The Star - Summer/Autumn 2023

Evolving approaches

Inside, hear about our evolving curriculum, our latest evidence-based literacy practice, and the importance of adapting as a leader of all girls’ education.

Cover story

Chloe and her peers benefit from a structured, evidence-based approach to literacy i. Read more on page 10.

Editorial Committee

Director of Community Engagement

Aimee Suchard-Lowe

Marketing Manager, Cecilia Ip

Content Writer, Claire Roberts

Associate Director of Advancement, Maria Mercuri

Brand and Creative Manager, Eliza Brockwell

Graphic Designer, Vivian Smith

Contributor, Cathy Wever, Content Empire

Distribution

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Contact us

Alumnae Relations: alumnae@mlc.vic.edu.au

+61 3 9274 6357

MLC Foundation: foundation@mlc.vic.edu.au

+61 3 9274 6308

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+61 3 9274 6316

207 Barkers Rd Kew Victoria 3101 Australia mlc.vic.edu.au

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The Star is printed on ‘Pacesetter uncoated’ paper to uphold the environmental values of the staff and students at MLC. This paper is FSC 30% recycled and made up from elemental chlorine-free bleached pulp, which is PEFCTM certified sourced from sustainably managed sources. It is manufactured by an ISO 14001 certified mill.

Our magazines are wrapped using BioWrap biodegradable film, which is recyclable but will also decompose in landfill.

Meet our 9th Principal of MLC, see pages 4-5.

Bringing girls into STEM, see page 16.

Our new Curriculum for Learning and Wellbeing, see page 8-9.

Meaning behind the motto, see page 19.

Principal’s editorial

I am excited to join MLC at a time of great advancements in the ways we think about learning, wellbeing and behaviour.

As many of you will by now know, I am a fervent believer in the richness of human experience and the face-to-face experience of education. Walking around the Kew campus, I am thrilled to see the College alive with interesting activities and student-led events that facilitate broad learning.

As one of Australia’s leading all girls’ schools, I am proud to say that MLC is prepared to continually evolve its core curriculum and co-curricular options, learning environments, and wellbeing programs to provide unmatched learning opportunities for our students. MLC students are connected by a common set of values, knowledge, and shared experiences that inspire them to aim higher and achieve their best.

In fact, research shows that school connectedness, built through positive relationships, is one of the best predictors of students’ long-term academic progress, health, and wellbeing. I’m therefore excited that the most pivotal relationship of all – that between students and their teachers, will be strengthened under our evolved curriculum model. You can read about the Curriculum and the incredible benefits it will offer our Years 7-12 students on page 8.

On page 10, you are introduced to our new approach to teaching literacy in Junior School - an approach supported by extensive and rigorous research. I am sure we can agree that literacy is valuable to virtually every undertaking in our lives, and at MLC, we are committed to a proactive approach to literacy, underpinned by exceptional professional development for our teachers.

On page 12, you can learn why a change of scenery is so important in Middle School. Recent research suggests that new environments can create a “soft reset” in the brain that enhances our ability to build upon and incorporate new information. We see this process in action in the empowering perspective shifts experienced by students before and after they visit MLC Marshmead – our stunning remote campus in Gippsland.

On page 14, we meet three Boarding students who have relocated across vast distances to learn at MLC. We find out how they manage change while embracing MLC and everything the College has to offer.

On page 16 we explore just one of the many benefits of an all girls’ education: an increased interest and participation among students in Science, Technology, Engineering, and Mathematics (STEM) subjects. As someone who is passionate about mathematics and the opportunities STEM affords girls in particular, this story is close to my heart.

It is a privilege to lead a school that is so bold and forwardthinking. MLC will continue to evolve and change while staying true to its founding vision and commitment to excellence.

Best wishes,

Julia Shea, Principal

Ms Shea greets Junior School students (with cookies!) on Founders’ Day

Ms Shea joins the International Parents’ Committee at the annual Junior School Lunar New Year Celebration

Meet our 9th Principal

We are delighted to introduce Ms Julia Shea, an accomplished torchbearer for all girls’ education and the 9th Principal of MLC, who commenced at the start of 2023.

Julia has extensive experience in education in a single-sex setting, a background in mathematics and science and a track record of driving educational excellence.

Prior to MLC, Julia was the Principal of St Peter’s Girls’ School, an ELC to Year 12 Anglican School in Adelaide, for nine years. Julia has also worked at two pre-eminent boys’ schools in Sydney – Sydney Grammar School and Newington College.

She studied Science at the University of Tasmania, followed by a Diploma of Education and, later, a Master in Educational Administration. While still an undergraduate student, Julia became an active member of the Mathematical Association of Tasmania, which naturally led to her appointment as the Head of Mathematics at Newington College, Sydney, and her role as co-author of a series of HSC Mathematics textbooks for Cambridge University Press.

Alongside her career, Julia is proud to call herself “mum” to three adult daughters, all of whom were educated at all girls’ schools. “I’m passionate about all girls’ education and I’ve ‘walked the talk’ both professionally and from a parent

perspective,” says Julia.

After several years of COVID disruption, Julia is thrilled to see the MLC community return to full activity – and has been delighted to take part. In her first few weeks alone, Julia attended the Boarders’ Family Dinner, multiple Parents’ Association events, the Junior School House Music Festival (where she donned a sparkly jacket and an outlandish set of glasses to dance with the Junior School staff to Elton John’s ‘Tiny Dancer’) and was spotted cheering on our rowers at the Head of Schoolgirls rowing regatta in Geelong, among countless other College and Parents’ Association events.

For Julia, a powerful sense of community, inclusion, and belonging is evident everywhere around the College: “Whether it is in the P-2 playground before school or as I wander around on playground duty, no matter how their day is going, the girls will take the time to smile and say “hi”. It’s that sense of mutual respect between staff and students, that understanding of a shared purpose that makes MLC such a special place.”

Ms Julia Shea met with 2023 Year 7 students ahead of her appointment as MLC’s 9th Principal, to share in the excitement of new beginnings at MLC.

Of course, leading a large school with a population of over 2000 students and over 800 staff is no small feat, but Julia takes it all in her stride: “I am cognisant of MLC’s proud and rich history, and the wealth of talent that exists in this amazing school. I am keen to work with all members of our community, past and present, to identify ways in which we can further build on this foundation of excellence. Whether our students are aspiring scientists, authors, athletes, chefs, or political lobbyists, MLC will continue to be a school that will help them find their place both inside and outside the classroom, and I look forward to supporting them on that journey.”

Reflecting on the many students she has had the opportunity to meet so far, Julia adds: “MLC students are primed, ready, and hungry for the opportunity to lead. As the most dynamic and innovative generation in history, they have the potential to disrupt the status quo and be the creative force that will drive social, environmental, and economic change. An MLC education gives them not just the knowledge, skills, attributes, and values but most importantly the self-belief that they can be the change the world needs.”

Our senior leadership

Senior Vice Principal, Ms Margaret Horton

“There are many elements to my role,” says Margaret Horton, who has been Senior Vice Principal at MLC since 2014, after holding multiple other College leadership roles, including Head of both the Junior Secondary and Middle Schools. “But perhaps the biggest part is overseeing learning and teaching development. I’m passionate about creating the ideal learning environment for our students, one which inspires everyone to learn, grow and contribute.

“At the moment, I am focusing on the evolved Curriculum for Learning and Wellbeing, being introduced for our Years 7-12 students in 2024. It’s a creative process and quite exciting to see new learning programs come to life.”

Margaret can be spotted around the College at student-led events.

“Students regularly see me supporting their various daily activities. I am a regular at assemblies, such as the Middle School assembly during the first term where I presented student awards. I also attended the Club Carnival and could be found in amongst the student booths. I also had a fabulous time attending the Junior School House Music Festival and seeing members of staff perform a dance!”

“In the past, we used to say, “we are preparing students for the future” but today we are preparing students to create the future.”

Vice Principal, Mr Mark Gray

“A lot of what I do is behind the scenes,” says Mark Gray, who was appointed Vice Principal in 2015 after having held extensive leadership roles at MLC in Education Outdoors and Sport. “The role of Vice Principal is to look at things through a whole-of-school lens. Heads of School rightly focus on their own [year levels], whereas I look holistically and look at how everything works together.”

For students, Mark is a familiar face at many College events, whether it be boarding, sport, music or education outdoors and is regularly seen around the College seeking student feedback on a wide variety of programs.

“I also share a Home Group with Marion Martin (Director of Education Outdoors), so hopefully those students don’t see me as a Vice Principal at all, but as their Home Group teacher and mentor.”

“Change is now the norm, so we encourage and equip MLC students with the skills to manage and work with change effectively.”

Ms Horton, Mr Gray, Ms Shea, Isla and Evie participate in the Founders’ Day flag activity, where staff and students wrote their wishes for MLC in 2023 and hung them along Tiddeman Drive.

Congratulating the Class of 2022

Congratulations to our Class of 2022, who have once again achieved some of the highest ATAR scores in the state, alongside broad expressions of achievement.

Sixteen perfect study scores were achieved across 10 subjects – Biology, Business Management, English, Food Studies, French, Legal Studies, Further Mathematics, Mathematical Methods, Specialist Mathematics, and Psychology, demonstrating the breadth of subject choices available to students at the College, and the great diversity of their individual interests and talents.

On top of their considerable academic and personal achievements, we are also incredibly proud of the way in which our Class of 2022 students modelled maturity and compassion to our younger students who look up to them. Through their many co-curricular activities and student

leadership positions, they demonstrated the kind of support for one another that fosters a strong sense of belonging and community.

“Our students are so much more than their ATAR scores,” says Chris Walkley, Head of Careers. “One of the key pieces of advice I tell students is that it doesn’t matter what route you take, employers want to employ human beings with realworld knowledge and interpersonal skills. Interdisciplinary learning, volunteering, and work experience are critical. And I would add: so is compassion and a genuine care for others, which MLC students have in spades.”

Destination spotlights

“My time at MLC will always remain as a fond memory and pivotal stage of my life. Thirteen years of pioneering education, eye-opening experiences and wonderful friendships have inspired me to leave this school proud to be part of an incredible community.”

–  Lauren Doolan

“During my 13 years at MLC, I learnt and grew, paving my own pathway thanks to the abundance of opportunities available. Along the way to support me were invaluable teachers, nurturing every step and forging a memorable experience at MLC.”

– Chloe Van Gaal

Sarah Lim

(2022)

This year I am excited to be undertaking a Bachelor of Design in Animation and Interactive Media at the Royal Melbourne Institute of Technology. Whilst my work in Visual Communications and VCE Art throughout my time at MLC has certainly influenced my decisions, my passion for STEM subjects has equally led me to pursue a career that requires both creative and logical thinking. I look forward to exploring the diverse opportunities and pathways the industry has to offer.

Adeline Toohey

(2022)

My time at Banksia and Marshmead reinforced my passion for outdoor education and gave me the confidence and independence to travel across the world by myself. I am taking a gap year so that I can have a break from studying and gain some more life experience before I begin university. I am hoping that my year will broaden my horizons and world view and provide me with inspiration and knowledge for my future. I will soon travel to the United States to be a Camp Counsellor on the Great Lakes. I have deferred a Law course at Monash, which I will commence next year. In the future I hope to work in either law or politics.

Ashley Ward

(2022)

I’m currently studying a Bachelor of Science at the University of Melbourne and really enjoying it! Science has always been something that I’ve been quite passionate about, particularly through the IB program and doing an Extended Essay in Biology. I was very fortunate to get a place in a Master of Teaching at the University of Melbourne as part of my offer, so I’m leaning towards taking up that opportunity and becoming a teacher. Seeing how profound and positive an impact my MLC teachers had on me, motivates me to hopefully do the same for future generations of students.

The Class of 2022 students who had been at MLC since the earliest years of Junior School gather together for a photo on their last day of school.

Introducing our newly evolved

Curriculum for Learning and Wellbeing

It is a rare event for a school to holistically re-shape its curriculum, which is why the introduction of MLC’s Curriculum for Learning and Wellbeing in 2024 is such an exciting development for our Years 7-12 students.

Developed over the last few years, MLC’s Curriculum for Learning and Wellbeing for Years 7-12 reflects extensive student, teacher, parent, and alumnae consultation, discussions with education experts, lessons learned from remote online learning during the pandemic, and comprehensive research into global best-practice approaches to education.

Most schools only speak about subjects (the ‘what’ of knowledge and skills) when they refer to their Curriculum. At MLC we look at the totality of a student’s learning experience.

“MLC already offers one of the broadest curricula in Australia, but in 2024 it will be enhanced further to ensure that as our students progress through their secondary years, they can continue to build their knowledge in an even wider range of subjects, without specialising too early,” says Margaret Horton, Senior Vice Principal, who developed the curriculum alongside Vice Principal, Mark Gray.

Learning

Similarly, at most schools, student wellbeing and daily timetables are usually seen and treated separately. At MLC, however, we know that mental health and learning outcomes are naturally entwined, and a growing body of research demonstrates that when students have higher levels of wellbeing, they are more likely to have higher academic achievement, complete Year 12, have better mental health, and have more pro-social and responsible lifestyles.

“It’s about choice, discovery, and meaningful learning experiences that connect different disciplines of learning together, and encourage our students to be flexible, resilient thinkers.”

Subjects | Structure of the

Students will receive one-on-one and group check-ins for greater wellbeing support.

Strengthened relationships are at the heart of the curriculum refresh.

Integrated Learning and Wellbeing

Principles

Delivery support progress

Dedicated Mentors for every student

Curriculum

What and when students learn

at MLC

Wellbeing Principles

Delivery

How we enable and foster wellbeing

Specialist staff for learning support and enrichment, careers and physical and mental health

Wellbeing programs tailored to each age group

day to maximise Learning and Wellbeing | Dedicated regular wellbeing activities within timetable | Clear Pathways

The recent pandemic highlighted the need to continue and strengthen the focus on wellbeing within the school environment. “We are introducing a shorter Period 1, where students will participate in a wide variety of Wellbeing experiences that support both their personal development and learning,” says Margaret.

“Activities will include one Community focused session per week, which could include attending a School Assembly, Year Assembly, Chapel, Community Group, or House Group meeting – supporting students’ connections across the College and the wider community.

“There will also be one Wellbeing Group session per week, and one personalised one-on-one Learning and Wellbeing Check-In per fortnight with their assigned Mentor Staff member. The one-on-one check-ins are tailored for each individual student based on their needs, collaboratively identified between the student and their Mentor Staff member.”

Students in Years 7 - 9 will get to experience the breadth of our curriculum.

Making sense of the Reading Wars

Across Australia, many schools and teachers still prefer Balanced Literacy over the newer evidence-based Structured Literacy (also known as the Science of Reading or Systematic Synthetic Phonics). At MLC, however, Structured Literacy has been our preferred approach for the last three years, and we have invested considerably in the professional development of our teachers to bring this change about.

“Before, using Balanced Literacy, students were taught to memorise and guess words using a combination of recognising full words and making meaning from them when encountering them in text and a sprinkling of phonics (lettersounds),” says Louise Peyton, Head of Junior School.

“Unfortunately, Balanced Literacy had serious limitations, especially when children encountered difficulties. Even children who seem to learn to read easily might not know their letter-sound correspondences well enough to spell them and begin struggling when texts become more complicated and feature fewer pictures to help them ‘guess’ words.”

Which brings us to the Structured Literacy approach based on the Science of Reading (SoR). It is a complete literacy

system that comes from a body of research evidence, where children are taught how their language and spelling system works in a structured sequence. The research found the most effective way to teach reading is by following an explicit, systematic approach focusing on the five key areas of: phonemic awareness, phonics, fluency, vocabulary and comprehension. It is well-rounded and ensures that a child’s literacy foundations are really strong,” says Louise.

In NSW, the government has mandated the Structured Literacy approach based on the Science of Reading system in the first three years of primary school. Currently, however, only a small number of Victorian schools have adopted Structured Literacy, with MLC lucky to be counted amongst them.

“At MLC, we have partnered with MultiLit, a research initiative of Macquarie University, to use their programs and resources. The educators at MLC have already undertaken professional development training and put this evidence-based practice into action. It is an excellent fit for our proactive approach to learning and wellbeing as a College,” says Louise, who adds: “Learning, like any other specialty, progresses over time. The Reading Wars are historically about the various theories around how children learn to read but now, the research is conclusively in Structured Literacy’s favour and cannot be ignored.”

The teaching of literacy in primary school is one of the most heavily researched and argued-about areas of education, often referred to as “the Reading Wars”.

“Children don’t get left behind because formative assessment is incorporated from day one. Essentially, we continuously take a snapshot of where your child is at with their literacy skills and build from there. You, as the parent, are also more informed and can better support your child at home.”

Focusing on the five key pillars of literacy; phonemic awareness, phonics, fluency, vocabulary, and comprehension, all underpinned by oral language, Junior School students develop the skills to become confident readers and writers.

Home base at school

When transitioning from primary school to secondary school, small everyday activities and check-ins help students adapt to change. In MLC Junior Secondary School, Home Group sets students up for success by providing a safe space for them to develop relationships with their peers and teachers.

Languages teacher, Mika Tabata, and Learning Diversity and Support teacher, Joanne Ryan, each run Home Group classes in Junior Secondary School and see the practice as essential to student wellbeing. “Students start and finish each school day in their Home Group, it’s their home base,” says Mika. “Home Group helps students feel more comfortable and confident in navigating the challenges of their first year of secondary school.”

“It’s the responsibility of Home Group teachers to oversee the wellbeing of their students,” says Joanne.

“We also provide a key point of contact for parents,” says Mika, “which ties into MLC’s proactive approach to continuous reporting and monitoring.”

Home Group is also a place where teachers can introduce a broad toolkit of resources that help students thrive. “We deliver wellbeing programs such as relationship building, online safety, resilience, empathy, gratitude and mindfulness,” says Joanne.

Ivy Sheng (Year 8) gives some examples: “Things my class and I have done together include listening to a podcast on “controlling the chatter in your head”, discussing mental health and providing actionable techniques to use.”

Students also think deeply about their own personal goals and what they need to do to put them into action.

“We set a SMART goal for the semester which our Home Group teacher checks in with us on regularly,” says Ivy. “Mine was to read my current French novel daily to improve my fluency!”

For both Joanne and Mika, running Home Group classes has been a highlight of their teaching careers so far.

“I love watching them grow older,” says Joanne, “and I always enjoy the passings in the corridors and my past students running up to me to tell me what they are up to. I think you form a special bond – second only to the Prep teacher!”

Mentor Group

In 2024 we will be moving to our evolved Curriculum for Learning and Wellbeing that further integrates our learning and wellbeing approaches from Year 7 to Year 12. Home Groups and Tutor Groups will now be called Mentor Groups, strengthened by having 2 Mentors rather than 1 Home Group leader.

“As a Home Group teacher, I get to see my students unite and encourage each other. It is truly amazing to see them collaborate and overcome challenges together. I feel honoured to be a part of this,” says Mika.

Home groups in JSS offer a comforting home base for students in Years 7 and 8, with a consistent cohort of students for familiarity and a caring home group teacher.

Perspective shifts for learning

At MLC Marshmead, Year 9 students focus on the perspective shifts that empower them to manage their own wellbeing and embrace their growing independence.

According to Jing Cui, Year 9 Home Group and Languages teacher, Middle School students are met with change from the outset of the school year. “The start of Middle School can sometimes be challenging,” says Jing. “Firstly, there are changes in the ways that classes are delivered; students need to go to different classes for each subject rather than stay in the same class for all subjects. Due to the changes in class delivery, students also find that their friendship groups evolve.”

Thankfully, all this change is a positive. Recent research attests that new learning environments with unfamiliar sights, sounds, and smells, create a “soft reset” that enhance our ability to build upon and incorporate new information.1

Alongside new classroom learning, the most prominent example of new environments is within the Year 9 Marshmead program.

Anny McMaster, Director of MLC Marshmead says that the Marshmead program has a powerful effect on students’ learning and broader wellbeing.

“Many students connect with the natural environment and have firsthand experiences of how this can benefit their wellbeing,” says Anny. “From watching sunrises to exploring the property while getting to witness calving and taking responsibility for a new animal, they make meaningful links between classroom learning and the world around them.

As a result of these connections, they make commitments to modifying their own behaviour in Melbourne.

“The confidence of the students increases, their ability to manage their own wellbeing with a variety of strategies increases, their awareness of how their ‘normal’ may not be someone else’s normal increases and they often walk away with a deeper understanding of how to navigate change and differences.”

Anny’s sentiments are echoed by Year 10 students who, after going through the program, say they have grown in confidence.

Olivia O’Neill, a current Year 10 student who attended in Term 2 of 2022, says, “at Marshmead, you had so much independence you had to trust yourself and your decisions and trust you were going to do the right thing. Being outside more gives you a chance to jump into everything. That transferred back to Kew, just to give everything a go.”

For Anny, embracing change is part of the joy of the Marshmead experience: “I love witnessing the growth of students when they return from Expo, they walk a little taller, they talk with passion around how they overcame their challenges and the fun memories they have of when things did not go quite to plan. They head home with a deeper understanding of self.”

1. Cedars-Sinai Medical Center. (2022) How does the brain make memories? ScienceDaily. Available at: https://www.sciencedaily.com/ releases/2022/03/220307113030.htm

Students at Marshmead take a snack break on the beach during expo.

Students at Marshmead manage everything on the property themselves; from tending to the vegetable garden, to managing the hobby farm as well as cooking, cleaning and managing the communal living spaces.

Keeping an active balance

In the throes of Years 11 and 12 and increasing study loads, committing to team sports can often fall by the wayside for Senior School students. MLC’s Health and Fitness program, introduced in 2022, aims to change all that by bringing pilates, yoga, spin classes and walking groups into school, so that students can more readily reap the emotional, physical and academic benefits of an active lifestyle.

Following the COVID-19 pandemic, secondary school students were 73 percent less likely to meet moderate-tovigorous intensity physical activity guidelines compared to pre-pandemic levels. Michael Jenkins, Director of Sport at MLC, says that, “the new Health and Fitness program reflects and responds to the widespread need for greater diversity, accessibility, and inclusivity in sport and physical activity options for students, to get them active and moving again.”

Accessibility and community-building characterises the new Health and Fitness program as a whole, by offering multiple classes before school. Iain Beverley, Head of Athlete Development says, “the program has empowered students to connect with others, which helps break the isolation around the intensive study periods and the increasingly online lifestyles we see in their Senior years. Classes are free and held on campus in a supportive environment, equipping students with the skills, habits, and attitudes they need to remain active.”

Furthermore, the program has had the desired effect of increasing students’ physical activity and challenging the nationwide trend toward a sedentary lifestyle. Students participating in spin class have averaged between 10 to 15 kilometres on the bike during each class, totaling approximately 1,250kms per week – enough to ride from

Melbourne to northern New South Wales. In just 12 months, the program has helped to reverse the trend of older students desisting from sporting activities.

Importantly, the new Health and Fitness program is here for the long term. Iain notes, “already in 2023, the program is continuing to see high participation levels and engagement, particularly from our Senior School students where some have moved away from team sports. We are now in the position to add new classes in response to our students’ needs and preferences.”

“MLC is incredibly proud of this initiative and it’s only just begun,” adds Michael. “Already we are seeing waitlists for our classes and we are making plans to work out how we can add more classes to the schedule.”

MLC’s Health and Fitness program is a great way to bring balance to study, encouraging students to get moving through yoga, spin or fitness classes held before, during and after school.

Relocating for learning

Boarding students come from around the country, and the globe, to experience everything an MLC education has to offer, but in doing so, leave their families, friends, and familiar routines behind. We speak to Amy, Ruby, and Praan, about how they learned to adapt to a very different way of living.

Moving into Tiddeman House is life-changing for new boarders. Carolyn Matthews, Deputy Head of Boarding says, “we have girls who start boarding from the age of 12; it’s a very courageous move to make at such a young age. But regardless of when boarding students start, I don’t underestimate the change that these young people are prepared to face.”

For Ruby (Year 12), hailing from a country town outside of Geelong, joining co-curricular activities played an important role in quickly feeling at home.

“I was invited to attend the summer rowing camps, even before I had started school at MLC. This was an amazing opportunity to meet and make friendships with other rowers and future classmates.”

Praan (Year 11), who is from Bangkok, Thailand, was eager for “international exposure” and was attracted by MLC’s renowned gymnastics program. Being so far from home, however, has not been without its challenges. “It definitely was really hard to settle in at first,” says Praan. “When my parents left, I cried a lot, but I made friends and started to feel better.”

Carolyn explains that initial homesickness is common for boarders, but the boarding staff are well-attuned in supporting students through the transition. “We show them it’s normal to feel sad when away from home.”

Boarding staff work closely with day school staff to ensure all bases are covered for the boarders’ wellbeing.

Praan commends MLC’s boarding staff for their caring approach. “The supervisors and the staff are always so friendly and willing to help me out whenever I’m struggling,” she says.

Meanwhile, one of our youngest boarders, Amy (Year 7), found settling in relatively easy after living in multiple countries. “So far, I have lived in 5 countries: the USA, Nigeria, United Arab Emirates, Australia, and finally Angola. “I made new friends in my year level quickly because we were all nervous and excited to be here.”

As part of the Boarding House’s dedicated wellbeing program LACE (Lifeskills, Activities, Community and Engagement), multiple activities are organised on weekends, and they are particularly helpful in developing bonds at the beginning of the year. “While these are optional,” Carolyn explains, “they’re lots of fun!”

Amy agrees: “Some of my favourite weekend activities are Yo-Chi frozen yoghurt runs, ice cream sundaes, and doing tie dye. There are also lots of activities outside of the school like going to Bounce (trampoline centre) and doing beach cleanups.”

Whether it’s going on excursions or just relaxing in the sunroom, or whether they’re from Victoria or overseas, boarders know they’re in good company and can find their place.

“The diversity of students from right across Australia and beyond makes Tiddeman House a really fun and interactive environment,” says Ruby. “Tiddeman House has become my home away from home.”

(L-R) Amy, Praan and Ruby enjoy some downtime in the Tiddeman Boarding House sunroom.

Expanding our sense of community

By Natalie Jones, MLC Kindle Team Leader

Over the past three years, MLC Kindle has conducted classroom enquiries that explore, and ultimately evolve, our notion of community.

MLC Kindle caters to children from six weeks to five years, taking inspiration from the educational project of Reggio Emilia, founded by Loris Malaguzzi. Children engage in an inquiry-based curriculum that privileges their rights, and facilitates the expression of their ideas, understandings, interests, and wonderings through what Malaguzzi termed, ‘the hundred languages.’ These languages are symbolic, embracing the endless potential of children and their capacity to wonder, and stem from the belief that there are “multiple ways of seeing and… being” (Reggio Children, 2011).

At MLC Kindle, this allows us to recognise and respond to each child’s individual intelligence and learning journey. By rejecting development as sequential, we welcome the reality of children’s development as “a tangled bowl of spaghetti,” to use Malaguzzi’s very well-known, and very Italian, metaphor. With this tangled bowl of learning in mind, MLC Kindle conducted an inquiry that explored, and ultimately evolved, our notion of community to include the natural environment. For the youngest children, this involved an investigation of the communal properties of bark; a home for many creatures, and protector of trees. Bark provided the varied sensations so crucial to learning in the infant years; the scents, textures, and patterns that result in polysensory discoveries. Sensory learning also played an integral role for older children in making kin with water/river.

Through stories and music from Murrundindi (Ngurungaeta of the Wurundjeri people), digital learning spaces, painting, clay, and visiting the Yarra-Yarra, the children came to a place of ethical obligation to the river, creating pledges for rivers everywhere. The hundred languages enabled all Kindle children to encounter and ‘know’ community – from the bark on the trees to the waters of the Yarra-Yarra.

At MLC Kindle we have a strong belief in demonstrating advocacy and introducing the children to activism from an early age. Late last year, the Kindle community raised $8000 through events, including our annual Art Exhibition, for three charities chosen by Kindle children. One of these charities, Kids First Australia, is a not-forprofit organisation that supports children, young people and families to make positive change. Kindle’s donation enabled Kids First to buy new items for their Sensory Room, a room purposefully designed as a safe space for families and their children, and Kindle children were delighted when they dropped by Kindle to say “thank you” in person.

Poppy explores the materiality of bark

Lucy, Tom and peers listen intently to Murrundindi as he shares his knowledge of river

Bringing girls into STEM

Girls are just as good at Science, Technology, Engineering, and Mathematics (STEM) subjects as boys and yet, nationwide, girls’ confidence in STEM is generally lower than boys, and falls further still as they get older. Thankfully, MLC is reversing this trend, with students selecting STEM subjects at higher rates than the national average. We speak to Miriam Beasy, Head of Science, to find out why.

“At MLC, there’s no sense of this subject is for boys and this subject is for girls,” says Miriam. “We try and capture our students’ interest in STEM in Junior School and aim to maintain that as they head into the upper years despite the stereotypes and social expectations that set in.”

According to Miriam, gender stereotypes and social expectations can filter in from our broader culture, communities and peer groups outside of school. “Also in co-ed classrooms, girls are often asked fewer questions and given less talking time than boys. This can sometimes be an effect of biases and unfounded stereotypes about girls’ abilities in STEM,” says Miriam. In addition, she says, research also shows that girls may become more discouraged or think themselves less competent in male-dominated fields such as math and science when they are in the same classroom as high performing boys, and sadly this mindset can then affect their actual performance and desire to pursue a STEM career.

But thanks to the encouragement MLC students receive in the classroom, MLC students past and present are making their presence felt across a variety of STEM subjects and careers. “Just this year, past student Dr Elizabeth Christie (2002) and her team published some work that looked at why some ovarian cancers become resistant to treatment, and our current students regularly participate in challenging and

stimulating STEM events, including the Science Talent search, the University of Melbourne Maths competition, the da Vinci Decathlon, and the Tournament of Minds, to name a few.”

Miriam sees knowledgeable, enthusiastic teachers as key. “The way MLC Science teachers engage our students in their learning and encourage our students to ask questions and take risks no doubt sets our students up well for personal and professional achievement in STEM related fields,” she says.

For Year 8 student, Avni Hegde, STEM subjects at MLC represent a world of opportunity: “The College has provided me with so many opportunities to explore my interests and passion for STEM, especially the wide range of co-curricular competitions, clubs, and extension programs,” says Avni.

(L-R) Avni, Alannah and Olivia represent PRISM (People Really Into Science @ MLC) club at the annual Clubs Carnival.

“MLC has taught me that there is nothing stopping me from reaching for the stars.”

– Avni Hegde

From MLC to the energy grid

MLC Alumnae, Caitie McClelland (2011) is one past MLC student who has gone on to pursue a STEM career in a male-dominated area. “I’m a Senior Electrical Engineer. I perform power system studies to assess the impact of a new generator on the grid,” says Caitie. “To do this, I build a model of the renewable power source on the computer and run a series of simulations to see what happens in different events such as when the frequency or voltage changes, or if there is a fault on a nearby power line.”

For Caitie, MLC gave her the confidence to explore her passion for STEM subjects. “At MLC, you get your confidence up in high school, and once you have that confidence it sets you up well for your adult life. I remember walking into my first engineering lecture at the University of Melbourne, it was like walking into a boys’ school classroom, but I thought “this is OK, I’ve studied similar subjects already, it’s just a different group of people.””

While Caitie’s university experiences were overwhelmingly positive, she noticed gender bias in the workplace after she graduated. “As a woman, you’re seen as someone who is good at administration, so it’s easy to get caught in management work and fall behind in technical work experience. But I pushed for more technical work and training by talking to my manager and project leaders. I just kept asking them until I got more opportunities.”

Studies show that in an all-girls’ education environment, young women are more likely to take up school subjects or university degrees in typically male-dominated fields.

“My experiences at MLC enabled me to know my worth and have confidence.”

– Caitie McClelland

An intergenerational MLC connection

When Barb Steele (1961) started at MLC as a Year 9 student in 1958, little did she know she was at the beginning of a lifetime connection to the College.

Fast forward to 2023 and Barb has only recently retired from a long and varied career at MLC, several years of which were spent with her daughter Jane Steele (1993) also on campus –initially as a student and then as a member of staff.

“I enjoyed my own years as an MLC student, so when I saw an advertisement for an emergency teacher in Junior Secondary School, I thought I would apply,” explains Barb. “That was back in 1980.”

Quickly becoming a permanent member of staff, Barb taught English and History in Junior Secondary and Middle School. She later held the role of Acting Head of Junior Secondary School and even spent two years as Director of MLC Kindle. In recent years she has supervised exams at MLC and served as Chief IB Invigilator.

“I enjoyed the collegiality at MLC and the way the College embraced change. From the introduction of laptops to revolutionising the timetable, MLC was always ahead of the curve,” Barb recalls.

Meanwhile, Jane joined MLC as a Year 3 student in 1982. “Mum was never my teacher, but she taught some of my friends and even my cousin!” recalls Jane, whose own memories of MLC include incredible support from teachers and a wide range of opportunities to become involved.

“I did lots of drama and music and made wonderful, lifelong friendships that are a big part of my life today. I had some amazing teachers who really shaped me. I saw returning to MLC as a staff member as an opportunity to come back and make a positive impact on the next generation,” Jane says.

As Head of Student Counselling, Jane leads a team of seven who work with students at all levels.

“MLC’s commitment to student wellbeing is quite extraordinary. Post COVID, more students have needed support.”

The MLC Counselling team includes qualified social workers, counsellors and psychologists with extensive experience in child and family services and child and adolescent mental health. In partnership with MLC’s wellbeing teachers and committee, Heads of School and Year Level Coordinators, the team provides counselling services that address students’ social, emotional and wellbeing needs.

“My role is incredibly rewarding. I love working with a dedicated team who are compassionate, kind and courageous. It’s a privilege to hear the stories students share and to support them through whatever challenges they may be facing.”

The Steele family has a long, strong connection to MLC. Barb’s three sisters attended the College, as did several of her nieces and their daughters.

“It’s special to have that family connection across several generations,” says Barb. “I am also part of a gorgeous network of former staff that catch up regularly. Being part of the MLC family as mother and daughter is something we treasure.”

“Being part of the MLC family as mother and daughter is something we treasure.”

– Barb Steele (1961)

Meaning behind the motto

By Stacey Coenders, College Archivist

Mottoes form a vital part of an organisation’s identity.

For schools, mottoes serve as an official statement that captures the essence of the institution in just a few words. Many people feel that the strength of MLC’s motto “Deo Domuique”, translated to “For God and For Home”, comes down to our ability to re-interpret it in changing contexts without straying too far from the original meaning.1

For MLC, our motto speaks to the purpose for which our school was founded in 1882. It is believed that MLC’s first Principal, Rev Dr William Henry Fitchett, devised the motto. In an early statement, Fitchett claimed that “The College stood, first, for God: for His glory and kingdom. And because it stood for that, it stood for every home in the land.” For many years, the College’s interpretation of the motto was literal; to provide a Christian education for girls that enabled them to fulfil roles of ‘service’ to their religion and their households.

A couple of decades after adopting the motto, the College community began to see a broader and deeper meaning to “Deo Domuique”. This was that the motto, and therefore the College, placed a more vocational emphasis on the

acquisition of knowledge, not education for its own sake but for service to others. In many regards, this sentiment is still reflected in our mission statement of ‘inspiring our students to be the citizens the world needs’.

In the mid-1980s, a committee was formed to review the motto and ensure that it still aligned with the new aims and objectives of the College. These aims and objectives stressed that the College’s role was to equip girls to go into the world and be able to tackle any task that confronted them. One committee member suggested changing the motto to: Deo Domui Orbi, ‘For God, For Home, and For the World’. However, the committee decided to retain the original motto with the acceptance of a broader interpretation of both parts of the motto: ‘For God’ meaning to be true to one’s faith and principles or beliefs, whatever they might be; and ‘For Home’ to encompass the idea of being of service to our immediate and wider communities of family, friends, nations and the world.

Our motto has served MLC well for over 141 years and continues to provide a strong and enduring link to our foundation, our past, present, and future.

1 ‘They Dreamt of a School’, Alisa Zainu’ddin, pg.3

Students forming the MLC star and motto in a field display for Principal Dr Wood’s retirement, 1966.

Staff spotlights

Kam Kenny-Jones

Kam Kenny-Jones kick-started his career with a Bachelor of International Development Studies with Honours and a Master of Teaching at the University of Melbourne, majoring in Geography before heading overseas for work experience and travel opportunities. “I spent time working in South-East Asia, specifically Thailand and Cambodia before joining MLC as a Geography and Middle School Home Group Teacher,” says Kam. “I’m now the co-coordinator of the Local Urban Project – a term-long investigation into real-world issues facing our local community where students come up with innovative solutions.”

Kam was drawn to a career in education as a way to create meaningful change. “I believe a great teacher has the power to support students in discovering their passions, experience success in learning and understand the importance of perseverance in accomplishing significant goals. A great teacher can change the life of a student.”

For Kam, MLC offers an extensive array of 21st century learning and wellbeing programs that inspire students to confidently embrace and overcome a variety of modern-day challenges. He is proud to be involved in the development of new and innovative curriculum opportunities, especially within the Local Urban Project program.

“I am privileged to be working with highly experienced, passionate, and knowledgeable Humanities educators,” says Kam. “For me, a key standout is the breadth of engaging curriculum opportunities, both onsite and offsite activities, that provide MLC students with the key knowledge and skills to become independent, resilient, and ambitious thinkers that thrive both within their schooling experience and beyond.”

“Hands-on inquiry-based learning allows students to investigate pressing issues, from global hunger to gender inequality to environmental change.”

Jess Hergott

Prior to working in schools, Jess Hergott completed a Bachelor of Science (Honours in Botany), after which she coordinated a series of programs for young Australians who received accredited training in a range of skills such as bush regeneration and habitat protection. This sparked her passion for working with young people and led her to complete a Master of Teaching at The University of Melbourne, specialising in Geography and Environmental Science. Her current role at MLC is teaching VCE Geography and implementing the first-ever MLC Environmental Systems and Societies course as part of The International Baccalaureate Diploma Programme.

Alongside teaching, Jess also works as a VCAA assessor and has previously held a position on the VCAA examination development panel to write and review the VCE Geography examination, as well as published work in the VCE Environmental Science textbook.

“I was drawn to education as I aim to share my love of the environment with students, whilst developing their appreciation and care for our ecosystems,” says Jess.

What’s next for Jess? “This year I am developing and implementing the first Environmental Systems & Societies (ESS) course as part of the IB DP at MLC. This subject combines teachings of Geography, Ecology and Environmental Science and covers a large number of environmental problems that we encounter from climate change, human population dynamics to pollution. I am proud that MLC recognises the importance of providing students with the opportunity to learn about natural systems right through to Year 12, and I feel honoured to be part of this offering.”

“I firmly believe the MLC graduates are well placed to tackle some of the most complex issues (like climate change and adaptation) in a manner that requires innovation, ingenuity, and compassion.”

Alumnae stories

Celebrating the diverse stories and achievements of our vibrant community of Old Collegians.

Brigitte Blood (2016)

Following in the footsteps of my mum and aunties, I started at MLC in Year 7 after a period spent living overseas. Even though I was a rather quiet, studious child, after a short while I found a firm group of friends who stuck by me through the years. In Year 8, I discovered a passion for kayaking; some of my fondest memories are riding the bus to training with friends and jumping into the water on hot summer days.

After finishing school I studied Chemical Engineering and Pharmaceutical Science at Monash University. I thrived in the small cohort, finding a dynamic, close-knit group of peers with shared interests. During my time at university, I got heavily involved with academic clubs and was appointed President of the Monash Engineering

Anna Ryan (1999)

Being offered a scholarship to attend MLC meant I started Year 7 without knowing any other students, however I quickly launched myself into the many opportunities on offer at the College: choir, House music and drama, swimming, athletics, and even a brief stint in the rowing team! I quickly felt part of the community and made plenty of wonderful friends, many of whom I am still in contact with today.

When I left MLC, I wasn’t sure what career path I wanted to follow and enrolled in an Arts/Law degree at the University of Melbourne. After six years, including a year overseas, I graduated with honours and began work at a large corporate law firm. Soon realising this wasn’t for me, I changed paths and moved into an in-house role at Foxtel in Sydney. I feel so lucky to enjoy my

and Pharmaceutical Science Society. I also discovered a new passion for brewing, joining the Monash BrewLab halfway through my studies, also put some of the skills and knowledge I had learnt into practice.

I became the Director of the team in my final year and helped rebuild the team following several years of lockdowns. I now work at CSL, working in manufacturing of antivenoms for some of Australia’s most venomous animals. Without the encouragement and support I received at MLC, I may not have figured out how best to apply my strengths to the fields that interest me most. By the time I graduated, I had the knowledge and skills to gain acceptance into my dream course and felt confident in the choices I had made.

job. An ordinary day could involve being in Court, negotiating a contract with a Hollywood studio, “legaling” a breaking news story, or working through the night (literally!) to finalise the recent AFL media rights agreement. I’m proud to have been recognised by my peers as one of Australia’s leading in-house technology, media and telecommunications lawyers.

I often wonder how my life may have panned out had I not been offered a scholarship to attend MLC – I suspect it may look quite different. MLC gave me so many incredible opportunities, instilling in me the firm belief that girls really can do anything; and for that I am very grateful.

Deborah Dowling (1987)

I thrived in MLC’s large community and loved being able to find peers who shared my interests. Joining the College in Year 7, I took full advantage of the breadth of opportunities on offer, spending most of my time in the Music Department – sometimes it felt like I attended my academic classes in between rehearsals!

I graduated with a Bachelor of Science (Physics and Philosophy), and a Diploma of Education focused on gifted education, then I completed a PhD on the way 90s digital technologies were transforming scientific research methods. I discovered that I loved teaching, and my first few years fulltime in the classroom spanned many fields, including outdoor education, physics, geography, chamber music, philosophy, maths, and even poetry. An early teaching experience that shaped my career was running MLC’s Year 9 Melbourne Term, which was a wonderful learning experience.

Charlotte Young (2020)

I commenced at MLC in Kindle and later returned in Year 5, where I discovered my love for morning sunrises as a coxswain, faced the exhilarating pressure of a restaurant kitchen in VCE VET Hospitality, and rode Nevile’s pink tsunami during House competitions. I’ll always remain grateful to programs like Deaf Integration and Speech and Drama for lifelong skills, and the teachers who provided me with endless leadership opportunities.

MLC’s emphasis on community involvement encouraged me to join YDAS’s Young Leaders program, where I learnt inclusive leadership and advocacy for peers with disabilities. This led me to work with Children and Young People with Disability Australia, where I’ve designed and chaired their National Youth Summit for the past four years.

Today, I’m a youth advocate, board member, and university student studying a Bachelor of Politics, Philosophy and Economics/Arts at

At 30, I moved to the United States. Teaching in Californian independent schools, I found myself fascinated by systems, processes and policy and rose through the administrative rank. As the Executive Director of the California Association of Independent Schools, I now lead a team that accredits the state’s independent schools, runs leadership training for the heads of school and their trustees, and helps school heads to network and support one another.

MLC showed me that you could do lots of different things while maintaining a high standard. Since the College never put limits on the number or variety of opportunities I could get involved in, I learned to set my own priorities, manage my time, and find ways to fit things together. I feel immensely lucky to have been given such an interdisciplinary start in life.

ANU. I’m honoured to be sitting on advisory boards, including the U.S. Embassy, NGA, NGV, and proud to be the Co-Founder and President of the ANU Auslan Club.

Last year, I presented a Climate Change policy to Ambassador Caroline Kennedy and Dr Wendy R. Sherman. I was also 1 of 10 Australians chosen to participate in the Clinton Global Initiative University, where I founded a program aimed towards reducing inequity for remote Indigenous Australians with disability in incarceration. This year, I was elected as the Australian Youth Delegate to the UN Conference of State Parties on Disability Rights in New York.

MLC was a profoundly empowering environment during my formative years, revealing my strengths and fostering a global outlook that promotes gender equality and women’s leadership. The confidence and agency instilled in me by the school will always shape me.

Grace Sweeney (2007)

I joined MLC in Year 9 after moving through various schools in New Zealand, Canberra and Melbourne. Despite being nervous, I relished the opportunity to try new things. I appreciated that MLC’s larger size meant that what might be considered a solo or niche pursuit, was big enough to form a community – and I particularly enjoyed the Friday lunchtime SciFi club. After all these years, I have maintained many deep friendships, even living on the same block as two friends from my IB cohort! After leaving MLC, I completed a Bachelor of Environments and a Master of Construction Law at the University of Melbourne. During this time, I held a cadetship at a building firm.

I currently work as a Commercial Manager at Lendlease in a role that encompasses construction management, construction law and finance. Over the course of my career, I have worked on projects ranging from schools to stadiums, laboratories

Amy King (Henderson, 1996)

I arrived in Year 7 the year after MLC had become the first school in the world to introduce laptop computers for students. Coming from a small primary school and having had very little previous experience with computers, it was a steep learning curve! Despite only knowing a handful of people when I started my MLC journey, I felt comfortable and welcomed from the outset, excited for the countless opportunities on offer.

After leaving MLC I went onto study business marketing at Swinburne. It was a great course that really ignited my interest in owning and running my own business. I travelled overseas and worked in Chicago for 12 months with Nikki Morris (1997) and was fortunate to see lots of the world before getting my first ‘real’ job in superannuation back in Melbourne.

to social housing and apartments to aged care facilities. My current project is building a program of much needed community hospitals around Melbourne’s growth areas.

I enjoy working in a field where I am making the world a better place in a very tangible way and find joy in showing my daughter the projects I have helped into the world, encouraging her that she, too, can make a real difference.

Being in an all-girls environment, I will always credit MLC with giving me the courage to move into a STEM field without internalising gendered messages that certain subjects ‘weren’t for me’. This attitude has served me well in a male-dominated industry. I am also grateful for the spiritual education and MLC’s progressive values. Today, I am a member of my local Uniting Church, have led UCA LGBTIA+ Youth Groups and am involved in LGBTIA+ advocacy and activism within the community.

I loved working in a corporate environment and learning about the different facets of business. Eventually, I married this passion for business with my love of yoga and pilates by founding CorePlus. Melbourne-born and now offering national franchise opportunities as well as a huge library of online classes, CorePlus reflects my personal ‘mindful movement for everybody’ philosophy.

More than anything, MLC gave me the best group of school friends I could ever imagine, and that’s something I’m grateful for every day. Even though I wasn’t a top scoring student, MLC gave me the inspiration and confidence I needed to follow my passions and forge a career that I find deeply fulfilling

OCC update From the OCC President

By Alex Waddell (2010), President, Old Collegians’ Club

I am continually impressed by the vast numbers of Old Collegians making a difference. As we move further into the year, I am excited to update you on our busy start to 2023 and let you know how we plan to support Old Collegians in their endeavours.

Firstly, a big congratulations to the Class of 2022. We are so pleased to welcome you as our newest members of the OCC. The Old Collegians Community is also thrilled to welcome our 9th Principal, Julia Shea. Julia is a leading advocate for all-girls education, with a background in maths and science and a track record of driving educational excellence. Her leadership will build on the progress made under the leadership of Diana Vernon, whom we farewelled at our Celebration event late last year.

I would like to acknowledge and commend the success of our International Women’s Day event. It was truly inspiring to hear from Amanda McKenzie (2000), CEO and Co-founder of Climate Council, about women on the frontline of climate change impacts. This event was a brilliant showcase of how our collective action can make a difference.

We hope to support Old Collegians’ in their pursuits through our Val Kerr Fellowship Grant Program. We have recently increased the award amount to a maximum of $10,000 for Old Collegians who are planning not-for-profit ventures that align with OCC values and promote the empowerment of women, female leadership, education or social entrepreneurship. This program includes financial support to assist recipients in their endeavors. I encourage all eligible Old Collegians to apply and look forward to reading about the amazing ventures you have planned. Applications are due on 30 June.

Our mentoring program continues again this year following our highly successful pilot program in 2022, connecting alumnae as mentors and mentees. The three-month program begins in August and is an opportunity for OC’s to network and build connections through a guided mentoring program.

Finally, I invite all of you to engage with us in whatever ways work for you - connect with us via social media, attend our events, and/or submit an application for our Old Collegians’ Fellowship Grants program. Together, we can continue to uphold the values of our school and make a positive impact in the world around us.

2023 Dates for your diary

2023 Val Kerr Fellowship Grant Program Application Due Date

Friday, 30 June

Details and Application forms available at: www.mlc.vic.edu.au/stayconnected

Lunch and Annual Chapel Service

Saturday, 15 July – 11.00am

Young Alumnae Event

Thursday, 10 August – 6.30pm

Annual Golf Day

Monday, 9 October – 8am

OCC Celebration Event

Wednesday, 11 October – 6.30pm

(L – R) OCC President Alex Waddell (2010), guest speaker Amanda McKenzie (2000) and MLC Principal, Julia Shea. Old Collegians attend the OCC International Women’s Day event.

Parents’ Association: all welcome

New MLC Parents’ Association (PA) President

John Fergusson sees being involved in his daughters’ education as both an opportunity and a privilege.

“I’ve always been involved in our three girls’ schooling and co-curricular activities. I see it as a way to give back to the organisations and communities that have offered our children so much. And I find it very personally rewarding.”

John’s initial involvement with the PA began when his eldest daughter Indi Fergusson (2019) was still a student at MLC. Alex Fergusson (2021) graduated the year before last and his youngest, Anna Fergusson is currently in Year 10.

“I helped coordinate and host MLC’s bi-annual Beef & Burgundy nights. These are hugely popular events for MLC dads and have been running for many years. Our first Beef & Burgundy night for 2023 sold out in 24 hours!”

The PA’s first event for 2023, its Annual Garden Party, was also a huge success, with more than 650 parents in attendance on a balmy evening in February.

While the social aspect of the Parents’ Association is something that appeals to John (“I’d go to the opening of an envelope,” he jokes) he believes a great strength of the Association is the diversity of roles available to current parents.

“From volunteering in lost property a few times a year right through to being on the PA Executive team, there’s a role and time commitment that suits everybody,” John says.

“Importantly, you can contribute in a way that’s relevant to your daughter and family. It could be Friends of Art or Friends of Music, or a sports special interest group like the Silver Star Rowing Club or Friends of Snowsports. It could be the International Parents’ Group, taking on the position of Year Level Liaison or one of the many other roles on offer.”

“Ultimately, by getting involved you’ll make new friends, strengthen your relationship with the College community, actively demonstrate support for your daughter(s) and meet some fantastic people!”

Current parents can read the latest news or check upcoming PA events by looking at the Connections parents’ newsletter, published fortnightly, or check the Parents’ Association section of the myMLCfamily.net intranet at www.mymlcfamily.net/parents.

The International Parents Committee hosted a wonderful Lunar New Year celebration in February.

Families and guardians gathered for the annual Parents’ Association Spring Garden Party in February.

Foundation news

The MLC Foundation exists to make a real difference to students’ lives.

“A strong supportive foundation underpins every great school around the world,” reflects Principal, Julia Shea. “At MLC, our Foundation works in partnership with the College community to provide our current and future students with world-class facilities, programs and opportunities.”

According to Chair, Claire Rogers, MLC’s Foundation plays a powerful and transformative social role, empowering young women by enabling the programs and opportunities that foster female leadership.

“Strategic giving is one of the most powerful catalysts for change in our world. Giving to the MLC Foundation is a way to make a tangible difference.”

Claire says the impact made by MLC Foundation donors is both valuable and visible.

“It might be providing a high-quality MLC education for an individual girl who wouldn’t otherwise have access, or it might be helping to realise outstanding facilities and an environment that allows girls to learn, grow, experiment and try new things.”

“One of MLC’s unique characteristics is its diversity of opportunities for girls to explore what lights their fire and where they are going to take their leadership. And it’s the exceptional programs and first-class physical learning environment that underpin that culture of leadership, where girls can seize opportunity.”

Principal, Julia Shea agrees.

“Providing inspirational teaching and learning spaces in all curriculum areas supports students to achieve their full potential. MLC will continue to invest in infrastructure projects to engage and challenge girls across the incredible breadth of academic and co-curricular pursuits on offer.”

“We can’t stand still,” adds Claire. “To provide ongoing diversity of opportunity means a continual commitment to elevate MLC’s programs and learning environment.”

Both Claire and Julia are keen to see giving for girls’ education achieve parity with that given to boys.

“Girls’ schools haven’t been bold enough to ask for as long as the boys’ schools have been asking, so there is much catching up to do,” Julia says. “Hopefully this means that the sizeable disparity in philanthropy achieved by boys’ and girls’ schools will soon be a thing of the past. Our daughters deserve the same opportunities as our sons.”

To learn more about the work of the Foundation, please visit mlc. vic.edu.au/giving or contact Maria Mercuri, Associate Director of Advancement on +61 3 9274 6308 or mercurmn@mlc.vic.edu.au

“By investing in our daughters, we are investing in the quality of our future. That is purpose that is worth striving for.”

“Philanthropy is an investment. At MLC, it’s an investment in our future female leaders, and that’s an incredibly worthwhile investment.”

Claire Rogers, Chair, MLC Foundation

Claire Rogers, Chair, MLC Foundation Julia Shea, Principal

Reunions

Reunions allow Old Collegians (OCs) to remain connected to MLC, sustain old friendships, make new ones, and celebrate the past and the present of girls’ education. MLC reunions are held onsite with tours of the College conducted by current student ambassadors; a wonderful opportunity to see new developments and hear from the next generation. “Reunions are held in five year intervals from your finishing year,” says Maria Mercuri, Associate Director of Advancement at MLC. “The Advancement team sends a save the date to all the relevant OCs when a Reunion is coming up, so please let us know if your contact details have changed so we can keep you in the loop. Our Reunions are lively events not to be missed. We look forward to seeing you at your next Reunion!”

2022 Silver Circle Reunion

Class of 2007 (15 Year)

Remaining 2023 Reunion dates

Saturday, 3 June 30 Year Reunion (Class of 1993)

Friday, 16 June

25 Year Reunion (Class of 1998)

Friday, 21 July

35 Year Reunion (Class of 1988)

Saturday, 5 August 45 Year Reunion (Class of 1978)

Saturday, 12 August

50 Year Reunion (Class of 1973)

Saturday, 26 August 55 Year Reunion (Class of 1968)

Wednesday, 4 October 1 Year Reunion (Class of 2022)

Saturday, 7 October Silver Circle Reunion (Classes of 1920 – 1962)

Thursday, 19 October 15 Year Reunion (Class 2008)

“Our Reunions are lively events not to be missed. We look forward to seeing you at your next Reunion!”

– Maria Mercuri, Associate Director of Advancement at MLC

Class of 2013 (10 Year)

2023 Deaf Education

Community Notices

Engagements

Brigitte Bui (2009) to Jake Lawson.

Marriages

Charlotte Beeny (2000) married Youssef Abouelseoud on 25 June 2022 and celebrated with family and friends at a reception on 25 November 2022. MLC Old Collegians in attendance included mother of the bride Merrilyn Beeny (Iles 1964), godmother Rosalind Marshall (Hardman 1964), aunts Heather Turner (Iles 1969) and Janette Thomas (Iles 1972), cousins Miranda Talbot (Turner 1996) and Melanie Thomas (1996), and friends Emma Slater (Christie 2000) and Olivia Collins (Thompson 2000). Other MLC guests included Jeanette Findlay (Gibson 1964), Liz Taylor AM (Dax 1965) and Robyn Hanson (Watson 1973 MLC Elsternwick).

Lucy Eva (2007) married Andrew Hogan on 28 January 2023. MLC guests included bridesmaids Shelley Lipshut (Sutherland 2007) and Georgia Lloyd (2007) and many other MLC friends.

Births

To Alexis Daish (2007) and Jordan Becroft, a son, Jack Nicholas Becroft, born on 23 July 2022. A nephew for Pia Daish (2004) and Ella Daish (2014).

To Charlotte Elder (2000) and Luke Stephens, a son, Jack Peter Stephens, born 17 August 2022. A brother for Alice and Harriet, and great-nephew for Jean Elder (1962), Cathy Elder (1956, deceased), Marion Sarson (Elder 1967) and Marg Robertson (Elder 1968).

Jessica Broughan (2009) married Jamie Pobjoy on 10 December 2022. Her sister Louise Broughan (2006) was Maid of Honour and Georgina Head (2009) was one of the bridesmaids. MLC guests included Valdeta Mala, Jacinta Boys, Nikki De Sanctis, Tanya Ficatas and Maddy Elliott (all 2009)

Emma Heale (2013) married Mark Batrouney on 4 March 2023. MLC bridesmaids were Vivienne Fleming (2013), Laura Travis (2013) and Lauren Heale (2017). Other MLC guests in attendance were mother-in-law Jennifer Batrouney AM KC (Romanes 1980), Annabel Glanville, Emma Selbie, Victoria El-Khoury, Bea Garrisson, Selina Wilmott, Liz Tower, Georgia SzeTho (all 2013) and Clare Travis (2014).

To Georgia Fleiter (2012) and Ed Granter, a son, Harry Edward Granter, born 24 September 2022. A nephew for Sophie Fleiter (2009), Kate Fleiter (2010) and a grandson for Brendan Fleiter (former Director, MLC Board and Chair MLC Foundation). A cousin for Emily Palmer (2015), Rebecca Young (2012), Hattie Martin (2019), Millie Martin and Bebe Martin (current MLC students).

To Danielle Holloway (2003) and Nick Pearce, a son, Jack Pearce, born 28 July 2021.

To Nicole Kapiniaris-Anson (2001) and Tate Anson, a daughter, Billie Anson, born 7 January 2023. A great granddaughter for Norma Bonar (Brazier 1935, deceased).

To Arminelle Hutton (1993) and Jason Armstrong, a son, Oscar Charles Armstrong, born 22 November 2019. A nephew for Sarah Sosic (Hutton 1994).

To Brett and Helen McLean (Feddersen 2003), twins, Philippa and Toby, born in August 2022. A sister and brother for Harriet and Freya. Great niece and nephew for Lesley Feddersen (1970).

To Alexandra Nash (2007) and Michael Speer, a son, George Charles Chambers Speer, born on 13 December 2021.

To Mai Nguyen (2013) and Alex Song, a daughter, Sylvia Song born on 1 October 2022 in Shanghai. A niece for Kelly Song (2013) and Linh Nguyen (2019). Cousin of Quynh-Ly Duong (2015).

To Edward and Alexandra Oakden (Wilson 2007), a daughter, Tigerlily Valentina, born 4 January 2023. A great granddaughter for Valmaie Wilson (Trigge 1927, deceased).

To Evis and Pieta Tavrou (Muir 1996), a son, Alexander Polivios, born 6 August 2022. A nephew for Hayley Muir (1994) and Rebecca Engwerda (Muir 1998).

Ingrid Wilde (Lindstrom 1977) married Mark O’Donnell on 17 September 2022 at Byron Bay.

In Memory

MLC has learnt of the following deaths in our community. We extend sincere condolences to their family and friends.

Lorna Ashton (Pope 1943) died on 1 December 2022.

Judith Bennetts (Wilson 1952) died on 22 November 2021.

Elly Cavell (1998) passed away on 7 May 2022. Daughter of Karen Cavell (Broberg 1968), sister of Sarah O’Brien (Cavell 1996) and aunt of Clementine O’Brien (current MLC student).

Angeline Chang (Wat 1964) died on 2 October 2020. Mother of Donna Chang (1989), grandmother of Carys Parkinson (current MLC student) and sister-in-law of Amy Wat (Chan 1964).

Jennifer Collett (Hoggart 1953 Kew & past MLC Elsternwick) died on 29 August 2022. Sister of Margaret James (Hoggart 1956 Kew & past MLC Elsternwick), grandmother of Clementine Hohmann-Ross (current MLC student) and mother-in-law of Marcia Hohmann (current MLC staff).

Barbara Cormack (McCloskey 1960) died on 28 May 2022. Sister of Jean Randles (McCloskey 1960).

Lynette Cox (Neville 1953) died on 27 November 2022.

Clare Doyle (Thomas 1958) died on 2 April 2022. Sister of Janet Galley OAM (Thomas 1955). Cousin of Margaret Fitchett (Cross 1957), Margaret Proctor (1935, deceased) and Joyce Maher (Proctor 1931, deceased).

Valmai Field (Morison 1945) died on 7 October 2022. Sister of Margaret Syle (Morison 1946).

Heather Fort (Carr 1965) died on 28 October 2022. Sister of Lorraine Fisher (Carr 1959).

Ariane Greenwood (Smith 1961) died on 24 November 2022.

Jean Guy (1948) died on 2 August 2022.

Anne Hansell (Gross 1965) passed away on 1 February 2022. Sister of Kay Gross (1970).

Judith Jagla (Griffin 1959, MLC Elsternwick), died on 26 January 2023. Judith was an active and committed member of the Branch where she also served as co-convenor of the Canberra OCC Branch.

Coralie Jenkin (Madsen 1966), died on 28 August 2022. Daughter-inlaw of Gwenda Jenkin (Wilson 1939, deceased), sister-in-law of Julie Jenkin (1965) and Carol Barelli (Jenkin 1972). Aunt of Alice Collins (Barelli 2006).

Gillian Joseph (Archibald) died on 25 December 2021. Gillian was an MLC teacher from 1977 - 1986.

Janette (Jan) Knuckey (1941) died on 21 December 2022. Daughter of Rhoda Knuckey (Manser 1911, deceased, MLC Launceston). Sister of Elizabeth (Betty) Muir (Knuckey 1944, deceased), aunt of Sue Oakley (Muir 1966) and great aunt of Katherine Oakley (1991).

Barbara Knight (Hetherington 1948) died on 11 August 2022.

Evelyn Lawlor (Close 1950) died on 16 October 2022. Sister of Beryl Naghten (Close 1946, deceased).

Thelma Leech (Holdsworth 1939) died on 29 November 2022 at the age of 101. Grandmother of Lisa Tucker (Sambell 1996). Thelma is remembered by her family as always fondly sharing her school memories from her time at MLC in the 1930’s.

Jennifer (Jenny) Leigh-Jones died on 23 January 2023. MLC teacher from 1986 - 2002 where Jenny held numerous positions.

Amanda Levy (1997) died on 7 January 2022.

Sharon Markell (1982) died on 8 February 2023. Sister of Traci Roantree (Markell 1985).

Judith McNamara (Lobb 1954) died on 20 July 2022. Mother of Jenny Dimsey (Randall 1980) and Deborah James (Randall 1982). Sister of Margaret Shoebridge (Lobb 1964).

Peggy Mayo (McDougall 1942) died on 3 January 2023. Sister of Dulcie Trevenen (McDougall 1939, deceased).

Janet Morgan (Noske 1948) died on 12 December 2021. Sister of Judith Noske (1946).

Deirdre Naughton (1998) died on 11 July 2021. Sister of Bridget Naughton (1995).

Jill Peirson (Oliver 1953) died on 12 September 2022.

Jean Pooley (Featherstone 1948) died on 18 April 2023. Mother of Alison LittleHales (Pooley 1974) and Heather Pooley (1977). Jean was a Piano Tutor at MLC during the 1960’s - 1970’s.

Ruth Raggatt (Barber 1948). Mother of JulieAnne Eley (Raggatt 1974). Sister-inlaw of Con Barber (Williams 1948).

Barbara Simondson (Smith 1945) died 20 November 2022. Mother of Susan Hendy (1975) and grandmother of Tanya Hendy (2003).

Ivy May (Peggy) Smith (Carne 1939) died on 9 September 2022 at the age of 100 years. Mother of Beverley Laidlaw (Smith 1964), grandmother of Jacqueline Steel (1993) and grandmother in-law of Eliza Allender (1993). Peggy was a boarder and is remembered as warm and vivacious, as well as passionate about MLC and the education it provides to young women. Over the years she spoke at numerous MLC events.

Kathryn Stanton (Indian 1965) died on 7 October 2022. Sister of Christine Hopkins (Indian 1963).

Lorraine Stebbins (Barr 1966) died on 27 April 2022. Sister of Margot Tarrant (Barr 1963) and great aunt of Alexa Tarrant (current MLC student).

Berenice Watson (Gairns 1960) died on 26 March 2023. Sister of Marilyn Filzwieser (Gairns 1955, deceased). Cousin of Leonie Thomson (Gairns 1960), Diane Washfold (Gairns 1962) and Elaine Atkins (1962).

We welcome the submission of community notices from all MLC alumnae. To learn more about the notices that we can accept or to submit a notice, please visit mlc. vic.edu.au/communitynotices or scan the QR code.