday 18 August 2025
Reunited and reminiscing: a joyful year of reunions
This year has been a heartwarming one for the Old Michaelians community, with three memorable reunions already bringing past students back through the gates of our beloved School.
The Class of 2005 celebrated their 20-Year Reunion, the Class of 2010 marked their 15-Year milestone, and the Class of 1995 gathered for their 30-Year Reunion—a particularly special occasion as they graduated in our Centenary year.
Each event was filled with laughter, stories and reconnections. Guests enjoyed a guided tour of the campus, culminating in a visit to the newly redeveloped Performing Arts Centre, St George’s. The highlight? Some delightful impromptu musical performances that brought back the magic of school days.
We look forward to welcoming more Old Michaelians as the year continues. Upcoming reunion dates are listed below—do not miss the chance to reconnect.
Upcoming Reunions
Saturday 26 July Boarders Reunion
Friday 1 August 10
The PCA – bringing us together
Claudia Correa-Walton, President, Parent Community Association (PCA)
As President of the Parent Community Association (PCA), I am thrilled to share the highlights of what has already been a dynamic and inspiring start to 2025. This year, as we celebrate our School’s 130 Year Anniversary, our parent community has shown incredible enthusiasm and commitment to making this milestone truly special.
We kicked off the year with our Year Level Representative Induction sessions, designed to prepare our reps for their vital roles in supporting families across the School. Impressively, we confirmed 90–95 per cent of our reps before Term 1 began—our best result since 2019. This achievement reflects the deep engagement and dedication of our parent community.
A particularly exciting development has been the growing involvement of dads in PCA activities. This year, we welcomed four fathers as Year Level Reps—one in Junior School and three in Senior School—with one also joining the PCA Executive. Their participation brings valuable diversity to our team, and we hope to see even more dads stepping into PCA roles.
At our first General Meeting, we introduced several new and continuing members of the PCA Executive. Miriam Brownlie joins us as VP of Events and Programs, and Mary Wood takes on the VP role for the Second-Hand Uniform Shop. Tom Ibbott is leading our Continuous Improvement efforts, focusing on refining processes, especially around uniforms. Kate Lester and Kathryn Smith are our new VPs for Parent Representatives in Senior and Junior Schools respectively, and Fiona Haddrell continues her excellent work as Treasurer for a third consecutive year.
We were honoured to welcome Judy Quin, Director of Advancement, as our keynote speaker. Judy shared exciting updates on the School’s Philanthropy Strategy, which focuses on expanding the Scholarship and Building Funds. She highlighted the long-standing tradition of giving at our
School and the importance of fostering a sense of belonging among families to support student success and community engagement. As we mark 130 years, Judy emphasised that our events will carry a celebratory flair, with the Community Festival being a major highlight (see page 26 for more details on this event).
Our Community Garden Working Bee in early March was a joyful and productive morning. Parents and students came together to weed, prune and prepare the garden for new furniture funded by the PCA. The garden is thriving, and we invite everyone to join us at future working bees to help maintain this beautiful learning space.
The 2025 Mother’s Day Lunch was a record-breaking celebration, with over 340 mums gathering at Zinc, Federation Square. From heartfelt speeches to curated gifts and a champagne bar, the event was a true reflection of our community spirit. A huge thank you to our organising committee and volunteers who made the day so memorable.
The PCA proudly supported our 1st VII Netball team during the annual St Michael’s vs Westbourne Night Match by operating our coffee cart, keeping the crowd warm and energised with hot drinks on a chilly evening. In a thrilling finish, St Michael’s clinched a 27–26 victory with a lastsecond goal—marking a memorable and long-awaited win, the first in seven years for our 1st team in this fixture.
Looking ahead, we are excited for upcoming events including our Trivia Night, Father’s Day celebrations and another Community Garden Working Bee later in the year. We hope to see you there.
An evening of connection and reflection
Gloria Cafra, Engagement Marketing Manager
On the evening of 23 April, the School community gathered in Dolly’s to mark a momentous occasion—the 130th anniversary of the School—at the annual Staff Professional Dinner. This special event, hosted by the Staff Association in collaboration with the School Executive, brought together colleagues in a spirit of celebration, reflection, and professional camaraderie.
The highlight of the evening was the presence of a distinguished guest speaker, Her Excellency Professor the Honourable Margaret Gardner AC, Governor of Victoria. Her Excellency has had an illustrious career in education and human resources, having served as Vice Chancellor at both RMIT and Monash Universities. She has also led national higher education bodies, including Universities Australia and the Group of Eight universities.
In her keynote address, Her Excellency spoke passionately about the vital role educators play in shaping society. Her
words resonated deeply with the audience, offering both inspiration and affirmation of the profession’s enduring impact.
The evening was not only a celebration of the School’s rich history but also a memorable gathering that honoured the dedication and achievements of our staff. It was a truly enjoyable occasion that will be fondly remembered by all who attended.
1. Nikoletta Bennett (Staff Association President and Head of Learning Services K–6), Gerard Houlihan (Head of the School), and Andrew Eddy (Chair of the St Michael’s Board) welcomed Her Excellency Professor the Honourable Margaret Gardner AC, Governor of Victoria, to the 2025 Staff Professional Dinner.
2. 2025 Staff Professional Dinner
3. Professor the Honourable Margaret Gardner AC, Governor of Victoria, addressed the crowd during the 2025 Staff Professional Dinner.
A warm welcome: Head of the School’s Parent Reception 2025
Gloria Cafra, Engagement Marketing Manager
On Friday 21 February, St Michael’s was delighted to host a very special evening for our community the annual Head of the School’s Parent Reception. Held under the golden hues of a perfect Melbourne summer evening, the event brought together a large number of new and returning parents for a night of connection, celebration and shared vision.
The relaxed and convivial atmosphere set the tone for a memorable evening. Numerous staff members were in attendance, enjoying the opportunity to engage with current families and warmly welcome those new to our School. It was a true reflection of the vibrant and inclusive spirit that defines the St Michael’s community.
A highlight of the evening was the formal announcement by Gerard Houlihan, Head of the School, who shared exciting developments in our Campus Planning for 2025 and beyond, including the establishment of the St Michael’s Foundation
a significant step forward in supporting the future growth and excellence of our School.
Guests contributed a modest ticket price of $20 per person, with all proceeds going towards the Scholarship Fund, reinforcing our shared commitment to making a St Michael’s education accessible to more students.
It was, by all accounts, a wonderful evening one filled with meaningful conversations, new connections and a shared sense of purpose. We extend our heartfelt thanks to all who attended and contributed to the success of the event. We already look forward to welcoming you back for the 2026 reception.
Head of the School Parent Reception
Our stories through the Archives
Gloria Cafra, Engagement Marketing Manager
This year has been a particularly vibrant one for the St Michael’s Archives, as we celebrated our 130th anniversary with a renewed sense of reflection, discovery and connection. The Sandra Matheson Archives have been a hub of activity – welcoming cherished visitors, uncovering historical treasures and curating displays that bring our School’s rich heritage to life.
One of the most heartwarming moments was the visit from Felicity Tocher (née Orchard, OM 1949), who, at 90 years old, made the journey from New Zealand to revisit the School she holds so dear. Felicity’s visit was filled with laughter and nostalgia as she shared stories from her school days with our dedicated Archives volunteers – Sue Loughlin, Carolann Thomson and Kim Crane.
We were also honoured to welcome Margaret CouperJohnston (née Orchard), aged 91, whose life story was a testament to the values we hold dear – kindness, resilience and community. Margaret remained deeply connected to her St Michael’s peers throughout her life, and her warmth and generosity inspired all who knew her. From her adventurous journey from London to Delhi in an old ambulance with fellow alumna Anne Jolliffe (animator of The Yellow Submarine), to returning to Melbourne just in time to watch her brother compete in the 1956 Olympics, Margaret’s life was one of courage, friendship and joy.
We were deeply saddened by Margaret’s passing in March. Her legacy lives on in the memories she shared, the friendships she nurtured and the values she embodied. She will be fondly remembered by the St Michael’s community.
As part of our 130th anniversary celebrations, the Archives team prepared a display for the Community Festival, offering a glimpse into how the St Michael’s uniform has evolved over the years. It was a lovely way to spark memories and conversations among past and present members of our School community.
One of the most unexpected and exciting moments of the year came with a call from the Tamworth Salvos. A small box of glass negatives had been discovered, marked with the name of the Sisters of the Community of the Church, Marlton Crescent, St Kilda. These delicate images – believed to be teaching aids depicting Oxford University – are thought
to be linked to the Oxford Movement, a 19th-century revival within the Church of England. Among the slides were not only academic illustrations but also delightfully humorous animations, as well as images of schools established here in Australia. Their return to St Michael’s is a poignant reminder of the far-reaching connections and enduring legacy of our School’s founding values.
The St Michael’s Grammar School Archives play a vital role in preserving the rich history and heritage of our community. We warmly invite members of the School community to consider donating items of historical significance or volunteering their time at our Archives Workshop. Your support helps ensure that our legacy is preserved for future generations. For further information or to express your interest, please contact us at archives@stmichaels.vic.edu.au
As we look back on this remarkable year, we are reminded that the Archives are not just about preserving the past –they are about celebrating the people, stories and spirit that continue to shape our community. Thank you to our incredible volunteers and to all who have shared their memories and discoveries. Here’s to the next chapter in our shared history.
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Glass negatives were discovered at the Tamworth Salvos, marked with the Sisters of the Community of the Church, Marlton Crescent, St Kilda
Old Michaelian, Margaret Couper Johnston (née Orchard), visits the School
Felicity Tocher (née Perkin, OM 1951) visits the School
Archives volunteers Kim Crane and Carolann Thomson with the history of the St Michael’s uniform display
Building community through volunteering
At St Michael’s, volunteering is more than just lending a hand—it is about building lasting connections, strengthening our community and creating a sense of belonging for families and students alike. For Amanda Murray-Johnson and Karen Brickell, long-time Year Level Representatives and active members of the Parent Community Association (PCA), volunteering has led to friendship, fun and meaningful contribution.
A friendship forged in community
Amanda and Karen first connected when their children began Kindergarten at St Michael’s. They quickly bonded over the shared experience of juggling work and parenting—and a surprising connection from their past.
‘We both lived and worked in London in our 20s,’ they recall. ‘We were often in the same places at the same time, but never met until many years later on the other side of the world at School!’
Their warm welcome from the Early Learning Centre representatives inspired them to give back. ‘We wanted to play our part,’ they say.
From BBQs to wine bars: the joy of volunteering
One of their most memorable moments was running the Community Festival BBQ in 2022. ‘We thought we would just be flipping a few burgers,’ they shared. ‘But after peeling 40 kilograms of onions and serving over 1,000 customers, we were exhausted — but had such fun with the other volunteers. It was a great sense of achievement.’
Their teamwork extends beyond School grounds. ‘We live around the corner from each other, so we engineer a “planning session” each year at the local wine bar—lots of great ideas come out of those sessions!’
Personal reflections
Karen was encouraged to step into the Year Level Rep role when previous reps stepped down. ‘I knew immediately who I wanted to do it with—Amanda, the organiser and comms queen extraordinaire!’
Amanda adds, ‘Karen is the mastermind behind our social events. We divide and conquer and have lots of laughs. I believe you need to invest in creating a community—it does not just happen.’
Their favourite events range from BBQs at the Geoffrey Ryan Cup to lively parent socials. ‘They are always loud and fun—so many new friendships are formed.’
Why volunteering matters
For Amanda and Karen, volunteering has deepened their connection to the School and to each other. ‘We have become firm friends, as have our husbands,’ they share. ‘It gives our children a sense of belonging too—they see us as part of the fabric of the School.’
They believe that a great volunteer team is built on diversity and humour. ‘Everyone has something to contribute. Even if you cannot commit long-term, helping at an event is a great way to get involved and feel connected.’
A lasting impact
Volunteering has given them more than they expected. ‘It has deepened our connection with the School and the people who make it what it is. It has also shown our children that we are part of the community too.’
Karen reflects, ‘My son will have been at St Michael’s for 14 years. It has been such a positive experience, and I have had the chance to weave my parent journey into his student journey.’
Amanda adds, ‘We have formed so many lovely friendships. As Year Level Reps, we see the incredible work of our educators and the tireless efforts of the PCA Executive.’
A message to future volunteers
Amanda and Karen are proud of the community they have helped build. ‘We have always done a good job connecting our year level. Amanda keeps everyone informed, and we love organising events that bring people together.’
Their message is simple: ‘You do not need special skills—just a willingness to pitch in. Volunteering is a powerful way to feel part of something bigger. At St Michael’s, there is a place for everyone.’
Amanda Murray-Johnson and Karen Brickell
130 Years of giving: the legacy of philanthropy at St Michael’s
Adrian Graziano Senior Partnerships and Philanthropy Advisor
For 130 years, philanthropic giving has played a powerful and often quiet role in shaping the story of St Michael’s Grammar School. Since its founding in 1895, the School has grown and flourished thanks to the generosity of individuals, families, and organisations, who believe in the value of education and the strength of community.
Philanthropy has been part of the School’s DNA from the very beginning. Marlton House, the School’s first building, was purchased thanks to an inheritance gifted to Sister Bridget, one of the founding Sisters of the Community of the Church. That first act of generosity set the tone for generations of support to come.
Since then, the physical and cultural fabric of the School has been shaped by giving. From the Quad and the Sisters Building to the Gym and other key learning spaces, philanthropic support has enabled St Michael’s to grow, adapt and thrive. These contributions have helped create an environment where students are supported to explore, achieve and belong.
One of the most meaningful expressions of giving has been the commitment to access and opportunity. The Scholarship Program, supported by the community through our annual Giving Days, has opened doors for students who may not otherwise have had the chance to attend the School. Since 2020, these campaigns have grown each year in both participation and impact – demonstrating the community’s shared belief in the life-changing power of education.
Importantly, giving at St Michael’s is not only financial. The School is also sustained by the extraordinary generosity of volunteers – parents, Old Michaelians, staff and friends – who give their time and energy to support every part of school life. From our dedicated archivists to the Parents and Community Association, countless individuals work tirelessly to ensure
our students experience a vibrant, connected culture. It is this genuine sense of community that sets St Michael’s apart. These contributions are gratefully appreciated and reflect the values that continue to define the School.
Looking ahead, philanthropy will remain central to our growth. As we plan for future building projects that support contemporary learning and student wellbeing, philanthropic support will be essential in bridging the gap between what school fees can cover and what our vision for the future requires. These spaces will shape how future generations of students learn, connect and thrive – and they will be built on the same foundation of generosity that has guided us for more than a century.
This culture of philanthropy, of giving what you can, in whatever way you can, is what has carried the School through 130 years of change and growth. Every contribution, large or small, helps extend what’s possible for students today and those to come.
As we mark this milestone, we acknowledge with gratitude all those whose generosity has shaped the School’s past and continues to guide its future. Their legacy is found not just in buildings or programs, but in the lives of students who are known, supported and encouraged to thrive, every single day.
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5. Elmwood House
6 & 8. The Gipson Commons
7. Hewison House
Marlton House (c. 1900)
Performing Arts Centre, St George’s
Centre for Inquiry and Innovation
Bereavements
Mr Ken Jones
19 April 1929 – 12 March 2025
The St Michael’s community is enriched by our extended community of Old Michaelians. In many cases, the family of Old Michaelians also maintain a relationship with the School, sometimes over decades. And so it was with Mr Ken Jones, past parent and grandparent, and generous benefactor over more than 40 years, who passed away on 12 March this year. Mr Jones’ daughter Anne attended St Michael’s, as did his two granddaughters, Melissa and Lauren. Anne attended St Michael’s from 1969–1974 and Mr Jones and his wife Joan were closely involved in the life of the School. Following Anne’s tragic death in 1974, while still a student, Mr Jones said his family would be forever grateful for the support and care they received from St Michael’s. On the death of his wife and soul mate, Joan in 1987, Mr Jones donated funds to establish the Anne and Joan Jones Music Scholarship which continues to be awarded to a promising instrumental music student each year. From 1986 he also supported three annual music prizes, The Anne Jones Memorial Prizes for Instrumental Music.
An accountant by profession, he lived virtually his whole life in Yarraville where he was an active member of the community. His love for tennis led to him being a mainstay of the Yarraville Tennis Club for more than 79 years, including 45 consecutive years as Secretary and he remained actively involved in Club matters even after his retirement from the Committee in 2017. A passionate Western Bulldogs fan, he was always ready to have a conversation about the team.
Renowned as a kind, caring and compassionate man, he was respected and valued by all who met him. A wonderful listener with a wide smile and an infectious sense of humour, he was a lively friend and mentor to many. Such was the esteem and affection in which he was held that he was often referred to as ‘Grandpa Ken’ by those outside the family.
He was a loving father, grandfather and great grandfather who took an active role in the family until his death. His admiration for St Michael’s never waned and he was extremely proud that his son, Alan and daughter-in-law Maree’s, two daughters also attended the School and was delighted to know that his great granddaughter would commence at St Michael’s in 2026. He will be remembered by his family, friends and the School for his love, kindness, wisdom and generosity.
Professor Glenn Bowes
2 November 1948 – 16 January 2025
It is with deep sadness that we mourn the passing of Professor Glenn Bowes, a former St Michael’s Board member, and a distinguished physician and academic, who passed away on 16 January.
Professor Bowes was a member of the Board from April 2019 to January 2023, playing a key role in reestablishing a sustainable philanthropy program at St Michael’s and central to the recruitment of an experienced Advancement executive in 2019. He chaired the Marlton Advisory Committee from April 2020 to January 2023, championing philanthropy and helped educate the Committee and the Board on its importance to the future of the School.
A wonderful mentor for the School’s leadership, he was generous with both his time and knowledge and supported the transition of School leadership, including the appointment of Mr Gerard Houlihan as Head of the School. Professor Bowes also cared deeply about the recognition of Indigenous rights and encouraged the development of the School’s first Reconciliation Action Plan.
Professor Bowes was a distinguished clinical academic who dedicated over 30 years to The University of Melbourne and The Royal Children’s Hospital, retiring in 2019 as an Emeritus Professor of Paediatrics. Prior to this, he made pioneering contributions at the Alfred Hospital, establishing Australia’s first adult cystic fibrosis program and the Lung Transplant program. Both initiatives were groundbreaking at the time.
After being recruited to the Royal Children’s Hospital, he founded the nation’s first academic program in youth health as the inaugural Professor of Adolescent Health. Over 16 years at the Hospital, he held pivotal roles including Chief Medical Officer, Executive Director, University of Melbourne Stevenson Chair of Paediatrics and Head of the Department of Paediatrics. His innovative leadership transformed adolescent health nationally.
He made significant research contributions to many other important public health issues, including family violence, substance use, sleep disorders, asthma, and cystic fibrosis. His expertise and guidance throughout the pandemic were especially impactful and undoubtedly helped our School navigate the challenges.
Beyond his professional achievements, Professor Bowes was a devoted husband, loving father and treasured grandfather. He was also a much loved and admired mentor to very many colleagues and students.
Professor Bowes was exceptionally intelligent, warm and approachable. His ability to articulate ideas, challenge perspectives, and reshape thinking was highly valued His loss is immense for all those who knew and loved him, our School, and the medical profession at large.
ValeSt Michael’s pays tribute to Old Michaelians, Staff and members of our community who are no longer with us and offer our condolences to their family and friends who are in our thoughts and prayers.
Valerie Buckle (OM 1945) 21 February 2024
Sister Rosamund CSC (past staff member) 22 July 2024
Margaret Goodman (OM) 24 December 2024
Professor Glenn Bowes (past Director of the Board)
16 January 2025
Freddie Roche (past grandparent) 25 January 2025
Lenore Macdonald (OM 1956) 13 February 2025
Morna McDonald (OM 1944) 17 February 2025
Mary Brown (OM 1945) 18 February 2025
Noel Womersley (OM 1948) 20 February 2025
Margaret Couper-Johnston (OM 1949) 4 March 2025
Ken Jones (past parent) 12 March 2025
Despina Neophitou (past parent) 7 April 2025
Mark Ewing (past parent) 21 April 2025
Dr Margaret Brennan (OM 1946) 22 April 2025
Tony Houey (past staff member and past parent) 18 May 2025
Lorraine Kneebone (OM 1943) 18 May 2025
Carlos Pizzorno (grandparent and past parent) 17 June 2025
Nina Mills (past staff member and past parent) 24 June 2025
St Michael’s thanks the community for advising us of the passing of their loved ones. This information is correct at the time of publication. To respect the family of the deceased, names will only be published where the family has advised the School or there has been a public notice advising of the death. These names have been added to the School’s Year’s Mind Book, which records anniversaries of significance to the School community. This will ensure that they will be remembered in prayer at a Eucharist held in the School’s Chapel of St Michael and All Angels at the appropriate time each year and that their memory will be honoured by St Michael’s Grammar School in perpetuity.
If you are an Old Michaelian or member of the St Michael’s community who would like to share a story or community notice, please contact us at engagement@stmichaels.vic.edu.au
