Strathcona Baptist Girls Grammar | 1
NEWS FROM STRATHCONA BAPTIST GIRLS GRAMMAR
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IN THIS edition
UNSTOPPABLE GIRLS SMASHING STEREOTPYES IN STEM
BETH MACLAREN SMALLWOOD
OUTSTANDING STUDENT ACHIEVEMENTS
FUTURE PROBLEM SOLVING GIRLS TAKE ON THE WORLD!
OUTSTANDING ALUMNI ACHIEVEMENTS
LEADERS OF INNOVATION
FROM THE PRINCIPAL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
OUTSTANDING ALUMNI ACHIEVEMENTS . . . . . . . . . . . . . 23
BOARD NEWS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
MASTERCHEF DINNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
TAKING PASTORAL CARE TO NEW LEVELS. . . . . . . . . . . . 5
BETH MACLAREN SMALLWOOD. . . . . . . . . . . . . . . . . . . . . 31
DUX SPEECH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
FUTURE PROBLEM SOLVING GIRLS TAKE ON THE WORLD!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
VCE RESULTS 2017. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 EARLY LEARNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 JUNIOR SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 TAY CREGGAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 SENIOR SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 UNSTOPPABLE GIRLS SMASHING STEREOTPYES IN STEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 SPORTS HIGHLIGHTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
THE HISTORY OF TAY CREGGAN . . . . . . . . . . . . . . . . . . . . 35 2018 TANZANIA TRIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 LEADERS OF INNOVATION . . . . . . . . . . . . . . . . . . . . . . . . . 38 DEDICATION & SERVICE TO STRATHCONA . . . . . . . . . . 40 PAST STUDENT NEWS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 PAST STUDENTS REUNITED. . . . . . . . . . . . . . . . . . . . . . . . 42 SPECIAL THANKS TO OUR DONORS. . . . . . . . . . . . . . . . 44
OUTSTANDING STUDENT ACHIEVEMENTS. . . . . . . . . . . . 19
Contents | 1
FROM THE Principal T
here is a quiet revolution, which is taking place in the mountains, along the streams, in the cities, and in the small villages in many parts of the developed and developing world. This revolution has nothing to do with warlords and violent clashes, but it has everything to do with books, learning and empowering girls. In a photo essay published in 2016, featured in the ‘Journey of Hope’ magazine, journalist Hannah White travelled to such places as Kabul, Tajikistan and Central Asia, to witness girls and women battling access to education who held chalkboards declaring themselves ‘Unstoppable’ in this pursuit. It is no secret: girls and women can be an unstoppable force for social change. Global Fund for Women believes in the power of girls and women to change their own lives, to write their own stories, and to create their own futures. We know that girls and young women can be incredible changemakers with potential to change their own communities and countries and build the world they want to see. There has to be access to health care and education for both boys and girls and we know that this is not the case in many parts of the world. Education is a powerful life-changing gift; extending access to girls and women can be
2 | Leadership
threatening to some regimes and male-dominated societies, but the benefits are demonstrably high. We know that investing in the education of all women and especially those in developing countries, has exponential benefits. Women put ninety per cent of their income back into their families and the wellbeing of their children, and we know that a child born to a mother who can read is fifty per cent more likely to survive past the age of five. Our Strathcona girls are committed to the contribution to their sisters whose situations are difficult and they regularly find ways to speak out and write about social issues and to contribute financially and through service where possible. Many of our alumni work or have worked in areas of the world which benefit from their education and the skills they have developed professionally. Those who have gone before us here at Strathcona have left a legacy of giving and a commitment to social justice. Our Strategic Vision Guiding Principle 2 states that we want our girls ‘To act judiciously and purposefully in contribution to the world’. Service to others and to community is an enduring value of the School. Our contribution to humanity is grounded in principles such as service, justice, respect, generosity and courage. In
order to engage ethically with the world and act as agents of change where necessary, we seek to instil in our girls a balance of knowledge and a set of skills including leadership, empathy, eloquence and confidence. Two of the School’s other Guiding Principles are; ‘To be courageous and creative in thinking, learning and research’ and ‘To be resourceful, resilient and optimistic in spirit’. We believe that these principles are important to assist us put in place programs and experiences, which allow our girls to have a strong voice in their School and to develop the strength and confidence to believe in themselves. Girls in schools such as ours certainly access excellent education and have privileged lives compared to their sisters in some other environments. However, Dove, which has the slogan ‘Girls Unstoppable’, conducted global research recently, which showed that six in 10 girls stop doing what they love because they feel badly about their looks. It was found in the global research undertaken, that a troubling six out of 10 girls quit the activities they love, avoid raising their hands in class, and stop taking chances like stepping up for leadership positions or trying out for sports, all because they feel badly about how they look.
We know that this does not occur to the same extent in all-girls schools; almost all our girls are very active in sport, science, debating, arts, learning and they hold all the leadership positions in the School. However, we cannot ignore that barriers are still in place for our girls and we know the epidemic of anxiety and depression that is enveloping many girls. Recently a video created by Always #LikeAGirl, viewed more than 4.4 million times in two days, showed a number of girls being interviewed responding to the question ‘Have you ever been told that because you are a girl, you should not do something?’ 72% of the girls interviewed responded that this was the case. 79% of girls believe that society puts girls in boxes. They think that if society stopped pressuring
girls to fits into categories (girls are not strong, girls should be pretty and thin, girls should be ‘nice’, girls should be agreeable and quiet, girls are weak, girls should not be too smart or ambitious), they would be more confident, happy and comfortable in their own skin. The future is beginning to belong to the unstoppable girl – and now more than ever, we need stories about women who are strong and capable in ways, shapes and forms which are authentic for each of them. The notion of unstoppable girls is still somewhat subversive and it signals the rise of a new type of heroism, allowing varying opportunities for girls and young women to feel their own capability, strength, agency and the type of power that comes from realised possibility.
I invite you to enjoy this publication where we celebrate a range of opportunities where our Strathy girls, staff and alumni have demonstrated their bravery, their joy and their amazing capacity. Throughout this publication, you will see images and read stories celebrating the generosity, confidence, and energy of girls and women who have proven themselves unstoppable in their commitment and contribution to the world around them. #fortitier #LikeAgirl #girlpower #strongisthenewpretty #girlsunstoppable. Marise McConaghy, Principal
Leadership | 3
t gives me pleasure to briefly report to the school community about the work of the Board of SBGGS. The Board’s role is to formalise the vision and strategy for the school with all its associated operations, and provide support and guidance to the Principal in implementing the strategy and running the school. Recently the Board has focussed on enhancing its governance. The Board has a number of Board Committees focussing on areas such as property and finance. This year the Board has renewed its Committee structure and now has four Committees - the Finance, Audit and Risk Committee, a Property Committee, a Nominations and Governance Committee and a Development Committee, whose focus is enrolments and marketing of the school. Committee membership is made up of Board directors and other members of the school community. If you have a passion for supporting the school in its successful development of ‘unstoppable girls’ as a member of a Board Committee and you have relevant skills, we would welcome hearing from you. I can be contacted at firstname.lastname@example.org Jocelyn Furlan, Chair of the Board
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The Strathcona Board of Directors 2018 • Chair: Mrs Jocelyn Furlan
• Mr John McKinnon, B.Sc., Grad.Dip.
• Deputy Chair: Ms Sonia Rendigs,
• Ms Trudy Skilbeck, B.Sc., LLB, FGIA,
B.Com, LLB, MAICD, FIPA
B.Public Relations and Organisational Communication (NY)(Marketing)
• Treasurer/Finance Chair: Mr Glen Noonan, B.Sc. (Computer Science and Accounting), CA
• Property Chair: Mr Robert McFee, B.Arch., CertTech, Member ARB
• Baptist Union Representative: Mr Michael Pittendrigh, B.Bus (Accounting), CA
• Old Strathconians Association Representative: Ms Laura Loftus,
• Principal/Ex Officio: Mrs Marise McConaghy B.A., Dip. Ed., ASDA, MACE, FAIM
• Business Manager/Company Secretary: Mr Mark Glover
AssocDipBus DipCorp Governance, CPA, MBA
• Deputy Principal: Mrs Jenni Farmilo DipT, GradDipMus, MEd, DipLifeCoaching
B.Com.(Accounting), LLB (Hons)
Congratulations Mark Glover We would like to congratulate Mark who has recently graduated from his Masters of Business Administration (MBA). As well as his significant contribution in his first year at Strathcona, Mark has taken pride in his commitment to school business administration in a national capacity to support schools across Australia. His current representative roles include: • National Director of Association of School Business Administrators Ltd (ASBA Ltd) • Chair of ASBA Ltd 2021 National Conference Committee
• Vice-President of ASBA Victoria (and Chair of Professional Development Committee/2018 State Conference Chair) • Director of ASCA Ltd (A not-forprofit national schools buyers group) • Life Member and Past President of CEBA (Catholic Education Business Administrators)
TAKING PASTORAL CARE
to new levels
have been a teacher for 40 years and my love for my students and the joy I find in coming to school every day has never diminished. As the Deputy Principal of Strathcona since 2010, I have been unbelievably blessed this year to have been given the portfolio of â€˜Pastoral Careâ€™. I believe the care of our students is even more important now than ever before. One of the many changes I have experienced as an educator is the changing relationship between staff and students. One of my goals is to develop this to an even deeper level of understanding and support by developing the student voice at Strathcona. I believe that by doing this I will be able to better understand the hopes and dreams of our students.
As a life long learner I am commencing a Masters Degree in Well-being and Positive Mental Health later this year and believe this will assist me in my role. I already have degrees in Music, Education and a Masters Degree in Educational Leadership. I draw both inspiration and encouragement from the students of Strathcona every day, and find hope for the future of humanity as we journey together. Across the year levels we have implemented various programs to ensure we create a sense of community, belonging and a feeling of connectedness where the girls can feel safe and valued. In Year 8, for example, they begin the year with a positivity theme
where each form group is involved in activities to help them develop skills in putting perspective on their feelings and learning to acknowledge the needs of everyone in the group to feel cared for. We also work with the Swinburne Aristotle Program on Emotional Intelligence. This program supports our students in having a well-developed emotional intelligence to help them on the paths to become unstoppable in todayâ€™s rapidly changing world. I am so proud and grateful that Strathcona has amazing teachers to implement the various programs across the year levels. Our philosophy and pastoral care truly supports the students in achieving in all areas of life, to their fullest potential. Jenni Farmilo, Deputy Principal
Leadership | 5
arriet Grimsey, Dux of 2017 achieved at ATAR of 99.65. Harriet also received the Premier’s Award for Psychology. This year, Harriet is studying a Bachelor of Commerce at the University of Melbourne. She has plans to study a post-graduate in law or politics, potentially overseas. This year she is involved in various sports both with the university and outside of the university, and she’s tutoring VCE students. After graduating last year, Harriet and her family visited Tanzania (which she had previously visited on the first Tanzania trip run by Strathcona) and saw her sponsor child again. Harriet is planning to visit Chile in the summer holidays to go travelling with her host sister who she met through Strathcona’s cultural exchange program to Chile when she was in Year 10. ‘It’s fair to say that the school has certainly had a profound and long-lasting impact on me beyond academics’.
Dux Speech 2017
t’s an honour to be standing here today as Strathcona’s Dux of the school for 2017, which is something I never thought would happen. At the end of every year I always wished I could swap places with the year twelves so that I could have that year over and done with. I was envious of them – envious that they
6 | Leadership
had that one dreadful year behind them. This was what naïve young Harriet never failed to wish every year at Presentation Night, and then again when VCE results came out, and then again when the Scholars Assembly was held at the start of each year, ever since Year 7. I call myself naïve because I believed that Year 12 was a painful and grueling experience – one that was filled with constant study, suffocating pressure and no fun. Let me tell you all right now that I was wrong. Being wrong is not something I like to admit to, but in this instance I have no proof to back my previous beliefs, because whilst Year 12 was difficult at times, it certainly was not a horrible experience. Year 12 is more than study in many ways. You cannot physically sit at a desk and study endlessly. I mean, you need sleep, of course, but you also need to give yourself a break. I learnt that if you work hard and, importantly, play hard, you will be rewarded. During Year 12 I did work hard but I also played hard – some may even argue I played harder than I worked. I kept up my extra curricular activities such as GSV sport every term and sport external to school, whilst balancing the role of deputy school captain. On top of this, I also managed to exhaust the Netflix library. You name it, I’ve watched it. I used it as a reward system after I’d had a study session. Also I couldn’t let myself fall behind on the 2017 trends just because of Year 12, even if Riverdale is a terrible show. I encourage you all
to find something like this to reward yourself with. It’s important to balance out study time and fun time, because having fun does actually complement your studies. If you asked me what I thought made the difference in Year 12, I’d give you two tips. The first one is to use your resources. When I say this, I’m not referring to those smiggle highlighters you bought at the start of the year, although I do still recommend you use them because they’ll make for really cute study notes. What I’m actually referring to are your teachers. Believe it or not, they’re actually really nice people and they can become more like friends than teachers. It wouldn’t be unusual to start discussing comparative essays and end up talking about what you’ll wear to formal, who you’ll be taking, or whose AFL team is going to make it into the grand final (which is unfortunately a bet I lost to Mr Bradshaw). They’re there to provide not only academic, but emotional support. Even though they often see you at your worst, they never fail to help you bring out your best. My second vital tip is to plan ahead. I’m not going to lie, I was a bit of an organisational freak and I honestly believe that this was my savior throughout VCE. Study plans act as a much-needed reassurance that anything you can’t complete one night will eventually get done. In fact, most of my study plans didn’t even work out how they were supposed
to thanks to period 6 Chemistry on a Friday, where Mr Mac never failed to ruin my weekend with yet another 6 weeks worth of homework (although I do thank him now as it was the reason I did better than I expected to in Chemistry). Despite making a mess of my school diary by changing and rechanging study plans, simply having a plan in the first place before being hit with a storm like Chemistry made everything seem far more doable. Just like your study plans may not always go the way you thought, other things may not go to plan in more catastrophic ways. Life happens – it doesn’t pause itself for Year 12 and restart the next year. For example, last year I only made it three weeks into term 1 before everything fell apart (thinking back now, I really didn’t last very long). I felt like I was just getting the hang of Year 12 and that things were finally coming together. Then at the swimming carnival I started to feel really unwell and had to miss one of my races, which I felt terrible about – but let me tell you, I felt a lot more terrible about missing School for the remainder of the term. Turns out I had glandular fever, which is really a not so great start to what was supposed to be a great year. In those next six weeks, I was like Chicken Little, convinced that the sky was falling. It’s easy to adopt a negative (and overdramatic) mindset such as this one, but it’s certainly not helpful. Unfortunately this will be the case for most of you – things won’t be picture perfect like you imagined it. You’ll encounter hurdles and times where you really do want to throw in the towel, but when this happens, whatever you do, do not give up. The only thing that can stop yourself is your attitude, so pick yourself back up and prove those negative thoughts wrong. Or, as Mrs Boland likes to put it, stand up, put your lipstick on and keep on going.
hear many times this year, there are pathways). What I will tell you is that when I think of Year 12 and my time at Strathcona, I do not think of my ATAR. Instead, I remember trying so hard to learn my class’s Live 8 Dance that I still remember some of the moves today, I remember having to throw out the vegetables we cooked on Camp 2 Campus because someone mistook detergent for cooking oil, and I remember our year level’s song ‘you raise me up’ and how I cried when we sang it on our last day of School
because I realised just how much I’d miss everyone. It is these things, these unique memories, incredible friendships and ultimately who you have become as a person after your 13 years of schooling, which cannot be narrowed down to one number. And it is these things that you will carry with you for the remainder of your lives – not your ATAR. Harriet Grimsey, Dux of 2017
My final message for you all is to remember that VCE is not a measure of your self worth, nor is it a reflection of your entire schooling journey. I’m not going to stand up here and tell you that your ATAR means nothing and that it isn’t important, because in the end it is important to some extent in getting into the course you want for university (although, as you will Harriet, Tanzania 2018
Leadership | 7
Year 12, 2017 cohort
ur hard-working and committed 2017 cohort delivered outstanding results. They worked with focus and dedication and it was with great excitement and pride that we presented the academic outcomes.
subjects. We are extremely proud to have 10% of students placed with ATARs of 99 and above. This is the highest percentage of students over with an ATAR of over 99 in the history of Strathcona.
Our inspirational teachers gave so much of their time and talent to ensuring that our girls were well prepared. As a non-selective School that welcomes and supports all students to strive for their personal excellence, I am so proud of our girls and very thankful to their teachers.
49% (43 of our students) achieved an ATAR of 90 and above, thus placing them in the top 10% in the state.
We congratulate Dux, Harriet Grimsey, Deputy School Captain, who achieved an ATAR of 99.65. Harriet worked hard while also remaining engaged in a broad range of co-curricular activities. Harriet received the Premier’s award for Psychology and Raff Skourletos received the Premier’s VCE Award for English. This year Raff is studying a Bachelor of Medicine and Harriet is studying a Bachelor of Commerce. The Class of 2017 achieved seven perfect study scores of 50 across five
The median Study Score was 36. There were only 8 out of 532 Schools in Victoria that achieved a median Study Score higher than 36, many of these being select entry schools. This is an outstanding achievement by our 2017 cohort.
• 10% of students with an ATAR 99+ (top 1% of the state) • 18% of students with an ATAR of 98+ (top 2% of the state) • 27% of students with an ATAR of 95+ (top 5% of the state) • 49% of students attained an ATAR of 90+ (top 10% of the state) • 82% of students attained an ATAR of 80+ (top 20% of the state)
So many contributed to supporting the girls in their academic and personal journey at Strathcona. The VCE class of 2017 are well on their way and there is no doubt that they will contribute to the world as generously as they have to Strathcona and that they will maintain an understanding of the value of a brave, faithful and optimistic approach to life. Marise McConaghy, Principal
Premier’s VCE Award recipients, Raffaela Skourletos and Harriet Grimsey 8 | VCE Results
University Destinations for the Class of 2017 University of Adelaide 1% JMC Academy 1%
Victoria University 1% La Trobe University 2%
Australian Catholic University 4% Swinburne University of Technology 4%
RMIT University 10%
Monash University 41%
Deakin University 12%
University Of Melbou rne (The) 24%
Course Type for the Class of 2017 Film and Televis ion Production Occupational Os teopathy Information Technology Therapy Property and Valuation Economics
Pharmacy Des ign Architecture
Marketing and Communications
Interior Des ign
Engineering Business Nursing Commerce
VCE Results | 9
EARLY Learning Building resilience through play
Building a positive image of self
Resilience through exploration
Children are naturally equipped with an inquisitive approach to life, exploring, investigating experimenting. They are capable of building their knowledge through an on-going enthusiasm and curiosity of the world around them. This means that every day can bring extraordinary moments as children are faced with new and exciting opportunities. These moments can also be challenging, whether it is mastering a new skill, finding the courage to climb over the high A frame in the playground, or finding the confidence to build friendships with others.
However, challenges may also be confronting for children at times, and avoidance can sometimes seem the best option. Children are more likely to take risks in their learning when they feel safe to be themselves. Our role as teachers is to ensure that children feel comfortable and confident in their environment, so that they can function at their fullest capacity. Trusting and respectful reciprocal relationships are an important foundation for childrenâ€™s emotional well-being. As they grow and mature, we support and model how to recognise, express and manage their emotions, persevere and develop self-reliance. This in turn, provides opportunities for children to take risks in learning, to stand up for themselves and assert their rights whilst still being mindful of others.
Within the ELC, children play in an environment where they have some control and can take risks, think, wonder, have fun and test their own abilities. One that invites developing a positive self-image and growth mindset. This, in turn, nurtures a love of learning and builds resilience and strong problem solving skills.
10 | Our School
Our program provides learning experiences that allow children to work independently while still providing times of challenge in which the teacher will step in and guide the childrenâ€™s thinking by asking questions, offering options, further resources and strategies with an aim to ultimately assist the children to achieve success and satisfaction with their learning. Jo Dowling, Director of Early Learning Centre
JUNIOR School Unstoppable Junior School Girls Junior School staff provide a vast array of experiences that allow our girls to discover what they are capable of and where their passions and talents lie. The pathway to an unstoppable mindset is unique to each girl and is the result of interconnected opportunities, experiences, achievements and people. Here are just a few examples of how we are encouraging our girls to see themselves as unstoppable…
Tinker Time Our Year 3 girls participate in Tinker Time activities each week. Tinker Time provides them with the opportunity to solve problems through a variety of design challenges that develop the 21st Century skills of collaboration, creativity, and critical thinking. Each challenge integrates an aspect of maths, literacy, and inquiry learning. The girls have designed moving cars using recycled materials, created bracelets to showcase their understanding of binary code, created rock pets, and designed their own video game. When our students feel confident to solve new challenges collaboratively, creatively, and can think critically about the task at hand, they can feel unstoppable.
The Local Landscapes program provides an opportunity for our Year 6 students to produce a piece of work that is personally significant and meaningful. Across the course of a School term, each girl paints a landscape based on a photograph of personal significance. The development of their landscape is challenging, technically demanding and requires honest critiquing of their work. As each student works to develop and ultimately complete their landscape, they embrace the opportunity to explore, experiment, critique, and ultimately discover what is possible for them to create. When our students willingly share their work and put forth their creative ideas for others to engage with, they are strengthening their own self confidence and in turn, their personal belief that they can feel unstoppable.
Our Year 5 / Prep Buddy program plays an important role in the lives of our students, with our School’s values clearly displayed as the girls spend time together. Our Buddies program has also been designed to empower our youngest students to see the potential in their ideas, and for our
Outdoor education The Junior School’s Outdoor Education program begins in Prep with the pitching of tents in the familiar playground setting and culminates in Year 6 with a hike in the hills of an unfamiliar Marysville. From the students’ first outdoor education experience, they are being provided with opportunities within the natural environment to explore their own potential and make deeper connections with the people around them. The Outdoor Education program promotes important skills such as responsibility, initiative and the satisfaction that accomplishment can provide. The program also presents challenges that promote independence, confidence and resilience. Outdoor Education camps from Year 3 onwards allow our students to explore a world beyond the School gates and develop a greater appreciation for our environment and the value of spending time outdoors. When our students feel connected to those around them and the outdoor environment, they can feel unstoppable.
older students to use their talents to bring these ideas to life. This year sees the Prep students engaging in activities that allow them to design and build their own creations using CAD software programs and 3D printers. From a 2-dimensional picture, our students will build their own sand castle toys. When a young student feels valued, supported and cared for, she begins to form the belief that she is unstoppable. By taking on the role of a buddy, our older students are tasked with the responsibility to look after and care for a younger student, and from this they learn the power of empathy and compassion. They feel trusted and empowered, which leads them to feel unstoppable. Junior School staff provide a range of experiences and opportunities for our students to develop their talents and discover what they are capable of achieving. As new opportunities are embraced and successful mastery of skills is achieved, our girls’ sense of accomplishment grows, and so too does their belief that they are unstoppable. Geoff Little, Head of Junior School
Our School | 11
TAY Creggan Year 9 Envision Program 93 unstoppable girls, 6 week rotation to Explore, Enterprise and Engage. Our Year 9 Envision Program provides a unique and challenging experience for Year 9 students. The Year 9 students at Tay Creggan are involved 5 periods a week in Tay Cregganâ€™s Envision program. Each student rotates through the following components, Explore, Enterprise and Engage. The program is one that promotes independence, interdependence and self- motivation. It has been designed around a rotating cycle of six-week experiences, carefully designed to build student engagement through a personalised learning model. In each of these components students are actively challenged, making choices and the focus is the development of life-long, transferable skills. The skills are as follows: 1. Problem solving 2. Communication 3. Financial literacy 4. Critical thinking 5. Creativity 6. Teamwork 7. Digital literacy 8. Presentation skills. At the end of each six week rotation, parents are invited to attend the
12 | Our School
Envision Event to celebrate their daughterâ€™s learning. The Enterprise component sees the students working innovatively, being creative, taking and managing risks, having a can-do attitude and the drive to make their endeavour happen. The Enterprise component provides students with an opportunity to develop these skills in the context of an Envision Event. To date, the Year 9 community have been invited to take part in a night market with an international food theme and have been overwhelmed by a sit-down supper for 120 participants. The girls planned, budgeted and designed a menu that they could serve efficiently to the guest seated at a table that spanned the entire length of the Tay Creggan Hallway. The Explore component saw the students involved in a guided inquiry with the central theme being Melbourne. The students take part in a variety of excursions exploring the city of Melbourne. They then use these experiences to help create their art work. The ability of students to be able to develop and seek to answer their own questions is an essential part of education that is sometimes lost in Schools where the teachers tend to ask the questions. The Guided Inquiry Model provides a structure that supports real exploration by students, that opens up their world to new understandings. It fosters a spirit of curiosity. The students were very proud of the art work that they created and their political
pieces showed thought and insight and generated much discussion amongst the parents who attended the gallery opening. At the second Envision event, the students used their Melbourne inspirations to create lanterns which adorned the supper table as well as beautiful greeting cards for the parents to take home. The creative process is developed in the component titled Engage. It is no longer sufficient for students to do well in tests. Skills of engagement with others in various forms are essential in preparing for the 21st Century workforce. The student focus for this component is to provide entertainment and technology for the Enterprise endeavour. The Engage students have created scripts and drama productions, composed and performed musical pieces and produced movies for a film festival. As members of the Engage group, students were able to organise, plan and research their work; evaluating the effectiveness of their scripts and their theatrical intent. In their Willy Wonka and the Chocolate Factory Musical production they brought the story to life with engaging characters and stagecraft; worked with projection lighting and sound software and effectively presented their finished product to a most captivated and entertained audience. These Year 9 girls are unstoppable! Julie Plymin, Head of Tay Creggan
Future focused skills
Innovation in education is more than having technology in the Teaching and Learning program. It is about how we influence thinking of students to ensure they leave the classroom with the skills they will need for the future, such as problem solving, creativity, critical thinking, entrepreneurship, and the right attitude to deal with problems and issues, particularly those that are global and future focused. At Strathcona, we encourage and engage students to carefully tailored programs which have an element of personalised learning and encourage self-motivation and working collaboratively. At Year 9, this is encompassed in our Envision Program which has three components: Enterprise, Explore and Engage. At Year 7 and 8, our SEED program which is a trans-disciplinary guided inquiry program where students are encouraged to Seek, Engage, Enrich and Diversify their learning.
There is a strong participation and interest in science, technology and mathematics at Strathcona. In addition to the key subjects on offer, we encourage students involvement in STEM related activities through our a co-curricular program such as Olympiads (problem solving) and Science Club which looks at four key areas: Chemistry, Forensic Science, Electronics and Rocket Making. To further develop and ingrain STEM in Strathcona we have created a leadership role for Year 12 students: STEM Captains. These captains work closely together with the Mathematics and Science Departments to provide extracurricular activities including STEM Days, Maths Week, Science Week and an involvement in Science Club.
To balance the learning and teaching in the classroom, over recent years we have reviewed and re-structured our Outdoor Education program. This program focuses on developing a positive community within the year level, resilience, confidence, leadership, problem solving and an appreciation for nature. Students are encouraged to develop their mental agility and endurance through adventurous activities in challenging environments and seasons. In Years 7 and 8 â€Ś. Leading into our Camp to Campus at Year 9 which involves bushwalking, bike riding and canoeing. Outdoor education at Year 10 becomes more personalised with students selecting camps with a focus on: canoeing, skiing, bushwalking and kayaking. Tracy Herft, Dean of Academic Operations
Our School | 13
14 | Technology
Smashing stereotpyes in STEM T
echnology is a game-changer. It can empower our girls to have a global reach, to give their imagination forms and participate in creating our future. Since starting at the School this year, I have worked with a variety of staff to create new opportunities for students to push boundaries and explore new realms in technology. It’s exciting to see the way that our students have embraced these, proving that the stereotypes are wrong: girls can be tech masters. Below are just some examples of the technology-related projects that have happened so far this year. They are just the start; we have many more ideas in the works, including cardboard robotics and a VR Art installation.
Primary With Eleni on board in Junior School, we have started to develop a STEAMpowered curriculum called the ‘Tinker Train’. The Year 6s are the first to explore this program and there was an air of excitement in the room as they unpacked the SAM Labs robotics kits for the first time. Within minutes, they had constructed remote control cars using Bluetooth servo motors and sensor and had them powering through the room. They’ll be using these skills to construct their own inventions using a block-based programming language as part of their unit on Sustainability.
Art inspires creativity and openness, which makes it a perfect space for technology collaborations. I was invited to speak to the Year 10 textiles class about the impact that technology has had on fashion, with some students taking the opportunity to explore this further in their project with lasercut and 3D printed elements. Meanwhile, the Year 10 design class have been developing designs for an ELC play and learning space. As part of this, they have been learning how to use TinkerCAD to create and 3D print their own furniture designs. It is magical to see their ideas take shape.
A group of Year 8 and 10 students were chosen to join the Bundoora Gifted Network SIM Challenge. These students used technology tools to collaborate remotely with astrophysicists and students in other Schools to create a proposal for Mars colonisation. Every student contributed something different for their team, with some students developing apps while others created 3D models for suggested living quarters. It was awe-inspiring to see what they were able to accomplish in such a limited time while working with students they have never met face-to-face.
A group of keen students put up their hands to join the Zero Robotics Team. They will be entering the MIT-developed competition, with their eyes focused on the stars: the finalist team will run their code on the International Space Station. Most of the students have not coded before; however, they are keen to develop their understandings and will be learning the C programming language at lunchtimes.
As part of Maths week, Giselle Lobo and the STEM captains ran the Sphero Olympics at lunchtime. Students had to program the Sphero robots to complete a maze in the shortest amount of time. Well done to the Year 7 team who eventually took home the prize!
Year 9 As part of the Year 9 Envision project, a group of Year 9s developed the animated backdrops for their performance of ‘Charlie and the Chocolate Factory’. They also explored social media techniques, building web advertisements in Adobe Spark.
Michelle Dennis, Head of Digital Learning and Innovation and Eleni Kyritsis, Leader of Digital Learning and Innovation
Geography The school’s new 360 camera has had a workout with Geography field work. The Year 10 Hazards class has been annotating 360 photographs with the knowledge that they have gained on their excursion to the Victorian mangroves. This tool allows students to have new ways of visualising data, as well as reflecting and sharing their experiences.
Technology | 15
16 | Sport
SPORTS highlights W
e have had many highlights throughout Semester 1. House Swimming, Diving, Cross Country and Athletics. As well as GSV Swimming, Diving and Cross Country Carnivals and over 40 sports teams competing in the GSV weekly sports program. In addition, we have enjoyed much success in Rowing, Kayaking and Saturday Netball. We aim to allow the girls to develop and discover their areas of interest and talent and enable them every opportunity to experience the benefits of a healthy, happy and physically active lifestyle on their overall health and well-being.
AFLW Collingwood Football Club Partnership – This year we are excited that Strathcona has established a unique partnership with Collingwood Football Club. Together our aim is to empower young women through sport and enhance co-curricular participation and performance. Our partnership with Collingwood will allow us to invest in the development of young females in sport and provide them with valuable, meaningful and effective pathways into the elite sporting world, both on and off the football field.
Kayaking – At the Victorian Sprint Championships, the team took home 10 medals. At the Victorian Schools Marathon Championships held at Nagambie Lake the girls braved 70+ km per hour winds, portages and a few capsizes, coming away with 3 medals. Into Term 2 the girls were
back in the water together and are preparing to host a marathon race at Tay Creggan, in June. The team will also participate in the Fairfield Pursuit in late June. Congratulations to Jen Stevens (ex-Strathcona Kayaker) who has recently been selected into the Australian Canoe Polo team. HOSG Regatta – The HOSG for 2018 will be quite a memorable one for all involved. In the lead up to the HOSG weekend, from the 107 events entered Strathcona qualified for 79 “A-Finals” and won a record 33 Gold medals. Including 10 out of 16 crews medalling in A-finals at the State Championships in early March. The results over the HOSG weekend were outstanding, with 12 of our 16 crews making it through to the A-Final. This impressive result surpasses our previous best.
Australian Open Schools’ Rowing Championships – 3 crews (15 girls) travelled to Sydney in March to represent Strathcona and compete in the Schools National Competition. It was a fantastic experience for all of the girls involved. Saturday Netball – This year Strathcona will have approximately 250 girls playing Netball in the weekly Boroondara Netball Association competition with 27 teams from Year 5-12. Excitingly, many of the teams will be coached by current or past Strathcona students. GSV Triathlon – 51 girls competed in the Victorian Schools Triathlon Championships in Elwood. Five individuals placed in the top 10 with 2 individuals and 1 team winning medals. Triathlon Victoria awarded Strathcona with a trophy for placing 3rd overall in the Girls competition.
GSV Swimming – A team of 53 girls competed in the GSV Swimming Preliminary Carnival. The team competed very well in the Championship Carnival placing 1st overall in the Senior Division and 1st overall in Division 3 bringing home to pennant and trophy. We had 14 girls qualify to compete in the GSV Swimming Finals night winning a Silver and two Bronze medals. GSV Diving – 14 girls competed in the GSV Swimming Preliminary Carnival. The girls performed exceptionally well qualifying to compete in the Division 1 Championship where we finished 7th overall. Two girls qualified to compete at finals night. GSV Cross Country – A team of 65 girls will compete in the GSV Preliminary and Championship Carnival at Yarra Bend and Bundoora Parks.
GSV Weekly Sport – Term 1 saw 14 sports teams compete on a weekly basis for Softball, Indoor Cricket and Tennis. The Senior A Tennis Team won their zone and will play in the SemiFinals at Melbourne Park. Term 2 will see 30 sports teams (approximately 300 girls) compete in weekly sport in Water Polo, Netball, Hockey and AFL. House Sport – Gilbert (again) won all 3 house carnivals this year – Swimming, Cross Country and Athletics. We had several new record set at the Athletics carnivals – • Blasé Demase, Year 9 broke a 4 year old 100m sprint record 13.20sec, previously held by Kate Boulter 13.32 (2014) • Tamsyn Lovass Year 11 broke a 2 year old 1500m record 5.15.02, previously held by Tess Plowman 5.16.26 Megan Boyd, Head of Sport
Sport | 17
18 | Student Achievements
Alana Hribar (Year 7) achieved 2nd Place in the 2017/18 Victorian Interschool Cycling Series, Junior Girls division. Congratulations Alana on your consistent performance over the seven-race series representing Strathcona.
Emily Andrew (Year 9) was selected to represent Victoria as a part of the School Sport Victoria U/15 Netball Team who will play in a tournament against other State teams at the end of July.
Katie Fabian (Year 11) competed in the ISU World Junior Short Track Speed Skating Championships held in Poland in March. She was the only Australian girl competing and placed in the top 40 for the 500m. She also competed at the Australian Open Short Track Championships winning a Gold medal in the 500m and taking 2nd place overall for Junior Ladies.
Caitlin Murphy (Year 8) competed in the Australian Age Diving Championships in April held in Melbourne. She competed in the 1m springboard, 3m springboard and synchronised diving events with her best result placing 12th overall in the synchronised event.
Georgia Watkins (Year 11) competed at the Australian Age National Swimming Championships in Sydney in 7 events and competed in the Australian Age Open Water Swimming Championships in the 5k and 7.5k in Adelaide. She placed 9th in the 7.5k and 7th in the 5k. Georgia was selected for the Victorian Distance Squad and GSV representative team and competed at the All School Associationâ€™s competition.
Olivia Ma (Year 5) claimed a Silver Medal from School Sports Victoria Swimming State Championship in the 50m Butterfly.
Student Achievements | 19
20 | Student Strathcona Achievements Baptist Girls Grammar
Lily King (Year 8) competed at a National Level this year in Equestrian (mounted games) and will be representing Australia at the Under 14s International Mounted Games Championships from August September in France.
Anais Krashow-Josefski (Year 11) participated in the National Futsal Championships in Canberra in January 2018 representing the Victorian Team.
Natasha Looi, (Year 10) won the 2017 Victorian Music Teachersâ€™ Association (VMTA) Theory of Music Award, a special award given by the Australian Music Examinations Board Victoria (AMEB Victoria). This award was presented at the Conferring of Diploma Ceremony held at the Melbourne Town Hall on Wednesday, 21st March 2018. At the same Ceremony, Natasha received her Viola Associate in Music, Australia (AMusA) Award.
Alanna van Dijk
Gabrielle King (Year 4) competed in the Little Athletics Victoria State Relay Championships Season 2017/2018 where she won a Silver medal in the Under 10 girls 4x200m relay.
Alanna van Dijk (Year 9) is currently a member of the Victorian Calisthenics State team and will be competing in Canberra in the July school holidays. In addition to her team commitments, Alanna has just completed a very successful solo season, culminating in her winning the state championships for her age group for both her physical and graceful solos a few weeks ago.
Student Achievements | 21
22 | Alumni Achievements
Marawa Wamp (nee Ibrahim, 1999) Hula-hoop extraordinaire, nine times Guinness World Record holder and author of ‘The Girl Guide’ is making waves across the globe. Marawa trained in a range of circus skills at NICA, and holds the world record for performing with 200 hoops at once! She has taught hoola hooping all over the world.
Tamara Davidson (1992) has been a foster carer for 8 years and has now adopted two of her foster daughters who are aged 16 and 7. She also hopes to adopt her third foster daughter by June this year (who she has had since birth). Tamara has had 41 foster children in her care. In addition to foster caring she also started her own business - Academy of Dance Victoria which is now one of the biggest performing arts schools in the Eastern Suburbs. Based in Box Hill North she offers classes in ballet, jazz, tap, hip hop, acrobatics, contemporary, singing, acting and drama.
Ashleigh McInnes (2003) graduated from the University of Melbourne and went on to found a PR business called Papermill Media.
nightly. The three years of study wasn’t enough for Kate and in 2016, she packed her bags and moved to London to undertake focused training on aerial rope at Gravity Circus Center. Upon graduating Kate worked with RougePlay theatre in Birmingham and then Impact Artists as an aerialist.
company, Calligraphy Circus which presents circus with a vintage flare. Alongside shows Calligraphy Circus also provides corporate entertainment acts and workshops. Whenever Kate is home in Melbourne she performs at corporate functions and is a teacher for the short course program at NICA. Kate is currently preparing to move to China later this year to join a new residency show for the next few years.
Marawa hopes her book (The Girl Guide) will teach young women and girls to question what they see in the media, stating ‘young women don’t understand how much retouching is done on everything we see magazines, ads, and we are all using those Instagram filters’. The book is available in Australia and has been translated into 6 languages, and it has had its US release with Harper Collins.
Her company, Papermill Media debuted in 2017 annual Australian Financial Review ‘Fast100’ list as one of Australia’s fastest growing companies, coming in at number 43. The agency has achieved annual growth of 53.4 percent and a revenue of $1.91m, according to the 2017 Fast 100 list. Ashleigh McInnes established the business 7 years ago in a spare bedroom with nothing but a laptop, and has now grown to become the integrated agency it is today, with 18 staff members and clients spanning the eastern seaboard of Australia and Asia.
Kate Nelson Kate Nelson (2010) pictured left, followed her dream to become a circus artist and studied at The National Institute of Circus Arts Australia, where she completed three years of intense full time circus training. Kate graduated in 2013 with a Bachelor of Circus Arts majoring in aerial rope, aerial silks and German wheel. In 2014 Kate embarked on her first international contract and boarded the P&O Pacific Pearl cruise ship, where she entertained guests
Closer to home Kate performed with Weber Bros Circus NZ in their big top touring show Adrenaline. Most recently in 2017 Kate founded her own
Alumni Achievements | 23
24 | Alumni Achievements
Kate Uebergang (1994) has lived in New York City since 2012. Kate is an Emmy-nominated producer at NBCâ€™s Today Show. In her free time she can often be found jogging around Central Park.
Erika Munton (nee Graumenz, 1988) is a facilitator, educator, coach and birth worker with 20 years of experience. She supports, guides, educates and advocates for expectant parents across the pregnancy to parenting continuum. Her passion is to help people create positive change during times of transition in their life both personally and professionally.
Jenika Graze (1981) aimed to make a difference in the world. She completed a Bachelor of Arts at Melbourne Uni with a Psychology/ German major. She then embarked on a nursing course, and discovered the field of cancer nursing and palliative care. She has worked in these areas in hospitals and the community ever since.
As the owner and director of Birthready and its support programs, Erika is one of the most experienced birth workers in Melbourne today, attending over 300 births as a doula and supporting hundreds more through the perinatal time. She runs workshops, is a presenter and speaker at events, facilitates groups to fulfil their purpose and helps people so they may help others.
With the desire to work in a developing country she spent 6 months working as a nurse in a hospital in Africa. Then, in 1995, along with husband Mark and baby daughter she headed to Nepal. Over the next 12 years, she was based in Kathmandu, had three more children, and volunteered in the vaccination clinic at the local mission hospital, working with a womenâ€™s group educating women who came from remote villages, and support Hospice Nepal in nurse training, both in their work with very poor patients in the hospice and in helping set up a community visiting service and to develop a palliative care training course.
Steph Anderson Steph Anderson (2008) pictured left has just qualified for the Australian Age Group World Championships Triathlon Team to be held on the Gold Coast in September this year. Steph trained for her first ever triathlon through the depths of winter at Strathcona, only to have GSV cancel it just weeks out from the event! Steph is thankful for the introduction to triathlon during her time at Strathcona, as well as her love for endurance sports that started with Ms (Debbi) Mahon through kayaking and the Murray River Marathon.
Erika has an advanced diploma in Group Facilitation, Certificate 4 in coaching and hypnotherapy and is a Lamaze birth educator LCCE and qualified doula. She is a member of CAPEA, PANDA, AFN, MC and IICT.
All three daughters have attended Strathcona, and Jenika hopes that they too are challenged to pursue a life of service.
Alumni Achievements | 25
26 | Alumni Strathcona Achievements Baptist Girls Grammar
Cheyenne Bradley (2014) completed a Bachelor of Communications (Media) with her focus during this course to be film and television with the objective to develop a career in television production.
Sally Matt (nee Baltissen, 1988) opened her Hillock Downs Produce Store 3 years ago. Sally and her husband have lived on the farm (Hillock Downs) since 2010 where they have raised their children.
After Chey completed her degree, Chey was offered a job at Channel 7, Sydney office as a full time Ingest Operator. In this role, Chey is responsible for ingesting, downloading and re-specing media. She coordinates with Creative Producers, she is acting as a Production Assistant for the Creative Department, and she also restores old promo spots from archive tapes and servers for producer needs. Chey recently produced an ad that was televised and had great results.
Sally was passionate about providing the best food by nature for her own family, and for her to do this it made sense that she needed to grow and produce what they eat themselves right there on the farm. It was from there that her desire to bring their paddock to other people’s plates was borne. They are open every weekend to sell their beautiful and delicious locally grown beef. They use traditional farming methods and all of their animals are born and raised on the property at Hillock Downs.
Caitlin Sum (2006) just completed her training as a General Practitioner earlier this year and is now working full-time in a Medical Centre in Adelaide. She is also running an onsite weekly medical clinic at her old residential college called ‘Academic Health.’ Caitlin completed her Bachelor of Medicine, Bachelor of Surgery at the University of Adelaide in 2013. She values the opportunity to work with patients to achieve positive and sustainable changes in their health.
Laura Stitzel Laura Stitzel (2001) pictured left, is an independent artist in Melbourne, Australia. She has been working as an illustrator, designer and animator in Australia and Canada since 2008. Laura’s work has appeared in many children’s television shows such as Emmy Award winning Peg + Cat and Arthur. On Arthur, the world’s longest running children’s series, Laura was hired to develop a new method of background painting during its transition to digital production. Laura
taught her methods to the studio staff in Toronto, where they continue to be used on the production today.
illustrations feature detailed pen and ink and carefully rendered layers of watercolour.
Laura has also illustrated and animated for a wide range of media including commercials, short films, print media and television series for all ages.
Laura is the author/illustrator of Mr Mo Starts to Grow, her first children’s picture book published by Hachette Children’s Books Australia.
In her own illustrations, Laura’s work shines a light on animals and their place in our world. Creating artworks with a uniquely vintage style, Laura’s
Laura completed Post Graduate study in Animation and Interactive Media at RMIT in Melbourne and studied classical drawing and painting at the New York Academy of Art.
Alumni Achievements | 27
Genevieve Day (2009) founded Day Management on her 24th birthday. After working in luxury PR for 6 years, she noticed a gap in the market for influencer management and a need for an interface between bloggers and brands. At the time in 2015 the term ‘influencer’ had only just been coined and utilising them for marketing products was a relatively new concept. Jump to three years later and Day Management boasts 15 talent across Australia, LA and New York with a social media reach spanning over 2 million.
Leisl Leighton (nee Romanis, 1988) has 5 books being released this year, 4 of them a paranormal series with Harper Collins Australia’s Escape digital first imprint, and a romantic suspense that will be out in print and ebook with MIRA Australia in August.
Lisa Shulman (1978) started to experiment with film and video before embarking on a career as a photographer in the 1980’s. Later in 1986 she enrolled in the Graduate Diploma of Fine Art at Photography Studies College, Melbourne and completed the course in 1988. It was not until her last year of college that she became interested in documentary photography.
With influencers in the fashion, beauty and lifestyle markets, Day Management connects talent with like minded brands to forge partnerships designed to inspire and activate audiences. The company has worked with leading brands such as MYER, Microsoft, Woolworths, Crown Hotels, CitiBank, Sportsgirl as well as introducing new fashion labels to market. Genevieve has capitalised on the new industry that is social media marketing and doesn’t see this growth market slowing down any time soon.
28 | Alumni Achievements
Lisa Shulman has launched her first book Shopfront, a collection of black and white photographs and stories taken from her exhibition held at the Town Hall Gallery, Hawthorn, in 2010. In recent years Lisa has further explored the background of the people behind Shopfront and her book creates a valuable historical account of selected small businesses in the area of Hawthorn.
MASTERCHEF Dinner T
he Old Strathconiansâ€™ Association welcomed over 100 members of the Strathcona community to Tay Creggan on 31 May as they hosted a delicious dinner prepared by past students Eliza Wilson (2004) and Jess Butler (Hand, 2005), contestants on Season 9 of MasterChef. Tickets to the dinner sold in less than 2 weeks and guests included alumni, current and past parents, and staff. Guests were treated to a beautiful grazing table bursting with canapes, cheeses, cured meats and olives, followed by
middle eastern braised lamb shanks and a dessert featuring wattleseed mousse, mandarins and smoked chocolate. Following dinner, guests enjoyed a Q&A session with Jess and Eliza, who shared stories from their time on MasterChef. Jess and Eliza worked with Eileen Mackenzie (Food Technology) and current students, who assisted with food preparation and plating. Alumni and current students assisted by waitressing on the night.
Alumni Achievements | 29
30 | Feature Stories
MacLaren Smallwood Making a Difference
icture a Melbourne morning in the autumn of 1929 and a twoseater coupe pulling up outside a family home in Surrey Hills. The driver toots, the front door opens and out comes Charles MacLaren, a man of about 40, not long since moved from Launceston. He’s dressed for the office; beside him is a little girl aged no more than five or six. His wife, Bessie, waves goodbye from the doorstep as Charles lifts their child into the single tiny ‘dicky seat’ at the back of the car before climbing in next to his colleague. The trio set off for Canterbury, where the men drop their small passenger at a Victorian house with wide verandahs – a new grammar school for girls, established just five years earlier – before continuing on to their day’s work in the city. The school, of course, is Strathcona. The little girl would grow into a woman whose extraordinary strength of character, resilience and determination to make a difference would come to change many lives for the better. None of this is anything former Strathcona principal Ruth Bunyan could have predicted on the day a rather abrupt woman with an awkward gait and gaberdine coat appeared at Scott Street with an appointment to see ‘the new headmistress’. It was the early 1990s and as far as anyone knew, Beth Smallwood – who was by then in her late sixties – had scarcely set foot on Strathcona’s grounds since completing Primary School. One of an early cohort who held reservations about the School’s purchase in the early 1940s by the Baptist Church, Beth had maintained minimal contact with her School and former classmates. At Strathcona, and later, during her secondary schooling at PLC, her forthright nature and lack of tact sometimes left her on the outer
with other girls, a pattern that would continue into her adult life. Yet something about Mrs Bunyan’s arrival at Strathcona – perhaps that she was the first female principal after many years of men at the helm – piqued Beth’s curiosity. By sheer coincidence, a book Beth picked up in the School foyer while waiting to see Mrs Bunyan contained a picture of a Tasmanian bridge designed by her maternal grandfather, a pioneering engineer. Mrs Bunyan offered to lend her the book, a gesture that sparked an unexpected friendship. In time, it led to the founding of the Beth MacLaren Smallwood Scholarship at Strathcona – and ultimately, much more. Today, if you go looking, you’ll find that for a woman of means Beth Smallwood has a surprisingly small online footprint. As Australian libraries rapidly digitise their newspaper collections, database searches for women of her era and class typically produce anything from engagement notices to black-andwhite photographs from parties and receptions. But Beth’s parents, Bessie and Charles MacLaren, were not showy people. Nor was their daughter and so there is little to see. Beth grew up profoundly conscious of the impact of the Great Depression and remained frugal all her life. The photographs we have of her are not from newspaper accounts of society balls but from a handful now in the Strathcona archive. They show a pale, dark-haired young woman with neat features: in one she wears triple-strand pearls, furs, and a hesitant smile; in another she looks directly at the camera, eyes clear and expression sceptical; then she’s older, casually dressed for golf; or laughing at her wedding to Melbourne businessman Ian Smallwood. There were indeed engagements – to Ian,
whom she married in 1968, aged 45 – but also one to a much earlier beau. That young man was gassed in World War II. On his return, badly injured, Beth nursed him until he died. The tragedy shadowed what remained of her youth. Ruth Bunyan has Beth’s journals for the post-war period in which she sailed from Melbourne to Britain, a time at which she might otherwise have been at home preparing wedding invitation lists or attending fittings for her bridal gown. A shipboard photograph shows Beth trim and active in a sundress, perhaps playing deck quoits or something similar. She wears sunglasses so we can’t read her expression. We do know London was exciting: Beth went to tea at Buckingham Palace and saved the invitation card until her dying day. Her journal entries for that trip, in tidy cursive script, are mostly pragmatic: they record journeys made, places visited and people met. Except for one entry, of just three poignant words: ‘My wedding day’. After her young fiancé’s death, Beth spent much of her adult life caring for Charles and Bessie. They had not become parents until their thirties; by the norms of their time they were old. Beth was an only child and her sense of duty was powerful. Respite and delight came from games of bridge and golf (much later, even while in a nursing home, diminished by dementia, she became animated when imagining herself on the course). Another life-changing personal blow came when Beth was in her forties: she lost her hearing. It may have been because of a viral infection, although it is hard to know. It was not something she was willing to talk about. Even the gentlest inquiries were met with the terse statement: ‘I just went deaf.’ It seems, though,
Feature Stories | 31
that it was fairly sudden. She retained about 5 per cent hearing in one ear and nothing at all in the other. It would be an extraordinary misfortune for anyone. For Beth, however, it would help her find purpose. Beth became an early recipient of a cochlear implant, leading to a noteworthy meeting with bionic ear pioneer Professor Graeme Clark. In 1994, she made a significant bequest to the University of Melbourne for the establishment of a foundation chair in audiology and speech science within the medical school’s Department of Otolaryngology. According to the university, it was the first full chair in this discipline in Australia. (The chair is now named for Professor Clark; a stickler for protocol, Beth withdrew future support after taking umbrage at the university’s tardiness in inviting her to a reception for the Queen during a royal visit.) Mrs Bunyan remembers being surprised to learn Beth had made such a substantial gift to the university. Since their initial meeting, Beth had become a more frequent visitor to Strathcona, attending alumna lunches in the Hall and helping in the junior school library. She spoke to students about her own years at Strathcona, recalling her car-rides to School in the ‘dicky seat’ behind her father, after-school tennis and prize presentations with the girls ‘all dressed in white dresses and white stockings’; favourite memories included a beach excursion during which she made everyone laugh when she donned her mother’s oldfashioned neck-to-knee swimming costume after being unable to find her own bathers. Beth told her young audience that as she grew older, she was sometimes allowed to catch a bus home from the corner of Bryson Street and Maling Road – but not always because ‘it cost tuppence and my parents thought it was healthy to walk’. The bus was only registered for six passengers but ‘if you hung back you could ride on the step at the back (you still paid)’. The girls loved Beth’s directness and humour; she held strong opinions and enjoyed sharing them. Despite these stories – recorded in notes Beth made for her talks to the girls – there had been no hint that she was an exceptionally wealthy woman. If anything, Mrs Bunyan had assumed the opposite; Beth lived so modestly.
32 | Feature Stories
Much later, when Beth celebrated her eightieth birthday with a dinner party at Tay Creggan – it was, she said, the first time she’d ever had a proper birthday cake with candles – she questioned minor catering expenses. Even small extravagances were not her style. The university bequest showed Beth in a different and surprising light. She began to talk to Mrs Bunyan of funding something that would help girls with hearing impairment attend Strathcona. It took time to refine the details: Beth was a canny investor (she often said the best
affairs largely separate from those of her husband and adult stepchildren. Her money was hers to disperse as she wished. There was a lot of it, thanks in large part to an inheritance from her Tasmanian engineer grandfather, decades of expert financial management and her own thrifty habits. She had grand plans and she set them out meticulously. Beth approached Ruth Bunyan to be an executor of her will. By that time Mrs Bunyan, who had retired as Strathcona’s principal in 2001, knew that Beth’s estate would be sizeable. She felt hesitant but with her
‘I just went deaf.’ It seems, though, that it was fairly sudden. She retained about 5 per cent hearing in one ear and nothing at all in the other. It would be an extraordinary misfortune for anyone. For Beth, however, it would help her find purpose.
advice she’d ever received was from her grandfather, never to sell a BHP share) and her requirements for the taxation status of her contribution were specific. Moreover, she had uncompromising views about how her money could be used: she was adamant that her donation could not go towards hardware, nor to teaching signing, and that the scholarship should be means-tested. Finally, in the late 1990s, Strathcona was able to offer a scholarship for girls with hearing impairment. In the years since, numerous girls have been awarded these scholarships. Strathcona, as a School, has become increasingly committed to and adept at bringing girls with hearing impairment into our School community. Beth, we hope and believe, would be pleased; she often felt more isolated in her later years, and integration was her passion. The Beth MacLaren Smallwood story doesn’t end there. In the early years of the new century, conscious that she was becoming frail and would eventually require nursing-home care, she began to prepare for the future. Independent and scrupulously fairminded, she had kept her financial
fellow executor, former Strathcona treasurer Robert Evans, she agreed to take on the task. After Beth’s death in 2012, they followed her wishes in establishing the Beth MacLaren Smallwood Foundation. Beth’s estate generates a substantial income, enabling the Foundation to provide scholarships and programs for students with hearing impairment at carefully selected schools with departments dedicated to the education of children with hearing impairment across Victoria. Some are independent schools – others are government schools or specialist organisations such as Taralye, which offers family-centred support for children who are deaf. Mrs Bunyan, along with Robert Evans, spends many volunteer hours of her retirement administering the Foundation and ensuring that the funds are dispersed in a way that honours Beth’s determination to make a difference, through education, for the better. It is a happy ending to the story of a woman who confronted adversity with grit, fortitude and ultimately, generosity – a story that began almost 90 years ago at Strathcona. Cathy Gowdie, Author
FUTURE PROBLEM SOLVING GIRLS
take on the world!
ver thought about where your clothes are made? What they are made of? Our amazing team of Future Problem Solvers can tell you all about it. For the past year, the four girls – Piper, Zoe, Alyssa and Carissa, now in Year 9, have painstakingly managed their project “Project Triple F – Fighting Fast Fashion” to raise awareness about the growing issue of fast fashion and the scourge that disposable fashion is. The team began its problem solving in 2017, devising a way to educate and solve this important issue. Their initial report examined fast fashion in detail, outlining why our society must do more to buy ethical clothing, manufactured under legal conditions and with a view to long term use.
Victorian State Final Before we knew it, the project was entered into the Victorian State Final, further reports were written and our
entry, complete with documentary evidence was sent off to adjudicators. A month later, we were delighted to learn that the team was invited to the National Final in October 2017 in Sydney. After much planning and more dedicated commitment and work on the project, we flew to Sydney to participate in the Australian Final. Judging in Sydney was intense. It involved a one hour interview with the judges as well as setting up a “fairlike” display with interactive videos, brochures and other marketing information. Alongside this, a comprehensive report about the issue, and what the team was doing to solve the problem was also produced.
International Final After our return from Sydney, the team was delighted to receive an invitation to the International Final of Future Problem Solving at the
University of Wisconsin La Crosse. This has meant a huge amount of work – meeting stakeholders, setting up website and Instagram accounts, discussing the project with key community leaders, such as the CEO of Boroondara Council and members of the NAB transformations team. It has meant hours of extra research and time – we have held community BBQ’s to raise funds and awareness, now have a logo to support our awareness campaign and will head off in June to take on other teams from across the globe.
Watch this space We will continue to champion our project and Fight Fast Fashion, having learnt a tremendous amount, not just about fashion, but also about team work, entrepreneurialism, critical and creative thinking and working towards a common goal. Karyn Murray, Head of Global and Advanced Learning
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34 | Feature Stories
of Tay Creggan W
ith its turrets, terraces, gables and dragons, Tay Creggan is a fairytale crafted from red bricks and big dreams. Architectural historians know it as one of Victoria’s most significant houses. Less well known is that for many of this extraordinary mansion’s early years, dance was almost literally at its heart. The fantasy that became Tay Creggan had its beginnings in Melbourne’s 1880s land boom, fevered years in which property prices spiralled ever upwards, sometimes matching those of London. Robert Guyon Purchas was a rising architectural star, still in his twenties in 1889 when he bought a sloping patch of land on a bend in the Yarra. Purchas drew up plans for an English-inspired extravaganza with sweeping views, gracious reception rooms and secret corners. The piece de resistance, at the centre of the house, would be the ballroom: a space so spectacular even his wealthiest clients would gasp in awe. The cream of colonial society would be able to gather around his vast oak-and-copper fireplace and waltz beneath the ballroom’s dragon gargoyles – and three stained-glass ceiling domes, as colourful and glittering as the dancers’ gowns and jewels. For Purchas, that vision would remain a dream. By 1892 the land boom had turned to disaster. Banks were collapsing, fortunes evaporating. Purchas ran out of money. He had to sell Tay Creggan – and his buyer, Michael Spencer, was not so much of a dancing man. We can imagine how Purchas’ heart must have sunk when Spencer commissioned him to convert the beautiful ballroom to a billiard room. Purchas did it – he must have needed the work – and it would be years before dance reclaimed its rightful role at Tay Creggan. Yet it did, with more international panache than the disappointed architect could ever have imagined.
In the spring of 1925, Melbourne’s The Herald newspaper reported that a couple named Mortill had given “a small dance” at their new home, Tay Creggan, to celebrate their first wedding anniversary. William Mortill, a man in his early fifties, had made money in the transport industry. His bride, Lydia, was much younger – and much more exotic. She was Russian and, so she said, a dancer. The Tay Creggan ballroom was back in business – and the Mortills had no hesitation in using it as their ticket to Melbourne’s undeniably cliquey but increasingly cosmopolitan art and social circles. The pair held sumptuous dances, large and small, to welcome foreign dignitaries, to farewell Melbourne friends and later – as the Depression took hold – to raise money for charity. In April 1933, social magazine Table Talk reported on the Mortills’ “charming little dance … to afford their friends an opportunity to meet Princess Irina Eristoff”. Among guests welcoming the princess was Constance Parkin (later known by her married name, Constance Stokes), a young and exceptionally talented artist whose early portraits hung among the dozens of pictures adorning Tay Creggan’s walls. These works would one day become the subject of Anne Summers’ acclaimed 2009 book The Lost Mother: A Story of Art and Love. Petite, vivacious Lydia Mortill smiled often, charmed many and promoted dance of every kind. In late 1927 she hosted an exhibition of eurhythmic dancing in Tay Creggan’s grounds: a photograph in The Argus carried a caption explaining that the troupe of young women pictured were performing ‘The Scarf Dance’. Tay Creggan’s croquet lawn was the stage for “folk dances of the nations” in 1932, with dancers in costumes from Russia, Germany, England, Norway and Burma.
Each breathless social report described “Madame” Mortill’s exquisite outfits and listed prominent people who came to her parties. As early as 1926, Lydia had become so prominent herself that her own name appears, as an audience member, in reports on prima ballerina Anna Pavlova’s first, triumphant Australian tour. Table Talk visited Lydia at Tay Creggan, reporting that: “the walls … are lined with photographs of famous people who have enjoyed her hospitality for a few days. There are appreciatively inscribed pictures of Pavlova, Alice Delysia, Benno Moiseivitch, Szigeti, Princess Tristoff, and countless others.” “Mrs Mortill … liked to have musicians in the huge chimney corners of the ballroom,” reported Sydney’s The Sun newspaper. “You met all sorts of people there, Russian poets, Russian aristocrats, Swiss folk, Spaniards of various political hues and, of course, all the local intelligensia.” In late 1936, you might also have met members of the celebrated Ballet Russes de Monte Carlo, who visited Tay Creggan more than once during the first of the influential company’s three tours of Australia between 1936 and 1940. Some of these dancers, such as “baby ballerina” Irina Baranova, stayed on in Australia, founding new ballet schools and companies, helping set the stage for the evolution of ballet in this country today. “Mrs W. Mortill, who is an active member of the International Club, gave a delightful party at her home, Tay Creggan in Yarra-street, Hawthorn, last week, for members of the club and some of the Russian Ballet members were also present,” wrote a correspondent in The Sydney Morning Herald. “Mrs Mortill is a Russian, and very artistic. She was herself once a member of the ballet in Russia, and has been a keen patron of the present season of ballet in Melbourne.”
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The Great Hall
For a woman who had arrived in Australia less than a decade before, the penniless widow of a young World War I serviceman, all this was extraordinary. Had Lydia really been ‘a member of the ballet in Russia’? Author Anne Summers was not alone in asking this question. In 2014, Sydney-based Russian genealogist Tsvetana Spasova read Summers’ The Lost Mother. Lydia Mortill intrigued her; she undertook
detective work of her own. As she scoured Russian-language archives, Spasova learnt that Lydia could be loose with the facts. She was indeed Russian but when she married her first husband, a 21-year-old South Australian officer she’d met in Egypt, she was three years older than the 23 years she admitted to on the marriage certificate. Lydia was educated in Moscow at a school specialising in visual art and foreign languages. But that school did not teach dance, and Spasova found no record of Lydia ever having attended Russia’s Imperial professional ballet school. Spasova concluded that Lydia was most likely to have been an operatic dancer – “one who performs a mix of classical ballet, free movement and mainly folk-style dancing during opera productions”. Digitised newspaper reports from Adelaide in 1918 and 1919 support this: during Lydia’s years running a dance school in that city, after travelling to rural South Australia to meet her dead first husband’s family, she described herself as an “operatic dancer”. Even then Lydia had a knack for publicity: she told one interviewer she had received dance training in Italy and another that she performed in “opera ballets” in Paris. During these two years in Adelaide, Lydia ran a small dance school and performed
36 | Feature Stories
in fundraising concerts. Only after meeting William Mortill and moving to Melbourne does she appear to have gilded the lily by allowing people to believe she was a classically Russiantrained ballerina. The Mortills hosted a last, lavish party at Tay Creggan in late 1936 with the cast of the Ballet Russes, a Russian choir and Cossack sword dancers. A handful of smaller gatherings followed, then the Mortills left Melbourne to travel in Europe. Two years later, in the autumn of 1939, estate agents Abercromby & Beattie advertised Tay Creggan and its “magnificent ballroom” for sale. The site of so many high hopes and exotic parties sold to the Catholic Church, becoming a women’s hostel before selling again to the Baptist Church 30 years later. “The curtain rings down on Tay Creggan with its lovely terraced garden and turreted rooms,” wrote social scribe ‘Sylvia’ in Sydney’s The Sun newspaper in 1939. “The place has been bought lock, stock and barrel but the buyer is never likely to give parties there.” With World War II looming, the revellers from Melbourne and beyond who had twirled beneath the ballroom’s jewel-coloured domes feared Tay Creggan’s dancing days were over. Cathy Gowdie, Author
2018 TANZANIA TRIP
Fighting Poverty Through Education A
group of 14 passionate Strathcona girls spent the Easter holidays on a service tour visiting the School of St Jude in Tanzania. Set up by Australian woman Gemma Sisia, the School aims to fight poverty through education by providing academic scholarships to the poorest children in the area of Arusha. It was an incredible and enlightening experience to visit a developing country and experience firsthand the impact St Jude’s has on people’s lives. We spent three weeks in the most
welcoming and loving environment, getting to experience different aspects of Tanzanian life and culture, as well as being exposed to some hard truths about poverty and living in a developing country. It was these encounters that made us appreciate what we have been given as Australians, and gave us the passion to help in any way we can. The vision of one woman devoted to lifting underprivileged children out of poverty has become an international message of empowerment, and is a constant source of inspiration to all the girls at Strathcona. In the months leading up to our trip, we raised almost $17,000 with the help of friends and family and the wider school community. We were given the choice as to which school project we wished the money we raised to go towards, deciding upon the sponsorship of three girls in Year 11 who will be attending the new
girls’ school starting next year. This decision came out of the appreciation for the opportunities we have as girls at Strathcona, and we hope to show our gratitude by helping to give other girls the same opportunity. Kate Forwood and Alannah Frampton, Year 11 students
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I started my educational journey at Strathcona before achieving the Bachelor of Computer Science at The University of Melbourne. Driven to inspire more girls to take up careers in technology, I then went into education. While working at Mentone Girls Grammar School, I undertook further studies including a Masters of Education in which I studied research into women and technology. As Head of Digital Technologies at Mentone, I developed a compulsory stream of computer science from Years 7-9 including robotics, VR game development and media studies. As a past student and as someone who is passionate about technology, I am extremely excited to return to Strathcona as the Head of Digital Learning and Innovation.
Iâ€™m really enjoying the broad dynamics of my new role. Every week brings me more girls knocking on the door to share ideas, problems or plan devotions for our student Christian group (Mustard). Girls asking if they can play music or say prayers at our chapel services, phone calls with parents about hospital visits as well as conversations with staff. For the past 5 years I have been working on my Masters Of Divinity, which I am still currently completing. There have been so many rich experiences that have helped to prepared me for this role, such Teaching at the International School of Stuttgart in Germany and then working as the Assistant Chaplain at Kilvington Grammar and of course being a mother to three beautiful children. Overall my goal is to add value to the people and culture here at Strathcona.
In a teaching career that has taken me to many parts of the world, and afforded me many unique opportunities, I have come to believe that the heart of a great school can be in its music program. Although I trained as a musician, gaining my B.Mus/B.A, and L.Mus.A in violin performance, I soon discovered I loved to teach, and began my career as a violin specialist teacher in a number of Melbourne state and private schools. At Strathcona, there is an amazing opportunity to build on the Schoolâ€™s strong musical foundation and exceptional educational ethos. I am especially enthusiastic about sharing the joys and pleasures of music with the girls of Strathcona whom I can already see are fully ready to embrace all their school and life has to offer them.
Head of Digital Learning and Innovation
38 | Featured Staff
Chaplain, Social Service Co-ordinator
Director of Junior School Music
Music is not what I do, It’s who I am. In 2008 I received a National Excellence in Music Education Award. I play a number of different instruments and have had the privilege of performing all over the world. I performed for Prince Charles and Princess Diana, and when in Rome, I performed for the Pope. Teaching, sharing my passion and bringing people together to make music is what I live for. Witnessing students having that light bulb moment and seeing an audience moved. It’s just so special. Seeing our girls perform is what truly makes my day. I am focussed on bringing all of the Performing Arts together at Strathcona and further enhancing the performance opportunities and experiences for everyone in all facets of performance
Having worked as an Engineer, a Mathematics and Physics teacher for the past 9 years, I am excited to be able to combine my passion for girls’ education and STEM learning areas as I join the team at Strathcona as Head of Mathematics. Strathcona has a wonderful Mathematics department and I am looking forward to working with them closely to provide the best opportunities and challenges for our girls. Apart from my passion for women’s education, I am also an advocate for animals, their rights and welfare.
Head of Performing Arts
Head Of Mathematics
Leader of Digital Learning and Innovation I am a Year 3 Teacher and Leader of Digital Learning & Innovation. I am extremely passionate about designing learning experiences for our Strathcona girls that empower their creativity and love of learning. I have been privileged to have had the opportunity to share my learning with educators around the world, facilitating workshops in many countries to support teachers develop their own empowering lessons for their students. I have been recognised for my outstanding contribution and support of the wider education community by being awarded the 2017 ACCE Australian Educator of the Year and the 2016 DLTV Victorian Educator of the Year. I am excited to be working at Strathcona and being part of this wonderful community.
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DEDICATION & SERVICE
to Strathcona Pam Welsford Mrs Pam Welsford retired from Strathcona at the end of 2017 after 16 years at the School. She was the Head of Science 20052017 and a highly respected teacher of Science, Sports Science, Horticulture, Geography and Biology. She enjoyed camps. Her daughter, Rebecca (Year 12, 2009) attended Strathcona is now a qualified Environmental Engineer and works in New Zealand In her farewell speech Pam acknowledged 3 special people who had a big influence on her life and career – Mrs Judy McMaster, Strathcona Chaplain 1981 to 2008, Mr Keith Brownbill, Morwell High School Principal and Josephine Lang, the president of the Victorian Association for Environmental Education. We thank Pam warmly for her commitment to the school and wish her great happiness and fulfilment in the future.
Terri Opean Matthew Morrison Mr Matthew Morrison concluded 18 years of teaching at Strathcona from 1999 to 2017. A competent teacher of Science and Chemistry. Matthew enjoyed his involvement and was a keen contributor to co-curricular activities especially kayaking and the Duke of Edinburgh program.
Jean Healy Mrs Jean Healy, our First Aid Assistant for many years, concluded her time at the School at the end of 2017. We thank her for her care and kindness and work in many areas of the school and for her friendship and calming influence at all times. Her daughter, Celia Handscombe (2004) attended Strathcona. We wish Jean all the very best for the future.
Women’s Interschool Golf Challenge Cup at Kew Golf Club
Terri Bracks (1974), Prue Moodie (1969),Meredith Doery (1971), Sue Cudmore
40 | OSA News
Strathcona participated in the Women’s Interschool Golf Challenge Cup at Kew Golf Club for former students from 30 schools across Melbourne and Victoria. The Event raises money for charity and this is its 89th year.
Ms Terri Opean who has been the Dean of Students and a teacher of Health and Human Development and Food Technology for 13 years from 2005 to 2018 retired at the end of Term One, 2018. Her students have benefitted from her enthusiastic teaching and constant support. During her time at Strathcona Terri has most willingly and capably accompanied student groups on many overseas tours as far as Chile and Italy. Terri is thanked warmly for her commitment to the School and dedication. We wish her well as she moves to Daylesford.
Betty Dixon Congratulations to Betty Dixon who celebrated her 90th birthday in March. Betty whose daughters Susette (1981) and Jenny (1970) attended Strathcona gave 35 years of dedicated voluntary service working in the school library from 1980 to 2015. Best wishes to Betty.
Clare Warren wedding
• Craig and Amy Handley (nee Wilks, 2002) welcomed Ruby Rosalee Handley on 25/05/2017 weighing in at a tiny 2.18kg • Jerry and Katie Wong (nee Hunt, 2006) were pleased to announce the arrival of Hadassah Joy Wong born on 10/05/18.
Bronte Raux wedding
• Ainslie Tubridy (2004) gave birth to Zachary Steen Forrest on 22/09/17 • Vivienne Langtree (2001) was pleased to announce the arrival of her baby boy Oliver Langtree born on 6/10/17 • John and Pauline Opie (nee Collins, 1994) welcomed the birth of their son Connor Evan Opie on 20/03/18.
• Laura Green (nee Meredith, 2006) gave birth to a baby boy, Jack Austin Green on 13/02/18
• David Now and Melinda Coulson (1994) welcomed the birth of their daughter Daisy, born on 24/01/2018
• Richard and Claire Tinker (nee Bromby, 1999) had a baby boy born on 27/12/2017. They named him Harry.
• Hannah Mayard (2003) gave birth to daughter Willow Daphne Witko in December last year.
• Michelle Lamont (1999) had a baby girl, her name is Mila and she was born 12/09/17
• Andrea Zidziunas (1990) and her husband, Craig Barkla, welcomed their first child, Eleanor Grace Barkla born in March
• Peter Useli and Fiona Vivian (2001) welcomed a baby boy named Archer Samuel Alfie Useli into their family. • Louise Forrest (2001) gave birth to Rafael (Rafi) Austin Gravina born 15/10/17.
• Hilary Mcleod (nee Prowse, 2004) and Tom have had a baby boy, Rupert James, born 26 May 2018 weighing 4.2kg. A brother for Patrick and Henry.
• Long and Laura Nguyen (nee Newstead, 1999) welcomed Hana Nguyen to their family on 17/04/17.
• Kyle and Stephanie Dalmau (nee Carter, 2004) welcomed Alice Taylor Damau to their family on 7/5/2018
• Andrew and Annette Barnett (nee Price, 2004) had a baby boy Oliver Barnett on 14/02/18.
• Wendy Smith (nee Mitchell, 1998) welcomed a baby boy Edward James Smith on 8/4/17.
Karina Skourletos wedding
• Sophie Johnson (2009) married Kieren Wallce on 3/06/18. • Clare Warren (2004) married Blake Walsh on 24/03/18. Clare is the daughter of Anne Warren (past Board Member, deceased). • Bronte Shinkfield (2013) married Ramon Raux. Katrina and Bec Dickinson (2013) were both bridesmaids. • Karina Skourletos (2008) married George Klonis on 26/5/2018. Karina’s sister, Raffaela (2017) was maid of honour and Jessica Wilson (2008) was a bridesmaid.
• Alice Csabi (2010) is engaged to Joshua Hay from Geelong. Alice and Joshua both teach at the Lajamanu School in the Northern Territory and met at university.
OSA News | 41
PAST STUDENTS Reunited
Class of 1983
Class of 2
Class of 1993
Class of 1988
42 | OSA News
Class of 1998
Class of 1943-19 54
OSA News | 43
SPECIAL THANKS to Dr S & Mrs S Astegno David Hughes Dr B Johnson & Dr J Pierson Dr C & Mrs A Prasanna Dr C McKenzie & Mrs K Hawthorne-McKenzie Dr D & Mrs C Adam Dr D & Mrs P Eccleston Dr G & Mrs L Jack Dr H Dong & Ms Y Zhu Dr J & Dr P Buttery Dr J & Mrs A Waters Dr J Whitehead Dr K Farrer Dr K Pillay & Ms A Crosby Dr L Siu & Ms W Shang Dr M & Mrs A Evans Dr M & Mrs F Miller Dr P & Mrs S Lovass Dr P Wallbridge & Dr M Byrne Dr R Jadidi Dr S & Dr M Rome Dr S & Mrs J Zanati Dr S Cairo & Ms A Scott Dr T & Dr R Clarnette Dr Z Gedey & Dr J Orosz Fr M & Mrs M Attalla Mr A & Mrs A Chung Mr A & Mrs A Coloretti Mr A & Mrs A Couttie Mr A & Mrs A Stolz Mr A & Mrs B Bowers Mr A & Mrs C Alateras Mr A & Mrs C Gemmell Mr A & Mrs C Neo Mr A & Mrs G Hedding Mr A & Mrs H Bafunno Mr A & Mrs J Borden Mr A & Mrs J Broughton Mr A & Mrs J Furlan Mr A & Mrs J Toomey Mr A & Mrs J Weston Mr A & Mrs K O’Dea Mr A & Mrs K O’Dwyer Mr A & Mrs K Prest Mr A & Mrs K Walsh Mr A & Mrs L Jarrett Mr A & Mrs L Lee Mr A & Mrs L White Mr A & Mrs N Pitkanen Mr A & Mrs R Davis Mr A & Mrs R Parmar Mr A & Mrs S Donaldson Mr A & Mrs V Rautenbach Mr A Donovan & Ms M Alford Mr A Henderson & Mrs B Miller Mr A Henry & Ms J Ryan Mr A McCrohan & Mrs L Manuele Mr A Moyle & Ms L Walker Mr A Newman & Ms A Rosemeyer Mr A Newman & Ms J Brown Mr A Skelton & Ms N Goldsmith Mr A Smith & Mrs J McEwan-Smith Mr A Steer & Ms N Keleher Mr A Walker & Ms L Downing Mr A Wright Mr B & Mrs A Walsh Mr B & Mrs B van Delden Mr B & Mrs C Reid Mr B & Mrs J Flynn Mr B & Mrs J Roberts Mr B & Mrs L Sawers Mr B & Mrs N Buckland Mr B & Mrs N Carwyn Mr B & Mrs S Tobin Mr B & Ms J Rudd Mr B Garner & Ms E Simos Mr B Gill & Ms M Baker Gill Mr B Ma & Ms H Yang Mr B Mitchell & Ms S Ross Mr B Mott & Mrs B Wadeson
44 | Our Donors
Mr B O’Reilly & Ms H Wang Mr B Watkins & Ms F Michaux Mr C & Mrs A Harris Mr C & Mrs B Sayers Mr C & Mrs D Graham Mr C & Mrs D McIntyre Mr C & Mrs F Amling Mr C & Mrs J Tremewen Mr C & Mrs L Coxhill Mr C & Mrs M Dickins Mr C & Mrs M Gibson Mr C & Mrs N Robinson Mr C & Mrs T Healy Mr C & Mrs T McClure Mr C & Mrs Y Bowyer Mr C & Ms A Parsons Mr C & Ms L Williams Mr C & Ms S Rendigs Mr C Cheng & Ms J Chen Mr C Dai & Ms S Xie Mr C Dalla Riva & Ms J Cheatley Mr C de Rooden & Ms R Fripp Mr C Lai & Pstr K Seto Mr C Zeng & Mrs J Jiang Mr D & Mrs A Corless Mr D & Mrs A Johnson Mr D & Mrs D Franceschini Mr D & Mrs J Aitchison Mr D & Mrs J Moore Mr D & Mrs J Rowe Mr D & Mrs J Snadden Mr D & Mrs K Orelli Mr D & Mrs L Babij Mr D & Mrs L Batty Mr D & Mrs L Graham Mr D & Mrs L Roberts Mr D & Mrs M Donaldson Mr D & Mrs M Farley Mr D & Mrs N Neil Mr D & Mrs R Rodier Mr D & Mrs R Sticca Mr D & Mrs S Osborn Mr D & Mrs S Searle Mr D & Mrs S Williams Mr D & Mrs S Wimpress Mr D & Ms G Ryan Mr D & Ms K Le Page Mr D Abbruzzese & Ms L Reakes Mr D Brough & Ms S Clark Mr D Buick & Ms C Xerri Mr D Griffin & Ms N Olver Mr D Patience & Ms T Coltman Mr D Smith & Ms T Skilbeck Mr D Yuille & Ms L Leong Mr E & Mrs M Dimatos Mr E Pan & Ms S Neoh Mr F Ni & Mrs L Wang Mr G & Dr M Stebbins Mr G & Mrs A Leyden Mr G & Mrs D Villani Mr G & Mrs E Appleton Mr G & Mrs E Reeve Mr G & Mrs G Epple Mr G & Mrs J Thiele Mr G & Mrs K Anderson Mr G & Mrs L Harrison Mr G & Mrs O Tolo Mr G & Mrs R Imeson Mr G & Mrs S Noonan Mr G & Mrs V Triantopoulos Mr G & Ms V Lekkas Mr G Breeding & Ms J Tregent Mr G Burt & Ms L Dalley Mr G Chan & Ms C Truong Mr G Dossetor Mr G Kuang & Mrs R Gong Mr G Mellor Mr G Tesch & Mrs E Ornelas Mr G Wu & Mrs L Xi Mr G Zhou & Mrs L Yang Mr H & Mrs R Little Mr H Chen & Mrs J Xue Mr H Hewapathirane
& Mrs G Attale-Don Mr H Lin & Mrs J Xie Mr H Yang & Mrs P Ni Mr I & Mrs M Browne Mr I Risardi & Ms M Tjandrawansa Mr I Villoch Borruel & Mrs A Louras Mr J & Dr E Min Mr J & Mrs A McKay Mr J & Mrs C Altmann Mr J & Mrs C Freney-Mills Mr J & Mrs C Macdonald Mr J & Mrs C O’Sullivan Mr J & Mrs C Wright Mr J & Mrs D Koh Mr J & Mrs D Ouliaris Mr J & Mrs H Dimitriou Mr J & Mrs H Katsoulis Mr J & Mrs I Sinclair Mr J & Mrs J Gamble Mr J & Mrs J Shepley Mr J & Mrs K Thompson Mr J & Mrs L Abdelmalak Mr J & Mrs N Chequer Mr J & Mrs P Demase Mr J & Mrs P O’Brien Mr J & Mrs S Ciardulli Mr J & Mrs S Lin Mr J & Mrs T Pappalardo Mr J & Ms L Kirk Mr J Angarano & Ms M White Angarano Mr J Hou & Ms M Song Mr J Lei & Mrs Q Guo Mr J Li & Mrs X Jiang Mr J McBain & Mrs C Markby Mr J Mottley & Mrs V Oakley Mr J Roskam & Mrs P McKay Mr J van Dijk & Ms S Hamilton Mr J Wallis & Ms K Renard Mr J Wang & Ms W Zhu Mr J Xin & Ms L Xing Mr J Yang & Ms X Shi Mr J Zeng & Mrs S Zhao Mr K & Mrs C Senior Mr K De Silva & Ms Y Jay Mr K Jang & Mrs K Kim Mr K Lee & Ms Y Lim Mr K Liddar Mr K Loh & Ms W Ang Mr K Looi & Ms Y Gooi Mr K Teo & Ms O Wong Mr K Thiagarajan & Mrs A Palaniappan Mr L & Mrs K Elliott Mr L & Mrs R Nunn Mr L & Mrs S Easton Mr L & Mrs Y Egonidis Mr L & Ms T O’Brien Mr L Fang & Ms C Lu Mr L Hong & Ms R Zhou Mr L Lee & Ms J Wang Mr L Wong & Ms W Phoon Mr L Zhang & Mrs H Lin Mr M & Dr H Perez-Torres Mr M & Mrs A Govind Mr M & Mrs A Lundgren Mr M & Mrs A Thomas Mr M & Mrs B Stuart Mr M & Mrs C King Mr M & Mrs E Hermans Mr M & Mrs G Freeman Mr M & Mrs H Johnson Mr M & Mrs J Crowe Mr M & Mrs J Perree Mr M & Mrs J Pittendrigh Mr M & Mrs M Dods Mr M & Mrs M Harvey Mr M & Mrs M Hulme Mr M & Mrs M Jamieson Mr M & Mrs M Treppo Mr M & Mrs N Dunphy Mr M & Mrs N Hankin Mr M & Mrs N Ralph Mr M & Mrs S Battista Mr M & Mrs T Petroro Mr M & Mrs T Toner
Mr M & Ms Y Coleman Mr M Franklin & Ms S Mateer Mr M Glover & Ms J Graze Mr M Inston & Ms J Dyt-Inston Mr M James & Ms D Simpson Mr M Schmerl & Mrs S Kent Mr N & Mrs A Baker Mr N & Mrs A Molnar Mr N & Mrs D Sims Mr N & Mrs J Wanford Mr N & Mrs K Murray Mr N & Mrs L Schiffer Mr N & Mrs R Ward Mr N & Mrs S Mashni Mr N & Mrs V Chan Mr N & Mrs V Fernandez Mr N Kang & Mrs Y Lai Mr N Keenan & Ms H Michas Mr N Lu & Mrs Y Zhou Mr P & Mrs A Vause Mr P & Mrs C Starick Mr P & Mrs E Schenck Mr P & Mrs E Tilley Mr P & Mrs F Curnow Mr P & Mrs J Huang Mr P & Mrs K Brindley Mr P & Mrs L Butler Mr P & Mrs L Diviny Mr P & Mrs M Charles Mr P & Mrs M Cordeiro Mr P & Mrs M Gazeas Mr P & Mrs M O’Brien Mr P & Mrs R O’Donnell Mr P & Mrs R Shaw Mr P & Mrs S Gibson Mr P & Mrs T Robinson Mr P & Mrs V Joyce Mr P Dullard & Ms R Meagher Mr P Hale & Ms M Solly Mr P Lodge & Ms A Calderwood Mr P Milne Mr P Piening & Ms B Husson Mr P Proud & Ms R Stonehouse Mr Q Liu & Mrs H Chen Mr Q Ni & Mrs X Shi Mr Q Song & Ms M Yu Mr Q Yang & Mrs L Long Mr Q Zhao & Mrs L Yan Mr Q Zhou & Ms C Kan Mr R & Mrs A Fitzsimmons Mr R & Mrs C Evans Mr R & Mrs J Gaudion Mr R & Mrs K Bullen Mr R & Mrs K Dennis Mr R & Mrs K Devlin Mr R & Mrs K Macafee Mr R & Mrs K Rogers Mr R & Mrs K Smith Mr R & Mrs L Evans Mr R & Mrs M Muirhead Mr R & Mrs M Perera Mr R Czermak & Ms N Deeble Mr R Dedoncker & Ms J Bennett Mr R Glenn & Mrs J Grieves Mr R Hillard & Ms M Pearce Mr R Lazzari & Ms K Ermer Mr R McNulty & Ms S Montagner Mr R Niles & Ms L Ng Mr R Rust & Ms T Crawford Mr S & Mrs A Gration Mr S & Mrs F Edgar Mr S & Mrs F Marsland Mr S & Mrs F Walliss Mr S & Mrs G Hawkins Mr S & Mrs J Hynes Mr S & Mrs J McKnight Mr S & Mrs J Pickles Mr S & Mrs J Tabe-Lewis Mr S & Mrs J Wilkinson Mr S & Mrs K Daniels Mr S & Mrs L Sibly
Mr S & Mrs S Fox Mr S & Mrs S Meers Mr S & Mrs T East Mr S & Mrs V Logan Mr S Ahn & Ms S Yang Mr S Banjac & Ms C Rutherford Mr S Monckton & Ms S Turnbull Mr S Norman & Ms P Smith Mr S Pippett & Ms S Johns Mr S Shi & Mrs J Zhou Mr S Te Ngaio & Ms M Ware Mr S Tong & Dr K Gijsbers Mr S Veenker & Dr S Cullis Mr S Wallace & Ms Z Gong Mr S Zhi & Ms M Ma Mr T & Mrs A Duck Mr T & Mrs A O’Neill Mr T & Mrs G Stojanovski Mr T & Mrs K Kenney Mr T & Mrs K Sipos Mr T & Mrs M Worsam Mr T & Mrs N Hall Mr T & Mrs V Mason Mr T Armitage Mr T Byrnes & Ms A Wray Mr T Lorenzen & Ms S Sinton Mr T Luxton & Ms S Rigo Mr T Price & Ms M Ho Mr T Tong & Mrs C Lam Mr T Wing & Ms S Anderson Mr V & Mrs A Chan Mr W & Mrs J Andrew Mr W & Mrs S Hammond Mr W Cheng & Ms Y So Mr W Halford & Ms S Huang Mr W Khong & Ms J Wong Mr W Wan & Mrs F Rao Mr W Wang & Mrs X Yang Mr W Wang & Mrs Y Zhang Mr W Xiao & Ms M Lay Mr W Zhao & Mrs C Shi Mr X & Ms H Wang Mr X & Ms Z Wang Mr X Jiang & Ms M Fan Mr X Liang & Mrs B Han Mr X Pu & Mrs Y Zeng Mr X Yang & Ms G Wang Mr Y & Mrs M Cho Mr Y Chen & Ms Q Wen Mr Y Li & Mrs D Mao Mr Y Liang & Ms Z Li Mr Y Ni & Ms X Tang Mr Y Xie & Mrs Y He Mr Y Yang & Mrs Q Shang Mr Y Yi & Ms Z Jiang Mr Y Yu & Mrs D Zhao Mr Y Zhang & Mrs S Zheng Mr Z & Mrs P Li Mr Z Jiang & Mrs J Li Mrs B McGregor & Mr P McGregor Mrs J Carrington Mrs M McConaghy Mrs P Carr Mrs P O’Farrell & Mr C O’Farrell Ms A Hart & Mr G Hart Ms C Forster Ms C Quantock Ms Carmel Quantock Ms E Fabian Ms H Yi Ms K Fong Ms M Fincher Ms N Harkin Ms R Nash Ms S M Polubinski Ms T Teese N Jones Prof F & Dr R Caruso Rev B Setiawan & Mrs M Surjowidagdo Rev J & Mrs A Stark Zaitman Lawyers
Open Mornings Friday 27 July, 9:30am - 11:00am Friday 31 August, 9:30am - 11:00am Friday 26 October, 9:30am - 11:00am
Start her journey at one of Victoriaâ€™s highest achieving girlsâ€™ schools. All Girls Prep - Year 12, Co-ed Early Learning Centre 34 Scott St, Canterbury | 03 8779 7500 | strathcona.vic.edu.au
Senior Campus: Senior/Middle School 34 Scott St, Canterbury VIC 3126 Year 9 Campus: Tay Creggan 30 Yarra St, Hawthorn VIC 3122
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46 | Strathcona Baptist Girls Grammar
Junior Campus: Prep to Year 6 173 Prospect Hill Rd, Canterbury VIC 3126 Early Learning Centre 34 Scott St, Canterbury VIC 3126