2022 From thingslittle oftheShapingfutureourELC toLearningfail How mistakes help tostudentsourgrow Hope is cancellednot RoadCanterburycolourAddingto CharacterBuilding BEING YOURSELF IS A LIFELONG REWARD PERSONALIT’S
PERSONALIT’S UNSTOPPABLEGIRLS
PERSONALIT’S
Contents 2 Principal’s Message 4 Class of 2021 VCE Results 6 Developing Ethical Leaders 7 2021 Dux Speech 8 Foundation Years Masterplan 10 Strathcona Rowing 12 Strathcona Netball 13 Mathematical Mindsets 14 Canterbury Road Mural: Adding Colour to the Street 16 Meet Our Alumnae: Three Unstoppable Women 18 SPECIAL FEATURE: It’s Personal 26 Service Learning: A Growth Area at Strathcona 28 Unstoppable Girls Begin With You 29 Elena’s Story 30 Changing the Narrative 31 Strathcona Women’s Series 32 Life Cycles 33 The Inquiry Project: Giving Students the Freedom to Explore 34 Beauty and the Beast 36 Failing Forward 38 From Foundation to Graduation 39 Nature and Environmentthe 40 2021/2022 Reunions 42 Community at Strathcona 44 OSA Alumnae Updates 46 OSA AchievementsAlumnae 48 OSA In Memoriam 50 Change and Continuity 51 A Final Reflection UNSTOPPABLEGIRLS At Strathcona, students are recognised as individuals from the very first day and encouraged to be nothing but themselves until the very last. 2022STRATHCOURIER 1
PRINCIPAL’S MESSAGE “ We want our students to wonder about the world, to be curious about the natural world, the built world, about ideas, what makes people tick, their own motivations and the complex geo-political world they inhabit and will inherit.”
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Sir Ken Robinson (1950-2020) was a British author, speaker, and international advisor on education of the arts to government, non-profits, education, and the arts bodies. He believed that to engage and succeed, education must develop on three fronts. First, it should foster diversity by offering a broad curriculum and encourage individualization of the learning process. Secondly, it should promote curiosity through creative teaching, which depends on quality teaching. Finally, it should focus on awakening creativity through alternative didactic processes and experiences that puts less emphasis on standardized testing and thereby giving the responsibility for defining the course of education to individual schools and teachers.
Marise McConaghy
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Sir Ken Robinson maintains, “Human resources are like natural resources; they’re often buried deep. You have to go looking for them, they’re not just lying around on the surface. You have to create the circumstances where they show themselves”. I hope you enjoy this edition of Strathcourier as much as I have. We certainly do our very best to know each student so that we have a good understanding of individual students’ capabilities and hence offer personalised learning and guidance so that each grows with a strong sense of self to be curious, to explore and find their own individual spark.
– Sir Ken Robinson
In the co-curriculum arena, there is a breadth of choice and students can, if you like, choose their own adventure, whether it be sport, the arts, debating or service. The ‘have a go’ mentality means that it is not unusual for a girl to participate in an activity that they have never done before and as they mature, and confidence increases, they really do try out all sorts of things which appeal to them personally. The mentality is, that while excellence is an important aspiration, participation while perhaps not being that great at something is valued.
You will find as you make your way through this edition of our Strathcourier, that our students have the choice of an incredible array of not only curricular, but also co-curricular pursuits. The School offers a broad-based, liberal education with the belief that all students benefit from a solid grounding in each of the academic disciplines. Increasingly, as they progress through secondary schooling, they choose subjects which are suitable for them individually and they are able to personalise their courses. Also, within each subject, increasingly — especially after the lockdowns and the learnings we had in observing the students’ capacity for independent learning — choice has afforded students in how they approach the subject. Our teachers deeply understand that different students learn differently and at varying rates of time. We provide, not a completely individualised approach as our students for the most part do not require this, but just by the nature of how the School operates culturally and because of the capacity of the teachers, a student-centred, personalised approach is just ‘how we do things around here’.
“Education doesn’t need to be reformed — it needs to be transformed. The key is not to standardize education, but to personalise it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.”
I have always thought that curiosity was the key to driving life-long learning and one of the School’s Strategic Guiding Principles captures this: ‘To be courageous, curious and creative’. Our Dux, in her article within this publication speaks of her curiosity which drove her to ask so many questions of her teachers. If nothing else, if we as educators can, as our Head of Junior School Lisa Miller says in her piece, “Imagine an environment full of possibilities to experience choice, wonder and delight”. This is critical for our younger students with their play-based learning, but in a different way, it is also what we seek to create for all our students in age-appropriate ways. We want our students to wonder about the world, to be curious about the natural world, the built world, about ideas, what makes people tick, their own motivations and the complex geo-political world they inhabit and will inherit. I love some of the images in this edition which so beautifully captures our curious young faces as they lean into this. “A gardener does not make a plant grow. The job of a gardener is to create optimal conditions for growth.” – Sir Ken Robinson
Creativity used to be a word which was quarantined to artists, the creators of highbrow ‘art’ as we know it — music, theatre, dance, visual art, architecture. Perhaps scientists and mathematicians always thought of themselves as creative thinkers, and perhaps even historians too as they pieced together history from whatever sources they could access. But until relatively recently, we have not used it in terms of, for example, solving mathematical problems. It seems obvious to me now. Moving into what is not known and squaring up to solve a problem, small or large, requires courage and being unafraid of getting it wrong, sometimes time and time again. It also requires imagination to project what the possibilities for a solution could be and then capacity to think creatively through the unknown to a solution. If students feel safe in their environment, are known, and encouraged to ‘have a go’, they exercise their mental muscles in problem-solving and it is important we do this so they can go out into the world, make it a better place, and solve some of the ‘wicked’ problems which face humanity. In this process, each teacher guides each student in a way that is personal because our students are at different stages of being able to manage this — some are averse to the possibility of making a mistake and others less so.
Class of 2021 VCE Results GRAMMARGIRLSSTRATHCONA 4
DESTINATIONSTERTIARY & CAREER CHOICES Where students have been offered a place in a double degree, the student’s main interest area has been allocated. Science & Engineering 22% Business/Commerce 20% Health 14% Humanities 10% Creative Arts/Design 11% Psychology/Criminology 10% Law 5% Media/Communications 5% Information Technology 1% Performing Arts 1% EducationPATHWAYSCOURSE1%Monash University 40% University of Melbourne 22% Deakin University 12% RMIT 12% La Trobe University 5% ACU 5% Swinburne University 4% UNIVERSITYPATHWAYS OTP10% OF T H E STATE 52.3%ofstudentsattainedanATARof90+ 3190.35 of study scores were 40 or above (Top 9% of Victoria) 21% of students attained an ATAR of 98+ (Top 2% of Victoria) 15% of students attained an ATAR of 80+ (Top 20% of Victoria) MEDIAN69% ATAR study scores were 45 or above (6.3%) AlyssatoCongratulationsourDuxof2021Yap ATAR SCORE 99.85 2022STRATHCOURIER 5
We never cease to be amazed by the fortitude of Strathcona students. Just as 2020 wound up and we thought the worst of the pandemic’s impact on Australia’s education system was behind us, along came 2021. Despite Melbourne feeling the brunt of lockdowns with sudden and extended disruption to on-site learning, yet again our VCE cohort has proven its mettle with outstanding resilience and true unstoppability. Once more, we are happy to report on our exemplary VCE results, and reiterate the satisfaction we feel at our students’ achievements in trying times. When we refer to Strathcona girls as unstoppable, it’s not a mere marketing exercise. It truly represents the courage, agility and heart of our students. In a culture of support, academic excellence and pastoral care, each student has brought to the fore her unique, individual talents and strengths, while remaining faithful to the school philosophy of balanced mind, body and spirit. Our results speak for themselves. The Class of 2021 has moved onto their next stage of learning life — with trademark perseverance. We sincerely hope the pride in their accomplishments to this point is reciprocated as they reflect on their new status as Strathcona alumnae. Best wishes, students, and thank you for sharing your journey with us.
TRACY HERFT Deputy Principal
LeadersEthicalDeveloping
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During Term 2, our school board and our staff leadership team each undertook an intensive session with Cranlana that focused on ethical leadership, a reminder of the intersecting areas of accountability, virtues of good leaders and the importance of leading with integrity. Term 3 began with a professional development day for all staff members hosted by Cranlana, examining concepts of fairness, consideration of ethical dilemmas and tests of integrity. This was followed by an interactive workshop examining our own human flaws and fragilities and the necessary ability to remain fair and objective when making decisions affecting others. Most excitingly, our Year 10 and 11 students will participate in their own ethical leadership program with Cranlana that will look at philosophy, ethics and how we can learn to “critically examine the ethical impact of Throughoutactions”. this program, Strathcona aims to inspire, engage and promote exemplary high level ethical leadership, not only within our own community but fostering exceptional future leaders for years to come. We look forward to the continued developing partnership with Cranlana and seeing its influence on our students, staff and wider community.
The Cranlana Centre for Ethical Leadership developed a specific program tailored explicitly for Strathcona’s community. The professional development is intended to expand and encourage courageous leadership across all areas of the School, together with professional and personal integrity. The course work is designed to build upon the valued and trusted relationships within Strathcona, reaching from and cascading to the board, senior executive, management, students and staff — extending eventually to our alumnae. This year, Strathcona has formed a unique partnership with Cranlana Centre for Ethical Leadership.
This not-for-profit organisation is Monash University based and is “dedicated to strengthening wise and courageous leadership”. Leadership in society and business, in particular, in schools, is at its most complex and challenging. We are carefully balancing the day-to-day grind created by the impact of the pandemic with the desire to grow and strengthen our community. Cranlana believe that by “sharpening critical reasoning and ethical thinking, we help high-level decision makers.”
Moreover, thank you for getting me to where I am today; about to start my first year studying Medicine at Monash University. It truly is a dream come true and I would not be here without your unwavering support and guidance over the last couple of years. Finally, I wish everyone at Strathcona all the very best in their studies. To this year’s Year 12s, good luck. I have every faith in each of you, and I hope you all do as well as you hope and go on to do incredible things. Look after yourselves, listen to your mind and body and take breaks when you need to. Don’t discard your hobbies and interests — because I can guarantee that, after doing an afternoon of calculus, there’s no better feeling than jamming to Harry Styles at max volume or watching a couple of episodes of your favourite Netflix show. Never be afraid to reach out for help. And most importantly, Work Hard, Dream Big because I did.
An extract from Strathcona’s 2021 Dux Leaders and Scholars Assembly Speech
I guess you could say, that was my secret ingredient — consistently being on top of my studies. And it can be yours, too. It’s true, the first four years of developing good study habits and working on routine was suddenly, and quite vigorously, shaken up in March 2020 by the big C. You’ve probably heard enough people talk about how unlucky my year was to have both years of VCE stuck in lockdown, so I won’t dwell on it. But it was, without a doubt, a massive challenge, and I take my hat off to all my fellow Year 12s, but, particularly my fellow high achievers, who did not only survive these past two years, but also excelled. Congratulations to you all. Of course, I must mention my enormous gratitude and respect to all my Strathcona teachers. They not only helped me to transition into high school and make those first few years so memorable, but they had to both navigate and adapt to remote learning themselves whilst helping us do the same; continuing to support us even through our laptop screens. If that’s not dedication, then I don’t know what is. Let’s hope that we won’t have to deal with any more remote learning this year. To all my Unit 3/4 teachers, thank you for putting up with me, and always answering my dozens of emails and messages on Teams.
ALYSSA YAP Dux of 2021
So,MyStrathcona.inaword.Consistency.
At the end of 2015, I remember visiting with my parents for Year 7
Orientation Day. What I remember from that day is walking into Featherstone Hall and seeing the banners of the four houses and the portraits of all the former Principals. Most importantly, I remember seeing the two plaques high up on the wall, one listing all the School Captains, the other all the Duces from previous years, and tiny eleven year old me thinking “Wow, wouldn’t it be amazing to have my name up there.”
The prospect of high school was foreign and quite nerve wracking to me, but seeing all the names of women who had been in my position, and who had gone on to achieve amazing things, planted a seed of possibility in me. Hearing the Dux speak each year at assembly, reminded me to dream big. Funnily enough, that has been my personal motto for many years now. Work hard, dream big. It is a reminder to aim high and always give 110%.
Looking back, I believe what worked for me was having short term aspirations that I could fulfil. Maybe you’re in Year 7 and hoping to do your best in the first year of high school, or you’re in Year 10, just back from TC and getting ready to buckle down into your senior years, or maybe you’re where I was exactly one year ago, feeling nervous and excited as you’ve just begun your last year of secondary school. Regardless of where you are along your journey at Strathcona, no matter how big your dreams and aspirations are, break it down to the smallest unit and work upwards. It’s like constructing a building. Even the grandest of mansions begin with the first brick being laid. Truth be told, what I did in Year 12 was not very different to what I did in Year 7. I tried to do all the homework as soon as it was set, and stay ahead on any big assignments. I made notes or went through notes given by my teacher and applied my knowledge to textbook questions or practice tests until I felt familiar and confident with the content for that topic. Only in Year 12, they’re called SACs, not tests, and there are exams to prepare for, and your grades matter to more people than just my mum stalking me on
For the full version of Alyssa’s speech, visit our website strathcona.edu.au
Dream Big
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Play is joyful, socially interactive, meaningful and actively engaging. These emotional, social, and cognitive features of play are why it can powerfully support learning. Play increases children’s motivation. It helps connect children’s knowledge, experiences, and interests. In play, children’s attention is focused. They persist through challenges and engage in deep learning, which supports them in consolidating skills and retaining what they have learned.1
FOUNDATION YEARS MASTERPLAN From little things… Big things grow
The belief that children have the ability to express themselves in more than one way, will not be imagined but brought to life by the relationships formed with this new environment. The infinite ways that children can express, explore, and connect their thoughts, feelings and imaginings will breathe life into this exciting new space for our youngest of learners.
LISA MILLER Head of Junior School 1. Harvard University, Project Zero - Pedagogy of Play. Imagine an environment full of possibilities to experience choice, wonder and delight. When considering a masterplan for the development of Strathcona’s new Foundation Years Learning, it was these three words that delivered every decision to ensure that play and wellbeing is supported for young children.
The new centre’s design and intent is all about relationships with each other and the environment. This notion gave life to the ideas of Space, Light and Time. Imagine these gifts given to children and teachers on a daily basis. From the design concept formed around the historical lemon myrtle tree to the dynamic selection of outdoor discovery spaces, there is something that creates a sense of wonder around every corner. Central to the environment leading to discovery is a purpose-built atelier framed in glass reflecting the natural environment. This will be a learning space that promotes knowledge and creativity for young children through art and design. The inquiry-based curriculum will encourage exploration of concepts, weaving in skills and knowledge from many disciplines, including early numeracy and literacy skills, which will be differentiated to meet the needs of each individual child. Harmonious interactions will ebb and flow through a seamless relationship with space and time. Curves and glass gallery spaces spill out into kitchen gardens, nature trails and a piazza which is at the heart of the building.
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“ The child has a hundred, always a hundred, ways of listening, of marveling, of loving. A hundred joys for singing and toAworldstoAunderstanding.hundredworldsdiscover.Ahundredtoinvent.hundredworldsdream.” – Loris Malaguzzi, Reggio Emilia 2022STRATHCOURIER 9
What a Season to Remember!
With hours of training under their belts across three terms, two week-long camps, and competing at multiple regattas, our crews were constantly improving, showing continual eachmotivating,throughoutdeterminationtheseason,andhelpingotherout.
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Just two weeks in, the squad made the transition online, improving strength, fitness, and technique. Once we could return to in-person training, all squads were out in full force working hard at both on-water and strength and conditioning sessions.
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At the peak of the season at the Head of School Girls Regatta, the squad were prepared to showcase their best rowing. The weekend saw Strathy rowers supporting one another, bringing strong competition and showing determination and drive. We came away from the weekend finishing 5th in the overall medal tally and making history, winning Open Div 1 and Div 2 — one of the most successful results for the School ever. To conclude the season, our Senior Blues and Inter and Senior Blacks competed at the Australian Rowing Championships. Over an exciting few days of racing, we saw some great rowing from our crews; and in an outstanding finish, our Senior Blacks finished 2nd in the country for the schoolgirls’ division. Coming off one of our most successful seasons yet — we already can’t wait for next season!
HOLLY MITCHELL Senior Squad Coordinator On the world stage Congratulations to Year 12 student, Chloe Amling, who represented Australia in the World Junior Rowing Championships. This is an outstanding achievement that reflects Chloe’s commitment and dedication to Rowing across many years at Strathcona. In order to achieve this feat, Chloe participated in the week-long National Underage Selection Trials in Canberra in May. There were over 400 athletes at these trials across multiple age groups. Chloe has been selected in the U19 Women’s Eight crew which is made up of other students from across Victoria. We congratulate Chloe on this exceptional achievement and wish her well in her rowing endeavours.
KEIRA WILLS Head of Sport
KEIRA WILLS Head of Sport
The first half of 2022 has seen a large number of students involved in netball, including both Saturday Netball and Girls Sport Victoria (GSV) Netball. Our representation at Boroondara Netball Association includes 26 teams, with 230 students from Year 4 to Year 12 representing Strathcona each week. This large group of netballers build connections and a strong sense of belonging to Strathcona’s community. It is pleasing that our Senior student community are also heavily involved in coaching our younger teams and inspiring them to enjoy their netball, with 22 student coaches in Years 11 and 12 taking up this opportunity. These coaches lead our students in both their training sessions and matches and through this, are able to learn lifelong skills in organisation, leadership and compassion amongst other things. Alongside our Saturday Netball program, our GSV program has been continuing to gain momentum. In Term 2, we had 19 teams across Junior, Intermediate and Senior levels competing in the GSV weekly sport competition. Our Junior Strathy6 team made the finals event for their division which was a wonderful achievement. We love seeing all of our students enjoying being involved in netball, whether it be GSV, Saturday Netball, coaching or playing!
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• NE T B A LL
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Have you or your daughter ever felt anxious or lacked confidence in Maths? If alarm bells are sounding, take comfort. Research in recent years has shown that no one needs to feel this way and we can reverse damaging experiences with Maths. Strathcona teachers are on a path to implementing the findings of research on Mathematical Mindsets and the outlook is extremely positive. What does an ideal class look like where Mathematical Mindsets are prevalent? According to Jo Boaler, the principal researcher and author of Mathematical Mindsets 2nd Edition (2022), students are highly engaged, asking questions and driving their own investigations. Mathematical concepts are being explored and expressed visually and creatively, and learning is primarily about making connections and reasoning. Messages about students’ capabilities are positive and mistakes and challenges are valued. If this sounds like an inspiring Maths classroom, you might be thinking, “How is this possible?” There are a few keys to improving students’ relationships with Maths, the first of which is changing our messages to students. For example, if we comfort a student by saying “Don’t worry, not everyone can be a Maths person”, we are inadvertently sending an incorrect message. The truth is that everyone is a Maths person, and the messages we convey to our girls can impact their Maths pathways and even their career prospects. So at Strathcona we are focusing on productive messages. Another key to improving achievements in Maths is teaching it well. Maths classes should be about investigating big ideas in Maths through visualisation, reasoning, creativity, making connections, discussion and asking good questions. Gone are the days when we valued memorisation, speed, innate ability and isolated correct answers, above thoughtfulness, investigation and effort. Another cornerstone to resetting a student’s relationship with Maths and nurturing her potential is Mathematical Mindset. Students with a fixed mindset are more likely to give up easily while those with a growth mindset will be persistent and embrace their mistakes and struggles in Maths. As teachers, we must resist the temptation to save students from challenging Maths. We encourage students to become comfortable with challenge and know this is when the most productive learning occurs. Research has shown that students who learn Maths with the correct messages, good teaching and a growth mindset achieve higher levels than those who are taught in a traditional manner. So, next time your daughter says, “I can’t do this”, you might like to sit with her to explore the underlying ideas, play with the numbers or visually represent them. Remind her that everyone is a Maths person and when she feels challenged, it’s a sign she is learning something new. WILLOUGHBY Enrichment Teacher
Mathematical Mindsets Unleashing Student Potential Through
PENNY
The Art and Design Department at Strathcona aims to build a vibrant and connected artistic and design community through a yearly artistin-residence program. The purpose of the program is to form a relationship with an artist who works with a specific year level to create a unique artwork at the school over a period of time. The artist works closely with students and teachers, using their own work, cultural background, ideas and skills as the catalyst for students’ own creative explorations. A final collaborative artwork is produced as a result. Working first-hand with an artist provides students with the opportunity to engage with a real-life experience and to gain an understanding of how the Arts industry operates in Australia. It also demonstrates to our students that the Visual Arts are a valued part of our In 2020, we chose artist Nicole van Dijk to work with the Year 7 cohort. The theme Hope is Not Cancelled was developed to create a mural of students’ personally meaningful symbols embedded in a larger composition. Students were inspired to explore and reflect on what makes them happy and content in life and create appropriate motifs and imagery based on this theme. These motifs were then used to embellish the larger artwork. Van Dijk used iconic Melbourne artists such as Mirka Mora as inspiration for the students with her childlike and expressively bold shapes and lines. The artist-in-residency ran as an incursion online. Van Dijk created a series of videos to show how she used mixed media of traditional paint and technology such as Adobe her distinctive designs. The artist then worked directly with the students in breakout channels to help them individually with their ideas, followed by a live demonstration of how she would use their designs in Illustrator. The students were then invited to hand draw their symbols in bold black markers, to play with digitally drawn black and white shapes and to try working with black paper cut outs to illustrate their ideas. The Year 7s enjoyed gaining an insight into a professional artist and designer’s creative practice and were so excited to contribute to designs that are now part of the beautiful mural that resides under Canterbury Station.
Adding Colou r to the Street
KIMBERLEY MOOR Head of Art and Design
CANTERBURY ROAD MURAL GRAMMARGIRLSSTRATHCONA 14
The Hope is Not Cancelled mural brightens Canterbury Road under the train pass near the Maling Road corner. The mural was born from students’ work with an artist-in-residence, Nicole van Dijk, and draws from their experience living through the COVID-19 pandemic.
“Hope is Not Cancelled tells an important story of our community’s experience during the pandemic and it contributes to the broader story of the Boroondara community through this time. The City of Boroondara was delighted to fund the installation of this beautiful artwork which can be enjoyed by the community.”
– Cr Addis, Mayor City of Boroondara
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After graduating, I knew I wanted to work in areas that aligned to my values and where I could ideally use my skills in ways that would have a positive impact on people and the world around us. I studied a Bachelor of Arts with a double major in Sociology and Psychology, then went backpacking around Europe and spent time living and working in London, which was a great experience. Back then, there weren’t really many jobs that focussed on sustainability or ethics in the business world, so I found roles working in the not-forprofit sector, and the industry that I work in now evolved as my career progressed. This area was known as Corporate Social Responsibility, which often tied into philanthropy, where as now many companies have strategic sustainability departments or business units focussed on Environmental, Social and Governance (ESG). I currently lead David Jones and Country Road Group’s sustainability strategy, called the Good Business Journey, with a team of specialists working in areas including climate, ethical and transparent supply chains, sustainable products, circularity and inclusion. We set ambitious goals for the businesses and help them to achieve them, measuring their progress as they go. I also sit on several committees focussed on making the fashion industry more sustainable overall. How did Strathcona prepare you for your chosen career? Being a smaller school, I had the opportunity to be involved in several committees and leadership positions, which helped me to grow in confidence, and learn more about my values and what drives me. The School also has a strong social conscience and focus on community involvement, and encourages students to be involved in fundraising and outreach programs, which was a good foundation for me to build upon in later years. What core attributes do you need for your chosen career? A personal desire and passion for wanting to use their time to increase standards of sustainability and ethics. The ability to remain flexible and adaptive. We need to continually understand new topics quickly and develop plans to support the businesses to respond or adapt.
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Meet our Alumnae
Building and maintaining good relationships is also fundamental. Any advice for someone looking to start in your industry? The ESG space is becoming increasingly recognised by industries as having strategic significance and organisations are building teams of people with expertise in different areas. Businesses are also looking for people who can bring these values into other roles outside of ESG teams, so higher standards of ethics and sustainability can be integrated across all facets of the organisation. I would encourage bringing your values into the workplace regardless of your role, and find ways to make small changes with big and positive impact where you can.
ELOISE BISHOP ( ’ 93) Making a Positive Impact
Three Unstoppable Women share their career journeys and experiences since graduating from Strathcona.
How did Strathcona prepare you for your chosen career? I was given resources, time, and learning that enabled me to explore what I was interested in, as well as excellent and encouraging Art and Design teachers. Within the Visual Communication subject, I was introduced to the Adobe Creative Suite; and within the Art course, I was learning in detail Modern Art Theory whilst simultaneously creating and producing my own artwork. These experiences would form the foundation of a design language that I perfected more formally in my tertiary studies but am still developing today. What core attributes do you need for your chosen career? To be a great designer, I would say natural curiosity, good listening, and communication skills are key. To design a good city, one should be interested in the people, the place, its history, its aesthetic sensibility, what is there now, and what was there once. To be observant with inquisitiveness will serve you well! Any advice for someone looking to start in your industry? Become as clear as possible, as early as possible about whether buildings and the built environment are themes that you are deeply passionate about. This is an incredibly rewarding career, but also one that requires time, effort, attention, and dedication, therefore making a sincere interest paramount to success.
EMMA DE HAAN (’09)
years, and I have no intention of moving anytime soon. I currently work with a handful of recording studios in Barcelona and have my own professional recording studio which I record for Netflix and other works remotely. I can now officially call myself a professional voice-over artist!
Designing the Urban Future I studied a Bachelor of Architectural design at RMIT, which was followed by a one-year break to travel and understand the world in which I would be designing. I graduated in 2013 and by this stage had gained experience in a small residential firm, as well as a firm that worked on large-scale public buildings primarily within Australia and China. I moved to London in 2014 where I worked again within a small-scale practice. Pursuing my Masters Degree at The Bartlett School of Architecture, UCL allowed me to remain in the UK. After graduating, I worked for a mid-size firm and then Grimshaw Architects, an AJ 100 practice whose projects range across building typologies, countries and scales. During my time with Grimshaw I completed my qualification studies at Bath University and nine years later, became an architect. I have since moved to The Netherlands where my role has been specialised, I work as a 3D-designer with an Urban Design firm, Posad Maxwan in The Hague. This most recent professional development has provided me the opportunity to focus on the part of my job that has always brought me the most joy; modelling architecture and urban design schemes within a 3D parametric environment.
Narrating a Career I trained and studied as an actress in London, but I then spent the next eight years auditioning for parts and this is when I started auditioning for voice-over jobs. I quickly realized that this is what I wanted to pursue so I studied and experimented with recording equipment, editing software, and building a home studio etc. This stage of my life was characterized by standing in a wardrobe, holding a duvet over my head and talking into a microphone at 3am because that was the quietest time to record projects and auditions!
Read the full interviews as well as interviews from some of our other Alumnaes’ career journeys at strathcona.vic.edu.au/news
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How did Strathcona prepare you for your chosen career? Strathcona weaves art and creativity throughout its curriculum. The Year 9 program, the House Arts program, all the team-building opportunities, and the strong sense of community. I think being exposed to lots of different artistic opportunities, sometimes inadvertently, made it clear to me that I had to follow my passions as a career. Art for art’s sake is a wonderful expression and I believe Strathcona embodies this wholeheartedly. What core attributes do you need for your chosen career? Persistence, resilience, self-motivation, and a sense of humour. Dodge all the self-doubt, rejection and do it with a smile on your face. You will succeed! Any advice for someone looking to start in your industry? Taking care of your body and mental health is paramount. Find enjoyable and flexible, remote work that allows you the ability to nurture your health and wellbeing. Burnout is very common in the performance industry and having control of your schedule, and finances allows for a much healthier work-life balance.
I decided although I loved living in London, the expense and lifestyle of the city were hindering my dream of being a professional voice-over artist. I sold everything and moved to Barcelona for a three-month “bootcamp” to concentrate on the voice-over side of things. Three months quickly turned into three
CARA EDNEY (’08)
UNSTOPPABLEGIRLS PERSONALIT’S GRAMMARGIRLSSTRATHCONA 18
At Strathcona, students are recognised as individuals from the very first day and encouraged to be nothing but themselves until the very last.
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PERSONALPERSONALIT’SSTORIESGRAMMARGIRLSSTRATHCONA 20
EMILY HARLE, YEAR 12 I moved to Strathcona in 2019, and I was immediately struck by the warm atmosphere within the school; the teachers at TC were so accommodating and kind, and all the girls said “Hi” and introduced themselves to me in the halls. At Strathy I have found lifelong friends, who kept me going through the last couple of years, as well as feeling supported by the teachers to achieve my very best. I was humbled to be elected by my peers as the Issues and Action Leader for 2022. Without the encouragement from my family, friends, and teachers, I do not think I would have had the confidence to put my hand up and run for the position. I believe that this confidence will be a lifelong asset and allow me to navigate the working world with strength, determination, and courage.
Your daughter is unique with her own personal strengths and talents. She deserves every opportunity to realise her potential. It is my privilege as Registrar to help you make the best possible choice for your daughter’s schooling. Being a teacher and a parent myself, I truly understand the importance of the decision you are making. You want her to be happy, to be motivated, to be challenged and to be supported by caring friends and teachers. You want an education that is more than the classroom programs. You want opportunities for your daughter to participate in sports, creative arts, special interest groups and in community service. You want her to grow in confidence, to develop a life-long love of learning and to become part of a vibrant connected community that will remain a part of her life beyond school. My role is so rewarding — one that is a pleasure because I believe wholeheartedly in Strathy. I love meeting you as a new family, assisting with tours of the campus, answering questions and facilitating the enrolment process. I love meeting your daughter at Orientation events and later seeing her in the classrooms and playgrounds as a happy and engaged ‘girl unstoppable’.
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RAFFAELA SKOURLETOS (’17)
My time at Strathy was deeply personal in the way that it drastically shaped the person I am today. It taught me that, as a woman, it is not just accepted but expected to live boldly, to dream wildly, and to strive to reach your greatest potential. This attitude grew from the empowering relationships I shared with teachers who were never afraid to push my peers and I to do our very best. This attitude flourished in an environment where my friends and I fiercely supported each other through each of our endeavours, our pitfalls, and our successes.
This attitude is the reason why I, and many students before (and after) me, have dared to leap into life after school knowing that when you bump into your English teacher in the supermarket and update her on your life, she will still be cheering you on as though you had just finished your Year 12 English exam. I remember reflecting on the six years of my life that I had spent at Strathy and realised that this school had become a second home. In this home, I met some of the best friends and role models I could have hoped for and shared unforgettable experiences that bound us together. To say I am grateful for Strathcona is an understatement — to say it played an integral part in my identity and path is probably more accurate.
JULIE DREW, REGISTRAR
NATALIE OLVER, PARENT OF LIZA GRIFFIN, YEAR 10
Our daughter is artistically creative and the school has actively encouraged and supported her to follow her passion for the arts. She has achieved amazing results academically and enjoys terrific relationships with her teachers and fellow-students — the sort of relationships that will remain with her forever.
PERSONALIT’S
“ This is my ear doctor of over ten years. Dr Ben was the one who diagnosed me with profound hearing loss when I was four years of age. He’s done about a dozen procedures on my ears, and I know whenever he operates on me that I am in safe hands. He is always positive, and I wanted to show him how much he’s helped me through life — even with my hearing impairment — through this portrait. For the background, I illustrated an old audiogram of mine.”
– Liza Griffin, Year 9, 2021 Liza Griffin was awarded an Honourable Mention in the 2021 Young Archie painting competition with her artwork titled Dr Ben 22
It is easy to identify and understand the positive impact Strathcona has had on our daughter. From her first days as a Year 4 student, up to the present time, the trips to and from school have been filled with discussions on what was happening at school on any given day — always delivered with a great deal of enthusiasm, even when the day’s subjects weren’t necessarily her favourites.
GRAMMARGIRLSSTRATHCONA
The school has consistently nurtured and supported her development and growth. The educational program extends well beyond the classroom and encourages skills including: acting/drama — with amazing stage productions, artistic creativity — holding regular art displays, music, sporting activities and family-oriented social events. I can only speak from my experience as a parent of a young girl, who has grown to be a strong and confident young woman. We have seen our daughter develop, as a student, as a leader and as a person. This has been supported by the school and its commitment to promoting strong values and the development of strong women. We are so proud of what our daughter has been able to achieve at Strathcona and the opportunities the school has provided. We feel really fortunate. I personally can’t think of a better school for her.
I took the role as Aquatics Manager at Strathcona after a long stint coaching swimming and preparing swimmers for States and Nationals. I was diagnosed with kidney cancer in 2016 and on return to work, after only 10 weeks off, I struggled to cope. The role at Strathcona was advertised at a time I was seeking a change. It turned out to be a fantastic move; the community feel and the staff and students I worked with, made it a joy to come to work each day. I started my swimming journey differently to most; I disliked swimming lessons and water at a young age. I didn’t do any structured swimming until Year 5 and 6 when we did intensives with school. I started swimming competitively in Year 7, worked incredibly hard and won medals at states in my first season and qualified for Nationals a year later. I spent around 10 years competing at a national level. I then began teaching and coaching swimming to give back to the sport that gave so much to me. It is important to me to instill a love of the water and what can be done in and on the water to those that come through the Strathcona pool. We have students from local primary schools learn to swim here as part of the year round after school program, and often later I will see them back in the pool as Strathcona students and it’s great to see the community building beyond the Strathcona gates.
I graduated from Strathcona in 2007 believing I could fly. We were emboldened to do anything and everything — even if we weren’t the best at it. Every teacher pushed us in all forms of learning. Mr Parker taught me how to balance sheets in Accounting and also how to put on a high calibre musical. Mrs Devlin taught me right angles in maths and also how to throw a javelin. At Strathcona, we focused on including everyone and creating a space where all you needed was a thirst for knowledge and a willing spirit. I carry that spirit with me today and try to encourage others to do the same, because we can all fly when we uplift each other!
CHLOE AU (’07)
KYLIE WOOD, AQUATICS MANAGER
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ROSS PHILLIPS, SENIOR DEAN OF LEARNING FUTURES
Authentic learning is personal, unlike training. Learning is an individual journey — everyone has a unique learning pathway. All learners having different strengths and interests. At the same time, learning is a social process. We learn through interaction with others, so it is important who we surround ourselves with. I am a teacher, but I regard myself more as a learner. I learn from everyone around me in everything I do. Strathcona is a great place to learn because of the respect between the teachers and the students, the curiosity of the students and their desire to challenge themselves and develop. Part of my role is subject selection. I counsel students about their pathways through school and work to find the best path for them that will support their learning. I also help teachers with their development. That is what I thrive on, helping each student and teacher develop their personal understanding of themselves and their worlds. With a personal approach every student is valued equally. All students can learn, all students can contribute to society. The real joy for me as a teacher, is not the perfect score or knowing that everyone in the class has understood. It is when the student emerges with something that excites their curiosity, when they experience the thrill of learning — of developing their own personal understanding. Education is a process where you don’t know exactly what you are going to get. It is not a factory, they all come out different. It is personal.
We are all different in terms of our personalities, interests, skills, and abilities. Yet, I feel Strathy girls have a unique sense of connection to the school, because it’s personal. The academic curriculum, range of sports, music and performing arts programs offer opportunities to fulfill every girl’s wishes. Our teachers are approachable and always open for discussions. They have a very good understanding of individual students’ capabilities hence can offer personalised advice. I know the school community and my teachers have worked hard to identify and enhance my personal strengths to support me to excel in areas that I like. This approach makes me feel valued and has given me an immense amount of confidence to believe in myself. When students leave the gates of Strathcona they have the strength of self-belief that contributes to their success. At Strathy, every girl has something that they can fall in love with, because it’s personal.
SALONI GUNASEKERA, YEAR 8
PERSONALIT’S
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ELIZA NOLAN, YEAR 2 TEACHER As teachers in the Junior School, the wellbeing of the students and their families is our number one focus. My aim for my students is for them to grow up with a strong sense of self, to explore their spark and to not be afraid to challenge certain norms, particularly those that women may face. Through the SOUL Program and our pastoral care, we ensure students can feel proud of being themselves, whilst feeling a sense of pride and belonging to a community. Celebrating each student’s individuality is fundamental to creating a successful and treasured learning experience for all. It develops a sense of acceptance and connectedness and allows girls the space to continue to strive with perseverance not only in their education but in their lives. The students are encouraged to use their voice, in the classroom and the community. The Year 6 leaders are always creating new ideas of change that will better our school. Students arrive at school each day with various experiences that they enjoy outside of school and once in the classroom, they get to know other students on a personal level which consequently strengthens their relationships with teachers and their peers. Building and nurturing the channels of communication between parents and teachers ensures that together we facilitate certain desired learning and wellbeing outcomes for all students so that they can reach their full personal and academic Strathconapotential.fostersa sense of community whether you are a staff member, student or a family, and members feel welcomed and valued by the School, and that’s why at Strathy, it’s personal. 2022STRATHCOURIER 25
Service learning
Founded by a small group of women in 1996 who wanted to tackle the issue of safe and affordable housing for women and their children is Women’s Property Initiatives (WPI). Our students must know that within their local community there is inequality and that we can all advocate for change. It is through WPI that we can truly say our girls develop their understanding of this issue. Late 2021 when our Principal, Marise McConaghy and student leaders gathered to formalise our partnership, there were powerful discussions. Our young women, particularly in the Senior School were questioning, engaging and exploring the complex nature of these issues. We quickly moved beyond the ideas associated with service and giving to a broader exploration of themes such as family violence, access to services and the gender payment gap.
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When the CEO, Jeanette Large took me around their new office in Russell St, I knew that Strathcona and WPI could form a strong partnership to break down the barriers that women confront and educate our youngest generations on the real challenges that women can face because of their gender. Even though in the 21st century we would hope that these issues were managed or better yet non-existent; the stark reality is they do exist and the statistics in Victoria alone are concerning. The point that in Australia, 49,000 women are homeless on any given night means that we all have a responsibility to address this. At Strathcona, it is important to us to provide an enriching and impactful service program for students. We want them to truly grow and thrive in their service experience and practise giving in all its forms. Streamlining the student level service program by partnering with WPI and supporting this one main local cause is encouraging a deeper consideration of service and philanthropy beyond mere engagement in a fundraising event. A thisactionstheandupauthenticcarefully-considered,serviceprogramopensopportunitiestodiscussimpactstudentsbegintounderstandlinkbetweentheircollectiveandtheresultingeffectofworkonacommunity.
A GROWTH AREA AT STRATHCONA
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– Year 10 student, Isabelle Chequer’s reflection from her WPI visit
In Year 10 Geography the students spent a month on the topic of women. This combined a visit to WPI and a research report on the question “What are the social and economic inequalities women face and what services are available to support them”. The students interviewed and collected data about this topic, people’s opinions and experiences. From the 40 girls who completed this, each came away with a new view on the Ourtopic.nextgoal is to work with the Head of Teaching and Learning and Deputy Head of Junior School to identify more opportunities to weave age appropriate teaching of these themes, as well as the broader themes associated with service and giving into classroom learning. From this exciting partnership we have already held a range of events, activities and meetings. Our Service Captains have led fantastic fundraising projects and our assemblies have also connected us — the most notable being International Women’s Day when all our students in Years 7 to 12 heard of the exceptional work being achieved by WPI. We are proud of our unique partnership with WPI. We know that this ongoing work will play a crucial part in readying our school leavers to be women sure of their values, with a deep understanding of how they must use their skills and knowledge to advocate for women, creating change for the world as a result.
“Overall, this study of the inequalities that exist for women in Melbourne and how they affect women’s lives found various social and economic inequalities that affect their way of life and their value of life. The hypothesis suggests that there are many social and economic inequalities that women face in Melbourne, but not enough organisations that can help women largely affected by these inequalities.”
HOLLIE FIELDS Service Coordinator
In 2022 we have begun embedding service learning and expanding education on these topics through various touch points in the curriculum.
To learn more about Women’s websiteInitiatives,Propertyvisittheirwpi.org.au
When I ask families why they chose Strathcona, usually they tell me something about the “feel” of the place. This is then often closely followed by a comment about the “warmth” of our community. These two intangibles have long been a huge part of what makes our school so special. We are built on a rich history of generations of generous, intelligent and humble people who share common values. There’s a certain understatedness about the Strathy community, but don’t be fooled — it’s most certainly intentional.
Strathcona will always be the best kept secret of Canterbury, but I believe it’s time for us to stand up and broadcast what makes this amazing school so unique and so transformative for young women.
Unstoppable girls begin with you
ELIZA GODING Development Manager
My job at Strathcona is to seek support for the types of transformational projects that can catalyse the impact the Strathcona woman has on our world. And what a time to be doing it! In the last months there has been a noticeable increase in the momentum of discourse related to issues of women’s equality. We have celebrated wins including the record number of women entering Australian parliament, but also witnessed disturbing setbacks, such as changes in the constitutional rights of women in some countries. If the events of late have reinforced anything it’s that now more than ever, we must invest in women and demonstrate our collective belief in the transformative power of an allgirls education. This will be our chance to give a deserving girl (normally without opportunity) access to the Strathcona experience. A chance to set her in motion and truly change the course of her future. Our short term goal for this fund is to support a student or students beginning in 2024, however, our bold, long-term goal is to build a multi-million dollar endowment to enable this, and other diverse scholarships to be offered to eligible students including rural, indigenous and needs-based students — forever.
Chances are, if you are reading this then you already understand the value of a Strathcona education. Our exceptional quality of teaching, purposeful pastoral care and visionary leadership ensures that a Strathy girl is given the agency that encourages her to use her education, professional capacity, influence, and philanthropic sensibility to initiate and drive change.
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“I am delighted to announce that, in October this year, we will be launching an appeal to raise funds for our first all-rounder scholarship for a disadvantaged student. Funded through the generosity of the Strathcona community and offered from 2024, our Centenary year, the Strathcona Centenary Scholarship will be a fully means tested scholarship.”
THESCHOLARSHIPCENTENARYSTRATHCONA
GIVE NOW TO THE SCHOLARSHIPCENTENARYSTRATHCONA
A coke bottle of fuel and a bag of nappies was all we had when escaping Sarajevo, Bosnia in 1992. It was a deeply complicated journey as refugees to Melbourne on skilled migrant visas. The fact that my parents’ education essentially saved our lives by facilitating our access to Australia meant that I have grown up understanding that education literally changes lives.
Later, during my Master of Teaching in Bordeaux, France, my thesis findings discovered that young people want one thing from their teachers: positive relationships with people who are kind, funny and who listen. From there on, I developed a zest to be that teacher for my students. I moved to Katherine in the Northern Territory to teach for three years, upskilling along the way with a Graduate Certificate in Developmental Trauma. I found I was really passionate about engaging young people who were feeling excluded from the educational system.
To contribute ahead of the appeal, scan the code or for more oncontactinformation,ourteam0387797500.
Elena’s Story
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Since becoming a secondary school educator, I have worked across schools in country Victoria, the Northern Territory, and in Melbourne, and currently specialise in working with young people disengaged from mainstream education. I have taught teenagers to read from scratch, helped young people to make their first friend, and been part of making everyday attendees out of young people who have missed years of school. The small wins are career highlights when working with young people. After escaping a conflict torn Sarejevo with her family in 1992, Elena Mujkic thrived on an academic scholarship at Strathcona. Since graduating in 2008, Elena continues to exemplify the Strathcona spirit.
Elena’s mother, Edita Mujkic, released a widely available, acclaimed memoir this year, Between Before and After, documenting their family’s escape from the war and journey to Australia. To celebrate 100 years of Strathcona, the Strathcona Centenary Scholarship will give girls who don’t have the means to attend our school a way to do so and realise their full potential. Our goal is a community funded scholarship for deserving girls exemplifying the Strathcona spirit. And we need your help to get it moving. It will be a means tested, full access scholarship, awarded annually from 2024 to a girl or girls with an unstoppable spirit who show promise across a range of interests and areas. It will be funded by the generosity of the Strathcona community, and contributions are now being welcomed. So whether you’re a current or past parent, staff, alumna, or special friend, you have the power to make transformational change in young girls’ lives, and help shape them into truly unstoppable women.
The leafy suburbs of Melbourne were a world away from the life we knew in Bosnia. In 2003, my world changed again forever, starting in Year 7 at Strathcona as a recipient of an academic scholarship. At Strathcona, having a love of learning and a willingness to contribute positively to the world is celebrated. With the support of a village of teachers who genuinely take an interest in the whole young person, I was able to achieve a House Captain position, as well as Dux of 2008. Armed with a freedom unimaginable to my parents 20 years prior, I was able to select any university course of my choosing. I opted for a Bachelor of Arts and Diploma of Languages in line with my love of languages and linguistics that began at Strathy. I completed my honours studying “Murrinh-Patha” recording this unique language spoken in a remote area in the west of the Northern Territory.
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Once upon a time, in a kingdom far, far away, lived a brave prince searching for a wife. He endures blistering winds, scorching deserts, he climbs to the highest room of the tallest tower and finds (pause) a beautiful princess. He whisks her away on his noble stead and they live happily ever after. This type of fairytale has cursed us for too long. The prince’s story, one we’ve heard many times before. The passive damsel in distress rescued by a strong handsome prince. Is this what the princess really wanted? What about her story? We need to change the narrative so that princesses can tell their own stories. Make their own decisions. So how do we do this? The first step is to challenge how we view ourselves as women. Additionally, we need to challenge the bias of those around us. So that together we can challenge discrimination. The first step: questioning how we view ourselves as women. It is not enough to simply believe that all genders are equal. We need to reflect on the way we hold ourselves as women. We have to ask: “Why do I notice a women’s beauty before I notice her heart? Why do I cut other women down instead of admiring their successes? Why do women project insecurity while men exude confidence?” To change the narrative, we first need to ask ourselves these questions. Once we have challenged ourselves, we can begin to challenge those around us. You throw like a girl. Be smaller, be skinnier, be quieter. Show more skin, but what was she wearing? These horrible stereotypes are not going to be broken down unless we break them. We need to challenge those who say these things and encourage instead, saying “She looks kind, I want to hear your voice, do what makes you feel strong, you have the right to set boundaries.” To change the narrative, we need to challenge these biases. It is so hard to not interpret the world through this male gaze. To combat this, we need more women’s perspectives in the media. We need more conversations, by women, about this topic. Listen to people like Grace Tame and Emma Watson. Sign up to petitions, use your voice on social media and in real life to inflict real change. And when we return to our fairytales, the princess can tell her own story, and in her story, maybe she will become queen, maybe she saves herself, and maybe she doesn’t need a prince for her happily ever after.
Rachel Glover in Year 11 won the Rostrum Voice of Youth State Final this year. She then represented Strathcona and Victoria in Sydney at the National Finals and won! Strathcona is very proud of her
theChangingNarrative
RACHEL GLOVER Year 11
StateRachel’sshortenedaandtheirconfidencetoforprovidesspeakingThisachievements.nationalpubliccompetitiontheopportunitySeniorSchoolstudentsgainexperienceandinexpressingpointofviewcommunicatingmessage.HereisaversionofspeechattheFinal.
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BreakfastWomen’sInternationalDay
WOMEN’SSTRATHCONASERIES
AMBER SOWDEN Dean of Students and Head of Wellbeing
Early in Term 2 Strathcona ran its first ever Wellbeing Workshop Day. An open invitation to all members of our school and local community, saw over a hundred mothers, daughters and special friends enjoy a range of workshops to promote positive physical, mental and emotional health and wellbeing. The day started with an early morning yoga session followed by breakfast and keynote from Strathcona Alumnae and radio/TV presenter Jo Stanley. Jo regularly gives up her time to support Strathcona events; her energy and passion for all things wellness made her the perfect breakfast host. She spoke passionately of the importance of prioritising personal wellbeing. She highlighted the significant benefits she gains from journalling and regularly expressing gratitude. Jo provided insightful recollections of how busy her life and ours can be with lots of things, highlighting the need to focus on giving time to the things that make us feel good. To do this we might have to lower our standards! Let some things go! After breakfast, our workshop participants were involved in several different sessions. These included African drumming that was distinctly therapeutic for its meditative beats and rhythms. Bracelet making allowed participants to focus their attention, slow their breathing and practice Aftermindfulness.abeautiful and healthy lunch, the last session of the day was focused on exploring the benefits of gratitude with all participants spending some time writing in their gratitude journals or sharing directly with their group. The benefits of practising gratitude include; increased positive mood, more satisfaction with life, nurturing of key social skills such as humility, patience and wisdom and less materialism. It was a perfect way to finish the day. A huge thank you to the Wellbeing staff who ran several of the workshops and the Marketing Team for running such a positive event. We look forward to making this day a regular part of the school calendar.
Earlier this year, Strathcona celebrated International Women’s Day with a breakfast at Chin Chin in the city. It was the inaugural Strathcona Women’s Series event and was a morning buzzing with energy and excitement with guests from across the community coming together including parents, alumnae, staff and students. It was a wonderful event that brought women together, made especially special after a two-year hiatus of in-person events. The breakfast included a presentation from guest speaker Colleen Callandar, former CEO of Sportsgirl who shared her journey as a leader who leads with kindness and her experience with burnout and the challenges she faced in her career. Colleen encouraged the room to find their voice, live with purpose, lead in their own lives, and embrace their superpowers, which was fitting for an event focused on the empowerment and investment in women to support gender equality. The breakfast will hopefully become a part of the annual calendar where women from all facets of our community can come together to share this important day.
SUSTAINABILITY IN OUR JUNIOR SCHOOL Life Cycles
The students were so excited by the opportunity to observe the process of a baby chick hatching from an egg and then learning how to care for the
12 baby chicks. Our Year 5 students have used this experience in Design classes to look at what environmental aspects a chicken requires to survive while creating their own mini chicken coop prototypes to house our chickens. The chickens have now moved to their new home outside our Prep classroom where they can be looked after by all our students.
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ELENI KYRITSIS Deputy Head of Junior School
The Term 2 Inquiry focus in our Junior School has been Sustainability. All year levels have explored topics relating to the farm-to-plate process, living and non-living animals, energy, materials, and our planet. A focus in Year 2 was Life Cycles.
RHIANNON WARD Head of Grenfell House and English Teacher
Upon reflection, the girls were able to explain that the nature of collaboration in fact boosted their own personal confidence and risk taking in their learning, which I expected. Something that I did not anticipate, however, was the girls’ absolute joy in learning that was unleashed through the Inquiry Model, as the absence of a set end point or ‘answer’ allowed them the creative liberation to simply learn and be curious, without needing to achieve at a certain level of understanding. To me, this rich and authentic discovery has made the research worthwhile and will certainly inform my teaching practice from this point and onwards.
THE PROJECT: Giving Students the Freedom to Explore
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Being a part of the Global Action Research Collaborative (GARC) experience was not only professionally rewarding for me, but it provided my students a rich and valuable learning opportunity that has put them on the cutting edge of international teaching pedagogy and practice. The girls were given the freedom to explore, and for this, their learning was all the richer.
INQUIRY
From the global perspective, the action research team was brought together in Boston, Massachusetts, at the end of June this year (2022), to acknowledge the findings of each fellow’s individual project and share this knowledge with the broader teaching community. I travelled to the conference with Liesl Woods, who is a current cohort fellow and who is embarking on her own research journey this year and into 2023. This conference provided me the opportunity to address the congregation and share my findings during a workshop of other likeminded international educators of girls, which was an honour and a privilege. It has also reminded me that we are as teachers of girls are fundamentally connected. No matter where we travel in the world, or who we interact with in the context of girls’ education, at our core we trust in the same thing: we celebrate girls, we believe in girls, and we strive to achieve for girls.
Education is a journey of evolution; those being taught grow and thrive as a result of the experience, and those in the business of teaching are forever looking for new and innovative ways to hone their practice for the benefit of their students. Both parties are shaped by one another, and each provides the other with insight, curiosity, and inspiration.
An opportunity presented itself to me part-way through 2020 in the form of the Global Action Research Collaborative (GARC), facilitated through the International Coalition of Girls’ Schools (ICGS). Strathcona is fortunate to have a partnership with these bodies of learning, and I was offered a place on the action research team, with 25 other teachers from around the world. We were invited to up-skill our understanding of action research, and then implement a program of our own, into our own school context. To begin the journey of action research, we fellows were provided with a broad topic: Building ProblemSolving Capacity, Confidence, and Skills in Girls, and from this point I tailored my research question to suit my interest in the Inquiry Model of problem solving. After some consideration, I settled on the research question: how does the Inquiry Model of Thinking help to build confidence and problem-solving skills in Middle School girls? My task was then to establish a series of lessons with my Year 7 English class of 2021, and I dubbed these sessions “The Inquiry Project”. Each lesson stepped the girls through the five stages of the Inquiry Model: Engage, Explore, Explain, Elaborate and Evaluate. The girls were presented a new challenge, and they worked cohesively in their allocated Inquiry Project teams to achieve their understanding. The Inquiry Model allows students the freedom to explore the set topic along a path that is of interest to them, and no two students will engage in the content in the same way. For instance, during the Engagement phase, when the girls were provided stimulus materials in the form of puzzles and challenges to solve, no two groups mastered the problems in the same way. They then showcased their findings in the ‘Expo’ in Term 4, 2021.
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Beauty and the Beast
CLAIRE JOHNS Director of Productions and Senior Mentor
The enthusiasm and dedication of each member of the orchestra, cast and crew sustained throughout the rehearsal process resulted in a production that transported the audience from Canterbury to a village in France, a much-needed holiday after two years of lockdowns. Congratulations to every student involved in this year’s Senior School Musical.
Disney’s musical Beauty and the Beast was performed in Featherstone Hall in May, presented by a cast, crew and orchestra of 90 students. Based on the animated film written by Linda Woolverton, the musical includes songs by Alan Menken, Howard Ashman and Tim Rice. When Disney produced the live action version staring Emma Watson in 2017, the focus shifted from Belle as a Disney Princess to a determined young woman seeking ‘adventure in the great, wide, somewhere’ while rejecting the values of her small provincial town. When Disney edited the libretto in 2021, they updated the musical to reflect these changes. At our first rehearsal in January, students listened to Emma Watson’s ‘He for She’ campaign speech delivered to the UN in 2014. This provoked many discussions and was a writing prompt for our reflection activity when we reached the halfway mark in the production schedule.
2022 SENIOR SCHOOL MUSICAL
Emilia is a call to arms, to reject the injustice of silencing women’s voices and fight for the right to be heard. Inspired by the life of 17th century poet Emilia Bassano, who fought doggedly for her voice to be heard in the patriarchal confines of Elizabethan England, her battle is still sadly relevant today.
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Emilia is a symbol of women through the ages who have raged against the misogynist machine and struggled for equity. This passionate play, written for an all-female cast, takes place in a theatrical dream landscape where the 17th and 21st centuries intersect. It is a wonderful play that places women centre stage and the Year 10 Play Production class were unwavering in their commitment to tell Emilia’s story.
MARISA ROWLANDS Teacher “I will never be at peace as long as I have no voice. I will not stop. I will not rest until I find words for all my daughters I will never know.”
YEAR EMILIAPRODUCTION10
1. (Duckworth & Quinn, 2009) GRAMMARGIRLSSTRATHCONA 36
The TC Creatives course is a creative investigation which draws on the Humanities curriculum to inform the theme for each term. While the breadth of skills remains the same each term, the end product created changes in response to the topics explored in Humanities. Student engagement and curiosity increases as links are identified between subject areas, drawing on knowledge acquired in Humanities to inform their TC Creatives project choices
How do our students learn academic grit1 — the passion and perseverance over the long-term — if they are never allowed to experience setbacks, mistakes, challenges or even failure? This was the core question posed by the Tay Creggan Creatives team when rethinking the elective and skills curriculum at Year 9 for 2022.
It was John C. Maxwell and his 2007 bestseller Failing Forward which first examined failure. He posited that the secret of moving beyond failure is to use it as a lesson and a stepping stone, believing that the major difference between people who achieve and others, was their perception of and response to failure. The Year 9 TC Creatives program consists of Art, Music, Drama, Media and Food Technology. These subjects require students to take risks to test and trial theories, explore new concepts and experiment with ideas to change outcomes. In the development stages of the creative process, not all ideas will be successful. Teachers of these subject areas wanted to incorporate these values, encouraging students to embrace the lessons of failure while also understanding that the process is as important as the product when evaluating success, which lends itself to the idea of ‘failing forward’. It is important to emphasise that success derives from failure, and how we respond to failure determines our next direction. By challenging students to work outside of their comfort zone in the TC Creatives program, we wanted to highlight the benefits of appropriate risk-taking. Anders Ericsson and Robert Pool, in Peak: Secrets From the New Science of Expertise (2017) contend that ‘the seeds of expertise are derived from deliberate practice — or getting out of our comfort zones’. As such, our Strathcona students see that success comes from choosing to take on the hard and challenging tasks, rather than the easy ones. In response to the evolving nature of skills and knowledge that students will require beyond their schooling, we have begun innovating teaching and learning to foster future ready skills, complex competencies and growth mindsets to embrace perseverance in the face of challenges, mistakes and Thedisappointments.TCCreatives program makes concrete our Strathcona Life Learner model, which is a holistic visual representation of these goals that support the development of key attributes, essential skills and habits of mind that define learning experiences at Strathcona and beyond. We wanted our students to apply their knowledge into passion projects across the TC Creatives program subjects. For this, we knew they needed a broad range of skills, including cognitive and metacognitive skills (e.g. critical thinking, creative thinking, learning to learn); social and emotional literacy (e.g. empathy, self-efficacy and selfregulation); as well as acquiring the practical skills necessary to pursue these subjects in later years. As a school, we have specifically focused on Michael Fullan’s six global competencies, known as the 6Cs: Character, Citizenship, Collaboration, Communication, Creativity and Critical Thinking/Problem Solving. Citizenship and Character are embedded in the TC philosophy, and the Creatives program utilises the other four competencies to equip our students with future-ready skills. Informing this approach was the Organisation for Economic Cooperation and Development’s OECD Future of Education and Skills 2030 Position Paper: The Future We Want. This thinking understands that today’s students are navigating a complex and uncertain world. Being futureready means exercising agency, in their own education and throughout life and we must acknowledge each learners’ individuality. Their learning environment needs to be personalised to empower each student to realise their passions, problem-solve, establish connections between different learning experiences and opportunities, and work collaboratively with others to design their own learning projects.
Failing Forward
We also use a sequenced process of reflection, anticipation and action to enable students to take a critical stance when deciding, choosing and acting, by stepping back from what is known or assumed and looking at a situation from different perspectives. There is a concern among educators that students are becoming preoccupied with perfectionism that they are missing out on the deep learning that accompanies failure. Hence, TC Creatives is attempting to normalise risk-taking, not getting things ‘right’ the first time and adapting to change, as part of the learning process. And like most character strengths, it is something that cannot be learned intellectually, but experientially. As the esteemed Sir Ken Robinson said, “If you’re not prepared to be wrong, you’ll never come up with anything original.”
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Students had the creative freedom to create their short film in whichever style they preferred. Terms 3 and 4 focus on Australia’s Indigenous communities and the role of women during the First World War, providing students with the opportunity to engage with the works of Indigenous artists, learn about bush foods and preservation methods, explore approaches to devised Drama with Bangarra Dance Theatre and increase their knowledge of Indigenous representation in the Media and in Music. Following this rotation, students in Art will then look at propaganda and the work of war artists. We use formative assessment rubrics covering collaboration, creativity, communication and critical thinking to aid students in this development.
In Term 1, ‘Sustainability’ was the focus in Humanities and was incorporated through the generation of ideas that responded to the relationship between humans and nature. Students created sculptures in Art using found objects and sustainable materials, wrote protest songs in Music, explored how café culture has changed in Melbourne, created theatre exploring the impacts of climate change in Drama and films about sustainable cities in Media.
SIMONE BOLAND Dean of Teaching and Learning “It is important to emphasise that success derives from failure and that we learn far more from our failures than we ever do from our successes, and how we respond to failure determines our next direction.”
while consolidating their specific subject skills. This transdisciplinary approach also utilises an open and guided inquiry design process so that students have agency and choice at every stage of the term. TC Creative staff wanted to provide authentic learning experiences and meaningful feedback where students may encounter disappointment or setbacks, but then learn how to recalibrate and move forward.
Term 2 ‘Place and Space’ prompted further reflection as our students considered their connections to the world around them. They developed these relationships through writing anthems for TC in Music, creating installations that responded to space and place in Art, presented immersive theatre performances in Drama and discovered how Melbourne’s cuisine has been influenced by other cultures and how it may change in the future. The Media unit had students exploring the creative film process, mirroring the film industry with scriptwriting, table reading, storyboarding, camera techniques, filming and editing.
From Foundation to Graduation
“I have thoroughly enjoyed my time at Strathcona. From Kindergarten to Year 12 the warm and supportive environment has allowed me to grow as a person and create lifelong friends and memories that I will cherish forever. Strathcona has always been a key part of my life and I am extremely grateful for the time I have spent here, due to the countless opportunities provided to me and the support from teachers and friends. Strathcona has afforded me an extremely positive school journey that I will always appreciate and carry with me into the future.”
ABSENT: Tara Petroro 2022 marks the milestone of the 13-year Strathcona School journey for these students. We commemorate these students who faithfully spent their whole educational journey at Strathcona.
“I am so grateful for the time that I have spent at Strathcona. It has been a place not only of learning but has also grown and shaped my character. Over the past 13 years, I have been encouraged to develop in so many ways and have been provided with a wide range of valuable opportunities and experiences. I have always been supported by the welcoming community of Strathcona, which has allowed lifelong friendships to form, and has greatly helped my learning. Approaching life beyond school, I have confidence knowing that Strathcona has prepared me well for my future, and I will always look back fondly on my time as a Strathcona girl.”
FRONT ROW: Lily King, Jacinta Caruso, Bea Kellock
Bea Kellock, Class of 2022
BACK ROW: Estelle Rodriguez, Tracey Tong, Lauren Joyce, ThomsonMonique
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Jacinta Caruso, Class of 2022
The fluid slips invites play and experimentation from the students as they figure out what they want to try and they become absorbed in the process. Pouring each layer of slip, noticing, developing and adding finer details, and scrutinising the samples of fired colours helps them plan and make their artwork. Once the pieces are carved and finished, they are dried, bisque fired and last of all glazed in a high gloss glaze that intensifies the colours and completes the vessels. Sometimes the students choose to glaze only selected sections of their vessel, to explore the contrast between the exposed ceramic surface and shine of the glazed. Like any other art medium, sometimes things don’t go to plan or something dramatic happens along the way and we need to troubleshoot and resolve the challenge by reworking, changing the approach or by trying something different. Persistence and imagination are fundamental to Art and Design at Strathcona and helps students develop skills in creative and critical thinking, as well as risk-taking and experimentation.
of coloured slips add depth and dimension to the vessel forms. Some students choose to play with positive and negative space and add organic shapes into the vessel’s form. Artist Pippin Drysdale’s iconic Australian landscape vessel series are an appealing source of inspiration for our own series of ceramic forms. Students through making, learn the creative process which involves sculpting with their fingertips and gradually adding in tools as the sculpture is refined and resolved. The artwork is built over time and throughout the semester the students develop a hands-on understanding of the ceramic medium and the process.
Founded on the exploration of a range of art making techniques in two-dimensional and threedimensional media is Strathcona’s Year 7 Art program. Inspired by a theme, the Ceramic course explores nature and the environment as students develop artworks such as pinch-formed seed pods. The course features projects that are focused on hand-forming processes using a range of media including polymer clays, felt and metal.
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LEFT TO RIGHT: Chloe Lee, Isla Fithall, Harriet Veenker, Year 7, 2021
One of our most exciting Year 7 art projects is the slip cast landscape vessel artwork, where students reflect on landscapes and use expressive lines, natural or organic patterns and selective colour combinations to create a vessel design that evokes these landscapes in some way. Undulating horizons become softly curved rims, coastal textures and colours created with carved or engraved markings and the layering
EVE CLOSE Art Teacher
Nature and the Environment
2021/2022
Class of 2020 (1-year NovemberHawthornreunion)Hotel,2021
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Class of 1970 (52-year reunion) Class of 1971 (51-year reunion) Class of 1972 (50-year Creggan,Afternoonreunion)teaatTayJune2022 We have been excited to be able to reschedule those reunions that were cancelled over the past two years. It is always wonderful to welcome back our alumnae and witness the reconnection and to hear about their Strathcona days and life beyond. Several alumnae have had no contact with each other since leaving Strathcona. Many entertaining stories were told and memories shared! We encourage you to attend your reunions as friendships formed at School can be life-long. Once a Strathy Girl, always a Strathy Girl!
Reunions
2022 Remaining Reunion Dates 1960-1969 REUNION Saturday 13 August, 12-3pm, Tay Creggan OSA GENERALANNUALMEETING Tuesday 11 October, 7-8.30pm, Senior Campus PRE-1959 REUNION Saturday 22 October, 12-3pm, Tay Creggan 1997, 2001, 2002 & 2007 REUNION Thursday 10 Campus6.30-8.30pm,November,Senior CLASS OF 2021 Thursday 24 Senior6.30-8.30pm,November,Campus Class of 2010 (12-year reunion) Class of 2011 (11-year reunion) Class of 2012 (10-year MarchHawthornreunion)Hotel,2022 Class of 2015 (7-year reunion) Class of 2016 (6-year reunion) Class of 2017 (5-year MayHawthornreunion)Hotel,2022 StrathconaConnect If you are not already a member, please join our special alumnae platform, StrathconaConnect, which provides networking, mentoring and engagement opportunities. Following reunions, we create albums of the day and invite you to view them at strathconaconnect.org.au 2022STRATHCOURIER 41
Strathcona’s Class Reps have also been active arranging a variety of events each term for the parents and families in their respective year levels. These included coffee mornings in local cafes, evening dinners and family Strathcona’spicnics.Friends of Groups offer support to specific school activities relating to their daughter’s interests. These groups provide opportunities for connection and friendship amongst parents of students, who are involved in the same co-curricular activity, by contributing to the life of the WithSchool.lifereturning to some form of normality, 2022 has provided an opportunity to reschedule the many alumnae reunions that were not able to be held over the past two years. The Old Strathconians’ Association (OSA), in conjunction with the Community Relations Department, has held reunions at the Hawthorn Hotel and afternoon teas and lunches at Tay Creggan. We also had small reunions in London and Adelaide. These reunions have provided a wonderful opportunity for our alumnae to reconnect, often after many years. The annual Careers Evening returned in July, on-site with our alumnae sharing their career journeys and providing insightful information to current students and parents.
JOANNE WILSON Director of School and Community Relations
At Strathcona, we understand and recognise how important community is and the importance of the contribution made by the many different community groups within the School. Over the past two years, community activities have been restricted due to COVID lockdowns, but 2022 has seen activities being revived and the community spirit reinvigorated. There has been a hunger from our various stakeholder groups to gather and it has been wonderful to see each other in person once again.
Community AT STRATHCONA GRAMMARGIRLSSTRATHCONA 42
The Strathcona Family Association (SFA) and Community Relations Department always play a vital role in bringing the current School community together, providing opportunities for parents and families to celebrate and socialise. New parents to Strathcona are always encouraged to attend. In 2022, some of the events have included a Chinese New Year celebratory lunch, parent welcome drinks and a Year 7 family sausage sizzle in February. The SFA Fathers’ subcommittee hosted a Fathers’ Pub Night and a Dad/ Daughter dinner in May with over 240 attending. The SFA Mothers’ subcommittee, which has recently been established, held their first event for Strathcona mothers in March and a Mother’s Day lunch at Georges in May. The annual parent evening, Dancing Under the Stars 2, was held with 200 parents enjoying a fabulous night of good food, wine and dancing. May also saw the annual Mother’s Day breakfast with over 200 mothers and daughters attending and our Junior School students enjoying a fun disco evening. These are just some of the events that the SFA and Community Relations Department have supported.
What is the Strathcona community without its volunteers? We take this opportunity to thank all our volunteers, from all our stakeholder groups, for their tireless work and contribution which makes Strathcona the wonderful school it is today.
MARY HALL Director of Information Services (1996-2015)
Betty always said how much her involvement with Strathcona meant to her and how much satisfaction it gave her, the deep personal value of which prompted her to make a most generous donation to the Library in 2016. Yet Betty also meant so much to us. In her style, her spirit, her loyalty, she inspired, not just our heartfelt gratitude and affection, but also our love. If anyone epitomized the School motto : bravely, faithfully, happily, it was ‘our Betty’.
Betty’s daughters, Hadley (’70) and Susette (’81), attended Strathcona, and Betty was an active member of the Mothers’ Club/Parents’ Association, regularly serving in the canteen and supporting school fundraising and/ or celebratory activities. However, it was in her role as a Library Volunteer that Betty truly made her mark. Hers was a labour of love, gracing the humble task of book covering with unmistakable generosity and pleasure. Over the years, she would have covered thousands of books. Even when her eyesight started to fail, ever-resilient Betty soldiered on, her skilled hands finding their way from years of practice.
However, this was not just a practical exercise for Betty: it also sparked her interest and delight. A genuine ‘life long learner’, she was always keen to expand her knowledge, especially of the world of Literature, and she was a lively contributor to morning tea and lunchtime discussions in which current affairs and cultural events were regular topics. The daily newspaper ‘Target’ word puzzle and crossword were also de rigueuer challenges to be solved.
Every Wednesday of the school year, for over 30 years, Strathconians of all ages and roles would see an elegantly dressed, silver-haired woman make her purposeful way to the School’s Senior Library. After cheerful greetings, she would settle herself, determinedly, before piles of newly acquired books and, with patience and care, cover them, stopping now and again to read a cover blurb, or dip into a text or study an arresting photograph. This much-loved figure was none other than Mrs Betty Dixon, former school parent, and long-time library volunteer whose service to Strathcona, and to its Libraries in particular, we celebrate here today.
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The BettyCommunityStrathconaRemembersDixon,1928-2022
Highlights of the Library’s year were functions celebrating books, readers and reading, and Betty always contributed with her typical joie de vivre and flair. Whether it was creating beautiful flower arrangements, preparing delectable canapés or helping set up, serve and clear away, Betty radiated an ageless exuberance that was infectious. And her ‘so chic’ fashion sense was very much admired!
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Strathconians’
Rosie Byth (’10) married Daniel Zocco on 4 March 2022 at Tatra Receptions. Bronwyn Chamberlain (White ’10) was Matron of Honour, Zoe Hough (’10) was a bridesmaid. Stephanie Perrins (Edwards), Erin Bailey, Natalie Wood, Nicole Willis (all ’10) also attended.
Victoria (Tori) Allen (Pittendrigh ’15) married Ramon Allen on 5 March 2022 at NewHope Baptist Church in Blackburn and their reception was at the Alto Event Space in the GPO building. Tori’s two sisters were bridesmaids, Annabel (’17) and Charlotte (’20). Other special Strathcona connections were mother of the bride, Jennifer Pittendrigh (’87), Tori’s grandma, Judy Swanton (Roberts ’66) and her aunties, Sally Pittendrigh-Smith (’84), Michelle Blew (Swanton ’88), Lisa Harris (Swanton ’92) and Debbie Swanton (’00). School friends Laura Birks (’15) and Hannah Brown (’15) were also guests.
Alumnae Updates
Weddings
Emily Dalton (’09) was engaged to Brenton Osborn on the Mornington Peninsula on 1 August 2021. Victoria Pittendrigh (’15) was engaged to Ramon Allen on 29 September 2021. Caitlin Backholer (’03) was engaged to Andrew Bonte on 30 September 2021 and will be married on 17 September 2022. Laura Fernandez (’10) and Samuel Weatheritt became engaged in 2022 and look forward to celebrating their wedding in April 2023 at Yarra Ranges Estate.
Emma Taouk (Konstantinidis ’12) married long-time partner, Johnny Taouk on 5 February 2021 at Twin Waters Resort on the Sunshine Coast. They celebrated their special day with 135 family and friends… it was an amazing and beautiful wedding. Joyce Lim (’14) married Ben Mitchell on 20 February 2021. Her bridesmaids included her sister, Rachel Lee (Lim, ’09) and Stephanie Lee (’15). Ben’s mother Melinda Mitchell (Adams, ’88) is also a Strathy alumna.
Gabrielle (Gabbi) Tesoriero (’11) married Craig Lia on 29 April 2021 at Half Acre in South Melbourne. Gabbi and Craig were fortunate enough to be able to hold their wedding in between lockdowns and without any restrictions! Quite a few of Gabbi’s Strathy friends attended their special day and Victoria Kladouhos (’11) was one of the bridesmaids. Nicole Watts (Newlan ’10) married Matthew Watts on 5 August 2021. It was quite a story; Nicole and Matthew planned their wedding for 7 August 2021 but, after the shock of the lockdown which was announced at 4.30pm on 5 August coming into effect at 8pm on the same day, they decided to move the wedding forward with only 45 minutes notice! Catherine Holmes (’10) married Matthew Laaksonen at a ceremony on 1 November 2021 but, due to COVID restrictions, their wedding reception was postponed and held on 22 April 2022. Both their wedding Rosie Byth (’10) Joyce Lim (’14) 44
ASSOCIATION
Old Engagements
Catherine Holmes (’10) Emma (KonstantinidisTaouk ’12) TesorieroGabbi (’11) Tory Allen (Pittendrigh ’15) ceremony and reception were held at Lyrebird Falls in the Dandenong Ranges. Catherine’s twin sister, Deborah (’10), was her Maid of Honour and a number of Strathcona girls were guests.
Leo Hamish Billy Seth, Luke and Noah andMichaelElissa,Matilda
Amy James (Gardner ’02) and partner, Ian, welcomed Seth James on 18 May 2022 at Royal Surrey County Hospital in Guildford, UK weighing 4kg. A brother for Luke and Noah. Emma Taouk (Konstantinidis ’12) and partner, Johnny, welcomed their son, Joseph on 21 December 2021 at the Mercy Hospital for Women in Heidelberg, weighing 3.38kg. Emma’s mother, Eve Konstantinidis (Papazissis ’81),and family were overjoyed and thrilled with their new family addition. Jodie Edwards (’08) and partner, Jimmy Dalgleish, welcomed their son, Leo James Dalgleish, on 6 August 2021 weighing 6lb 7oz and 50cm at Box Hill Hospital. Elissa Blake (Bosma ’00) and partner, Nick Blake, welcomed their son, Michael Oliver, on 21 September 2021. A beautiful little brother for Matilda who simply adores him.
AvaCleo
Jack Matildaand Finn andEmilyChloe Indiana Joseph 45
Births Rachelle Moors-Chantry (’09) and partner, Kris Spas, welcomed Cleo Francis Spassopoulos into the world at 10am on 4 June 2021 at the Royal Women’s Hospital weighing 3.27kg. Eleanor Kennedy (Coleman ’10) and partner, Matt Kennedy, welcomed Hamish Hunter Kennedy on 23 October 2021 weighing 4.17kg born at the Royal Women’s Hospital. Desi Clark (Fkiaras ’97) and Sean Clark are excited to announce the safe arrival of Chloe Clark on 3 June 2021, weighing 2.6kg. A little sister for Emily Clark (born 2017). Shannon Flynn (Ramsay ’07) and partner Liam welcomed their beautiful daughter, Indiana Rose Flynn on 19 April 2020. A baby born in a pandemic… certainly not a unique situation anymore! Lucinda Sharman (Hall ’09) and partner, Jimmy, welcomed their son, Billy Charles Sharman on 5 July 2021. Billy weighed 2.8kg at birth (4 weeks early), his length was 50cm and he was born at the Royal Women’s Hospital. Samantha Bangs (’09) and partner, Ross Caton, welcomed Ava Lily Caton on 7 April 2021. Ava was 3.54kg and was 51cm long when she was born at the Mercy Hospital. Sophie Finemore (’04) and partner, Evan Sorby, welcomed their son, Jack Charles Sorby on 7 February 2022 at Epworth Freemasons weighing 4.125kg. A baby brother to Matilda. Michaela Groves (’08) and partner, Kurt Henderson, welcomed their son, Finn Edward Henderson, on 30 October 2021 in New Zealand. Finn weighed 3.57kg.
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AchievementsAlumnae
Congratulations to Professor Bronwyn Naylor OAM (’73) who was awarded an Order of Australia Medal in the 2022 Australia Day Honours, for her service to Tertiary Education and to the Law. Professor Naylor is a Professor of Law in the Graduate School of Business and Law at RMIT University, with Honours in Arts and Law from Monash University (BA/ LLM), and a Master of Philosophy and Doctorate in Criminology from Cambridge University, UK. She is also an author.
Pairing extraordinary service to the architectural profession, and championing other women, Strathcona Alumna Fiona Gardiner (’71) has been awarded the Paula Whitman Leadership in Gender Equity Prize from the Australian Institute of Architects. Fiona received her award at a special International Women’s Day event in recognition of her significant contribution to the profession, in particular heritage architecture, and for providing visibility to the contribution of women in architecture.
Old
2022 Interschools Golf Challenge Cup
Strathconians’ ASSOCIATION
Joanne Knight (’96 and 2015 Strathcona Medalist), was commissioned as the new CEO of the Anglican Overseas Aid, on 1 March 2022 at St Silas Anglican Church in Balwyn North. The Commissioning was led by The Most Revd Dr Philip Freir, Archbishop of Melbourne and President of Anglican Overseas Aid. Jo and her sisters, Ruth Knight (’90) and Lois Knight (’93) all attended Strathcona in their secondary years. Helen Knight, Jo’s mother, was on the staff of Strathcona’s Mellor House for 11 years.
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The 2022 Interschools Golf Challenge Cup was held at Commonwealth Golf Club this year. Strathcona was represented by Julie Howard (Evans ’63), Meg Fricke (’96), Meredith Doery (Paton ’71) and Prue Moodie (Douglas ’69). 29 teams competed and Ballarat Clarendon triumphed on the day, back-to-back victories for them. This is Strathcona’s 21st year competing in this event (formerly Sun Cup) which is celebrating its 93rd year. The $3,500 raised on the day will be donated to support the McAuley Community Services.
Prue has a long history of volunteer work for not-for-profit and community organisations starting in 1969 as the honorary solicitor for the Children’s Protection Society. Prue had a keen interest in social justice and politics, and after serving on various Government advisory Committees, she was elected Member for Kew in 1981. During her parliamentary life she was a Shadow Minister, writing the first ever “Family Policy” of any Party, and active on the all Party Social Development Committee. She left Parliament to return to her legal career and community interests, becoming Acting Chancellor of Victoria University whilst on its Council. After retirement, Prue turned to her community interests and in 2007, whilst living in Brisbane, she saw the need to assist women and founded and established the employment support organisation for women called Dress for Success Brisbane. The service (which is affiliated to the US based Dress for Success) assists struggling unemployed women to be better prepared and confident for work and work interviews. Appropriate (donated) work clothing and coaching for interviews and various work preparation workshops are provided to clients free of charge. Setting up this first Dress for Success in Australia, from scratch, involved recruiting and training volunteers, developing systems and business plans, fundraising and extensive networking. The service continues to thrive and has assisted thousands of women (and now men) into the workforce and professional lives. On returning to Melbourne in 2012, Prue put up her hand to help the Dress for Success Mornington service (operated by Groomed to Go Inc) and led it though a difficult restructuring which secured it’s future. A new Career Centre was established to provide additional upskilling to clients, and a post employment support group was established. Dress for Success has now been successfully established in all capital cities, and some regional towns in Australia. The organisation is now supported by major corporations and hundreds of volunteers providing hands on service which is personal, discreet and thoughtful. Services have been expanded to include pack and send wardrobes to remote centres and online workshops. Each year several thousands of women are assisted into work and economic independence by these Dress for Success services around Australia. Prue says that establishing Dress for Success and seeing it thrive and be so successful has been one of the most rewarding projects of her life.
2021 alsocommercialandPrue(particularly2019LLBPruePrueMedalStrathconaRecipientLeggoeOAMLeggoeOAM(Turnor’63)wasawardedanOAMinforherservicestowomentheunemployed).graduatedinLawin1968workedasasolicitorinandfamilylawandestablishedherownpractice. 2022STRATHCOURIER 47
Rosemarie Worboys, 1937-2022 (Strathcona Board 1990-91, Teacher 1992-95) Rosemarie is remembered for her strong Christian faith and as a humble, brilliant and very well organised member of the Strathcona community. She was a member of the Board 1991-92 and a teacher for four years 1992-95. She taught Chemistry, Science, Maths and Christian Education. Rosemarie was the mother of five, her son-in-law, Tim Charles was a teacher of Psychology and Year 9 subjects in 1999 and later one of her 11 grandchildren was a student teacher at Strathcona. Barbara Balfour (Rautman), 1938-2021 (Strathcona Staff 1966-1987) Barbara joined the Strathcona Staff in 1966 and taught English, History, Geography and General Studies (at Tay Creggan) for 22 years. For 13 years she taught Biblical Studies for Years 11 and 12 and was a member of the Victorian Universities and Schools Examination Board. She developed and taught a new subject introduced at Year 9 in 1987. We are so grateful for all Barbara accomplished, for her high standard and concern she showed for every girl under her care.
Rosalind Lowe (Weller ’52) passed away on 29 July 2021. Rosalind was Deputy School Captain in 1951 and 1952.
Alumnae Obituaries Peggy Freedman (Wade ’39), one of Strathcona’s first students, passed away on Tuesday 5 July 2022 aged 101 years and 5 months. Peggy commenced at Strathcona aged four in 1925 and fondly remembered Mrs Livingstone and Ms Hughes who established the School in 1924.
Strathconians’ ASSOCIATION
Old Barbara Juniel (Jones ’56) passed away peacefully on 11 April 2021 aged 82. Her three daughters attended Strathcona: Samantha Semmens (’77), Simone Semmens (’77) and Suzanne Phillips (Semmens ’79). Barbara had heart surgery in 2018 but prior to that she loved the OSA events she attended and really enjoyed reading the Strathcourier. Several of Barbara’s friends from Strathcona attended her funeral. Helen Greenfield (Brown ’68) passed away peacefully on 22 June 2021 aged 70. Catherine Woods (’99), sadly passed away on 24 November 2021 following a long illness. Cathy was an inspiration to many as she shared her faith during her three-year struggle with liver cancer. She achieved so much during her short life. A highly qualified nurse, Cathy worked in busy Hospital Emergency Departments and for many years, brought hope to marginalised and disadvantaged indigenous communities as a remote nurse on Elcho and Millingimbi Islands in East Arnhem Land. Sympathy to her sisters, Emma Morgan (Woods ’96) and Megan (’00). Past Board and Staff Obituaries
In Memoriam
Elaine Hopkins, 1933-2022 (Strathcona Staff 1976-1985) Elaine was the Librarian for 10 years and did much in the establishment of the Tay Creggan Library as well as supporting the life of the school in many ways. Sympathy to her family especially her two daughters, Vivienne (’74) and Alison (’76), who attended Strathcona. Gary Bradley, 1939-2022 (Strathcona Staff 1979-1999, 2005-2006) Gary was a popular teacher of English and Music. He had a strong faith in God and a love of and gift for music. An outstanding pianist, Gary is remembered for his playing at assemblies and Presentation Nights during his 23 years at Strathcona. Also a composer Gary wrote new music for the Strathcona School Hymn, composed many cantatas and six musicals for young people which he produced and directed for groups of students at the school. Sympathy to his family especially his daughter past student, Lisa (’94).
Merle Herbert (Dunstan ’47) sadly passed away on 21 November 2021 aged 91 years.
Peggy’s sister, Patricia Hughes (Wade ’40) also attended Strathcona and now lives in New Zealand. Peggy will be greatly missed.
Suzanne Edwards (Westcott ’53) attended Strathcona from 19471953. Suzanne passed away on 21 December 2020 aged 84 after a long battle with Parkinson’s Disease. She was a Prefect who enjoyed her time at school and went on to study Social Work at the University of Melbourne, working to better the lives of people in our society. She will be missed by all who knew her. Priscilla Carr (Clark ’56) passed away peacefully on 22 November 2021 with family by her side. Priscilla was aged 83. Robin Coutts (Withers ’56) passed away peacefully at home on 8 June 2022 aged 83 years. She will be sadly missed by family and friends.
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AlexanderKennethLyallOAM13July,1927–28January,2022
And the above list is not exhaustive! Ken was a man equally at home in an academic gown, a dinner suit, his secondbest overalls, or, topped by a cowboy hat, honing his whipcracking skills. The generally clichéd term ‘larger than life’ accurately characterizes him: his warmth, his enthusiasm, his compassion, his laugh, his integrity and commitment, his faith. Tributes at his memorial service, held at New Hope Baptist Church in Blackburn North, attempted to cover major aspects of his life and work, but tellingly, it was his three daughters — Judith, Heather and Alison — who brought him to life. Beginning with his “Hêllô dēars” with its distinctive intonation and stress, they presented, in quick succession, moments of their lives with him: funny, moving, private and public, predictable and quixotic. Suddenly, unmistakably, he was among us: generously offering gratuitous advice to football umpires; tearfully watching — again! — his favourite film, Goodbye, Mr Chips; kneeling at the dining room table in his early-morning devotions. It was a telling reminder, too, that Ken’s Principalship was a family affair. ‘Team Lyall’ was actively involved in every aspect of the school’s life, even down to rubbish collection of the grounds every Saturday morning. Edith’s partnership, in particular, was outstanding, and probably of a kind that will never be repeated.
That spirit, that voice, live on.
Kenneth Alexander Lyall; Ken, ‘Rocky’; son; brother; husband; father; grandfather; great-grandfather; sportsman; scout, cadet, crusader leader; Deputy School Captain and winner of the coveted Henry Meeks Senior Gold Medal for scholarship, leadership and sport; Head of Carey Junior School; 7th Principal of Strathcona; President of the Baptist Union of Victoria; Gladman Medal for teaching at Melbourne Teachers’ College; lecturer at RMIT; Fellow of the Australian College of Education; marriage celebrant; Boroondara Citizen of the Year; OAM; magician and conjuror; cook (signature dish: Apple Charlotte); generous host; porridge-maker and provider at Kew Baptist weekly men’s prayer breakfast for 30 years.
“Tell out my soul, the greatness of the Lord! Unnumbered blessings give my spirit voice.”
J. MARGARET FENDLEY (’50) Former student, parent and member of staff
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Ken’s 17 years at Strathcona were marked by strong growth and expansion: in buildings, facilities, in the establishment of a sound and deep financial basis, in a strengthening of the school’s distinctive culture, emphasis and reputation. These achievements have been recognised in his many awards and distinctions, of which he was quietly and justly proud. He saw them, however, not as occasions for personal hubris, but as confirmations of the task to which God had called him. The hymn which began his memorial service gave expression to that conviction, and to the nature and quality of his whole life’s work.
Strathcona’s Economics students will currently be studying how continuous low interest rates and inflation in Australia has suddenly changed in 2022, and what impact that will have on both the Australian economy and household budgets.
GRAMMARGIRLSSTRATHCONA 50
Change and Continuity
HUMANITIES
A key focus of the new VCE History course in 2022 is an investigation of change and continuity. In particular, it asks whether the societies involved in the world’s great revolutions really did have a revolution in the way that people lived. Was a Russian peasant living better in 1927, for example, compared to their life in 1900? While most students can identify the incremental improvements that resulted from the revolution, most students end up asserting that there was little material change. An alternate definition of revolution is, after all, one full orbit that returns to its original spot. The understanding of change and continuity is essential across all Humanities subjects. Geography students can study the long-term change in the environment, for example. Our geographers can graph the trends of a warming climate and see quite clearly the change that has occurred since industrialisation. Perhaps the main continuity they can identify is widespread government inaction. Unlike historians, geographers can analyse historical change and continuity and make predictions about the future which can influence behaviours today. Analysing historical change (improved health outcomes) and continuity (the impact of the One-Child Policy) in China’s human population, for example, leads geographers to predict a rapid aging of the Chinese population over the next 25 years; a tripling of those over 85 and a doubling of those over 65. This sort of analysis allows government policy to pro-actively respond to the projected change, perhaps by encouraging more births and investing more heavily in aged care. Commerce students also investigate the notion of change and continuity in the classroom. In Legal Studies students look at precedent and the legal continuity it provides in our societies. While continuity in the law can provide certainty, there must be law reform that responds to the changes in our evolving society. Our Year 12 students study the case of NSW Registrar of Births, Deaths and Marriages v Norrie (2014) which led to the High Court ruling that the Registry did have the power to record a person’s gender as neutral on official documentation. This has led to widespread legal change across Australia in other jurisdictions.
SCOTT SWEENEY Head of Humanities
The study of change and continuity is an essential part of what it is to be a student of the Humanities — a critical thinker. In objectively analysing and evaluating a broad range of evidence in a broad range of disciplines, students learn to form judgements, solve problems and communicate their ideas. These core Humanities skills lie at the very heart of what it is to be an engaged, employable and successful adult in the 21st Century.
As a Christian Chaplain, counsellor and pastoral carer, I go back to scripture which has lasted somewhat longer than that the social meme wisdom that is around us today. Our faith is about loving God and loving our neighbour as we love ourselves in a positive way. Family, friends and even people who are more difficult to love are all our neighbours according to the Bible.
The final line from Mary Oliver’s poem The Summer Day lodged in my mind earlier this year and has resonated with us here at Strathcona Girls Grammar. A FINAL REFLECTION “ Tell me, what is it you plan to do with your one wild and precious life?” – Mary Oliver
Our students raised money for Women’s Property Initiatives in Victoria and Ukrainian refugees showing love for our neighbours both locally and globally. At our Faith Assembly we heard from a former Strathcona student, marketer and influencer, Brooke Rutherford (’13). Brooke is now a Youth and Young Adults Pastor. Her faith gives her meaning, connection and community. We also loved getting up and dancing with Yimba Uganda who spoke about the work they do in educating young people in Uganda via courses in trades, sewing, beauty therapy and music. This is what they have chosen to do with their one wild and precious life.
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REVEREND JANET COSTELLO Senior School Chaplain
One wild and precious life
The prophet Micah suggests we are called to Act Justly, Love Mercy and Walk Humbly with God. (Micah 6:8) Act Justly, Love Mercy and Walk Humbly is something which is valued and modelled by staff, parents and alumnae and passed on to our students. Our wonderful Strathy Angels make meals for families within our community who are facing a tough time with sickness, grief or loss. This is something which gives meaning to their one wild and precious life.
Anne Lamott wrote a book called Hallelujah Anyway: Rediscovering Mercy. Mercy or loving kindness is the childlike ability to be kind to everyone around. We sometimes lose this as we get older and cynical. The scripture verse Act Justly, Love Mercy and Walk Humbly with God is not a bad start to answering the question. So, tell me, what is it that you want to do with your one wild and precious life?
Being involved with pastoral care in hospital and school environments during COVID I had time to think about the big questions of life. In pastoral care we ask what gives us community, connection and meaning. COVID has caused long term physical and mental health issues for some people. It has also caused many of us to reflect on what it is we plan to do with our one wild and precious life.
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